#WorkingOutLoud on Learning Science: Social Metacognition

Last week i shared a post around Metacognition for the Learning Science Handbook work: today i am following up with something far less rigorous and more highly speculative. Or to put it another way, i’m simply using this space for a thought, about Social Metacognition. Whilst the Learning Science book is about the evidence and insight, there is also space for a forward looking or more speculative element (such as the chapter on ‘Knowledge and Meaning’, where we share newer ideas.

The idea is that as well as individual skills, there may be collective features: this is an excerpt from the notes i’m making for our writing cafe session tomorrow.

“We could hypothesize some aspects of Social Metacognition as follows:

  • Learning Identity – a group social phenomena of learning, manifest through social norms, rituals, vocabulary and space to learn. A space where learning is a de facto part of any challenge. A culture with learning in the flow: ultimately a culture where learning ceases to be discrete from performance.
  • Culture of Calibration – a social norm of challenge and iterative understanding, a culture that can hold conflict. Rituals of recognition and reward. Methodology or ability to process failure and create shared artefacts of such.
  • Ambiguity as Practice – a culture where ambiguity can be held as safely as certainty.
  • Curiosity as Practice – a culture that is constantly curious and primes curiosity as an individual feature of practice. This will filter through to capability frameworks and assessment criteria that recognise curiosity as a valid outcome, as opposed to certainty, and can cater for ambiguity.”

This is shared as part of #WorkingOutLoud and i will publish the full article when it’s had the challenge from my co-authors later.

About julianstodd

Author, Artist, Researcher, and Founder of Sea Salt Learning. My work explores the context of the Social Age and the intersection of formal and social systems.
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