Vrieling, Emmy

English

In her presentation, Emmy discusses a case study where a teacher group is followed in its innovative attempt to start up a new curriculum. Searching for guidelines to facilitate knowledge-creating teacher groups, the ‘Dimensions of Social Learning (DSL) Framework’ is applied as a starting point to assess the group's social configuration. To supplement the DSL Framework towards knowledge creation, social capital and value creation theories were studied. This has resulted in an extended framework that can bring the knowledge creation of teacher groups into view

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Designing networked learning for innovation: Adimension perspectiveCitation for published version (APA):Vrieling, E. (2016). Designing networked learning for innovation: A dimension perspective. Poster sessionpresented at Practice-based research methods- to guide designing for situated (networked) knowledge, Heerlen,Netherlands.Document status and date:Published: 20/09/2016Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 15 Jul. 2023Designing networked learning for innovation: A dimension perspectiveEmmy VrielingWelten Conference, Heerlen, September 20th 2016Beishuizen, J. J. (2008). Does a community of learners foster self-regulated learning? Technology, Pedagogy and Education, 17(3), 183-193.Dimensions of Social Learning Practice     Non integrated Integrated     Temporarily PermanentCase for today •  Jan. 15 – June 15•  6 teacher educators (interviews, in between, in the end)•  7 meetings (audio recorded)New curriculumTask orientedOutputInnovationKnowledge creationResearch question 1 Which literature supplements the DSL theory towards sustainable knowledge creation of teacher groups?  Wenger, Trayner & De Laat, 2011Value creation Framework From working towards learning -  Can you provide examples of moments when you learned something? -  Which factors were stimulating or hindering for your learning? -  What difference has it made to your understanding and definition of what matters? (Reframed Value) Research question 2 Which design principles can bring the sustainable knowledge creation of teacher groups into view?  From working towards learning   Collective knowledge working identity:-  Spread leadership-  Inquiry-based attitudeScaffolding!Institutional value creation:-  Engage all stakeholders-  Connect with the institutional goalsMeijer, M-J, Geijsel, F., Kuijpers, M., Boei, F., & Vrieling, E. (2016). Exploring teachers’ inquiry-based attitude. Teaching in Higher Education, 21(1), 64-78.References •  Vrieling, E., van den Beemt, A., de Laat, M. (2016). What’s in a name: Dimensions of social learning in teacher groups. Teachers and Teaching: Theory and Practice, 22(3), 273-292. •  Vrieling, E., De Laat, M., Besselink, E., & Ubbink, M. (2015). Dimensies van sociaal leren in een paboleernetwerk. OnderwijsInnovatie, 17(1), 17-24. •  Van den Beemt, A., Vrieling, E., & De Laat, M. (2015). Toepassing en validering van het 'Dimensies van Sociaal Leren'-raamwerk. Paper presented at the annual meeting for the ORD, June 17-19, in Leiden, the Netherlands. •  Vrieling, E., Besselink, E., & Seinhorst, E. (2015). Sociaal leren van leraren faciliteren aan de hand van het dimensie interview. In Samen grensverleggend: Educatiejaarboek 2015 Iselinge hogeschool (pp. 73-83). Doetinchem: Iselinge Hogeschool. Designing networked learning for innovation: A dimension perspectiveEmmy.Vrieling@ou.nl

Designing networked learning for innovation: A dimension perspective

Open Universiteit www.ou.nl Designing networked learning for innovation: Adimension perspectiveCitation for published version (APA):Vrieling, E. (2016). Designing networked learning for innovation: A dimension perspective. Poster sessionpresented at Practice-based research methods- to guide designing for situated (networked) knowledge, Heerlen,Netherlands.Document status and date:Published: 20/09/2016Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 12 Oct. 2022Designing networked learning for innovation: A dimension perspectiveEmmy VrielingWelten Conference, Heerlen, September 20th 2016Beishuizen, J. J. (2008). Does a community of learners foster self-regulated learning? Technology, Pedagogy and Education, 17(3), 183-193.Dimensions of Social Learning Practice     Non integrated Integrated     Temporarily PermanentCase for today •  Jan. 15 – June 15•  6 teacher educators (interviews, in between, in the end)•  7 meetings (audio recorded)New curriculumTask orientedOutputInnovationKnowledge creationResearch question 1 Which literature supplements the DSL theory towards sustainable knowledge creation of teacher groups?  Wenger, Trayner & De Laat, 2011Value creation Framework From working towards learning -  Can you provide examples of moments when you learned something? -  Which factors were stimulating or hindering for your learning? -  What difference has it made to your understanding and definition of what matters? (Reframed Value) Research question 2 Which design principles can bring the sustainable knowledge creation of teacher groups into view?  From working towards learning   Collective knowledge working identity:-  Spread leadership-  Inquiry-based attitudeScaffolding!Institutional value creation:-  Engage all stakeholders-  Connect with the institutional goalsMeijer, M-J, Geijsel, F., Kuijpers, M., Boei, F., & Vrieling, E. (2016). Exploring teachers’ inquiry-based attitude. Teaching in Higher Education, 21(1), 64-78.References •  Vrieling, E., van den Beemt, A., de Laat, M. (2016). What’s in a name: Dimensions of social learning in teacher groups. Teachers and Teaching: Theory and Practice, 22(3), 273-292. •  Vrieling, E., De Laat, M., Besselink, E., & Ubbink, M. (2015). Dimensies van sociaal leren in een paboleernetwerk. OnderwijsInnovatie, 17(1), 17-24. •  Van den Beemt, A., Vrieling, E., & De Laat, M. (2015). Toepassing en validering van het 'Dimensies van Sociaal Leren'-raamwerk. Paper presented at the annual meeting for the ORD, June 17-19, in Leiden, the Netherlands. •  Vrieling, E., Besselink, E., & Seinhorst, E. (2015). Sociaal leren van leraren faciliteren aan de hand van het dimensie interview. In Samen grensverleggend: Educatiejaarboek 2015 Iselinge hogeschool (pp. 73-83). Doetinchem: Iselinge Hogeschool. Designing networked learning for innovation: A dimension perspectiveEmmy.Vrieling@ou.nl

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Designing networked learning for innovation: A dimension perspective

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