What types of collaboration are needed to build the future of education?

[Larry Lugo]

This BIG question is being discussed right now in WISE, an international platform for innovation in education that nurtures new approaches, recognizes and supports successful initiatives and helps these initiatives spread and grow. See more at: bit.ly/QKJhci   and pending for the conclusions.

Follow WISE on Twitter: @WISE_Tweets and the meeting with hashtag #WISE2012

Kind regards.

[Ignatia/Inge de Waard]

Thanks Lugo!

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[Ignatia/Inge de Waard]

ah... Larry I mean :-D
Feel free to call me Waard

[Elizabeth Torres-Russell]

The other day John Taxter in his presentation 'Global impact' said something that really resounded in me and felt it was so true.

Quite ofter we (the institutions or companies) develop mL solutions or education the way we learn...(white-man way...note this is my phrase not John's)

In other words we do not take into consideration that we may have a different learning model to Indigenous communities or other cultures...For years being in communication I have said this to collleagues specifically in a corporate environment when quite ofter we edit, re-edit and redefine communication to the public and consumers so much to make it legally tight...that all context, all human aspect is shed off it and we end up with a policy style advertorial....that really does not make any sense to our target audience.

That got me thinking and did some Google searching and found the following article from Canada

REDEFINING HOW SUCCESS IS MEASURED INABORIGINAL LEARNING IN CANADA 

• It is holistic 
  
• It is lifelong 
  
• It is experiential
  
• It is rooted in Aboriginal languages and cultures
  
• It is spiritually oriented
  
• It is a communal activity
  
• It integrates Aboriginal and Western knowledge
  

How often do we pause in our planning when designing education and take the end-user learning style preference into consideration?

Enough of my waffling!

ET 

[Alice Bedard-Voorhees]

Hi Elizabeth,

Thanks for this insightful post and the resource. At least three of the items below align w/ adult learning principals too--

(communal, life-long, experiential). 

In addition to the thoughts below, what other practices would better validate our match to the audience? Would pilot

participants be helpful for example? I've been in situtations where people think pilots take too long for the roll-out...

Best, Alice

[Elizabeth Torres-Russell]

Agree totally about the 'Pilot' syndrome.  In the current environment I am in, I have Indigenous cultural advisors who often tell me how their 'people' have a real issue with 'white man' coming in and setting up pilots...in not so many words, but it is something like the institutions need to tick a box, that the've tried to help...Don't know if that makes sense.

My personal view, is that we don't engage community (whatever culture they are) we don't engage with our end-user.

We use the word 'engage' we love it, flavour of the month...but quite often all we do is INFORM.  If you look at the IAP2 Public Participation Spectrum (International Association of Public Participation) 'INFORM' is only the very beginning of TRUE public participation. The ultimate place to be in that spectrum is 'Empower' but anywhere along 'Involve' and 'Collaborate' surely will result in the learner feeling like they were part of the outcome and also feel empower which hopefully translates into ownership and behaviour change.

This is the model I've tried to apply to my project....community and the kids need to be at the high end of the public participation spectrum.

ET