20091111 trier presentatie 19 november 2009xx1 (2)
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20091111 trier presentatie 19 november 2009xx1 (2)
- 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
- 8. Method Interviews with the eight facilitators Comparing Clustering Results: challenges conclusions
- 11. Each challenge Recommendations for facilitator Conclusions Quotes Results
- 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.”
- 23. Thank you for your feedback
Notas do Editor
- 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