A Learning Lives Project
Monday February 1st to Monday 15th March
Facilitated by Norman Jackson & Rob Ward
This collaborative professional inquiry aims to explore the nature of lifewide learning – how, why, when, what and where learning emerges in the everyday lives and practices of participants. The outcomes will inform Lifewide Education’s strategy for encouraging and supporting lifelong learning.
Monday February 1st to Monday 15th March
Facilitated by Norman Jackson & Rob Ward
This collaborative professional inquiry aims to explore the nature of lifewide learning – how, why, when, what and where learning emerges in the everyday lives and practices of participants. The outcomes will inform Lifewide Education’s strategy for encouraging and supporting lifelong learning.
Research questions
Q1 What does learning mean to us in the context of our own life?
Q2 Does learning mean the same thing in different contexts and in different parts of our life?
Research process
1 The project begins with a short meeting to introduce the process. Monday Feb 1st 12.00-13.00
2 Following the meeting each participant will prepare a map showing the different domains in their life in which they learn, develop and achieve. Each day each participant spends a few minutes reflecting on their activities and experiences noting and recording any significant opportunities for learning and/or achieving something. The map can be purely text based or it can include photographs to enhance the contextual information.
2 Over the course of a week something noteworthy may well emerge from everyday doings. It would be useful to record how, why, when, what and where learning emerges through a short vignette containing a narrative of what happened and why. Several examples are shown in an Annex.
3 To promote ongoing conversation and the development of understanding, there is a private (only people who are invited) social learning space on Linked In for participants to share their observations, questions and vignettes. Participants in the forum are encouraged to value contributions and offer constructive commentary aimed at promoting deeper reflection.
4 At the end of the whole process participants will come together in a final meeting to share what we have all learnt about the way learning that we have not planned for, emerges in our life.
5 In order to share our experiences and understandings with the wider community, each participant could produce a short synthesis account with their vignettes, for the June Issue of Lifewide Magazine. This is an optional activity as we understand that some participants may not wish to share their narratives beyond the group.
Q1 What does learning mean to us in the context of our own life?
Q2 Does learning mean the same thing in different contexts and in different parts of our life?
Research process
1 The project begins with a short meeting to introduce the process. Monday Feb 1st 12.00-13.00
2 Following the meeting each participant will prepare a map showing the different domains in their life in which they learn, develop and achieve. Each day each participant spends a few minutes reflecting on their activities and experiences noting and recording any significant opportunities for learning and/or achieving something. The map can be purely text based or it can include photographs to enhance the contextual information.
2 Over the course of a week something noteworthy may well emerge from everyday doings. It would be useful to record how, why, when, what and where learning emerges through a short vignette containing a narrative of what happened and why. Several examples are shown in an Annex.
3 To promote ongoing conversation and the development of understanding, there is a private (only people who are invited) social learning space on Linked In for participants to share their observations, questions and vignettes. Participants in the forum are encouraged to value contributions and offer constructive commentary aimed at promoting deeper reflection.
4 At the end of the whole process participants will come together in a final meeting to share what we have all learnt about the way learning that we have not planned for, emerges in our life.
5 In order to share our experiences and understandings with the wider community, each participant could produce a short synthesis account with their vignettes, for the June Issue of Lifewide Magazine. This is an optional activity as we understand that some participants may not wish to share their narratives beyond the group.
