Ecological framework for viewing contemporary issues & practices

Ecological framework for viewing contemporary issues & practices

Ecological framework for viewing contemporary issues & practices in HE B) Societal ecosystem social/ political/economic influences SOCIETY / CULTURE/ GOVERNMENT / ECONOMY programmes / modules F) Personal ecologies for learning social spaces and activities wider community networksofofHEHEpractitioners practitioners wider& community secondary education system employers professional & statutory bodies independent agents & brokers HE agencies sites for interaction/learning created by teachers and others who support student development other independent agents in the HE system E) Teacher ecologies for learning A) Global ecosystem leadership & management, culture, infrastructure, frameworks, policies, tools, resources for learning and the support/regulation of practices other institutions D) Institutional ecosystem

co-curricular opportunities A) Global ecosystem C) Higher education eco system How an issue impacts an ecosystem Global ecosystem large scale adoption Societal ecosystem eg emergence of Web 2.0 / social media lots of experimentation/dissemination HE education ecosystem of practices, perhaps encouragement University ecosystem people/roles, culture, new conversations, policies, strategies, regulations, QA, institutional tools, resources, rooms/special spaces, policies, training/CPD (and more.) resources & CPD New teaching & opportunities learning practices led by early adopters personal influences new behaviours, skills and attitudes of learners Societal ecosystem Learning for a Complex World

HE education ecosystem The ecologies for learning I create Ecology of personal pedagogy Global ecosystem What are other teachers doing? University ecosystem people/roles/leaders, culture, What sort of knowledge, capability, dispositions, qualities & values are necessary to survive and flourish in a complex world? conversations, constraints & affordances, policies, regulations, timetables, tools, resources, spaces, facilities, training/CPD (and more.) What sort of pedagogical practices do we permit / encouraged? What do I believe & value, and what knowledge, skills experience do I have to enable me to turn my ideas into effective practices? How do I know that what I am doing works? The concept of pedagogy encompasses relationships, conversations, learning environments, rules, norms and culture within the wider social context It takes in the ways in which what teachers and students do is framed and delimited within a specific site, a policy regime and the historical [cultural] context . Thomson, et al (2012)

An opportunity to do more to encourage learners to use and develop their creativity Issue of creativity in HE Global ecosystem Societal ecosystem More demand for creativity to tackle big, complex challenges, grow economy (innovation), sustain and nourish culture and the wellbeing of individuals for a healthy society HE education ecosystem University ecosystem How can I use my creativity to help learners prepare themselves for the complex challenges they will face in their lives? Teachers are Influenced by their domain and field of practice My intrinsic desire for creative selfexpression for personal fulfilment Personal creativity is 'the emergence in action of a novel relational product growing out of the uniqueness of the individual on the one hand, and the materials, events, people, or circumstances of his life' Carl Rogers (1960) Higher education is a circumstance! Issue of sustainability in HE Global ecosystem Societal ecosystem We live in an over populated world and we are rapidly depleting

our non-renewable resources. Even resources that are renewable we are mismanaging. We need to think and behave more ecologically. We need people who can sustain themselves, their families, their society, other societies and the planet. HE education ecosystem HE sustainability initiatives University ecosystem Top leaders commitment sustaining the university as a flourishing enterprise. Strategy & PIs to raise awareness & engage. Resources & support. What support/encouragement do staff need to contribute to the sustainability challenge? What sustains me as a university teacher & enables me to flourish? What sort of ecologies for learning do I need to create in order to enable my students develop themselves so that they can sustain themselves throughout their lives? What do I need to do give myself the best chance of sustaining myself and those I care for throughout my life? How can I act responsibly to sustain the world I inhabit? Issue of leading in a university Global ecosystem Societal ecosystem Complexity in the world, including the issues that emerge, requires the university ecosystem to have leaders (at all levels) who can lead themselves and others in ways that enable the ecosystem to adapt, innovate and change HE education ecosystem University ecosystem

Positional leaders & managers academic & service domains Research leaders Academic leaders Project leaders to take a lead on issues eg employability sustainability internationalisation Academic innovators Student leaders programmes & modules The distributed nature of leadership in a university means that it is full of leaders. Positional leaders that inhabit the formal leadership and management structure (President and senior members of management team, Deans, HoDs, HoS) Academic leaders (programme and module leaders) Research Centre/Group leaders, Leaders of service providers and support units, Project Leaders, Innovators & Student Leaders. Everyone can and should take a lead and be/become a leader in the interests of sustaining a healthy adaptive ecosystem. The consequence of all this leadership is that it has to be led and managed!! Global ecosystem Issue of internationalisation Societal ecosystem Higher education is a global market. There is a demand for high quality education and universities are able to tap into the demand. Lots of international activity and a good reputation improves positions in international rankings, and attracts good students, fee income and intnl. faculty HE education ecosystem

Competition for international students University ecosystem Cultural transitions for students can be challenging they often enter the university ecosystem with expectations about the education process and what is expected of them that differ from their actual experience. Their immersive experience is a major source of learning and personal growth Top leaders commitment Strong strategy & PIs to engage New resources including dedicated support eg International Office We can view home students as global citizens and frame learning & assessment accordingly Teachers create new ecologies for learning sensitive to the linguistic / cultural diversity of their drawing on the culturally diverse perspectives of students The ISSUE provides affordance for entirely new approaches to learning & teaching. Possible links with teachers & learners outside Ireland Teachers draw on their own experiences of being in other cultures and are able to empathise with students and appreciate their challenges

Recently Viewed Presentations



    my Login . ID and . Password . to . MyLCI. for the current Lions Year? Why is the mailing address for our . Club's . incorrect in the District Directory and/or on the District's WEB site? Why are our...
  • Year 6 SATs Information Evening - St Alban and St Stephen ...

    Year 6 SATs Information Evening - St Alban and St Stephen ...

    The government will publish KS2 test results on the NCA tools website in July 2017. Each pupil registered for the tests will receive: a raw score (number of raw marks awarded) a scaled score. confirmation of whether or not they...
  • LWW PPT Slide Template Master

    LWW PPT Slide Template Master

    No return to competition until pain free and ROM is normal. Cervical Spine Conditions (cont.) Cervical spinal stenosis. Structural . ... treatment: eliminate flexion-extension stress; strengthening of abdominal and other trunk muscles. Assessment of Spinal Conditions. Traumatic episode. When ...
  • 5 Steps to a 5 - White Plains Middle School

    5 Steps to a 5 - White Plains Middle School

    5 Steps to a 5. A second practice test. 1. Which of the following belief systems owned ... the Renaissance (A). Hinduism retained its traditional. patriarchal society in India (C). African. ... Proto-Bantu is the language family from which. the...
  • Planning and writing and extended piece of research

    Planning and writing and extended piece of research

    'The stench of the hold while we were on the coast was so intolerably loathsome, that it was dangerous to remain there for any time, and some of us had been permitted to stay on the deck for the fresh...
  • BONE MARROW ASPIRATION (Aspirasi sumsum tulang)

    BONE MARROW ASPIRATION (Aspirasi sumsum tulang)

    Aspirasi sumsum tulang. Digunakan untuk menentukan komposisi, selularitas dan maturasi sel-sel hemopoietik di sumsum tulang. Harus dilakukan dengan teknik aseptik
  • Chapter


    Meiosis vs. Mitosis. Meiosis and mitosis are both preceded by one round of DNA replication; however, meiosis includes two nuclear divisions. The four daughter cells resulting from meiosis are haploid and genetically distinct. The two daughter cells resulting from mitosis...

    What Counts? Using Data to Influence Practice Tonnie Flannery Consulting Librarian for the Social Sciences, Cornell College Jessica Johanningmeier Quantitative Reasoning Consultan