PhD Studentship, Open University UK (2013-16): This PhD project builds on validated pedagogical models for learner-driven enquiry, scaffolded by blogging software and associated learning analytics, to create a reflective, social, learning journal. The research will start by analysing the data already gathered from prior research in schools, design new contexts for studying this phenomenon, and refine the analytics. Experience in qualitative and quantitative data analysis required, programming not required but an advantage.
Funding consists of stipend £40,770 (£13,590/year) plus fee bursary
Shaofu Huang presented his doctoral research at a seminar of the Centre for Systems Learning and Leadership on Wednesday 24th April. This is an exciting application of complexity theory and systems modelling in the social sciences and demonstrates that for teachers, engaging students in deep learning is complex and unpredictable – more like a design challenge than a script to be followed.
Taronga Zoo Break out is a story written by the Indigenous students of Singleton High School for the school Community in Singleton, New South Wales. It is an example of how symbol and metaphor can support the development of student self-awareness and engagement in the process of learning. Developing a rich and local language for learning, that links to the collective consciousness of a community through metaphors and symbols, is a crucial prerequisite for deep inquiry-based learning.
The story was ratified by the Wonnaruah elders, illustrations are byKerry-Anne at Black Butterfly Designs and the following people helped in the facilitation of the story writing: Tim Small, Bristol, UK and Deirdre Heitmeyer, Jennifer Campbell and Narelle McCormack of the Ka-Wul Indigenous Education Centre.
How do we improve the quality of Research and Development for school improvement? Improving the organization of educational R&D requires answers to three seemingly straightforward questions:
What problem(s) are we trying to solve?
Whose expertise is needed to solve these problems?
What are the social arrangements that will enable this work?
While these questions appear to be simple, in the last decades our field’s responses to them have been confused. When the answers to these questions are disorganized, the natural result is a cacophony of questions and innovations that fail to accumulate into real progress on core concerns.
Deborah Good, Post Grad student at the Centre for Systems Learning and Leadership at the University of Bristol is applying these ideas to her own secondary school, where she is responsible for professional learning as well as a focus for her research. Check out her slides here: Prototyping Case Study