The document describes an action learning project involving three individuals - Jan, Pippa, and Don - who worked together over four years to develop the Brighton Permaculture Trust and design course. They formed an action learning guild to support each other through the permaculture design diploma process. The guild met regularly and provided feedback and support. Through their collaboration, all three individuals were able to complete the diploma, and a new area reference group was formed to support further diploma students in the region.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
The document discusses facilitating learner choice and personalized learning through a "detox" process of noticing, dreaming, connecting, and doing. This process aims to return learning to its natural state by empowering learners to own their learning and focus on their interests and passions. It also discusses using various approaches, like blended learning, to optimize learning by matching approaches to individual learners and their styles.
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
Time management and organizational strategieselomari_brahim
The document discusses various issues around the effective use of time in schools. It notes that schools are controlled by the clock and that time needs to be reexamined and used in new ways. It recommends reinvesting in learning over time, establishing an academic day, keeping schools open longer, and giving teachers more time. The document also discusses block scheduling, noting advantages like extra project time but disadvantages like less daily reinforcement. It provides tips for teachers to minimize classroom interruptions and manage their time effectively through logs, to-do lists, and reducing procrastination.
Time management and organizational strategiesyounes Anas
The document discusses various issues relating to the effective use of time in schools. It addresses the erosion of instructional time due to factors like scheduling and the pace of instruction. It also summarizes a report that recommended rethinking time allocation and use in schools. The document then discusses block scheduling as an alternative scheduling approach and its potential advantages and disadvantages. Finally, it provides tips for teachers to minimize classroom interruptions and make better use of their time.
This document summarizes how Lumen Christi Catholic School uses iPads in the classroom to improve student learning through creating and publishing. Teachers provide examples of how they use apps like Evernote, Show Me, Explain Everything, Audio Boo, and Pinnacle Studio to create multimedia content and authentic assessments. Students use the apps to demonstrate higher-order thinking through book reports, experiments, stories, and more. The iPads allow students to move from content consumers to creators, collaborators, and publishers.
Notes from Dr. Tanya Martini's interview on the Neuro Transmission podcast on what she has learned from doing ePortfolios with her classes over the years. Audio files for this presentation can be found here: https://community.cengage.com/t5/Psychology-Blog/ePortfolios-Key-Considerations/ba-p/14154
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
The document discusses facilitating learner choice and personalized learning through a "detox" process of noticing, dreaming, connecting, and doing. This process aims to return learning to its natural state by empowering learners to own their learning and focus on their interests and passions. It also discusses using various approaches, like blended learning, to optimize learning by matching approaches to individual learners and their styles.
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
Time management and organizational strategieselomari_brahim
The document discusses various issues around the effective use of time in schools. It notes that schools are controlled by the clock and that time needs to be reexamined and used in new ways. It recommends reinvesting in learning over time, establishing an academic day, keeping schools open longer, and giving teachers more time. The document also discusses block scheduling, noting advantages like extra project time but disadvantages like less daily reinforcement. It provides tips for teachers to minimize classroom interruptions and manage their time effectively through logs, to-do lists, and reducing procrastination.
Time management and organizational strategiesyounes Anas
The document discusses various issues relating to the effective use of time in schools. It addresses the erosion of instructional time due to factors like scheduling and the pace of instruction. It also summarizes a report that recommended rethinking time allocation and use in schools. The document then discusses block scheduling as an alternative scheduling approach and its potential advantages and disadvantages. Finally, it provides tips for teachers to minimize classroom interruptions and make better use of their time.
This document summarizes how Lumen Christi Catholic School uses iPads in the classroom to improve student learning through creating and publishing. Teachers provide examples of how they use apps like Evernote, Show Me, Explain Everything, Audio Boo, and Pinnacle Studio to create multimedia content and authentic assessments. Students use the apps to demonstrate higher-order thinking through book reports, experiments, stories, and more. The iPads allow students to move from content consumers to creators, collaborators, and publishers.
Notes from Dr. Tanya Martini's interview on the Neuro Transmission podcast on what she has learned from doing ePortfolios with her classes over the years. Audio files for this presentation can be found here: https://community.cengage.com/t5/Psychology-Blog/ePortfolios-Key-Considerations/ba-p/14154
This document summarizes the key financial improvements and focus areas for a bank in 2007 and 2008. In 2007, the bank improved its net income by $2.2 million through increases in net interest income and margin, improvements in cost control of non-interest expenses, and growth in non-interest income from fees. The bank also improved its efficiency ratio and saw increases in total assets and deposits. In 2008, the bank's focus will be on growing deposits through marketing and referrals.
The document describes a permaculture design project from 1996 involving designing a small garden allotment. [1] Key elements of the design included zone 1 biodiversity, natural patterns, edges, layering, stacking in space and time, multifunctionality, self-regulation at a small scale, perennial plants with no digging, cycling, guilds, and incremental design to meet client needs. [2] The author learned through trial and error, such as attaching a water butt incorrectly. [3] Over time, the author's designs evolved from non-permaculture inspired to using permaculture design principles like identifying zones, applying principles, and taking a wait-and-see approach.
This document discusses using the popular UK TV gardening program "Gardeners' World" as a learning resource to teach permaculture concepts and principles. It proposes taping segments of the show and creating accompanying worksheets to have students identify how the hosts discuss and demonstrate permaculture ethics like earthcare, peoplecare and fairshare without explicitly naming them. This active learning approach could help new students relate abstract permaculture ideas to practical gardening examples.
This document discusses techniques for improving the performance of Linux systems, including prelinking and hashstyling. Prelinking resolves library references ahead of time to reduce program startup times. Hashstyling involves compiling software with new binutils and glibc features enabled to further improve dynamic linking speeds. The document provides instructions for setting up prelinking and hashstyling on different distributions like Gentoo and describes some potential issues and workarounds.
The document describes a person's journey over several decades to find a place to live in accordance with their values of permaculture, traditional culture, and community. They analyze regions of France that meet their interests in traditional dance and permaculture, eventually choosing a small house in Prades, Pyrenees-Orientales. The design process for renovating the house involves site analysis, criteria development, and consideration of yields, costs, and how the project aligns with permaculture principles.
1) The document discusses the development of the Brighton Permaculture Trust (BPT) over time, including educational courses offered, projects undertaken, and organizational structure.
2) It describes analyzing the core functions and policies of BPT using permaculture principles and metaphors like pioneer species and forest gardening.
3) The trustees aim to demonstrate permaculture principles in their governance, but finding the right balance between supporting projects and caring for people has at times been difficult.
This document outlines a lesson plan aimed at helping learners reflect on how they have developed as sustainable learners over the course. The plan uses concepts from permaculture design such as zones and sectors to map out how a learning support group naturally displays permaculture principles and ethics. The lesson guides students through activities to identify their learning styles, challenges them to develop new ones, and reflects on how course concepts like permaculture design can be applied to creating sustainable lifelong learning practices.
Marcos Ton is a 46-year-old consultant, trainer, business coach, and action learning coach with over 15 years of experience developing leadership and sales teams for national and multinational companies in Brazil. He has an MBA in engineering and innovation as well as specializations in business consulting, education management, strategic human resource management, and e-business information technologies. Ton teaches post-graduate courses in sales negotiation and technical courses in sales administration. He volunteers as a business mentor for small and medium enterprises and with organizations focused on student entrepreneurship and Bible study.
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
Before B we need to read School for all, part A.
In sun up, People on the world need to act and create opportunities for more people.
In fact Education , is a good solution.
This document summarizes a retreat for new faculty scholars to help them build their academic portfolios. The retreat provides an overview of the purpose and goals of academic portfolios. It covers topics such as describing teaching, research, outreach, and developing an overall academic role and philosophy. Participants work through exercises to reflect on these areas and begin drafting sections of their portfolios. The retreat aims to create a supportive environment for collaboration and feedback to help the new scholars structure and promote their academic work.
This document provides guidance on course design and syllabus construction. It discusses establishing learning objectives and outcomes, considering different teaching modes like flipped or hybrid, using appropriate media and technology, scaffolding course content, incorporating various learning activities, and constructing an effective syllabus. The goal is to plan lessons from a student-centered perspective and create a well-designed course through a balanced syllabus that is consistent with best practices.
The document discusses active learning strategies for enhancing digital skills. It defines active learning as student-centered teaching methods that engage students through in-class activities and discussion followed by reflection. Some active learning strategies mentioned include using small groups, posing discussion questions, and having students create exam questions. The document also discusses flipped classrooms and using digital tools like ThingLink and concept maps to facilitate active learning. It emphasizes that implementing technology alone is not enough and active learning should be both challenging and enjoyable for students.
Pāroa School in New Zealand underwent a journey to implement inquiry learning schoolwide. After attending professional development that exposed them to inquiry models used in other schools, the staff were inspired to shift from a teacher-centered to student-centered model. They created their own inquiry process and toolbox of thinking strategies and tools. Throughout 2009, they worked to introduce these resources, provide teacher training, and support initial classroom inquiries. By the end of the year, most teachers were facilitating their own student-driven inquiries. Moving forward, the school aimed to further develop their inquiry model and ensure community involvement and support for the new approach.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
How to establish and maintain a Commnunity if PracticeMija RABEMANANJARA
You will find lots of advice and pitfalls you don't want to face while trying to create and maintain your community of practice. This is all about organization and above all human relationships and how to keep the involvement that once existed.
Let me know your comments.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Teach Meet 1: Shape and Structure -Content and Resourcesshaikh1111
This document summarizes a teaching meeting focused on lesson shape and structure. It provides ideas for starting, developing, and concluding lessons in an engaging way that challenges students at different levels. Suggestions include using initial stimulus materials, music, questioning, and differentiation strategies. Resources like QR codes, snowballs, online tools for videos and random questioning are also presented. Ensuring differentiation for students with special educational needs through tailored lesson structure and content is discussed.
This document summarizes the key financial improvements and focus areas for a bank in 2007 and 2008. In 2007, the bank improved its net income by $2.2 million through increases in net interest income and margin, improvements in cost control of non-interest expenses, and growth in non-interest income from fees. The bank also improved its efficiency ratio and saw increases in total assets and deposits. In 2008, the bank's focus will be on growing deposits through marketing and referrals.
The document describes a permaculture design project from 1996 involving designing a small garden allotment. [1] Key elements of the design included zone 1 biodiversity, natural patterns, edges, layering, stacking in space and time, multifunctionality, self-regulation at a small scale, perennial plants with no digging, cycling, guilds, and incremental design to meet client needs. [2] The author learned through trial and error, such as attaching a water butt incorrectly. [3] Over time, the author's designs evolved from non-permaculture inspired to using permaculture design principles like identifying zones, applying principles, and taking a wait-and-see approach.
This document discusses using the popular UK TV gardening program "Gardeners' World" as a learning resource to teach permaculture concepts and principles. It proposes taping segments of the show and creating accompanying worksheets to have students identify how the hosts discuss and demonstrate permaculture ethics like earthcare, peoplecare and fairshare without explicitly naming them. This active learning approach could help new students relate abstract permaculture ideas to practical gardening examples.
This document discusses techniques for improving the performance of Linux systems, including prelinking and hashstyling. Prelinking resolves library references ahead of time to reduce program startup times. Hashstyling involves compiling software with new binutils and glibc features enabled to further improve dynamic linking speeds. The document provides instructions for setting up prelinking and hashstyling on different distributions like Gentoo and describes some potential issues and workarounds.
The document describes a person's journey over several decades to find a place to live in accordance with their values of permaculture, traditional culture, and community. They analyze regions of France that meet their interests in traditional dance and permaculture, eventually choosing a small house in Prades, Pyrenees-Orientales. The design process for renovating the house involves site analysis, criteria development, and consideration of yields, costs, and how the project aligns with permaculture principles.
1) The document discusses the development of the Brighton Permaculture Trust (BPT) over time, including educational courses offered, projects undertaken, and organizational structure.
2) It describes analyzing the core functions and policies of BPT using permaculture principles and metaphors like pioneer species and forest gardening.
3) The trustees aim to demonstrate permaculture principles in their governance, but finding the right balance between supporting projects and caring for people has at times been difficult.
This document outlines a lesson plan aimed at helping learners reflect on how they have developed as sustainable learners over the course. The plan uses concepts from permaculture design such as zones and sectors to map out how a learning support group naturally displays permaculture principles and ethics. The lesson guides students through activities to identify their learning styles, challenges them to develop new ones, and reflects on how course concepts like permaculture design can be applied to creating sustainable lifelong learning practices.
Marcos Ton is a 46-year-old consultant, trainer, business coach, and action learning coach with over 15 years of experience developing leadership and sales teams for national and multinational companies in Brazil. He has an MBA in engineering and innovation as well as specializations in business consulting, education management, strategic human resource management, and e-business information technologies. Ton teaches post-graduate courses in sales negotiation and technical courses in sales administration. He volunteers as a business mentor for small and medium enterprises and with organizations focused on student entrepreneurship and Bible study.
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
Before B we need to read School for all, part A.
In sun up, People on the world need to act and create opportunities for more people.
In fact Education , is a good solution.
This document summarizes a retreat for new faculty scholars to help them build their academic portfolios. The retreat provides an overview of the purpose and goals of academic portfolios. It covers topics such as describing teaching, research, outreach, and developing an overall academic role and philosophy. Participants work through exercises to reflect on these areas and begin drafting sections of their portfolios. The retreat aims to create a supportive environment for collaboration and feedback to help the new scholars structure and promote their academic work.
This document provides guidance on course design and syllabus construction. It discusses establishing learning objectives and outcomes, considering different teaching modes like flipped or hybrid, using appropriate media and technology, scaffolding course content, incorporating various learning activities, and constructing an effective syllabus. The goal is to plan lessons from a student-centered perspective and create a well-designed course through a balanced syllabus that is consistent with best practices.
The document discusses active learning strategies for enhancing digital skills. It defines active learning as student-centered teaching methods that engage students through in-class activities and discussion followed by reflection. Some active learning strategies mentioned include using small groups, posing discussion questions, and having students create exam questions. The document also discusses flipped classrooms and using digital tools like ThingLink and concept maps to facilitate active learning. It emphasizes that implementing technology alone is not enough and active learning should be both challenging and enjoyable for students.
Pāroa School in New Zealand underwent a journey to implement inquiry learning schoolwide. After attending professional development that exposed them to inquiry models used in other schools, the staff were inspired to shift from a teacher-centered to student-centered model. They created their own inquiry process and toolbox of thinking strategies and tools. Throughout 2009, they worked to introduce these resources, provide teacher training, and support initial classroom inquiries. By the end of the year, most teachers were facilitating their own student-driven inquiries. Moving forward, the school aimed to further develop their inquiry model and ensure community involvement and support for the new approach.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
How to establish and maintain a Commnunity if PracticeMija RABEMANANJARA
You will find lots of advice and pitfalls you don't want to face while trying to create and maintain your community of practice. This is all about organization and above all human relationships and how to keep the involvement that once existed.
Let me know your comments.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Teach Meet 1: Shape and Structure -Content and Resourcesshaikh1111
This document summarizes a teaching meeting focused on lesson shape and structure. It provides ideas for starting, developing, and concluding lessons in an engaging way that challenges students at different levels. Suggestions include using initial stimulus materials, music, questioning, and differentiation strategies. Resources like QR codes, snowballs, online tools for videos and random questioning are also presented. Ensuring differentiation for students with special educational needs through tailored lesson structure and content is discussed.
This document provides an overview of a peer coaching program between February and October that included 8 workshops over 9 months. It introduces the 8 peer coaches from different South African provinces and describes the program's focus on lesson design, coaching skills, and integrating information and communication technology (ICT). Examples are provided of activities used in the workshops, such as a chalk talk reflection where teachers silently responded to a question in writing. The document emphasizes that ICT integration should enhance learning by meeting objectives like providing access to information or allowing new ways to investigate concepts. Coaches are advised to help teachers improve lessons using a common definition of effective design and recommend how technology can enrich learning.
The document provides an overview of a training session on teaching languages at key stage 3. It discusses several key points:
1. The session will reflect on what and how students are learning languages in key stage 3 and provide practical ideas to take away.
2. A working model of the key stage 3 curriculum will be discussed and sample activities modeled to demonstrate underlying principles.
3. Participants will have the opportunity to reflect on their own learning.
MultiPLE's vision is to create a global learning community without obligations that ensures career and personal development throughout an individual's career. This will establish MultiPLE as a global leader in self-learning and lifelong learning by training and developing talent for an expanding global world. The main goal is to make self-learning easy. MultiPLE aims to provide integrated learning tools and change the way people learn to match how the world has changed through a personal learning environment that allows users to explore, produce, and share information and knowledge.
The document provides an introduction to the Primary Years Program (PYP) by the PYP coordinator. It discusses the mission of the International School to inspire and support students to become positive participants in a changing world. It also outlines key elements of the PYP like the learner profile, essential elements, curriculum framework, and transdisciplinary skills. Interactive workshops are designed to model the philosophy and pedagogy of inquiry-based learning through reflection, finding personal connections, sharing findings, and taking action.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
1. Action Learning Guilds, Pathways and Zone 00 A Dip Perm Des-based case study in Reflection, Connection, Learning, Dissemination
2. Jan Mulreany Pippa James & Don McLean A Three-Group - “fast-tracking” the Diploma, working together & apart , acting as Area Reference Persons for the BPT Diploma Group. A timetabled set of Action Learning Guild meetings , 3-6 hours with food, succour, up to 1 hour each, one listening & clarifying, one scribing… A common Design Support Tutor (AL) and different AL Tutors*
3.
4. We had some lovely moments… ALGuild’s timetable d “ are we alike as procrastinators?”
5.
6. Jan’s Action Learning Pathway - the initial ideal... Ok, maybe a bit of... 4 September 2004 My involvement in BPT - reviewing it, recording it, accrediting course, etc. Mentoring a BPT group of diplomats Zone 00 and me - life, body, health, lifestyle, France? Revisioning and reviewing BPT - how to make it more sustainable Developing the BPT website, linking Dippees into it Find 10 projects within all of this… present it as a website-based resource for others
7. Ok so almost immediately I realised that this was not going to be like that! More like this in fact...
8. and don’t forget action learning groups! There’s your own garden design too What about your kitchen? local builders, real wood, reclaimed stove, second hand sink.. France.. huh, that’s Bioregionalism! How can you justify going by plane - think of the carbon! All those photos - you could use them as a resource Wow, Monty Don’s a Closet permaculturist! You’ve never walked a straight line in your life... Etc, etc, etc... Forget the diet, honey - no time...
11. Jan’s Action Learning Pathway - the reality 1st Dec 03 Gather stuff together August 2003 we get PcA OK to fastrack DST with Andy L & register Gather stuff together Oct & Nov monthly meetings to plan = Dip ALG 5/1/04 Just back from hol - too tired = BSC course 20/1/04 rescheduled = New Dips Gather stuff together 23/2/04 29/3/04 10/5/04 postponed Gather stuff together Gather stuff together Gather stuff together 23/5/04 Day at Tim’s Plan presentation! One off Dreamweaver course = French certificate at UoB weekly x 30 + 2 exams 16/6/04 5/7/04 postponed 15/8/04 22/8/04 presentation prep Practice eve + DSTwith Andy L IT Jan goes awol actually, always gathering stuff together help !
12. Draw out your ALP… then change it immediately.. & stay flexible Layering/stacking happens as if by magic! There’s no such thing as a straight line in nature It’s supposed to look messy... Use your ALG as a loving mirror… they really help you see yourself.. then reciprocate! Keep one of the projects as an analysis of you as a sustainable learner Apply principles = Zone 00 Keep going round the design cycle and note down the changes - that’s a project in itself etc, etc, etc... Jan’s Action Learning Pathway - the gaps… and the learning that arose from them Problems contain their own solutions, for example...
13. No time? See it as a permaculture issue & analyse it! Don & Jan 23 February 2004 used concepts of “ local economics” time poverty? So then we thought…. Own belief about time “ must keep busy” my time isn’t as important as someone else’s eg.work, BPT? guilt from wasting time - school, work? time wealthy or time poor? Risk factors? I can’t offload time onto someone else’s load It’s set within my cultural system - no commitment to myself, don’t be selfish, Use of time I have choice - good holidays Just-in-time thinking: P = efficient, saves brainpower, leaves time for other things M = not always comfortable feeling, can miscalculate I = it sounds like an excuse… what am I hiding? Time’s my own - no dependants Perceptions Is it a sign of my value & worth?
14. Overtime? Time bank? How do we get Time back? Block out diary… use time better.. LETS? What would richness of time look like? So then we thought…. Practised analysis Exchanged views/feelings Applied theory to a problem Diversity of solutions Practical applications
15. I’m good at reflecting Not as good at implementing Still not sure if this is gardening or permaculture Too big a task? Web-idea should be about exploring the connections, not just a presentation tool I’ll be able to do the work in the summer! I’m not panicking! I’ve got to keep my pension but would love a new green job! I’m a confident learner Today was a powerful use of ‘group’ My relationship is going well I’m completely ignoring my ALP! I’m not getting the writing done Gardeners world ! Primetime Permaculture Vision =BPT website eventually It’s not going to be finished on time Let’s take a week off to get it finished ! I’ll be letting Don & Pip down if I don’t get it done... I have lots of small projects that I can use
16. Jan’s Projects 2000-2004 Supporting the Vision - being a BPT Trustee Accrediting the design course with SEOCN Developing action learning resources Permaculture in Cuba - a slideshow Sustained Images - a CD Rom of photos Area Reference: Diploma mentors Reflections on action learning pathways and guilds Small-scale garden design, following inoculation by permaculture! Bioregionalism - or how come I’m moving to France Primetime Permaculture - CD Rom and worksheets Becoming a sustainable learner - lesson plan We danced upon the Earth - circle dances for Pc recreation!
18. Action Learning Guild How Action Learning Guilds reach those parts and support Zone 00, personal development and permaculture practice love security autonomy learn connection fair share change +ve
19. Essential criteria: theory in action : given that, for a Diplomate, the action learning cycle is the fundamental mode of learning, the theory is already grounded and in action. Sometimes I wonder if I am an AL bore! The experience of taking design course students through the theory was, at first, a disappointment, as I had led workbased groups through the process, and felt they should take to it like ducks to water. A gradual ‘lightening up’ has led to the last group enjoying it… maybe Shaun’s idea of Vision Support groups (Design Course 1999-2000) touches its heart, and is more useful. design practice : more to do with random assembly often, the practice of creating a strong ALG is in the ‘glue’ applied through making the group tangible examples of the principles - being explicit, identifying when things are happening, helping the incremental development through a synergistic assembly process. Complimentary criteria: Dissemination: as discussed above, in theory in action Symmetry : I would anticipate that some of the learning and insights gained by myself, Don and Pippa will reflect a common experience - eg. knowing the gaps! The success of our use of supported ALGs on the design course has a direct consequence of a large group of self-managing learners in Sussex, and should stand the Diploma process in good stead, with 3 new Diplomats, and a new Area Reference Group to support the work of the Association and Academy. It directly relates to the aims of the Diploma WorkNet, and should set seed beyond this Pioneer group, to the benefit of the Association and Academy. earth fairshare people
20. Complimentary criteria: Community building : the already-blooming development of the Diploma Group bears witness to the fact that our first aim of the Building Sustainable Communities course was to create a local learning community. Evaluation and Costings Yield As witnessed by the results here, the yield is of 3 new Diplomats, and a new Area Reference Group to support the work of the Association and Academy. It directly relates to the aims of the Diploma WorkNet, and should set seed beyond this Pioneer group, to the benefit of the Association and Academy. The primary yield is the strength of the Brighton Permaculture Network in the body of the Trust, now being managed mostly by its own graduates, mainstreamed and respected. Input costs A great deal in the development of the Trust and Network, far above measure in ‘real’ time, given that the features of stacking and layering in time and activity probably do represent a major percentage of the initial workload being carried out by these three people. earth fairshare people