HAMK Tutkimus | HAMK Research’s Post

Good to get coverage in local press on the implications of an ageing global population for the provision and importance of lifelong learning opportunities: https://lnkd.in/evy9tsM6 #oxfordlifelonglearning #demographictransition #continuingeducation

An EXCELLENT read. This reminds me a lot of the 2 pedagogies that are behind IEYC- Nurturing & Responsive. There are reasons why we do the way we do things in IEYC.🫶🏼🫶🏼

🔍 New research on learner burnout and engagement! Five profiles were identified: healthy engaged, moderately balanced, slightly disengaged, moderately burned-out, and burned-out. Read more on how the home study environment, nurturing positive teacher-learner relationships, and fostering intrinsic interest in subjects can enhance engagement and mitigate burnout in secondary school learners. 📚 #Education #MDPI #Sustainability #MyNWU #Optentia🌟

USING DATA TO ENCOURAGE CO-OPERATION AT SCHOOL When I was at school we would have termly 'Class Orders' published for each of the subjects that we studied. A list of pupils from top to bottom would be pinned to the corridor noticeboard; followed by a gaggle of excited (mostly!) pupils trying to see how they did in that subject; and importantly what rank number was being sent home on their school report. Studies now show that academic ranking systems, while motivating for some, can significantly impact the psychological wellbeing of students. For high achievers, the pressure to maintain their status can be overwhelming (Dweck, 2007), while those at the lower end may experience detrimental effects on their self-esteem (Marsh, 1987). What, then, about the students in the middle? The silent majority who, without clear direction or recognition, might feel lost in the academic shuffle. Here lies an untapped potential for growth and development, not through competition, but through cooperation. Research by Johnson and Johnson (1989) has underscored the value of cooperative learning environments, where students work in small groups toward a common goal. This approach not only enhances academic achievement across the board but also promotes social skills and self-confidence. Furthermore, Slavin (1995) suggests that cooperative learning can be particularly beneficial for middle-tier students, providing them with the support and engagement they might miss in a purely competitive framework. How, then, can we leverage data to foster this cooperative spirit? Modern educational tools and analytics offer an unprecedented opportunity to understand and support each student's unique journey. By analysing performance data, teachers can identify students who might benefit most from cooperative learning interventions, tailoring groups to ensure a mix of abilities and learning styles that encourage mutual support and learning. Moreover, setting group-based goals and utilising peer assessment techniques can further enhance the sense of community and shared responsibility for success. This not only helps middle students find their footing but also cultivates an environment where every student, regardless of their rank on the noticeboard, feels valued and empowered to achieve their best. #CatchingtheMiddle #CooperativeLearning #StudentSupport #DataDrivenEducation References: Dweck, C. (2007). Mindset: The New Psychology of Success. Ballantine Books. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and Competition: Theory and Research. Interaction Book Company. Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280-295. Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice. Allyn & Bacon.

thanks for sharing this great post James Bowles but imagine what could happen if we used data to encourage cooperation not just at school, but across schools, and even across Multi Academy Trusts, or school districts/regions, or even whole countries while we're at it... At the end of each year the DfE in the UK publishes school performance tables, which can be used to rank schools in exactly the same way as you describe, and with similar consequences for those at the top, middle or bottom. And that's before we consider the impacts of single word Ofsted judgements. These can cause even greater psychological damage to staff, students, or a whole community... which can in some cases have tragic real life consequences. We even use things like PISA tests to try and rank the perceived quality of education across whole countries. This was one of the big drivers for reforms to our current accountability system, including the change to a 9-1 grading at GCSE, and ongoing obsession with the EBacc. There are still benefits of comparing or benchmarking ourselves against peers, but surely there are better ways of doing this... We are hopefully moving towards a balanced scorecard approach in the UK, which should give a more rounded or holistic view of school performance beyond narrow academic achievements. A final word on cooperation... I have been extremely lucky to be able to work with and learn from a network of very talented and like minded individuals, who have been more than willing to share their knowledge, skills, experience and most importantly time, not just to improve their own school(s) but to improve the whole sector. Remember, a rising tide really can lift all boats...

🌏 Just wrapped up an inspiring and productive week in Shanghai (21-25 October) for our workshop on Strengthening the Digital Competencies of Adult Educators at Shanghai Open University. We welcomed four country teams from Egypt, Kenya, Uzbekistan, and the People's Republic of China, exploring ways to build digital skills and boost lifelong learning among adult educators. The week concluded with the International Conference on Digital Transformation and Lifelong Learning, jointly organised by SOU, #UIL, and #UNESCOIITE. ✨ I had the opportunity to deliver a keynote speech where I shared insights from our ongoing work on strengthening the digital competencies of adult educators. As part of this ongoing initiative, I presented the design and overview of the Digital Empowerment and Lifelong Learning Teaching and Andragogy (DELTA) framework—a reference framework being developed based on the comprehensive review of existing frameworks, theories, and principles of adult learning. Drawing on experiences for contextualising the framework from four countries, I highlighted some key learnings that are shaping our approach to strengthening digital competencies for adult educators in different contexts: 1️⃣ It’s about who, not just what: Adult educators are at the core of digital transformation, applying their digital skills to positively impact communities and drive local change. 2️⃣ Mapping the landscape: Each country’s unique context is key. Identifying local stakeholders, structures, and needs ensures we bring together the right partners—policymakers, educational institutions, and NGOs—to make cohesive, impactful strides. 3️⃣ Start small, but start well: DELTA offers flexibility, allowing countries to pilot modules that address their immediate needs and build a strong foundation for further professionalisation of adult educators. 4️⃣ Part or whole approach: Whether adopting part or all of DELTA, countries can tailor the framework to meet their national priorities in digital competency, ensuring relevance and long-term impact. 5️⃣ Power of co-design: By involving educators, policymakers, and community voices in the design process, DELTA becomes a responsive, user-centred framework that evolves with real-world needs and fosters ownership. 💡 The conference also showcased innovative uses of AI and emerging tech in lifelong learning. A major highlight? Balancing tech advancements with a human-centred and rights-based approach. More than new tools, it is about creating inclusive, purpose-driven solutions that genuinely empower educators and communities. Technology should serve humanity, uplifting individuals and supporting meaningful, equitable growth. 🌟 I’m grateful to all my colleagues, specially for collaborator Sofia and support from Rakhat as we dive deep into the issues and needs of adult education with this project. The prospect of cross-border collaboration #DigitalTransformation in #ALE is truly exciting! #LifelongLearning #AdultEducation #Unesco

I’m excited to share that enrollment is open for the self-paced/pre-recorded version of the Highly Sensitive Child Practitioner Training starting 5th February. There are only 10 days left to enrol! When you enrol in the course, you will receive new modules of content every Monday for the duration of the course. The great news is that you can work through this content and complete it in your own time/pace - with access for life! The modules include pre-recorded webinars, videos, reading material and various lessons to work through. The modules you receive include: 1. The Highly Sensitive Child & The Integrative Framework 2. Mindfulness Tools & Holding Space for Highly Sensitive Children 3. Emotional Awareness and Regulation for HSC 4. Parts work with Highly Sensitive Children 5. Developing Healthy Self-Esteem & Confidence in Highly Sensitive Children 6. Exploring Boundaries & Healthy Communication with Highly Sensitive Children 7. Cultivating Self-Compassion & Self-Care for Highly Sensitive Children and as a Practitioner 8. Clarifying Values, Purpose and Spiritual Exploration 9. Academic Research Articles & Additional Resources The course also allows you to take part in a work-based project where you can create your own materials, information guides, videos or resources to offer in your own place of work. You will also have the opportunity to share or present your project to the wider, Highly Sensitive Human community :) You’ll be recognised as a ‘Highly Sensitive Child’ Practitioner upon graduation from the course. You can enrol here: https://loom.ly/SlDiixI #highlysensitivehumans#highlysensitiveperson#highlysensitivepeople #thehighlysensitive#hspcoaching #empathy #intuition#beinghuman #depthofprocessing #hap #highlysensitivechildren #highlysensitivechild #highlysensitiveparents

Did you know 𝐖𝐨𝐫𝐥𝐝 𝐌𝐞𝐧𝐭𝐚𝐥 𝐇𝐞𝐚𝐥𝐭𝐡 𝐃𝐚𝐲 is celebrated every year on the 10th of October? In line with the University of Westminster's strategic priorities and responding to colleague feedback, we are running a 𝐄𝐦𝐛𝐞𝐝𝐝𝐢𝐧𝐠 𝐖𝐞𝐥𝐥𝐛𝐞𝐢𝐧𝐠 𝐢𝐧 𝐭𝐡𝐞 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐜𝐚𝐟é session = on the 9th of October titled - do join us. The session is delivered by CETI University of Westminster colleague, Daniela de Silva and is online. 𝐃𝐄𝐓𝐀𝐈𝐋𝐒 📣Embedding Wellbeing in the curriculum café 🗓️09 𝐎𝐜𝐭 2024 ⏰ 12:30 - 13:30 𝐎𝐯𝐞𝐫𝐯𝐢𝐞𝐰 The café aims to foster collaborative discussions on integrating student wellbeing into teaching practices. Participants will explore various approaches to address student wellbeing and resilience within their disciplines, sharing experiences and best practices. The café will cover the "Five Ways to Wellbeing" framework, and implementing assessment strategies that support student wellbeing. The goal is to inspire practical, discipline-specific ideas that academic colleagues can implement in their courses to enhance student wellbeing and academic success 𝐎𝐛𝐣𝐞𝐜𝐭𝐢𝐯𝐞𝐬 1. Enhance Understanding of Wellbeing: Facilitate discussions among university lecturers to deepen their understanding of wellbeing and its critical relationship with student learning, enabling them to recognize the various dimensions of wellbeing that can be integrated into their curricula. 2. Share Best Practices: Create a collaborative environment where lecturers can share successful strategies and innovative practices for embedding wellbeing into their teaching, fostering a community of practice that encourages ongoing development and support. 3. Develop Actionable Strategies: Equip participants with practical tools and frameworks, such as the "Five Ways to Wellbeing," to implement specific, discipline-relevant initiatives that promote student wellbeing and resilience within their courses 𝐑𝐞𝐠𝐢𝐬𝐭𝐞𝐫 via the 𝐖𝐞𝐬𝐭𝐦𝐢𝐧𝐬𝐭𝐞𝐫 𝐏𝐫𝐨𝐟𝐞𝐬𝐬𝐢𝐨𝐧𝐚𝐥 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐀𝐜𝐚𝐝𝐞𝐦𝐲: https://lnkd.in/gtPNQMAM (𝐖𝐞𝐬𝐭𝐦𝐢𝐧𝐬𝐭𝐞𝐫 𝐥𝐨𝐠 𝐢𝐧 𝐫𝐞𝐪𝐮𝐢𝐫𝐞𝐝)

"The short courses address the challenges educators face in creating engaging and effective learning experiences by providing time-efficient solutions with both the student and tutor in mind." Read more about the launch of our new digital wellbeing short courses here 👉 https://lnkd.in/eRGPzNZK (via The Educator Magazine UK) #Education #College #Students #MentalHealth

📚 New Read: “The Imperative of Holistic Education in Modern Times: An In-depth Analysis” This insightful article explores the vital role of holistic education in today’s fast-paced world. It highlights the shift towards an educational approach that balances academic learning with essential life skills, preparing students for both personal and professional success. A must-read for educators, parents, and anyone interested in the evolving landscape of education. Check it out here: https://lnkd.in/gx6EcUV4 #HolisticEducation #FutureOfEducation #EducationalTrends #Educators #Schools #HolisticDevelopment