1. 1 Improving progression: through reflecting on learning dispositions

2. COBE intranet.open.ac.uk/cobe c.h.edwards@open.ac.uk

3. 3 2 June 2009 ELLIPSE ELLI – Effective Lifelong Learning Inventory –Delivered through ELOISE –the ELLI Online Instrument Second Edition PSE – Practical Student Experience

4. 4 2 June 2009 What we hope to find Or what we might hope for if the study was big enough. Some indications That by engaging with ELLI new students gain confidence in their readiness for OU study Improved retention Possibly improved grades

5. 5 2 June 2009 Learning power Learning power is about how learners perceive themselves as learners. The qualities and dispositions that enable students to learn and go on learning throughout life What really matters in learning power is how the learner becomes aware of his/herself as a learner over time and how he/she can apply that awareness to life and learning. ‘A form of consciousness characterised by particular dispositions, values and attitudes expressed through the story of our lives and through the relationships and connections we make with other people and our world’. (Deakin Crick, 2006:5)

6. 6 2 June 2009 ELLI can help individuals Identify dimensions of learning that could be developed Focus attention on learning Provides a framework to think about how to improve learning. Helps to take the mystique out of learning. Celebrate achievements in learning alongside curriculum success.

7. 7 2 June 2009 Seven dimensions of learning Changing and LearningBeing static and stuck Critical CuriosityPassivity Meaning MakingData accumulation CreativityBeing rule bound Positive Learning RelationshipsIsolation & dependence Strategic AwarenessBeing robotic ResilienceFragility and dependence

8. 8 2 June 2009 Changing and Learning Opposite: Being static or stuck I see learning as something I can get better at. I have a sense of history and hope. I tend to take ownership of my own learning, and like to be responsible for what I am learning and how I go about it. I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me.

9. 9 2 June 2009 Critical Curiosity Opposite: Passivity I like to get below the surface and see what is really going on I like to work things out myself, asking my own questions I tend to go looking for things to learn, rather than just responding to things that come my way I’m attracted to learning and have a good deal of energy for learning tasks and situations I value getting at the truth

10. 10 2 June 2009 Meaning Making Opposite: Data accumulation I tend to look for patterns, connections and coherence in what I am learning. I seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience and I like learning about what matters to me.

11. 11 2 June 2009 Creativity Opposite: Rule-bound I like new situations, and sometimes create novelty and uncertainty ‘just to see what happens’. I like playing with possibilities and imagining how situations could be otherwise. I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up. I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts.

12. 12 2 June 2009 Positive Learning Relationships Opposite: Isolation and dependence I like working on problems with other people I have no difficulty sharing thoughts and ideas with others, and find it useful. I am capable of working away at problems on my own and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of being lonely or isolated when I’m learning. I have important people at home, at university, in my community etc who share with me in my learning.

13. 13 2 June 2009 Strategic Awareness Opposite: Isolation and dependence I tend to think about my learning, and plan how I am going to go about it. I usually have a fair idea of how long something is going to take me, what resources I will need and my chances of being successful. I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences, aspirations, strengths and weaknesses are.

14. 14 2 June 2009 Resilience Opposite: Fragility and dependence I tend to stick at things for a while, even when they are difficult. I don’t give up easily. I often enjoy grappling with things that aren’t easy. I can handle the feelings that can crop up during learning: frustration, confusion, apprehension and so on. I’m not easily upset or embarrassed when I can’t immediately figure something out. I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck.

15. 15 2 June 2009 An Effective Learner All seven dimensions tend to be balanced and at the higher end of the scale These learners may not be high attainers but are fulfilling their potential and getting the most out of their learning

16. 16 2 June 2009 A Fragile Learner Weak on all learning power dimensions - in the lower half of the scale. They may think they are not very clever, may think they are incapable of succeeding and believe they can’t change. May be quite passive in their approach to their studies Almost a fragile learner

17. 17 2 June 2009 A Vulnerable Learner Strong in some dimensions but weak in others Therefore vulnerable especially to change A type of learner who may not be noticed much At risk of switching off and not developing their own aspirations and challenges

18. 18 2 June 2009 Details of 2008 project

19. 19 2 June 2009 ELLI in HE results part 1 of 3

20. 20 2 June 2009 ELLI in HE results part 2 of 3

21. 21 2 June 2009 ELLI in HE results part 3 of 3