Using digital and visual methods to enhance student voice, agency and leadership.
for the: Science of Learning Hub’s Lecture Series 2019
This lecture will explore the potential of visual and digital methods to encourage discussion, collaboration, reflection, creation and curation. Using digital and visual methods inside and outside of the classroom not only provides a learner with the opportunity to speak but also gives them a chance to be heard, develop literacies and skills needed now and for the unknown future as agents of change. Gazing forward into education in this new century, the digital demands new ways of learning and teaching with and through visual culture, creativity and critical engagement with digital and visual practices and pedagogies. This digital turn has pushed the need for me to highlight in learning, teaching and research across sectors that education needs to focus on building cross-cutting digital and visual literacies and capabilities that explicitly teach creativity and criticality. The Victorian curriculum, in response to the new Australian Curriculum, asks that we all incorporate learner capabilities that include critical and creative thinking. The curriculum authority claim that they are inextricably linked and when taught explicitly, invite metacognitive thinking. “Thinking that is productive, purposeful and intentional” (VCAA, 2016). I propose that through visual and digital methods education can support identity development through becoming. Becoming learner through being in the world through creative and critical thinking. How? Creating, curating and documenting the learning journey through personalised, reflective, self–directed, critical and deep sustained learning.
But what are digital and visual methods for learning? How can we enhance participatory opportunities for student voice, agency and leadership? How can digital and visual methods assist in the design of our classrooms and contribute to the culture of our classrooms, and our schools? What collaborative learning can we do with/as/through digital and visual methods for everything from ideation to implementation? How can we utilise digital and visual methods such as
- Multimedia artefacts
- Digital video tools
- Open Badges
to enhance student voice, agency and leadership?
Kathryn has provided links to resources to help you support student voice and student agency and digital and visual means:
About the Presenter
Kate’s work focuses on the integration of digital pedagogies and digital portfolios for sustained creative practice and assessment. She is a lecturer at MGSE in Visual Arts and Design Teacher Secondary Education. Kate’s praxis includes taking aspects of her theoretical and practical work as a/r/tographer to consider how teachers and students use site to create place in the digital and physical. As an artist and art educator, Kate is a World Council Representative for the South-East Asia Pacific Region for the International Society for Education though Art (InSEA) and co-editor of the open access Journal of Artistic and Creative Education.
Student Voice and Student Agency
by MGSE: Science of Learning Hub’s Lecture Series 2019
In this presentation Sophie Murphy defines student voice and student agency and discusses how a strong sense of agency can support student learning. Sophie provides practical strategies that you can use to enhance student voice and student agency in the classroom.
Sophie has provided resources to help you support student voice and student agency:
Critique and feedback – the story of austin’s butterfly – Ron Berger
The Jigsaw Method
About the Presenter
Sophie Murphy is currently at the University of Melbourne as a full time PhD candidate, under the supervision of Prof. John Hattie. With over 15 years of experience as a teacher and an educational leader, Sophie works with teachers and school leaders across Australia to help schools implement and support effective classroom questioning, planning and teaching for deep level learning (SOLO Taxonomy), effective classroom discourse, collaboration and use of assessment and data.
Science of Learning Partnership Initiative: Intensive One, 25th Feb. Agenda
Dear School Leaders,
I hope it has been a productive start to the year for you all.
As outlined in my previous communications, the first Seminar for the Science of Learning Partnership Initiative for 2019 will take place on Monday 25th February.
We are really looking forward to having all 14 schools who are participating in the Network in the one room to commence our work using student voice to drive school improvement.
Please follow this link to access the agenda for this first seminar, which will be held at University College (further details). Parking is limited at the venue, however all day parking at Princes Park is only a short walk away.
In preparation for this seminar:
- Please email a list of attendees (up to 5 per school) along with any dietary requirements to Pamela Salvo at email@example.com by next Thursday (21/2)
- Bring along any student voice data that you currently have. For Department Schools this would include your Student Attitude to School Survey data, whilst independent schools may use Pivot or other collection tools. At this first Seminar we will be unpacking ‘what we already have’, before considering how we can engage further in student voice for impact
- If you have any queries, please don’t hesitate to contact me.
Welcome to the 2019 Science of Learning Partnership Initiative
Dear Principals & School Leaders,
Welcome to the Science of Learning Partnership Initiative. We here at the Science of Learning Centre at the Melbourne Graduate School of Education (MGSE), are looking forward to working with you and your teachers in 2019. My name is Luke Mandouit, and I work together with Professor John Hattie and Dr. Irina Grossman to lead the Partnership Initiative.
The goal of this Initiative is to bridge the gap between researchers and practice to improve student outcomes in schools. This is achieved by making authentic connections between research and practice, and by enabling teachers and school leaders to collaborate with academic staff at the University of Melbourne, and with other like-minded schools. In 2019 this Partnership Initiative will consist of a range of rural and metropolitan Primary and Secondary schools, drawn from Government, Independent, and Catholic systems. This is the Partnership Initiative’s third year running, and it has been led from the outset by John Hattie, who extends his welcome below:
“In 2019 we in the Science of Learning Partnership Initiative are focusing on student agency. I know this is a hot topic not only here in Victoria, but also around the world, and the key is to be clear what we mean by student agency and explore the implications of agency on the learning lives of students. The Science of Learning (SoL) Hub here at the University of Melbourne has a vigorous research focus on the many aspects of agency that we aim to explore with you – such as: developing assessment capable students; teaching students multiple learning strategies; helping students receive, understand and use feedback; working with students to evaluate the impact of teaching; and, student capacity to self-regulate.
We have a great team led by Luke and Irina, and a new appointment coming in June to join the team (more on this later). Additionally, we have many experts here in the SoL team, at MGSE, and across the University; and, we work closely with our University of Queensland and ACER partners. I am personally committed to ensuring 2019 will be a high impact year for you and your students, and look forward to working with you all.” – John Hattie
In January we will be releasing the full schedule for the Partnership Initiative; however, please note that the first full day intensive and launch of the 2019 Partnership Initiative will take place on: Monday 25th February (exact details to follow).
In the interim, you will receive some correspondence from our admin team regarding invoicing, and please continue to stay in touch with me regarding details of the 2019 Partnership Initiative.