Comments on: Planning and evaluating social learning

By: Designing for change – | Wenger-Trayner

Designing for change – | Wenger-Trayner — Mon, 01 Apr 2019 11:45:30 +0000

[…] used the value-creation framework to structure the narrative, so if you have been following our development of the framework, you […]

By: UDL Applications to Practice: Secondary Transition, Career & Technical Education, and Career Assessment | Universal Design for Learning

Fri, 06 Apr 2018 00:39:02 +0000

[…] Wenger-Trayner, B., & Wenger-Trayner, E. (2015). Planning and evaluating social learning. Retrieved from https://wenger-trayner.dreamhosters.com/resources/planning-and-evaluating-social-learning/ […]

By: Claudia

Claudia — Sun, 14 Jan 2018 20:07:19 +0000

A colleague and I are about to submit an article about professional and identity development in a writing course that is embedded in the real time scenario of computer science in education during the 2016 protests in higher education institutions in SA. UCT had to close down campus for the last 7 weeks of lectures and turn to a distance mode (although they called it blended). Too much violence and damage to property…
We’re also designing a course on team management and communication, seeking guidance from the value-creation framework…

By: Claudia

Claudia — Sun, 14 Jan 2018 19:46:45 +0000

You did pip me to the post. Just testing your memory:-)

By: Team BE

Team BE — Sun, 14 Jan 2018 13:16:43 +0000

In reply to Claudia Kalil.

Hi Claudia

Great to hear from you. And good to know that the BEtreat was useful to you, even a beacon.

Hmmm… my memory is that I won the race to the top 😉

Bev

By: Team BE

Team BE — Sun, 14 Jan 2018 13:13:30 +0000

In reply to Claudia Kalil.

Hi Claudia

Great to hear from you. And to know that our BEtreat has been useful, even a beacon!

Hmmm, my memory is that I won the race to the top 😉

Bev

By: Claudia Kalil

Claudia Kalil — Sat, 13 Jan 2018 17:25:55 +0000

Dear Bev and Etienne
Can you believe it, your newsletter has been sitting in my inbox all these years – I had switched off notifications! (Always a little behind, me :-(. The 2015 Landscapes of practice framework has been my bible for research in the last few years. So wish I had picked this up earlier.
Just wanted to say I remember your ‘Bev and Etienne-treat'(BEtreat) in the Stellenbosch mountains near Cape Town in 2013 with great fondness. (Did I win the race to the top of the mountain Bev?) The experience was a highlight in my own education, and the tools I learned continue to provide a beacon for understanding my students’learning. Anyone who can attend a BEtreat will find it just that, a treat:-)
Best wishes, Claudia

By: Team BE

Team BE — Thu, 30 Jul 2015 18:01:10 +0000

Hi Barb, yes you are right. As we say in the 2011 publication (footnote, page 19) “The first four cycles in this framework are an adaptation of the four-level model of Donald Kirkpatrick (1976, 1994), which has become a standard in the training and program evaluation literature. In Kirkpatrick’s work, these four levels are called Reaction, Learning, Behaviors, and Results. Even though these terms do not apply very well to community/network evaluation, the categories can be adapted to address issues of value creation in communities and networks. This is what we have done here (see also Wenger et al., 2002). The fifth cycle is an addition we have made specifically for the work of communities and networks.”

Not sure who RR refers to, but yes people working in many different contexts have said that it’s useful.

By: Barb McDonald

Barb McDonald — Wed, 29 Jul 2015 23:01:41 +0000

~BOOM!! You introduced this on Thursday when I was completely brain dead. It felt so familiar and I couldn’t put my finger on it. The key pieces of the framework (immediate value, potential value, applied value, and realized value) map well to Kirkpatrick’s 4-Level Evaluation model (http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html). Kirkpatrick is designed to work with the type of training that RR refers to whereas your model (as you say) was developed for communities of practice and extends to landscapes of practice. However, for me, your model would be easier to implement in either location.

By: Rusty Rae

Rusty Rae — Mon, 27 Jul 2015 20:59:47 +0000

Thanks so much for your reply and for giving additional information regarding the value creation framework. The definition of aspirations and conditions adds significant understanding for me to the process.

As I come from a background where we are somewhat rigid with the development of task analysis and learning objectives connecting those dots to learning outcomes is that whichI am most comfortable.

In the initial example from Tanzania, I would assume that your client had a basic business background. Perhaps that was not true; at any rate while it would be possible to come up a solution by attending an art symposium or an animal husbandry seminar (and I simply extrapolating to the enth degree to stress the model) it would seem much more likely that a viable solution would come from attendance of a meeting around proper business practice, where again you are meeting with folks who speak your language, deal with the same issues that you do, and are trying to solve problems in the same general venue (per the definition of a community of practice).

Thus, based on what you have said, it seems as if it is important to have a focus (in writing) of aspirations and conditions required to meet those aspirations. This to me is at least a basic road map, albeit written in a number two pencil.

Thanks again for assisting in my developing my understand.

pax,
-rr