Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revisionLast revisionBoth sides next revision | ||
| marine_colab:reflection_meeting [2016-02-15 11:38] – nik | marine_colab:reflection_meeting [2017-01-11 23:38] – maja | ||
|---|---|---|---|
| Line 5: | Line 5: | ||
| 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 | ||
| - | |||
| ==== CGF aims ==== | ==== CGF aims ==== | ||
| - | Marine environment is complex, multi-stakeholder, | + | Marine environment is complex, multi-stakeholder, |
| * Effective flows of knowledge (to deepen understanding of the role of the ocean on human wellbeing, as well as to better understand priorities for action and inspire others to act in new ways) | * Effective flows of knowledge (to deepen understanding of the role of the ocean on human wellbeing, as well as to better understand priorities for action and inspire others to act in new ways) | ||
| * Improved collaborations and shared learning across borders, sectors and disciplines (to improve sharing and managing ocean resources) | * Improved collaborations and shared learning across borders, sectors and disciplines (to improve sharing and managing ocean resources) | ||
| Line 17: | Line 16: | ||
| 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 | ||
| Line 27: | Line 26: | ||
| ==== FoAM's Lab Approach ==== | ==== FoAM's Lab Approach ==== | ||
| - | To meet CGF's aims FoAM proposed a [[/ | + | To meet CGF's aims FoAM proposed a [[marine_colab/ |
| * a lab/ | * a lab/ | ||
| * a portfolio of projects/ | * a portfolio of projects/ | ||
| - | The [[/ | + | The [[marine_colab/ |
| === Scoping phase === | === Scoping phase === | ||
| Line 39: | Line 38: | ||
| ==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: | ||
| Line 58: | Line 57: | ||
| ==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] | ||
| Line 118: | Line 117: | ||
| ==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) |
| Line 141: | Line 140: | ||
| 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 | ||
| Line 149: | Line 148: | ||
| * 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’ | ||
| Line 161: | Line 160: | ||
| * ' | * ' | ||
| * 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. | ||
| Line 173: | Line 171: | ||
| * [[http:// | * [[http:// | ||
| * [[http:// | * [[http:// | ||
| + | |||
| + | |||
| + | {{> | ||
| | | ||
maja