LEnet people are leading practitioners, researchers, policy makers and business people. Browse the People menu to see the diverse international and cross-disciplinary backgrounds we bring.
Ruth Deakin Crick is a Professor of Learning Analytics and Educational Leadership at the University of Technology Sydney. Formerly a music teacher, then a headteacher, she moved into academia after completing her postgraduate training in educational leadership and administration, applied theology and educational policy sociology. She was one of the originators of the Effective Lifelong Learning Inventory (ELLI) and subsequently the next generation assessment to to measure leanring power, CLARA (Crick Learning for Resilient Agency Profile). She is a founding Partner in the Learning Emergenge LLP. As an originator of learning analytics designed to measure learning power and support self-directed strategies for improvement within a coaching for learning framework and teacher-led pedagogical change, her research now focuses on processes of learning, adaptation and feedback in complex social systems. She is Co-Investigator in the International Centre for Infrastructure Futures that brings together stakeholders involved in renewing the UK’s infrastructure. The Centre is developing a principled and generic learning journey framework for creating innovative, performance based business models with learning at the hub of stakeholder driven, networked improvement communities. She has contributed to the creation of a new field of enquiry: dispositional analytics and she co-directs the Learning Emergence network
Simon Buckingham Shum is Professor of Learning Informatics and Director of the Connected Intelligence Centre, University of Technology Sydney. He brings a human-centered computing perspective to the use of analytics in education. Following a B.Sc. Psychology, M.Sc. Ergonomics and Ph.D. Human-Computer Interaction, he has worked on learning technology and e-science, with a particular interest in visual hypertext for mapping meetings and argumentation. He co-edited “Visualizing Argumentation” (2003), expanded in “Knowledge Cartography” (2008; 2014) and Knowledge Art (2015). He was proud to serve as Chair of Governors at Bushfield School in Milton Keynes. He is a co-founder and a VP of the Society for Learning Analytics Research.
Chris Goldspink is a Director and the Chief Scientific Officer with Sydney based consulting company Incept Labs. He has seventeen years experience as a consultant to industry and government in the areas of management improvement, organizational change, and public management reform. Formerly he held senior line and staff management positions with the Australian Bureau of Statistics having been responsible for organizational development, marketing and information services and statistical analysis and output. His career has included periods in the academy, including the International Graduate School of Management, University of South Australia and the Centre for Research in Social Simulation, University of Surrey. He has taught and supervised students in Australia, New Zealand and Europe and throughout South East Asia. Chris maintains an active teaching role in business strategy, leadership, international marketing and organizational change as well as in systems concepts and research methods.
Chris’ research interests concern the applicability of complex systems concepts to understanding social and organizational change. He also has a strong education related research focus. This includes the design and conduct of trans-disciplinary research into trajectories of school change, quality of pedagogy, student engagement and wellbeing and learning outcomes for the South Australian Department of Education and Children’s Services. In collaboration with Dr Robert Kay, he has developed a method for surfacing individuals and groups deeply held assumptions and worldviews. These have recently been used in the corporate sector to understand risk managers approach to uncertainty and, in collaboration with Sydney University and KPMG, are currently being used to understand what CEOs mean when they advocate innovation.
His published output is diverse, spanning theoretical contributions to understanding processes of social and cognitive emergence and social simulation ontology, through empirical research into governance mechanisms in web 2.0 and on to practitioner pieces on management and leadership, including in education.