The National Coalition for Dialogue and Deliberation is working on a project to set a number of principles for public engagement. Here are the seven they have identified so far:
The Seven Core Principles
1. Preparation – Consciously plan, design, convene and arrange the engagement to serve its purpose and people.
2. Inclusion – Incorporate multiple voices and ideas to lay the groundwork for quality outcomes and democratic legitimacy.
3. Collaboration – Support organizers, participants, and those engaged in follow-up to work well together for the common good.
4. Learning – Help participants listen, explore and learn without predetermined outcomes — and evaluate events for lessons.
5. Transparency – Promote openness and provide a public record of the people, resources, and events involved.
6. Impact – Ensure each participatory effort has the potential to make a difference.
7. Sustainability – Promote a culture of participation by supporting programs and institutions that sustain quality public engagement.
I like these, and I like the deeper elucidations of these. It would be a failry simple thing to make a deep workshop structured around these principles. Read more at Public Engagement Principles Project – Version 2.4: Core Principles for Public Engagement.
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I was thinking the other day about how to teach kids in school Web 2.0 skills, prompted by my friend Brad Ovenell-Carter’s blog post on figuring out how young is too young,
Now my kids, don’t go to school, but they work actively in non-technological settings with collaboration. They spend a lot of time together co-creating games, scenarios, worlds and activities. My daughter, at 11, is helping out in a friend’s store and she helped train other workers on the inventory system the other day before taking inventory with her new trainees. She has also been working with another friend to start up an Amnesty International group on our home island.
The discussion on Brad’s blog has been about critical skills in reading, learning how to read content that is user produced on the web. To me Web 2.0 is about co-creating, so responsible writing is a key piece of the work, so in thinking more about how to teach this I thought about what a Web 2.0 based exam room would look like.
What if we tested kids on collaboration instead of individual achievement? What if a class of 30 kids was given an exam one day but instead of every student getting a test paper there would only be six papers in the whole room. The class would need to divide into groups of five and complete the exam together. The Pass mark would be 95% and they would be allowed to talk to each other, steal ideas, look in books, phone a friend, whatever. Each team of five would be responsible for the overall quality of their own answers, so they would also have to make quality decisions. If there were several long form questions, essays and the like, they could divide the work up, or have a couple of kids draw up an outline and bring it to the group for polishing.
In most school settings, this would be called “cheating.” In the real world this is how it works.
It’s not just about critical reading or accurate writing…it’s about providing real opportunities to practice collaborating and noticing that when you work together, you get a better result than if you work on your own.
Anyone know any teachers out there that have tried something like this?
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Citizens and political representatives on my home island of Bowen Island, at a meeting this week in which a controversial decision was made to build an artifical turf playing field at our community school. I didn’t run this meeting…it was a regular council meeting, but the one in which the decision was made. The soundtrack is something of a political statement from the videographer, but the images are beautiful. They show my friends and neighbours as they sit pitted against one another in a tense meeting over a deep quality of life issue. Just studying and watching these faces reminds me of how hard this work really is sometimes, to tough through difficult choices and live out your principles and dreams.
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I’m reading through Otto Schamer‘s Theory U again, this time with an eye to noting how his model and stories can inspire designs in my own work. I came across a story in the book (can’t remember where) in which Otto is working with a group to make some meaning and see patterns, as a way of sensing the bigger field of work. The group was given a transcript of a lot of information – interviews mostly and invited to circle or highlight those quotes that seemed to talk to the bigger patterns out there. then, as an exercise, each person read one out in turn and after a while the group reflected on what they were hearing.
This is an excellent excerise to create co-ownership over the harvest of the reams of material that come from large group processes. It is a great way to collaboratively sift through the material and make sense rather than having one person do all the reading and distill it for everyone else. Co-ownership over meaning, ensures accuracy and sustainability of results..
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Last year I was invited to give a talk on the shapes of community engagement for a conference sponsored by the BC Treaty Commission called Forging Linkages and Finding Solutions. This is the slide deck I used and here is a transcript of my talk.