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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.

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Student Success and The Effective Lifelong Learning Inventory (ELLI)

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Student success and the effective lifelong learning inventory elli

Student Success and The Effective Lifelong Learning Inventory (ELLI)

Presentation by Karen Williamson and Jamie Harding


Student success and the effective lifelong learning inventory elli

“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


Double helix of learning mcgettrick 2002

Double Helix of Learning(McGettrick 2002)

Learning Power

Achievement

Knowledge Skills and Understanding

Attitudes, Values, Feelings, Dispositions, Motivation

Personal Development


Student success and the effective lifelong learning inventory elli

Changing and learning

Critical Curiosity

Learningrelationships

Meaning Making

Strategic Awareness

Creativity

Resilience


Success in the dispositions to stay project

Success in the Dispositions to Stay Project

Student marks

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


Student success and the effective lifelong learning inventory elli

Seven Dimensions of Learning Power

  • Changing and learning*

  • Meaning making*

  • Critical curiosity*

  • Creativity

  • Learning relationships

  • Strategic awareness

  • Resilience

  • Being stuck & static

  • Data accumulation

  • Passivity

  • Being rule bound

  • Isolation & dependence

  • Being robotic

  • Fragility and dependence


Quantitative findings

Quantitative Findings

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


Gender differences

Gender differences

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


Qualitative findings

Qualitative Findings

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


Where we go from here

Where we go from here

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


Structure of discussion

Structure of discussion

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?


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