Mapping BLP to ELLI

Here at Bushfield School, we have been using Building Learning Power for several years now (the version of Bristol’s original research popularised by Guy Claxton via TLO). We’ve had some  success at embedding it within the school’s ethos and everyday practices, according to a TLO audit, and reassuringly,  confirmed by Ofsted.

In parallel, we subsequently learned about the ongoing research programme at Bristol, around ELLI, led by Ruth Deakin Crick. Now we’re exploring ways to build on the language for learning that is part of the school’s life, and introduce ELLI as a way of opening up conversations around learning power at the individual pupil level. An initial step has been a simple exercise in which we mapped the BLP “learning muscles” which our staff and students are now familiar with, onto the ELLI spidergram generated from the self-report web questionnaire hosted by Vital Partnerships. We might add in the icons for learning muscles around the spidergram to add more visual engagement as well, similar to the way in which the ELLI team have engaged young people in diverse cultures through the use of the Simpsons characters, and indigenous Australian animals.

Mapping BLP learning muscles onto the ELLI spidergram

The note in the middle reflects the idea that we might audit the school as a whole on its learning power, not just students. We thought we’d share this with you as we embark on this next phase of the journey 🙂

Andrea Curtis (Head) and
Simon Buckingham Shum (Chair of Governors)

Learning Analytics and Knowledge 2012

Learning Analytics and Knowledge Conference, April 29-May 2, 2012

http://lak12.sites.olt.ubc.ca

  • Full Paper submission: October 16, 2011
  • All other submissions: November 13, 2011

Keynotes

  • Katy Börner, George Siemens, Barry Wellman

We are experiencing an unprecedented explosion in the quantity and quality of information available not only to us, but about us. We must adapt individually, institutionally and culturally to the transition in technologies and social norms that makes this possible, and question their impacts. What are the implications of such data availability for learning and knowledge building — not only in established contexts, but also in the emerging landscape of free, open, social learning online?

This conference will be of interest to Learning Emergence readers since we are unquestionably entering the era of data mining, in which machines will be tasked with helping over-pressed humans to make sense of the data deluge. When this comes to learning, we need to make sure that the richness of authentic, connected learning is not lost through over-simplified indicators of “learning” which are deployed simply because they are the easiest things to formalize.

Full details of the topics, keynotes, and ways to participate on the website