Defining the concept

This is the dynamic interaction among individual learners, diverse settings where learning occurs, and the community and culture in which they are embedded. It is the physical and virtual learning space, as well as the technology and academic support structures within a school building or educational district.

Elements of this learning ecosystem include people (youth, family, educators, funders, etc.); places (schools, libraries, community centres,museums, hospitals, etc.); activities/resources (internships, programs, curricula, books, internet); and intangibles (politics, social services, the history of education in a community, culture

Why do we use the concept?

Educational improvement is a “wicked problem”—it is chronic, complex, unlikely
to be solved via linear solutions, and may benefit from collaborative and
iterative refinement. Recognizing this complexity means that we must accept that simple causal explanations for challenges in the educational system will not suffice. A system perspective is vital to success.



 Read-Hecht, M., & Crowley, K. (2020). Unpacking the learning ecosystems framework: Lessons from the adaptive management of biological ecosystems. Journal of the Learning Sciences, 29(2), 264-284.

 



 

Principles

LEARNING PRINCIPLE ONE:
The learning environment recognises the learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners.

LEARNING PRINCIPLE TWO:
The learning environment is founded on the social nature of learning and actively encourages well-organised co-operative learning.

LEARNING PRINCIPLE THREE:
The learning professionals within the learning environment are highly attuned to the learners’ motivations and the key role of emotions in achievement.

LEARNING PRINCIPLE FOUR:
The learning environment is acutely sensitive to the individual differences among the learners in it, including their prior knowledge.

LEARNING PRINCIPLE FIVE:
The learning environment devises programmes that demand hard work and challenge from all without excessive overload.

LEARNING PRINCIPLE SIX:
The learning environment operates with clarity of expectations and deploys assessment strategies consistent with these expectations; there is strong emphasis on formative feedback to support learning.

LEARNING PRINCIPLE SEVEN:
The learning environment strongly promotes “horizontal connectedness” across areas of knowledge and subjects as well as to the community and the wider world.

Put Principles into Practice by

Innovating the pedagogical core of the learning environment, whether the core elements
(learners, educators, content and learning resources) or the dynamics which connect
them (pedagogy and formative evaluation, use of time and the organisation of
educators and learners), or combinations of both.

Becoming “formative organisations” with strong learning leadership constantly informed by evidence about the learning achieved through different strategies and innovations.

Opening up to partnerships by working with families and communities, higher education, cultural institutions, media, businesses and especially other schools and learning environments, in ways that directly shape the pedagogical core and the learning leadership