Difference between revisions of "Planning"

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[[File:Created-by.png  | 20px | Created By ]] [[User:Nils.zimmermann | nez]]
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<div class=teaser-text><div style="background: #eee; float: left; padding: 0px 5px 0px 5px; margin-right: 5px;"><i class="fas fa-arrow-left">&nbsp;</i> [[Before]]</div> [[File:CompetendoPlanning.png | right | 200px|link=Planning]]You, your institution or school, and your participants have different preferences and expectations regarding the common learning process. Planning is the art of developing a plan for structured and goal-oriented learning, considering the diverse expectations and needs of stakeholders, activating the qualities in a group,  and ensuring that all of its parts gain from the common process. </div>
<div class=teaser-text>[[File:CompetendoPlanning.png | right | 200px]]You, your institution or school, and your participants have different preferences and expectations regarding the common learning process. Planning is the art of developing a plan for structured and goal-oriented learning, considering the diverse expectations and needs of stakeholders, activating the qualities in a group,  and ensuring that all of its parts gain from the common process in the agreed way. </div>
 
 
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[[File:Learningprocess.png]]
 
[[File:Learningprocess.png]]
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A learning process consists of the standard elements  described in detail in the [[During]] section. No matter if it lasts several days, several hours, or only one hour, the working conditions need to be clarified, or learners need to be enabled to  involve their qualities, curiosity and expertise.  
 
A learning process consists of the standard elements  described in detail in the [[During]] section. No matter if it lasts several days, several hours, or only one hour, the working conditions need to be clarified, or learners need to be enabled to  involve their qualities, curiosity and expertise.  
  
At several stages of a longer process they also need opportunities to reflect on their questions, or assess their learning. Similarly, at the end of the process a final reflection should take place, now focusing more on the learning outcome, its relevance for their future and on the evaluation of the learning process they were involved in. Finally, the learning outcome or competency development needs to be documented and described (by learners and facilitators).  
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At several stages of a longer process they also need opportunities to reflect on their questions, or assess their learning. Similarly, at the end of the process a final reflection should take place, now focusing more on the learning outcome, its relevance for their future and on the evaluation of the learning process they were involved in. Finally, learners and facilitators need to describe the learning outcome or competence development.  
  
 
<hr class=boldline>
 
<hr class=boldline>
  
==Four Process Dynamics in a Workshop or Training==
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==Five Process Dynamics in a Workshop or Training==
 
Planning a workshop or seminar means taking into account different process dynamics. The learning as an activity is curricular, the group dynamics is evolving, the topical concept is structured, creative thinking requires methodological alternation.
 
Planning a workshop or seminar means taking into account different process dynamics. The learning as an activity is curricular, the group dynamics is evolving, the topical concept is structured, creative thinking requires methodological alternation.
  
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===#1 Curricular Nature of Learning===
 
<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
 
<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
 
===#1 Curricular Nature of Learning===
 
 
[[File:Learning-cycle.png | 400px | center]]
 
[[File:Learning-cycle.png | 400px | center]]
 
The first is the curricular nature of learning as a [[Circular Learning Model | circle between experience, reflection and conceptualization]], Therefore, a process needs to foresee place for regular experience and regular reflection/assessment. In this picture, the red stripes symbolize regular self-observation and reasoning phases.
 
The first is the curricular nature of learning as a [[Circular Learning Model | circle between experience, reflection and conceptualization]], Therefore, a process needs to foresee place for regular experience and regular reflection/assessment. In this picture, the red stripes symbolize regular self-observation and reasoning phases.
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</div>
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<hr class=simpleline>
 
<hr class=simpleline>
  
 
===#2 Divergence and Convergence===
 
===#2 Divergence and Convergence===
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<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
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[[File:Divergentconvergent.png  | 350px | center]]
 
[[File:Divergentconvergent.png  | 350px | center]]
  
 
Second, a learning process is oscillating between [[Divergent and Convergent Thinking | two opposite ways of thinking]]. Divergent thinking opens the mind to different impulses - rather open-ended and explorative. Convergent thinking is narrowing our thinking. It's logical and directed toward a conclusion or result. The interplay between divergence and convergence characterizes the whole process and also explains the dynamics in smaller units on a micro-level. One approach to satisfy dimensions is to [[Method Mix  | mix and alternate methodology]].
 
Second, a learning process is oscillating between [[Divergent and Convergent Thinking | two opposite ways of thinking]]. Divergent thinking opens the mind to different impulses - rather open-ended and explorative. Convergent thinking is narrowing our thinking. It's logical and directed toward a conclusion or result. The interplay between divergence and convergence characterizes the whole process and also explains the dynamics in smaller units on a micro-level. One approach to satisfy dimensions is to [[Method Mix  | mix and alternate methodology]].
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</div>
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<hr class=simpleline>
 
<hr class=simpleline>
 
===#3 Content Order===
 
===#3 Content Order===
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<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
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[[File:Content-train.png  | 500px | center]]
 
[[File:Content-train.png  | 500px | center]]
 
Third, the order of the topical aspects of a learning event shapes the process, often in a linear way. The topical string  is often the only clearly-described program aspect. For example, in a program schedule this includes key aspects of a day, of a part of a day, or of a unit.
 
Third, the order of the topical aspects of a learning event shapes the process, often in a linear way. The topical string  is often the only clearly-described program aspect. For example, in a program schedule this includes key aspects of a day, of a part of a day, or of a unit.
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</div>
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<hr class=simpleline>
 
<hr class=simpleline>
  
 
===#4 Group Dynamics===
 
===#4 Group Dynamics===
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<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
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[[File:Teamuhr.gif | center]]
 
[[File:Teamuhr.gif | center]]
 
Fourth, the group dynamics need to be taken into consideration. In particular, when a group is starting together, the [[Model of group development | phases of group development]] claim their space from group formation to storming, then norming toward finding into a performing mode. In order to achieve this, consider the idea of [[Cooperative Learning]],  team building measures at the beginning and recognize, that probably higher group performance will be possible during the later steps of a process.
 
Fourth, the group dynamics need to be taken into consideration. In particular, when a group is starting together, the [[Model of group development | phases of group development]] claim their space from group formation to storming, then norming toward finding into a performing mode. In order to achieve this, consider the idea of [[Cooperative Learning]],  team building measures at the beginning and recognize, that probably higher group performance will be possible during the later steps of a process.
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===#5 Competence development===
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<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
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At the end the workshop, lecture or longer educational programme should support the participants' acquisition of competences. Check:
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* Do the planned elements address the most relevant specific (sub) competences - knowledge, skills, attitudes or values?
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* Does this plan empower participants in the sense of supporting self-development and does it offer enough qualitative opportunities to participation and co-creation?
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</div>
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<hr class=boldline>
 
<div class=teaser-box>
 
<div class=teaser-box>
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===Articles, Checklists and Methods===
 
===Articles, Checklists and Methods===
 
<div class="mw-collapsible mw-expanded" data-expandtext="+ Read more" data-collapsetext="- Collapse">
 
<div class="mw-collapsible mw-expanded" data-expandtext="+ Read more" data-collapsetext="- Collapse">
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<i class="fas fa-glasses"></i> [[Five fingers-expectations]]<br>
 
<i class="fas fa-glasses"></i> [[Five fingers-expectations]]<br>
 
<i class="fas fa-glasses"></i> [[Method Mix]]<br>
 
<i class="fas fa-glasses"></i> [[Method Mix]]<br>
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<i class="fas fa-glasses"></i> [[Our Digital Voices: New Ways to Communicate]]<br>
 
<i class="fas fa-glasses"></i> [[Planning with Key Competencies]]<br>
 
<i class="fas fa-glasses"></i> [[Planning with Key Competencies]]<br>
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<i class="fas fa-cog"></i> [[Designing a persona]]<br>
 
<i class="fas fa-cog"></i> [[Designing a persona]]<br>
 
<i class="fas fa-cog"></i> [[Empathy Map]]<br>
 
<i class="fas fa-cog"></i> [[Empathy Map]]<br>
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<i class="fas fa-cog"></i> [[Key Competency Profile]]<br>
 
<i class="fas fa-cog"></i> [[Key Competency Profile]]<br>
 
<i class="fas fa-cog"></i> [[Dynamic Agenda]]<br>
 
<i class="fas fa-cog"></i> [[Dynamic Agenda]]<br>
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<i class="far fa-check-square"></i> [[Checklist: Diversity and Language]]<br>
 
<i class="far fa-check-square"></i> [[Checklist: Diversity and Language]]<br>
 
<i class="far fa-check-square"></i> [[Checklist: Five fields of needs]]<br>
 
<i class="far fa-check-square"></i> [[Checklist: Five fields of needs]]<br>
 
<i class="far fa-check-square"></i> [[Checklist: Preparation of an International Meeting]]<br>
 
<i class="far fa-check-square"></i> [[Checklist: Preparation of an International Meeting]]<br>
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<i class="far fa-check-square"></i> [[Checklist: Possible ways to activate participants]]<br>
 
</div>
 
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==Inspiring Handbooks and Sources==
 
==Inspiring Handbooks and Sources==
 
<i class="fas fa-book" style="font-size: 54px; color: #ccc; float:right;"></i>
 
<i class="fas fa-book" style="font-size: 54px; color: #ccc; float:right;"></i>
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<noinclude>{{:Facilitation - General Advice}}</noinclude>
 
<noinclude>{{:Facilitation - General Advice}}</noinclude>
 
</div>
 
</div>
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</div>
 
</div>
 
 
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</div>
  
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<noinclude>{{:Navi Before}}</noinclude>
 
<noinclude>{{:Navi Before}}</noinclude>
 
 
<hr class=simple-line>
 
<hr class=simple-line>
 
 
===Related:===
 
===Related:===
 
*[[Identification of Learning Outcome]]
 
*[[Identification of Learning Outcome]]

Latest revision as of 19:55, 16 July 2022

CompetendoPlanning.png
You, your institution or school, and your participants have different preferences and expectations regarding the common learning process. Planning is the art of developing a plan for structured and goal-oriented learning, considering the diverse expectations and needs of stakeholders, activating the qualities in a group, and ensuring that all of its parts gain from the common process.

Learningprocess.png


A learning process consists of the standard elements described in detail in the During section. No matter if it lasts several days, several hours, or only one hour, the working conditions need to be clarified, or learners need to be enabled to involve their qualities, curiosity and expertise.

At several stages of a longer process they also need opportunities to reflect on their questions, or assess their learning. Similarly, at the end of the process a final reflection should take place, now focusing more on the learning outcome, its relevance for their future and on the evaluation of the learning process they were involved in. Finally, learners and facilitators need to describe the learning outcome or competence development.


Five Process Dynamics in a Workshop or Training

Planning a workshop or seminar means taking into account different process dynamics. The learning as an activity is curricular, the group dynamics is evolving, the topical concept is structured, creative thinking requires methodological alternation.

#1 Curricular Nature of Learning

Learning-cycle.png

The first is the curricular nature of learning as a circle between experience, reflection and conceptualization, Therefore, a process needs to foresee place for regular experience and regular reflection/assessment. In this picture, the red stripes symbolize regular self-observation and reasoning phases.



#2 Divergence and Convergence

Divergentconvergent.png

Second, a learning process is oscillating between two opposite ways of thinking. Divergent thinking opens the mind to different impulses - rather open-ended and explorative. Convergent thinking is narrowing our thinking. It's logical and directed toward a conclusion or result. The interplay between divergence and convergence characterizes the whole process and also explains the dynamics in smaller units on a micro-level. One approach to satisfy dimensions is to mix and alternate methodology.



#3 Content Order

Content-train.png

Third, the order of the topical aspects of a learning event shapes the process, often in a linear way. The topical string is often the only clearly-described program aspect. For example, in a program schedule this includes key aspects of a day, of a part of a day, or of a unit.



#4 Group Dynamics

Teamuhr.gif

Fourth, the group dynamics need to be taken into consideration. In particular, when a group is starting together, the phases of group development claim their space from group formation to storming, then norming toward finding into a performing mode. In order to achieve this, consider the idea of Cooperative Learning, team building measures at the beginning and recognize, that probably higher group performance will be possible during the later steps of a process.



#5 Competence development

At the end the workshop, lecture or longer educational programme should support the participants' acquisition of competences. Check:

  • Do the planned elements address the most relevant specific (sub) competences - knowledge, skills, attitudes or values?
  • Does this plan empower participants in the sense of supporting self-development and does it offer enough qualitative opportunities to participation and co-creation?



 


Inspiring Handbooks and Sources


Apps and Tools: Creating Texts Together, Collaborating