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

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Andreas 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).” (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? …. ‘ We are drowning in information while starving for wisdom’ E.O. Wilson, 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 Sustainability  Integrative – 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

Authoritative Hierarchical Training Participatory Democratic Social Learning Open Self-determined Co-created Closed Predetermined Prescribed Instructor s 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 KIGORDL EE-act ESD-act______ Societal actors Schools Sport clubs Colleges Local government Garden centers Restaurants Elderly homes Societal trends Multi- culturalism ICT School as society Service learning _________ Vrij naar: van Raaij Policy themes climate mobility animal well-being obesity energy biodiversity

SUPPORT CULTURCULTURE COMPETENCES VISION Designing hybrid learning configurations 4 dimensions 3 LEVELS Individu individua l Organisatie organization Network/ community

LevelPrinciples IndividualsActively involved in creating a joint vision OrganizationsHave 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/communityHas on open, safe atmosphere and creates time and space for the development of a mutually supported vision VISION

CULTURE LevelPrinciples IndividualsChange oriented Willing to cross boundaries Willing to share knowledge/experience OrganizationsExternal 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/QUALITIES LevelPrinciples IndividualActively seeking new connections and personal networks Self-learners Can share their knowledge with different audiences Introspective, reflexive, self-critique OrganizationsContinuous attention for professional development (HRD) Seeking particular ‘cross-boundary’ competences when hiring new people NetworkIndividuals 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 LevelPrinciples IndividualsShare new knowledge and experiences with colleagues Request and get support from colleague’s when needed OrganizationalOffer 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

Source: George Siemens, 2008

Contemplating Space for participation & ownership, whose learning? Implementation of selected plan of action 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