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Welcome to our Global Learning Power Page!

In the Global Learning Power Project, we work together to create solutions to reach the Global Goals for Sustainable Development through actions in our own lives, at our school and/or in our local community. During five mobilities, we will engage ourselves in international exchange of ideas and explore the Global Goals through enquiry-based learning. This will not only give us insight into the theme of our enquiry but also into to ourselves as learners.

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The project is funded by the Nordplus Junior Programme. Nordplus is the Nordic Council of Ministers’ most important programme in the area of lifelong learning.

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Learning Power

During the latter decades, the world has undergone an accelerating pace of change. The speed of digital transformation, with immediate access to massive knowledge sources, has made the ability to learn a critical need. The rapid change also brings a much higher level of uncertainty. To succeed in this world we must be prepared to engage with the unexpected.

At the Global Learning Power Mobilities, we introduce learning methods which meet these circumstances and provide us with an opportunity to evolve, using 21st Century skills in order to help us to succeed in a rapidly changing society and give us experience of deep learning.

We will use the concept of Learning Power developed by Ruth Deakin Crick and her research team at University of Bristol. The concept of Learning Power has been developed to help individuals and teams develop a range of competencies crucial for success in the complex, networked, information-rich and radically uncertain world of the 21st century. Strengthening our Learning Power gives us higher resilience, which enables us to respond positively to challenge, risk and uncertainty. Resilience requires that we as learners are self-aware and take responsibility for our learning journey over time.

Learning Power consists of eight dimensions which are described as part of the Crick Learning Assessment for Resilient Agency Profile (CLARA). CLARA is a well-researched concept about how people learn most effectively. It provides us with a framework for working with open-ended enquiry and can be used as a tool to empower people to bring about change, individually and together.

The eight Learning Power dimensions in CLARA are personal qualities that can be developed and strengthened. We will be using and aiming to strengthen all these dimensions during the Global Learning Power Mobility.

CLARA Dimensions: 

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Enquiry-based Learning

Enquiry-based learning is an approach to personalized learning through rooting it in our own experience and choice. We use and try to strengthen the eight Learning Power dimensions when we take part in enquiry-based learning. Going through an educational project based on enquiry-based learning is a learning journey that begins with a particular, concrete place or object and moves through a process of 5 stages:

  1. Choosing

Think about your topic and choose an object, or place, that really engages your interest because it’s meaningful to you; that you want to understand or know more about. Find out more about your chosen object by observing and describing it in as many ways you can. Then you proceed to wonder about the object; speculate and come up with questions that interest you about it, its origins, nature, purpose etc.

  1. Collecting

Think about how you might answer your own questions. In researching answers to your questions, discover and follow the natural and human stories embodied in your object and its evolution. Tell the stories in your own words, and in a way that is meaningful and makes sense to you.

  1. Connecting

Make a picture, or word map, of connections between what you know, what you have learned so far, why it matters to you and what you want or need to find out now. With input from others, make connections and add references to places or persons where you might find more information. Link your new expertise to existing sources and funds of knowledge.

  1. Creating

Look into common learning outcomes and formal assessment requirements and make sure you are meeting them in what you are learning and how. Prepare and present what you have learned and how you personally learned it, so it can be understood, formally assessed and used, by you and others

  1. Confirming

Use the knowledge you have now to improve what you do and what you choose to learn about next; reflect upon your learning journey in this enquiry and how you could further improve your learning power.

 Learning Journeys & Double Loop Learning

Our Nordplus Mobility is set-up so that we go through a Learning Journey. We will use the five steps of enquiry-based learning to strengthen our Learning Power dimensions and to explore one of the Global Goals. In this process, we will conduct inter-cultural, collaborative idea and knowledge generation, where we come up with actions to help implement the Global Goals locally.

Skærmbillede 2018-02-02 kl. 16.41.56A learning journey is a metaphor which incorporates four processes: (i) forming identity and purpose (ii) strengthening learning power (iii) knowledge generation and (iv) producing and measuring value. When using this framework, we will work innovatively across traditional ‘silos’ of knowledge and boundaries, thinking and acting holistically.

To make us more conscious of our learning journeys and development in the eight Learning Power dimensions, we will use Double Loop Learning.

A single-loop learning journey contains the psycho-social processes which inform change in any domain. This can take place without any real under-standing or meta-refelction on the process by the person undertaking the journey. However, when individuals engaged in a learning journey become reflexively aware at a ‘meta level’ about how and why they learn and use that information to improve their processes and outcomes through informed decision making, they are engaging in double-loop learning. They are ‘doing’ learning and they are ‘learning how to learn’. This is more effective and efficient because the individual or team is able mindfully to ‘stand back’, monitor, respond, learn anticipate – and therefore improve the learning process as they engage in it. They are developing the ‘resilient agency’ which empowers them to navigate change intentionally through a double-loop learning journey.” (From Learning Journeys & Infrastructure services: A game changer for effectiveness by Crick et al.)

The Global Goals for Sustainable Development

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In September 2015, 193 world leaders agreed to the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals.

The SDGs, also known as Global Goals, build on the success of the Millennium Development Goals (MDGs) and aim to go further to end all forms of poverty. The new Goals are unique in that they call for action by all countries, poor, rich and middle-income to promote prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and addresses a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection.

While the SDGs are not legally binding, governments are expected to take ownership and establish national frameworks for the achievement of the 17 Goals. Countries have the primary responsibility for follow-up and review of the progress made in implementing the Global Goals, which will require quality, accessible and timely data collection. Regional follow-up and review will be based on national-level analyses and contribute to follow-up and review at the global level.

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