The challenges facilitators encounter when supporting networked learning The experiences of pioneers in the landscape of e...
Pioneers facilitating 15 learning networks <ul><li>Natasha    Evert  Paul </li></ul><ul><li>Maaike </li></ul><ul><li>Hans ...
 
Various levels of education <ul><li>Primary  </li></ul><ul><li>Prepatory secondary vocational </li></ul><ul><li>Secondary ...
Pioneers <ul><li>promising land </li></ul><ul><li>social aspects ? </li></ul>
Social aspects of networked learning <ul><li>Haythornthwaite  (2008): </li></ul><ul><li>Learning is a social network relat...
Research focus <ul><li>practice of facilitating </li></ul><ul><li>facilitor </li></ul><ul><li>challenges </li></ul><ul><li...
Method Interviews with    the eight facilitators  Comparing Clustering Results:  challenges conclusions
Interview questions <ul><li>What learning network? </li></ul><ul><li>Role of the facilitator? </li></ul><ul><li>What activ...
Results  <ul><li>5 Common challenges  </li></ul><ul><li>Important interventions and roles? </li></ul><ul><li>Self-organisa...
Each challenge Recommendations for facilitator Conclusions Quotes Results
Challenge 1: Important roles and activities? <ul><li>Quotes </li></ul><ul><li>Evert   “Help people to get started, inspire...
Challenge 1: Important roles and activities? <ul><li>Recommendations </li></ul><ul><li>Non-directive attitude  </li></ul><...
Challenge 2: Design for self-organisation? <ul><li>Quotes </li></ul><ul><li>Maaike “Explore, think together with teachers,...
Challenge 2: Design for selforganisation? <ul><li>Recommendations </li></ul><ul><li>investigate needs and expectations,  <...
Challenge 3: Cope with “insufficient” competences? <ul><li>Quotes </li></ul><ul><li>Natasha ”Networked learning asks for a...
Challenge 3: Deal with “insufficient” competences? <ul><li>Recommendations </li></ul><ul><li>Culture is not yet conducive ...
Challenge 3: Balance online - f2f activities? Quotes Renate   “We continued half a year with the online forum. It collapse...
Challenge 4: Balance online and f2f? <ul><li>Recommendations </li></ul><ul><li>Face-to-face is important, </li></ul><ul><l...
Challenge 5: How to legitimize participation? <ul><li>Quotes </li></ul><ul><li>Maaike “Teachers experience a constant pres...
Challenge 5: How to legitimize participation? <ul><li>Recommendations </li></ul><ul><li>Conditions </li></ul><ul><li>Recog...
Questions <ul><li>What are your experiences with networked learning? </li></ul><ul><li>How do you think your experiences w...
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20091111 trier presentatie 19 november 2009xx1 (2)

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  • As I said, I’m going to tell you about a group of people, this group consists of eight persons and each person we interviewed about their experiences with stimulating networked learning …………… .. Its a group because all persons were members of the same learning network. the national learning network for facilitators in the Netherlands. This is a kind of meta network about facilitating networked learning. So on the one hand they, Evert, Natasha, Paul, Hans etc were participating a learning network for facilitators, on the other hand, they facilitate their own learning network for teachers in or between schools
  • This is the online learning environment of the network they were participating in, the LNF. started 2 years ago and consists of practitoners in education These people want to faciliate networked learning in the educational sector in the Netherlands. This learning network is about nonformal networked learning I am also a member of this national learning network, I am part of the core team, and a senior facilitator. Out of this learning network we selected our respondents, the group of pioneers. These are the people from the previous slide. .
  • The LNF brings together a range of experience about facilitating networked learning because the pioneers facilitatate several networks in different levels of schools
  • Back to the group of persons interviewed: the group of pioneers we call the persons we interviewed we pioneers because they said: I feel myself as a pioneer: they were also very enthusiastic and very motivated, The landscape they want to discover is not yet fully explored. In the educational area NL is considered as very promising for the professional development of teachers. It is a “promising land” so to say. there isn’t done yet much research into how to cultivate this landscape. At the moment people are doing spontaneous things, learning by trial and error. We have questions about how to design for faciliatation and also do’t know much about the social aspects of networked learning
  • Social perspective on learning Caroline Hawthornthwaite (2008): Learning is a social network relation: an exchange between people as one teaches and another learns; it is shared experience between colleagues involves transfer of information but also feedback, questioning and dialogue
  • Research focus
  • We did semi-structured interviews and in advance we send the interview questions to the facilitators , the pioneers By teleconference Made a transcript of each interview Compared the content of interviews with each other and with former research We asked Feedback of experts To echo our findings we consulted relevant literature about NL Based on the findings in the interviews we identified 5 common challenges. As conclusions we formulate some recommendations as handles for the facilitator Our conclusions are preliminary and of course further research is necessary to validate the findings
  • Interview questions What learning network do you facilitate? And what is your role? What conditions, interventions and activities did you experience as crucial , succesful in your learning network? What do you think is specific for facilitating networked learning in education? What would you do different or do the same in the future?
  • Results We identified 5 common challenges for the facilitator as formulated by the themselves: Which roles and interventions are important? How to design for self-organisation? How to cope with insufficient competences? How to balance online and face-to-face activities? How to legitimize participation in nl?
  • I will present each challenge Results: a selection of quotes Conclusions: recommendations for facilitators
  • The pioneers formulated a range of different roles they played in their networks , they called themselves inspirator, researcher, guide, sounding board, katalyst, converter, coach, steward, prmanager, investigatorr For them the most important thing to do was letting go, try not to control the process as a projectmanager , be subservient to the participants
  • Which roles and interventions are important? The facilitator should - develop a non-directive attitude , - share your different roles with other members so responsibilities could be divided, - be creative and make use of spontaneous developments, - organise a broad spectrum of interventions.
  • Its about asking questions about “who we are and where we are going to in this network”
  • How to design for self-organisation? The facilitator should - investigate profoundly the needs and expectations of the participants, - assess the demands and intrinsic motivation of the teachers, - search for spontaneous exchanges and initiatives, - work creatively with what emerges . .
  • A challenge for the respondents was to work with teachers with what they called an “insufficient “level of competences , needed for networked learning They meant competences Like formulating your own learning needs, employing initiative, reflect on the daily practice, valuing learning by peers and show commitment with/to the learning other participants
  • The facilitator should - realize that the culture in educational setting is not yet conducive for networked learning, - support the coaching of the participants in achieving competences.
  • How balance online - f2f activities? Most of the respondents met resistance in the teachers against using online environmet and online tools To stimulate online conversations was not easy, sometimes impossible
  • The facilitator should - accept that face-to-face interaction is still seen as important, - organize face-to-face contact between the teachers -especially at the start - because this is likely to stimulate online participation and it can help to build trust and create a feeling of belonging of connectedness of commitment to eachother and to the group
  • ………… . Because teachers are very busy, they find it difficult to participate , its therefore very important for the facilitator to legitimize every form of participation so that people who have little time always feel welcome in the learning network
  • How to legitimize participation? The facilitator should support teachers to create conditions in their schools: because teachers will be more inclined to invest time in networked learning activities when it is a recognized as a strategy for professional development, like going to a course or conference support teachers to get commitment and facilities of their supervisors and schoolmanagers. Zeg ik deze tekst hieronder of bij vorige slide????????? Because teachers are very busy, they find it difficult to participate , its therefore very important for the facilitator to legitimize every form of participation so that people who have little time always feel welcome in the learning network
  • Questions to you 1. Which experience do you have in stimulating networked learning for teachers? 2. Which challenge is important according to your own experience?
  • Thank you for your feedback
  • 20091111 trier presentatie 19 november 2009xx1 (2)

    1. 1. The challenges facilitators encounter when supporting networked learning The experiences of pioneers in the landscape of educational learning networks in the Netherlands Irene Hanraets Joitske Hulsebosch Maarten de Laat
    2. 2. Pioneers facilitating 15 learning networks <ul><li>Natasha Evert Paul </li></ul><ul><li>Maaike </li></ul><ul><li>Hans </li></ul><ul><li>Loes Renate Esther </li></ul>
    3. 4. Various levels of education <ul><li>Primary </li></ul><ul><li>Prepatory secondary vocational </li></ul><ul><li>Secondary </li></ul><ul><li>Higher education </li></ul>
    4. 5. Pioneers <ul><li>promising land </li></ul><ul><li>social aspects ? </li></ul>
    5. 6. Social aspects of networked learning <ul><li>Haythornthwaite (2008): </li></ul><ul><li>Learning is a social network relation: </li></ul><ul><li>exchange between people </li></ul><ul><li>shared experience between colleagues </li></ul><ul><li>transfer of information </li></ul><ul><li>feedback, questioning and dialogue </li></ul>
    6. 7. Research focus <ul><li>practice of facilitating </li></ul><ul><li>facilitor </li></ul><ul><li>challenges </li></ul><ul><li>. </li></ul>
    7. 8. Method Interviews with the eight facilitators Comparing Clustering Results: challenges conclusions
    8. 9. Interview questions <ul><li>What learning network? </li></ul><ul><li>Role of the facilitator? </li></ul><ul><li>What activities are successful ? </li></ul><ul><li>Specific for education? </li></ul>
    9. 10. Results <ul><li>5 Common challenges </li></ul><ul><li>Important interventions and roles? </li></ul><ul><li>Self-organisation? </li></ul><ul><li>“ Insufficient” competences? </li></ul><ul><li>Balance online and face-to-face activities? </li></ul><ul><li>Legitimize participation? </li></ul>
    10. 11. Each challenge Recommendations for facilitator Conclusions Quotes Results
    11. 12. Challenge 1: Important roles and activities? <ul><li>Quotes </li></ul><ul><li>Evert “Help people to get started, inspire, create conditions and search for demand.” </li></ul><ul><li>Hans </li></ul><ul><li>“ How to invite is important” </li></ul><ul><li>Maaike “Crucial is that we behave as subservient to the network: understand the wishes of the group, be a converter and katalyst.” </li></ul>
    12. 13. Challenge 1: Important roles and activities? <ul><li>Recommendations </li></ul><ul><li>Non-directive attitude </li></ul><ul><li>Divided responsibility </li></ul><ul><li>Be creative </li></ul><ul><li>Broad spectrum of interventions </li></ul>
    13. 14. Challenge 2: Design for self-organisation? <ul><li>Quotes </li></ul><ul><li>Maaike “Explore, think together with teachers, be a sounding board, identify the needs and wishes of the group .Teachers want something together and we as facilitators help to make that explicit.” </li></ul><ul><li>Paul </li></ul><ul><li>“ The questions of the participants should be leading the way.” </li></ul>
    14. 15. Challenge 2: Design for selforganisation? <ul><li>Recommendations </li></ul><ul><li>investigate needs and expectations, </li></ul><ul><li>assess the demands and intrinsic motivation, </li></ul><ul><li>search initiatives, </li></ul><ul><li>be a handyman. </li></ul>
    15. 16. Challenge 3: Cope with “insufficient” competences? <ul><li>Quotes </li></ul><ul><li>Natasha ”Networked learning asks for a different, active reflective attitude. The culture of learning from peers is not accepted in education yet. We are not what you call a learning organisation.” </li></ul><ul><li>Paul “Its not yet common for them to share knowledge.” </li></ul>
    16. 17. Challenge 3: Deal with “insufficient” competences? <ul><li>Recommendations </li></ul><ul><li>Culture is not yet conducive </li></ul><ul><li>Support coaching </li></ul>
    17. 18. Challenge 3: Balance online - f2f activities? Quotes Renate “We continued half a year with the online forum. It collapsed when the face-to-face sessions stopped.” Natasha “Now we start with physical meetings, and the option of digital interaction is offered step-by-step.”
    18. 19. Challenge 4: Balance online and f2f? <ul><li>Recommendations </li></ul><ul><li>Face-to-face is important, </li></ul><ul><li>F2F at the start - stimulate online participation - build trust - feeling of connectedness </li></ul>
    19. 20. Challenge 5: How to legitimize participation? <ul><li>Quotes </li></ul><ul><li>Maaike “Teachers experience a constant pressure for exams, inspections, lessons.” </li></ul><ul><li>Evert </li></ul><ul><li>“ Make sure that people who do this from their own initiative, get recognition and the means to do this.” </li></ul><ul><li>Renate “Your superior should see the benefits of networked learning and support you by providing time to participate”. </li></ul>
    20. 21. Challenge 5: How to legitimize participation? <ul><li>Recommendations </li></ul><ul><li>Conditions </li></ul><ul><li>Recognition </li></ul><ul><li>Commitment and Facilities </li></ul>
    21. 22. Questions <ul><li>What are your experiences with networked learning? </li></ul><ul><li>How do you think your experiences with networked learning could be facilitated? </li></ul>
    22. 23. Thank you for your feedback

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