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Modelling Learning Dynamics in an Authentic Pedagogy Setting

Presented in the Systems Learning and Leadership Seminar on 24 April 2013
by

Shaofu Huang

on 11 October 2013

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Transcript of Modelling Learning Dynamics in an Authentic Pedagogy Setting

Organisational Recursion
Dialogue of order and disorder
Holographic Principle
Three Principles to
Think About Complexity
Authentic Learning
Authentic Pedagogy Practice Survey
A scale for Authentic Leaning
Open Systems
- the fundamental structure of the world
Open system and complexity
I start knowing myself when encountering someone else
And we recognise that there is also a society
which is more than the sum of uswho participate in
And we know that this society is not the only one
By constructing meta-point of view,
we widen and deepen our knowledge about the world
and accept the ineradicable uncertainly in
our knowledge about the world
But our knowledge is never purely objective
What did he paint?
It is us
who distinguish
one thing from another
as well as from
the environment
We need
strategic awareness
, not programme scripts, to navigate upon complexity and
enable human flourishing
The Analogue to Pedagogy
The rule, the equipments,
the playing field, and
the atmosphere
The control of
the ball
The struggling
process
The curriculum, the assessment, pedagogical relationships, and Educational atmosphere
Learner agency
Knowledge structuring processes
Developing Competences
"...... the ability to meet complex demands, by drawing on and mobilising psychosocial resources in a particular context" (Rychen and Salganik 2001)
communication in the mother tongue;
communication in foreign languages;
mathematical competence and basic competences in science and technology;
digital competence;
learning to learn;
social and civic competences;
sense of initiative and entrepreneurship;
cultural awareness and expression
European Framework of
Key Competences
OECD Framework of
Key Competences
using language, symbols, and texts;
managing self;
relating to others;
participating and contributing;
thinking
What is the goal in the case of
teaching and learning?
What if......we can only see the ball but nothing else?
Can we coach the team if we CANNOT SEE THE PLAYERS?
Learning is a social process,
but it also involves many internal sub-processes.

So we will need learner's help to know the whole story about
"How
learner agency
and
learning dispositions
play"

Learning Dispositions
Shaofu Huang
PhD student, Graduate School of Education, University of Bristol, UK
http://learningemergence.net
shaofu.huang@bristol.ac.uk
(Edgar Morin 2008)
Action
One more principle:
The ecology of
action
...... action escapes the will of the actor to enter into the play of inter-retro-actions within society at large.

(Morin 2008)
Authentic Pedagogy
... is the pedagogy that bridges
Personal
life world
Systems of
the society
both learner and teacher's worlds of participation
The world
I am living
The world
I am becoming
The part is in the whole but the whole is also in the part
Self-eco-organising systems
Creative disorder
This study is rooted in complexity theory and
participatory inquiry paradigm

This world view favours strategies over programmes

Competences are better observed and developed in agentive actions

Pedagogy settings emerge from the interactions between learning context, knowledge structuring process and learner agency

Authentic pedagogy connects worlds of participation
hence is competence-oriented

This study aims to critically assist teacher's practice by
Modelling learning dynamics
The story in one slide......
in an authentic pedagogy setting of English secondary education
We come to know something
in at least four ways:
(Heron and Reason 1997)
"Human flourishing"
......is practical knowing

......is construed as an enabling balance within and between people of hierarchy,
co-operation and
autonomy
Full transcript