[email protected] Hybrid Learning towards Sustainability: Creating Vital Coalitions between School...
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[email protected] Hybrid Learning towards Sustainability: Creating Vital Coalitions between School and Community Arjen Wals
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Hybrid Learning towards Sustainability: Creating Vital
Coalitions between School and Community
Arjen Wals
Today
1.Unsustainability & urgency
2.Can sustainability be ‘taught’?
3.Redesigning education & learning toward hybridity, vital coalitions and ecologies of learning
[email protected] Froense –Eco-Tec
“The conventional wisdom holds that all education is good, and the more of it one has, the better.… The truth is that without significant precautions, [it] can equip people merely to be more effective vandals of the Earth” (D. Orr).
Who knows? Who cares? Deepwater horizon Nuclear radiation in Japan Testing for prostate cancer in men above 50 Calcium supplements for women Runaway (?) climate change Organic – sustainable – for all? Paper or plastic? …. ‘ W
e are drowning in
information while starving for
wisdom’ E.O. W
ilson, 1998, p. 300)
Post-normalism – can we know what sustainability or SD is? Complexity Uncertainty and indeterminacy Contestation and controversy – extinction
of ‘truth’ Shallowness and hyper-connectivity –
erosion of meaning Emergence - reflexivity
Three Lenses for Education for SustainabilityIntegrative – not only the ecological and the
environmental, but also… not only the present but also…, not only the local but also…, not only the human world but also…
Critical - questioning continuous economic growth and consumerism, and associated lifestyles but also sources of information, claims made, etc.
Transformative – exploration of alternative lifestyles (e.g. ‘voluntary simplicity’), values and systems that break from existing ones that are inherently unsustainable
The new Dutch EE/ESD-Policy Framework seeks to create linkages between schools, NGO’s, businesses and neighbourhoods by supporting social learning through the creation of ‘vital coalitions’ focusing on sustainability issues
LSD in The Netherlands
Target group has little input
Participants have lots of
input
Goals are jointly set
Goals have been set in
advance
AuthoritativeHierarchicalTraining
ParticipatoryDemocraticSocial Learning
OpenSelf-determinedCo-created
ClosedPredeterminedPrescribed
Instructors
Coaches
Facilitators & co-learners
Universal
Contextual
Active-empowered
Passive receivers Active receivers
Extrinsic/external
Intrinsic/internal
Knowledge transfer
Knowledge circulation
Knowledge co-creation
Social learning
a collaborative, emergent learning process that hinges on the simultaneous cultivation of ‘difference’ and social cohesion in order to create joint ownership, unleash creativity and the kind of dynamic and energy needed to break with existing patterns, routines or systems.
Hybrid Learning Configuration
A vital coalition of multiple stakeholders engaged in a common challenge using a blend of learning processes in a rich context (sum>parts)
Policy tools
KIGO
RDL
EE-a
ct
ESD-a
ct__
____ Societ
al actors
Schools
Sport clubs
CollegesLocal governmentGarden centers
RestaurantsElderly homes
Societal trends
Mul
ti-
cultur
alis
m
ICT
Scho
ol a
s
soci
ety
Serv
ice
lear
ning
____
____
_
Vrij naar: van Raaij
Policy themes
climate
mobility
animal well-being
obesity
energy
biodiversity
SUPPORT
CULTURE
COMPETENCES
VISION
Designing hybrid learning configurations
4 dimensions
3 LEVELS
Individu individual
Organisatie organization
Network/ community
Level Principles
Individuals Actively involved in creating a joint vision
Organizations Have an explicit view with respect to linking with outside groups
Stimulate and values the active participation of employees in determining mission and vision of the organization and the networks in which the organization participates
Are willing to adapt and revise their vision as a result of emerging insights and changes in society
Network/community Has on open, safe atmosphere and creates time and space for the development of a mutually supported vision
VISION
CULTURE
Level Principles
Individuals Change oriented
Willing to cross boundaries
Willing to share knowledge/experience
Organizations External orientation
Bottom up - horizontal
Network/ community
Is open and dynamic
All relevant stakeholders involved
Change-oriented
‘Learning atmosphere’
Is open and safe (allowed to make mistakes)
COMPETENCES/QUALITIESLevel Principles
Individual Actively seeking new connections and personal networks
Self-learners
Can share their knowledge with different audiences
Introspective, reflexive, self-critique
Organizations Continuous attention for professional development (HRD)
Seeking particular ‘cross-boundary’ competences when hiring new people
Network Individuals and organizations participate on the base of their core competences
Combined, all competences are present to make network successful
Provides space for competence development within the network
SUPPORT
Back
Level Principles
Individuals Share new knowledge and experiences with colleagues
Request and get support from colleague’s when needed
Organizational Offer support for co-workers/employees to experiment, to learn, to develop (time, money, positive feedback, trust)
Support exchange of explicit knowledge and the articulation of tacit knowledge both internally and externally
Network/ community
Organizes appropriate ICT support for the exchange of knowledge and experience both internally and externally
personal norms
attitude
problem awareness
cognitive evaluation
affective response
conforming to behavioral prescriptions
subjective norms
perceived control
intention
behavior
experience
unanticipated hurdles
feedback
ContemplatingSpace for participation &ownership, whose learning?
Implementationof selected plan ofaction
Evaluating- Is the solution adequate?-was the process used adequate?
Environment-Communication with stakeholders not represented in the core group -Communication with peripheral actors
Formal decision-making
Selecting-Exploring possible solutions-Creating a shared vision-Choosing options/solutions -Designing plan of action
Activating-Selecting key actors-Expanding core organisation-Exploration of available relevant perceptions, imaginable futures & knowledge -Utilizing dissonance
Orientating-Exploring issue at stake-Assessing the playing-field-Determining instrument mix-Establishing core organisation Divergence
Convergence
