Educational offerings guidelines - workshop elements
From [[http://cpsquare.org CPsquare]], the community of practice on communities of practice.
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See also: Educational offerings guidelines overview and Educational offerings guidelines - module elements.
Design elements at a workshop-level
- A compelling learning experience requires structure -- like a plot.
- Establishing visible momentum at the beginning is an essential element in motivating people's participation.
- A feeling of a satisfying wrap-up at the end, even if it involves pointing toward future work, is really important.
- CPsquare workshops require commitment of substantial time and effort. This commitment of time is the direct consequence of the philosophy and style of workshop that we offer. It is fundamentally different than a passive consumption model.
- An access and use agreement goes along with participation. Each subject area in CPsquare's wiki has a designated area where participants benefit from the work of previous and future groups. CPsquare members also have access to that area of the wiki.
- CPsquare workshops always have a "home base" platform which helps structure participation. Additional tools are introduced in the context of authentic collaboration and work.
- Staffing and the roles that workshop staff play is part of a workshop design. Guest speakers, for example, bring their own sense of domain boundaries and practice strategies.
- We enable cross-cohort connections and follow-up through tools and events such as
- Facebook group
- Reunion or follow-up calls
- Trial, limited time memberships in CPsquare
- Cost & financial considerations
- We seek to provide scholarships that widen access, but have found that people who get access "for free" generally don't make enough of a commitment, participate or benefit enough from the experience. Unfortunately that has a negative effect on the entire group.
- Although workshops subsidize some CPsquare infrastructure, they are independent and self-supporting financially.
See also: Educational offerings guidelines overview and Educational offerings guidelines - module elements.
This document reflects the direct contributions of Alice MacGillivray, Barb McDonald, Bronwyn Stuckey, Etienne Wenger, Jenny Mackness, John Smith, and Naava Frank.
