Social+Learning+Resources

This page keeps track of all kinds of social learning-related resources

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**Climate Change and Social Learning Resources from CGIAR CCAFS** Also available as a dedicated CG Space collection. See also the full list of social learning case studies collected and documented through CCSL. (September 2014) || Published || In 2010 the research theme on Knowledge to Action (K2A) at CCAFS developed a plan of work, using a log frame structure. Our objective was to explore and jointly apply approaches and methods that enhance K2A linkages with a wide range of partners at local, regional and global levels. Since then, the K2A theme has supported a variety of projects with the potential to catalyse action from research-generated knowledge. These projects were cutting edge; high risk but with potential for real impact should they succeed. || See also the CG Space entry || Published || Awareness-raising and promotional video for social learning in climate change, developed on the basis of narratives produced in the CGIAR stock-taking workshop and introduced for the first time at the CCAFS science meeting. || See also later insert (not authored by CCSL group): '' (June 2013) ||
 * **Author (year)** || **Resource title (and completion date)** || **Status** || **Description and additional notes** ||
 * Van Epp M, Garside B. (2015) || CCAFS Working Paper 98: [|Monitoring and evaluating social learning: a framework for cross-initiative application]. || Published || Presents an M&E framework for social learning, intended for application by a wide range of initiatives using social learning-oriented approaches. The aim is to systematically collect evidence on 1) the contexts/activities that lead to effective social learning and 2) when/how social learning contributes to better and more sustainable development outcomes. Includes a theory of change and 30 key indicators spread across 4 monitoring areas: iterative learning, engagement, capacity development and challenging institutions. ||
 * Jost C, Sebastian L, Kristjanson P, Förch W (2014) || CCAFS/IIED Learning Brief 9: [|Lessons in theory of change: CCAFS Southeast Asia Research for Development Workshop.] || Published || In Southeast Asia CCAFS has involved partners and next-users from the very beginning of the process, so that their voices and priorities form the foundation of the regional theory of change. CCAFS is learning from them, and with them co-developing our research agenda. ||
 * Jost C, Kristjanson P, Vervoort J, Alvarez S, Ferdous N, Förch W. (2014) || CCAFS/IIED Learning Brief 8: [|Lessons in theory of change: monitoring, learning and evaluating Knowledge to Action.]
 * Jackson C, Cranston P, LeBorgne E. (2014) || CCAFS/IIED Learning Brief 7: [|Climate Change Social Learning Sandbox]. (September 2014) || Published || One of the outcomes of the initial 2012 CCSL workshop was the establishment of a Sandbox as a mechanism to sustain work on the ideas and activities around Climate Change Social Learning (CCSL) that had surfaced during the workshop. This brief provides an overview and analysis of the conducted work around the Sandbox. ||
 * Jost, C, Kristjanson, P and Ferdous, N (2014) || CCAFS/IIED Learning Brief 5: '[|Participatory approaches for gender-sensitive research design]' (June 2014) || Published || Explores gender-sensitive research designs and lessons learned while carrying out gender-focused participatory action research tools and methods during the use and testing of a gender and climate change research manual created by CCAFS and the Food and Agriculture Organization (FAO) in 2012. ||
 * Shaw, A and Kristjanson, P (2014) || [|A Catalyst toward Sustainability? Exploring Social Learning and Social Differentiation Approaches with the Agricultural Poor] (May 2014) || Published || Explores three main questions: (1) in what contexts and in what ways are socially differentiated and marginalized groups enrolled in the learning process? (2) what, if any, are the additional benefits to social learning when explicitly using strategies to include socially differentiated groups? and (3) what are the benefits and trade-offs of applying these approaches for development outcomes? The findings suggest that, in the agricultural development context, social learning projects that include socially differentiated groups and create conditions for substantive two-way learning enhance the relevance and legitimacy of knowledge and governance outcomes, increasing the potential for accelerating sustainable development outcomes. ||
 * Whitfield S and Kristjanson P. (2014) || CCAFS/IIED Learning Brief: [|Envisaging change in maize farming: the push and pull factors] (March 2014) || Published || In this Learning Brief: Participatory and deliberative approaches were used in order to draw out and evaluate pathways of adaptation in maize farming in the Kenyan districts of Makueni, in Central Province, and Nandi/Nyando, in Western Province, whilst allowing participants to reflect on and share their own perceptions, experiences, and expectations of future change. ||
 * CCSL Initiative || CCAFS/IIED Learning Brief 3: [|CCAFS Climate Change and Social Learning: Phase 2 concept note] (March 2014) || Published || This Learning Brief outlines these ideas and the vision for Phase 2 of the CCSL Initiative in greater depth. First, the definition and utility of CCSL are revisited. Next, the CCSL Strategy set out at the end of Phase 1 is summarised. The vision for Phase 2 as well as the hypotheses behind it, are explained. ||
 * Jost, C (2014) || CCAFS/IIED Learning Brief: [|Lessons in theory of change: experiences from CCAFS](March 2014) || Published || This series of Climate Change and Social Learning (CCSL) briefs will focus on lessons learnt from the ongoing CCAFS experience with building Theories of Change. The objective is to share experiences in real time, and generate discussion that will help CCAFS and others improve their TOC, impact pathways and monitoring and evaluation (M+E). ||
 * Kristjanson, P. et al. (2014) || Nature Climate Change article Social Learning and Sustainable Development (January 2014) || Published || Author version of article published in Nature Climate Change that argues that "If research is genuinely to result in beneficial changes in behaviour, policies and institutions, research outputs need to be much better informed by and engaged with the processes through which individuals, communities and societies learn and adapt their behavior in the face of change. Social learning approaches may be able to contribute substantially to this aim." Read a blog post about this article (CCAFS blog) and another one on the ILRI News blog. ||
 * Shaw, A., Kristjanson, P. (2013) || CCAFS Working paper 43 'Catalysing learning for development and climate change: an exploration of social learning and social differentiation' (September 2013) || Published || Including socially differentiated groups into processes of knowledge creation and decision- making may fundamentally alter what questions are asked, how changes in practices are framed and how to break down systemic patterns of vulnerability and marginalisation. This paper investigates the synergies (and trade-offs) associated with integrating socially differentiated stakeholders and/or groups – the poor, women, elderly, youth and indigenous – into social learning processes aimed at addressing poverty reduction, livelihood development and longer term resilience. ||
 * Harvey, B., Carlile et al. L. (2013) || CCAFS Working paper 38 [|'][|Social learning in practice: A review of lessons, impacts and tools for climate change] ' (June 2013) || Published || The aim of this report is to provide a detailed review of documented social learning processes for climate change and natural resource management as described in peer-reviewed literature. Particular focus is on identifying (1) lessons and principles, (2) tools and approaches, (3) evaluation of social learning, as well as (4) concrete examples of impacts that social learning has contributed to. ||
 * Gonsalves, J. (2013) || CCAFS Working paper 37 'A new relevance and better prospects for wider uptake of social learning within CGIAR - Findings from a stocktaking exercise within CGIAR' (June 2013) || Published || Vast stock-taking exercise of past and current social learning experiences across CGIAR. The paper also highlights some propositions to move forward with this field of work. ||
 * Harvey, B., Carlile, L. (2012) || CCAFS Working paper 22 [|'][|Climate change, communication and social learning - Review and strategy development for CCAFS] ' and Working paper [[file:12Harvey_CCAFSWP22_ClimateChangeCommunicationAndSocialLearning_Annexes_Final.pdf|annexes]] (July 2012) || Published || First output commissioned by CCAFS to IDS and IIED to take stock of social learning experiences in climate change work and attempt at classifying such experiences. Used as key input to foundational workshop. ||
 * Carlile L. et al. (2013) || CCSL learning brief #1 [|'][|Climate change and social learning (CCSL): Supporting local decision making for climate change, agriculture and food security'] || Published || This first learning brief of a series developed with IIED examines the rationale for social learning in climate change, explores the cost effectiveness of social learning and ends with priorities for CCAFS in this field. ||
 * Kristjanson, P. et al. (2013) || Whiteboard video 'Transformative partnerships for a food secure world' (March 2013)
 * Barnett, A. (2013) || IIED/CCAFS booklet on social learning in climate change [|'][|Unlocking the potential of social learning for climate change and food security: Wicked problems and non-traditional solutions] [|'](February 2013) || Published || Booklet produced in order to compile main ideas, definitions, examples around CCSL to //crystallise// that work and introduce CCAFS approach in this field ||
 * Carlile, L. || 5 key institutional change areas for adopting a social learning methodology with CCAFS and the CGIAR system: a synthesis paper (May 2013) || Published || This short paper synthesises the conceptual work done during the CCSL foundational workshop in May 2012 around the areas of documentation, social learning within CCAFS, endogenous social learning, social differentiation and time scales. ||
 * CCSL initiative || Rationale for CCAFS [|'Climate change and social learning - Supporting local decision making for climate change, agriculture and food security'](January 2013) || Published || 5-pager explaining what CCAFS is doing about social learning and . Used as background information for CCAFS 2013 science meeting, IDS Knowledge Exchange and Donor and partner meeting in March 2013. ||
 * Kristjanson, P. and Le Borgne, E. (2012) || Farming Matters insert: 'A pathway to change' (December 2012) || Published || Short description of social learning in climate change and the work done with CCAFS so far, based on earlier ideas of CCSL narrative.
 * CCSL initiative || CCSL learning brief #2 'CCSL strategy' || Requires sign-off from PMC || CCAFS to finalise budget for IIED work package, then work on logo etc. covered by IIED staff appointed ||
 * Carlile L., Shaw A. and Gonsalves J. (2012) || [[file:Social Learning Definitions_CarlileShawGonsalves_Nov12.doc|Social learning definitions]] (November 2012) || Requires final details - but just a basis for a more solid definition || Marissa to finalise ||


 * Resources from CCSL-supported workshops:
 * Agricultural Innovation Systems in Africa living keynote (May 2013) and link to the event page - workshop report coming up soon.
 * [[file:CCAFS science meeting summary.docx|CCAFS science meeting summary]] (March 2013) and link to the event page.
 * Documentation of the Knowledge Exchange on 'Acting on what we know and how we learn for climate and development policy' (March 2013) - [[file:Climate Change Knowledge Exchange FINAL 5 Sept.pdf|final report]]
 * [[file:ccsl/CCAFS Climate Change and Social Learning Meeting Summary.docx|CCAFS Climate Change and Social Learning Donor and Partner Meeting Summary]] (March 2013)
 * Documentation of the 'Stocktaking social learning and climate change in the CGIAR' workshop (November 2012)
 * Documentation of the foundational CCAFS ILRI workshop on 'Communications and social learning in climate change' (May 2012)

=**Tools and Tips**= stakeholder-based innovation system perspective. RAAKS (Rapid Appraisal of Agricultural Knowledge Systems) is a methodology for facilitating agricultural innovation and rural development from this new perspective" (Royal Tropical Institute) ||
 * ~ **Name of Resource** ||~ **Description and Additional Notes** ||
 * CCSL framework and toolkit || Decision-support toolkit containing a lot of information and tools related to CCSL and related work. These pages are being developed (late 2013-2014) and are designed as 'living pages' where new social learning experiences are documented and integrated in these framework and toolkit. ||
 * Co-Creation Methods || Co-Creation Methods enable groups that are diverse in skills, experiences and roles to work collaboratively to create new ideas, document evidence, and communicate what they know. Here is a collection of tools and tips from several sources:
 * Mental Models: understanding the causes and consequences of climate change (PLA Notes 60)
 * Co-Design Methods (Westhill Knowledge)
 * Participatory 3-Dimensional Modelling (Participatory Avenues)
 * The Innovation Tree: a participatory tool to reveal the innovation adoption and diffusion process (PLA Notes 45) ||
 * Farmer Innovation Fairs || Farmer Innovation Fairs aim to ra ise awareness and share information about how smallholder farmers are innovating, encourage innovation by smallholder farmers, disseminate smallholder farmers’ innovations, identify and draw attention to more endogenous innovations than are currently known, and influence policy to promote smallholder farmer innovation.  Example from East African Farmer Innovation Fair 2013 ||
 * InsightShare || Participatory Video approach, including a Handbook for the Field in English, Spanish, French and Russian ||
 * KSToolkit || An updated online library of knowledge sharing tools and methods ||
 * Managing for Impact || Managing for Impact (M4I) focuses on Participatory Planning, Monitoring and Evaluation (PPME). The portal is managed by Centre for Development Innovation (CDI), Wageningen University and Research centre. It provides access to key publications and internet resources on planning, monitoring and evaluation. Special reference is made to Managing for Impact, an integrated approach to managing for results with attention to engaging people in a learning oriented process. ||
 * Participatory Learning and Action (PLA) Notes || PLA Notes is a free informal journal on participatory methods and approaches ||
 * Participatory Methods || Participatory Methods from IDS provides resources on a range of methods for inclusive social development. It explains what participatory methods are, where and how they have been used, their problems and potentials and the debates about them. The focus is on participatory approaches to strategic analysis and programme design, monitoring and evaluation. It also includes resources on participatory learning, research and communication in organisations, networks and communities including:
 * Theater for Development ||
 * Photovoice || Participatory visual methods (photovoice and drawing) manual from FemStep project at McGill University ||
 * Participatory Monitoring and Evaluation, Reflection and Learning (PMERL) Manual || This updated version of CARE's PMERL manual is intended for use by project managers and field staff, communities and local partners engaged in designing and implementing community-based adaptation projects. It is based on the original PMERL manual which CARE developed in 2011/12 with the International Institute for Environment and Development (IIED). ||
 * [[file:RAAKS_Dossier_KIT.pdf|RAAKS]] || Rapid Appraisal for Agricultural Knowledge Systems resources from KIT - "Project design for rural poverty reduction has shifted from top-down interventions to a more
 * Reflexive Monitoring in Action || Reflexive Monitoring in Action guidelines support innovation projects to reflect on "the ambitions of the project, usual practices and the way they are embedded in the institutions, plus the developments in the system that offer opportunities for realising the ambitions of system innovation". See especially 'Dynamic Learning Agenda' page 63-9 (Wageningen University and VU University Amsterdam) ||
 * Theater and Development || Dossier of resources about the Theatre and Development approach, including street theatre and puppet theatre, to disseminate and communicate information. Produced by KIT (Royal Tropical Institute) ||
 * WeAdapt || What is Social Learning? Part of the transforming governance resources prepared by the Stockholm Environmental Institute for the WeAdapt open space on climate change. The article's focus is on the role of bridging between networks, individuals and organisations to foster the social relationships and spaces that facilitate social dimensions of learning. Also links to articles on The need for a learning approach; Adaptive Management and Learning Processes; Social Learning in Organisations; and Learning and Power. ||


 * Research and Analysis **

(PDF files of the resources below have been added to the File Store on CCSL Yammer)
 * ~ Author (year) ||~ **Name of Resource** ||~ **Description and Additional Notes** ||
 * Armitage, D et.al (2007) || Adaptive co-management and the paradox of learning //(pay-for article)// || Learning requires greater attention to capacity-building, recognition of the role of risk, and consideration of how incentives could be used to encourage learning. Further consideration of the role of power and marginality among groups participating in the learning process is also needed, as is more systematic evaluation to monitor and measure learning outcomes ||
 * Badibanga T., Ragasa C. and Ulimwengu J. (2013) || Assessing the effectiveness of multistakeholder platforms. Agricultural and rural management councils in the Democratic Republic of the Congo || This IPRI Discussion Paper (01258) analyzes the effectiveness of local-level (territory) multistakeholder platforms using data from 55 CARGs in 23 randomly selected territories in three provinces (Bandundu, Bas-Congo, and Kinshasa) of the DRC. The first CARG was established in 2008, and the survey was conducted three years later, from August to October 2011.

Innovation Platforms are increasingly advocated as multi-actor intervention spaces that can faciliate interaction and stimulate social learning for innovation. It this context; innovation is a co-evolutionary process (so not necessarily a technology or technological package), resulting from alignment of technical, social, institutional and organizational dimensions. Definition based on: Kilelu, C.W., Klerkx, L., Leeuwis, C., 2013. Unravelling the role of innovation platforms in supporting co-evolution of innovation: Contributions and tensions in a smallholder dairy development programme. Agricultural Systems 118, 65-77.) ||
 * Cundill, G., et.al, (2013) || A reﬂection on the use of case studies as a methodology for social learning research in sub Saharan Africa || A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sciences from sub-Saharan Africa to reﬂect on possible reasons behind the preponderance of case study research in this ﬁeld, and to identify common elements that may be signiﬁcant for social learning research more generally. We ﬁnd that a common interest in change oriented social learning, and therefore processes of change, makes case studies a necessary approach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reﬂected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reﬂecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is signiﬁcant scope for exploratory research that compares case studies of social learning research to generate a deeper understanding of social learning processes, and their relationship to human agency and societal change. ||
 * Cundill, G. (2011) || Monitoring social learning processes in adaptive comanagement: Three case studies from South Africa || Monitoring outcomes suggest that for learning to be effective, a balance needs to be sought between maintaining key individuals within the system, preventing rigidity and vulnerability when this is achieved, and encouraging active participation within communities of practice. Effective facilitation by an ‘honest broker’ is one of the ways in which this can be achieved. The results point to an over simplification in the rhetoric that currently surrounds the learning outcomes of multilevel networks, and challenges the idea that democratic structures are necessarily important for effective natural resource management at the community level. ||
 * Jean, H (2103) || Learning to Adapt and Transform || WWF Key Concepts in Climate Change briefing paper covers learning processes including reflexivity, double and triple-loop learning, transformative learning, learning by doing, social learning and anticipatory learning that can help to address uncertain and changing environmental and social challenges. ||
 * Kilelu C., Klerkx L. and Leeuwis C. (2013) || Unravelling the role of innovation platforms in supporting co-evolution of innovation: Contributions and tensions in a smallholder dairy development programme || The agricultural innovation systems approach emphasizes the collective nature of innovation and stresses that innovation is a co-evolutionary process, resulting from alignment of technical, social, institutional and organizational dimensions. This paper addresses this gap and conceptualizes platforms as intermediaries that connect the different actors in innovation systems in order to foster effective co-evolution. We present a case study of a smallholder dairy development programme in Kenya, led by a consortium of five organizations that provide a platform for building multi-actor partnerships to enhance smallholder dairy productivity and improve livelihoods. The findings indicate that co-evolution of innovation is a highly dynamic process with various interactional tensions and unexpected effects, and that the distributed nature of intermediation is important in resolving some of these tensions emerging at different actor interfaces. ||
 * Klerkx, L. et al. (2012) || Design process outputs as boundary objects in agricultural innovation projects: Functions and limitations || How boundary objects can be used to legitimise innovation. Producing visual and tangible representations of novel agricultural system concepts can assist in a joint innovation and learning process. However, some points require attention. Firstly, design process outputs are not an outcome of a design pro- cess, but part and parcel of an evolving design process. ||
 * Measham, T.G. (2014) || How Long Does Social Learning Take?Insights from a Longitudinal Case Study || Social learning continues to attract the attention of researchers in natural resource management, yet little published research focuses specifically on social learning time frames. This article aims to redress this knowledge gap through presenting insights from a longitudinal study in Australia. The study involved four interview rounds from 2004 to 2009 with landholders taking part in a program focused on managing dryland salinity. The results demonstrate that participants were initially frustrated by the slow pace of social learning. Evidence of social learning occurred after approximately 1 year, but was initially restricted to an increased understanding of the problem without improved knowledge to address it. ||
 * Mur R., Nederlof S.(eds) || Innovation for fashion or action? Building Innovation Capacity || This book is about the challenges and practical realities of building the capacity to innovate. It describes the experiences of the Research Into Use (RIU) programme in Africa, a five-year, multicountry investment by DFID that aimed to extract development impact from past investments in agricultural research. The book documents lessons for practitioners and policy-makers in the national and international arenas who are planning and implementing investments to enable agricultural innovation. ||
 * Paassen, A. van, et.al (2011) || Knowledge in Action - the search for collaborative research for sustainable landscape development || The case study from the CIFOR adaptive collaborative management project (Learning from learning: the experiences with implementing adaptive collaborative forest management in Zimbabwe: Page 169-189) might interest people most. Also check out the conclusions section for detail on the following recommendations for those who want to engage in collaborative research for sustainable landscape development and governance (pages 296-299)

1. Link up with existing institutions to embed the research in their innovation process 2. Look at the problem and context to determine the role of research 3. Study the various theoretical frameworks and use them flexibly 4. Select the most appropriate type of boundary-spanning process 5. Opt for a reflexive approach and if possible include stakeholders in this exercise 6. Express contrasting paradigms and deal with them 7. Remain cautious and modest in a context of diversity and conflict || process characteristics that foster social learning: open communication, diverse participation, unrestrained thinking, constructive conflict, democratic structure, multiple sources of knowledge, extended engagement, and facilitation. Suggests these can be encouraged / facilitated through meeting/process design and facilitation. Concludes that "social learning is essential but not sufficient for co-management. Appropriate structures and processes are needed to sustain learning and enable joint action." || Social learning review [] = = =Videos= His talk pushes for stronger collaborations amongst academics and with the public, better political engagement, and more risk taking in our research--recognizing that true innovation is always preceded by failed attempts ||
 * Pahl-Wostl, C. (2006) || The importance of social learning in restoring the multifunctionality of rivers and floodplains || The paper discusses the role of social learning in the transition toward the adaptive management of floodplains and rivers that is required to restore and maintain multifunctional riverine landscapes. In addition to the uncertainties resulting from our limited knowledge about the complex spatiotemporal dynamics of floodplains, we have to take into account the ambiguities that arise as a result of the different perceptions of stakeholders. ||
 * Pinedo-Vasques, M. (2013) || Traditional forest knowledge is not folklore, but a resource for change || Interview given to Barbara Fraser of CIFOR Forests News about how traditional forest knowledge and practices can be used to design local, regional and national adaptation and mitigation initiatives. ||
 * Rist, S et.al (2006) || “It was Hard to Come to Mutual Understanding . . .” - The Multidimensionality of Social Learning Processes Concerned with Sustainable Natural Resource Use in India, Africa and Latin America || Social learning processes were found to be more likely to be successful if they 1) opened new space for communicative action, allowing for an intersubjective re-definition of the present situation, 2) contributed to rebalance the relationships between social capital and social, emotional and cognitive competencies within and between local and external actors ||
 * Schusler, T.M et.al (2003) || Social Learning for Collaborative Natural Resource Management || Readable, clear account of influences on Social Learning (though from a near ideal project). Identifies
 * Shanley, P. (2006) || Science for the poor: How one woman challenged researchers, ranchers and loggers in Amazonia || Glória Gaia’s story raises the questions: Who is science for and how can science reach disenfranchised populations? Lessons for scientists and practitioners from Glória’s story include: broadening the range of products from research to reach local people, complementing local ecological knowledge with scientific data, sharing precautionary data demonstrating trends, and involving women and marginalized people in the research and outreach process. ||
 * Siebenhüner, B. (2006) || Social Learning in the Field of Climate Change || Discusses social learning as an approach to reduce uncertainty taking the IPCC as its case study. In particular reveals the interplay between the formal processes and the informal interactions between those people participating in the formal processes. ||
 * Tschakert, P & Dietrich, KA (2010) || Anticipatory Learning for Climate Change Adaptation and Resilience || Identifies opportunities and obstacles for forward-looking learning processes at the intersection of climatic uncertainty and development challenges in Africa ||
 * Wal, M. et al (2013) || Measuring social learning in participatory approaches to natural resource management || Provides a method to understand how participants in a joint initiative converge towards a certain position (described in the article as one of the objectives of social learning) by means of asking them to select one of four answers to a number of statements - each possible answer corresponding to one typical position (e.g. hierarchist, individualist, egalitarian, fatalist) and representing results visually. This method can be used repeatedly over time to illustrate that progress towards a collective vision (if any). ||
 * Wals, A., et.al (2009) || The Acoustics of Social Learning - Designing learning processes that contribute to a more sustainable world || This paper offers some stepping stones for making careful use of social learning prompted by the challenge of sustainable development on the basis of a number of questions:
 * Why is social learning essential to sustainable development?
 * When do we speak in terms of a social learning process?
 * How does it distinguish itself from other more participatory approaches?
 * Precisely which situations (questions, challenges,problems) require a social learning process and which ones do not?
 * How do we create an environment in which social learning processes are likely to succeed? And what does an environment of this kind look like?
 * When can we say that a social learning process has proved to be successful?
 * Which competencies are essential if social learning processes are to succeed? ||
 * Webler, T et.al (1995) || Public Participation in Impact Assessment: A social learning perspective //(preview only)// || Successful public participation must yield not only fair and competent decisions, but also uncover common needs and understandings that transcend egoistic aims, and contribute to the development of democracy ||
 * **Name of Resources** || **Description and Additional Notes** ||
 * Linking Knowledge with Action for Sustainaibility || Interesting video from William Clark of Harvard University on linking knowledge with action. Draws a lot on CGIAR work. Quite long but also highly relevant.
 * Participatory Rural Radio an Example of Social Learning Among Farmers and Scientists || Freyhiwot Nadew (Farm Radio International) reflects on the role of rural radio in relation to social learning. Recorded at the 2012 CCAFS and ILRI workshop on Communications and Social Learning in Climate Change (August 2012) ||
 * Transformative Partnerships for a Food Secure World || White board animated video arguing that to transform food systems, we also need to transform how the research that supports these transformations is done. We need to think more about partnerships. And learning. Produced by CCAFS CCSL and narrated by FANRPAN CEO and <span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif; font-size: 13px; line-height: 1.5;">food policy leader Dr Lindiwe Majele Sibanda (Sep 2013) ||
 * Social Learning Demands Inclusivity of Knowledge Providers || <span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif; font-size: 13px;">Roger Stern (University of Reading) reflects on social learning 'gaps', particularly the need to include meteorological service providers in climate change data discussions. Recorded at the 2012 CCAFS and ILRI workshop on Communications and Social Learning in Climate Change (August 2012) ||
 * CARE Adaptation Learning Program Helps Communities Become More Resilient || <span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif; font-size: 13px;">Fiona Percy from CARE introduces the work of its Adaptation Learning Program and its role in supporting communities in Africa deal with climate change. Recorded at the 2012 CCAFS and ILRI workshop on Communications and Social Learning in Climate Change (August 2012) ||
 * Dataverse as a Tool to Archive and Share Research Data || Roger Stern (University of Reading) reflects on the usefulness of the Dataverse data archiving tool. Recorded at the 2012 CCAFS and ILRI workshop on Communications and Social Learning in Climate Change (August 2012) ||
 * Double Loop Learning || Educationalist Sir John Jones provides a good introduction to double loop learning ||
 * Linking Community Social Learning Activities for Adaptive Capacity || Jonathon Ensor (Practical Action) and Javier Gonsalves introduces a proptype solution for learning about social learning at the community level. Recorded at the Climate Development Knowledge Network (CDKN) Action Lab (April 2011) ||
 * Collaborative Learning || Interview with Arjen Wals, Professor of Social Learning and Sustainable Development at Wageningen University Centre for Sustainable Development and Food Security talking about the importance of transformative action within social learning ||
 * What is Social Learning || Quick introduction to social learning inspired by the article 'What is Social Learning' by Reed, M.S. et.al (2010) in Ecology and Society <span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif; font-size: 13px; line-height: 1.5;">15 (4) ||
 * Farmer to Farmer Learning on Climate Change Adaptation in Ethiopia || Red Cross Climate Centre highlights how the use of Participatory Video helps farmers in one community to share their experience of adaptations with others leading to action and change by the community. ||

In the May 2012 workshop, additional materials were shared on this page - found also at the bottom of the current page. = = =**News and Opinion**=
 * ~ **Name of Resource** ||~ **Description and Additional Notes** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 15px;">Etienne Wenger and Beverly Trainer || Consultancy from leading social learning practitioners Wenger and Trainer ||
 * <span style="font-family: Calibri,sans-serif; font-size: 15px;">ILAC || CGIAR Institutional Learning and Change Initiative ||
 * Learning for Sustainability || A really useful website from Dr Will Allen with guidance and reference materials for those working to support social learning and collective action around sustainability issues. The Social Learning, Governance and Practice Change pages cover systems thinking; building networks; encouraging dialogue; knowledge management; planning and evaluation; capacity building, social capital and empowerment; encouraging innovation; and books on social learning. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 15px;">MANDE || Monitoring and Evaluation News is anews service focusing on developments in monitoring and evaluation methods relevant to development programmes with social development objectives ||
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Pelican || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The Platform for Evidence Based Learning and Communications for Social Change is a email discussion group that aims to enhance practical understanding of joint learning processes in development and to identify strategies to strengthen them. Requires sign up ||
 * <span style="font-family: Calibri,sans-serif; font-size: 15px;">Social Learning Newsletter || <span style="font-family: Calibri,sans-serif; font-size: 14.6667px;">A curated selection of blog posts, articles, photos and videos on social learning ||
 * St Ulrich Group || Informal community of practice in Participatory Technology Development (PTD) / Participatory Innovation Development (PID). Meets face to face annually and has a email discussion list to share information on current activities related to PTD/PID, discuss related issues and try to keep members up-to-date about projects and publications. ||
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Interaction Institute || A not for profit social change consultancy focusing on facilitative leadership – a model rooted in shared power and decision-making, consensus building, collaborative skill, and servant leadership ||

=Training Opportunities= 18 Aug 2014 for self-funding || 15 Dec 2014 for self-funding ||
 * **Title** || **Provider** || **Date** || **Funding** || Deadline ||
 * <span style="background-color: #ffffff; color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 14px;">Facilitating Multi-Stakeholder Processes and Social Learning || <span style="background-color: #ffffff; color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 14px;">Wageningen Univ || 29 Sept - 17 Oct 2014 || Netherlands Fellowship Programme || 4 Feb 2014 for scholarship
 * Linking Research to Local Rural Innovation || ICRA || 9-27 March 2015 || Netherlands Fellowship Programme || 12 Oct 2014 for scholarship

=Projects from Beyond the CGIAR=


 * **What is the Project About** || **Who Leads It** || **When Would it Take Place** || **Status of the Project** || **Additional Notes** ||
 * @Burundi Food Security Program || Episcopal Relief & Development / Cornell University / Anglican Church of Burundi || 2013-2017 || Active || Research within the project is looking to <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; line-height: 1.5;">capture impacts of community processes, farmer uptake of practices, as well as the technical aspects of different varieties and techniques on yield, resilience to climate extremes, etc ||

=Materials from the May 2012 Workshop=

These are materials brought or shared by participants before, during and after the May 2012 workshop:
 * Application of ICTs for climate change adaptation in the water sector: Developing country experiences and emerging research priorities (April 2012)
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 11pt;">Documentation capitalisation systematización: A compilation of methods and approaches (ILEIA)
 * Knowledge management within IFAD: Training the trainers (ILEIA)
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 11pt;">Knowledge management within IFAD: This is what makes us special (ILEIA)
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 15px;">Learning from experience: A manual for organizing, analysing and documenting field based information (ILEIA)
 * Learning in Highly Distributed Organisations - Summary (January 2011): [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="external image pdf.png" link="file:commsl4climate/Learning_Highly_Distributed_Organisations_Summary_4Jan11.pdf"]]
 * Making local futures tangible - Global Environmental Change Paper [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="external image pdf.png" link="file:commsl4climate/Shaw et al. 2009. Making Local Futures Tangible..pdf"]]
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Prolinnova video: Reaping Bright Ideas (global film)
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Prolinnova Cambodia video: Visionary Farming
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Prolinnova Niger video: Arid Land, Fertile Minds
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Prolinnova South Africa video: Sparks on the Rainbow
 * Research Into Use: //learning// resources
 * Climate Asia (BBC Media Action Project)
 * CARE ALP Participatory Scenario Planning Brief
 * COMPAS Endogenous Development and Biocultural Development
 * Centre for Indigenous Knowledge and Organizational Development


 * CCAFS materials ** :
 * Climate Forecasting Work in Senegal
 * Working paper 22 climate change communication and social learning - Annexes.
 * CCAFS Scenarios Project
 * [[file:ccsl/CCAFS participatory scenarios_ art-3A10.1007-2Fs10113-012-0350-1.pdf|CCAFS participatory scenarios document]]
 * [[file:ccsl/ccafs_scenario_workshop_aug2010.pdf|Scenario workshop August 2010]]
 * [[file:ccsl/ccafs_scenario_dec12010.pdf|Scenario report December 2010]]


 * Article: [[file:ccsl/CCAFS smallholder changing practices_art-3A10.1007-2Fs12571-012-0194-z.pdf|Smallholders changing farming practices]]
 * CCAFS gender work:
 * [[file:ccsl/CCAFS_Gender_CC_Training_guide_md280e.pdf|Gender in CC training guide]]
 * Working Paper 26: Adopting a gender lens
 * [[file:ccsl/fao-ccafs-brief-gender-web.pdf|FAO-CCAFS gender brief]]


 * Data management:
 * [[file:ccsl/CCAFS ISP3 5 1 CCAFS Data management strategy.docx|Data management strategy]]
 * [[file:ccsl/CCAFS ISP3 5 2 CCAFS Data Management Strategy Implementation Plan.docx|Data management strategy implementation plan]]
 * [[file:ccsl/CCAFS ISP3 5 3 CCAFS Data management guidelines.docx|Data management guidelines]]


 * Materials in French **
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Video Prolinnova: Récolter des Idées Lumineuses
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Video Prolinnova Cambodge: L’agriculture visionnaire
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Video Prolinnova Niger: Terre Aride, Esprits Fertiles
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Video Prolinnova Afrique du Sud: Les étincelles sur l’Arc-en-ciel