Collaborative learning
Introduction
Sculpture. Kanazawa, Japan. Image – A. Wanrooy
Social or collaborative learning acknowledges that each interest group brings different information, values, capacities, perspectives, methods of learning, and stores of historical experience to any problem situation. In essence collaborative learning is integration of these diverse knowledge bases in ways that advance the collective decision-making capability of all.
Natural resource managers are increasingly faced with highly complex problems, multiple social perspectives, high levels of uncertainty, and low levels of agreement on causes, solutions and desired outcomes. Often there are no final solutions that 'fix' a problem. The emphasis on learning, or adaptive management and policy-making, helps stakeholder groups appreciate different perspectives, as well as addressing the dynamism of social and environmental systems.
What can help decision making in these contexts is technical information from science and other groups (e.g. reports, simulation models), and strategic planning exercises to establish goals and policies. For these to be effective, however, they need to be underpinned by collaborative learning processes that involve diverse stakeholders in appropriate ways, and so help to develop a shared understanding and the adoption of more sustainable practices.
Research in this area identifies factors, tools and processes that support constructive collaboration and social interaction in natural resource management. The end-users of our work include science programmes; local, regional and national government agencies; iwi; NGOs; and other community leaders.
Research areas
- Communication and dialogue
Primary contact: Will Allen
This research focuses on techniques and approaches that enhance communication between groups of people who have different knowledge, experience and viewpoints in situations that may include conflict or some element of risk. - Education for environmental management
Primary contact: Will Allen
This research looks at how our education systems support sustainability, and how young people are contributing towards future environmental management. - Evaluation and reflection
Primary contact: Margaret Kilvington
Identifying indicators of change in large-scale community development or multi-stakeholder processes. This research is also concerned with identifying improved methodologies to measure impact and influence development. - Knowledge management for integration
Primary contact: Will Allen
The ways people network and share information and experience. Particular attention is paid to how to ensure learning and communication processes support adaptive management and adaptive policy development. New Internet communication technologies are used to support this. - Social aspects of ecosystem management
Primary contact: Margaret Kilvington
This concerns how we might work with existing community values about nature and the environment, and facilitate change that results in the kind of positive associations with natural ecosystem values and services that we hope to achieve. - Supporting collaborative approaches
Primary contact: Will Allen
Ways to nurture and support collaborative initiatives by groups or teams. The role of groups and teams as a catalyst for change in environmental management is becoming well accepted. Groups may be formally constituted and ongoing (e.g. a landcare group, or agency team for resource use efficiency), or they may involve multi-stakeholder processes to tackle more common-good challenges.
Tools & Services
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Collaborating with iwi
Outlines key ingredients of successful collaborative research with iwi. It also describes some of the barriers to, and difficulties in, setting up collaborative research projects with Māori. -
Stakeholder analysis
A brief outline and guide for conducting an effective stakeholder analysis -
Team–building evaluation guide
A checklist for evaluating team performance
Primary contact
 | Will Allen Email  |
Landcare Research | |
Phone: 03 321 9999 |