MOVE - Moderation and Visualization for Group ... - INSPIRATION

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Functions Suitable methods and tools learning learning to to know know each each other other photo language, interviews in pairs, groups of four etc. communication communication communication active listening, dialogue, expert interview, multi-media variations, exercises, role plays etc. collecting collecting ideas ideas brainwriting, buzz groups, autumn leaves, mind map, call-out lists, flashlight information information dissemination dissemination mini-lecture, info market, multi-media variations, banner etc. gradual gradual elaboration elaboration of of issues issues brainwriting, working groups, dialogue, expert interview etc. exchange exchange of of experience experience dialogue, friendly consultation, exercise, role plays etc. easing easing tension tension tension ice-breakers, games, role plays etc. Each function is best met by a number of methods or instruments while others may be less suitable to accomplish the mentioned purposes of an event. The tool ‘collecting and structuring ideas on cards,’ for example, is good for the functions ‘collecting ideas’ or ‘gradual elabora- adapted from Lipp/Will 2001: 104 35 tion of issues.’ It is less suitable for ‘communication’ or ‘information dissemination.’ Also, to avoid boredom, you should work with a variety of tools and use them creatively. Some variations of ‘brainwriting’ in plenary are assessed below. ToolProcedure StrengthsandWeaknesses Means Needed Call-out list Mind map Flashlight Autumn leaves Ideas are called out and written down on flipcharts by two assistants Ideas are recorded in a mind map structure by participants or an assistant One by one, all express their views in 1-2 sentences without discussion All walk around a question visualized on the ground, write their ideas on cards and drop them on the floor + no introduction + mutual stimulation - difficult to sort out - individual domination + results from discussion + open to additions - unusual structure - needs familiarization + fosters personal opinion + all express themselves - no record - danger of pushing + movement stimulates creativity + unconventional solutions - needs a lot of time 2 flipcharts and markersno longer than 15 minutes 1 board and markerat least 15 minutes 1 A4 paper for the question10-15 minutes Floor space, A4 or A5 paperat least 45 minutes
Keeping theses considerations of an event’s functions and the associated tools in mind, let’s now take a closer look at the four competences at work. 36
Page 1 and 2: MOVE Manual Moderation and Visualiz
Page 3 and 4: MOVE Manual Moderation and Visualiz
Page 5 and 6: This manual is dedicated to Carl Ko
Page 7 and 8: Prologue A Tale of Everyday Frustra
Page 9 and 10: Why MOVE? Most of us involved in or
Page 11 and 12: includes examples of potential use.
Page 14 and 15: The MOVE Concept Profile MOVE - Mod
Page 16 and 17: Roots MOVE - Moderation and Visuali
Page 18 and 19: wrongly), learning today has become
Page 20 and 21: not as an object. You should also t
Page 22 and 23: MOVE means Teamwork The MOVE Modera
Page 24 and 25: The The Bully Bully Bully The The T
Page 26 and 27: Participants can then set up a mini
Page 28 and 29: If possible, the team should plan a
Page 30 and 31: MOVE Competences In Part 4, we will
Page 32 and 33: 33 Do’s and Don’ts for a Modera
Page 36 and 37: Interaction Competence Interaction
Page 38 and 39: Introduction Introduction of of of
Page 40 and 41: event’s last session because you
Page 42 and 43: It is useful for the moderation tea
Page 44 and 45: Guidelines for Group Work ■ Organ
Page 46 and 47: Phase Phase 3 3 3 - - Sharing Shari
Page 48 and 49: Phase Phase Phase 4 4 4 - - Impleme
Page 50 and 51: Visualization Competence Visualizat
Page 52 and 53: Guidelines Guidelines for for Using
Page 54 and 55: 1 8 - 12 pinboards: 122.5 x 150 cm
Page 56 and 57: From a methodological point of view
Page 58 and 59: external knowledge and information
Page 60 and 61: Participation Competence Participat
Page 62 and 63: So, let’s define communication as
Page 64 and 65: Guidelines Guidelines for for for I
Page 66 and 67: Dramaturgic Competence As far as th
Page 68 and 69: On-going evaluation is one of the b
Page 70 and 71: participant from among the ‘selle
Page 72 and 73: ■ Whenever possible and suitable,
Page 74 and 75: At times, you may need a very speci
Page 76 and 77: DSE Training Training Course Course
Page 78 and 79: Organizing Group Events In this Par
Page 80 and 81: Of course, the moderation and organ
Page 82 and 83: Sharing Sharing Sharing Results Res
Page 84 and 85:
Cultural Cultural Program Program O
Page 86 and 87:
end of the event you may compare th
Page 88 and 89:
89 Annex Games and Exercises Select
Page 90 and 91:
Games and Exercises “Games are li
Page 92 and 93:
Roles Roles P PPeople P eople Play
Page 94 and 95:
Broken Squares Learning Learning Ob
Page 96 and 97:
Drawing Bricks Learning Learning Ob
Page 98 and 99:
Guiding the Blind Learning Learning
Page 100 and 101:
101
Page 102 and 103:
Mapping your own City Learning Lear
Page 104 and 105:
Srinivasan: Srinivasan: Tools for C
Page 106 and 107:
ACT - Appropriate Communication in
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