DOI 10.30926/ecnuroe2018010108
Beijing Academy: Innovation, Design, and Learning
Richard F. Elmore
Harvard University
Corresponding Author: Richard F. Elmore richard_elmore@gse.harvard.edu
Abstract
Purpose-Taking Beijing Academy as an illustrative example, this article aims to discuss a model of “design-as-learning, learning-as-design”.
Design/methodology/approach-As a member of an international panel of the school, I have involved significant periods of observation of classroom work, focus group discussions with students, meetings with teachers and administrators, and sessions with governmental officials and external partners for the school. This has provided rich first-hand data for the analysis.
Findings-This article argues that learning environments should be constructed around powerful theories of learning, that those theories should be subjected to constant and repetitive critique and revision in light of evidence, and most importantly that there is no fundamental difference in roles between adults and young people in the organization.
Originality/Value-This article has the potential to address the transitional issues resulted from the policy-driven reform and institutionally-determined definitions of learning and urges adults to transfer agency for learning of individual students.
Keywords
Beijing Academy, design-as-learning, learning-as-design, learning organization
Note on Contributor
Richard Elmore is the The Gregory R. Anrig Research Professor of Educational Leadership at the Harvard Graduate School of Education. For the past fifteen years his research and clinical practice has concentrated on the improvement of instructional practice in schools and classrooms, and the development of organizational systems to support those improvements. His current work focuses on the fundamental re-design of learning environments, and the development of leaders and entrepreneurs to create and sustain those environments, all in light of dramatic changes in our understanding of the neuroscience of learning and the exponential growth of digital culture. He was founding faculty director of the Doctor of Educational Leadership (EdLD) program at Harvard.
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