LILO - Master of Arts in Leading Innovative Learning Organizations

Communities of Practice Learning, Meaning, and Identity

By Etienne Wenger, 1998
Cambridge ; Cambridge University Press

This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation.

julac-eduhk.primo.exlibrisgroup.com

From Scarcity to Abundance: Scholars and Scholarship in an Age of Generative Artificial Intelligence

journals.aom.org

Hard Evidence on Soft Skills

James J. Heckman & Tim D. Kautz

This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of "cognitive ability" like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life.

Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills--personality traits, goals, motivations, and preferences--that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.

Hard Evidence on Soft Skills Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

Aspiring and Becoming STEM Teachers in Hong Kong: A Gender Perspective

https://library.oapen.org/bitstream/handle/20.500.12657/49738/9781000426748.pdf =214

Nurturing Creativity in Education

Collard, Paul ; Looney, Janet

European journal of education, 2014-09, Vol.49 (3), p.348-364

//n this article, we explore how a greater focus on creativity changes the dynamics of teaching and learning. We are concerned with how teachers nurture everyday creativity and how they themselves develop more creative approaches to teaching. We also explore the themes of ‘closed’ and ‘open’ learning, as defined by Miller, Looney and Siemens (2011). ‘Closed’ learning refers to learning where the knowledge to be acquired is already well defined and goals are clear. ‘Open’ learning. refers to learning where the outcome is unknown. Our approach is informed by Collard’s work at Creativity, Culture and Education (CCE), which brings together educators, learners and creative professionals to find new ways to address learning challenges, and Looney’s work on formative assessment, teacher evaluation and school reform in OECD countries. Drawing on our work in these respective areas, we explore approaches to teaching and assessment that may better support learner creativity in both open and closed learning. By focusing on these specific areas we hope to complement the ongoing and important debate on policy barriers to creativity in education with examples of effective practices, partnerships and tools.//

Nurturing Creativity in Education - Education University of Hong Kong Across continents, creativity is a priority for education and is central to the discourse on 21st century learning. In this article, we explore how a greater focus on ‘everyday creativity’ in schools changes the dynamics of teaching and learning. We look briefly at the main concepts in the liter...

School leadership models: what do we know?

www-tandfonline-com.ezproxy.eduhk.hk

https://www.oecd.org/education/ceri/leadershipfor21stcenturylearning.htm

Leadership for 21st Century Learning - OECD This is the latest of the influential series of OECD reports on Innovative Learning Environments.

Boundary-crossing as a Higher Education Innovation: World-class Universities, Academic Entrepreneurialism and Intersectoral Collaboration in East Asia The contemporary age of higher education has seen institutional transformation and reform at a faster rate than ever. As centers of learning across different disciplines, fields, and subjects, universities are comprehensive by nature and multi-functional in practice. We can therefore consider univer...