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Acquiring Knowledge

Lecture

A one-way, organized, formal talk is given by a resource person for the purpose of presenting a series of events, facts, concepts, or principles. PowerPoint presentations or other forms of media are often used to illustrate major points.

Internet Searches

Participants search the Internet for information related to specific topics using search engines such as Yahoo! (www.yahoo.com) or Google (google.com).

Panel Discussions

A group of three to five people present their views on a particular topic or problem, followed by a question and answer session, which is moderated by a non–panel member. Panel members respond to questions both individually and also have “mini” discussions between and among each other concerning the question asked.

E-mail and Listservs

Information and questions can be shared between and among instructors and learners via e-mail or listservs. While e-mail allows more for one-on-one interaction, a listserv provides communication among all participants and instructors.

Face-to-Face Small-Group Discussion

A group of three to six people share their ideas and views on a particular topic or problem. Often what is discussed in these small groups is shared with either all or part of a larger group.

Asynchronous Discussions

Online discussions allow learners and instructors to post messages, share ideas, ask questions, and read about topics of interests. Sample types of forums include threaded discussions, news groups, note files, bulletin boards, and e-forums.

Buzz Group

A large group is divided into small “huddle” groups for the purpose of discussing the subject matter at hand. One person is then chosen from this group to share their ideas on the subject with the whole group.

Audio and Video Conferencing

This two-way communication system allows learners to interact in real time with each other and outside resource people, with the expressed purpose of gaining specific knowledge. These types of conversations can be done via telephone, satellite, or online formats.

Symposium

People qualified to speak on different aspects of a topic or problem offer formal presentations, usually followed by a time for audience members to ask questions of each speaker.

Synchronous On-Line Sessions

Real-time discussions allow instructors and participants to have live interactions with one another, and outside experts. Learners can listen to presentations, have a question and answer or discussion sessions with each presenter, conduct chat sessions on the side, and hold breakout groups.

Literature : Nonfiction and Fiction

Participants learn about the lives of others, major social events, and key shifts in human and environmental events over time. Individual learners and groups of learners often use this technique.

Local Knowledge

Participants learn about the knowledge and experiences of the local people (e.g., history, information about the environment, traditional healing). Having this form of knowledge is especially valuable in parts of the world where that knowledge usually does not appear in the resources that are available to both instructors and participants.

Enhancing Cognitive Skills

Developing Psychomotor Skills

Case Study

Either individually or in a small group people analyze and offer solutions to an event, incident, or situation presented orally, in written form, or an online format. Each individual or group then shares with the other participants in the session their analyses and possible solutions.

Demonstration with Return Demonstration

A resource person performs a specified operation or task, showing others how to do it. The participants then practice the same action, and are provided feedback on whether or not they are performing correctly what they have just observed.

Debates

Two people or two groups present conflicting views, which helps to clarify the arguments related to a specific topic. A debate usually has a number of “rounds” in which participants both respond to arguments the other person or group has made as well as additional thoughts on their point of view.

Simulations

Participants practice skills in a live or online environment that simulate real settings in which those skills are required. Feedback is provided to participants by facilitators of these simulations, which are usually small group based.

Games

An individual or group performs an activity characterized by structured competition that provides the opportunity to practice specific thinking skills and actions (such as decision making). Games are done both live and through online formats.

Trial and Error

Participants are encouraged to figure out individually or in groups a way to do a hands-on task effectively. The tasks may be simulated or set in real-life settings.

Critical Incidents

Participants are asked to write about or orally describe an important incident related to a specific aspect of their lives. This incident is then used as a basis for analysis through individual or small group reflection.

Skill Practice Exercises

Learners repeat the performance of a skill with or without the aid of an instructor. In most cases when an instructor is not present, learning resources, such as pictorial representations of the skill, along with written instructions are provided.

Drawing

Learners are asked to draw a concept or an idea as individuals or in groups. They then discuss with the whole group why they drew what they did.

Behavior Modeling

A model or ideal enactment of a desired behavior is presented via an instructor or a technology-based medium followed by a practice session on the behavior.

Observation

After an individual or group systematically observes and records an event using a specific focus (for example, leadership style, group interactions, instructor behavior), the data are analyzed and discussed (either one-on-one or in a group format).

Games

An individual or group performs an activity characterized by structured competition that provides the opportunity to practice specific psychomotor skills (such as hitting a ball).These can be done live or via online formats.

Quiet Meetings

Participants sit quietly and reflect on a topic or question, sharing from time to time an idea on the area presented. No reaction is given to these comments, although others are free to share their ideas also. The power of this technique is in the silence, not the talking or listening.

Observing and Doing

Learners, usually individually, observe one or more persons who are highly skilled in what they want to learn to perform and then try to acquire this skill by doing it until they believe they can do it effectively. This technique is often used in concert with others techniques for acquiring psychomotor skills.

Online Forums

Online forums designed in such a way that participants are raising and discussing critical questions, debating ideas, and challenging each other’s ways of thinking (e.g., chat rooms, discussion boards).

Physical Exercise

Participants either learn to do or improve their abilities related to a variety of types of physical exercise (e.g., walking, biking, stretching, swimming), often as a part personal or group wellness programs.

Fish Bowl

A role play among several people is watched by observers sitting around the players. The observers comment on the activity.

Dance

Instructors may use dance for a variety of reasons (e.g., to involve learners in physical activities, to demonstrate cultural traditions, to tell stories in traditional cultures). Those introducing this technique may be outside resource people, participants, or the instructors.

Strengthening Problem-Solving and Problem-Finding Capabilities

Changing Values, Beliefs, or Feelings

Suggestion Circles

In circles of no more than 10–12 people, participants are asked to provide high-quality, concisely stated solutions to a specific problem posed by one of the members within a time frame of no more than 5–10 minutes.

Role Playing

The spontaneous dramatization of a situation or problem is followed by a group discussion. Specific roles may be given to each learner, or learners may choose how they wish to respond based on the situation presented.

Problem-Based Learning

The content for the instruction is centered on fundamental or critical problems of practice. Participants focus on solving the presented problems with the end product being enhanced problem-solving skills, content knowledge related to the problems presented, and improved thinking skills. Problem-based learning can be carried out face-to-face, online, or a combination of both.

Simulations

Learners reflect on their own values, beliefs, and or attitudes using a live or computer-based situation that is a portrayal of a real-life situation. The reflective process may be done individually or completed in small groups.

Socratic Dialogues

Through interaction with an expert, whose role it is to provide examples and guiding questions, learners are challenged to solve problems through clear reasoning and thinking.

Metaphor Analysis

Participants construct metaphors—concrete images that describe, in a parallel yet different way, a phenomenon being discussed (e.g., “program planning at times feels like a whirlpool”).

Simulations

Participants are asked to solve problems in activities that closely mimic real-life situations. The feedback given as they move through the simulation is lifelike and immediate, especially in computer-based simulations.

Storytelling

Participants “tell their stories” about an experience that all or most group members have in common, or an experience that opens vistas unknown to the rest of the group (e.g., in support groups).

Nominal Groups

Participants are asked to individually write down their proposed solutions to a specific issue or problem. Each person is then asked to present one of their responses, until all of the ideas have been shared. Group members are then asked to choose three to five of the solutions that have been suggested, and the five solutions that are chosen most often are then discussed by the whole group.

Listening Circle

The main focus of this activity is to listen closely to what each participant is saying about a question or topic that is raised, while the other participants suspend their own thinking. A person speaks only when holding the symbol (where possible, from indigenous peoples) to talk, which is passed around the circle while the other learners listen intently to what is being said.

Reflective Practice

This practice involves thoughtful reflection on one’s actions, focusing on alternative ways one would approach a similar problem or incident, which can be done individually, as part of a small-group discussion, or some combination of the two.

Journal Writing

Learners keep a written record on an issue or problem which has led them to question their basic values and beliefs. This technique is often used by individuals as a way of reflecting on how they are changing as a person, but can also be done in small groups, where the journal is shared with members of that group.

Listening to Music

This practice uses music as a stimulus for participants to write down their feelings and memories related to what is being taught or discussed. Learners then share what they have written in small groups.

Group Drawing

In groups of three to five ask participants to draw a picture or pictures that represents what they feel as a group[AU: Yes?] Yes about a particular idea or statement (e.g., draw what feeling powerless looks like to you and what makes you feel powerful), using newsprint and magic markers, smart boards, or whiteboards. Instructors stress that artistic talent is not expected. Learners then share what they have drawn and why with the whole group.

Dreams

Drawn primarily from the traditions of indigenous peoples, paying attention and working with our dreams to gain a deeper understanding of oneself and social transformation. Learners may reflect on the images and content of their dreams individually or with others.