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Peter Flynn

Head of Academic Enrichment

Peter Flynn is the head of Academic Enrichment at the Dubai English Speaking College. He has over 25 years’ experience teaching in international schools in the UK, South East Asia and the Middle East. He has been a head of secondary, an examiner for Cambridge International and is currently a doctoral researcher with Deakin University, Melbourne exploring academic enrichment. 

SPEAKER SESSIONS

Future Learning

26 February 2020 | 12:30 - 13:00 | Learning and Flourishing: Going beyond the data driven curriculum

This paper is a cross institutional study, considering a university and secondary school in Dubai, that contests and problematises the current neoliberal marketisation data driven paradigm of global education. It is hypothesised that many human capabilities, or opportunities for learning as flourishing, are neglected by test driven learning that has increasingly abandoned coursework, project-based learning, oral examination and cross curricula work. Furthermore, a test governed curriculum sees students as bundles of data ignoring the meanings that they attach to their learning. In this paper examples of enrichment approaches showcase social media projects and the Extended Project Qualification (EPQ). This qualitative study provides vivid visual and textual examples of learners’ views surrounding the anxieties of data driven learning and the beneficial experiences of learning as flourishing. 

SPEAKER SESSIONS

26 February, 2020 | 12:30 to 13:00
Learning and Flourishing: Going beyond the data driven curriculum

This paper is a cross institutional study, considering a university and secondary school in Dubai, that contests and problematises the current neoliberal marketisation data driven paradigm of global education. It is hypothesised that many human capabilities, or opportunities for learning as flourishing, are neglected by test driven learning that has increasingly abandoned coursework, project-based learning, oral examination and cross curricula work. Furthermore, a test governed curriculum sees students as bundles of data ignoring the meanings that they attach to their learning. In this paper examples of enrichment approaches showcase social media projects and the Extended Project Qualification (EPQ). This qualitative study provides vivid visual and textual examples of learners’ views surrounding the anxieties of data driven learning and the beneficial experiences of learning as flourishing.