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156 Emery, Merrelyn (ed.) Participative Design for Participative Democracy Centre for Continuing Education, The Australian National University, 1989 G.P.O. Box 4, Canberra ACT 2601 (Revised and Updated, 1993) This is an excellent collection of articles on the search conference tradition which covers much of the theory and evolution of participatory design. Hamilton, Dennis, and Ulrich Gaertner Goal Oriented Project Planning (GOPP): An introduction to the methodology UNDP Office for Project Services, Asia and Pacific Programme for Development Training and Communication (DTCP) and GTZ Project Management Advisory Service, Asia, 1991 This is a revised version of "ZOPP: An Introduction to the Method" originally developed by Deutche Gesellshaft fuer Technische Zusammenarbeit (GTZ) GmbH, Bonn, Germany. Hope, Anne and Sally Timmel Training for Transformation, Books 1,2 and 3: A handbook for community workers Mambo Press, Gweru, Zimbabwe, 1989. This manual communicates some basic principles of adult education in development work. The concepts follow, to a great extent, the pioneering work and philosophy of the Brazilian educator, Paulo Freire. All activities are very well described and many are illustrated. Houston, Jean The Possible Human J.P. Tarcher, Inc., 1982 9110 Sunset Blvd., Los Angeles, Distributed by St. Martin's Press, New York This is a course in enhancing your physical, mental and creative abilities. Certain of the exercises may be adapted to <strong>VIPP</strong> training situations to stimulate participants to go beyond traditional ways of thinking. The exercises involve a great deal of imaging and imagination. Klebert, Karin; Einhard Schrader and Walter G. Straub Winning Group Results WindmAhle GmbH, Hamburg, Germany, 1992. Techniques for guiding group thought and decision-making processes with the Moderation Method. Contains 22 case studies which are especially applicable to business meetings. It begins with a brief historical background of the moderation method. All examples of moderation techniques are structured according to stage, moderation step, chart and time. It is fully illustrated with examples of visualization. BIBLIOGRAPHY
Lopez, Nelson and Manuel Olivera How Groups Make Themselves Come Alive: A group communication manual for facilitators and participants Asian Social Institute World Association for Christian Communication (WACC). This manual provides many insights, suggestions and helpful hints for teachers, social workers, group facilitators and animators. It stresses interpersonal and interactive forms of teaching and learning. Neuland Institute Equipment and materials catalogue. Seminar descriptions Institiute Neuland, Centre for New Learning Industriepark Rohn 6405 Eichenzell 2, Germany The Neuland Institute provides training in visualization and facilitation techniques and brochures can be obtained on course descriptions and furniture and materials. Even scanners are available to copy information directly from pin boards. Newstrom, John W. and Edward E. Scannell Games Trainers Play Still More Games Trainers Play McGraw Hill Book Company, New York These two books contain a large number of interactive adult games, many of which can be used in <strong>VIPP</strong> sessions. Porter, L. and Bernard Mohr Reading Book for Human Relations Training NIL Institute, 1982 Publications Department 1240 North Pitt Street, Suite 100 Alexandra, Virginia 22314, USA This is a compendium of short articles on broad concepts in human resource development including such subjects as sensitivity training, responsibility, learning styles, T groups, multicultural perspectives in human relations training, racism, human conflict and group development. Schnelle, Wolfgang and Inga Stoltz Interactional Learning: A guide to moderating groups of learners Metaplan, 1977, 56 pages. Metaplan GmbH, Goethestrabe 16,2085 Quickborn, Germany Many examples of interactive learning are given in this manual. Key aspects are the visualization technique and interaction between participants and facilitator. BIBLIOGRAPHY 157
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V I S U A L I S A T I O N I N P A R
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Said is not yet heard, Heard is not
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ACKNOWLEDGEMENTS This manual is a n
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Connecting cards 56 Overall design
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HOW TO USE THIS MANUAL This manual
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Part I THE ROOTS AND PHILOSOPHY OF
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4 VIPP involves capturing all parti
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2 The Roots of VIPP 6 VIPP is a cre
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The Roots of VIPP 8 In 1991, Neill
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The Philosophy of VIPP 10 Communica
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The Philosophy of VIPP 12 Developme
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The Philosophy of VIPP 14 Language
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16 THE USES OF VIPP
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Group events and VIPP 18 VIPP plann
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20 SOME DEFINITIONS FOR THE USE OF
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Group events and VIPP 22 Management
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Group events and VIPP 24 Discussion
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Group events and VIPP 26 input. Dev
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28 When VIPP methods are used in tr
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Group events and VIPP 30 The main c
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5 The Participants In VIPP, the par
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The Participants 34 facilitator mus
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6 The Facilitator 36 V IPP depends
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The Facilitator 38 Conflicts within
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40 In a training of facilitators wo
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The Facilitator 42 There is not onl
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7 VIPP materials and their use The
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The number of pin boards required w
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Card sizes and shapes Standard card
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Dots of about 12 mm to 16mm (1/2" t
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VIPP case: Facilitators who are inv
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Using colours Colours and sizes hav
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Overall design Also use empty space
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Events are often shaped by the phys
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and complexity of the workshop, the
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The rooms for group work should con
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9 Opening events The first day has
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Expectation and fears At the beginn
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10 VIPP rules The rules of VIPP are
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The following sets of rules are bac
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RULES WHICH REINFORCE VIPP PHILOSOP
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Part IV VIPP TECHNIQUES Basic VIPP
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12 Basic VIPP techniques 78 The fol
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80 BASIC RULES OF CARD COLLECTION 1
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82 After discussion, the final clus
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84 After ideas have stopped flowing
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Basic VIPP techniques 86 Multi-dot
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Basic VIPP techniques 88 Name taggi
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90 Breakthrough The participants ar
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Games and exercises 92 Blind trust
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Games and exercises 94 The assassin
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Games and exercises 96 Power cable
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Games and exercises 98 Association
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Games and exercises 100 Visualized
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102 Fish bowl Divide the participan
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Games and exercises 104 Controlled
Page 116 and 117: 106 Horse Trader An exercise in int
Page 118 and 119: Games and exercises 108 Drawing Dev
Page 120 and 121: 14 Debates 110 Orchestrated debates
Page 122 and 123: Debates 112 The Fish Pond Purpose:
Page 124 and 125: Role Plays 114 Examples of role-pla
Page 126 and 127: Role Plays 116 In the same workshop
Page 128 and 129: Use of group and plenary 118 3 It a
Page 130 and 131: Use of group and plenary 120 Buzz g
Page 132 and 133: Use of group and plenary 122 Case s
Page 134 and 135: 17 Including content and dealing wi
Page 136 and 137: Including content and dealing with
Page 138 and 139: Including content and dealing with
Page 140 and 141: Evaluation 130 Flash Purpose: To ge
Page 142 and 143: Evaluation 132 Feedback and memo bo
Page 144 and 145: Evaluation 134 Rapid participatory
Page 146 and 147: Evaluation 136 Group work on factor
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Page 150 and 151: 140 both parties are desperate enou
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Page 154 and 155: 144 Mobilizing for Education for Al
Page 156 and 157: 146 Putting Research into Action in
Page 158 and 159: 20 Case Studies 148 Development in
Page 160 and 161: 150 Planning for Social Mobilizatio
Page 162 and 163: 152 Value Clarification* A multimil
Page 164 and 165: 154 PROGRAMME: ORGANIZATION: 1 - Pi
Page 168: Schnelle, Eberhard The Metaplan Met
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