networked learning: the importance of the informal
TRANSCRIPT
New Learning
New Learning
Learning to learn• Dealing with change and uncertainty
– There are no ‘true’ answers
• Teachers are no longer the main/only source of information– Participate in (professional) communities & networks of
practice
• Focus on how to handle information, validate & interpret, – Learn to produce, create & innovate
• Prepare students for lifelong (professional) learning – combine informal and formal learning.
21st century skills
New Teaching
PLANET
New Teaching
that sees working, learning and innovating as one and the same – workplace learning
that learns continuously informal and formal, embedded in their daily practice
that collaborates to innovate with colleagues
that is an active networker within and outside the school walls
One that promotes OPEN learning spaces connected with events and communities in the region (and even globally)
… Involves Being a ‘Learning’ Professional
AcquisitionTransfer
ParticipationCo-creationBecoming
New Teaching: Educating to Learning
Education based – purely formal
Learning – formal & informal
Networking
Communities
Self-regulation
Courses
Training
Complex problems
Deal with uncertainty
Expert driven
Pre-planned
Participation in
Communities/Networks
Acquisition through
Training
Transform knowledge Transfer knowledge
Shared inquiry Imposed requirements
Evidence informed Results driven
Situated certainty False certainty
Local solutions Standardized scripts
Joint responsibility Deference to authority
Continuous learning Intensive training
Hargreaves, 2003
21st century schools
Open
Open
Poldermodel:
Consensus driven collaboration and shared ownership
Open & Hierarchy
Poldermodel:Participation, co-creation and networking
Informal-formal:Focus on how things are done informally
Homan, 2006
Formal
Informal
Organization silence
Formal & Informal
Informal-formal: Networked approach
• Networks provide a platform to meet ‘peers’
• Networks combine supply & demand
• Networks are interactive and develop over time
• Networks are responsive spontaneous and ad hoc
• Networks are fluid and live in the moment
• Networks cut through hierarchies
• Networks are boundless
• Networks are open
• Networks are self-governed
Networking
“Papa allows me to network with you..Interested?”
• Networks are about something
• Networks make knowledge flow
• Networks share experiences and expertise
• Networks provide easy access to a variety of sources
• Networks combine explicit with tact knowledge
• Networks develop learning friendships and communities
Networked Learning
Network types
Different types of knowledge networks
Smedlund, 2008
Network Types
Decentralized network structure• Structure with many ‘weak’ ties• Brokering and reach structural holes
Focus on potential knowledge• Belief innovation is needed – crossing borders to find ‘like-minded’• Acceptance of mistakes• Freedom to take risks and experiment• Fast trust but thin and fragile• Opportunistic – short term affairs
I.E.: Regional Teacher Innovation Networks
Network Types
Distributed network structure• Structure with many ‘strong’ ties• Cliques or communities• Relations are ‘dense’, reciprocal and extensive
Focus on tacit knowledge• Belief in lifelong learning and professional growth• Reciprocity• Unwritten rules and social sanctions• Everybody has to contribute• A ‘half’ word is often enough• Recognition and embodied knowledge
I.E.: Teacher Teams in Schools
Network Types
Centralized network structure • Star structure – 1 central actor• Little to none ‘peer-to-peer’ contact
Focus on explicit knowledge• Belief in high quality and discipline• Transfer of knowledge• Expert – novice relationships• ‘Hierarchic’
I.E.: Expert driven professional training
Network Challenges
The “dark side” of networking
• Networks come and go
• Networks are personal
• Networks are invisible
• Networks are informal
• Networks will not be regulated
“Psst interest in sharing an idea or two?”
Network Projects
• Establish regional teacher networks
Network Projects
Aruba: Teacher in the driver seat
Professional development & School Innovation
• Teacher practice driven
• Bottom-up collaboration
• Set up regional teacher networks
• Strengthen informal network structures
• Embedded in formal school organization
• Supported by stakeholders and ministry
Network workshops:
• Teachers (networked learning)
• School leaders (informal networked culture)
• School Board, Stakeholders, Politics
(networked policies)
Practice-based research & Ivory tower
Poldermodel:
co-creation & design with teachers solving meaningful problems
Practice-based Networked Research
- Identify local/regional educational problems
- Collaboration with teachers/schools on real burning issues
- Develop/design meaningful solutions that resonate in practice
Attitude, Ability, Value
Networked Learning Research
Network attitude
Strengthen skills & strategies
- Awareness informal networking
- Quiz about your own networking style
- Seek help with colleagues
- Open culture & trust
- Develop connections outside schools
- Bring in and connect with regional expertise
Networked Learning Research
Network ability to learn: Visibility
Networked Learning Research
Network ability to learn: Visibility
Networked Learning Research
Network ability to learn: Network Support- Network Toolkit (‘App & Boxed’)
Network ability to learn: Organizational Support - Connect formal with informal
Büchel & Raub, 2002
Networked Learning Research
Networked Learning Research
Network value creation- Help tell and share stories about their value
Wenger, Trayner & De Laat, 2011
Closure
Open & Mobility