Peer learning—Reflections on the evolving role of a Learning Facilitator
At its core, peer learning is about the exchange and generation of knowledge and skills amongst a particular group of people. A peer learning initiative may arise organically from a collective, but often it is sparked by an individual person or organization. However it may start, it can only be sustainable when there is a sense of collective ownership with multiple people feeling responsible for the group´s development over time. So how can you grow a single spark into a shared fire for learning?
Throughout the year we initiated several peer learning formats to tap into our collective intelligence and to think beyond individual and organizational boundaries. You can read more about some of these formats in the Activity Report 2024. Through these experiences we learnt a lot about how the role of a Learning Facilitator evolves throughout the process of designing, initiating, and sustaining peer learning.
Two key formats—valuable not only for their content but for how they fostered peer learning—have been the “R&D Lab on Ecosystem Catalyzation” and the “Huddle on Learning in Networks.” Both were developed as prototypes to test different ways of deepening learning and exchange around relational approaches within the Wasan Network.
R&D Lab on Ecosystem Catalyzation
This four-day in-person Research and Development Lab brought together twelve peers who represent different perspectives and experiences of working with ecosystems: the practitioners, the coaches, and the observers. By bridging different roles and perspectives, participants sought to deepen their collective understanding of what it means to nurture and nudge ecosystems towards more desirable futures. The goal was to prototype a format that enables participants to collaboratively generate insights more relevant and resonant for the wider field than could be achieved alone.
The lab design was guided by a balance between more structured facilitation and open exploration. As hosts, we held spaces, connected and invited participants into exchange, and supported the process towards more co-creation. At the same time, we participated as peers—bringing in our own questions, proposing topics, and engaging in discussions.
Throughout the event, we surfaced our collective experiences and understanding around working with ecosystems, explored points of convergence and divergence, and grounded abstract concepts through concrete examples. More informal formats, such as guided walks, allowed us to not only engage cognitively but also explore our shared theme more holistically. Open space sessions provided room for decentralized and more personalized learning.
More than a knowledge-sharing exercise, the lab became an experiment in facilitation itself—an exploration of how the interplay between structure and openness can foster emergent learning and spark new avenues of collaboration.
Huddle on Learning in Networks
Developed by Huddlecraft, Huddles are purposeful, pop-up peer groups that explore a shared inquiry over a set period of time. In 2024, our Learning Facilitator initiated a 6-month online Huddle by inviting 8-12 practitioners to explore the essential ingredients for learning to flow effectively through communities, networks, and ecosystems. Rather than delivering predefined content, the huddle was co-created, with participants bringing their own questions, experiences, and perspectives, to jointly shape the learning journey.
The role of the Learning Facilitator in this journey was threefold:
- As convener, initiating the exchange by sharing a question of personal interest and welcoming others into the exploration.
- As host of the learning journey, guiding the overarching process while ensuring that responsibility for outcomes remained shared among participants.
- As an active learner, following individual inquiries within the broader exchange.
The design of the series was intentionally flexible—beginning with a kick-off to build trust, surface the group’s peer learning potential, and co-design a curriculum, followed by bi-weekly meet-ups where participants took turns hosting sessions based on their own interests. One-on-one “buddy exchanges” between sessions provided further space for deeper reflection, personal support, and accountability. The journey ended with an event to share learnings with the wider community.
Insights and observations from facilitating peer learning
Our main reflections on the role of a Learning Facilitator can be distilled into several key insights that balance the need to provide overarching guidance and structure whilst also nudging towards more co-ownership and decentralization. Through our experiences of designing, initiating, and sustaining peer learning, we have learnt that there is no one way to “be” a Learning Facilitator. Facilitators navigate multiple tensions—from sensing when to invite more divergence or convergence to recognizing when to step out of one role and into another. The key is to remain open and to continuously engage in self-reflection. Finding ways to observe what is happening within the group while staying connected to their own intentions allows facilitators to remain present and responsive through each phase.
Key insight … |
... and its application |
Crafting the invitation –Striking a balance between clarity and openness |
The way an invitation is framed will influence who feels drawn to participate. A clear yet open starting intention provides direction whilst also allowing for co-creation. In the Huddle, participants were attracted by the initial learning question and then invited to shape their own questions within our shared inquiry. |
Dedicating time to getting to know each other |
In peer learning, the group itself is the most valuable resource. Prioritizing connecting and getting to know each other early in the process will make these learning potentials visible to the entire group. A combination of structured and informal exchanges such as sharing personal stories and motivations or connecting beyond sessions can help foster trust and an open learning culture. |
Navigating the multiple hats of a Learning Facilitator |
Navigating the multiple roles you may take on—while also managing the group’s expectations—is not easy. It helps to address these as clearly and transparently as possible. Throughout the R&D Lab, we reflected openly with the group about how our role was evolving, including moments where we experienced conflict between our duties as hosts (e.g. keeping to an agreed structure) and our interests as participants (e.g. letting a conversation flow). |
Finding the balance between structure and openness |
As a group is forming, there is a tendency to need more structure to find common ground. In this early phase, the role of the Learning Facilitator in guiding the group may be more intensive. Once there is enough clarity around the group´s collective knowledge, experience, and intentions, learning can transition to more self-directed formats like case clinics and open space sessions which allow for more organic exchange. |
Recognizing how your role may shift over time |
As the group takes more ownership for the learning journey, the facilitator may take a step back, allowing partici-pants to take on more responsibly in collectively setting the direction. It can be liberating to remember that your responsibility is for the overarching process—not for the outcomes. Let yourself be surprised by what comes next! |
Ending one cycle before starting another |
Even if you sense momentum to continue, find ways to close a learning cycle before starting another. An intentional ending point can be an important moment to reflect on and appreciate the journey thus far before collectively deciding whether there is genuine interest and energy to continue in some form. A clear ending makes space for new formations where roles and structures can evolve naturally. This may be the moment to step out of your role as Learning Facilitator and take on a new one within the scope of whatever comes next. |
The Wasan Network started in 2019 as a one-off gathering to explore the power of intentionally-designed networks and has now become a growing international community, driven by a shared interest in the power of relationships to advance social transformation. The network brings together community stewards, network builders, and complexity thinkers from foundations and social change organizations across the Americas, Europe, and increasingly beyond.
Our work is made possible thanks to the support and collaboration of so many colleagues and partners. It is a privilege to be connected to all of you through our shared ambitions and initiatives.
If we piqued your curiosity and you would like to find out more, please do not hesitate to get in touch with us!
This article has been taken from our Activity Report 2024. You can download the entire publication here:
