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.
During 2012, Australia’s largest children’s’ charity—The Smith Family—organised a series of parent/school engagement activities in Northern Territory schools that aimed to skill parents to confidently communicate with each other and collaborate with school staff to resolve student issues. Known as Parent Yarns—Learning Together, these sessions were facilitated by ViTaL partners, Julianne Willis and Marilynn Willis, who introduced the concept of ‘effective lifelong learning’ in considering how parents can best support their children to succeed at school. The Smith Family’s vision is to support communities in improving life outcomes for disadvantaged Australian children, with a particular focus on the challenges of working in Northern Territory schools where over 40 per cent of students are Indigenous.
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 and engage a new generation. For more details of the project you can read the latest update about how the whole community is engaged in a process of merging two streams into a third way. Watch the video below made by the students in the school to show how we learn together in Daly River….Animal Powers…..
Ferguson, R., Buckingham Shum, S. and Deakin Crick, R. (2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July, Southampton, UK. Eprint: http://oro.open.ac.uk/30598
Ferguson, R. and Buckingham Shum, S. (2012). Social Learning Analytics: Five Approaches. Proc. 2nd Int. Conf. Learning Analytics & Knowledge, (29 Apr-2 May, Vancouver, BC). ACM Press: New York. Eprint: http://oro.open.ac.uk/32910
Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd Int. Conf. Learning Analytics & Knowledge. (29 Apr-2 May, 2012, Vancouver, BC). ACM Press: New York. Eprint: http://oro.open.ac.uk/32823