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Learning Circles Network Organisation NVL Work in Progress

Learning Circles Network Organisation NVL Work in Progress . Fifth Nordic Conference on Adult Learning Reykjavik March 2013. Background. Work in NVL Network on Adult Education: Development project: ”Innovative L earning P rocesses in P ractice”

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Learning Circles Network Organisation NVL Work in Progress

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  1. Learning Circles Network OrganisationNVL Work in Progress Fifth Nordic Conference on Adult Learning Reykjavik March 2013

  2. Background Work in NVL Network on Adult Education: • Development project: ”Innovative Learning Processes in Practice” • Nordic network seminar two recommendations: 1. a mapping of formal competence requirements and education opportunities for adult educators – was carried out by NCK in cooperation with NVL 2. Explore the opportunities for a Nordic Master – not basis for a Nordic Master 3. Explore the opportunities for Nordic courses with a set of in NVL Networks – only little interest • Still operators in the field of adult education express an interest in cross-national and – sectoral further training activities at a Nordic level

  3. Inspiration - Learning circles • Mälardalens University– in service training in municipalities through research circles (NVL , research network, Pirjo Lahdenperä) • OSSAVA (capable) – Finnish Government-funded Professionel Development System for Education Personnel (the Mapping, Jouni Kangasniemi) • Adult Education center Northern Jutland – ”Continuing Competencedevelopment of staff”(NVL Network. Peter Müller, research / evaluation NCK , Bjarne Wahlgren) • NVL Network on network organisation - Innovation conference • Cooperative learning project – reflection and supervision • Medborgarskolan (studieförbund) ”Medspråk” learning Swedish language and exchange of ”daily life” experiences. (Carl Johan Öest)

  4. Different kinds of ”circles” • Research circles – close relation between researcher and practitioners.(MälardalenUniversity) a discussion if it is research, research association, developmental projects (Persson) • Learning circles – with or without a circle leader(Adult Education Northern Jutland) • Learning circles as a part of non-formal learning (”Medspråk”)

  5. Knowledge and learning perspectives • Trust in participants knowledge and expertise • Bottom up – the content and definition of problems are formulated by participants • Set of in daily practice – working life – purpose to improve quality • Knowledge and experience sharing - cross sectors and professions • Dialogue • Try out new options in own work, daily life • Systematic critical and analysing reflections

  6. Arguments • Create a continous structure for competence development within regions, workplaces (all) • School and workplace development (Persson) • ”Top down” approaches do not work (all) • Experienced low transfer between formal education and practice (Müller, Kangasniemi) • ”Teachers do not read school research” remains decontextualised (Persson)

  7. Example CPD boosting programme for Educational Staff, OSAAVA • Making flexible learning paths and lifelong learning for teachers a reality • Improving the quality and effectivenss of state-funded professional development of teachers • Promoting equity, inclusion and active participation in teacher's continuing professional development • Enhancing innovative professional development practices a.k.a flexible learning models (incl. use of ict) for personnel development • Improving networking and collaboration between providers of education and institutes providing continuing professional development services Jouni Kangasniemi, 2010

  8. NVL Network for AdultEducationsuggested tasks 2013- 2014 • Explore and describe different kinds of learning circles as a method for competence development of ”adult educators” • Describe, conduct and evaluate pilot projects using learing circles for ”adult educators” • Defined themes 2013- 2016: innovation, learning entrepreneurship – heteregenous, diverse groups

  9. Working Method • Use NVL thematic research circles as a feedback group – help defining relevant tasks, evaluationdesign etc. • Network with practicians • Two circles – Islands in the Baltic Sea and Diversity-, learning and entrepreneurship

  10. Questions • What could be interesting and relevant perspectives for an NVL development project on Nordic learning circles? • Is it possible to organize learning circles at a Nordic level and still keep close practice relation? • How to improve research in this field?

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