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
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
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
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.
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
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.
47. “learning is like a
road…..you can get tow
trucks that can help
you…”
48.
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)
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
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
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?
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.’
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
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)
