About this book
Theory and Practice of Learning Management argues that today’s dominant pedagogical practices of schooling and teacher education are a major contributor to the failure of schools to fulfil the schools’ promise for students and their families. The Learning Management concept represents a rethink of teaching, schooling and teacher education and places the emphasis on the following characteristics: the need for design principles and a common language of instruction for ‘teachers’, research-based techniques that deliver a wider curriculum agenda, and a renewed responsibility on the part of teachers, schools and teacher educators for the outcomes of pedagogical practice.
Print Colour:
Black & White
Editors and Principal Authors:
David Lynch & Bruce Knight
Central Queensland University
Course Code / Course Name:
SE0907 – Introduction/Foundations of Education
TABLE OF CONTENTS
About the Authors vi
The Australasia College of Learning Management viii
1 Locating the Theory and Practice of Learning Management 1
David Lynch and Bruce Allen Knight
A changed world 1
The concept of learning management 3
Unpacking the theory and practice of learning management 4
2 Understanding the Links between Learning and Instructional Design 7
Kim Nichols
The Learning Design Process and the brain 8
1. The importance of prior learning experiences to the learning/developing brain 8
2. Naïve conceptions 10
3. Formal curriculum requirements and the learning brain 11
4. Hidden curriculum 15
5. Acquiring and integrating knowledge 16
6. Habits of Mind: critical thinking and creative thinking 20
1. Equipment, resources and representations of knowledge 21
2. Classroom environment 21
3. Use knowledge meaningfully to aid knowledge acquisition and integration 22
Authentic assessments to identify gaps in knowledge 23
Summary 23
3 Learning Management Capabilities 25
David Lynch, Richard Smith and David Turner
Capability: learning management, workplace readiness and a futures orientation 25
Applied learning management 28
The knowledge base 31
Mindsets 34
Strategic creativity 35
Examples of applied learning management 37
Summary and conclusion 41
4 Innovation, Entrepreneurship and Execution Capacity 42
David Lynch, Richard Smith and Paul O’Neill
Education trends 44
A refocusing of school curriculum 44
The emergence of new learning-based technologies 46
Ongoing restructuring of the constructs associated with education 48
How innovation, entrepreneurship and execution capacity inform the application of
learning management 50
Innovation 51
Execution capacity 52
Entrepreneurship 53
Applying innovation, entrepreneurship and execution capacity in a teaching and
schooling context 54
1. Non-innovative practice – new things in old ways 55
2. Innovative practice – new things in new ways 56
Innovation as a convergence agenda 57
Summary and conclusion 60
5 Learning Diagnostics 61
David Lynch, Richard Smith and Bruce Allen Knight
Learning management 61
Learning design 62
Learning diagnostics 66
LMQ 9: Dealing with learning systems and learner capabilities 68
The clinical learning system 70
The system of learning 71
The steps involved in answering LMQ 9 72
Summary and conclusion 77
6 Learning Management and the Idea of a New Learning Industry 78
David Lynch, Richard Smith and Paul O’Neill
Schooling 79
A new model for the learning industries 83
‘The Community’ and ‘Mode 2 Society’ 85
The formal learning domain 88
The informal learning domains 89
The virtual learning domain 91
The vocational learning domain 91
The ‘knowledge innovation’ domain 93
The diagnostic domain 94
Summary and conclusion 95
7 Learning Management and Assessment 96
Sue Davis and Jo Dargusch
What is assessment? 96
Types of assessment 97
Alignment of curriculum intent, pedagogy and assessment 100
Formative and summative assessment 100
Culminating tasks and authentic assessment 101
Using complex reasoning processes to create authentic tasks 103
Quality assessment 105
Strategies that make the difference – formative assessment strategies 107
The roles of learning manager and students in formative assessment 109
Feedback 110
Self-assessment 112
Peer assessment 113
Student needs, adjustments and modifications 114
Summary and conclusion 116
8 Learning Management and its Association with the Reporting of Learner
Performance 117
Sue Davis and Jo Dargusch
Sharing success criteria 118
Criteria, standards and rubrics 118
1. Effective criteria sheets 119
2. Criteria, standards and learning 123
Marking student work 125
Tips for marking 126
Moderation 127
1. Moderation in secondary schools 128
2. Other moderation processes 129
Profiling learning and collecting data 129
Reporting 129
Reporting comments 130
Parent/teacher conferencing 131
Review and evaluation processes 132
Conclusion 134
9 Resilience Education and the Learning Management Process 136
Cecily Knight
What is resilience education? 137
Theoretical underpinnings 138
Resilience education and workplace readiness 139
Workplace readiness: declarative knowledge and resilience education 139
Workplace readiness: procedural knowledge and resilience education 141
Resilience education and futures orientation 145
10 Research, Evidence-based Practice and the Learning Manager 147
Carole Kayrooz and Michelle Fleming
The learning manager 147
The importance of research in evidence-based practice for learning managers 149
Appendices 156
References list 183
List of Endnote References 193