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SDDP with teachers and -training institutes to develop goals and structure for MDG materials to be produced: Difference between revisions
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SDDP with teachers and -training institutes to develop goals and structure for MDG materials to be produced (view source)
Revision as of 12:04, 18 October 2012
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environment. The workshop was facilitated by [[Yiannis Laouris]] and Mrs. [[Mary Ioannou]] and it was attended by 33 participants from 6 countries. | environment. The workshop was facilitated by [[Yiannis Laouris]] and Mrs. [[Mary Ioannou]] and it was attended by 33 participants from 6 countries. | ||
==Generation and Clarification== | |||
<u> | During the first session of the co-laboratory, the participants engaged | ||
'''What goals should MDG resources satisfy to meet the requirements of TeachMDGs project?''' | in a structured dialogue focusing on the following triggering question: | ||
<u>'''What goals should MDG resources satisfy to meet the requirements of TeachMDGs project?'''</u> | |||
The goals were clarified in the plenary session, thus enabling participants | |||
o achieve a better understanding of the views of other members of the Consortium | |||
as well as to greatly expand their own horizon regarding the breadth | |||
and depth of issues which need to be taken into account | |||
==Amend Clusters== | |||
In response to the TQ, the 33 participants came up with 65 characteristics, which were categorized in the following clusters: | |||
# Guidelines for Resources | |||
# Effecting Attitudinal Change | |||
# Southern Perspectives | |||
# Inspiring Tools | |||
# Data | |||
# Actions | |||
# Curriculum | |||
# Critical Thinking | |||
# Specific Solutions | |||
# Educators | |||
# Not Only Children | |||
# NGO’s | |||
The descriptors were clustered in an interactive manner, thus providing | |||
opportunities for further and deeper clarifications of salient distinctions | |||
between separate ideas. | |||
==Voting== | |||
After having generated, clarified, and clustered the obstacles, each participant chose five factors that they thought were the most important. The voting results were used to select factors for the subsequent structuring phase to identify inter-relations among the generated factors. The votes were widely | |||
spread among most of the descriptors. | |||
==Influence MAP== | |||
Following the voting process, 46 ideas received one or more votes and were structured to create the influence MAP shown below. <br> | |||
<br> | <br> | ||
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*Descriptor#18 MDG resources should focus on global phenomena as those are experienced and witnessed at local level | *Descriptor#18 MDG resources should focus on global phenomena as those are experienced and witnessed at local level | ||
In | The highly complex ‘influence map’ consists of four different levels of influence. Descriptors at the | ||
bottom are considered to be the most influential. Making progress or | |||
achieving results in the bottom descriptors makes it a lot easier to | |||
address those that lie higher in the map. | |||
In summary, almost all participants approved that the following | |||
goals are the most influential and agreed that further actions must | |||
address these root causes satisfactorily. | |||
<br> | |||
==Partners== | ==Partners== | ||
