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Tuesday, October 18

  1. page CCSL Core Resources edited ... "What is Social Learning" YouTube video by Dwight Towers, a 2-minute summary of the …
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    "What is Social Learning" YouTube video by Dwight Towers, a 2-minute summary of the Reed et al. paper
    "The acoustics of social learning: designing learning processes that contribute to a more sustainable world" paper by Arjen Wals, Noor van der Hoeven and Harm Blanken, see page 11, "Key features of social learning"
    The social learning checklist, by the CCSL team, provides a simple entry point to the major aspects of social learning
    Distinguishing social learning from other approaches:
    The CCSL initiative is currently working on mapping other relevant fields and approaches in relation to social learning, as well as developing a set of criteria or list of questions to ask that will help researchers and others to distinguish genuine social learning from other methodologies and results. We welcome your input to this list and are currently gathering feedback through our Yammer group. To request an invite to the group, please email Carl Jackson (carl.jackson [at] westhillknowledge.com), Pete Cranston (pete.euforic [at] gmail.com) or Ewen Le Borgne (e.leborgne [at] cgiar.org).
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  2. page CCSL checklist of questions edited Social Learning Checklist Climate Change Social Learning (This social learning checklist wa…

    Social Learning Checklist
    Climate Change Social Learning
    (This social learning checklist was originally developed on the CCSL sandbox on this page [restricted to sandbox members]).
    It was updated last on 20 March 2014 to incorporate latest comments and better reflect the structure of CCSL Framework & Toolkit (from earlier draft by Ewen Le Borgne, Marc Schut, Alison Shaw and Carl Jackson).
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    6:14 am
  3. page CCSL checklist of questions edited Social Learning Checklist Climate Change Social Learning (This social learning checklist was ori…
    Social Learning Checklist
    Climate Change Social Learning
    (This social learning checklist was originally developed on the CCSL sandbox on this page [restricted to sandbox members]).
    It was updated last on 20 March 2014 to incorporate latest comments and better reflect the structure of CCSL Framework & Toolkit (from earlier draft by Ewen Le Borgne, Marc Schut, Alison Shaw and Carl Jackson).
    Introduction
    This checklist of questions/pointers can help those already using social learning approaches to assess whether initiatives are addressing social learning as meaningfully and completely as they could/should. For help in answering the prior question - Is Social Learning Right for Me? - there is an SL Decision Tree.
    Intent
    This is about realising whether social learning is intended, recognised, embraced, characterised or not.
    1. To what degree is facilitated learning and reflection a central component of your plan?
    Did you explicitly conceptualise social learning or not?
    To what degree did it cover the 'thematic' elements below (social differentiation, looped learning, power, monitoring, evaluating, capacity development)?
    2. Did it change and become (more) obvious and (if not done before) did you then include this in your conceptual approach over time?
    Has it been recognised by other initiative members, partners, beneficiaries?
    3. How were institutional obstacles to social learning identified and addressed during the design of the initiative to create an enabling environment?
    Looped Learning
    This is about double and triple loops for learning to reflect on what activities would be more effective and what behaviours need to change - rather than just correcting errors in an existing practice:
    4. To what extent is the initiative designed around an exploratory process, reflecting on, learning about and incorporating contextual factors that emerge, rather than goal-driven?
    What measures are in place to enable the initiative to flexibly deviate from a given goal if the need is felt by the stakeholder group?
    Is a process for adaptive action towards a good enough outcome central to the design, rather than bolting on adjustment when a pre-defined solution fails under implementation?
    5. What strategies are in place for encouraging iterative, trust-building processes of engagement?
    Social Differentiation
    This is about recognising that any community is made up of different groups of people who represent both collective and individual interests (i.e. biological, physiological and socio cultural factors as sex, age, race, nationality etc):
    6. What measures (processes, criteria, incentives, interfaces, etc) have been put in place to ensure that an extended range of different social groups are engaged by the initiative?
    How were diverse perspectives accounted for and collective cognition supported?
    How was selective stakeholder engagement justified when necessary?
    What measures (mechanisms, approaches, etc) have been put in place to ensure that different social groups are sharing, learning, reflecting and transforming their knowledge and practice together?
    How are characteristics of the different social groups who are involved and not involved in the initiative recorded?
    7. How does the objective of social learning reflect the objectives of other actors/stakeholders?
    Power
    This is about whose knowledge counts and the ways to reveal and moderate power inequalities:
    8. What is the potential for initiative to result in social transformation that goes beyond the individual to effect the broader community, systemic or social change (e.g. in terms of changes to systems, practices, or ways of knowing)?
    To what extent is the initiative, in its intentions and consequences, instrumental or emancipatory?
    9. How are power dynamics in the field and within research being facilitated?
    Who initiates social learning activities and with what objective?
    Is participation informed and voluntary or compliant / bureaucratic?
    How are a range of lower-profile / less powerful actors involved in the problem definition (as well as senior internal and external champions)?
    What process is in place to build a synthesis of all stakeholders expectations of the initiative and to sustain that understanding through subsequent conflicts and changes?
    10. How was an enabling environment for transdisciplinary approaches and recognition of multiple sources of knowledge supported?
    Capacity development for social learning
    This is about the skills and knowledge that enable beneficiaries participation
    11. How are beneficiaries’ capacities for social learning assessed to determine whether they can participate meaningfully or require capacity development as part of the initiative?
    Are there activities to address these needs (which ones?) and integrate them into the social learning approach?
    How are beneficiaries’ own learning, adaptation, innovation, research, negotiation and management methods indentified and integrated?
    12. To what extent have the capacity development efforts effectively led to improvement in the way the social learning approach is being implemented?
    Monitoring Change
    This is about who decides what evidence is gathered and how:
    13. What measures are being used to engage beneficiaries in monitoring?
    How are beneficiaries defining their own indicators for successful change
    14. What indicators are being used to determine whether the initiative is achieving transformational learning?
    To what extent are those with responsibility held accountable for initiating real world change?
    15. How will change be monitored and accounted for in an iterative manner?
    16. What is the theory of change behind the outcome that is hoped for?
    17. What indicators are being used to determine whether the initiative is socially and ecologically beneficial?
    Evaluating Extent of Change
    This is to understand what parts of a given initiative were affected by social learning - to get a sense of scope and possible impact, geographically, thematically etc.
    18. Who did the social learning approach initially affect
    One or more distinct geographic area (with no easy possibility to interact face-to-face)?
    One or more team (as part of the people originally involved in this approach)?
    A homogeneous or heterogeneous group of people (e.g. single discipline/type, multi-disciplinary, transdisciplinary?)
    19. Did the social learning approach eventually expand
    Scale up in time (affecting more people in the same area[s])?
    Scale out in space (affecting more areas)?

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Monday, July 18

  1. page CCSL projects edited ... Ewen Le Borgne, Peter Ballantyne, Carl Jackson, Pete Cranston September 2012 - until further …
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    Ewen Le Borgne, Peter Ballantyne, Carl Jackson, Pete Cranston
    September 2012 - until further notice
    Ongoing
    Sandbox
    Aborted
    This was interrupted due to lack of funding. See Sandbox
    Yammer
    CCSL Evidence Gathering
    Ben Garside (IIED)
    ...
    Gerd Foerch
    Jan.-Apr. 2014
    OngoingCompleted
    Prolinnova partnership work
    Ann Waters-Bayer
    May 2013
    OngoingCompleted
    Shamba shape-up partnership
    Patti Kristjanson (ICRAF), Christine Jost (ICRAF)
    January-July 2013
    OngoingCompleted
    http://www.shambashapeup.com/
    Farming Matters social learning experiences
    ...
    Peter Dorward
    October 2012-December 2014
    OngoingCompleted
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Tuesday, July 28

  1. page 2015 ccsl core team meeting 5 edited Date: 28 July 2015 Location: Google Hangouts Time: 13:00 East Africa Time (e.g. Nairobi) Partic…
    Date: 28 July 2015
    Location: Google Hangouts
    Time: 13:00 East Africa Time (e.g. Nairobi)
    Participants: Ben Garside, Blane Harvey, Ewen Le Borgne, Carl Jackson, Marissa van Epp, Phil Thorntonm, Wiebke Foerch.
    Apologies: Liz Carlile, Peter Ballantyne, Pete Cranston.
    AGENDA
    Other work
    Carl & Pete working on blog posts from the share fair.
    Blane went to Paris for 'Our common future under climate change' and worked in a panel on social learning which went well and was well received. Planning to do a follow-up work which Cecilia will support.
    Has been meeting with Ben & Liz to use some new connections/linkages to get buy-in into the evaluation framework. CARIAA program has been using some of the CCSL metrics and now Blaned joined ODI and trying to get some of that into learning/M&E strategy. Sent follow-up email and hopefully some updates in the next week or two to get some higher level buy-in for using some of the social learning metrics in large programs as a way to look at learning and measuring progress.
    Will be meeting people from DfID to discuss the manifesto that was presented in Paris and to discuss programmatic social learning. Hopefully some updates in the coming weeks.
    Ben & Marissa Attended an event in Stockholm. SEI event on environmental governance in an increasingly complex world. Nice mix of people in the workshop looking at wicked problems and a variety of backgrounds (educational, OECD issues etc.). Hoping to get a paper published in a special issue that the organisers are pushing for.
    Trying to think about moving from the stage we're at with our M&E framework, 5 peer assists etc. to broader questions. How do we implement social learning in an action research way to begin to see change more quickly? Not a classic research approach but e.g. Jane Clark in DfID is interested and Faz, in Brazil, are interested in doing this. Meeting with Blane this week to modularise this work for different types of people (e.g. people working in the adaptive management sphere). The journal is 'Environmental policy and governance journal'.
    Stockholm conference good opportunity to connect.
    PACA is also interested in the M&E Framework. Marissa focusing back on CCSL in August.
    Interest in having early results among the 5 peer assists this year.
    Ben: We've been speaking to BRACED consortia via Blane (e.g. Christian Aid). They want this kind of action learning on the ground. Don't expect results this year
    CCAFS: working on CCAFS phase 2 (2017-2022) concept note. Extra money from DfID from 2015 to be spent on outcomes. Trying to pull lessons learnt from climate-smart technologies that are at a stage to be upscaled. Draft synthesis document shared with DfID pulling these lessons learned. We are using the CCSL M&E framework on the basis of hypothesis that if you have double/triple loop learning in the upscaling process these processes will be more effective. This is a bit ad hoc but one of the key findings likely to come out of the synthesis: learning can be used and improved.
    Q: Do you have anything to share on this?
    A: First draft due by DfID on 15 Aug so a bit earlier on we'll have sthg to share.
    Looking into how to get social learning into CCAFS programmatic planning and reporting and that's moving along, quite a few reflexive questions in there.
    Ben: Simon Anderson at IIED has been busy reviewing CCAFS and has interviewed me. Simon seems interested in CCSL. Tracking Adaptation and Measuring Development (TAMD) work at IIED can see how CCSL M&E is relvant
    Phil: yes part of the full external CCAFS review with first draft due in late August.
    With Tonya, documenting result-based management and focusing onto outcomes. Working on a chapter for ...
    An intern based in South East Asia is interested in using the CCSL M&E framework for innovation platforms/multi-stakeholder processes.
    Social learning may also come up in collaboration with WLE: research for development sourcebook looking at different aspects and bringing case studies in it could pick upon social learning too.
    Other info...
    Development & Climate days at the Paris CoP are being planned and the Red Cross Climate Centre would like learning to be one of the key themes. They may want institutional partners on this and the model is low cost involvement. Effort required? Flagging interest for e.g. panel, 'lightning talks', etc. Others are involved in this including Jane Clark etc. IIED is always heavily involved in D&C days. Sponsorship around GBP 2000.
    Funding opportunities
    Q: Is there a light at the end of the CRP phase 2 tunnel?
    A: Funding for CRPs is uncertain. 2016 probably grimmer than 2015 etc. it all depends on the full / final portfolio of CRPs will actually be. At the moment 12 CRPs asked to put in pre-proposals and proposals but how much change is likely is unclear.
    Q: will there be budget surplus from this year?
    A: Wiebke/Phil worked on the budget of 2015. Anything's possible but at this stage it's hard to say anything.
    Perhaps opportunities at the CoP could come up? --> Yes and small amount of excess money can happen.
    For phase 2 funding is much less likely to be available for small initiatives except seed money but there will be a lot of bilateral funding to raise from all parts of CCAFS. The basic funding model is going to change. It's ok but it means different ways to expand.
    Q: Will donors ask you to lead CRPs and raise your own money at the same time?
    A: This hasn't yet been sorted out.
    On funding, we've been discussing with Liz on the comms 4 dev call by DfID and looking into this. Blane is on an ODI+SEI+Practical Action etc. proposal that has a major component on social learning. But remains to be seen if funds are available to bring part of this team in there. Doubtful because the partnership is large and the money small. But if it's successful it would be a great reservoir of case studies/evidence about social learning.
    Other opportunity is with GIZ Ethiopia to see if they can be approached since they have a new country director and an ex-CG person working on the Sustainable Land Management program. Trying to pitch learning-based review of their history and that of SLM in Ethiopia.
    Not much good news for funding but a lot of programs are investing in this. But we still need to forward underlying work without having resources for it. That's where the crux lies. Even if we are considering embedding some of this work in proposals it could be a way to go forward... So long as this group is having a conversation about how this is working etc. and how we are developing a knowledge base, Blane is happy to join the calls and continue. But will we be able to do much more than having the standalone pieces of work that are delinked without financial incentives.
    What we're managing to produce this year should be able to get us to do a big step forward. But without any funding to continue some of that it's a shame. Is it packaged right for DfID to fund parts of it?
    AOB?
    N/A
    Next meeting date?
    3 September 2015.

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  2. page Events edited ... CCSL core team events Since 2013 an informal CCSL core team was set up. These events and conv…
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    CCSL core team events
    Since 2013 an informal CCSL core team was set up. These events and conversations are documented here.
    2328 July 2015: CCSL core-team bi-monthly meeting 2015 #5
    23
    June 2015:
    ...
    2015 #4 (did not happen except short chat Blane-Ewen)
    7 May 2015: CCSL core team bi-monthly meeting 2015 #3
    10 March 2015: CCSL core team bi-monthly meeting 2015 #2
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