Elements of the new learning paradigm

Cluster 1 - Preparing the Ecosystem

Preparing the Ecosystem

1. Join the Alliance

Creating a vibrant learning community should never be done in isolation. Finding and networking with associated, like-minded communities provides a sense of collective confidence and unity. A global alliance of educational changemakers exists to support all lifelong learning.

Preparing the Ecosystem

2. Purpose-Inspired Learning

The Learnlife model empowers individuals to journey towards their life’s purpose, their ‘ikigai’. The model facilitates purpose-inspired learning experiences, recognising that passion is the fuel to drive that purpose.

Preparing the Ecosystem

3. Establishing Personal Values & Vision

Sitting alongside the importance of a purpose-inspired learning journey, is the need for individuals to have a clear understanding of the personal values that they choose to live by and their own vision for their life, their ‘preferred future’.

Preparing the Ecosystem

4. Growing Positive Relationships

Learners thrive best in an ecosystem of positive relationships. ​ The Learnlife model​ is committed to developing ​emotional intelligence in​ order to create an exceptional learning environment which fosters individual and community relationships.

Preparing the Ecosystem

5. Choosing a Growth Mindset

Learning is enhanced when individuals within a community choose a growth mindset over a fixed mindset. A growth mindset, where a learner believes their talents can be developed, lays the foundation for that learner to manage both achievement and failure.

Preparing the Ecosystem

6. Growing a Positive Organisational Culture & Vision

The collective culture of an organisation arises from a combination of purpose, values and vision. All three components play a vital role in growing an exceptional culture in any organisation. Individuals bring their own personal purpose, values and vision into an organisation.

Preparing the Ecosystem

7. Shaping a Strong Learning Culture

An engaged learning culture delivers deep and purpose-inspired learning. The LearnLife model recognises that a learning culture must be as fashionable to young learners as other societal subcultures, in order to encourage inspired lifelong learning.

Cluster 2 - Implementing the Model

Implementing the Model

8. Learning within Five Life Dimensions

Our ever-changing world requires an updated educational perspective. The LearnLife 5 dimensions enables learners to build the capabilities to thrive in the 21st Century. The 5 life dimensions are intrapersonal, interpersonal, societal, global and digital learning.

Implementing the Model

9. Personal Learning & Adaptive Groupings

Many learning systems and educators refer to personalised learning. In essence, this is largely still pre-arranged learning, rather than being something that the learner directs for themselves - something truly personal. The Learnlife model constructs an ecosystem where learners are guided to be self-directed. In the context of a learning community, it is helpful to create agile groupings of learners to best meet their immediate needs.

Implementing the Model

10. Diversifying Methodologies

The LearnLife model captures at least 25 diverse methodologies that catalyse learning in various contexts. Learning Guides select from the toolbox of methodologies that best target learner needs. The list of 25 methodologies continues to grow and evolve.

Implementing the Model

11. Concepts, Skills & Competencies

The LearnLife model diverges from traditional approaches to content and knowledge-based learning. While specific knowledge or understanding is relevant in many situations, the need to grow a far broader capacity based on the growth of core concepts, skills and key competencies, is critical for all communities as they navigate a rapidly changing future and career options.

Implementing the Model

12. Learning Experiences: Design & Delivery

At Learnlife, learning design focuses on the delivery of competencies, skills and concepts. Learning guides create and co-create design experiences that offer individualised outcomes. Knowledge gained through content becomes a by-product of the overall learning.

Implementing the Model

13. Learning Experiences: Blended and Online Learning

The opportunities for learning in a world with increasing mobility are expanding exponentially. Learning is no longer confined to a static place and space - and people can readily choose blended or online learning as a mode for learning. The learning paradigm within blended and online modes of delivery needs to be as vibrant, relevant, agile and personal as that of face-to-face learning.

Implementing the Model

14. 360° Assessments

Learners use 360° Assessments to immediately evaluate learning outcomes. 360° assessment involves the learner, learning guides and wider community to provide a circular mentorship model - the digital and real worlds unite to support learning.

Cluster 3 - Supporting and Sustaining the Model

Supporting and Sustaining the Model

15. Learning Vitae & Learning Achievements

There are clear changes occurring in global societies. Many traditional methods of reflecting the strengths of any individual learner, fail to capture a broad picture of that learner’s wider competencies, which has many implications. The Learning Vitae (LV) is a means that more authentically reflects the achievements of a learner. The LV provides an ever-growing picture of the learning achievements of a unique learner.

Supporting and Sustaining the Model

16. Talent Development

The Learnlife model is based on some significant disruptions to existing expectations of teachers (Learning Guides). The existing education workforce needs to be enabled to grow as learners themselves and access ongoing and professional learning. The Learnlife Talent Development Programme (TDP) is based on the core elements of change and enables individuals, organisations and systems to understand and adapt their practices via sustained professional growth experiences.

Supporting and Sustaining the Model

17. Creative Learning Environments

The layout of a learning environment has a profound impact on the overall learning process - however designed spaces should always support learning rather than drive it. Organisational knowledge on using space effectively is pivotal to delivering a positive culture and vision.

Supporting and Sustaining the Model

18. Technology & Digital Platforms

Technology should be like air – invisible, vital and ever present. It cannot be the driving force of change because technology continues to evolve. The learning ecosystem should flow between the ‘real’ and digital world seamlessly, providing continued support for lifelong learning.

Supporting and Sustaining the Model

19. Creative Resourcing

Coordinating the resources of an organisation in creative ways can open up new opportunities for supporting change. One useful approach is to fully align resource allocation within the learning community to the collective vision and preferred future. This is in preference to resourcing models based on traditional modes that support old paradigms of learning.

Supporting and Sustaining the Model

20. Ongoing Research & Envisioning

Any change process in education needs to be supported by ongoing research into preferred models for learning and more general contemporary educational research. In an optimal context, the transformation of learning would be led by an internal guiding coalition, change champions, who encourage all the community to join a collective envisioning process that steers all change and remains well aware of contemporary research into neuroscience, education and learning.

Supporting and Sustaining the Model

21. Ensuring Well-being

Any journey of change and discovery can challenge and exhaust. It is vital that maintaining a healthy balance in life and personal well-being for the lived human experience - especially associated with a lifelong learning journey - is embedded in the organisational thinking.