Preddy
EDNA
BILLY
DOROTH
Y
KEVIN
ERINMA
HESSEL
“I need to follow these people because I’m their leader.”
To appreciate why?
Creative behaviours focused on complex ideas....
“The spaces and places we inhabit produce us.”
Growing with creativity as an identity.
Action and doing leading to underst...
“You’re masters tools will not dismantle the master’s house.”
Differentiated behaviours.
Understanding the whole; lateral ...
BILL
I HATE RICH ???????S
FORBES RICH LIST
UK – 11.4 bn
IRELAND – 10.5 bn
ITALY – 20.4 bn
SPAIN – 57 bn
GREECE – 3.3 bn
Portuga...
Widening Participation
Salford population census = 245,000
27,000 adults experiencing worklessness in Salford
(17.5%) with...
Thank God for Politicians (Educated People)
834 – (remarkably precise number, despite the vague
quality of statistics and ...
“There are no dangerous thoughts;
thinking itself is dangerous.”
Hannah Arendt
"I appreciate that there are families who f...
Connected Learning Alliance: A world in which all young people have access to
participatory, interest-driven learning that...
The CLAN (Collaborative Learning in Andragogic Networks) project
seeks to make use of mobile and interactive devices to pr...
SALFORD UNIVERSITY (Faculty of Health and Social Care)
CO-OPERATIVE COLLEGE TRUST (Dept, of Education and Research)
WORKER...
1. App for mobile digital devices to capture and record evidence of
learning and enable learner exchange: ELLIE (Evidencin...
2. Endorsement and accreditation system to support mutual learning exchange
PORTFOLIO /
ASSESSMENT
HEAD HEART
EVIDENCE
TESTIMONY
DIGITAL BADGES (Digital APEL)
• Employer friendly (applies to existing training).
• Flexible application.
• Scalable (to t...
PEER
TESTIMONY
EDUCATOR
ASSESSMENT
EMPLOYER
RECOMMENDATION
ASSOCIATE
FEEDBACK
MENTOR
FEEDBACK
SELF-
ASSESSMENT
PEER
TESTIMONY
EDUCATOR
ASSESSMENT
EMPLOYER
RECOMMENDATION
ASSOCIATE
FEEDBACKInformal Mea...
3. Transversal skills learning framework
KNOWLEDGE
& THEORY
SKILLS &
COMPETENCE APPLICATION
INITIATIVE &
FORMAL PERSONAL
A
W
A
R
E
N
E
S
S
A
T
T
I
T
U
D
E
A
P
T
I
...
APPLICATION /
PRACTICE
SOFT SKILLS
KNOWLEDGE
THEORY
& HISTORY
CRAFT &
SPECIALIST SKILLS
CONTEMPORARY
KNOWLEDGE
COMPETENCIE...
THEORY
& HISTORY
CONTEMPORARY
KNOWLEDGE
COMPETENCIES &
LIFE-WIDE SKILLS
CRAFT &
SPECIALIST SKILLS
APPLICATION /
PRACTICE
I...
4. Visual design user guide
Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
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Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'

Academic Excellence Exchange session 6 Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Paul Haywood: 'Building co-operation into open education – learning to nail jelly to the wall'

  • 1. Preddy
  • 2. EDNA
  • 3. BILLY
  • 4. DOROTH Y
  • 5. KEVIN
  • 6. ERINMA
  • 7. HESSEL
  • 8. “I need to follow these people because I’m their leader.” To appreciate why? Creative behaviours focused on complex ideas. Creativity as action and community building. Creativity as a route to self-belief.
  • 9. “The spaces and places we inhabit produce us.” Growing with creativity as an identity. Action and doing leading to understanding. Building confidence & perception from experience.
  • 10. “You’re masters tools will not dismantle the master’s house.” Differentiated behaviours. Understanding the whole; lateral thinking. Freedom to make mistakes and take risks. Team construction and co-operation. Deciding to decide through practice. Non-linear outcomes.
  • 11. BILL
  • 12. I HATE RICH ???????S FORBES RICH LIST UK – 11.4 bn IRELAND – 10.5 bn ITALY – 20.4 bn SPAIN – 57 bn GREECE – 3.3 bn Portugal’s wealthiest individual has a fortune 600,000 times greater than the minimum wage.
  • 13. Widening Participation Salford population census = 245,000 27,000 adults experiencing worklessness in Salford (17.5%) with an obvious concentration in certain areas. 30 out of every 100 children live in poverty (that makes about 15,000 kids). 6,000 receive free school meals (not sure what happens with the other 9,000). 3538 are persistently absent from school and there are about 160 ‘no-school’ children.
  • 14. Thank God for Politicians (Educated People) 834 – (remarkably precise number, despite the vague quality of statistics and metrics). Government spend (from Treasury) of 4K per family (40% of total cost) in staged payments assessed on results. Total bill to the government and gain for public spending in Salford (resulting in 834 transformed families) = 3,336,000. Bob Diamond’s 2011 bonus reduced to 50% of his 2010 bonus, therefore 3,300,000.
  • 15. “There are no dangerous thoughts; thinking itself is dangerous.” Hannah Arendt "I appreciate that there are families who face considerable pressures …… the result of decisions that they have taken which mean they are not best able to manage their finances.” The Tory Party spent £16,682,874 on campaigning in the run up to the 2010 election; enough to fund 616,884 food parcels.
  • 16. Connected Learning Alliance: A world in which all young people have access to participatory, interest-driven learning that connects to educational, civic and career opportunities. Prof Martin Hall (Emeritus Professor at University of Cape Town) Three dimensions to Connected Learning: C1: the realisation of the self and sense of self as a determinant in the formation and characteristics of reflexivity and reflection; the subjective other and their dependency on context, life condition, and external environment refined by their personality type. C2: the specifically different, wide ranging relationships that bind people together and provide their associations, interest communities, social capital, social agency, peer support and peer influence, and educational foundation. C3: the public good and collective value of education (and of total engagement) as a reforming driver for improving social justice, equality and economic stability.
  • 17. The CLAN (Collaborative Learning in Andragogic Networks) project seeks to make use of mobile and interactive devices to prompt and validate experiential learning from a personal, social, intra-subjective, and co-operative base. Our goal is to support every person to access opportunities to achieve and progress educationally by providing on-line and digital open mutual learning environments that will structure wisdom, clarify skills, express value, and establish clear pathways should the learner wish to source formal credits in recognition of their experience or move to qualifications based learning.
  • 18. SALFORD UNIVERSITY (Faculty of Health and Social Care) CO-OPERATIVE COLLEGE TRUST (Dept, of Education and Research) WORKERS EDUCATIONAL ASSOCIATION (Yorkshire and Humber Region) TRADES UNION CONGRESS (Unionlearn) DIGITAL UNITE SOLIDAR (Foundation for Humanitarian Development and European Co- operation) LA LIGUE DE L’ENSEIGNEMENT (European and international affairs) UNIVERSITY VALLADOLID (Department of Pedagogy) & FIDEAS
  • 19. 1. App for mobile digital devices to capture and record evidence of learning and enable learner exchange: ELLIE (Evidencing Life-Long Learning; Initaitive and Experience).
  • 20. 2. Endorsement and accreditation system to support mutual learning exchange
  • 21. PORTFOLIO / ASSESSMENT HEAD HEART EVIDENCE TESTIMONY
  • 22. DIGITAL BADGES (Digital APEL) • Employer friendly (applies to existing training). • Flexible application. • Scalable (to the equivalent of 2 credits). • Adaptable for ‘life-wide’ learning. • Maps onto formal learning. • Transparent outcomes. • Evidence based.
  • 23. PEER TESTIMONY EDUCATOR ASSESSMENT EMPLOYER RECOMMENDATION ASSOCIATE FEEDBACK
  • 24. MENTOR FEEDBACK SELF- ASSESSMENT PEER TESTIMONY EDUCATOR ASSESSMENT EMPLOYER RECOMMENDATION ASSOCIATE FEEDBACKInformal Measures Personal Networks Formal Measures Professional Networks
  • 25. 3. Transversal skills learning framework
  • 26. KNOWLEDGE & THEORY SKILLS & COMPETENCE APPLICATION INITIATIVE & FORMAL PERSONAL A W A R E N E S S A T T I T U D E A P T I T U D E
  • 27. APPLICATION / PRACTICE SOFT SKILLS KNOWLEDGE THEORY & HISTORY CRAFT & SPECIALIST SKILLS CONTEMPORARY KNOWLEDGE COMPETENCIES & LIFE-WIDE SKILLS INITIATVE / ACTION / ENTERPRISE
  • 28. THEORY & HISTORY CONTEMPORARY KNOWLEDGE COMPETENCIES & LIFE-WIDE SKILLS CRAFT & SPECIALIST SKILLS APPLICATION / PRACTICE INITIATVE / ACTION / ENTERPRISE Capturing the Learner’s Identity
  • 29. 4. Visual design user guide