REALISED

1. Ecology of Development Norman Jackson, Lifewide Education Copies of slides and background studies http://www.normanjackson.co.uk/kingston.html IDEA FAILED REALISED

2. Learning & developing through and across the contexts, situations and time frames of our life o t h e r FUTURE AWAYDAY Lifelong learning: All learning activity undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment- related perspective (Commission of European Communities 2001:9) family / home formal education interests/ hobbies work PRESENT Lifewide learning: All learning and personal development that emerges through activities in the multiple contexts and situations we inhabit contemporaneously at any point in our life, with the aim of fulfilling roles and achieving specific goals, and continuously developing knowledge, understanding, skills, capabilities, dispositions and values within personal, civic, social and/or employment-related contexts. PAST

3. My lifelong journey through work R E DUNDAN T 2003-05 HEA new org 2005-11 Uni Surrey CETL new org org closed 2000-03 LTSN new org org merged 2011-14 Chalk Mountain Ltd new org 2011-14 Lifewide Education CIC new org 1998-2003 Uni Surrey dept closed 1997-2000 QAA –new org self-employed U N E M P L O Y E D R E DUNDAN T I N DUC T I ON U N E M P L O Y E D 90-93 HMI org closed 1995-97 HEQC org merged 1993-95 est. new dept Uni Plymouth 1985-90 Senior Lecturer Kingston Poly 1980-85 Principal Economic Geologist DGMR Saudi Arabia 1971 summer work in Cornish tin mine 1962 Sat milk round 1968 Sat job supermarket 1973-74 FT geology technician 1977-80 Ass. Professor King Abdul Aziz Uni Saudi Arabia b1950 school & PT work university & PT work 1963-67 daily newspaper round 1969-70 summer work restaurant kitchens in Newquay Christmas post 1972 6 months working in tin mine Start of PhD 1974-76 Teaching Assistant Kings College

4. LEARNING ECOLOGIES MY HISTORY Past experiences, learning relationships and resources that I bring to my current learning project MY CONTEXTS & DEVELOPMENTAL SPACES home and family, educational, WORK, travel, hobbies and interests - my everyday situations MY RESOURCES that I find or create and I am able to utilise, including knowledge, expertise and tools I use to help me learn MY RELATIONSHIPS with people - both existing and newly developed, and with things, objects and tools in my physical or virtual environment MY LEARNING ECOLOGY MY WILL & CAPABILITY motivate me and enable me to create my process which is the means through which I develop new knowledge, understanding and capability MY PROCESS created for a particular purpose. May be learning or task oriented and includes the dimensions of time, space and purposeful action.

5. Learning ecology – becoming an archaeologist organising a student archaeology conference participating in numerous excavations volunteer Young Archaeologists Club THREE YEARS LEARNING ARCHAEOLOGY & BEING/BECOMING AN ARCHAELOGIST MY COURSE attending archaeology conferences Homeless Heritage excavation & exhibition The Posthole editorial team MY GOAL to learn archaeology ME with past knowledge, experience and orientations

6. Learning ecology – becoming a radio broadcaster Reporter Student Newspaper Creation of own website, written/audio/video blogs portfolio of news casts Significant role in university production of Lysistrata Volunteer News Reader Susy Radio Employed News Reader Jackie Radio Contributor student radio chat shows

7. Learning ecology – for a professional learning project 1 8 9 2 7 4 3 6 10 5 11 18 16 17 7 12 13&14 18 15 19 20 19

8. Emergence & mergence of learning ecologies 1 2 3 ? Today

9. Teaching : a continuous process of educational and professional development 1 THINK ABOUT CONTEXT: WHAT, HOW, WHEN, WHY? 2 DEVELOP KNOWLEDGE RESOURCES & DESIGN STRATEGIES TO HELP LEARNERS LEARN 5. PLAN TO DO IT DIFFERENT/BETTER NEXT TIME DEVELOP in response to evaluation of outcomes 3 TEACH & ASSESS CONTINUE TO DEVELOP in response to feedback 4. EVALUATE IMPACT ON STUDENTS’ LEARNING

10. Behind every educational or professional development there is a process involving imagining, reimagining, finding out, designing, finding resources, overcoming problems, and doing what is necessary to bring ideas into existence WHAT A GREAT WAY TO LEARN THERE MUST BE A BETTER WAY? IT WILL ALL BE WORTH IT IN THE END WHAT A GREAT IDEA SORRY YOU CAN’T DO THAT! WHAT IF WE ?...

11. Ecology of Professional & Educational Development   • CHALLENGE: to share experiences of how we build our own ecologies to • develop ourselves in our own professional or educational contexts • INDIVIDUAL TASK  - 15 MINS • 1 Think about a developmental project you have undertaken in the last two years. • and create a visual representation of your learning ecology • explain what you were trying to achieve and why • describe the process you created or got involved in to develop yourself/project • identify what you did to develop/achieve, when you did them (timeline) • where you did them (contexts) and who was involved (people/relationships) • summarise most important achievements/outcomes from process • IN PAIRS 15 MINS (preferably people you don't know very well) • share and discuss your narratives of learning, development and achievement • using the ecology metaphor - identify three important characteristics • that can be recognised in your professional developmental processes • WHOLE GROUP 10MINS • share and illustrate common characteristics of professional learning ecologies