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 Learning Inventory (ELLI), Professor Crick, one of the originators, led the research team in a thorough review and reanalysis of the data. Supported by the Learning Emergence Network of international researchers, the results are now published for the first time in the British Journal of Educational Studies:
Ruth Deakin Crick, Shaofu Huang, Adeela Ahmed Shafi & Chris Goldspink (2015): Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies. DOI: 10.1080/00071005.2015.1006574. Open Access Eprint: http://dx.doi.org/10.1080/00071005.2015.1006574
Interestingly, the support for this re-analysis came from the Systems Engineers in the Engeering Faculty at the University of Bristol as part of the International Centre for Infrastructure Futures, rather than ELLI’s original home in the Graduate School of Education….where Crick, Broadfoot and Claxton began in 2000. Perhaps Morin would have something to say about this — we think so!
The new self assessment tool, called the Crick Learning for Resilient Agency Profile (CLARA) identifies Mindful Agency as a key learning power dimension — which predicts the set of active dimensions: Creativity, Curiosity, Sense-Making and Hope & Optimism. Two distinct Relationship dimensions measure Belonging and Collaboration. Finally, an Orientation to Learning indicator measures a person’s degree of Openness to change — in contrast to either fragile dependency or rigid persistence.
The new measurement model represented by CLARA resulted from a detailed exploration of the patterns, relationships and interdependencies within the key constructs through structural equation modelling (diagrammatic summary above). It is a more robust, parsimonious measurement model, with strengthened research attributes and greater practical value. The research demonstrates how the constructs included in the model link to the wider body of research, and how it serves to integrate a number of ideas that have hitherto been treated as separate. For more details from a user perspective see Introducing CLARA.
The CLARA model suggests a view of learning that, after Siegel is:
an embodied and relational process through which we regulate the flow of energy and information over time in order to achieve a particular purpose.
Learning dispositions reflect the ways in which we develop resilient agency in learning by regulating this flow of energy and information. They enable us to engage mindfully with challenge, risk and uncertainty and to adapt and change in a way which is positively alinged with our purpose.
Resilient Agency is our capacity to move iteratively between purpose and performance, utilising our learning power and generating and re-structuring knowledge to serve our purpose.
Learning, from this viewpoint, is a journey which moves between purpose and performance – to put it another way, without having purpose we’re not really going to learn in a context of complexity and information overload. To learn, when the outcome is not known in advance (which is most real world learning) requires that we are able to navigate learning as a journey, utilising our Mindful Agency, restructuring information to achieve the outcome we need.
The Learning Emergence Network has teamed up with eXplorance Blue, one of the world’s leading survey providers based in Montreal, to create the SOLA platform (Surveys for Open Learning Analytics) which can host CLARA and other assessment tools, and importantly, provide rapid feedback to users for improvement purposes.
The rapid analytic feedback to users who complete the questionnaire is returned in the form of a spider diagrame which forms a framework for a coaching conversation which can move between learning identity and purpose and the formulation of strategies for change. The new assessment tool is a focus for research and development around the world. Crick and Buckingham Shum are now based in the pioneering Connected Intelligence Centre and the School of Education at the University of Technology Sydney, where CLARA forms part of a research programme into dispositional learning analytics — alongside other learning analytics approaches designed to make visible – to learners and educators – the dynamics of lifelong learning qualities.
CLARA, and the knowledge and know-how in the research paper, have been made available for research and development under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives License. This permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
We welcome all contributions to the ongoing research and development of this work which has applications in education, industry and community. We have translated CLARA into Chinese, Russian and Spanish. For more details and opportunities for collaborative research and development please contact firstname.lastname@example.org