Effective Lifelong Learning Inventory ELLI September 2008

Michael Hush, Technology, R09 Chris Edwards, COBE

Origins of ELLI developed over three years at the University of Bristol in a project funded by the Lifelong Learning Foundation seven dimensions of learning ‘that together describe the energy and motivation to learn’ An online profiling instrument.

Dimensions of Learning If knowledge, skills and understanding of the curriculum form one strand of learning and attitudes, feelings, dispositions and motivations another The seven dimensions of learning bind these together.

Why Seven? questionnaire with everything ‘we’ know about learning – internal motivations, dispositions and attributes of learners such as self- regulation, interest, effort, locus of control, self-efficacy etc. and the external factors that impinge on the learner such as the way the subject is taught (pedagogy), the school ethos, the home, family, peer group and wider worldviews and traditions of the learner. The original questionnaire was sent to 1600 respondents factor analysis revealed seven dimensions of learning power or seven dimensions that describe the energy to learn and to keep on learning.

The dimensions Being stuck & static Data accumulation Passivity Being rule bound Isolation & dependence Being robotic Fragility and dependence Changing and learning Meaning making Critical curiosity Creativity Learning relationships Strategic awareness Resilience

ELLI claims – for teachers Enables teachers to focus on learning and learners Describes the energy to learn in terms of seven dimensions of learning Provides a vocabulary and language to talk about learning Describes ways in which teachers release energy for learning in their classrooms

ELLI claims – for students Makes learning learnable Takes the mystique out of the process of learning for pupils Enables pupils to focus on different aspects of learning during lessons Gives a focus to reflect on learning Provides a way of celebrating achievements in learning alongside curriculum success

Process for participants

Numbers of participants

A typical profile

ELLI in HE results Analysis is continuing Some groups stand out as stronger or more mature learners –Part time students including those at OU –Work based learning students There is evidence of patterns relating to those studying the same subject