Introduction

Crick, Ruth E Deakin; Ren, Kai; Stringher, Cristina

doi:10.4324/9780203078044-1

Cited by 3 publications

(5 citation statements)

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“…Deep learning occurs when students choose to invest in processes of learning that are authentic, personally owned and lead to the construction of new knowledge in pursuit of a chosen purpose (Bereiter and Scardamalia, 1989; Bateson 1972; De Jaegher and Di Paolo 2007; Dweck 2000). The Learning Futures research (Deakin Crick et al, 2010, 2011) identified ‘authenticity, agency and identity’ as key elements of pedagogy which lead to engagement and depth in learning, rather than superficial recall or performance orientation. Where these occurred, students described their learning as transformative for them as individuals – they were authors of their own learning journey, in a process of ‘becoming’ (Seely Brown and Thomas, 2009).…”

Section: Learning As a Critical Viewpoints At Different Levels Of Sysmentioning

confidence: 99%

Evaluating the wider outcomes of schools: Complex systems modelling for leadership decisioning

Crick

Barr²,

Green³

et al. 2016

Educational Management Administration & Leadership

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A continuing challenge for the education system is how to evaluate the wider outcomes of schools. Wider measures of success – such as citizenship or lifelong learning – influence each other and emerge over time from complex interactions between students, teachers and leaders, and the wider community. Unless methods are found to evaluate these broader outcomes, which are able to do justice to learning and achievement as emergent properties of the learner’s engagement with his or her world the education system will continue to focus on narrow measures of school effectiveness which do not properly account for complexity. In this article we describe the rationale and methodology underpinning a pilot research project that applied hierarchical process modelling to a group of schools as complex living systems, using software developed by engineers at the University of Bristol, called Perimeta. The aim was to generate a stakeholder owned systems design which was better able to account for the full range of outcomes valued by each school, and for the complex processes which facilitate or inhibit them, thus providing a more nuanced leadership decision-making analytic. The project involved three academies in the UK.

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Section: Learning As a Critical Viewpoints At Different Levels Of Sysmentioning

confidence: 99%

Evaluating the wider outcomes of schools: Complex systems modelling for leadership decisioning

Crick

Barr²,

Green³

et al. 2016

Educational Management Administration & Leadership

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show abstract

“…La comunidad académica no ha llegado a un acuerdo para determinar en qué consiste AaA (Deakin-Crick et al, 2014) hasta los últimos dos años, en los que se ha definido y validado un constructo (Gargallo et al, 2020(Gargallo et al, , 2021. Sin embargo, estos avances teóricos no clarifican si se trata de una única competencia.…”

Section: Un Currículum Rígido Pero Transparenteunclassified

“…Esto no excluye que AaA sea una competencia de carácter transversal, tal y como se la define en los monográficos sobre el tema (Deakin-Crick et al, 2014). Después de todo, la Unión Europea la incluye entre las competencias clave para aprender a lo largo de toda la vida y afrontar con éxito los retos sociales y laborales del futuro (European Commission, 2018).…”

Section: ¿Una Competencia Transversal?unclassified

“…Por lo demás, en este estudio asumimos los componentes de AaA como diferentes competencias (Caena y Redecker, 2019;Deakin-Crick et al, 2014), y no como una sola, siguiendo el esquema de los programas docentes de la muestra. Los componentes sobre AaA alcanzaron puntajes de PM Corr bastante diferentes entre sí, e incluso hubo componentes del modelo teórico que no aparecieron entre las competencias de los programas.…”

Section: ¿Una Competencia Transversal?unclassified

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Aprender a aprender en las universidades españolas, ¿una competencia transversal?

Moctezuma-Ramírez,

García-García,

Pérez-Pérez

et al. 2024

REDIE

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El objetivo de este estudio fue conocer cómo se programa la competencia “Aprender a aprender” (AaA) en el currículum universitario y en qué medida se prevé que los estudiantes aprendan a aprender en la universidad. Se analizaron los componentes de AaA en los programas docentes de las universidades españolas, específicamente en las titulaciones de Pedagogía e Ingeniería en Telecomunicaciones. Se revisaron 20 321 competencias programadas para desarrollar a lo largo de 228 000 horas de formación. Se utilizó un modelo teórico para detectar la presencia de los componentes y se analizó su relación con las competencias disciplinares y transversales. Los resultados muestran la intención de enseñar a aprender para la disciplina, no sólo en sentido transversal; además, se observó un mayor peso al procesamiento de la información que al aprendizaje colaborativo y a la motivación. Se discuten las implicaciones teóricas de esta competencia y su transferencia entre disciplinas en educación superior.

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“…On the basis of the scientific literature of reference and the orientations expressed in the national and international spheres, a multidimensional nature of strategic competences can be sustained in which cognitive, volitional, motivational and emotional factors among others emerge (Ryken and Salganik 2007;Pellerey 2010;Alberici and Di Rienzo 2014;Deakin Crick et al 2014;Margottini 2017). In addition to these factors, there are other dimensions for volunteer civil service workers, specifically referred to by the most recent standards, which present an explicit call with respect to citizenship competences and key competences for lifelong learning (Consiglio Europeo 2018).…”

Section: The Third Sector As Case Studymentioning

confidence: 99%

Narrative Approach in the Portfolio Method for Adult Education. Guidance for the Recognition of Competences in the Perspective of Lifelong Learning

Rienzo

2023

Re-Thinking Adult Education Research. Beyond the Pandemic

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The present paper is a contribution to the broad field of adult education within a lifelong learning perspective. It starts from literature and theories in this field, and develops a reflection based on empirical work, related in particular to the use of qualitative methodologies in the guidance process for adults engaged in the recognition of strategic competences acquired in non formal and informal learning contexts of civil service. The lifelong learning perspective places the valorisation of experience, reflective and transformative learning at the center to remove barriers that hinder adult participation. The outcome of this experimentation was the tutoring procedure to support reflexive and self-analysis activities for the construction of the competences portfolio.

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Introduction

Cited by 3 publications

References 0 publications

Evaluating the wider outcomes of schools: Complex systems modelling for leadership decisioning

Evaluating the wider outcomes of schools: Complex systems modelling for leadership decisioning

Aprender a aprender en las universidades españolas, ¿una competencia transversal?

Narrative Approach in the Portfolio Method for Adult Education. Guidance for the Recognition of Competences in the Perspective of Lifelong Learning

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