Category - Publications

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Learning Analytics for 21st Century Competencies?
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Learning Power: new research identifies Mindful Agency as central to resilience
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Universities: core business (and analytics) in 2030?
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Learning Analytics: On Silver Bullets and White Rabbits
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Learning Dispositions + Authentic Inquiry in a Primary School

Learning Analytics for 21st Century Competencies?

We’re delighted to announce a Special Section of the Journal of Learning Analytics, published this week, focusing on the challenge of Learning Analytics for 21st Century Competencies. In our editorial we introduce the nature of the challenge, and after summarising the different researcher and practitioner papers, propose a complex systems approach which takes seriously the ‘layers, loops and processes’ of learning infrastructures and the iterative relationship between the human and the digital, where people learn at the nodes of networked flows of information. Learning analytics is an emerging field powered by the paradigm shifts of the information age. Pedagogy and learning that produce students capable of thriving in conditions of complexity, risk, and challenge by taking responsibility for their own learning journeys, and using technology and analytics[…]

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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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Universities: core business (and analytics) in 2030?

 Ruth and I have the privilege of working with Randy Bass [blog] and team at Georgetown University. Randy is a leading thinker  around the deep purpose of higher education, and how this entails rethinking student qualities, and analytics. Jump to 40mins for his closing comments in this keynote envisaging higher ed in 2030. Here’s the gist: Our calling as a university is the formation of men and women (but many institutions do this of course). However, we do so in the context of a community of enquiry and knowledge creation (fewer institutions do this). Moreover, we do so for the public, common good (fewer still have this explicit mission). These three are interlocked and inseparable. The railroad companies who thought they were in the business of railroads went bust. The ones who thrived understood[…]

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Learning Dispositions + Authentic Inquiry in a Primary School

What happens when you turn a curriculum topic over to 10-11 year old children,  give them freedom to choose their focus, and increasing autonomy to make their own decisions to design, create and run a showcase event? Indeed, how do staff cope with stepping back like this? If Ofsted inspectors were to walk in, how could the school evidence learning? How can you evidence the development of lifelong learning dispositions, and how does this relate to the school’s strategic concerns about the progress of different pupil groups on traditional attainment measures? What roles do social learning tools like reflective blogging have to play? This movie provides a brief glimpse into a two year series of pilots at Bushfield School, documented[…]

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