Suggestions for organising one’s own learning

„He who knows nothing must believe everything,“ Maria Ebner-Eschenbach aptly put it. Knowledge is an important resource for self-empowerment. It is the basis for being effective in our professional (and trade union) contexts. How can we encourage learners to become active lifelong learners and take „ownership“ of their knowledge? Curious?

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As a trainer, how can I create a safe framework for collaborative learning?

Haven’t we done that already? Why another #dimi on this topic? The answer is that creating a collaborative learning environment is one of the most central questions in the design of learning processes and therefore deserves a lot of attention.

This blog post addresses the question of what makes a group work well and what it takes for me as a trainer to make this happen.

Using the SCARF model, I will explain why group work and other forms of collaborative learning can unconsciously generate a lot of stress and what we as trainers can do to turn stress into a positive learning zone.

In order to follow well on from the #dimi_17, I will summarise the most important statements once again:

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Why cooperation is sometimes so difficult and yet can increase learning success

Have you also experienced that learning in a group is sometimes easy and fun and sometimes feels like an uphill struggle with no satisfying outcome?

This blog post explores the conditions that make collaborative learning work well at times and create frustration at others. Where is the turning point when learners are motivated to participate despite initial resistance because they realise that they can take away more from this kind of learning than from a full-frontal lecture?

The current #dimi is about what collaborative learning is and how it can contribute to the development of competences. The next #dimi will then take a closer look at the conditions that make collaborative learning difficult or easier.

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