time banking knowledge is power
DESCRIPTION
• Person 2 Organisation • Person 2 Person A.K.A -Neighbour to Neighbour and On A Smaller Scale Kitchen Table. Person 2 Person Time Banking Changing the conversation between service provider and beneficiary by embedding Time Banking into the operating structure of the service provider. Person 2 Organisation Time Banking: Applying the second model of person 2 organisation time banking to work with learning providers. Knowledge is Power Building Active Learning NetworksTRANSCRIPT
Two Models of Time Banking:
• Person 2 Person
• Person 2 Organisation
Person 2 Person Time Banking
A.K.A - Neighbour to Neighbour and On A Smaller Scale Kitchen
Table.
Person 2 Organisation Time Banking:
Changing the conversation between service provider and beneficiary by embedding Time Banking into the operating structure of the
service provider.
Applying the second model of
person 2 organisation time banking
to work with learning providers.
Knowledge is Power
Building Active Learning Networks
Anyone who believes that additional investment in learning classes will lead to an active life-long learning culture is either
a madman or a learning provider
Norman Longworth Professor Life-Long Learning, European Centre for Life-Long
Learning
Research by Stephen Gorard of
Cardiff University
• Despite calls for lifelong learning, adults are less likely to take part in learning than they were 20 or even 50 years ago
• In disadvantaged communities many people have settled into a life of low educational expectation. The challenge is how to re-engage these people into a learning culture that is relevant to their lives, supports their aspirations and recognises their own inherent talents. The study recognises that communities are full of unused talent, skill, knowledge and experience, and that active Learning Networks provide one method of unleashing and utilising this learning potential.
The Old Conversation
Silo learning classes in colleges or devolved
to Neighbourhood/Community Learning
Centres
How well does a Neighborhood Learning
Centre connect with the community? Does it
foster an active learning culture or a passive
learning culture?
The New Conversation
Building Learning Networks: An active
learning culture needs to be built on three
pillars
• Membership
• Mutuality: A Currency for Learning
• Active Learning
1. Membership
People are invited to join
Learning Networks and
take part in a new
conversation on the basis
that everyone has a
contribution to make
which is valuable to their
community, irrespective
of disability, gender, race
or religion.
2. Mutuality: A Currency for
Learning
For each hour a member
gives to sharing their
learning to build civil
society they receive one
learning credit. Learning
credits are used to
access study trips, social
evenings, learning events
and learning classes.
Mutuality Continued
Active Learning: Time In
• Mentoring On Courses
• Intergenerational learning exchanges
• Organising learning events
• Recruiting Learners to the Network
• Governance activities
• Peer Tutoring
Learning: Time Out
• Accessing new learning
• Learning Exchanges
• Learning Events and Educational visits
• Social Activities
3. Active Learning
Taking learning outside the classroom and
into the community was a strong feature of
a South Wales life long learning culture
pre 1945. The old learning agencies
(Institutes and Educational Settlement
Trusts) understood the power of collective
knowledge as a pre cursor for collective
engagement.
Active Learning Studios
• In the same way that one thinks of a film studio
as a place where you learn about film and
produce film we should think of “high street”
learning studios in the same way. Examples:
• Food Studio
• Sculpture Studio
• Hair Studio
• Making Learning Real: Devolving learning to a
community level
Future Learning Networks
Future learning networks can be built on:
• Membership
• Learning Time Currency
• Active Learning