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

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It is useful for the moderation team to pretest the question and potential answers once amongst itself. There are different possibilities of answering questions, from free dialogue to written examination. Make sure that everybody can utter his or her opinion and that replies are documented either by the participants or by the moderator or Phase Phase 2 2 – – TT Teamwork T eamwork Once you have facilitated orientation, working groups begin with the detailed elaboration of the topics in question. As the quality of the group results depends on individual contributions as 43 an assistant. Documentation serves as a basis for dialogue among the participants. This process is often quite difficult and timeconsuming, as it demands patience from the moderator and the group. But the effort is worthwhile it, because it almost always reveals the complexity of a problem and the vast potential inherent in a group to formulate solutions. well as on group dynamics, it is necessary to provide sufficient time and space for all participants to reflect on the issues at stake, to contribute to the dialogue within a group, and to prepare the presentation of working group results in plenary. What What is is is my my my view view of of the the problem? problem? It is necessary to think before speaking. Similarly, before starting a dialogue in the group, it is necessary to give sufficient time and silence, so that every person can reflect on the topic individually. What What do do I I I want want to to say? say? Once every participant has formed his opinion on the topic, different views will emerge. A fair exchange depends on equal opportunities for individuals to express themselves. Therefore, balanced dialogues should be the rule, heated debates the exemption. What What do do the the others others tell tell me? me? The diversity of individual views and pieces of information is an asset to the group. It is up to the group to analyze which ideas should be advanced and which ones should be left aside. Why Why small small groups? groups? In order to exchange opinions, confront ideas, analyze a problem, and dig deeper into a subject matter, it is useful to split the plenary into small groups: three to seven people, depending on the task and the contents. Thus, the active participation of all the group members, even the most quiet and timid ones, is stimulated. This will result in a better problem-solving performance, higher synergy, time efficiency, and identification of the group with its results. What What is is missing? missing? Towards the end of each major step in the group learning process, the group should ask itself: Have we really dealt with all the essential aspects of the problem? Is it necessary to complement some aspects or to question some solutions which previously seemed so evident?
Group Group composition composition Altering the composition of working groups, particularly during the orientation phase, helps participants to better relate to and learn to know one other and their individual strengths and weaknesses. It may also be a way to ease tension or to avoid difficult situations and boredom in group dynamics. There is a wide variety of ways how groups may be established, here are just a few: By y chance. chance. The easiest and fastest way to split the plenary into working groups is by counting up to the number of groups you wish to establish. For example, all individuals allocated the number 1 constitute group 1, all those with number 2 establish group 2 etc. You can do the same through a ‘lottery’ or by distributing puzzle pieces among participants, then asking them to find the partners matching their picture, and to form a group. This composition mode is most useful during the early stages of an event, so that participants will relate to one another randomly and not just communicate with the ones they already know. By y choice. choice. Let participants themselves choose in which group they want to work. Mostly, this will be based on interest in a particular issue. Make sure that the group composition is balanced in terms number and gender. By y region region or or country country. country . In international or regional workshops, it may make sense to break the participants down into regional groups. Analyzing a local situation is best achieved among people from the same area. By y professional professional background background or or institution. institution. When it comes to technical solutions or sector-specific action plans, you may want to group people who share the same professional or institutional background. By y gender gender, gender , age age or or socio-cultural socio-cultural characteristics. characteristics. It may be useful to explore the different views of women and men, young and old, hard- and soft-skilled people etc. who could find it easier to exchange in homogenous sub-groups. 44 By y suggestion. suggestion. When the moderation team has specific pedagogical objectives in mind, you may suggest the group composition by yourself. For example, if you want a ‘crossfertilization’ of ideas, you may suggest a mix of different regions, skills, or other qualities represented in that group. Working orking in in groups groups Before the plenary is broken down into working groups, you should introduce the groups to the guideline “Writing on Cards,” as described under visualization competence below. The same accounts for the guideline “Collecting and Structuring Ideas on Cards” presented under Phase 4 – Action and Reflection below. And, of course, you should offer some guidelines for group work. It has been mentioned already that you should carefully formulate, visualize, and clarify questions or tasks for group work, and that you should set time limits. Once the groups have started working, you should go around every 15-30 minutes, checking whether they are proceeding constructively.
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 40 and 41: event’s last session because you
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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MOVE - Moderation and Visualization for Group ... - INSPIRATION

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