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[ZAWiW] [gemeinsamlernen] [LiLL] | ||
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 GemeinsamLernen |
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| Self-organised Learning Groups in Europe |
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| Experience Reports |
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| Arnhem Group |
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 Page 7 of 10
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Doke Doude van Troostwijk |
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Hannie Pelleboer-Beuker |
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A self-study-group in a non-universitary institute |
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Concluding Report |
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Concluding Report
Stand:
B.1 The SoLiLL objectives.
B.1.1 The four major SoLiLL objectives.
The four major SoLiLL objectives were:
1. The comparison of working within a self-study group in different national circumstances.
2. Judging whether or not the new information technology contributes to transgressing co-operation.
3. Testing the effect of computer aided presentation on the bridging of language barriers.
4. Recording a process oriented complete overview.
A portfolio containing information on:
a. The necessary institutional structure.
b. Technical structure.
c. Training method for operating ICT/presentation.
d. Recruiting participants.
B.1.2 Limited space for SoLiLL-objectives.
Several reasons have already been mentioned why the research on Senior Citizens and Living became emphasised at an early stage in the project in Arnhem.
After this it took a lot of trouble to do justice to the various SoLiLL-objectives.
B.2 Tension between the SoLiLL-objectives and the basic conditions for the self-study group.
B.2.1 Pressure from the SoLiLL-programme.
Pressure originated from the fact that according to the SoLiLL-programme research should have been finished by November 2001.
While their own research was just in progress the participants were being confronted with this deadline. Also because of the fact that the participants did not have a well-defined conception of what computer aided presentation entails. This ¨unfamiliar task¨ caused a lot of pressure in the background.
The pressure to have to round off and present the research in November appeared to be such a bottle neck that in August 2001 some of the participants threatened to opt out if the programme and the workload wasn’t adjusted.
After all an important motive of the participants was the wish to realise their own research in a good way.
A second and equally important aspect was that an overload would endanger the well-being of the participants and this was considered unacceptable.
The two most important requirements for the functioning of a self-study group have to be met: social coherence; that is the feeling to belong to the study group and the inherent motivation; feeling involved with the subject.
B.2.2 The SoLiLL-project first and foremost a participants´ project.
The interpretation of the Arnhem self-study group was that all participants had to be supportive of the SoLiLL-project. They were the people who had to produce the material for the thematic result. And the experiences of the participants determined the data which formed the answers to the questions in the SoLiLL objectives.
The organisation had to create conditions that enabled the self-study group to concentrate on the project properly.
There was incessant tension because of the fact that to our organisation as well as to the participants the project was completely new; ¨What is expected of the Arnhem self-study group? and ¨What will we be able to realise with this group?¨.
By the delayed granting of the European subsidies the programme had been strongly abridged which put more strain on the participants.
B.3 A fundamental choice.
In the Arnhem situation we have opted for an approach that gave precedence to the primary conditions for the participants instead of the demands of the abridged SoLiLL programme.
After all the self-study group is the basis for all other SoLiLL objectives.
We especially focused on the primary conditions for the self-study group.
This resulted in the following learning experience:
Learning experience 12: An abridged programme puts a strain on the philosophy of self-study.
The method of self-study requires considerable time to orient and discover. Time is also needed for the basic forming of a group. If that time is not available the basic elements of self-study may be at risk. The results of the programme will put a strain on autonomy and self realisation.
