The Role of Faculty

FINDING Learning Power TAKES EDUCATION ON AN ENGAGING ‘Treasure Hunt!’

It brings with it a new CONFIDENCE and the IMPROVED STUDENT PERFORMANCE that are derived from creating  a COLLABORATIVE LEARNING CULTURE

The Role of Faculty​

You would not be the first to say that you don’t need this! However, we have all of the tools within this website that you will need to taste and test Learning Power for yourself. If you need to understand a little more before giving the concept of the learning journey a chance … we have 2 FREE DOWNLOADS here that will put you in the picture.

Learning Power’s roots lie in academia with the Effective Lifelong Learning Inventory, known affectionately as ELLI. ELLI is an on-line learning assessment instrument research-validated among 100,000 people by the Graduate School of Education, University of Bristol.

ELLI identifies 7 basic, and readily recognisable, dimensions that drive learning proficiency. The on-line instrument produces a simple spidergraph to express the learner’s present ‘Learning Power’.

But, the first ELLI profile is only the beginning. It is much more than that.

Unlike most psychometrics, it is dynamic. It is itself responsive to personal circumstance and the learning environment, prompts the informed management of intervention, records change and is available for re-appraisal throughout life to enable reflection, self-direction and the constant re-visiting of habits and behaviours.  

ELLI: research-validated

   This is Learning Power

         in the round!

Its primary purpose is to build the learning attributes and behaviours in young people that they will carry with them throughout their lives … enabling people of all ages to adapt to changed environments and circumstances as life progresses and demands

You are the master practitioner!

It is, of course, faculty who have the primary role not only in improving the academic performance of their students but also in creating an environment in which learning to learn, and learning to manage learning habits and behaviours, successfully underpins lecture theatre and tutorial culture.

Change and the habits of the teaching professional

Learning Power, the development of the students’ power to learn, has implications not just for student learning but for staff learning. Teachers’ habits as learners become as relevant as the changes they are aiming to bring about. So much so, that staff learning must, necessarily, undergo the same shifts as student learning.

Changing the habits of a professional lifetime is far from easy! Introducing learning-powered practices involves un-learning and re-learning, experimentation, unpacking current practices and creating different and more effective ways of working. In short, this is about teachers using their own personal Learning Power to effect changes in themselves

Why make the effort to adopt new habits when what we do already has the necessary results? Or does it?

The development of Learning Power in our students is not just about the effect that research tells us it will have in their attainment but also student understanding of what it means to their teachers and the way they operate.

This is not just about changes in the way in which teachers think and what they believe, but how they talk, act and plan. They should find themselves engaged in a learning experience that builds learning partnerships with their teachers, feeds their imagination, provokes persistence when the going gets tough and takes the learning experience into the world beyond the pursuit of qualification. 

Many learning-powered institutions have concluded that the shift in classroom practice will not be brought about by the usual professional development training days or accredited courses. This can only come to fruition by faculty having the humility to ‘live’ new ideas and practices as they develop their own ‘learning’ characters.

Competitiveness and market advantage

In these days of student uncertainty, misinformation and reduced funding, colleges and universities find themselves in a position of which there is no precedent. These are established centres of learning but are they ‘learning-powered? What do we mean by that and why, in this uncertain world, is it an important pre-requisite?

The meaning … institutional awareness that their understanding of how their students learn, according to the 7 dimensions that underpin the learning process, is fundamental to their ability to meet the challenges of change. Shortage of funds, the introduction of blended learning and the increased functionality of emergent digital technologies will, inevitably, create changes in ways of working, the way in which new knowledge is presented and provoke a ‘change-weariness’ that invites destructive internal politics and social influences.

Such is the speed of communication that students are challenging the status quo with colleges and universities having to take back the initiative. Profiling, managing and tracking learning power offers that opportunity.

Learning to live with change  …

Changes in global political, economic, social and technical landscapes occur at varying speeds and with varied implications for the communities in their path. Their force is bigger than any of us, the goalposts are moved and we are forced to adjust.

At a global or national level, few of us have influence but as organizations, we have to create a future that is immediately responsive to perpetual change in market conditions. This is far from easy, requiring a curious mix of hindsight and foresight. Obstacles abound and even with access to a massive body of knowledge and evidence, when one challenge is resolved, another  inconveniently appears.

The adoption and absorbing of change is for ever unpredictable. Research finds that however well the requirements of change are documented or explained, some 80% of the required response demands significant changes in organisational behaviour. Only 5% of the necessary changes in behaviour is predictable and some 15%, unpredictable. It is the latter group that is, often inadvertently, responsible for creating the new obstacles to implementation and thereby, confuses the target audience or community.

The ‘Swingometer’ provides a summary insight into what every leader or coach should expect when presiding over a strategy that requires engagement with tactics that will be received by some as hostile or revolutionary.


This diagram was originally produced to illustrate the number and variety of influences that can contribute to buyer behaviour in a business environment. It is reproduced here to illustrate the complexities facing educational institutions when seeking to attract students in a world in which there are few constants.

 

It is prompted by the notion that competitiveness and market advantage can no longer be left to history and reputation. Finally, strategic marketing and business planning require a level of professionalism that few have previously believed if necessary to adopt.

RECOGNIZING THE SELF-DIRECTED LEARNER

THE SELF-DIRECTED LEARNER

Personal autonomy as a learner is a precious and exemplary attribute because it brings with it the confidence to challenge received wisdom, to learn from mistakes and to question decisions that would appear to lack foundation.

The fully autonomous self-directed learner is a risktaker, unafraid of offering creative, sometimes unpopular, solutions to perennial problems and knowing when to persist and when to seek an alternative way forward. They are more likely to be team leaders than team players.

The confident self-directed learner also tends to be a self-starter, not only as a learner but also as entrepreneur, leader, writer or artist. They choose to be self-employed and to rely on their own abilities as a means of creating a livelihood.

THE FAMILY AS LEARNERS

Learning for every young person begins in the home with family. Parents and siblings as well as members of the wider family do much more than keep us safe, they are our first teachers and set standards that remain with us for the rest of our lives.

However, learning plays a much bigger part in the way in which our families function and in the development and evolution of relationships as the roles and responsibilities of each generation change. Whilst new parents learn how to manage the home with the demands of employment, their parents are often called upon to compromise a new-found independence by sharing parental duties.

Whether consciously or sub-consciously, learning is a family constant and the manner in which it plays out, influenced directly by the way in which each family member experienced learning as part of their formal schooling.

The family as teachers
and learners

Preparing the Young Learner
for Life

LEARNING AND CITIZENSHIP

Change is a fact of 21st Century life, be that the political implications of globalism and a world increasingly accessible to all of us as it shrinks through the speed and reducing cost of travel; economies no longer self-sufficient and interdependent with the exchange of food, raw materials and manufactured good; the social challenges with the random sharing of our personal data, access to massive libraries of knowledge available to everyone; and the evolution of intrusive technologies that know no boundaries or frontiers.

The speed of change is such that learning to learn and an understanding of the dimensions, habits and behaviors associated with the management of personal Learning Power have never been more pertinent.

Our schools must take responsibility for introducing Learning Power to the citizens of tomorrow in order to optimize their potential contributions to society.

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