Social Learning Space Research Articles

Learning to Make a Difference. Value Creation in Social Learning Spaces

Jean Lave og Etienne Wengers sociale læringsteori om legitim perifer deltagelse i praksisfællesskaber har været meget indflydelsesrig i uddannelses- og arbejdslivsforskning. Men nu – 30 år efter at teorien blev introduceret – fremsætter Etienne Wenger-Trayner, sammen med sin hustru Beverly Wenger-Trayner, en ny og mere omfattende social læringsteori. De arbejder som uafhængige læringsteoretikere, undervisere og konsulenter, og har nu udgivet en bog, som er tænkt som den første i en række, der har til formål at opdatere den oprindelige teori om social læring i praksisfællesskaber. Bogen skitserer både den nye teoris grundlag og rummer praktiske overvejelser om, hvordan teorien kan skabe værdi for praktikere. Bogens målgruppe er således både forskere og praktikere. På de første 70 sider i bogen fremsættes den nye teori, mens resten af bogen eksemplificerer og operationaliserer teorien med cases og praktiske refleksioner over, hvordan teorien kan bruges.

Digital storytelling for policy impact: perspectives from co-producing knowledge for food system governance in South Africa

Background:Post-positivist critics of the linear-rational understanding of the role of knowledge in decision making have long argued the need for the construction of socially robust knowledge to illuminate policy problems from a variety of perspectives, including lived experiences. Aims and objectives:This article charts the attempts of researchers to employ a creative method, digital storytelling, alongside more traditional scientific data in stakeholder deliberations to inform local food governance in South Africa. Methods:Four storytellers from a marginalised group created and introduced their digital story about a ‘time when they had to make a difficult choice about what food to purchase or get’ to a public governance forum and the reactions of the audience self-reported. Findings:The digital stories were emotionally compelling and gave granular detail to the more top-down perspective of the scientific data. There were concerns, however, for the welfare of the storytellers when introducing their stories in the forum. Discussion and conclusion:Our findings highlight the multi-functionality of digital storytelling as a method of creativity within the process of co-production, not just as a technique to make visible knowledge from marginalised groups, but also as a mechanism (when used and viewed in a wider governance context) to promote knowledge mobilisation and alternative ways of knowing. The use of digital storytelling in these wider governance contexts, or social learning spaces, however, also surfaces ethical and other risks.

Institutionalisierung und Transformation: Bildungs- und Lernprozesse in und von (Protest-)Bewegungen

The corona-pandemic demonstrates that times of crisis are characterized by their specific dynamic especially through their social and political processing. They are often accompanied by an increased or more visible civil society engagement. This can result in further social changes, such as protests or demonstrations resulting in political or media debates. The actors involved – e. g. the current Fridays for Future movement - are important for the targeted change, as well as the organizational structures and the context (opportunity structures) that determines civil society actions. What significance do social movements have for sustainable (social) development and to what extent can they be understood as social and individual learning or educational spaces? In this paper, I present central theoretical strands of the research on social movements and their development. Then I focus on the associated learning and educational processes in and for movements and the actors involved. The example of ecological movements and Fridays for Future illustrates how social transformation and individual engagement and learning are related to one another.

Assessing the Value Created in a Social Learning Space Intervention: Four Vignettes of Parasport Coaches

In this paper, the authors reflect on the current literature and the evolution of coach communities of practice and how the coach development area has embraced Wenger-Trayner’s social learning theory. Studies examining parasport coach development interventions, specifically those using a landscape of practice approach, are lacking. This paper is the third in a series about increasing learning capability in the wheelchair curling landscape. The authors utilized a collaborative approach to assess the learning value created through a 13-month social learning intervention. Four composite vignettes based on the coaches’ pathways and residency within the landscape were created from the data generated and analyzed using the value creation framework. The vignettes illustrate the many dimensions of learning values experienced by the coaches. This paper advances the literature surrounding social learning theory by providing examples of the novel concept of different dimensions of learning value. Applied implications are included.

Making Space for Social and Emotional Learning in Science Education

Social-emotional learning (SEL) is known to improve student outcomes but is rarely combined with STEM. In this paper we present an action research study to examine the impact of a STEM + SEL curriculum intervention to address a real-world school conflict. One hundred sixth–eighth graders and four teachers participated in an in-person facilitation of a SEL Arthropod curriculum, DIFFERENT. After the intervention, students completed open-ended couplet statements about arthropod behavior, tarantulas, and humans designed to measure sentiment change. Answers were manually coded using inductive coding on a scale of negative (1) to positive (5). Statement sentiments significantly shifted from negative to neutral and negative to positive for all three questions. Neutral to positive shifts were only significant for the couplet statements about arthropod behavior. This study reports the first confirmed instance of successful use of arthropods for SEL within a curriculum that integrates students’ social-emotional skills within a science classroom.

Learning to make a difference: Value creation in social learning spaces

Learning to make a difference: Value creation in social learning spaces

Learning spaces in multi-stakeholder initiatives: The German Partnership for Sustainable Textiles as a platform for dialogue and learning?

Learning in collaborative governance is often recognized as an important component for sustainability transformation, but is mainly seen as a side-effect alongside governance outcomes. However, bringing together heterogeneous perspectives is crucial to fully capture the wicked sustainability challenges. We know very little about how learning is facilitated in collaborative governance. This empirical article assesses a multi-stakeholder initiative (MSI) and examines the extent to which it provides spaces for learning. It proposes an analytical framework for investigating social learning spaces along three prerequisites: diversity of member organizations, structure and quality of interactions. A qualitative and quantitative social network analysis (SNA) indicates that the Partnership for Sustainable Textiles (Textiles Partnership) has a large number of heterogeneous members, which holds great potential for learning. However, due to deliberative-democratic structures and the prioritisation of governance outcomes it closes down spaces for learning for the wide diversity of members. The article argues for the design of spaces for learning by emphasising that diversity of perceptions is crucial for a better understanding of the wicked sustainability challenges.

Book Review: Dynamics of a Social Language Learning Community by Jo Mynard, Michael Burke, Daniel Hooper, Bethan Kushida, Phoebe Lyon, Ross Sampson, and Phillip Taw

In the field of foreign and second language (L2) education, the primary focus has been on the language teaching, learning, and language development in the L2 classroom. However, beginning from the last decade, there is a growing recognition that language teaching and learning also take place in non-classroom settings (Reinders & Benson, 2017). Following this realization, the role of a social learning space has been increasingly emphasized in influencing and facilitating the language development of L2 learners. Social learning space as a construct refers to a place where learners can gather together and learn with and from each other through relaxed “social interaction” (Murray, 2017, p. 117). Social learning spaces have recently begun to be viewed as an indispensable context for L2 learning, although research on these social learning spaces is still in its infancy. This book (Mynard et al., 2020) is one of the first few scholarly collections that addresses this emerging area of study, and it offers intriguing insights to enrich the field’s understanding of L2 learners’ growth beyond the classroom. There are in total four main sections in this book, including setting the scene, case studies, exploring concepts through the research, and implications for the field.

Framing a Social Learning Space for Wheelchair Curling

The purpose of this paper is to delineate how an intervention aimed at increasing the learning capability of Canadian wheelchair curling coaches was framed by a systems convener in collaboration with stakeholders from different levels. Social learning theory, in particular a landscape of practice perspective, provides the conceptual framework. The methodology was collaborative inquiry with people from across the landscape to delineate the intervention strategies through cycles of reflection and action. The participants included parasport coaches, researchers, and Curling Canada technical leaders. Based on preintervention findings, the intervention was driven by (a) the use of technology to overcome barriers and the implementation of learning activities at competitions, (b) the use of a collective learning map to promote meaningful learning, (c) the involvement of the sport organization leadership to promote the participation of influential people, and (d) a reflection of how subpar outcomes occurred when the systems convener failed to engage with the sport organization leadership. The discussion sheds light on the many roles of systems conveners and the importance of promoting strategic and enabling values. Sport organizations should engage a systems convener who can effectively align learning goals with the available resources and the strategic mission of the organization.

Sexual and reproductive health education and learning among Indigenous youth of the Comarca Ngäbe-Buglé, Panama

ABSTRACT Indigenous adolescents and young people in Panama are at high-risk for sexually transmitted infections, due in part to limited access to condoms and comprehensive sexual and reproductive health (SRH) education. There is a paucity of evidence on how to develop sexual and reproductive health education programmes that incorporate different sources of learning. We used Bronfenbrenner’s Ecological Theory to understand two key sources of learning: noncaregivers (school or healthcare personnel) and caregivers (parents/grandparents/stepparents). Better understanding about sexual and reproductive health learning sources could provide a foundation for the development of targeted, culturally congruent interventions. This study included ethnographic observation in two Indigenous communities in Panama, followed by semi-structured interviews with young people and caregivers. Findings suggest non-caregiver sexual and reproductive health education was commonly provided by teachers, and increasingly through the Internet. Caregivers focused on topics of abstinence/delaying sexual debut, pregnancy, and STIs/HIV; condoms pregnancy, and STIs/HIV. Condoms and condom use were not mentioned. Traditional sexual and reproductive health teaching by same-gender caregivers took place through the rituals of mokän (girls at menarche) and grön (boys 13–14 years). To develop culturally congruent interventions, wesuggest programmes to improve sexual and reproductive health knowledge and access to condoms, which respect and build on social and traditional learning spaces.

Building Language Skills and Social Networks in an Advanced Conversation Club: English Practice in Lecce

Opportunities for intermediate and advanced self-access language learners to increase English proficiency are fewer in some Italian regions than others. In Lecce, Puglia, a province in the country’s farthest southern reaches, the informal conversation club “English Practice in Lecce” (EPiL) offers one solution. Established nearly a decade ago, EPiL is a lively social learning space that continues to attract Italians, non-Italian non-native English speakers, and first language English speakers to its weekly gatherings. Membership includes a cross-generational mix of long-term stalwarts and new participants. This article presents preliminary findings from a study of EPiL meetings conducted across four field seasons. It discusses EPiL’s roots, describes typical meetings and practices, and draws from interviews and questionnaire results to suggest reasons for its success. The article proposes that EPiL serves two functions especially well, and that both contribute to its longevity. First, EPiL is a mechanism for high level self-access learners to better their English through discussions of self-chosen wide-ranging topics that sustain their interest. Second, EPiL fosters conditions for multicultural community building to take place while expanding participants’ social networks across linguistic and cultural boundaries.

Applying UDL to Online Active Learning

In online environments, active learning techniques can facilitate varied ways that learners engage and enact skill development, understandings, and connections across concepts. The Universal Design for Learning (UDL) framework supports providing options and design flexibility. Using a multi-site, mixed method case study design, this exploratory study investigated how 23 instructional designers at three large, urban, US public higher education institutions view alignment between UDL and active learning approaches in online course design. Techniques, strategies, tools, enablers, and challenges of these practices are highlighted. Study data collected included survey responses and focus group sessions. Emergent themes of belongingness, social learning space, structuredness, and universality are discussed.

O’Donnell and Tuomey’s University Architecture: Informal Learning Spaces that Enhance User Engagement

Evolved design theories of student learning are impacting the built environment of universities. Regardless of a move away from traditional lecture theaters toward online learning, the presence of social learning spaces that aim to facilitate student engagement and collaboration is becoming increasingly important to universities who are trying to attract students in a competitive neoliberal marketplace. This paper examines the prevalence of informal learning spaces that encourage social interaction within three university buildings designed by acclaimed Irish architects O’Donnell and Tuomey: the Saw Swee Hock Student Center at the London School of Economics (LSE); Budapest’s Central European University (CEU) redevelopment and; the Hub Project at University College Cork (UCC). Through similarities in relation to views, connections, permeability, and the provision of informal learning spaces, the O’Donnell and Tuomey university buildings demonstrate the ability to encourage social interaction and connection to the public realm.

Exploring a Women-Only Training Program for Coach Developers

The following practice paper introduces an innovative women-only training program for coach developers in a Canadian provincial sport organization. The dearth of women in coaching and sport leadership positions informs the program as a whole and the participant perspectives on what is working, in practice, for them specifically in a way that could support future sport leaders interested in increasing gender equity in their sport organizations and leadership skills in their female leaders. The aims of the coach developer program are two-fold: to promote women in leadership and to create a social learning space for women to connect and support each other in their leadership development. The purpose of this practice paper is to discuss the supports that have enabled the facilitation of this program and to explore the value of a women-only training program. Two women (out of a total of 10) participating in the program and two leads facilitating the program were interviewed for their perspectives. The lessons learned touch on the types of value that were created (immediate, potential, and applied) and the specific supports (micro, meso, and macro) that enabled the facilitation of the program. Finally, the authors discuss additional considerations (e.g., consistent buy-in from the organization is needed) with practical insights in the hopes of inspiring other sport organizations to implement similar initiatives for promoting women in leadership and coaching in sport.

Exploring Leadership Learning in an Undergraduate Kinesiology Course

The purpose of this study was to explore and evaluate learning in an undergraduate leadership course in a kinesiology faculty. The research question driving this study was: What do students feel influences learning in this evidence-informed leadership course? We collected and analyzed 12 students’ perspectives on their learning experiences over one semester by conducting focus groups at the end of term. Reflexive thematic analysis was used to interpret and analyze responses. The influences on student learning shared by participants in this research included course design and learning activities, instructor behaviours, peers, project work, and student agency. The course was described as a valuable social learning space. Findings may be applied to improve leadership learning in kinesiology and similar disciplines in higher education.

Educação cooperativista e inovação social: o caso da Cooperativa de Trabalho de Pessoas com Deficiência e Familiares - COOPDEF

Esse estudo tem como objetivo analisar como a educação e a formação cooperativista subsidiou o desenvolvimento de inovações sociais na Cooperativa de Trabalho de Pessoas com Deficiência e Familiares (COOPDEF), com sede na cidade de Juiz de Fora, estado de Minas Gerais. Optou-se pela observação direta, análise documental e realização de entrevistas semiestruturadas como técnicas de coleta de dados. Como resultados, cabe destacar que a educação e formação cooperativista permitiu a partilha de experiências e de expectativas dos envolvidos, fomentou espaços para a aprendizagem social e permitiu o desenvolvimento de competências necessárias à gestão do empreendimento de modo não tutorado.

Review of JASAL Online Student Forum 2020 and a Reflection

This short report is a review of and my reflections on the Japan Association for Self-Access Learning (JASAL) online student forum which was held on Saturday, July 4, 2020 on Zoom. The conference was held online due to COVID-19. I participated in the forum as a user and student staff member representing Maximum English Learning Together (MELT), which is the social language learning space at Gifu Shotoku Gakuen University in Japan. At the event, students shared ideas and initiatives for online events at each of their university’s language learning spaces (LLS) or centers. In the discussion groups that I joined, we talked about two focus points, which were the connection between each center and students, and the tactical use of SNS to promote our LLS to students. I will give a summary of the discussions and also make some suggestions for enhancing students’ study motivation and participation in events, even in remote learning / online situations.

Desafios e possibilidades do Ensino de Ciências em uma perspectiva inclusiva: um estudo de caso

O presente estudo apresenta os resultados de uma investigação sobre o Ensino de Ciências em uma perspectiva inclusiva a partir das concepções de uma docente da rede pública de ensino de Alegrete/RS. Diante disso, a metodologia traçada para alcançar o objetivo proposto foi a pesquisa qualitativa, delineada a partir de um estudo de caso realizado por meio de uma entrevista semiestruturada. As análises empreendidas corroboram com autores da área ao inferir que a formação inicial, assim como a formação continuada no Ensino de Ciências, necessitam de um amparo mais pontual com relação ao contexto inclusivo. Também, tornou-se evidente que a utilização de recursos didáticos que sejam aplicados a todos os alunos promove um espaço de interação social e aprendizagem significativa aos educandos. A participação das famílias e a colaboração do profissional do AEE, quando articulado com o professor do ensino regular, podem favorecer a efetivação de práticas verdadeiramente inclusivas.

Spatial openness and student activities in an atrium: A parametric evaluation of a social informal learning environment

The use of atria for students' informal learning activities is becoming a common architectural design strategy in contemporary higher education buildings, especially in dense urban settings. However, while researchers have focused on the relationship between students’ perception, preferences and behaviours in social learning spaces, the spatial attributes themselves tend to be neglected in the literature.By exploiting digital spatial analysis tools, this paper uses the parameters of ‘viewing volume’ and ‘viewing area’ to compare the spatial openness of different spaces within an atrium in a higher education institution. Timeframe capture and interviews are also employed to record the distribution of student activities. The spatial attributes of the atrium and the distribution of student activities are analysed to explore links between the two. The results indicate that the viewing volume in the two-storey-height space is the highest, while viewing area in the staircase space is the highest. These spaces tended to coincide with higher frequencies of ‘see and be seen’ activities, such as students waiting and looking around (71.54% and 56.32% respectively). The standard deviations of the mean viewing volume and viewing area are the greatest in the three-storey space, suggesting a diversity of spatial openness. This coincided with the highest frequency of activities that require social interactions, such as gathering and group study (92.40% and 58.10% respectively). These findings suggest that spatial openness can impact student activities in an educational setting, and an atrium specifically. These novel methods also open new horizons for interpreting spatial structure in architecture.

The school restaurant: ethnographic reflections in researching children’s food space

This paper presents a theoretically influenced discussion of methodological issues in carrying out ethnographic work at Peartree Academy. Food is central to our sense of identity. It draws on notions of the school restaurant and presents an account of the complexities surrounding the disorderliness of fieldwork in researching children’s food space. The aim of this paper is to explore how researcher identity needs to be considered within the relationship between discipline and social learning spaces for eating. Foucault’s concept of discipline is introduced in conceptualising the study. Key reflections place emphasis on the messiness of researching such spaces and offer recommendations for navigation.