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Does a learning community or communities of practice need jobs to operate well? In the event you officially assign these jobs to the people or is it best if people spontaneously fulfill certain tasks? What about the self-organizing power of neighborhoods? Sibrenne Wagenaar en Joitske Hulsebosch) about roles in networked learning. It was thought by us would be nice to talk about a few of our thinking in this blogpost. Tasks aren’t explicitly assigned and named since it is a starting and spontaneous process.

Since we’ve taken the effort to invite people we feel more accountable for the ins and outs of this network, but others take initiatives and propose activities also. We talk regularly with members informally, take the initiative to convene a gathering f2f, start an online brainstorming, make sure invitations are for sale to online webinars.

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But essentially anyone can take the initiative to begin operations and that happens. And when doing formal functions enter the real way of spontaneous self-organisation? Far more formal role gives you a certain focus and responsibility that mean it is clear how you (are supposed to) donate to a network. The art in network learning is often this can be coupled with other existing work jobs and developing a formalized role may help to ensure the learning community doesn’t get ‘off the radar’.

It is essential that the contents of the network highly relevant to you and in line with other work you need to do to avoid the network jobs from falling from the list but having an explicit role can simply also contribute. What roles is it possible to distinguish? There are many different classifications of roles in learning systems. The Ruud de Moor Centrum has recently developed a great networked learning toolkit, and developed six important assignments, pass on over an external and internal concentrate. You can find two more sources that we like to give out: Eric Davidov’s roles and roles described by Michael Fontaine.

3. Ambassador is supporting and advocating the necessity for the training network. Consumer: the individual who looks for and uses the content, information, and social connections. 2. Creator: The individual who creates, stocks, improves, and discusses content and information. 3. Connector: The person who helps others to find the content, information, and people they seek or need.

4. Carrier: The individual who helps designers to transmit and promote their content and information to others. 5. Caretaker: The individual who manages the training community. We offer these three categories never to compare them, but showing the variety in thinking about and determining tasks rather. This isn’t the ‘one right list’ that will make your learning network perfect.

You may develop your own list of assignments for your network, motivated by these lists. It really is difficult to compare them because they have been defined from different perspectives. The list of Ruud de Moor Center is based on multiple learning systems in a system in which jobs are needed exterior support. Eric Davidov, based on a literature summary, has compiled the most typical roles in a grouped community of Practice.

Fontaine has viewed assignments and their development in neighborhoods in several large organizations. In his view, certain functions (eg sponsor, leader, subject matter experts) are important in the first stages of a major network, and over time find it obvious shifts rather. Fascinating to read his article about it!

Formal or casual roles? There’s a difference between a spontaneous role (eg. It might be beneficial to formalize certain tasks to create clearness and to make sure that the duties are anchored someplace in the network. Using functions might help the introduction of a network. That is true for a coordinator roles, but also for less obvious roles like inspirator or monitor.

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