Website, speakers, links here
Played a PPT introduction featuring Simon's voiceover
began with some definitions
what is a learning disposition - enduring tendencies in the way that you behave, goes deep.
as educators we are trying to create intentional learners.
ref to John Dewey - must be the will or desire to employ intentions
Katz talks about habits of mind not as mindless habits. Contrasts attitudes and dispositions
Dweck - need for growth mindset - believe in your talents and abilities and that they can be developed through passion, education and persistence
Ruth Deakin Crick - contrast and compare students and teachers dispositions. common is location of self in relation to knowledge
John Seely Brown - looking at the profiles of what it means to be effective in 21st C - argues that resilience will be the defining concept. dispositions are now at least as important as knowledge and skills. cannot be taught, can only be cultivated
Thanks Simon!
See http://www.c-spanvideo.org/clip/4457327
argument about complex adaptive systems - turbulent times, unprecedented demands on capacity to adapt and relearn
need to develop personal and systemic resilience
Framing the challenge: designing learning ecosystems for white water
do you have the capacity to persist?
worried about
- disengaged learners who know curriculum and have ability
- high test achievers but who go to pieces outside of comfort zone
If students and teachers have better dispositions for learning, can we demonstrate a difference?
can we move from self-report and researcher-report to automatically compute DLA directly from activity traces + other datasets
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Ruth Deakin Crick
headlines & key ideas
dispositions are key levers for sustainable learning in 21C conditions of uncertainty, risk and challenge
learning eco-systems are complex and unpredicatable and cannot be sustained by external control: self-directed learning is therefore crucial
images
- metaphor of jumping over hurdles - pre-set, high stakes, one after the other
- nature scene with road in middle - aim to make it real but still a prescribed path through the curriculum
- in a wilderness with no path
dispositions can be modelled - 'learning power'
learning power
mix of values, attitudes and dispositions which together are necessary for fuelling an individual's engagement with new learning opportunities through identity formation and scaffolding.
7 dimension of learning power
being stuck & static --> changing and learning
data accumulation --> meaning making
passivity --> critical curiosity
being rule bound --> creativity
being robotic --> strategic awareness
fragility and dependence --> resilience
Learning power correlates with other success criteria (but its a complex relationship)
- distinct patterns of learning power profiles for under-achieving students
- lp is positively associate with pro-social behaviour and negatively with violent behaviour
see Learning Futures Report, London, Paul Hamlyn Foundation
showed cohort analytics for educator and organisational leaders - pie charts
LA makes the invisible visible
fried egg model .. learning is an emergent property
modelling dispositions makes connections between ....
See also http://www.slideshare.net/Ruthdeakincrick/learning-dispositions-and-transferable-competences-pedagogy-modelling-and-learning-analytics
Simon Buckingham Shum and Ruth Deakin Crick (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd International Conference on Learning Analytics & Knowledge (Vancouver, 29 Apr-2 May, 2012). ACM. pp.92-101.
Open Access Eprint: http://oro.open.ac.uk/32823 / Slides/Replay
Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry – A Complex Systems Approach. In S. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 675-694). New York: Springer.
Deakin Crick, R., & Yu, G. (2008). Assessing Learning Dispositions: Is the Effective Lifelong Learning Inventory Valid and Reliable as a Measurement Tool? Educational Research, 50, (4), 387-402.
Dweck, C. S. (2000). Self-Theories: Their Role in Motivation, Personality, and Development. New York: Psychology Press.
Learning Power, ViTaL Partnerships website: http://www.vitalpartnerships.com/learning-power
Shaofu Huang (2013). Prototyping Learning Power Modelling in SocialLearn. Social Learning Analytics Symposium, The Open University, UK (June 20, 2013). Webcast/slides
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Dave Paunesku http://stanford.io/1cO7c5T on the GPA impact of changing student mindset (a la Dweck)
David S. Yeager and Gregory M. Walton (2011). Social-Psychological Interventions in Education: They’re Not Magic. Review of Educational Research, vol. 81, no. 2, 267-301. DOI: 10.3102/0034654311405999. http://rer.sagepub.com/content/81/2/267.
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Chris Goldspink
Layers, Loops and Processes: Multi-level Analytics in Learning Systems
PPT slides available
starting with individual agency and engagement in learning
If you want to gauge a student's interest you first have to uncover disposition
Showed complex diagram derived from structural equation modelling
references
Ruth Deakin Crick, Chris Goldspink & Margot Foster (2013). Telling Identities: Learning as Script or Design? Learning Emergence Discussion Paper (June, 2013). PDF
Ruth Deakin Crick, Steven Barr & Howard Green (2013). Evaluating the Wider Outcomes of Schools: Complex Systems Modelling. Learning Emergence Discussion Paper (June, 2013). PDF
Shaofu Huang (2013). Modelling Learning Dynamics in an Authentic Pedagogy Setting. Presented at the Systems Learning and Leadership Seminar, Graduate School of Education, University of Bristol, UK (May 24, 2013). Prezi Slides
Discussion about importance of carefully scaffolding the process of handing over agency/responsibility for learning to students.
What sort of learning architecture will provide rapid feedback at multiple levels to make the invisible visible and enhance responsible agency?
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Learner Dispositions: Big Data Meets Focused Social Science Research
Nelson Gonzáles, Chris Goldspink and Ruth Deakin Crick
PiersonLabs: http://www.piersonlabs.com
ELLI - learning dispositions through data mashup
ESA - rapid prototyping through social collaboration
Showed a recommendation Engine
Platform Architecture
looking at social collaboration
Declara's semantic search and predictive analytics:
- intuitively understand the intent of social interactions
- push personalised content and connections to them
personalised
adaptive
project-based
learning and professional development
Slide of next generation user interface
OTHER WORKSHOPS
Heard good stories about
Datawrangling workshop with "open" tools http://slidesha.re/13s0NxA
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