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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Sharing evidence messages of things people should be doing for their wellbeing

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One person has a riddle, the other has an answer - have to find each other

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What is design?

'Design' is both a practice and a process. As a practice, it is something everybody can do yet is also a professional practice where those with training and extensive application gain considerable knowledge, skills and experience. As a process, design is an approach to problem solving that is human centred and collaborative. This should not be confused with participatory or co-design. The design process can (and often is) human centred and collaborative without involving the end user(s). Many professional designers use ergonomic data, computer simulations and other data, collaborating with those who commission and pay for their work, before direct consultation with end users.

Design helps to make ideas tangible [ 13], to develop practical and attractive propositions to users and customers [ 14] that are affordable and sustainable [ 15]. 'Designerly strategies' have been described by Stolterman and others [ 16, 17, 18, 19, 20] as being particularly suited to complex, ill-defined or wicked problems [ 21, 22]. Rittel [ 23] links design thinking and wicked problems, and describes wicked problems as ill defined, involving stakeholders with different perspectives, and having no 'right' or 'optimal solution' [ 24]. These attributes would appear to resonate in the context of healthcare settings, and there is increasing use of design and co-design in healthcare over the last 10 years [ 25].

This ability to deal with wicked problems stems from a solutions focused approach. As Lawson notes, with architects being a proxy for designers in this instance [ 26],:

"...while the scientists focused their attention on discovering the rules, the architects were obsessed with achieving the desired result. The scientists adopted a generally problem focused strategy and the architects a solution focused strategy..."(p.23).

A key component, and often cited as a defining characteristic, of design practice is prototyping.

Prototyping

Prototyping exists as a spectrum of activities that cuts across a range from spontaneous to carefully planned, individual to collective. Brown [ 15] suggests:

"The goal of prototyping isn't to finish. It is to learn about the strengths and weaknesses of the idea and to identify new directions that further prototypes might take."(p3).

And that prototypes:

"...command only as much time, effort, and investment as is necessary to generate useful feedback and drive an idea forward. The greater the complexity and expense, the more 'finished' it is likely to seem and the less likely its creators will be to profit from constructive feedback-or even to listen to it."(p3).

Figure 2 illustrates a design mock-up or prototype used in the very early stages of idea development for a new product. It was quick to make as designers [15]were limited to the materials available and immediately conveyed a number of design ideas and limitations, such as physical size constraints if the device was to be a single-handed tool.

Early prototype (Left) and final product (Right) in a product development process by IDEO for Gyrus ENT Diego

Prototypes are not always 3 dimensional (3D), nor are they merely an approach to testing design ideas or the functional limitations of physical or digital parameters. Prototypes and the process of making prototypes are fundamental to the way that designers think and communicate. For a designer, the process of drawing or making something is not to transcribe ideas from their heads but as a means of orchestrating a conversation with themselves (and, in co-design initiatives, with others). Externalising those emergent thoughts, making them tangible, allows designers to tap into their sensory (as well as cognitive) systems. This extends their thinking, distributing it between conception and perception, engaging both simultaneously and iteratively [ 27].

The designer moves through a series of drawings or prototypes asking "what if?", and "would this work?", each move creating a new problem to be described and solved and spinning out a web of consequences, implications, appreciations and further moves. Each move is a local experiment contributing to a wider global experiment of understanding about a bigger problem. The designer reflects on unexpected consequences or implications and responds to the hand, eye, brain dialogue [ 28]. From a cognitive science perspective, cognition is not a purely rational, 'intra-mental' activity but a practical, interactive activity. The mind working on its own is only a part of the full cognitive system [ 29]. The full system comprises a combination of thinking and action within a physical environment and in this way relates to Kolb's or Dewy's experiential learning cycle [ 30].

As a practice, design is essentially a translational discipline. It combines knowledge creation and knowledge use. It encompasses methods, knowledge and understanding from physical and social sciences, arts and humanities but always with a focus on delivering a solution that 'works' in practice.

An example of prototyping supporting KMb is to be found in the Head-Up project [ 31] in which a neck support was co-designed with patients who had Motor Neurone Disease (MND). This project included a series of co-design workshops in which people with MND and MND specialist health care professionals and researchers made things and prototypes to share their experiences, knowledge and ideas about their requirements related to neck support. Between workshops, designers made drawings and models that developed and/or challenged their ideas and comments. These design prompts tested the limits of the stakeholders' imagination and assumptions. For example, one patient participant asked "What if I couldn't nod but could shake my head from side to side?". The designers made a prototype (the 'R2D2' model) for participants to try out and asked would it work for them? Their reaction was negative and so other ideas were pursued to a more successful conclusion. The designers response to the participants idea, making it tangible and visible, demonstrated that their suggestion were valued, listend to and acted upon. Without this, there might have always been the nagging doubt that an idea had been ignored and this would have undermined their participation in the shared process of knowledge mobilisation.

What is co-design?

An important shift in design thinking occurred in the 1980s [ 32, 33]. There was a move away from the opinion of 'users' as passive recipients of design work (designing for people) to active participation in design processes (designing with people), and participatory design, or co-design, was developed [ 34]. We use the term participatory design here deliberately to link to the rich literature from this branch of design, but recognise, and intentionally use co-design in the rest of the paper as it has more traction in health. The two terms, we feel for a predominantly health audience, can be used interchangeably. This positions design practice in the co-creation arena, and aligns with the UK's National Institute for Health Research (NIHR) policy about Patient and Public Involvement (PPI) practices and empowerment and emancipation [ 35]. Tsoukas and Vladimirou [ 36] define knowledge as "... the individual ability to draw distinctions within a collective domain of action, based on an appreciation of context or theory or both..." (p979). As such, co-design approaches align to critical theory and critical realism paradigms in the KMb landscape where methods are developed as a contribution to action and emancipation [ 37] with a particular emphasis on working with end users in solution focussed processes.

Co-design has an emphasis on process, where facilitation brings different participants together to elicit and share first-hand experiences and first-hand knowledge perspectives [ 38]. Co-design has therefore an ethos of empowerment and real engagement, placing such practices on the higher rungs of the ladder of participation described by Arnstein [ 39].

The co-design process recognises that the knowledge that stakeholders bring, is both explicit and tacit. Tsoukas and Vladimirous [ 36] describe this as 'contextual appreciation'. Surfacing this knowledge and recognising its value are two key reasons for first-hand participation; it is often only participants who have mutual contextual appreciation, albeit from different perspectives, that recognise and value the tacit knowledge exposed when experiences are shared. This shared understanding of others experience is key in the early stages of building trust between diverse stakeholders and helps banish myths that constrain contextually sensitive solutions being developed.

Clearly knowledge and understanding are important in achieving a solution. However, where there are gaps in both, design takes a pragmatic and abductive approach - a range of prototypes are developed to see whether a design works and what it tells us about the gaps, as described in Lawson's example of the architects. In doing so, design creates new knowledge that is visible to all participants, a visibility that is sustained through the ongoing physical presence of the prototypes.

Collective making: A specific approach to co-design

In the context of healthcare, co-design is not new. A co-design initiative that has demonstrated a wide degree of use in healthcare is the Experienced Based Co-Design methodology (EBCD) [ 40, 41]. The EBCD approach was developed and in now availble as an online toolkit of replicable methods [ 42]. Similar to the business use of Design Thinking, the EBCD method and subsequent toolkits developed to share the methods of design and design processes without the costly support of professionally trained designers [ 43]. The process and use of EBCD is not always straightforward some projects have had limited tangible service improvement, others recognised the lack of ideation tools [ 44] and it is often described as 'design like' rather than designerly [ 45]. In EBCD activities, design methods have been distilled down into a simplified process to allow non-designers to use them but this removes a designer's skills and experience from the process [ 46].

In a co-design process led by designers, designers employ a portfolio of techniques called generative methods [ 47]. These cover a wide range of activities through which co-design participants are 'led' that capture experiences, knowledge (explicit, tacit, embodied), habits, behaviours and ideas. The distinguishing feature of these designer facilitiated activities is that they involve some form of 'making'. The making is used to help co-design participants explore, reflect and consider experiences, share, articulate and express them, and see how they compare and contrast with the experiences and perspectives of others. In this way, we enable the participant to think in a similar way to that of the designer. This is achieved in the number of iterative phases. The use of making stems from the assumption that the people in the process hold the relevant knowledge but are not explicit sources of information; they are limited in the ways of expression and communication, and many experiences and knowledge are tacit, embedded in the everyday. Designers facilitating such a co-design process will ask the participants a question or series of questions, asking them to make something to represent their response. We are not expecting them to transcribe a pre-existing answer but to begin to externalise their thoughts about the question, to use the making as an opportunity to reflect and to initiate a conversation with themselves.

Collective making is preceded by 'skills building' that enables confidence in using the media and approach within the individuals. It then 'builds' from the individual to the collective making each participant's contribution visible. During the process, the focus is not on artistic qualities, but on what is being communicated. It is the combination of the made 'things' and the supporting description the maker gives the 'thing' they have made that is important. What is shared or learned is incorporated into subsequent rounds of making, where individual models are combined and blended into a negotiated model that embodies inclusion and a shared understanding whilst adhering to the meaning attributed by the original maker.

So how does collective making relate to knowledge mobilisation?

The framework has, at its core, the notion of collective making which creates the right 'conditions' to 'surface' the knowledge within the participants, and influences what knowledge is shared, used, and applied. This 'creative hermeneutics' is based on the notion of 'making is thinking' [ 18], and that collective making co-creates knowledge and outputs. The framework suggests that collective making has three concentric domains of influence: on participants, because of the effect the creative practice has on them; on the knowledge it uncovers and creates, because it pragmatically and purposively shares, blends and co-creates different types of knowledge with an emphasis on solution; and on how the knowledge generates visible and tangible products. We believe that such visible outputs demonstrate authenticity in the co-creation process (Cooke et al. 2016). Used throughout the process, participants can see their contribution, and shared decision making about what knowledge is included and taken forward can be visibly traced back from origin to end of process.

Influence on participants

Paying attention to the process is particularly pertinent in collaborations between research and health systems partnerships [ 48], and in working with service and end users [ 9]. Boivin et al. [ 9] suggest diverse partnerships require consideration of credibility of each voice, legitimacy of knowledge each person brings and contributes, and paying attention to power.

Collective making addresses aspects related to power including 'Language', 'Self-expression' and 'Presence' [ 49, 50, 51]. Professional and disciplinary specific language is exclusive. Even with efforts to use 'lay English', there are different ways of interpreting words. Assumptions are often made that the same interpretation is taken away by different stakeholders. Words, particularly spoken words are also transient, with no sustained presence, making them easy to forget, ignore, disregard or dismiss. To quote Augusto Boal [ 52]:

"Words are emptinesses that fill the emptiness (vacuum) that exists between one human being and another. Words are lines that we carve in the sand, sounds that we sculpt in the air. We know the meaning of the word we pronounce, because we fill it with our desires, ideas and feelings, but we don't know how that word is going to be heard by each listener."

Using self-created 'things' to support and facilitate dialogue between people from different backgrounds enables them to use symbology, metaphors and visual representations meaningful to them. These 'things' create a unique language that sits outside of individual professions and disciplines and yet inside everyone's ability; it is both uncommon to all yet common to all. It is self-expression, enabling each individual to express their view in their way. Finally, it gives everyone's individual contribution a physical, visible, tangible presence, making it incredibly difficult for others in the group to dismiss or ignore. In situations where designers make things on behalf others (such as the R2D2 model in the Head-Up project as described ealier in Prototyping section), there is an intrinsically empowering quality for the stakeholders when they make a suggestion and it is turned into a tangible, physical 'things' by others. It demonstrates that what they are saying is being listened to - and acted upon.

These techniques address power differences, level hierarchies and connect with the hearts and minds of participants. The Lego Serious Play (LSP) methodology [ 53, 54] uses Lego bricks to build metaphorical representations of thoughts, ideas, experiences and feelings. Individuals build a model in response to a specific question and everyone is facilitated to explain their model, referring to its physical features as points to illustrate their thinking. Then, through a variety of mechanisms, individuals' models (or elements of them) are combined, accompanied by explanations. Such approaches can contribute to collectively defining problems, developing mutual understandings, and collectively defining solutions. It can be a mechanism for explaining and sharing abstract ideas, which is especially useful when working with disparate groups of stakeholders. LSP is just one approach. Other practices might be drawing or role play and performance, but all require some time to 'make' individually and then to build from the individual contribution to the collective. This externalizing and metaphorical representation of different perspectives enables the group to collectively negotiate conflict through the made things, making it less personal.

With our focus on inclusion, we are also mindful of what methods of 'making' are used ensuring they are contextually appropriate for the target audience [ 55]. For example, when making things with children and young people we have effectively used the digital storyboarding technique called 'BitStrips' (No longer available). A storyboard is a sequence of pictures that tells a story, like a cartoon in a comic. 'BitStrips' was a digital resource for building storyboards with a library of 'elements' to construct each frame. It included characters, environments, actions, words and more. The application allowed users to create a context (office, school room, kitchen, park etc.), illustrate the weather, build avatars (people and animals), convey emotions and moods, insert tools, devices, props to use or fit into the context, speech bubbles or cartoon features. Tools like it can overcome the challenge of a 'blank sheet of paper', as the software walks users through the process. In this way, the concerns of 'I can't draw' or 'I'm not creative enough' are avoided. We have found this is an accessible and 'safe' way for young people to tell a story to a wider group of stakeholders, yet less accessible to older people.

In summary, 'collective making' techniques help to level power based on language, reduce the use of jargon, enable self-expression, give tangible presence to each participant's contribution and help to navigate conflict.

Influence on knowledge

Making things influences the knowledge and learning in individual participants. As referred to earlier, collective making is a strategy designers use to help them to think using their cognition and their perception. In certain paridigms, the tendancy is to separate thinking from perceptions. Words (spoken or written) are the predominant tool of the mind; the ways in which cognitive processes and outcomes are expressed. Yet when engaging with practitioners and with lay people experiencing ill health, where the perceptual understanding of their experiences is as important as the cognitive reflections, this form of enquiry with them becomes a powerful way of enabling people to think, reflect and communicate their experiences fully. Making is inherently a reflective [ 28] and absorbing process [ 56] that can unlock memories and embody both explicit and tacit knowledge. The act of making gives the individuals engaged in the process the space for their unconscious mind to dwell on the whys and wherefores of what is being made - allowing unconscious thoughts to surface and be shared with others, therefore influencing the collective making process.

Our contention is that the making process itself influences both access to, and utility of, different types of knowledge in the co-creation process, in that it helps to make tacit knowledge more explicit. Tacit knowledge can be defined as skills, ideas or 'know how', as well as beliefs and mental models that enable this [ 57]. Often the tacit knowledge holder is unaware of this knowledge, and does not understand how it may be valuable to others [ 58]. For this reason, tacit knowledge is difficult to share and make explicit [ 57]. Research in new product development has highlighted that personal contact, networking and use of metaphor can help to communicate and share tacit knowledge with others [ 58]. Additionally, Collins [ 59] has identified a number of subgroups of tacit knowledge that we think are particularly pertinent for discovery through co-design approaches. These include 'concealed', 'ostensive' and 'uncognized' tacit knowledge. 'Concealed' tacit knowledge includes skills and techniques learned through practice; the 'tricks of the trade'. Ask someone to describe how they use a device or tool and they might miss out a few steps that they never miss in practice. Ask them to show you and you will get the complete picture. Ask them to build a model and show you and you will find that both user and observer learn. 'Ostensive' tacit knowledge is where words may not be available to convey knowledge where gestures can. Here performance or photos may help to make tacit knowledge more explicit. And finally, 'uncognized' knowledge is where a successful experimenter may be unaware of factors that contribute to their problem solving, whilst others who watch can. We would suggest that making things helps to capture and make explicit these types of tacit knowledge.

We have explained earlier the process of building from the individual to the collective during the making process, and that a series of prototypes provides a visible trail of joint learning. These can explain at each stage what was learned and how it contributed to the next phase, and why certain decisions were taken as a group or avenues pursued, so what ends up on the 'cutting room floor' is still useful. This access and utilisation of tacit knowledge will enable a much wider systems perspective. Equally as relevant here is that the act of collective making can also transform more formal codified knowledge into forms that can be accessed and synthesised by the whole group. Complex research findings can be transformed to more embodied forms through roleplay or narrative descriptions.

Influencing knowledge implementation

Collective making produces outputs that act as 'boundary objects'. A boundary object is defined as 'a construct that has potential to improve the uptake transfer and innovation of research findings, technology and other intellectual property across the fields of social policy, organisation and management and commercial and public services'(p70) [ 60]. Because collective making produces things that embody the joint knowledge created, mindful of context of its application, we suggest they are more likely to be actionable [ 4].

For example, the neck brace developed through Head up is now being used by people with MND and is a product on the market. It embodies testimony of people with MND, professionals caring for them and MND specialist researchers and therefore fulfils the definition of a boundary object. The practitioners who prescribe it know how it can impact on the quality of life for people with MND. It also encourages ownership of the product, because it has been co-created with the end users. This was highly visible in the Head-Up project where stakeholders in the co-creation process have continued investing significant time and effort in the project to actively champion and support its wider adoption.

A further influence on implementation is that the practical process of iteratively making things together enabled the group to unconsciously and consciously consider practical implications of using something in a given context and for a given set of users that might otherwise be harder to consider.

How does this fit into the existing KMb landscape?

In the field of co-production, co-design and Mode 2 research, it would be remiss not to mention the Integrated Knowledge Translation (iKT) approach [ 61, 62]. In the words of Graham et al. "...this category of KT is similar to participatory research or Gibbons' Mode 2 knowledge production...". Depending on perspective, one could argue that Collective Making might be interpreted as a specific (but novel) form of iKT - or perhaps iKT is a specific interpretation of co-production, and Collective Making is a specific form of co-production. Kothari and Wathen refer to 'visualisations techniques' as a possible tool for engagement within iKT [ 62]. But there is limited consideration of how the process of making such visualisations might in itself have any value for knowledge creation and sharing.

We see our model as functioning within the principles described by Greenhalgh to co-create enhanced forms of evidence that blend research knowledge with experiential (patient and professional) and contextual knowledge, creating more implementable knowledge. The model could, theoretically, be used at any stage of the process, either starting from defining a research question or a priority based on research evidence, patient and professional experience and contextual factors. Or carrying out research, where technical research work might be undertaken by researchers but definition of research questions, methods, data collection, analysis and evaluation might all be collaboratively undertaken using this model. Or it could be used to take an evidence based policy or guideline and work locally with researchers, patients and professionals to determine how it might best be implemented and made to fit their context, lives and local demographic.

We believe our approach is not one that necessarily sits in isolation from other KMb or implementation strategies, and it could be complimentary to many that already exist. Its uniqueness, relative to all other models of co-production, iKT, KMb or implementation, lies in its mechanism (collective making) for engaging diverse people in a collaborative process and the impact this mechanism has on communication, redistributing power and eliciting and sharing different forms of knowledge. To our knowledge, the specific notion of using 'Collective making' to do co-production or iKT has not be previously defined or mentioned.

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'Collective making' as knowledge mobilisation: the contribution of participatory design in the co-creation of knowledge in healthcare

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The discourse in healthcare Knowledge Mobilisation (KMb) literature has shifted from simple, linear models of research knowledge production and action to more iterative and complex models. These aim to blend multiple stakeholders' knowledge with research knowledge to address the research-practice gap.

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Some great ideas generated by World Cafe - servantofchaos via Flickr

The World Café Workshop, Meeting and Facilitation Method and Principles

The World Cafe workshop methodology fosters an environment that develops good conversations. Similarly to the Gurteen Knowledge Cafe, the approach is designed to get authentic dialogues started. This is in order to encourage the sharing of ideas in a relaxed, informal and creative atmosphere.

The World Cafe system is facilitator led and is based upon a specific method and seven design principles. By applying this tried and tested method, there is an excellent chance of producing innovative ideas and sharing knowledge that can be put into practice.

"No matter what people tell you, words and ideas can change the world."
Robin Williams

When run properly, with the right balance of informality and structure, the World Cafe is a very effective way of facilitating a workshop that produces a rich and innovative output.

Here is the method, the seven design principles and the etiquette for The World Cafe system:

The World Café Method

1. Setting

Firstly you need to create a "special" environment. This is most often modelled after a café, i.e. small round tables covered with a tablecloth (preferably that can be drawn/written upon). In addition you can then add some extra paper and post-it notes, colored pens, and perhaps a point of interest such as a vase of flowers.

You can also use an optional "talking stick/spoon" item if you want to control contributions. By agreeing that only people holding the spoon can talk, and by sharing the spoon around equally, everyone gets to contribute without interruption. Ideally there should be four chairs at each table. Although it is possible to have more it can become harder to facilitate. It is likely to be more formal and harder for everyone to contribute if there are more than six or seven seats.

2. Welcome and Introduction

The overall host/facilitator begins with a warm welcome and an introduction to the World Café process. They set the context, share the Cafe Etiquette, and put participants at ease.

3. Small Group Rounds

The process begins with the first of three or more rounds of conversation for each of the small groups seated around a table. These can last for twenty to thirty minutes each.

Participants are encouraged to write, doodle and draw key ideas on their tablecloths. They can also note key ideas on large index cards, post-it notes or placemats (or something similar) in the center of the group.

At the end of the time, the overall facilitator gets each member of the group to move to a different new table. They may or may not choose to leave one person as the "table host" for the next round.

Next, the table host welcomes the new guests and briefly shares the main ideas, themes and questions of the initial conversation. They then encourage guests to link and connect ideas coming from their previous table conversations; listening carefully and building on each other's contributions.

By providing opportunities for people to move in several rounds of conversation, ideas, questions, and themes begin to link and connect. As a result this helps to develop a broad and divergent discussion of each topic.

4. Questions

Each round is prefaced with a question designed for the specific context and desired purpose of the session. Therefore, the questions or issues that are chosen for each table should genuinely matter to the life, work or community that participants are engaged in. Consequently, the same questions can be used for more than one round, or questions can be built upon each other to focus the conversation or guide its direction onwards.

5. Harvest

Next individuals are invited to share insights, or other results from their conversations, with the rest of the large group. This can happen after the small groups and/or in between rounds, as desired.

This period of sharing discoveries is initiated so that insights can be highlighted to the whole group. Furthermore these whole group conversations help in the cross-fertilization of ideas. In this way patterns are then identified, collective knowledge grows, and new possibilities for action emerge.

These results are reflected visually in a variety of ways, most often using graphic recorders in the front of the room.

After the last round of conversation, people can return to their home (original) tables to synthesize their discoveries. Or, they may continue traveling to new tables, leaving the same or a new host at the table. Sometimes, after the last planned round, the facilitator may choose to introduce a new question that helps to deepen the exploration for a final round of conversation.

The World Cafe Design Principles

1. Clarify the Context : It is important to clarify the purpose and broad parameters within which the dialogue will unfold.

2. Create Hospitable Space: Ensure the welcoming environment and psychological safety that nurtures personal safety and mutual respect.

3. Explore Questions That Matter: Make sure you focus the collective attention on powerful questions that attract collaborative engagement.

4. Encourage Each Person's Contribution : Enliven the relationship between the "me" and the "we" by inviting full participation and mutual interaction.

5. Cross-pollinate and Connect Diverse Perspectives: Intentionally increase the diversity and density of connections between perspectives while retaining a common focus on core questions.

6. Listen Together for Patterns, Insights, and Deeper Questions : Vitally, encourage shared attention in ways that nurture coherence of thought without losing individual contributions.

7. Harvest and Share Collective Discoveries : Make collective knowledge and insight visible and actionable.

The World Cafe Etiquette

In addition to the design principles there are some simple rules of etiquette that help to get the most from a World Café workshop:
1. Focus on What Matters 2. Contribute Your Thinking 3. Speak Your Mind and Heart 4. Listen to Understand 5. Link and Connect Ideas 6. Listen Together for Insights and Deeper Questions 7. Have Fun! (Playing, Doodling, Drawing are all encouraged!)
In my experience the bit that is most important (and people most struggle with) is the listening part. If people are bursting to share their ideas then they often find it hard to listen properly! If you would like to read more about effective listening then check out my post entitled Are You Really Listening?

"Tell me and I forget. Teach me and I remember. Involve me and I learn."
Benjamin Franklin

Other Workshop Facilitation Methods

If you are looking for other innovative and effective ways of facilitating meetings and workshops then I can recommend Nancy Kline's book, More Time To Think. In the book Nancy explains how to foster a Thinking Environment for individuals and groups in a way that values and captures their best thinking.

Want to Find a Facilitator?

If you want to find a professional facilitator to help with running your workshop please do drop me a line by emailing simon@therightquestions.co or by filling in the form after clicking on Contact

References

The World Cafe (2018) http://www.theworldcafe.com

Kline, N (2009) More Time to Think, London: Fisher King

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The World Cafe: Workshop Facilitation Method and Principles

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The World Cafe workshop methodology fosters an environment that develops good conversations. Similarly to the Gurteen Knowledge Cafe, the approach is designed to get authentic dialogues started. This is in order to encourage the sharing of ideas in a relaxed, informal and creative atmosphere.

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PechaKucha 20x20: Discover PechaKucha presentations, stories, ideas, examples, and videos that will inspire

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Everyone has something amazing to share. Let's make it happen.

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This activity is a great warm-up for an ideation session and requires zero equipment. As a group, you need to come up with a list of 10 things that everyone has in common — we are all wearing shoes, own a MacBook, etc.

Another variation, if you have everyone working from home, is to find 10 items that everyone has in their immediate area — we all sitting on a chair, we all have a notepad, etc

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“guess the movie 👨 👩 🛳 🏔 🌊

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Like Charades but with a remote twist where you can only use images to explain whatever famous movie, book, etc they pick. Similar rules, no talking, and the images cannot be directly from the movie or book. I normally put a limit of 5 images. Can also be done with emojis guess the movie 👨 👩 🛳 🏔 🌊

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Yes, that’s right, time to become your team's very own tour guide…of where you are sitting.

This is super fun and one of my favourite remote icebreakers. Each person takes turns to give everyone a quick tour of their immediate surroundings — i.e. walk everyone through the room you are in, what’s on your desk, etc.

This is a fun way to get to know each other a bit deeper and to feel more physically connected even though you’re remote.

Being able to see each other’s space a bit more before starting is a great way to feel more connected and like you are sitting in the room with them, even though you may be halfway across the world form one another.

Set a time limit if you need to — 60 seconds per person — pro-tip if you are doing this with a large group a timer and time limit is a must to keep things short and sharp.

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If you could be anywhere in the world right now, where would it be

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If you could be anywhere in the world right now, where would it be

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As the title suggests this activity is simply asking the question — “if you could be anywhere in the world right now, where would it be?”

Now there are three variations on how to facilitate this one virtually.

The first is if you have a virtual whiteboard tool like Miro available or even office 365 PowerPoint where you can all edit at the same time. Use it to put an image of the world in the centre and get each person to put their name on the part of the world that they would rather be — it can be great fun to visualise!

The team doing it in Miro

Another option is to have someone compile the list of places into Google Maps using the ‘Saved Places’ feature — here’s a comprehensive how-to guide for using the feature.

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A simple round table team check-in but this time instead of a one-word or something, you pic an emoji that best describes how you are feeling right now.

You can even modify this to be how they feel the sprint went or project, etc.

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Create, discover & share videos and images

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Our video maker is powered by the Getty Images library, which allows you to use any footage you need to create the ultimate promo video. Just search for what you want, find the best footage for your brand, and easily use them in your promotional ad.

The Promo Video Maker from Promo.com is the easiest way to make a promo video to promote your event, business, or company. Create original promotional videos for social media campaigns from scratch or use one of our professional promo video templates to get started and create a promotional ad in a few minutes.

Add royalty-free music, and footage from our premium stock library powered by Getty Images, or upload your own during the video editing process. It's super easy and it's free!

Try for free!

If you're on one, two, or all of the major social media platforms, we've got you covered when it comes to making standout promotional ads. With Promo, you have the power to create social media ads that fit each platform. With the help of our social media-specific aspect ratios, you can easily resize the same ad to fit each platform's specs while keeping in mind each platform's audiences, algorithms, and regulations. Get started easily with one of our templates.

A promo video is a video specifically designed to introduce your company or your product to your customers. Although it can also be used to pitch or sell, the ultimate goal is to give the audience a feel for your brand and what your business is all about, i.e. your values.

How do I make a promo video?

Start by understanding your goal and crafting a storyboard that will help you achieve it. It's important to tell a story that will resonate with your audience. Whether you make a product video, an explainer video, or an event video, your promo video will be strong if it uses emotion or humor to connect with your audience. Film in a calm setting without distractions or noise interference and make sure your camera is steady.

What kind of promotional videos can I create with Promo.com?

Video Ads

Business Videos

Product Videos

Branding Videos

App Videos

Event Promotion

Videos for Email Marketing

Explainer Videos

Corporate Videos

and many more...

Where can I use my videos?

Signing up to Promo.com is 100% free, no credit card required. You can create drafts, invite team members to view videos you create and get a sense of what Promo.com has to offer completely free.

When you are ready to download your promo video, Promo.com offers you flexible subscription plans to best suit your company's needs. Visit our Pricing Page to learn more about your plans.

Where can I use my promo video?

In all your video marketing activities. You can post, publish, upload, share or create an ad with your promo video on all social media platforms including Facebook, Instagram, YouTube, Twitter, LinkedIn, and websites, blogs, and emails.

How much does a promo video cost?

The cost of a promo video depends on the quality and length of the video. This can range from less than $100 to over $50,000 depending on effort and production costs.

Using Promo.com you can create a promo video for free, no credit card required. Once you've customized your promo video with our easy-to-use video editing tools, upload your logo, and add whatever links, video clips, and music you want - you can share it with friends or team members.

When you are ready to download your video, Promo.com offers flexible subscription plans to best suit your company's needs. Visit our Pricing Page to learn more about available plans.

Try for Free!

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Make a promo video for your company or business in minutes with Promo.com Make a promo video for your company or business in minutes with Promo.com Try for Free! Our free promo video maker allows you to make any video ad you want that will have customers and clients ready to purchase.

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It's how you include everyone
in your meetings

Slido gives you everything you need to engage your participants, capture their views and make everyone feel connected - whether you're running a team call, training or an all-company meeting.

Intuitive and easy

The attendees can join without any logins or downloads, and the setup for hosts takes only minutes.

5+ polling options

With Slido's 5 types of polls, Q&A, quizzes and surveys, you can engage your participants in a variety of ways.

Get started for free

Start with our forever-free Basic plan, or get more from Slido for only €10 per month.

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Slido is the ultimate Q&A and polling platform for live and virtual meetings and events. It offers interactive Q&A, live polls and insights about your audience.

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Add up to 400 photos, choose a song, and share your unique creation with friends and family. Free version - can only share photos to twitter

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Enter your email and you'll get a link to reset your password.

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Create stop motion animations on any modern device. Free version - 500MB per account. Free organisation account 2GB

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Welcome, animators, to the home of stop motion apps

We've been developing award-winning stop motion software for you to enjoy for more than two decades(!) and pride ourselves on producing powerful yet intuitive, fully-featured programs which allow all ages to get started quickly and easily. Simply choose between animating in the cloud using any modern device with our browser-based solution, or install the latest version of our software on your PC, Mac or iPad...

Animation Kit Education Start Animating

Cloud Stop Motion and Zu3D

Cloud Stop Motion and Zu3D are comprehensive stop motion solutions - if you can imagine it, you can create it! Both Zu3D and Cloud Stop Motion are great tools for promoting creativity, encouraging concentration, and building adaptable problem-solving skills. They make seamless integration across the entire educational curriculum possible, due to the versatility of our animation apps.

Make movies on your smartphone, laptop, desktop, Chromebook, tablet. Cloud Stop Motion is a powerful stop motion animation package which runs directly in the browser on any modern device. There is nothing to install, everything is saved to the cloud. Switch device seamlessly at any point.

Zu3D is a fully-comprehensive software package available to install on PCs, Macs and iPads. Originally designed with children, for children, it combines ease of use with sophisticated features.

Cloud Stop Motion and Zu3D are being used daily by thousands of schools, students and organizations internationally, as well as by tens of thousands of animators encompassing all range of ages from across the world!

With both solutions you can easily work with your animation on a zoomable, scrollable timeline. Add sound effects, music, titles, credits and speech bubbles. Render to an MP4 movie. Both Zu3D and Cloud Stop Motion have exhaustive libraries encompassing music, artwork, visual and sound effects - all included as standard!

Zu3D then steps it up by incorporating green-screen functionality, rig removal, drawing tools, and allowing imports of your live action movies, providing hours more fun whilst editing together your even greater, more diverse stop motion animations! Zu3D also has auto-capture so that you can capture frames automatically!

Examples of Stop Motion Films:

Stop motion animation is an amazing and fully immersive filmmaking technique - the only limitation really is your imagination! Below you can see a selection of some of our favourite stop motion films. The following have mostly been created in Zu3D or Cloud Stop Motion, by animators between the ages of 4 and 100.

Year 6 Autumn Fireworks

Year 6 Autumn Fireworks

Pupils at Sandringham School have created a wonderful film about autumn and fireworks using natural materials for their fantastic stop motion animation! Made with Zu3D

The Dragon who ate our school‌

The Dragon who ate our school

Combining stop motion animation and live action through the added medium of green-screening (intuitively possible within Zu3D) is one of our favourite things. In this fun film a dragon (animated paper on green screen) comes to the school and they were hungry!... Based on the poem by Nick Toczek

Dinosaurs in Space

Dinosaurs in Space

There is something very special and exciting about being able to grab a bit of modelling clay, squish it around a bit, and bring some characters to life. And what could be more cool than finding Dinosaurs in Space?

See More Films

Education through Animation!

Schools and Organizations working with Cloud Stop Motion

Create free, unlimited student groups and accounts. View, edit and delete student accounts, projects and movies. Empty student recycle bins. Render, watch and export student animations as MP4 movie files. Manage organization storage. Students and administrators can access their accounts anywhere on any modern device.

Educational, Creative, STEAM

Cloud Stop Motion and Zu3D have become the educators' choice for animation software in thousands of schools across the UK, Europe, the USA, and beyond!

Animating across both of our apps can easily integrate into covering the whole curriculum by: Telling stories, Modelling processes, Performance poetry, Animating algorithms, News reports, Instruction manuals, Book reviews, Music videos, Digital fact files, Adverts, Animating life cycles, Video diaries, Interviews, Religious stories, Campaign videos, Weather forecasts, Multilingual films, Historical reenactments, Illustrating mathematical concepts, Plant growth timelapse, and that doesn't even begin to cover the storyboarding, prop making, and character planning!

Whether it is to enhance literacy skills, or explain a science topic, Cloud Stop Motion and Zu3D allow children to quickly and easily create mini movies to demonstrate their knowledge. In addition, students gain valuable skills in team work, problem solving and communication.

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Cloud Stop Motion | Make stop motion animation in your browser

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Welcome, animators, to the home of stop motion apps We've been developing award-winning stop motion software for you to enjoy for more than two decades(!) and pride ourselves on producing powerful yet intuitive, fully-featured programs which allow all ages to get started quickly and easily.

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Imagine Forest offers a combination of writing activities and writing games to break down the heavy task of writing a story into small and easy to manage activities.

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Create Your Own Story Online: Free Story Creator ✏️ | Imagine Forest

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Create your own story online using the Imagine Forest story creator and resources. Write your own story online for free using our easy story maker tool.

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Each person in the group writes down two true things about themselves and one lie before the papers are shuffled and passed out. Each person will go in turn and guess which person's fact is a lie.
It's a great test of intuition and reasoning, and you get to learn something cool about your team that you wouldn't have known otherwise. Avoid this in large groups, since the game requires a bit of thinking for each turn that can add up.

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You'll write down a sentence that describes your life story / career / why you are here in six words, and teammates can ask why you chose what you did.

An example could be, "The best experiences can happen randomly" for the time you met your favourite actor at a restaurant. It's a creative way to simplify your best experiences

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Players move around the room, talking to different people in order to find someone who fulfils each category. When they find someone, they write their name on the card. The first person to fill the card shouts bingo, and then introduces the people named on their card. Everyone gets a ‘bingo’ card. Instead of numbers, the card contains information about different types of people. The categories on the card can be developed by the group / facilitator to make it relevant.

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Although it might seem silly at first, games like this get people moving and ready for further ice breakers.

One person leads the group of people into following their movements, but only if they preface the movement with, "Simon says". As the movements become faster, people forget to follow along only if they hear that phrase and become "out". The last one standing is the winner. You'll break down barriers team members, and get you more comfortable to talk with each other.

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Real time survey software for MS Teams. Polly is a survey app that lets you create surveys in Teams. You can quickly create polls in your Teams channels and view results in real-time. You have the option to create multiple choice polls, freeform polls, or a mixture of both. Turn on comments and you’ve got yourself a full discussion board. Get the answers you need without disrupting workflows or clogging inboxes.

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Purposeful engagement for hybrid teams | Polly

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Engage, empower and align your team, wherever work is happening. Enable collaboration with polls, surveys, Q&A, suggestion boxes, team building, and more!

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One activity that takes advantage of your presentation set-up in use is to ask remote members to show pictures that represent them. This could be made in a slideshow format or posted in a company-wide Slack channel. Include prompts like, "Show us something you love to do" or, "Show us any pets or kids you have."

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MindMeister is an online mind mapping tool that lets you capture, develop and share ideas visually.

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MindMeister: Online Mind Mapping and Brainstorming

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Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.

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MURAL is a digital workspace for visual collaboration

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MURAL is a digital workspace
for visual collaboration

MURAL is a digital workspace for visual collaboration
start now, free
MURAL enables innovative teams to think and collaborate visually to solve important problems. People benefit from MURAL's speed and ease of use in creating diagrams, which are popular in design thinking and agile methodologies, as well as tools to facilitate more impactful meetings and workshops.

BROWSE OUR TEMPLATES

Empathize

with your customers

Learn

better decision-making

Don't just take our word for it. Here's what some of our customers say:

E*TRADE case study

Thinking canvas

Simply put what's on your mind on sticky notes. Then organize in lists, flowcharts, diagrams, frameworks, methods and drawings to activate and align your team.

Rigorous security protocols

Enterprise-wide deployment

Learn how MURAL helped IBM scale design thinking across its global organization, achieving 495% ROI with a payback period of < 6 months.

MURAL IMPACT REPORT
Making members successful

What's our secret sauce? It's that we care just as much about the core product experience as we do about delivering a world class service to our members. We live by our "Make Others Successful" value that we adopted during our startup in residency at IDEO.

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MURAL is a digital workspace for visual collaboration

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Our platform and professional services enable innovative teams to think and collaborate visually to solve important problems. Simply put what's on your mind on sticky notes. Then organize in lists, flowcharts, diagrams, frameworks, methods and drawings to activate and align your team.

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Engaging the public through Social Media

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Engaging the public through Social Media

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Create Your Own Comic Strips Online with MakeBeliefsComix

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We Offer Support and Resources.

From Richard Byrne, editor of Practical Ed Tech Tip of the Week -- ''Creating Comics for Comfort'' -- Living in Maine and father of two school-age children, Richard wrote the following item for teachers and students dealing with the terrible tragedy of the recent mass shootings in that state. He thought this an appropriate time to review and use Social and Emotional Learning resources, such as those offered by MakeBeliefsComix.com.

Make Beliefs Comix offers a library of fantastic, free ebooks for SEL. The library hosted by Make Beliefs Comix contains fillable PDFs that you can download for free. The latest addition to that library is 50+ Ways to Talk to Yourself and Find Healing. And for something a bit lighter, take a look at Pet Words: Conversations With Your Animal Friends.

"Here's a video overview of the Make Beliefs Comix ebooks and here's one about how to create comic strips on the Make Beliefs Comix website."

For many LGBTQ+ kids, especially when they're figuring things out, finding accepting spaces online can sometimes feel safer. Seek out creative opportunities and modes of self-expression, with this section in Make Beliefs Comix.

READ ABOUT US IN THE NEW YORK TIMES!

ARTICLE #1: (click on the link below)
MakeBeliefsComix encourages students to create their own visual pandemic diary.

ARTICLE #2: (click on the link below)
One easy way to start playing with ideas is through the free, online tool at MakeBeliefsComix.com.

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Create Comics Online, it's Fun & Free at MakeBeliefsComix!

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Create comics online at MakeBeliefsComix. A fun way educators & parents can empower students to express ideas and stories in comix!

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The facilitator draws a problem tree on a whiteboard / flip chart etc.
Somebody poses a problem to the group and asks people to consider barriers in relation to that problem. E.g. ‘What are the barriers to effective communication between patients and health professionals?’
Each person considers the barriers and writes them on post it notes (one barrier per post it). This is done individually.
The facilitator then asks each person to stick their post it note on the appropriate section of the problem tree, and say why they think it belongs there.
Each part of the tree represents something different. The roots represent individual / personal barriers, the trunk is institutional barriers (e.g. problems within an individual GP practice) and the branches are wider political barriers (e.g. NHS / government policy).
The facilitator and the group can challenge why people choose to put things on different parts of the tree, and ask people to think about the interplay between the different levels.
Once people have added their barriers, you can move on to considering solutions together. These are added to the tree as apples or leaves.

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Storytelling is a fantastic way to promote literacy, comprehension, creative thinking, and self-driven learning. My Story is an amazing way to engage your K-5 students.

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----- My Story is a Parent's Choice Award Winner! -----

Storytelling is a fantastic way to promote literacy, comprehension, creative thinking, and self-driven learning. My Story is an amazing way to engage your K-5 students.

* Create and share ebooks and movies of your stories by adding drawings, photos, and stickers. Export to iBooks!
* Record your voice on every page and share your story with friends, family and classmates!
* Choose from hundreds of fun stickers already included in the app, no extra downloads needed.
* No in-app purchases, hidden ads, or additional costs.
* Share your storybooks to the web, on Facebook and Twitter, and standard ePub format to be viewed in 3rd party apps or edited in iBooks Author. Export as a movie to Mp4 format straight to YouTube! Now you can export as PDF as well (no audio).
* Teacher friendly: allows for multiple authors in one interface!

WHAT EDUCATORS ARE SAYING
----------------------------------------------------------

"Every teacher of primary/elementary children should use your app. Outcomes are breathtaking."
- Chris Williams, Mr Andrews Online

"My Story belongs in every early childhood teacher's toolbox. Bright Bot, Inc. is opening the potential for creative expression and literacy to children who speak any language."
- Karen Nemeth, author and co-founder of ecetech.net and languagecastle.com

"So many youngsters have trouble creating stories because spelling words can block the path. This app encourages the telling and encourages children to create a full story, which is marvelous."
- AppAdvice.com

YOUR STUDENT, THE AUTHOR
----------------------------------------------------------

My Story combines drawing, stickers, photos, voice, and text to promote literacy, language development, and creativity in ebook format. Share the book on the web, social networks, email, or directly to iBooks. Your child's story, art, coloring, photos, ideas, and voice recordings are saved forever!

FEATURES
----------------------------------------------------------

* SIMPLE INTUITIVE AND CLEAN DESIGN
- The modern and simple design makes for a really great experience for kids. There are no confusing interfaces, everything is a tap away and colorfully highlighted.

* MULTIPLE AUTHORS FOR THE CLASSROOM AND HOME
- Hundreds of thousands of teachers are already using My Story in their classroom, alongside parents who love using it at home.

* DRAWING, STICKERS, PHOTOS, AND TEXT
- Simple, friendly interface. We've made My Story as simple to use as possible. Young kids will love just coloring and using stickers. Older kids will love to illustrate, add text (with over 50 fonts), and make more complex books.
- Multiple Brushes & Shapes: Pencil, paint brush, marker, backgrounds, and shapes.
- Stickers: We've included hundreds of stickers like dinos and farm animals to help jumpstart creativity without taking away from creative expression.
- Photos and Backgrounds: Add photos from your photo library or take a photo with your iPad's camera and place it on the canvas.

* VOICE RECORDING AND WRITING
- Easy-to-use button lets you start and stop voice recording for every page of the book
- Voice recordings are integrated when your book is published!
- Each page can have a page caption or as an object right on the canvas.

* PUBLISHING & SHARING
- Create an unlimited number of books.
- Share your story book via the Web, Email, Facebook, Twitter and to anyone on any device or computer!
- Publish your story book to iBooks (+ apps that can read ePub files) and read your book alongside other books from the iBookstore!
- Export Mp4, PDF, ePub, and .mystory template formats.

OUR VISION
----------------------------------------------------------

We love kids. My Story is a product of Bright Bot, which is focused on creating classroom friendly creativity apps for kids. We believe storytelling is an integral part of the learning, and we want to make it as simple and fun as possible!

Version 3.6.5

Updated for improved compatibility with iPad Pro and iPhone 11+ screen resolutions

It's amazing and it's really great for kids

It does grown-up checks to make sure that a grown-up is sharing or going to the grown-up section they make it really easy to add your kid it makes it also really easy to learn how to do it it has safe tools and stickers it doesn't have any bad influences to your kids and it's ad free they also have a video on how you can use it it's also great for teachers to even know the My Story app is free there are no ads involved they make it really easy to operate you can monitor their books and what they're making by just clicking on their profile it's really simple to add a book you can also add subtitles in the grown-up section they help you write a review and you can add more than one author you can choose to add their profile picture my kids love it

Recent updates are GREAT!

I have used this app for a couple of years with as young as 3 yrs old but mostly with 1st and 2nd graders. This is an intuitive app for kids to express themselves. The developers listened to many suggestions I made from experiences using this app with kids. With this update, they incorporated almost all of my suggestions. This is just a straight forward easy to use app. It is worth the $$. The kids LOVE using it.

Good but could be great

This app is great for my class of Kinders to use. Fairly straightforward, fun options, and the kids love it. I don't like setting it up however, as I have not found a way to sync the author accounts across all devices. I have to enter all my students manually on all of our iPads. I'd love for there to be a way to export my class list accounts via airdrop, Bluetooth, or something so I don't have to enter the names on each device. I'd also love for there to be a picture password option for each account so students can't accidentally edit others books. Thanks!

That's great feedback! It could definitely be painful to manually add each student. We used to have a feature that did the syncing that would help with this, but very few people used it so we decided to drop it. However, if it's just a class list, maybe we can make that work!

Information

Compatibility

Requires iOS 11.0 or later. Compatible with iPhone, iPad, and iPod touch.

Languages

English, French, Japanese, Korean, Simplified Chinese, Spanish

Copyright

© My Story, LLC

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎----- My Story is a Parent's Choice Award Winner! ----- Storytelling is a fantastic way to promote literacy, comprehension, creative thinking, and self-driven learning. My Story is an amazing way to engage your K-5 students. * Create and share ebooks and movies of your stories by adding drawings,...

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A simple-to-use site for building a digital comic

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Hello Friends,

Welcome to Writecomics.com. We are the go to place for you to create your own comic strips and share them with your friends on social media. It is extremely simple to create comics on our website. All you need to do is select a few characters, select an interesting background image and select speech bubbles.

Creating comics is a very fun way to express yourself and tell a funny story. It is also great to share your comics on Facebook, Twitter and other social media channels to make your friends laugh!

Bienvenido a Writecomics.com. Somos el lugar de ir para crear sus propias historietas y compartirlas con sus amigos en las redes sociales. Es muy sencillo crear cómics en nuestro sitio web. Todo lo que necesitas hacer es seleccionar algunos caracteres, seleccionar una imagen de fondo interesante y seleccionar burbujas de discurso. Crear cómics es una manera muy divertida de expresarse y contar una historia divertida. También es genial compartir sus historietas en Facebook, Twitter y otros canales de medios sociales para hacer reír a sus amigos.

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WriteComics.com - Create your own comics!

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Hello Friends, Welcome to Writecomics.com. We are the go to place for you to create your own comic strips and share them with your friends on social media. It is extremely simple to create comics on our website. All you need to do is select a few characters, select an interesting background image and select speech bubbles.

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There are many differences in the ways that adults learn as opposed to children.

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Summary: Andragogy refers to a theory of adult learning that details some of the ways in which adults learn differently than children. For example, adults tend to be more self-directed, internally motivated, and ready to learn. Teachers can draw on concepts of andragogy to increase the effectiveness of their adult education classes.

Originator: Malcom Shepherd Knowles (1913-1997)

Keywords: learning, learning theory, adults, education, self-directive, self-concept, experiences, readiness, motivation, content, process, practical learning
Andragogy (Adult Learning Theory)
Andragogy, also known as adult learning theory, was proposed by Malcom Shepard Knowles in 1968. Previously, much research and attention had been given to the concept of pedagogy - teaching children. Knowles recognized that there are many differences in the ways that adults learn as opposed to children. His thoughts surrounding andragogy sought to capitalize on the unique learning styles and strengths of adult learners.
Knowles' Five Assumptions of Adult Learners
Knowles theory of andragogy identified five assumptions that teachers should make about adult learners.

1. Self-Concept - Because adults are at a mature developmental stage, they have a more secure self-concept than children. This allows them to take part in directing their own learning.

2. Past Learning Experience - Adults have a vast array of experiences to draw on as they learn, as opposed to children who are in the process of gaining new experiences.

3. Readiness to Learn - Many adults have reached a point in which they see the value of education and are ready to be serious about and focused on learning.

4. Practical Reasons to Learn - Adults are looking for practical, problem-centered approaches to learning. Many adults return to continuing education for specific practical reasons, such as entering a new field.

5. Driven by Internal Motivation - While many children are driven by external motivators - such as punishment if they get bad grades or rewards if they get good grades - adults are more internally motivated.

Four Principles of Andragogy
Based on these assumptions about adult learners, Knowles discussed four principles that educators should consider when teaching adults.

1. Since adults are self-directed, they should have a say in the content and process of their learning.

2. Because adults have so much experience to draw from, their learning should focus on adding to what they have already learned in the past.

3. Since adults are looking for practical learning, content should focus on issues related to their work or personal life.

4. Additionally, learning should be centered on solving problems instead of memorizing content.

Current Applications
In later years, Knowles would recognize that some points in his theory did not apply to all adults. In addition, some of what he wrote about education could also apply to children. He began to see learning on a spectrum between teacher-directed and student-directed. In his later work, he emphasized how each situation should be assessed on an individual basis to determine how much self-direction would be helpful for students.

Andragogy has received critique over the years, as some of its assumptions have not been empirically proven. However, many researchers believe that the self-directed approach to learning discussed by Knowles is applicable in a number of settings.

For example, online learning can benefit from Knowle's discussion of self-directive learning, as students often receive less supervision from teachers in an online environment.

Other researchers have used androgagy to consider how lectures can become more effective modes of learning through more actively engaging adult students. For example, teachers can use Socratic dialogue, small group discussions, and student-led teaching to make lectures more self-directive and engaging.
References
[i] Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. Merriam, S. B. (Ed.), The new update on adult learning theory: New directions for adult and continuing education. (pp.1-13)

[ii] Blondy, L.C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of Interactive Online Learning, 6(2), 116-130

[iii] Palis, A. G. & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle East African Journal of Opthamology, 21(2), 114-122.

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Andragogy - Adult Learning Theory (Knowles)

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Summary: Andragogy refers to a theory of adult learning that details some of the ways in which adults learn differently than children. For example, adults tend to be more self-directed, internally motivated, and ready to learn. Teachers can draw on concepts of andragogy to increase the effectiveness of their adult education classes.

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Writing and drawing thought processes

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My goal here is help you overcome any barriers you might be feeling about incorporating more visuals into your note-taking process.

With that goal in mind, I've developed a set of practice activities and compiled them into a resource called The Verbal To Visual Notebook.

Every page of that notebook is 100% hand-sketched. With my simple sketches as a guide and the engaging prompts alongside them, you can't help but put pen to paper and start sketching out ideas yourself.

Let me send you a preview of The Verbal To Visual Notebook!

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Getting Started with Sketchnoting - Verbal to Visual

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My goal here is help you overcome any barriers you might be feeling about incorporating more visuals into your note-taking process. With that goal in mind, I've developed a set of practice activities and compiled them into a resource called The Verbal To Visual Notebook . Every page of that notebook is 100% hand-sketched.

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PhotoVoice - Ethical photography for social change | PhotoVoice

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PhotoVoice believes everybody should have the opportunity to represent themselves and tell their own story. We work in partnership all over the world on projects and activities which combine ethical photography and community participation to help deliver positive social change.

Projects

We have worked on a diverse range of projects and issues both in the UK and internationally.

Find out more

Training and Events

We provide a range of training courses, as well as exhibitions, events, and more.

Find out more

Consultancy

We can design and deliver participatory photography projects, tailored to the specific needs of organisations and institutions.

Find out more

PhotoVoice's Statement of Ethical Practice has been updated and expanded, and released under Creative Commons.

Ethical Practice

PhotoVoice supporters get a range of benefits, including exclusive access to resources and discounted places for training and events.

Find out more

PhotoVoice develops community engagement programmes using a range of approaches, including:

Research

Campaigns and Advocacy

Monitoring and Evaluation

Co-designed resource development

Communications

Confidence and Skills Building

New Londoners book given to new Hackney Citizens

PhotoVoice is delighted to announce a new collaboration with Hackney Council and Trolley Books, where those attending their citizenship ceremony will be gifted with a copy of the acclaimed book 'New Londoners'.

Thank you

Thank you for everyone who attended our recent camera sale and our retrospective exhibition. We do have a series of events coming up, unfortunately we do not have another camera sale planned anytime soon. For any future sales, fundraisers and/or events coming up, do subscribe to our newsletter which can...

Thumbnail Image Credits

Projects: Leticia Turkson 2017 | PhotoVoice | ODI | YIEDIE | 'Constructing Futures' | Ghana

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Home - PhotoVoice - Ethical photography for social change | PhotoVoice

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PhotoVoice is a UK charity that uses ethical photography to promote positive social change. We also provide photography training and consultancy.

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Hear stories come alive (age 4+) Just read a Story, and Noisy Book brings it to life with automatic sound effects, a beautiful transcription, and a whole host of other amazing tricks.

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This is Noisy Book - A truly magical way to enjoy reading Books.

Just read a Story, and Noisy Book brings it to life with automatic sound effects, a beautiful transcription, and a whole host of other amazing tricks.

Perfect for bedtimes stories, curious minds and little ones to enjoy their favourite books with.

* Kids Aged 5 and Below

Noisy Book creates an amazing bedtime story experience for you and your little ones to enjoy. Just leave the app running nearby, and read a book just like normal. Noisy Book will bring wonder and amazement as your voice powers an exciting immersive experience.

* Kids Aged 6 and Above

We want to encourage kids to enjoy reading books, and to inspire them to become storytellers, use their imaginations and to let them create their own Stories using just the power of their voices.

* More Interesting Things

Noisy Book uses off-line Speech recognition, and no data ever leaves your device. This makes it perfect for little ones, anytime and any place.

When you've finished reading your Story, you can save it to Your Library and keep the memory forever, you can even create a beautiful PDF to save, share or print out.

And to make the experience truly magical - as you read, Noisy Book understands your story and can create a fun and educational Quiz based on the actors, animals, locations, moods and more. Can you remember if George the Lion was Happy or Sad? Was he Big or Small? And can YOU Roar like a Lion?

Noisy Book Features:

* Over 650 sound effects
* Works with ANY book, or even your imagination
* Create a beautiful transcription of your Story
* Automatic sound effects for Animals, Scenes, People, Weather, Vehicles, and lots more
* Save your Stories, read them back anytime, and export them to PDF
* Create a fun Quiz based on your Story
* iCloud support to sync your Stories across your devices
* Noisy You! Using the latest sound analysis techniques - can you repeat the sounds you heard in the Story?
* Style your Stories by choosing the fonts and colours you want
* Cutting edge Machine Learning and Natural Language Processing, all wrapped up in an amazing family-focused experience

All features are fully available in the free version of Noisy Book. There is an In App Purchase that allows you to unlock the ability to save more than one Story.

- You love them, we love them - so we added more Juicy Words!
- Bug fix for iPad's crashing in My Library

Impressive app!

I'm very impressed with this app! It has done a fabulous job transcribing the stories I have read. I'm looking forward to using this with students to make their writing come alive ;)

Really just basic

This has super basic sounds if you want to tell a story on a farm with a rooster or dog or car. It reminded me of one of those old kids toys where you pull a string and the arrow landed on a farm animal and it played that sound.
No vacuum, glass shattering, gunshots, farts, or screams that would make that app hilarious and awesome. More mouth sounds like gulps and yawns and sighs would be great.

Information

Seller

Lumen Digital Ltd.

Compatibility

Requires iOS 13.0 or later. Compatible with iPhone, iPad, and iPod touch.

Languages

English, Chinese, Italian, Portuguese, Russian, Simplified Chinese, Spanish, Traditional Chinese, Turkish

Copyright

© Lumen Digital Ltd

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎This is Noisy Book - A truly magical way to enjoy reading Books. Just read a Story, and Noisy Book brings it to life with automatic sound effects, a beautiful transcription, and a whole host of other amazing tricks. Perfect for bedtimes stories, curious minds and little ones to enjoy their favouri...

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Easy Story Book Maker for Kids (Aged 4+) With Story Creator you can easily create beautiful story books containing photos, videos, text, and audio all in one gorgeous collection. Story Creator truly brings your best stories to life and easily allows you to retell and share your most memorable moments.

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"This is the future of sharing stories! Fun, Simple, and Easy!"

With Story Creator you can easily create beautiful story books containing photos, videos, text, and audio all in one gorgeous collection. Story Creator truly brings your best stories to life and easily allows you to retell and share your most memorable moments.

Story Creator offers a magical way to enjoy your personal pictures, videos, and experiences with family and friends.

Even kids will love this app because it is so easy to use.

WHY PARENTS AND TEACHERS LOVE IT

* Creating stories is fun, simple, and easy... even a child can do it
* Supports gorgeous photos and videos
* Add Photos from device, Dropbox, Flickr, Picasa, or Facebook
* Can add text and audio recordings with every page
* Supports text highlights - which makes is it easy for kids to learn how to read
* It's super easy to share stories with others and copy stories across devices
* Share stories via email with one click

With Story Creator, you can create, save, and share your favorite moments.

WHY KIDS LOVE IT

* Kids love looking at pictures of familiar faces and places
* Kids love hearing stories in mommy's or daddy's voice
* Kids love hearing stories of their own adventures
* Kids love hearing their own voice too
* Kids love drawing on pages and personalizing their stories
* Older kids will love how easy it is to create their own stories

WHY FRIENDS AND FAMILY WILL LOVE IT TOO

* Sharing stories is 100x more personal than posting a picture on Instagram or Facebook
* Everyone loves to hear from their friends and family
* Sharing stories via email

FEATURES:

* 100% FREE
* Add as many stories as you like
* Sharing stories with friends and family is as easy as email
* Backup stories online so kids can't accidentally delete your hard work
* Download stories on multiple devices - create once, experience anywhere
* Can add photos, videos, audio, and text
* Can add photos from device, Dropbox, Flickr, Picasa, or Facebook
* Supports drawing tool to make stories truly your own
* Create a personal book cover for every story
* Add your own voice - bring stories to live by adding your own narrative
* Add audio highlights - highlights makes it really easy for kids to learn how to read
* Leave comments on stories shared by friends

Heroic Support

Heroic Support is not just what we do. It's really what makes us, well, us. It's that drive to make a difference in your life - no matter how big or small. Really, it's our way of life because we want you to be our customer for a lifetime of fun and learning.

Have questions? We are here to help. Email us at support@alligatorapps.com

- Improved and simplified sharing of stories
- Improved audio recording
- Improved usability of adding photos
- Minor bug fixes and improvements

Has some glitches, but good idea

I have used this for video modeling and picture scheduling for special needs students. It is easy to use, but sometimes randomly closes when I am trying to create a story. Sometimes when I am trying to add a picture, it switches the picture to a different page. AND, most significantly, like other reviewers have mentioned, it is impossible to backup or share it with anyone, so it is just only good to use personally. It has potential, but needs some work. I am looking forward to an update that fixes these problems.

Used to love this App!

I have used this app to create step by step tasks with Picture and audio prompting for my daughter to cook with and do household tasks.... she is a non-reader due to a traumatic brain injury.
I could create on my iPad and email to her and I loved that.
Ever since iOS 10 came along that function is gone.
I have emailed the developer (you) more than once with my concerns about not being able to email from one device to another.

In reading the comments I see that we are supposed to email the developer but since he - she doesn't respond I'm not sure what to do.
Please fix!
I have heard rumors that this app will be nonfunctional on iOS 11 is this true???

Easy to use...when it works

I am using this app with two first grade classes. It was easy to use and add pictures, but when we started to record, about half of the students reported the app crashed and closed. I have emailed the developer with no response. Definitely frustrating as this project is intended to be on display for our upcoming Open House. Finally, as others have mentioned, I don't understand why there isn't a universally recognized way to share this project. Our parents don't want to download an app just to view one project. But really, please fix the crashing issue.

Information

Seller

Innovative Mobile Apps Ltd

Compatibility

Requires iOS 8.0 or later. Compatible with iPhone, iPad, and iPod touch.

Copyright

© Alligator Apps

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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story creator - easy story book maker for kids

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‎Story Creator - Easy Story Book Maker for Kids

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‎"This is the future of sharing stories! Fun, Simple, and Easy!" With Story Creator you can easily create beautiful story books containing photos, videos, text, and audio all in one gorgeous collection. Story Creator truly brings your best stories to life and easily allows you to retell and share y...

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Digital storytelling workshops typically begin with a story circle, creating a trusting atmosphere and getting to know each other through activities. Story prompts are given eliciting concentrated thoughts as to the most powerful elements to be developed from a lifetime of memories. Storytelling exercises introduce method and encourage the sharing of material. Participants are then introduced to the principles of narrative: narrator, voice, background. Short scripts are written, following which the voiceovers are recorded. Participants scan photographs from albums or take new photos of people and objects. Others make images through drawing, make simple stop frame animations or computer software animations such as Adobe Flash

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Digital storytelling describes a simple, creative process through which people with little or no experience in computer film-making gain skills needed to tell a personal story as a two-minute film using predominantly still images and voiceover. These films can then be streamed on the web or broadcast on television.

A digital storyteller can be anyone who has a desire to document life experience, ideas, or feelings through the use of story and digital media. Usually, it is someone with little experience in video production but with time to spend a few days attending a workshop and developing a story with creative support and technical assistance from compassionate, experienced facilitators.

The uses of digital storytelling range from a means to express creativity, to a research method for local health issues or a means of preserving a community's identity and a form of oral history. As a method, digital storytelling combines techniques to develop literacy and storytelling skills with an introduction to basic Information and Communication Technology (ICT), using group exercises and individual processes that develop confidence and build self-esteem.

On the surface these digital stories are all singular, personal audio-visual accounts of an individual's story, yet the making of them is shaped by the collaborative experience in the workshop. Each story shows how someone envisages their place in a personal and a public world.

Methods and practices of digital storytelling

Digital storytelling allows participants to: tell their own stories, learn digital media skills, build confidence and self-esteem. The method places the stories under the control of the storyteller

Participants find digital storytelling fun: it is a way to reach people who think that education is 'not for them'; it can help to develop language and literacy skills through storytelling and script-writing; it can give people a kick-start in developing their skills and improving their chances to gain employment; it offers a way to engage thoughtfully with experience.

Digital storytelling has been used in health and teacher education for developing students' professional identity, and as a tool for self reflection whereby students make and share digital stories about their practice experiences. As a practice it helps to foster higher-order thinking skills, develops digital literacy, and is, "the aggregating element capable of turning our students into true 21st century learners" (Ribeiro, 2012).

For the purposes of the digital storytelling workshops we run at the University of Brighton, a digital film is:

a 2-minute film (~250 words)

a personal story

written, recorded and edited by the film maker

uses photos/drawings by the film maker (10-30 photos)

can also use video, animation and music

any images or music have to be copyright free

Digital storytelling workshops typically begin witha story circle, creating a trusting atmosphere and getting to know each other through activities. Story prompts are given eliciting concentrated thoughts as to the most powerful elements to be developed from a lifetime of memories. Storytelling exercises introduce method and encourage the sharing of material.

Participants are then introduced to the principles of narrative: narrator, voice, background. They also learn about camera work and film technique. Short scripts are written, following which the voiceovers are recorded. Participants scan photographs from albums or take new photos of people and objects. Others make images through drawing, make simple stop frame animations or computer software animations such as Adobe Flash

Participants then move to editing. The imagery and animation is built into a film editing software where it is combined with the voiceover. The results are then shared in the form of group shows, exhibitions in public spaces or online.

Research in Digital Storytelling

As a relatively new cultural form of cultural practice drawing on a range of different roots, practices and interests, digital storytelling has attracted attention from a range of scholars and researchers.

One consequence of this is that literature, research and practice is limited and exploratory, as writers, practitioners and academics work their way towards a fuller, more rounded understanding. Drivers for individual projects are often drawn from different sources with a desire to use digital storytelling with particular groups or communities. Sennett (2012) notes how many community projects "offer good experiences" but "have to lead somewhere to become sustainable".

This sense of immediacy is found in many digital storytelling projects where the short term benefits of the storytelling process are defined in terms of stories told or people trained. It is rare to find research which considers the content of digital stories or takes a longitudinal approach to the evaluation of the impact of attending a digital storytelling workshop on participants.

The work at the University of Brighton, including Silver Stories (2014) and StoryA (2016), does this. Key note sessions from Joe Lambert and John Hartley at Create, Act, Change - the 5th International Conference of Digital Storytelling (2013) sought to bring a greater understanding of the practice of digital storytelling by arguing for a need to "theorise" the work. John Hartley and Joe Lambert both argued for this but came to the same point from starting positions on opposite ends of the spectrum - as the consummate media theorist and the dedicated practitioner.

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Digital storytelling describes a simple, creative process through which people with little or no experience in computer film-making gain s...

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Digital storytelling is a great way for teachers to encourage the creative use of technology in learning. The process can be used with almost any subject, and with the abundance of apps and tools available, there's one that's right for every classroom.

1. 30hands Learning - A user-friendly iOS app with video tutorials to help users create a video story by adding narration to images.

2. Animaker Class - A drag-and-drop tool for students that also offers features such as group management, an in-app messenger, and task tracking.

3. Book Creator - A mobile (iOS/Chrome) app for putting together stunning eBooks and digital stories with text, audio, images, and video.

4. BoomWriter - A safe site for students (teachers create accounts, no student email required) to create digital stories. Once a story is published online, an actual book can be ordered.

5. - A digital canvas that includes an educational portal that allows educators to track and monitor student progress, create assignments, share an "Ideas Lab," and more.

6. Cloud Stop Motion - Create stop-motion video projects from any browser or device that can be used for digital storytelling or project-based learning.

7. - A fun and easy-to-use iOS app for telling a story by creating a customized digital comic.

8. Elementari - Read, write, code, share, and remix interactive digital stories, portfolios, choose-your-own adventures, and more using professional illustrations and sounds.

9. - Allows students to create beautiful-looking stories in various subject areas in only a matter of seconds.

10. Imagine Forest - Offers short writing activities and a story creator that comes with built-in story starters, artwork, and more to inspire students.

11. - Shape digital stories -- in four easy steps through a state-of-the-art text editor -- that can also be published on platforms such as WordPress or Drupal.

12. Little Bird Tales - Students can create their own art and record their voice for stories. Also, offers interactive K-6 lessons and an iOS app for mobile learning.

13. Make Beliefs Comix - Students can author digital comics in different languages, plus there are educational resources and lesson ideas.

14. - An iPad app in which a user can draw or upload a picture, add some text, and then record audio to tell their story.

15. - Students can create cool animated videos and build their communication, presentation, and conversation skills at the same time.

16. - A fun iOS app that adds sound effects to stories that are read aloud and also allows users to fashion their own stories as well.

17. Pixton for Schools - Offers an educational portal and more than 4,000 backgrounds, 3,000 props, and 1,000 subject-specific templates for creating digital comics.

18. - Users select characters, write a script, and Plotagon takes care of the rest to create an animated video.

19. Speech Journal - An iPad app that pairs recorded audio with a digital picture from a user's iPhoto library to create a story.

20. Story Creator - Put together a digital story by syncing audio, text, video, and images. Users can also highlight text during narration to boost reading skills.

21. - A story sharing site with an educational portal in which students can create art-inspired stories for embedding into sites or blogs.

22. StoryJumper - Build a story from scratch or choose one of the story starters. Students then can add objects, text, and even upload their own art.

23. Storyboard That - Offers a special education edition with more than 2,000 lesson plans and activities, cross-curriculum applications, and is also FERPA, CCPA, COPPA, and GDPR compliant.

24. Strip Designer - An iOS digital comic app in which students can sketch, draw, mask, add warped 3D lettering and balloons, and combine everything with complex panel layouts.

25. - Tell a short story by building an avatar and then recording audio.

26. UtellStory - Share a story through audio, images, and video, and even collaborate with others.

27. VoiceThread - Users upload multimedia content and record a narration, then a finished VoiceThread can then be embedded into a site or blog.

28. - Wakelet lets educators bookmark any item on the web (i.e. article, blog, tweet, etc.) and then organize it into a digital story that can be shared with students or used for other communication, such as professional development.

29. WriteComics - A simple-to-use site for building a digital comic.

30. Zimmer Twins - A fun animated movie-making site with class management features.

David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at dkapuler@gmail.com and read his blog at cyber-kap.blogspot.com.

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30 Sites and Apps for Digital Storytelling

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Digital storytelling is a great way for teachers to encourage the creative use of technology in learning. The process can be used with almost any subject, and with the abundance of apps and tools available, there's one that's right for every classroom.