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A Learning Network


Raising the Value of Learning
with time currency in shared activities


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Summary

‘Raising the Value of Learning’ considers the origination of a new ‘learning currency’, created by the agreement of different players in the ‘learning system’ to give and receive time, recorded in the form of ‘Time to Learn Credits’ (TLCs). It extends the concept of ‘learning’ beyond that of a commodity traded by individuals in the learning marketplace to that of collective ‘social capital’ at the heart of ‘learning communities’.

Why invent learning time credits?

TLCs offer new possibilities in adult learning activities:

Overcoming barriers to participation
- transport tokens – childcare vouchers

Creating incentives for individuals & groups
- materials & equipment

Encouraging intrinsic motivation
- follow interests - own pace- share what you know

Growing collective capacity of learning communities
- learning as shared resource.

Local Exchange News

Raising the Value of Learning

The application of time currency to community learning activities
K is Power

Hi there,

I hope this note finds you well. My name is Tony Budak, a Host and Convener
at Raising the Value of Learning using time currency in shared activities.

I'm writing to you today to explore the possibility of collaborating with our organization.
There's a lot of potential for us to work together on some common goals.

For example, we could:
Share resources and expertise
Collaborate on projects
Promote each other's work

Our Learning Network is open to exploring other possibilities as well
and I'd love to set up a time to chat with you more about this.
If you're interested, please click the following link to schedule a time to talk:

More Fun - Less Stuff   :joy:
with a Learning Network   :thinking:
Click HERE to Meet with Tony

Background

All too often what is termed as learning in the community consists of people attending a series of 10/20-week courses. At the end of these courses there is limited evidence of continuance or learning circles being constructed. Some individuals may continue their learning journeys but on a collective level the learning experience often grinds to a halt.

The project recognizes that the learning landscape is made up of four main players:

· learners (individuals, families and communities of learners)

· learning brokers (agencies and professionals involved in matching learners to learning opportunities)

· learning contractors (usually known as learning providers such as community, further and higher education involved in contracting paid teachers to deliver informal or formal learning programs to learners)

· learning facilitators (usually known as tutors, teachers, lecturers or trainers).