Category - Coaching for Learning

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Learning Power: new research identifies Mindful Agency as central to resilience
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Learning to Learn – International Perspectives
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Hampshire Teaching Schools Alliance: Becoming Research Teachers focused on improving Deep Learning Across Transitions
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Ngambara Fimityatit: Learning Together in Daly River
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Our Learning Analytics are our Pedagogy

Learning Power: new research identifies Mindful Agency as central to resilience

For learning in the complex world of risk,  uncertainty and  challenge, what matters is being able to identify, select, collect, collate, curate and collaboratively re-construct information to suit a particular purpose. This is why there has been a sustained and growing interest in learning dispositions and the personal qualities people, teams and communties need to flourish. As Edgar Morin says: We need a kind of thinking that reconnects that which is disjointed and compartmentalized, that respects diversity as it recognizes unity, and that tries to discern interdependencies. We need a radical thinking (which gets to the root of problems), a multidimensional thinking, and an organizational or systemic thinking After fifteen years of experience in the research and practical application of learning power using a survey tool called the Effective Lifelong[…]

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Learning to Learn – International Perspectives

Learning to learn is crucial for success in our complex, unpredictable and data-drenched world. This new book from members of the Learning Emergence Network explores learning to learn from theory and practice around the world.  See our people pages for many of the authors.  Learning to learn is both a process and an outcome of formal education, along with other trans-disciplinary and life-wide competences. It goes deep into pedagogy and practice and is influenced by culture and context. As an outcome, it is a competence we aspire to measure and celebrate. Learning how to learn is a crucial competence for human flourishing in 21st century conditions of risk and uncertainty.  It is one of eight key competencies identified by the European Union as a[…]

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Hampshire Teaching Schools Alliance: Becoming Research Teachers focused on improving Deep Learning Across Transitions

The Hampshire Teaching Schools Alliance has formed a Networked Improvement Community with structured social arrangements which joins academic research, clinical practice and commercial expertise in sustained programmes of Design Educational Engineering and Development (Bryk et al 2010).  This is an approach to improvement which is being developed in education by the Carnegie Foundation for the Advancement of Teacher Education It  offers a productive synthesis across the research-practice divide. It aims to meld the conceptual strength and methodological norms associated with traditional research  with the contextual specificity, deep clinical insight and practical orientation characteristic of action research. Participants in a Networked Improvement Community endorse shared, precise, measureable targets which achieve a shared purpose.  They address shared,complex problems and participate in whole[…]

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Ngambara Fimityatit: Learning Together in Daly River

These murals of a Barramundi and a Brolga have been painted by the community in Daly River, Northern Territory, Australia, to remind everyone about how the community and the children in St Francis Xavier Catholic School are learning and achieving together.  The project, led by Miriam Rose Bauman and Julianne Willis, draws everyone in the school community together to engage in learning and change.  The vision of the project is summed up in the title Ngamara Fimityatit – which means When we learn together, sharing + living the same language for learning, we will be empowered to create a new story for our future… It’s about bringing together local traditional knowledge systems with 21century ideas about learning, in order to empower[…]

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Our Learning Analytics are our Pedagogy

Our Learning Analytics are Our Pedagogy from Simon Buckingham Shum In this keynote to  Macquarie University’s Expanding Horizons 2012 conference , I gave an overview of how the field is developing at macro, meso and micro scales, and then later on make a connection to the seminal work of the Assessment Reform Group on Assessment for Learning, in which University of Bristol played an active role through Patricia Broadfoot, and also to Paul Collard, who presents what is for me a provocative metaphor for the challenge we now face in education: musical reproduction ≠ musicality… Abstract: “Learning Analytics”: unprecedented data sets and live data streams about learners, with computational power to help make sense of it all, and new breeds of[…]

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