Footprints of Emergence Summary

Footprints of Emergence Summary

Footprints of Emergence Summary

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Footprints of Emergence

Nov 18-29, 2013 | SCoPE Discussion


Assessing Emergent Learning

  • Is it possible to assess emergent learning? How do you 'capture' learning that is not expected? How do you measure or value it? Are these the right questions or are they flawed?
  • Would it be possible to ask for emergent learning as a result of a course? Would EL be expected when a student is doing synchronously two courses in different fields? 
  • What is the purpose of the assessment? To provide meaningful feedback to the learner?
  • Why the need to measure?
  • Is diagnostic reasoning the same as emergent learning? Can we afford to have our doctors' knowledge be emergent as they practice on us? 
  • Does the act of 'measuring/assessing' destroy what it is trying to 'measure/assess'?
  • One thought I have is that ‘learning’ overall is about some kind of change .... So maybe somehow the question is ...  Can the Change be 'described' / measured / reported ....? 
  • I prefer the notion of assessing learning against self, but how could this work from a teacher/trainer's point of view?
  • I would venture that all learning involves a transformation of identity. As it is mostly gradual this is not sufficiently recognised. Take a moment to think about it in your own terms.Then think about the absurdity of assessing that change against externally imposed criteria. Who are you working for when you do that? Whose agenda?
  • What happens when the "emergent learning artefact" is a behaviour, or an attitude, or something so ingrained that the artefact is the learner?
  • Does emergent learning have to produce something unique or odd?
  • The difficult question is What is New or what is Unique.
  • How do we get to the person as product of themselves over person as "product" of education. Before we claim that something we did caused learning we need evidence they were listening to us. Would this be an Artifact?
  • "just tell me what I need to do . . .".  This is not only the attitude of students but professors - rubrics so that they can quantify the learning in some way and they tell themselves they are moving from subjectivity to objectivity - and what happened to expert opinion?  How to get to the "rethinking of education?"

Designing for Emergent Learning

  • Can we design for emergent learning or is that a contradiction in terms?
  • The tension for me in terms of design is "who" is doing the designing and what is the intention of the design?
  • Humans can’t make things appear from nothing but we can imagine things, build them, operate them and then think about thinking about them so we come pretty close to the emergence of things already. Why not then design a process for emergence?
  • I wonder if encountering the world as it is rather than as it is modeled to be forces us to realize a wider spectrum of working strategies?


Barbara Berry

Phillip Rutherford

Roy Williams

Scott Johnson