Category - Ways of Knowing

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Learning Analytics for 21st Century Competencies?
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Learning Analytics: On Silver Bullets and White Rabbits
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Learning to Learn – International Perspectives
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Taronga Zoo Break Out
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Corporate Leadership as Corporate Authorship: Becoming a Story Maker

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 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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Taronga Zoo Break Out

Taronga Zoo Break Out  Taronga Zoo Break out is a  story written by the Indigenous students of Singleton High School for the school Community in Singleton, New South Wales.  It is an example of how  symbol and metaphor can support the development of student self-awareness and engagement in the process of learning.  Developing a rich and local language for learning, that links to the collective consciousness of a community through metaphors and symbols, is a crucial prerequisite for deep inquiry-based learning.  The story was  ratified by the Wonnaruah elders,  illustrations are byKerry-Anne at Black Butterfly Designs and the following people helped in the facilitation of the story writing: Tim Small, Bristol, UK and Deirdre Heitmeyer, Jennifer Campbell and Narelle McCormack of the Ka-Wul Indigenous Education Centre.

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Corporate Leadership as Corporate Authorship: Becoming a Story Maker

Corporate Leadership as Corporate Authorship TIm Coburn 2011 Tim Coburn led the second seminar in the ‘Re-thinking  Leadership and Learning Seminar Series’  at Centre for Systems Learning and Leadership at the Graduate School of Education yesterday. It was an original, rigorous and exciting seminar which authentically ‘did what it said on the tin’.   A key take home idea  is that  becoming a STORY MAKER  is a key element of corporate and individual agency and leadership.

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