Learning Paradigm

Elements of the new Learning Paradigm

The Learnlife elements cover a range of topics relevant to instigating, implementing and supporting a paradigm shift in education. The elements as listed are not an exhaustive list, nor a sequence of actions to be undertaken. They introduce and explain topics of relevance in a paradigm change process.

The elements are grouped in 3 clusters. The 1st cluster looks at preparing an ecosystem for educational change. The 2nd cluster covers the processes of implementing change and the 3rd cluster looks at ways to support and sustain a paradigm shift.

The elements are presented as separated topics that can be understood in isolation from the rest, or as part of a wider process.

Cluster 1 - Preparing the Ecosystem

Preparing the Ecosystem
1. Join the Alliance
Creating a vibrant learning community should never be something done in isolation. Finding and networking with an associated, like-minded community, provides a sense of collective confidence and unity, whilst offering a platform for continued reflection and dialogue. The global alliance of learning innovators, changemakers, entrepreneurs and passionate pioneers 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 and 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
In order to grow core concepts, skills and key competencies, learning needs to be based on continual sequences of authentic, rich and deep learning experiences. As learners themselves, Learning Guides need to design, co-create and deliver learning experiences that offer individualised outcomes. Content acquisition in the LearnLife model 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 the Model

Supporting 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 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 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 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 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 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 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.