12,782
edits
OER4Schools/Workshop for school leaders: Difference between revisions
From OER in Education
OER4Schools/Workshop for school leaders (view source)
Revision as of 20:14, 7 January 2013
, 12 years ago→Conditions for Learning
| Line 58: | Line 58: | ||
{{lfl ghana paper}} | {{lfl ghana paper}} | ||
}} | }} | ||
Use the "force-field analysis" to look at the conditions for learning. Leaning on a metaphor from Physics, Force Field Analysis is a useful technique for looking at facilitating and constraining forces. | |||
Identify the issue, then write down things three things that help on the left, and three things that hinder on the right. | |||
{|border=1 | |||
|| --> || || <-- | |||
|- | |||
|| Help || The Issue || Hinder | |||
|- | |||
|| --> || || <-- | |||
|} | |||
The technique can be extended by | |||
* (a) initially listing all the factors that help and hinder, then identifying the three most important of each, | |||
* (b) showing the strength of the forces by assigning a score to each, from 1 (weak) to 5 (strong). | |||
The next stage is to consider what can be done to | |||
* Add momentum to and capitalise on the favourable forces | |||
* Minimise or overcome the obstacles. | |||
Options for action can be considered in how effective they will be in shifting the balance in favour of the positive forces. | |||
{{lfl blue book}} | |||
== Learning Dialogue == | == Learning Dialogue == | ||
