Group items tagged

CORE IDEAS We decided on the name Learning Emergence because we are very much learning about emergence and complex systems phenomena ourselves, even as we develop our thinking on learning as an emergent, systemic phenomenon in different contexts. We must shift to a new paradigm for learning in schools, universities and the workplace which addresses the challenges of the 21st Century. Society needs learners who can cope with intellectual, ethical and emotional complexity of an unprecedented nature. Learning Emergence partners share an overarching focus on deep, systemic learning and leadership - the pro-active engagement of learners and leaders in their own authentic learning journey, in the context of relationship and community. We work at the intersection of (1) deep learning and sensemaking, (2) leadership, (3) complex systems, and (4) technology:

Data Visualizations - Organized by KATY BÖRNER

First, the ongoing exploration of the reliability and validity of the psychometric assessment instrument designed to measure and stimulate change in learning power, for which I was one of three originators between 2000 and 2002. To date I have been able to collect large data sets (n=>50,000) and have published reliability and validity statistics in four  peer reviewed journal articles. Second, the application of the concept and assessment of learning power in pedagogy in school, community and corporate sectors, and in particular its contribution to personalisation of learning through authentic enquiry. Third, the contribution of learning power and enquiry to what we know about complexity in education, particularly through the development of systems learning and leadership as a vehicle for organisational transformation. Finally, the application of learning power assessment strategies to the emerging field of learning analytics and agent-based modelling.

Learning Emergence deep learning | complex systems | transformative leadership | knowledge media

"Developing Student Learning Outcomes Student learning outcome (SLO) statements take the program learning goals and focus on how students can demonstrate that the goals are being met. In other words, SLOs answer the question: how can graduates from this program demonstrate they have the needed/stated knowledge, skills, and/or values. SLOs are clear, concise statements that describe how students can demonstrate their mastery of program learning goals. Each student learning outcome statement must be measurable. Measures are applied to student work and may include student assignments, work samples, tests, etc. measuring student ability/skill, knowledge, or attitude/value."

CLA Toolkit - Learning Analytics