Deep Learning Society​

Vil din kommune vere med i eit samarbeid med LearnLab, der vi arbeidar saman med å utvikle pedagogikk, teknologi og skuleleiing? LearnLab har i fleire år leidd innovasjonsnettverket Deep Learning Society (DLS), der ein rekke kommunar deltek.

Hovudmålet med DLS er å utforske og utvikle aktuelle og framtidsretta pedagogiske undervisningspraksisar, nye leiarkompetansar og eigarstrategiar, samt konkrete måtar å modellere djupnelæring og livsmeistring på.

Som deltakar i Deep Learning Society får du:

Skreddersydd opplegg for arbeid med nye læreplanar i din kommune. Innovasjon, rettleiing, dømer og deling mellom kommunar på følgjande tema:

People climbing a ladder

Professional development at all levels

The goal of (DLS) is to stimulate teaching that goes further to emphasize creativity, open questions, time to think and active students, in short: achieve deeper learning through collective innovation. Our pedagogical starting point is progressive pedagogy, where we continue the best of John Dewey's and Erling Lars Dale's philosophy, while incorporating the guidelines of LK20.

Learning takes place through action, where the students together explore and reflect on relevant concepts. By asking questions that lead students to collective reflection and production, the teacher helps students to discover the deeper meaning of concepts. This learning principle also applies to municipal leaders, school leaders and teachers.

The teacher asks questions based on the students' interest and involvement competence and puts the questions into a context via deep knowledge of the subject and the curriculum. Future-oriented teaching cannot be planned in detail in advance, but is linked to the curriculum through a process together with students and colleagues. The teacher uses the resources available in the student group.

DLS works to shift the focus from summative tests to formative assessment, where students own the assessment process through work on authentic assignments. LearnLab's digital tools form the basis for developing an assessment practice where exams and national tests become less important, since students and teachers document competence as part of the learning process itself.

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Several municipalities are already participating

DLS is a network consisting of students, teachers, school leaders and researchers, who together with Learnlab design the learning of the future. Collective innovation in practice!

Traditional conferences with lectures have proven to have little value beyond the social. Many development-oriented leaders and teachers also point out that it is both tiring and lonely to attend traditional conferences when they are conducted digitally.

Learnlab wants to make a difference by giving everyone the opportunity to use digital technology in learning-promoting ways. Learnlab combines the best ideas from progressive pedagogy with the learning-enhancing use of digital technology. We therefore use the interactive tool Colab, which provides opportunities for active participants to link reflections to experiences, share with each other and collectively develop suggestions, ideas and input.

Samarbeid med norske og internasjonale forskarar

I DLS vil vi lære av spesifikke tiltak og metodar som nyttast i nokre av verdas beste utdanningssystem.

LearnLab er, saman med professor Andy Hargreaves, initiativtakar til Atlantic Rim Collaboratory (ARC), der 10 utdanningssystem saman utforskar mogelegheitane for å utvikle ein utdanningspolitikk som tek meir hensyn til det brede utdanningsmandatet som skulen faktisk har.

ARC er en global utdanningsbevegelse som fremmar likskap, kvalitet, inkludering, trivsel, demokrati, berekraft og menneskerettar i utdanningssystemer.

Forskare som i perioden 2020-2022 gjev råd, presenterar sin forskning og deltar i diskusjonar i DLS-nettverket er:

Rolf Kristian Baltzersen
Dosent (PhD) – Avdeling for lærarutdanning, Høgskolen i Østfold.

Michael Fullan
Global Leadership Director, New Pedagogies for Deep Learning. Professor Emeritus – University of Toronto.

Andy Hargreaves
Direktør ved CHENINE (Change, Engagement and Innovation in Education – The University of Ottawa). Professor Lynch School of Education and Human Development, Boston College.

Egil Hartberg
Prosjektleiar, Senter for livslang læring, Høgskolen i Innlandet.

Viviane Robinson
Professor ved Faculty of Education and Social Work ved University of Auckland, New Zealand, og akademisk leiar for universitetets Centre for Educational Leadership.

Pål Roland
Dosent (PhD) – Nasjonalt senter for læringsmiljø og åtferdsforskning ved Universitetet i Stavanger.

Kim Schildkamp
Associate professor, the Faculty of Behavioural, Management, and Social Sciences – University of Twente. Noverande leiar av ICSEI ((International Congress on School Effectiveness and Improvement)

Dennis Shirley
Professor i pedagogikk – Lynch School of Education, Boston College.

Louise Stoll
Professor of Professional Learning, University College – London’s Institute of Education.

Rolf Kristian Baltzersen
Lecturer (PhD) – Department of Teacher Education, Østfold University College.

Michael Fullan
Global Leadership Director, New Pedagogies for Deep Learning. Professor Emeritus — University of Toronto.

Andy Hargreaves
Director at CHENINE (Change, Engagement and Innovation in Education — The University of Ottawa). Professor Lynch School of Education and Human Development, Boston College.

 

Egil Hartberg
Project Manager, Centre for Lifelong Learning, Innlandet University College.

Viviane Robinson
Professor at the Faculty of Education and Social Work at the University of Auckland, New Zealand, and Academic Director of the University’s Centre for Educational Leadership.

Pål Roland
Lecturer (PhD) — National Centre for Learning Environment and Behavioural Research at the University of Stavanger.

Kim Schildkamp
Associate professor, the Faculty of Behavioural, Management, and Social Sciences — University of Twente. Current chair of ICSEI (International Congress on School Effectiveness and Improvement)

 

Dennis Shirley
Professor of Education — Lynch School of Education, Boston College.

Louise Stoll
Professor of Professional Learning, University College — London’s Institute of Education.