Creative platforms for social learning in ICM: the Watershed Talk project

Figures & data

Table 1  Examples of platforms for social learning in the integrated catchment management (ICM) Motueka research.

Annual general meetings	Typically 3-day events with sessions open to all stakeholders, sector groups, and Motueka catchment residents. Aimed at reviewing research progress as well as building networks. Each AGM explored different approaches and topics. For example, the River Gravel & Channel Dynamics Workshop (2006) brought together researchers and stakeholders to discuss controversial science and policy for river gravel allocation.
Community Reference Group (CRG)	Established as a first point of contact between the ICM programme and the wider Motueka community. Group members were appointed for their interest and knowledge of the catchment (not as representatives), and meetings on a range of topics took place 2–4 times per year.
Confluens online workspace	Designed for research programme members and active participants, the online workspace had around 70 members and was used to discuss research questions and share progress across disciplines, and practice areas.
Mountains to Sea (2002–04)	This initiative was a collaboration of scientists and artists exploring environmental and social interconnections that shape the Motueka catchment. A significant output of the project was the Travelling River exhibition, which combined more than 250 community photographs, science images and stories from residents and researchers in the Motueka catchment.
Sediment Learning Group	The learning group facilitated interaction between science, management and policy to develop a shared understanding of sediment management issues. The group was made up of researchers and practitioners including individuals from the local resource management agency (Tasman District Council), ICM programme researchers, the local iwi resource management authority, forestry, farming and fishing groups.

Figure 1  Phases of the Watershed Talk project.

Table 2  Phases and activities in Watershed Talk.

Engagement	Recruitment	Step 1—Snowball technique, people nominated by their community to take part
		Step 2—Gathering of potential participants
		Step 3—Final invitations to reflect a diversity of perspectives
	1st interview	Semi-structured interview, 1–2 h
	1st pre-meeting task	Taking photographs around the theme of care and responsibility within the Motueka catchment
Conversation	1st meeting	Workshop around a shared meal, 5 h
	2nd pre-meeting task	Diary record of ideas, conversations and observations
	2nd meeting	Workshop around a shared meal, 5–6 h
Evaluation	Evaluation form	Post-back, optional confidentiality
Feedback	Final feedback meeting	Presentation of initial synthesis by project team, feedback and social event (6 h)

Table 3  Benefits of photography in collaboration and dialogue processes.

Individual
Reflection	The physical act of photography works as a stimulus to re-examine everyday scenes and question interpretations of these.
Knowledge building	This results in a conscious (and unconscious) assembly of information, seeking out meaning and determining patterns.
Self-efficacy	Presentation of a participant's own ‘research’ in their own voice gives authority and empowers individuals to make a more confident contribution in a collective setting.
Collective
Communication	The images themselves present a rich and readily conveyed source of ideas and values, easily coupled to the participant's own story. This makes for an accessible and comfortable interchange between participants.
Relationship building	The presentation of individual visual stories of the catchment sends signals of common concerns, and shared views, and recognition that even where there are differing perspectives this does not necessarily negate other common values.
Collaborative learning	The presentation of the images creates conversational bridges. As presentations are made they build upon one another. The images become reference points for discussion that leads to assessment and reinterpretation of information, ideas and values around the collective imagery as a whole.
Project
Evaluation	Both the act of photography and the images themselves can form part of a participatory developmental evaluation, supporting reflection and information gathering by participants, and enabling assessment of changes.

Table 4  Contrasting conventional and resilience approaches to problem solving.

Challenges with conventional approaches to problem solving	What resilience approaches can offer
Reinforce existing power arrangements (loudest voice, most popular, most influential)	Look to different expressions of leadership in participants
Efficiency focused, e.g. one stakeholder representative	Abundance of ideas (generosity, profusion, wealth)
Favours particular problem definitions	Problem revealed, reinterpreted by participants
May generate polarity of viewpoints	Respects and relies on diversity and fosters commonality
Often based on extraction of information for use by ‘official’ decision-makers	Important for all participants to be learning and participating in decision-making
Focused on reaching a decision	Interested in what goes on beyond decision, i.e. shifts in view, values, action
Unconscious social interaction	Conscious what messages about social interaction are modelled