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Network-based benchlearning

Network-based benchlearning. 5 recommendations. What area is needed and wanted?. Strategic ambitions. Portfolio. New teacher roles. VET-centre practise. Learning environments. What do we know beforehand and what is needed. Ambitions. What we know about the different elements

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Network-based benchlearning

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  1. Network-based benchlearning 5 recommendations

  2. What area is needed and wanted? Strategic ambitions Portfolio New teacher roles VET-centre practise Learning environments

  3. What do we know beforehand and what is needed Ambitions What we know about the different elements connected to the establishment of a portfolio system Student centred learning A project on how to establish and how to use an electronic portfolio system – working portfolio as well as product portfolio Portfolio Knowledge base Technical aspects Validation of non-formal and informal learning (job/education) Description of learning outcomes

  4. Who knows about it? • Who can tell us? • Who should take the first contact and to whom? • The agreement on: What we would like to know How we would like to do it How both parties can get value for money

  5. Articulated knowledge Not articulated that can be Not articulated knowledge Implicit knowledge Explicit knowledge Tacit knowledge Some remains tacit Some can be interpreted Description of facts, tasks and methods Manual and mental skills 1 2 3 Can be identified and asked questions about Can be observed and interpreted Can be read or heard Declarative knowledge – can be articulated Procedural knowledge – emerges in action

  6. The rules Tell them what you want to know Be sure they understand it Show them that it is important Make it as a deal

  7. 1. Learning from experience Projects as learning environments

  8. To learn from practice and improve it at the same time A project on improving practice The project Learning from it

  9. Experiential learning Experience Activities Reflection Knowledge

  10. 2. Careful choice of projects Rooted in strategy and something we believe in

  11. Rooted in strategy Strategic ambitions Portfolio New teacher roles VET-centre practise Learning environments

  12. Choice of ambition Ambitions What we know about the different elements connected to the establishment of a portfolio system Student centred learning A project on how to establish and how to use an electronic portfolio system – working portfolio as well as product portfolio Portfolio Knowledge base Technical aspects Validation of non-formal and informal learning (job/education) Description of learning outcomes

  13. The final choice What is possible What seems to be evident What we believe in The choice

  14. 3. Improved practice Needed, wanted and possible

  15. The benchlearning process Knowledge work Implementation Preparation Ambition New practice Preparation Knowledge work Competence development What is needed to ensure knowledge work? What is needed for starting competence development? What must be done to make a new and better practice?

  16. Choice of partner Knowledge sharing Institutions in co-operation (CoP) Network (SEE TT)

  17. Agreement on knowledge-sharing Purpose Goals Content Participants Duration Organisation Agreement about: Sender Receiver Information according to agreement Feedback for better understanding Articulates explicit knowledge Demonstrates procedural knowledge Receives and interpretes (tries to understand) Asking questions

  18. 4. Systematic knowledge work Gathering, development and dissemination of knowledge

  19. Articulated knowledge Not articulated that can be Not articulated knowledge Implicit knowledge Explicit knowledge Tacit knowledge Some remains tacit Some can be interpreted Description of facts, tasks and methods Manual and mental skills 1 2 3 Can be identified and asked questions about Can be observed and interpreted Can be read or heard Declarative knowledge – can be articulated Procedural knowledge – emerges in action

  20. The knowledge result Analyse Talk and observe Resultats Exchange of explicit knowledge Know what and Know how Ask to relations implicit knowledge and mental models Observing processes to uncover procedural knowledge

  21. Organisational competence Technology Organisation Culture Staff

  22. Knowledge adaptation Staff Culture Adapted knowledge Technology Organi- sation

  23. 5. Implementation thought of from the beginning It must be important, useful and possible to do it

  24. Implementation and the project group Set up targets and frameworks “The talking level”: Principles and visions The project group as the link between levels – responsible for the implementation • Claims that: • we already do it • primarily useful for others • we need more money, more time, • another structure etc “The acting level” do things in practice

  25. The double membership Utilize knowledge Project group Benchlearning Departments and teams Acquire and develop knowledge

  26. Vision and results Short lived success Continuous success Good Resultats Stagnation Lost vision Bad Weak Strong Vision

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