arjen.wals@wur.nl hybrid learning towards sustainability: creating vital coalitions between school...

arjen.wals@wur.nl

Hybrid Learning towards Sustainability: Creating Vital

Coalitions between School and Community

Arjen Wals

arjen.wals@wur.nl

Today

1.Unsustainability & urgency

2.Can sustainability be ‘taught’?

3.Redesigning education & learning toward hybridity, vital coalitions and ecologies of learning

arjen.wals@wur.nlwww.chrisjordan.com

60.000/5sec 2.000.000/5min

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nlAndreas Froense –Eco-Tec

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nlwww.chrisjordan.com426.000/day

arjen.wals@wur.nl

arjen.wals@wur.nl

“The conventional wisdom holds that all education is good, and the more of it one has, the better.… The truth is that without significant precautions, [it] can equip people merely to be more effective vandals of the Earth” (D. Orr).

arjen.wals@wur.nl

Who knows? Who cares? Deepwater horizon Nuclear radiation in Japan Testing for prostate cancer in men above 50 Calcium supplements for women Runaway (?) climate change Organic – sustainable – for all? Paper or plastic? …. ‘ W

e are drowning in

information while starving for

wisdom’ E.O. W

ilson, 1998, p. 300)

arjen.wals@wur.nl

Post-normalism – can we know what sustainability or SD is? Complexity Uncertainty and indeterminacy Contestation and controversy – extinction

of ‘truth’ Shallowness and hyper-connectivity –

erosion of meaning Emergence - reflexivity

arjen.wals@wur.nl

Three Lenses for Education for SustainabilityIntegrative – not only the ecological and the

environmental, but also… not only the present but also…, not only the local but also…, not only the human world but also…

Critical - questioning continuous economic growth and consumerism, and associated lifestyles but also sources of information, claims made, etc.

Transformative – exploration of alternative lifestyles (e.g. ‘voluntary simplicity’), values and systems that break from existing ones that are inherently unsustainable

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nl

arjen.wals@wur.nl

The new Dutch EE/ESD-Policy Framework seeks to create linkages between schools, NGO’s, businesses and neighbourhoods by supporting social learning through the creation of ‘vital coalitions’ focusing on sustainability issues

LSD in The Netherlands

arjen.wals@wur.nl

Target group has little input

Participants have lots of

input

Goals are jointly set

Goals have been set in

advance

arjen.wals@wur.nl

AuthoritativeHierarchicalTraining

ParticipatoryDemocraticSocial Learning

OpenSelf-determinedCo-created

ClosedPredeterminedPrescribed

Instructors

Coaches

Facilitators & co-learners

Universal

Contextual

Active-empowered

Passive receivers Active receivers

Extrinsic/external

Intrinsic/internal

Knowledge transfer

Knowledge circulation

Knowledge co-creation

arjen.wals@wur.nl

Social learning

a collaborative, emergent learning process that hinges on the simultaneous cultivation of ‘difference’ and social cohesion in order to create joint ownership, unleash creativity and the kind of dynamic and energy needed to break with existing patterns, routines or systems.

arjen.wals@wur.nl

arjen.wals@wur.nl

Hybrid Learning Configuration

A vital coalition of multiple stakeholders engaged in a common challenge using a blend of learning processes in a rich context (sum>parts)

arjen.wals@wur.nl

Policy tools

KIGO

RDL

EE-a

ct

ESD-a

ct__

____ Societ

al actors

Schools

Sport clubs

CollegesLocal governmentGarden centers

RestaurantsElderly homes

Societal trends

Mul

ti-

cultur

alis

m

ICT

Scho

ol a

s

soci

ety

Serv

ice

lear

ning

____

____

_

Vrij naar: van Raaij

Policy themes

climate

mobility

animal well-being

obesity

energy

biodiversity

arjen.wals@wur.nl

SUPPORT

CULTURE

COMPETENCES

VISION

Designing hybrid learning configurations

4 dimensions

3 LEVELS

Individu individual

Organisatie organization

Network/ community

arjen.wals@wur.nl

Level Principles

Individuals Actively involved in creating a joint vision

Organizations Have an explicit view with respect to linking with outside groups

Stimulate and values the active participation of employees in determining mission and vision of the organization and the networks in which the organization participates

Are willing to adapt and revise their vision as a result of emerging insights and changes in society

Network/community Has on open, safe atmosphere and creates time and space for the development of a mutually supported vision

VISION

arjen.wals@wur.nl

CULTURE

Level Principles

Individuals Change oriented

Willing to cross boundaries

Willing to share knowledge/experience

Organizations External orientation

Bottom up - horizontal

Network/ community

Is open and dynamic

All relevant stakeholders involved

Change-oriented

‘Learning atmosphere’

Is open and safe (allowed to make mistakes)

arjen.wals@wur.nl

COMPETENCES/QUALITIESLevel Principles

Individual Actively seeking new connections and personal networks

Self-learners

Can share their knowledge with different audiences

Introspective, reflexive, self-critique

Organizations Continuous attention for professional development (HRD)

Seeking particular ‘cross-boundary’ competences when hiring new people

Network Individuals and organizations participate on the base of their core competences

Combined, all competences are present to make network successful

Provides space for competence development within the network

arjen.wals@wur.nl

SUPPORT

Back

Level Principles

Individuals Share new knowledge and experiences with colleagues

Request and get support from colleague’s when needed

Organizational Offer support for co-workers/employees to experiment, to learn, to develop (time, money, positive feedback, trust)

Support exchange of explicit knowledge and the articulation of tacit knowledge both internally and externally

Network/ community

Organizes appropriate ICT support for the exchange of knowledge and experience both internally and externally

arjen.wals@wur.nlSource: George Siemens,

2008

arjen.wals@wur.nl

arjen.wals@wur.nl

personal norms

attitude

problem awareness

cognitive evaluation

affective response

conforming to behavioral prescriptions

subjective norms

perceived control

intention

behavior

experience

unanticipated hurdles

feedback

arjen.wals@wur.nl

ContemplatingSpace for participation &ownership, whose learning?

Implementationof selected plan ofaction

Evaluating- Is the solution adequate?-was the process used adequate?

Environment-Communication with stakeholders not represented in the core group -Communication with peripheral actors

Formal decision-making

Selecting-Exploring possible solutions-Creating a shared vision-Choosing options/solutions -Designing plan of action

Activating-Selecting key actors-Expanding core organisation-Exploration of available relevant perceptions, imaginable futures & knowledge -Utilizing dissonance

Orientating-Exploring issue at stake-Assessing the playing-field-Determining instrument mix-Establishing core organisation Divergence

Convergence