Dispositional Learning Analytics: Learning Power in Complex Systems
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Presentation given at the Learning Analytics Summer School in Stanford, July 2013
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Dispositional Learning Analytics: Learning Power in Complex Systems
- 1. Dispositional Learning Analytics Learning Power and Complex Systems Ruth Deakin Crick Simon Buckingham Shum 1
- 2. The Story in One Slide Learning dispositions and learning identities are key levers for sustainable learning in 21C conditions of uncertainty, risk and challenge Dispositions and identities are ‘soft’ variables which require formative assessment to stimulate self-directed change and responsible agency Dispositional analytics enables: •Rapid feedback of data at different levels in a system •Integration of process (soft) and performance data (hard) •Visualisation of complex, contextualised data for stimulating responsible agency and change Learning eco-systems are complex and unpredictable and cannot be sustained by external control: self directed learning is therefore crucial Learning is a core process at different levels in learning organisations
- 6. 6 learning dispositions matter "resilience is the defining concept for the 21st century” John Seely Brown 2013
- 7. Our focus is on malleable dispositions that are important for developing intentional learners, and which, critically, learners can recognise and develop in themselves
- 8. dispositions can be modelled ‘learning power’ 8
- 9. Learning power empirically derived, complex 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 Deakin Crick, R., Haigney, D., Huang S., Coburn, T. & Goldspink C., (2012) Learning Power in the Work Place: the Effective Lifelong Learning Inventory (ELLI) and its reliability and validity and implications for Learning and Development, International Journal of Human Resource Deakin Crick, R. (2007) Learning to learn: The dynamic assessment of learning power. Curriculum Journal,18,2, 135-153. Deakin Crick R., Broadfoot P. & Claxton G. (2004) Developing an Effective Lifelong Learning Inventory: The ELLI Project, Assessment in Education, 11, 3, 247 - 272.
- 10. Seven Dimensions of Learning Power Changing & Learning Meaning Making Critical Curiosity Creativity Learning Relationships Strategic Awareness Resilience Being Stuck & Static Data Accumulation Passivity Being Rule Bound Isolation & Dependence Being Robotic Fragility & Dependence
- 11. learning power correlates with other success criteria (but it’s a complex relationship) 11
- 12. Learning Power and other success indicators • Children report significantly lower levels of learning power on all dimensions as they go through school • Positive associations between teachers’ learner-centred practices, their beliefs about learning, students’ learning power, the level of organisational emotional literacy, and attainment by National Curriculum measures. • Distinctive patterns of learning power profiles for under-achieving students. • Learning power is positively associated with pro-social behaviour and negatively with violent behaviour Deakin Crick, R. & Ren, K. (2013) Empowering underachieving adolescents: an emancipatory learning perspective on underachievement, Pedagogies: An International Journal 8(3) Deakin Crick, R. & Yu, G. (2008) The Effective Lifelong Learning Inventory (ELLI): Is it valid and reliable as an assessment tool? Educational Research, 50,4, 387-402; Deakin Crick, R., McCombs, B., Haddon, A., (2007) The Ecology Of Learning: Factors Contributing To Learner Centred Classroom Cultures, Research Papers in Education, 22,3, 267-307
- 13. ELLI: Effective Lifelong Learning Inventory
- 14. A framework for a coaching conversation which moves between identity and performance 14
- 15. 'learning is like a road…..you can get tow trucks that can help you 'I am a little bit rubbish' …..'sometimes I feel I hate being me and sometimes I love being me' Deakin Crick et al (2011) Learning Futures Report, London, Paul Hamlyn Foundation Stratified sampling….
- 16. Cohort analytics for educators and organizational leaders 16
- 17. making the invisible visible for the purpose of enhancing responsible agency
- 18. 18 Competence in the world Knowledge skills & understanding Learning power values attitudes & dispositions Identity story, desire, motivation, rel ationships, purpose …learning is an emergent property…
- 19. modelling dispositions makes connections between Inside - Outside Personal - Public Soft data - Hard data Purpose - Performance Formative - Summative Story - Agency Experience - Abstraction
- 20. Knowledge Real World Competence Performance Learning power Identity Story Purpose Learning is a journey of authentic enquiry…. ……..from purpose to performance
- 21. A system that depends on external control is not sustainable
- 22. To be sustainable a school/person/system needs to be critically self-aware and to take responsibility for its own purpose, learning and performance
- 23. Micro Layers and feedback loops… Competence Knowledge Learning Power Identity Learninganalytics …..learners as complex systems
- 25. Macro Layers and feedback loops… Community Learning Leaders Learning Teachers Learning Students Learning …schools as complex systems
- 26. PURPOSES OF FEEDBACK FOR LEARNING ANALYTICS ACCOUNTABILITY THEORY TESTING PRACTICAL IMPROVEMENT ENHANCING IDENTITY AND AGENCY
Notas del editor
- Worst case scenario…this is the story of economic utility and progress ….from a child’s perspective….it’s contextless, sterile, a series of hurdles reaching into the future after which I get a job…and a good life…it really doesn’t work for generation x and y….
- The best teachers aim to ‘make it real’….but the road is still pre-determined…..learning to learn and engagement is still focused on performance…..within the dominant meta narrative
- We discussed earlier a cross sectional analysis demonstrating that the mean score on students learning power profiles gets significantly lower as students get older [35]. We have reported positive associations between teachers’ learner-centred practices, their beliefs about learning, students’ learning power, the level of organisational emotional literacy, and attainment by National Curriculum measures [50]. We have demonstrated distinctive patterns of learning power profiles for under-achieving students, and enhanced the findings with school based, qualitative measures and teacher professional judgment [36]. A two year study in 2009-11 with fifteen schools participating in the national Learning Futures programme, enabled an evaluation of the impact of learning power and enquiry-based learning pedagogies on student engagement [37, 47]. In 2011 a further analysis enabled the testing of ELLI with an adult sample (N=5762) and an analysis of the differences between age ranges in terms of the internal construction of learning power [51].Learning Futures programme: www.learningfutures.org
- Qualitative data analysis N= 360, stratified sample, from learning futures project.
- Why do dispositional analytics matter so much? Because they provide a language, a feedback loop and a framework which links purpose with performance.