Category - Videos

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EdMedia 2014 keynote on learning analytics
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Learning Analytics + NICs for Systemic Educational Improvement
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Learning Dispositions + Authentic Inquiry in a Primary School
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DEED+ELLI+AI+CI = Systemic School Learning
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Dispositional, Complex Systems Analytics @ LASI

EdMedia 2014 keynote on learning analytics

At EdMedia 2014 [#edmediaconf] I enjoyed great AACE and Finnish hospitality 🙂 The critical stance of my keynote there seemed to resonate with delegates, who hear a lot about “Big Data” and analytics, but have reservations about the kinds of learning that such technologies may perpetuate. I sought to deconstruct analytics to clarify the ways in which an approach and how it is used embodies an educational worldview. Knowing this, what kinds of learners are needed for 21st century society, and what role can analytics play in advancing this mission? Part of this emerging picture is what we’re focusing on here at LearningEmergence.net — redefining metrics that value qualities in the learner that many are talking about, but which are hard to evidence. Here’s[…]

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Learning Analytics + NICs for Systemic Educational Improvement

Personal reflections on 2 workshops and a lecture with Tony Bryk (Carnegie Foundation for the Advancement of Teaching), hosted last week by Ruth Deakin Crick at University of Bristol. What follows after a brief introduction to the concept of NICs, are my thoughts on the intersection of NICs with Learning Analytics. I made a number of connection points between the features of the DEED+NIC approach, and learning analytics, which I’ll highlight in green. with Gulzhan Azimbayeva • Harvey Goldstein • Ruth Deakin Crick • Tony Bryk Introduction: NICs The ideas of the human-centred computing pioneer Douglas Engelbart (dougengelbart.org) run like DNA through my work, I find so much depth of insight [see his Afterword to my book]. Doug showed the[…]

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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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DEED+ELLI+AI+CI = Systemic School Learning

Introduction We’re excited to report the unfolding story about how we are using the groundbreaking work of Tony Bryk‘s team on  Design, Educational Engineering and Development (DEED), as a methodology for systemic school change. This is combined with the University of Bristol’s Effective Lifelong Learning Inventory (ELLI), which forms part of a process of Authentic Inquiry (AI) for students, teachers and leaders. The insights from these prototypes are then shared via a novel website, from the Open University’s Knowledge Media Institute, for harnessing Collective Intelligence (CI), called the Evidence Hub. This is  an exciting convergence, since as you are about to see, the school piloting this reports that it has catalysed a profound shift in how they think about professional development.[…]

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Dispositional, Complex Systems Analytics @ LASI

We’ve just got back from an intensely busy, creative and enjoyable week at LASI13, Stanford University, where Ruth Deakin Crick, Chris Goldspink, Rebecca Ferguson, Nelson Gonzalez and I (online!) contributed to the programme. Ruth and Rebecca were both blogging, so you can get their in-situ reflections, and I’m sure there’ll be more to follow as we unpack the many ideas. Following a successful Dispositional Learning Analytics workshop, on which we’ve had very positive feedback, awareness should grow of Learner Dispositions (or Mindset as Dweck calls it), Teacher Dispositions, the potential of a multi-level Complex Systems approach to educational system design, and from Nelson’s work at Declara, the emerging potential of applying machine learning techniques to such datasets. Ruth and Rebecca[…]

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