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

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event’s last session because you may want to compare the participants’ initial skills assessment with their learning achievements at the end of the training (see Part 5). Introduction Introduction Introduction of of working working principles principles and and and methodology methodology In order to create a common basis for participatory learning processes, the moderator should Clarifying Clarifying Clarifying concepts concepts and and terms terms Early on, the event’s subject matter and its basic terms should be clarified to reach a common understanding among the participants. For example, if the title of a training course is “Environmental Communication in Water Management,” the terms ‘environment’, ‘communication’, ‘water’ and ‘management’ could be explored. That way, misunderstandings can be ruled out and the plenary can assess the wide spectrum of opinions, know-how, and information among its members. At this stage, the 41 present and discuss the working principles, and the participants should agree on them. This also includes the guideline on “Writing on Cards,” which is often practiced a first time at this stage. Also, the principles and means for continuous evaluation and shared responsibility throughout the workshop such as feedback committee or ‘suggestion board’ are explained here. MOVE Working Principles - Making Full Use of Human Learning Potentials ■ participation participation and and cooperation cooperation cooperation t different experiences are equally important t each idea counts; that way, there is fair dialogue without domination t individual, group, and plenary work coined by mutual assistance t stimulation of capacities and talents ■ problem problem orientation orientation t topics related to participants’ working situation t raising relevant questions t opportunities for creative exchanges of ideas and views t facilitates team work by flexibly mixing contents and methods ■ mobile mobile visualization visualization t keywords, key phrases written on cards, legible and visible to everybody t leads to preciseness and provides an external memory t one idea – one card t no more than three lines per card ■ continuous continuous evaluation evaluation t disturbances are given priority for clarification t gradual elaboration of issues facilitates team work and a flexible approach to content and methodology t critique and suggestion board, mood barometer and daily feedback committee ensure a shared responsibility among all participants discussion can often be triggered by a provocative statement, an insightful exercise, a short video, or a funny situation analysis that leaves the participants with some unexpected conclusions. In the comic below about the monkey and the fish, this may be “What went wrong?” and “If you were the monkey’s consultant, what would you advise him to do?” There is a vast number of techniques and instruments that can be used in this initial phase, depending on the concrete circumstances. The objective of this event’s first step is to rapidly
create a favorable atmosphere for learning and dialogue and to sensitize and motivate the group. Also, the participants should experience the MOVE working principles through a process of learning by doing. Questions Questions are are keys keys to to to unlocking unlocking unlocking new new doors doors One of the indispensable elements of effective communication and interaction among people participating in an event is an equal opportunity to contribute to the dialogue. This opportunity does not exist if the moderator or the resource persons hold monologue lectures. In order to avoid this domination, the moderator should encourage communication between the participants and the resource persons or among the participants themselves by asking questions. Through these questions, experience and basic knowledge are mobilized. The team will be able to identify information needs on the one hand, and promote the exchange of experience among the participants on the other. Each new step in the group learning process should be opened by the moderator asking a carefully formulated and visualized question. 42 Good Questions ● induce curiosity by posing open questions ● stimulate further dialogue ● create group understanding instead of isolating individuals ● touch common interests ● strategically advance the group process through personal involvement ● reveal aims, signify aspirations, or include an explanation of intentions and actions ● bring out the positive qualities of a group and its achievements ● may be provocative or challenging, if necessary or useful Bad Questions ● are closed, leading or rhetorical, i.e., demanding „yes/no“ or obvious answers ● are vague, general statements ● can only be answered by an absent expert ● require evidence that is unavailable ● threaten to invade an individual’s privacy or culture ● are paternalistic or suggestive ● demonstrate someone’s incompetence ● do not focus on the problem under investigation
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 34 and 35: Functions Suitable methods and tool
Page 36 and 37: Interaction Competence Interaction
Page 38 and 39: Introduction Introduction of of of
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
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Games and Exercises “Games are li
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Roles Roles P PPeople P eople Play
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Broken Squares Learning Learning Ob
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Drawing Bricks Learning Learning Ob
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Guiding the Blind Learning Learning
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101
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Mapping your own City Learning Lear
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Srinivasan: Srinivasan: Tools for C
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ACT - Appropriate Communication in
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