• Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,028
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
2
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Network Mirror – A SNA based research intervention to support networked learning Maarten de Laat [email_address] http://www.open.ou.nl/rslmlt/
  • 2. Network Mirror
    • Why using this Mirror
        • Detecting & visualising existing (informal) networks or social connections (who is talking to whom)
        • Find out what people in these networks talk & learn about, what is important to them and why they talk as they do (De Laat, 2006)
        • Design interventions to support and cultivate these networks
    • This network mirror is based on the change mirror (Homan, 2008)
  • 3. Design team
      • The network mirror always works with a design team that serve’s as a representation of the entire population.
      • This design team will together with researchers analyse & interpret the data
      • Based on the results the design team will make recommendations for supporting networked learning in the participating organisation(s)
  • 4. 3 steps of research and intervention 1 Visualise (informal) networks: - Who is talking to whom? 2 Feedback and an online generative dialogue with the entire population. - Detect values & motives for networked learning - Develop shared meaning & group decision making - What are they talking about and - Why are they talking in such a way? 3 Develop and support Spontaneous and planned interventions for facilitating and securing networked learning within organisations
  • 5. Example from a large group of schools (70) in the Netherlands
    • Step 1 Detecting social networks on a particular topic
    Each color is a cluster of schools in a particular region Each cluster consists of school spread over different locations with that region
  • 6. Example from a large group of schools (70) in the Netherlands
    • Step 2 online
    • generative dialogue and
    • group thinking (voting pro – con per statement)
    • Some illustrative outcomes:
    • it’s important to start sharing practice / experiences
    • Desire to share products, methods, and lesson materials
    • Preference to focus on collaboration on the regional clusters first
  • 7. Example from a large group of schools (70) in the Netherlands
    • Matching step 1 and step 2.
    The larger nodes in the network agreed on statements made in online group dialogue. For example. They all think it is important to sharing their practice
  • 8. Example from a large group of schools (70) in the Netherlands
    • Step 3. Design interventions and facilitate spontaneous activities
    Stimulate tighter connections between locations In a cluster – stimulate a professional dialogue Among the teachers Stimulate interaction and give and take between the larger nodes – they can act as brokers between the clusters