Networked learning:

The importance of the informal

Maarten de Laatmaarten.delaat@ou.nl

New Learning

New Learning

Learning to learn• Dealing with change and uncertainty

– There are no ‘true’ answers

• Teachers are no longer the main/only source of information– Participate in (professional) communities & networks of

practice

• Focus on how to handle information, validate & interpret, – Learn to produce, create & innovate

• Prepare students for lifelong (professional) learning – combine informal and formal learning.

21st century skills

New Teaching

PLANET

New Teaching

that sees working, learning and innovating as one and the same – workplace learning

that learns continuously informal and formal, embedded in their daily practice

that collaborates to innovate with colleagues

that is an active networker within and outside the school walls

One that promotes OPEN learning spaces connected with events and communities in the region (and even globally)

… Involves Being a ‘Learning’ Professional

AcquisitionTransfer

ParticipationCo-creationBecoming

New Teaching: Educating to Learning

Education based – purely formal

Learning – formal & informal

Networking

Communities

Self-regulation

Courses

Training

Complex problems

Deal with uncertainty

Expert driven

Pre-planned

Participation in

Communities/Networks

Acquisition through

Training

Transform knowledge Transfer knowledge

Shared inquiry Imposed requirements

Evidence informed Results driven

Situated certainty False certainty

Local solutions Standardized scripts

Joint responsibility Deference to authority

Continuous learning Intensive training

Hargreaves, 2003

21st century schools

Open

Open

Poldermodel:

Consensus driven collaboration and shared ownership

Open & Hierarchy

Poldermodel:Participation, co-creation and networking

Informal-formal:Focus on how things are done informally

Homan, 2006

Formal

Informal

Organization silence

Formal & Informal

Informal-formal: Networked approach

• Networks provide a platform to meet ‘peers’

• Networks combine supply & demand

• Networks are interactive and develop over time

• Networks are responsive spontaneous and ad hoc

• Networks are fluid and live in the moment

• Networks cut through hierarchies

• Networks are boundless

• Networks are open

• Networks are self-governed

Networking

“Papa allows me to network with you..Interested?”

• Networks are about something

• Networks make knowledge flow

• Networks share experiences and expertise

• Networks provide easy access to a variety of sources

• Networks combine explicit with tact knowledge

• Networks develop learning friendships and communities

Networked Learning

Network types

Different types of knowledge networks

Smedlund, 2008

Network Types

Decentralized network structure• Structure with many ‘weak’ ties• Brokering and reach structural holes

Focus on potential knowledge• Belief innovation is needed – crossing borders to find ‘like-minded’• Acceptance of mistakes• Freedom to take risks and experiment• Fast trust but thin and fragile• Opportunistic – short term affairs

I.E.: Regional Teacher Innovation Networks

Network Types

Distributed network structure• Structure with many ‘strong’ ties• Cliques or communities• Relations are ‘dense’, reciprocal and extensive

Focus on tacit knowledge• Belief in lifelong learning and professional growth• Reciprocity• Unwritten rules and social sanctions• Everybody has to contribute• A ‘half’ word is often enough• Recognition and embodied knowledge

I.E.: Teacher Teams in Schools

Network Types

Centralized network structure • Star structure – 1 central actor• Little to none ‘peer-to-peer’ contact

Focus on explicit knowledge• Belief in high quality and discipline• Transfer of knowledge• Expert – novice relationships• ‘Hierarchic’

I.E.: Expert driven professional training

Network Challenges

The “dark side” of networking

• Networks come and go

• Networks are personal

• Networks are invisible

• Networks are informal

• Networks will not be regulated

“Psst interest in sharing an idea or two?”

Network Projects

• Establish regional teacher networks

Network Projects

Aruba: Teacher in the driver seat

Professional development & School Innovation

• Teacher practice driven

• Bottom-up collaboration

• Set up regional teacher networks

• Strengthen informal network structures

• Embedded in formal school organization

• Supported by stakeholders and ministry

Network workshops:

• Teachers (networked learning)

• School leaders (informal networked culture)

• School Board, Stakeholders, Politics

(networked policies)

Practice-based research & Ivory tower

Poldermodel:

co-creation & design with teachers solving meaningful problems

Practice-based Networked Research

- Identify local/regional educational problems

- Collaboration with teachers/schools on real burning issues

- Develop/design meaningful solutions that resonate in practice

Attitude, Ability, Value

Networked Learning Research

Network attitude

Strengthen skills & strategies

- Awareness informal networking

- Quiz about your own networking style

- Seek help with colleagues

- Open culture & trust

- Develop connections outside schools

- Bring in and connect with regional expertise

Networked Learning Research

Network ability to learn: Visibility

Networked Learning Research

Network ability to learn: Visibility

Networked Learning Research

Network ability to learn: Network Support- Network Toolkit (‘App & Boxed’)

Network ability to learn: Organizational Support - Connect formal with informal

Büchel & Raub, 2002

Networked Learning Research

Networked Learning Research

Network value creation- Help tell and share stories about their value

Wenger, Trayner & De Laat, 2011

Closure

Open & Mobility