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  • 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