Network Mirror Maarten De Laat

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Network Mirror Maarten De Laat

  1. 1. Network Mirror – A SNA based research intervention to support networked learning Maarten de Laat [email_address] http://www.open.ou.nl/rslmlt/
  2. 2. Network Mirror <ul><li>Why using this Mirror </li></ul><ul><ul><ul><li>Detecting & visualising existing (informal) networks or social connections (who is talking to whom) </li></ul></ul></ul><ul><ul><ul><li>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) </li></ul></ul></ul><ul><ul><ul><li>Design interventions to support and cultivate these networks </li></ul></ul></ul><ul><li>This network mirror is based on the change mirror (Homan, 2008) </li></ul>
  3. 3. Design team <ul><ul><li>The network mirror always works with a design team that serve’s as a representation of the entire population. </li></ul></ul><ul><ul><li>This design team will together with researchers analyse & interpret the data </li></ul></ul><ul><ul><li>Based on the results the design team will make recommendations for supporting networked learning in the participating organisation(s) </li></ul></ul>
  4. 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. 5. Example from a large group of schools (70) in the Netherlands <ul><li>Step 1 Detecting social networks on a particular topic </li></ul>Each color is a cluster of schools in a particular region Each cluster consists of school spread over different locations with that region
  6. 6. Example from a large group of schools (70) in the Netherlands <ul><li>Step 2 online </li></ul><ul><li>generative dialogue and </li></ul><ul><li>group thinking (voting pro – con per statement) </li></ul><ul><li>Some illustrative outcomes: </li></ul><ul><li>it’s important to start sharing practice / experiences </li></ul><ul><li>Desire to share products, methods, and lesson materials </li></ul><ul><li>Preference to focus on collaboration on the regional clusters first </li></ul>
  7. 7. Example from a large group of schools (70) in the Netherlands <ul><li>Matching step 1 and step 2. </li></ul>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. 8. Example from a large group of schools (70) in the Netherlands <ul><li>Step 3. Design interventions and facilitate spontaneous activities </li></ul>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

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