Introducing clara
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The document discusses the need to develop learning experiences that cultivate resilient agency in students. It argues that in today's world, students need to be able to independently direct their own learning, think creatively, collaborate with others, and persist in the face of challenges. The document presents a model of "learning power" that identifies key dimensions like sense-making, creativity, collaboration, and hope/optimism that enable resilient agency. It also provides a self-assessment tool called the Crick Learning for Resilient Agency Profile that students can use to reflect on their strengths and growth areas across these dimensions.
![PATTERNS IN LEARNING POWER DATA
• Underachieving students – significantly lower on all
active learning power dimensions.
• Learning power drops significantly as students get older
• 18-24 year olds are lowest in adult population
• English as a second language students score higher
than indigenous students
• Bright high achievers often lack resilience and a
language for learning
]
53](https://image.slidesharecdn.com/introducingclara-150405233154-conversion-gate01/85/Introducing-clara-53-320.jpg)
Introducing clara
- 1. UTS CRICOS PROVIDER CODE: 00099F LEARNING COMPETENCIES AS CITIZENSHIP COMPETENCIES cic.uts.edu.au
- 2. STORY IN A SLIDE Global challenges demand radical responses from educators The future is integrated, collaborative and innovative Our relationship with information has changed We need to develop resilient agency We need to design learning for authentic enquiry cic.uts.edu.au
- 4. The average person processes more data in a single day than a person in the 1500s did in an entire lifetime. The Human Face of Big Data website at http://humanfaceofbigdata.com/ and https://www.facebook.com/FaceOfBigData.
- 5. scientifc research…has moved on…democratising discovery and allowing the emergence of a new type of scientist who is adept at recognising problems and can design and lead projects Crowd sourcing is changing science : Citizen Science
- 6. FUTURE CITIES cic.uts.edu.au The future is integrated The future is collaborative innovation The future is about data
- 7. MANAGING THE TENSION BETWEEN INNOVATION AND CONTINUITY • to adaptively assimilate changing technologies into social practice; • to deal with ambiguity and diversity; • to find and sustain community links; • to manage motivation and emotion; • to focus on morality, responsibility, and citizenship. cic.uts.edu.au
- 8. cic.uts.edu.au How can we design learning experiences to meet these challenges?
- 9. cic.uts.edu.au ‘BIG DATA IS TRULY REVOLUTIONARY BECAUSE IT FUNDAMENTALLY CHANGES MANKIND’S RELATIONSHIP WITH INFORMATION.’ MICHAEL S MALONE
- 16. A system that depends on external control is not sustainable
- 17. Resilient Agency those qualities an individual has that enable them to mindfully succeed in pursuit of a chosen purpose despite adverse conditions of risk, uncertainty and challenge
- 18. The Knowledge – Agency Window Expert Codified Knowledge Open ended Enquiry Teacher Directed Learning Self Directed Learning Teacher-directed enquiry Student led-enquiry Content/Expert led teaching Student-led revision
- 19. The Knowledge – Agency Window Expert Codified Knowledge Open ended Enquiry Teacher Directed Learning Self Directed Learning Teacher-directed enquiry Student led-enquiry Content/Expert led teaching Student-led revision
- 20. The Knowledge – Agency Window Expert Codified Knowledge Open ended Enquiry Teacher Directed Learning Self Directed Learning Teacher-directed enquiry Student led-enquiry Content/Expert led teaching Student-led revision of expert content
- 21. Expert Codified Knowledge Open ended Enquiry Teacher Directed Learning Self Directed Learning Teacher-directed enquiry Student led open ended enquiry Content/Expert led teaching Student-led revision of expert content Teaching as Script Teachi ng as Design Deakin Crick et al (2011), Learning Futures Final Report. Paul Hamlyn Foundation. http://learningemergence.net/library/reports/learning-futures- evaluation-2011 Authentici ty Agency Identity Learning and Citizenship – embodied in student led enquiry
- 22. 2 DIFFERENT WORLDVIEWS (N=500 TEACHERS) -1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1 Develop democratic relationships Build a community of learners Negotiate learning Challenge and support learners Teach students how to learn Foster deep understanding Explore the construction of knowledge Promote dialogue as a means of learning Build on learners understanding Connect learning to lives and aspirations Apply and assess in authentic contexts Communicate in multiple modes Dynamic Design Ruth Deakin Crick, Chris Goldspink & Margot Foster (2013). Telling Identities: Learning as Script or Design? Learning Emergence Discussion Paper (June, 2013). PDF http://learningemergence.net/events/lasi-dla-wkshp
- 23. Competence Knowledge Information Learning Power Identity Purpose Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry - a complex systems approach. in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement. New York: Springer
- 24. Learning is a journey ….from purpose to performance Structuring Knowledge Performing Generating Learning Power Identity Story Purposing Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92
- 25. LEARNING POWER ‘an embodied and relational process through which we regulate the flow of energy and information over time in order to navigate a learning journey to achieve a purpose of value’ Deakin Crick et al 2015) DEVELOPING RESILIENT AGENCY IN LEARNING: THE INTERNAL STRUCTURE OF LEARNING POWER, BRITISH JOURNAL OF EDUCATIONAL STUDIES, FORTHCOMING. Siegel, D. (2012) The Developing Mind: How relationships and the brain interact to shape who we are, New York, The Guildford Press.
- 26. RMSEA=.035. Deakin Crick, Huang, Ahmed- Shafi & Goldspink (2014) Developing Resilient Agency in Learning, British Journal of Educational Studies, under review,
- 27. FROM ELLI TO RESILIENT AGENCY Strategic Awareness Mindful Agency Changing & Learning Hope and Optimism Meaning Making Sense-making Creativity Creativity Critical Curiosity Curiosity Learning Relationships Collaboration Belonging Resilience Openness to learning Deakin Crick et al (2015) Becoming a Resilient Learner: the internal structure of learning power, British Journal of Educational Studies, forthcoming.
- 28. LEARNING POWER DIMENSIONS Mindful Agency Unaware, passive, mindless Hope and Optimism Stuck and static Sense-making Data accumulation Creativity Rule bound Curiosity Passive Collaboration Independent or Dependent Belonging Isolated, split off, lonely. Openness to learning Closed, brittle or fragile & dependent
- 29. LEARNING FOR RESILIENT AGENCY PROFILE 29
- 30. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Survey-based analytics for learning dispositions Deakin Crick et al (In Press). Developing Resilient Agency in Learning: the Crick Learning for Resilient Agency Profile. Rapid Visual Feedback to Stimulate Self-Directed Change A framework for a coaching conversation
- 31. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.
- 32. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.
- 33. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.
- 34. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Wanting to get beneath the surface & find out more. Always wondering why and how.
- 35. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Being part of a learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them
- 36. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Being able to work with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.
- 37. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Having the optimism & hope that I can learn & achieve over time. Having a growth mindset; believing I can generate my own new knowledge for what I need to achieve
- 38. Mindful Agency Sense making Creativity CuriosityBelonging Collaboratio n Hope and optimism Rigid Persistence Fragile Dependence An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning Open Readiness
- 39. Mindful Agency Sense making Creativity CuriosityBelonging Collaboration Hope and optimism Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully. Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose. Wanting to get beneath the surface & find out more. Always wondering why and how. 1 Dependent ClosedOpenness to learning An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions. Being part of a learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them Having the optimism & hope that I can learn & achieve over time. Having a growth mindset; believing I can generate my own new knowledge for what I need to achieve Being able to work with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.
- 40. cic.uts.edu.au
- 44. Trust Affirmation Challenge a relational and embodied process
- 45. “I am a little bit rubbish”
- 47. “learning is like a road…..you can get tow trucks that can help you…”
- 49. Closed Passive Fragile & dependent Fragmented data Lacking inter and intra- personal awareness Isolated Rule bound ‘Done to’ A-critical Fragile, dependent, brittle. Receptive to learning and change Resilient Hopeful Curious Creative Strategic Purposeful Collaborative Persistent Aware Sense making Connecting data Deakin Crick et al (2012; 2008; 2013; 2004)
- 50. from no hope to resilient agency F
- 51. It’s a gift….how to get a long life easier
- 53. PATTERNS IN LEARNING POWER DATA • Underachieving students – significantly lower on all active learning power dimensions. • Learning power drops significantly as students get older • 18-24 year olds are lowest in adult population • English as a second language students score higher than indigenous students • Bright high achievers often lack resilience and a language for learning ] 53
- 54. LEARNING POWER IS ASSOCIATED WITH • Standardised Attainment (except creativity!) • Students perceptions of: teachers ability to create positive interpersonal relationships, to honour student voice, to respect students and to stimulate higher order thinking • Organisational emotional literacy 54
- 55. LEARNING POWER IS ASSOCIATED WITH PRO- SOCIAL VALUES AND ANTI-SOCIAL BEHAVIOR • Critical social justice • Political engagement • ‘Living my values’ • Hope in the future Resilience Learning relationships Strategic awareness Changing and learning Meaning making Critical curiosity Creativity
- 56. I have changed so much in my learning ability and this makes me feel a bit more confident in myself. Apart from just learning whatever I need, knowing why should I learn them is an important part for me and then analysing them. Pre- and post profile for Student 1: Foundation 2 to first year ICT Degree Student
- 57. LEARNING POWER IN THE COMMUNITY
- 59. Illustrations by Kerry-Anne at Black
- 63. 63 Choosing and Deciding Observing and Describing Generating Questions Uncovering Stories Knowledge Mapping Connecting with existing knowledge Interface with success criteria Assessing and Validating Applying in the World Using Genuine Interest to Understand, Explore, Create and Improve BREAK-THROUGH INNOVATION LEARNING and PERFORMANCE Dynamic s of Open- Ended Enquiry
- 64. 64 Jess’s Choice
- 65. 65 What will be there in 15 years? Why do relationships matter? What was there before? How many people have been there? How was the gorge made? Have any famous people been there? What kind of people used to be there?
- 66. 66
- 67. ‘It’s made me not so scared to learn other things,’ ‘It was a tiny little project and it spiraled into all these other things that were connected.’
- 69. Structuring Knowledge Performing Generating Learning Power Identity Story Purposing Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92
- 70. How humans assign value to things: economic value, sentimental value, utilitarian value. From concrete experience to abstract reasoning
- 72. But with this You get to be yourself, you're not restricted. you're allowed to think freely, It's different because you teach yourself and it's your own work. I used to just give up if it was difficult But now I've gone up effort wise I keep going, get more stuff done. You're like exploring and you think more and more and more than one lesson in a certain subject. With this you learn what you want to learn and that's really, really important. You value yourself more but now if you don't do what the teacher says that's fine cos you are teaching yourself – you are the teacher. It really does change you as a person….
- 74. ENQUIRYBLOGGER: ELLI WORDPRESS PLUGINS 74 Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July 2011, Southampton, UK. Eprint: http://oro.open.ac.uk/30598
- 75. COMPOSING AND CATEGORISING A BLOG POST Standard blog editor, including option to embed multimedia Categories relating to authentic enquiry, which are visualized by the plugins
- 78. MOOD VIEW WIDGET
- 83. 83 PRIMARY SCHOOL ENQUIRYBLOGGERS BUSHFIELD SCHOOL, MILTON KEYNES
- 84. PRIMARY SCHOOL ENQUIRYBLOGGERS BUSHFIELD SCHOOL, MILTON KEYNES “I think it actually really helps because you need to look back - could I have used that ELLI dimension, could I have used that one? So it sort of helps you think about what ELLI dimensions you could use in the next day, so it’s almost like revising every day, and it makes you think about which ones you have used and how you've used them.” “I find it helpful to blog. You get to tell everyone what you’re feeling, what you’ve been doing. They get a picture of what you’re doing. They might have a link to include.” “I like blogging. It gets all the hard work out of my head and then I just go home and relax.”
- 85. EVIDENCE HUB AS SHARED CONCEPTUAL MAPS AND KNOWLEDGE STRUCTURING TOOL FOR TEACHERS People / Organizations / Projects / Claims / Evidence Evidence Hub for Systems Learning and Leadership www.sysll.evidence-hub.net
- 86. EVIDENCE HUB: INDEXING STORIES + EVIDENCE Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net A wizard guides the user through the submission of a structured story: • What’s the Issue? • What claim are you making/addressing? • What kind of evidence supports/challenges this? • Link it to papers/data • Index it against the NIC’s core themes
- 87. …WHICH GENERATES A KNOWLEDGE TREE http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning Issue Potential Solution Supporting Evidence (practitioner story)
- 88. www.learningemergence.net Join the global network …..