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marine_colab:reflection_meeting [2016-02-15 11:38] – nik | marine_colab:reflection_meeting [2016-02-15 13:18] – maja | ||
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Present: Louisa Hooper, Margaret Bolton, Esther Goodwin Brown, Vali Lalioti, Maja Kuzmanovic and Nik Gaffney | Present: Louisa Hooper, Margaret Bolton, Esther Goodwin Brown, Vali Lalioti, Maja Kuzmanovic and Nik Gaffney | ||
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==== CGF aims ==== | ==== CGF aims ==== | ||
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Objectives: | Objectives: | ||
- | * identify | + | * identify |
* establish a cross sector platform, which would include: | * establish a cross sector platform, which would include: | ||
- | * programme of workshops between | + | * programme of workshops between |
- | * portfolio of projects; new, existing, joint, synergies with GOI [to foster collaboration and innovation and be enabled by flexible funding and evaluation schemes] | + | * portfolio of projects; new, existing, joint, synergies with GOI (to foster collaboration and innovation and be enabled by flexible funding and evaluation schemes) |
* an evolving, learning community | * an evolving, learning community | ||
* design an evaluation and dissemination plan | * design an evaluation and dissemination plan | ||
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==Workshop 1: Questions, vision, co-creation [January 2015]== | ==Workshop 1: Questions, vision, co-creation [January 2015]== | ||
* Before the workshop collect a set of 'key questions' | * Before the workshop collect a set of 'key questions' | ||
- | * Begin the workshop from personal experiences related to the core question | + | * Begin the workshop from personal experiences related to the core question |
* Mapping what is know and what is unknown about valuing the oceans in the group | * Mapping what is know and what is unknown about valuing the oceans in the group | ||
* Uncovering emerging trends important for the CoLAB [critical uncertainties: | * Uncovering emerging trends important for the CoLAB [critical uncertainties: | ||
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==Workshop 4: Reflection, Looking back and looking forward [July 2015]== | ==Workshop 4: Reflection, Looking back and looking forward [July 2015]== | ||
* Clarify learning from [results and process of] experiments | * Clarify learning from [results and process of] experiments | ||
- | * Introduce collaborative processes for enabling scaling up experiments using an iterative approach [backcasting, | + | * Introduce collaborative processes for enabling scaling up experiments using an iterative approach [backcasting, |
* Evaluate the experiments and Marine CoLAB scoping phase [using the adaptive action cycle technique] | * Evaluate the experiments and Marine CoLAB scoping phase [using the adaptive action cycle technique] | ||
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==Learning== | ==Learning== | ||
- | * Hypothesis: playful co-creation brings people together (proven) | + | * Hypothesis: playful co-creation brings people together (established) |
- | * Hypothesis: multi-day on site workshops contribute to community building (proven) | + | * Hypothesis: multi-day on site workshops contribute to community building (established) |
* Hypothesis: systems change | * Hypothesis: systems change | ||
* maybe it would help if the 'lab approach' | * maybe it would help if the 'lab approach' | ||
- | * this is a longer process than expected, with more resistance | + | * this was a longer process than expected, with more resistance |
* it helps to have an environment in which it is safe to experiment, but this takes a lot of time to create | * it helps to have an environment in which it is safe to experiment, but this takes a lot of time to create | ||
* the participants had difficulty to design experiments in iterative ways | * the participants had difficulty to design experiments in iterative ways | ||
* possibly due to experts preferring to avoid getting out of their comfort zone, especially when they don’t know each other | * possibly due to experts preferring to avoid getting out of their comfort zone, especially when they don’t know each other | ||
* Hypothesis: Ambitious projects can be gradually reduced in risk through iterative, experimental, | * Hypothesis: Ambitious projects can be gradually reduced in risk through iterative, experimental, | ||
- | * learn form failure | + | * learn from failure |
- | * never have to go back to scratch | + | * not have to go back to scratch |
- | * needs appropriate documentation and evaluation | + | * required |
- | * Hypothesis: 2nd cycle will transition | + | * Hypothesis: 2nd cycle will facilitate |
* facilitators should become redundant | * facilitators should become redundant | ||
- | * group takes more ownership of the process | + | * group takes more ownership of the process, become collectively engaged, |
- | * Hypothesis: there needs to be continuous evaluation and adaptation (proven) | + | * Hypothesis: there needs to be continuous evaluation and adaptation (established) |
* Hypothesis: lab approach can get to an operational plan quicker than using other methods (to be tested and compared with other initiatives) | * Hypothesis: lab approach can get to an operational plan quicker than using other methods (to be tested and compared with other initiatives) | ||
- | * Hypothesis: being able to take lab learning back into organisations (to be evaluated more formally; it appears to be happening from the testimonials and informal conversations) | + | * Hypothesis: being able to take lab learning back into organisations (to be evaluated more formally; it appears to be happening from testimonials and informal conversations) |
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Methods that CGF and/or FoAM have experience with: | Methods that CGF and/or FoAM have experience with: | ||
- | * In general, trying to find ways of using logic and planning tools 'in reverse' | + | * In general, trying to find ways of using logic and planning tools 'in reverse' |
* Direct feedback; listening circle, step-in step-back, Japanese post-its, debriefing, reflecting in a group | * Direct feedback; listening circle, step-in step-back, Japanese post-its, debriefing, reflecting in a group | ||
* Written reports: Evaluation templates, qualitative evaluation | * Written reports: Evaluation templates, qualitative evaluation | ||
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* Adaptive Action Cycle (what, so what, now what) | * Adaptive Action Cycle (what, so what, now what) | ||
* Ethnographic approaches: participant-observer, | * Ethnographic approaches: participant-observer, | ||
- | * Theory of change (both as design/ | + | * Theory of change (both as design/ |
* Outcome mapping | * Outcome mapping | ||
* 'Most significant change’ | * 'Most significant change’ | ||
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* ' | * ' | ||
* User / developer research (interviews, | * User / developer research (interviews, | ||
- | * Evaluating unknowns (the black animals ( swan, elephant, jellyfish)) | + | * Evaluating unknowns (with the black animals (swans, elephants & jellyfish)) |
- | * The ' | + | * The ' |
Challenge: finding appropriate ways of evaluating dynamic aspects of an initiative; the dynamics has to be present in the evaluation model as well. | Challenge: finding appropriate ways of evaluating dynamic aspects of an initiative; the dynamics has to be present in the evaluation model as well. | ||
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* [[http:// | * [[http:// | ||
* [[http:// | * [[http:// | ||
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