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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 5 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:
Learning experience 7: Transferring information within a stratified organisation requires extra attention.
Within the SoLiLL project the following levels can be identified: the first level: the project co-ordinator the ZAWiW in Ulm, the second level: the local organisation including the project co-ordinator and the third level: the participants.
It requires much attention and time to elevate the already centrally present consensus regarding for instance the project gaols and the theory of Learning through Research to an adequate level within the level of the participants.
Much information was given initially, but it did not sink in properly, because it did not have a breeding ground. A very clear example is the methodology of the self-study group.
Only gradually the effects of this methodology became clear, which within our self-study group was perceived as dissension between autonomy and structuring.
There is the danger of negligence when participants are given the opportunity to determine the processes on their own without preparation. Participants may feel left to their own devices as they are often used to structural guidance. The philosophy of a self-study group must be explained clearly. Thus the participants will know what to expect from the co-ordinator and they will more easily adapt to their own tasks and responsibilities in this new form of education.
The transition of expert information to participants´ information is exactly why we have decided to involve the present participants in instructing participants in a succeeding project.
A.7 Some evaluation.
Although the process was continuously being evaluated there have been some specific moments of evaluation. During the first evaluation in April 2001 the questions were aimed at communication. How do participants experience communication between the members of the self-study group and the project coordinator and the students from other countries?
It is special that some participants already clearly mention the responsibilities going with Self-study whereas others are still in need of a resolute old-fashioned leader.
As expected the division of tasks and responsibilities between the participants and the project manager was undefined in this new project.
Keeping the enormous amount of information survey able was also a problem.
This resulted in the following learning experiences for us:
Learning experience 8: Make sure the project is fully transparent.
Make sure participants have a clear perception of the determining aspects of the project; Responsibilities, expectations, finances, policy.
This perception enhances the involvement and the sense of responsibility and is very motivating.
Learning experience 9: Make sure there is a central place to store all the acquired information.
The danger of excess information is familiar. This applies to both thematic and organisational
information.
It takes a lot of time to keep the information continuously survey able.
Looking back, a website could have been an excellent information centre, however we failed to use this possibility initially.
Learning experience 10: Danger of relapse after information phase.
After the stage during which participants are vigorously looking for new information there is
the danger of relapse.
Possible reasons are:
The layman researcher is always in danger of encountering a document in which information he or she has painstakingly acquired has already been elaborately recorded.
There may be a difference of opinion among the participants as to how long should be searched for new information.
The searching stage is succeeded by a transition to filing and editing which in fact is a difficult stage.
Choosing a collective direction may be a frustrating process if it is lengthy.
A.8 Other training.
A.8.1. ICT-training
Among other things participants have been trained in receiving and sending e-mail and searching the internet. This was followed by a course dealing with making a PowerPoint presentation and operating a beamer. Aspects of giving a presentation have also been dealt with.
Other meetings concerning computer training dealt with tackling computer viruses.
This latter was extremely important as half the participants had been tormented by a computer virus during November and December.
The mutual help was also an important development. If necessary computer knowledge of the more experienced participants was used to help the less experienced. Sometimes over the phone or if necessary at home.
