INTERNATIONAL LAP CONFERENCE 2024-25
GUIDELINES
This year’s LAP Conference is based on the strategic intent shared for Beaconhouse’s 50th anniversary by CE, ensuring alignment with our long-term vision and goals i.e.
Digital Transformation
Well Being
Sustainability
Inclusion
Community Engagement and Outreach
Central to this conference is the underlying concept of AI in Education, learner agency, and teacher agency. This event supports the United Nations Sustainable Development Goals.
The upcoming Learner Agency Paradigm hybrid conference is a pivotal event marking the 50th Anniversary of Beaconhouse. This conference not only commemorates a significant milestone in the history of Beaconhouse but also extends its scope to include the Beaconhouse International Region.
The vFairs hybrid event platform enhances the conference by providing a versatile and accessible venue. This format allows participants to join from any location, overcoming geographical barriers. It supports interactive sessions, networking opportunities, and virtual exhibits, ensuring a comprehensive and inclusive experience. The hybrid model aims to contribute to sustainability – one of the core themes, by reducing the carbon footprint associated with travel and physical event infrastructure. Digital Transformation Well Being Sustainability Inclusion Community Engagement and Outreach Central to this conference is the underlying concept of AI in Education, learner agency, and teacher agency. This event supports the United Nations Sustainable Development Goals. The upcoming Learner Agency Paradigm hybrid conference is a pivotal event marking the 50th Anniversary of Beaconhouse. This conference not only commemorates a significant milestone in the history of Beaconhouse but also extends its scope to include the Beaconhouse International Region.
Anderson (2023) emphasizes the integration of learning strategies into the classroom, as noted by Hattie (2023), “I have looked long and hard for a great book on how to include the teaching of learning strategies in the classroom – and finally found it. Anderson uses the latest research coupled with a deep classroom understanding of merging thinking and learning with the curriculum to empower teachers and students with the optimal strategies for success.”
The dynamic interplay between learner and teacher agency creates a synergistic effect. As teachers exercise their agency, they model and instil the same principles in their students. This complementary relationship ensures that both teachers and learners are active participants in the educational process, each influencing and enhancing the other’s experience.
Considering that each individual is a lifelong learner, our scope for this year’s conference will also be acknowledging teachers for their agency which is intrinsically linked to learner agency. Teachers’ agentic initiatives are broadly categorised as class, school and community-based initiatives, such as developing professional learning communities, integrating technology in the classroom, and creating inclusive learning environments—demonstrate their agency. These initiatives enable teachers to adapt to the needs of their students, incorporate innovative teaching methods, and facilitate a learning environment where students can thrive.
Alignment with Conference Themes and SDG Goals
The SDG Goals listed below with each strategic intent are provided as a reference and are not limited to these goals.
For conference submissions, we adhere to the Kolb Experiential Learning Cycle as a guiding framework, emphasizing that a project/Initiative can be accepted at any stage of completion (Kolb, 1984). This flexibility acknowledges the dynamic nature of different project/Initiative stages while highlighting the importance of clearly defined objectives and processes for refinement. Whether in the initial stages, midway through development, or nearing completion, continuous review and refinement ensure alignment with intended outcomes. This iterative approach, aligned with the Kolb model, supports effective monitoring, evaluation, and enhancement of projects/Initiatives to achieve meaningful learning and impactful results.
International LAP Conference Core Committee
The Core Committee, comprising Team Ed Ops at Head Office (HO), is responsible for planning and overseeing the event to ensure agency and equitable participation across all schools in Pakistan and international schools.
Working in tandem with the International Division and Regional Managers in all three regions in Pakistan, the committee facilitates the selection of projects/Initiatives and coordinates the organization of the event.
This document is structured into two sections to support a homogenous and synchronized process across all schools. The first section details the plan and process prerequisites for the international event, while the second section outlines the essential inputs for the finale.
Plan and Process
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Open Call December 2024
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Submissions February 2025
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Shortlisting March 2025
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Announcement of the International LAP Conference Participants March 2025
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LAP Conference April 2025
Format/Medium
- Panel Discussion (led by the learners)
- Interview
- Ted Talk Format/Presentation
- Immersive performance
- Role Play/Drama
- Product Demonstration
- Interactive session with the audience
- Synchronous live interaction
- Using AI Bot
- Any other way of presenting the project/Initiative effectively
Criteria
Evidence:
– Defines a clear rationale
– Identifies the problem/ issue to address or work upon
– Proposes a workable solution
– Conducts research & takes support from an adult/peer or a source if needed
Evidence:
– Plans tasks, subtasks and appropriate actions to solve problems
– Plans a realistic schedule (time management) for the process e.g., design, construction, report, etc.)
– Revises & refines the program with support & guidance
Evidence:
– Provides practical solutions to overcome the challenges
– Brings significant/positive change that can address the defined problem.
– Leads to tangible outcome
Evidence:
– Creates and documents the reflection
– Defines the way forward based on tangible steps and solutions.
– Inspires others to adopt/improvise the project/initiative in a variety of contexts
4 = Advanced: Concept is highly innovative, aligns perfectly with predefined intents, and shows exceptional clarity in rationale. Clearly identifies the problem, proposes a practical and original solution, and demonstrates thorough research with consistent collaboration.
3 = Proficient: Concept is innovative and aligns with predefined intents. Rationale is clear, the problem is identified, and a workable solution is proposed with some evidence of research and collaboration.
2 = Developing: Concept shows some originality but has gaps in alignment with predefined intents. The rationale is incomplete, the problem is vaguely identified, and the solution lacks practicality or research.
1 = Emerging: Concept lacks innovation and does not align with predefined intents. The rationale, problem identification, and proposed solution are unclear, with minimal or no research evident.
Consolidated Score
References
Anderson, J. (2023). Learnership: Raising the status of learning from an act to an art in your school. James Anderson. Available at: https://www.amazon.com/Learnership-Raising-status-learning-school/dp/0645912905 [Accessed 5 July 2024].
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
