Grower networks support adoption of innovations in pollination management: The roles of social learning, technical learning, and personal experience

Beyond doubt, learner-centered approach has proved to be effective for better learning outcomes. Drawing on a personal experience, I present in this paper how a mix of being involved with a series of training workshops, discussion with my colleagues, and the ‘accidental’ introduction of social constructivist tools in my classrooms gradually changed my view on the potential of technology in the learning process. It also looks at how a reflective diary helped me to leverage these experiences more effectively. It records a journey of interaction with education designers, other teachers and students, and how I selected the resources and approaches that might produce better learning opportunities for the learners. It further looks at the adoption of learning technology as a vehicle for developing the teacher’s own understanding of the power of social learning. I address some of the challenges I encountered while making the shift. The paper concludes that intentionally reviewing one’s teaching in collaboration with education experts, one’s colleagues and learners is a positive experience and has resulted in an approach that has considerably shifted the focus to learners. I am optimistic that my fellow teachers find my experiences inspiring and we collectively can bring about a change for the benefit of the education sector.

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Urban Water Governance and Learning—Time for More Systemic Approaches?

Sustainability ◽

10.3390/su12176916 ◽

2020 ◽

Vol 12 (17) ◽

pp. 6916

Author(s):

Åse Johannessen ◽

Erik Mostert

Keyword(s):

Social Learning ◽

Error Detection ◽

Water Governance ◽

Urban Water ◽

Barriers To Learning ◽

Adoption Of Innovations ◽

Urban Transition ◽

Learning Barriers ◽

Error Detection And Correction ◽

Speed Up

Social learning, especially triple-loop social learning involving institutional and governance changes, has great potential to address urban water issues such as flooding, drought, and pollution. It facilitates urban transition and the adoption of more systemic approaches and innovations. Social learning in water governance is a growing field, but the triple-loop learning concept remains vague and underexplored. Additionally, the focus is often on how social learning can contribute to progress with little attention being paid to barriers to learning. The aim of this paper is to increase understanding of triple-loop social learning to improve the “learning infrastructure”. It investigates key learning barriers for realizing green (livable) and adaptive cities in Malmö and Gothenburg, Sweden. Integration of nature-based solutions in spatial planning and development of these cities has been slow. The results found three types of barriers contributing to this: systemic (disconnecting parts with the whole); opacity (reducing communication between error detection and correction); and process-related (reducing the adoption of innovations). The paper contributes to understanding the social learning barriers for implementing planning. These insights could help overcome “adaptation inertia” and speed up policy learning towards sustainability and resilience.

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Social Learning and the Adoption of Innovations

The Economy as an Evolving Complex System, III ◽

10.1093/acprof:oso/9780195162592.003.0003 ◽

2005 ◽

pp. 31-48

Author(s):

Charles F. Manski

Keyword(s):

Social Learning ◽

Adoption Of Innovations

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A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

Behavioral and Brain Sciences ◽

10.1017/s0140525x2000014x ◽

2020 ◽

Vol 43 ◽

Author(s):

Thibaud Gruber

Keyword(s):

Social Learning ◽

Cognitive Processes ◽

Learning Processes ◽

Cognitive Approach ◽

Technological Culture ◽

Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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