Student Success and The Effective Lifelong Learning Inventory (ELLI). Presentation by Karen Williamson and Jamie Harding. “In times of change learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer.
Student Success and The Effective Lifelong Learning Inventory (ELLI)
Presentation by Karen Williamson and Jamie Harding
“In times of change learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”
Knowledge Skills and Understanding
Attitudes, Values, Feelings, Dispositions, Motivation
Changing and learning
Students returning for the next stage of their programme
Students developing their learning dispositions as measured by ELLI
Student perceptions that they are developing their learning power
Seven Dimensions of Learning Power
Significant, positive correlations between first year student marks and critical curiosity
Significant, positive correlations between first year student marks and changing and learning
Negative correlations for some groups with creativity
‘Withdrawers’ higher in strategic awareness and resilience – issue for further study
Men scored significantly higher on critical curiosity, resilience and creativity
Women had higher mean marks
Men achieved significantly higher marks when they scored higher on critical curiosity, changing and learning, and strategic awareness
Triangulation in the areas of critical curiosity and changing and learning
Students perceived benefits of self-reflection for personal development
Students liked the language of ELLI
Staff positive, some concerns over practical issues
More focus on withdrawers next year
Examining groups high and low in key dimensions
Taking on student perspective
More international comparisons
Production and evaluation of good practice guidebook
What are the most appropriate initiatives to boost critical curiosity and changing and learning?
Should there be a gender specific approach?
What are the potential benefits to students of supporting them to reflect on their dispositions to learn?
What approach could best realise these potential benefits?