1	International Perspectives on Learning Communities and Learning Regions An introduction compiled and presented by: Kennet Lindquist, CEO, SwedishTelePedagogic Knowledge Centre
2	Presentation outline Core concepts – some reflections Trends - some highlights/challenges Ongoing activities – some illustrations Useful solutions – some examples Issues to address – some proposals
3	Core concepts in and reflections on EU policy “EU must be more competitive, a knowledge-based economy” “EU member countries need to make radical transformations and modernise their economy and in its educational services” Penetration of EUs ‘cities of Europe’ Ed&Trg policy documents (Lisbon, Stockholm, Barcelona, Brussels, Bologna, Luxeburg, Cardiff, Copenhagen, Fiera, aso) will however show a very mixed collection of reiteration of ‘old things’ possibly with ‘new clothes’ (such as LLL), but few radical transformation proposals on strategy or operational levels. The 11 November interim report of the progress of the “2010 ambitions” is almost as severe for Europe as the 9-11 for US. The difference is that very few hear any alarm-bells ringing.
4	Some additional reflections on EU policy Insufficient headways (focus/investments in key areas/issues) Is the proposed platform designed for a knowledge-economy or not? EU lags behind US (are we sure we are in the same race?) Can we become different/better by simply playing ‘follow John’? Lower absorption of students from other regions Can a LLL perspective be applied also here, or relationship management Many warning-lights still red (emphasis on weak sectors) If main focus is on weakest resources how to become competitive? Teacher shortage/situation serious (more of the same) Is present teacher-student structure fit to a future knowledge-economy?
5	Trends/Potential changes in LLL perspectives
6	Anchoring the presentation in present policies EU policy concerns relating to Ed&Trg / LLL / LR-LC An essentially empty chapter despite its stated priority LR initiatives points in all directions (partially vision-less) LLL is increasingly approached on policy level as ‘more Ed&Trg’ Skill Strategy vs. Knowledge Economy demands Skill strategy’ uses familiar words but implies considerable changes Maintaining the skill strategy orientation in lower echelons requires care Strategy formulations Cost less Involves fewer Take less time Is easier to agree on … than Strategy implementation (an easy though but tough to accept reality) More attention, resources and support to strategy implementation is needed Skill strategies must be anchored in the local/regional implementation context Skill strategy implementation is substantially more than skills development
7	Developing, coordinating and supporting Learning Regions / Learning Communities
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9	R3L Cooperation services
10	R3L Support services
11	R3L Project services
12	R3L Learning Region services
13	Example of a R3L Learning Region Initiative
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15	R3L Development Guide
16	Link between LR Development Guide and the WS
17	Another useful Community development handbook
18	Guide for development of Smart communities
19	Logic model for LR / LC development
20	Logic model templates and instructions
21	Some reflections relating to UK initiative of Skills Strategies, Alliances and Learning Communities
22	Practical Learning Community concerns Support strategy Examples from R3L Initiation approaches Examples from R3L Readiness generation Examples from R3L Engaging Stakeholders Examples from R3L Activity management Examples from R3L Marketing/Dissemination Examples from R3L Evaluation process Examples from R3L Quality assurance Examples from R3L
23	LR / LC Support Strategy Different phases of LR/LC development requires different support services Different actors come in at different development stages A personalised / user-centred service approach is needed Not all actors will admit in time that they need support
24	LR / LC phases and their Support orientations
25	R3L’s Mediator-oriented Service Strategy
26	R3L’s User-centred Service components
27	R3L’s self-assessment of support needs
28	Alternative LR/LC initiation approaches SWOT-based approaches Indicator-based approaches Actor-cluster approaches Foresight-based approaches Capacity-based approaches
29	SWOT-driven Regional development toolkit
30	Indicator-driven LR / community development
31	A cluster-formation based LR development
32	Foren approach to regional foresight / development
33	Capacity assessment approach to LR development
34	LR / LC Readiness Generation Community life-cycle LR/LC development stages Stages of readiness Engagement readiness Using readiness barometers
35	Life-cycle model for LR / LC development
36	Stages of community readiness generation
37	Readiness for community engagement
38	LR / LC Engaging Stakeholders Stakeholder analysis Measuring LR/LC value Value of LR/LC relationships Value-creation cycle Alliance generation Community consultation Stakeholder involvement
39	Stakeholder Analysis / Measuring community value
40	Measure value of stakeholder relationship
41	Value-creation model for collaborative initiatives
42	Development of Collaborative Alliances
43	Implement a community consultation process
44	Consultation/engagement of community stakeholders
45	LR / LC Activity Management Need for inter-community support and exchange service environment Virtual community services act as a ‘cross-breeder’ between communities Enables sub- and cross-community initiatives, theme-based working groups and joint projects Inter-project management monitoring and reporting
46	Service platform for R3L Learning Region online services
47	VCP Community-based Project Management Online project management Project information Project activities Project actor involvement Project budget/costing Progress reporting Cost/resource reporting Distributed management Project administration Project Work blocks Partner coordination Activity management Cost accounting Responsible/assistants
48	Review of progress in collaborative projects Information on ‘cards’ Project Card Work Block Card Partner Card Project Actor Card Reference to community info Member cards Organisation cards Groups/Communities Resource materials Interconnect with ‘engines’ Display engine Calendar engine Inquiry engine
49	LR / LC Evaluation Process Project management systems are good evaluation tools Evaluation concerns should be addressed before action starts Evaluate the ‘collaborative journey’ throughout initiatives Evaluate the contextual impact of the initiatives taken
50	Internal evaluation of LR / LC initiatives Defintion of collaboratives Communication Contribution Coordination Coperation Collaboration The Collaborative Journey ‘Getting started’ ‘En route’ ‘Arrived’ Evaluation of .. Self-interest Feasibility Process Outcomes
51	Contextual evaluation of LR / LC Five-tiered approach Programme definition Works sheets Accountability Work sheets Understanding Work sheets Progress toward objectives Work sheets Long-term outcomes Work sheets
52	LR / LC Quality Assurance Many quality dimensions to address in a LR/LC initiative Quality assurance is a ‘core’ management task Use established quality standards/practices Quality of service provision is highly crucial for LR/LC Quality assurance through indicators and benchmarking
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54	Matrix service quality standards
55	Service provision standards
56	Self-assessment using quality indicators
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58	LR / LC Marketing / Dissemination Shared community services are important marketing and dissemination channels Use available marketing and dissemination guides/roadmaps Implement frequent reviews of dissemination practices Provide tools that promotes consistency between LR/LC Instil a culture of info sharing and usage of others solutions Facilitate marketing and dissemination of know-how and experiences among LR/LC actors
59	R3L Dissemination services
60	Self-inventory of disseminations
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62	R3L Promotor Virtual Library
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66	Concluding reflections Ensure a solid support ‘umbrella’ for the learning community initiatives Adopt a support-oriented learning community development rather than pursue directive-oriented learning community initiatives Provide wide range of guides and tools for the learning region all adjustable to different ‘maturity levels’ among the involved actors Ensure early and continuing training of ‘core actors’ within the learning communities as well as to the support service providers Avoid ‘reinventing the wheel’ and constantly battle against the too common NIH-syndrome among learning service providers