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guide:design [2018/11/02 14:46]
Caroline [A delicate balance between theory and practice]
guide:design [2018/11/05 15:20] (current)
Cecilia [A delicate balance between theory and practice]
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 A Heterotopia Tour **can meet the needs of a wide range of people**. You may design it for young people (like a youth exchange) as well as for adults who would like to make a change in their life after years of work, or even during their retirement ! Likewise, you can design it for migrants, people without educational background, engineers, students, etc. A Heterotopia Tour **can meet the needs of a wide range of people**. You may design it for young people (like a youth exchange) as well as for adults who would like to make a change in their life after years of work, or even during their retirement ! Likewise, you can design it for migrants, people without educational background, engineers, students, etc.
  
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 The Heterotopia Tour has been designed as **an inclusive experience** which will impact a person at several levels **no matter their age or background**. The Heterotopia Tour has been designed as **an inclusive experience** which will impact a person at several levels **no matter their age or background**.
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 To answer this question, you need to **explore your social and pedagogical goals** and to **assess your capacities and skills**. To answer this question, you need to **explore your social and pedagogical goals** and to **assess your capacities and skills**.
  
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 We believe that **the more diverse the group, the better**. Therefore we usually **mix people of different ages** (from 18 to 60), **background**,​ **gender**, **beliefs**,​ **physical state** (disabled/​valid...),​ etc. but you can proceed in a different way if you believe that you will better reach your goals by gathering people from the same generation or people who are sharing a common situation (for example: people living in an urban suburb, migrants, unemployed people...). We believe that **the more diverse the group, the better**. Therefore we usually **mix people of different ages** (from 18 to 60), **background**,​ **gender**, **beliefs**,​ **physical state** (disabled/​valid...),​ etc. but you can proceed in a different way if you believe that you will better reach your goals by gathering people from the same generation or people who are sharing a common situation (for example: people living in an urban suburb, migrants, unemployed people...).
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   * are **interested in sharing their experience** with others after their return;   * are **interested in sharing their experience** with others after their return;
   * are **available for the whole duration** of the Tour and for the various preparatory and follow-up activities.   * are **available for the whole duration** of the Tour and for the various preparatory and follow-up activities.
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 Participants should also **be able to speak some English**. They don’t need to be fluent but should be able to meet other participants and English-speaking partners without being always monitored by trainers or facilitators. The //​Heterotopia Tour// is not meant to be a training course to learn English, but rather to **discover alternative ways of living and getting involved into society**. Participants should also **be able to speak some English**. They don’t need to be fluent but should be able to meet other participants and English-speaking partners without being always monitored by trainers or facilitators. The //​Heterotopia Tour// is not meant to be a training course to learn English, but rather to **discover alternative ways of living and getting involved into society**.
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 It is important for you to understand the **local trends**, the **way people live**, the **economic, social, cultural and political background** in order to understand if this area will be a **fertile ground** for you to grow your Tour (or not). It is important for you to understand the **local trends**, the **way people live**, the **economic, social, cultural and political background** in order to understand if this area will be a **fertile ground** for you to grow your Tour (or not).
  
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 You may want to look into what** room for social economy and active citizenship** there is in the area. Is there a local dynamic towards social economy? and therefore a set of projects you can easily visit during a Tour?  You may want to look into what** room for social economy and active citizenship** there is in the area. Is there a local dynamic towards social economy? and therefore a set of projects you can easily visit during a Tour? 
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 Look for projects who will be **strong allies**, on which you can rely because their members really want to support you. **They will introduce you to and into the area** they live in, and bring you into a deep and intense experience. Look for projects who will be **strong allies**, on which you can rely because their members really want to support you. **They will introduce you to and into the area** they live in, and bring you into a deep and intense experience.
  
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 We advice you to organize at least **one meeting where all the potential partners can meet and voice their motives, ideas and concerns**, why your project meets their interest and what they would like to offer to you.  We advice you to organize at least **one meeting where all the potential partners can meet and voice their motives, ideas and concerns**, why your project meets their interest and what they would like to offer to you. 
  
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   * **Review the expectations of each partner:** Make sure you are on the same board, partners are motivated, committed and in case, willing to make sacrifices to achieve the project'​s objectives.   * **Review the expectations of each partner:** Make sure you are on the same board, partners are motivated, committed and in case, willing to make sacrifices to achieve the project'​s objectives.
  
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   * **Share information on everything that affects the Tour:** An honest and transparent communication will help you find solutions in case of difficulties. Support international partners to obtain all relevant information:​ we suggest you to organize a preparatory visit before the Tour, but if it is not possible, provide an InfoKit with detailed information and visual support (e.g. photos of the venue).   * **Share information on everything that affects the Tour:** An honest and transparent communication will help you find solutions in case of difficulties. Support international partners to obtain all relevant information:​ we suggest you to organize a preparatory visit before the Tour, but if it is not possible, provide an InfoKit with detailed information and visual support (e.g. photos of the venue).
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 No matter the group, the venue(s) or the program of the Tour, we observed that the group always goes through the following stages: No matter the group, the venue(s) or the program of the Tour, we observed that the group always goes through the following stages:
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   * the **first step** is about **discovering the others**, **adapting to new living conditions** and **getting familiar** with them;   * the **first step** is about **discovering the others**, **adapting to new living conditions** and **getting familiar** with them;
   * the **second step** is usually a **more troubled stage**: the participants are now familiar enough with the basics of the Tour (living conditions, pace, activities...) but some aspects of it don't suit them. They become more critic, they express some discomfort or wishes for some things to change regarding community living, facilitation,​ the program, the pace of the Tour or the living conditions. Tensions might emerge as well as some form of tiredness. The group is at a crossroad: either it keeps going as it used to until now, without addressing concerns and critics, or it transforms and adopts new rules and regulations;​   * the **second step** is usually a **more troubled stage**: the participants are now familiar enough with the basics of the Tour (living conditions, pace, activities...) but some aspects of it don't suit them. They become more critic, they express some discomfort or wishes for some things to change regarding community living, facilitation,​ the program, the pace of the Tour or the living conditions. Tensions might emerge as well as some form of tiredness. The group is at a crossroad: either it keeps going as it used to until now, without addressing concerns and critics, or it transforms and adopts new rules and regulations;​
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 It is possible to stay in the same place all the Tour long, but we recommend to **change the venue after each main stage**. This physical move will symbolically go along the growth and the metamorphosis of the group.  ​ It is possible to stay in the same place all the Tour long, but we recommend to **change the venue after each main stage**. This physical move will symbolically go along the growth and the metamorphosis of the group.  ​
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 The choice of the different venues should take several parameters into consideration:​ The choice of the different venues should take several parameters into consideration:​
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   * give people **confidence in what is going on**, and in their own **ability to take action** and embody the change they want for themselves and for society.   * give people **confidence in what is going on**, and in their own **ability to take action** and embody the change they want for themselves and for society.
  
-{{:guide:35549976_2151869721709264_2385020847279570944_n.jpg?​direct&​200 |}}+{{:guide:35483756_2151869771709259_2073075603044564992_n.jpg?​direct&​200 |}}
  
 In our opinion, a Heterotopia Tour should offer a **non-conventional approach** to address the topics of **social entrepreneurship**,​ **ecologic awareness** and **active citizenship**. ​ In our opinion, a Heterotopia Tour should offer a **non-conventional approach** to address the topics of **social entrepreneurship**,​ **ecologic awareness** and **active citizenship**. ​
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 We define non-formal education with the following principles: We define non-formal education with the following principles:
  
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   * //​Learner-based approach// – **personal learning goals** are at the core of the program: our goal is to help improve the skills, knowledge and know-hows of each participant according to the objectives they set for themselves. Facilitators need to be aware of the socio-cultural and educational **background** of the participants and about any **special needs** they might disclose. The design of the activities will take the current knowledge of the participants into account, such as language skills, practical skills, prior knowledge on the topics of the project etc. The information you will gather during the preparation phase will enable you to adapt your program to your participants and to put the "​learner-based approach"​ into practice.   * //​Learner-based approach// – **personal learning goals** are at the core of the program: our goal is to help improve the skills, knowledge and know-hows of each participant according to the objectives they set for themselves. Facilitators need to be aware of the socio-cultural and educational **background** of the participants and about any **special needs** they might disclose. The design of the activities will take the current knowledge of the participants into account, such as language skills, practical skills, prior knowledge on the topics of the project etc. The information you will gather during the preparation phase will enable you to adapt your program to your participants and to put the "​learner-based approach"​ into practice.
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   * //Flexible program// – The educational program should be flexible enough to **acknowledge the needs** identified during monitoring moments (cf.Chapter 5.3 "//​[[guide:​implementation:​activities|Activities / Schedule]]//"​). With the changes in the activities and methods we aim to create better circumstances for achieving the objectives.   * //Flexible program// – The educational program should be flexible enough to **acknowledge the needs** identified during monitoring moments (cf.Chapter 5.3 "//​[[guide:​implementation:​activities|Activities / Schedule]]//"​). With the changes in the activities and methods we aim to create better circumstances for achieving the objectives.
  
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   * //​Responsible learning and voluntary participation//​ – In a non-formal educational program, the participation of learners is voluntary. This means that they have a personal reason and motivation to participate and that they take responsibility for their own learning; they understand that their level of **participation and contribution** influences the outcomes of the learning program the same way as the facilitation does. That's why the quality of the selection and preparation of the participants is crucial (cf. Chapter 4. //"​[[guide:​participants|How to prepare and select the participants of the Tour]]"//​). ​   * //​Responsible learning and voluntary participation//​ – In a non-formal educational program, the participation of learners is voluntary. This means that they have a personal reason and motivation to participate and that they take responsibility for their own learning; they understand that their level of **participation and contribution** influences the outcomes of the learning program the same way as the facilitation does. That's why the quality of the selection and preparation of the participants is crucial (cf. Chapter 4. //"​[[guide:​participants|How to prepare and select the participants of the Tour]]"//​). ​
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 Learning must take place within a **cycle of discovery, creation, action, reflection and application**. ​ Learning must take place within a **cycle of discovery, creation, action, reflection and application**. ​
  
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 A wide variety of methods exist to match various learning styles and needs. The more you diversify the pedagogical approaches, the more you enable each participant to discover their preferred learning practices and make the most of the learning opportunities of the Tour. Therefore, when it comes down to choosing activities, we recommend that you pay attention to the **balance between theory and practice**. ​ A wide variety of methods exist to match various learning styles and needs. The more you diversify the pedagogical approaches, the more you enable each participant to discover their preferred learning practices and make the most of the learning opportunities of the Tour. Therefore, when it comes down to choosing activities, we recommend that you pay attention to the **balance between theory and practice**. ​
  
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   * the **size of the work groups**: vary between individual tasks, work in small groups, and big groups.   * the **size of the work groups**: vary between individual tasks, work in small groups, and big groups.
  
-The efficiency in learning is linked to how the learner feels in their surroundings:​ changing position, location, sound atmosphere will help the **mental switch between topics** and offer a conclusion to a session before starting a new one.+{{ :​guide:​34817674_2145167212379515_2742357719670325248_n.jpg?​direct&​200|}}The efficiency in learning is linked to how the learner feels in their surroundings:​ changing position, location, sound atmosphere will help the **mental switch between topics** and offer a conclusion to a session before starting a new one.
  
 To close the loop, don’t forget that each activity should be **followed by a time for reflection and processing**. Linking the experience with prior knowledge and with the objectives of the program will put some meaning into it, put it into perspective. ​ To close the loop, don’t forget that each activity should be **followed by a time for reflection and processing**. Linking the experience with prior knowledge and with the objectives of the program will put some meaning into it, put it into perspective. ​
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 +[[guide:​resources|{{ :​guide:​fleche.jpg?​50|}}]] ​
guide/design.1541166417.txt.gz · Last modified: 2018/11/02 14:46 by Caroline