Felt, leaves and branches
Teaching show case
Aims of the session
• Introduce Ketso• Mini exercise to experience Ketso
(engaging students in problem based learning)
• Learn from each other – share ideas and practice
• Develop ideas for ‘our projects’ • Introduce how Ketso can be used
in teaching and in built environment and community planning contexts
Ketso is a hands-on kit for creative groupwork
‘Ketso’ means action in Lesotho, where it was invented in 1995
Women didn’t speak in mixed gender groups
Ketso was used in Southern Africa to help communities change this...
…to this: sustainable living
Developed in PhD research at UoM
… working to develop a vision for a sustainable North Manchester
Local enthusiasm from the plans developed moved a former landfill site from 30th ….
... to first on the list. The site received £1.7 million of Newlands funding.
Reaction from North Manchester Resident
• “Because a lot of people are like me and they are not good at speaking if there are more than two or three people around, but they have things to say.
• This is magnificent at getting people to participate, and very important”
Ketso has been used in contexts ranging from research with Tesco (over 200 staff)
… to engaging with stakeholders of all ages and backgrounds in health related issues
… to community development and engagement in Jordan, Rwanda, South Africa & Bangladesh
… to teaching and learning at all levels
Won Association of European Schools of Planning 2011 Excellence in Teaching Prize
Coloured leaves for different questions (write on the coloured side)
We will introduce each stage, passing around the new leaf colour and with the bell
You will have about 5 - 10 minutes for each stage in total (a bit of a speed exercise)
Bell to move to next stage – first ring person talking has a moment to finish what saying
Outcomes from this workshop
Engaging students in problem based learning
• What works well?
• Challenges and problems
• Solutions to challenges
Engaging students in problem based learning
• What works well? What in what we already do is effective?
Everyone take a pen and some leaves
Always use the ‘magic pens’ so we can wash the leaves clean after use!
Put 1 idea per leaf, write so others can read
First take a few moments on your OWN to develop your ideas…
Engaging students in problem based learning
• What works well? What in what we already do is effective?
Now unfold the felt
Take it in turns to read out your ideas – one person reads one idea at a time…
… going around the circle. Place leaves on the felt as you read them out
Discuss the ideas after they are all on the felt
Point leaves at branches
Branches provide themes, some blanks
Enhancing the student experience
• What works well? What in what we already do is effective?
• Table swap – what is important, & why? Any comments or questions?
Engaging students in problem based learning
• What works well?
• Challenges and problems – think of a KEY challenge
You can move ideas around
Engaging students in problem based learning
• What works well?
• Challenges and problems
• Solutions to challenges
You can think ‘outside of the box’
Cluster similar ideas
Ketso grid for action plan
Eight takeaways – creative engagement
• Stakeholders have the solutions – you never know where the creativity will come from
• Everyone has a voice - give everyone a way to make an input at the same time
• Individual and group time – think then share - give people time on their own to develop ideas before sharing
• Building a shared picture – encourage participants to make connections and patterns from their ideas
Eight takeaways – creative engagement
• Stakeholders have the solutions • Everyone has a voice• Individual and group time • Building a shared picture • Activity based – something to do for each stage• Start with the positive - ask what is going well?
what works? • End with solutions not problems - give some time
to develop solutions to problems• Lead into action - remember takeaway messages &
action points, what happens next?
How does Ketso help you do these?
• Stakeholders have the solutions • Everyone has a voice • Individual and group time• Building a shared picture• Activity based • Start with the positive• End with solutions not problems• Lead into action
Eight takeaways – how Ketso helps
• Stakeholders have the solutions - felt is there to capture ideas• Everyone has a voice – everyone has a pen and leaves• Individual and group time –giving out the leaves ‘re-sets’ the
process – different stages• Building a shared picture – you can move the leaves around and
use icons• Activity-led – leaves, icons – decide what you want to ask and assign
a bit of kit to that stage• Start with the positive – colours have an underlying metaphor –
what is the soil we have to grow ideas in?• End with solutions not problems – green shoots from the grey of
the clouds• Action – use icons and comments cards to note actions!• Making group meaning from individual ideas – leaves can move,
use branches to give (some) structure
Make productive use of people’s time
Give everyone a voice – commitment
Harness creativity of people all levels
Each bit of the kit helps lead you through running a workshop
Launched as a company in 2009
Social mission - Transform the way we communicate, collaborate and learn worldwide
Business model – helping people run good workshops by selling & renting kits…
…. & providing free open source resources: workshop plans, slideshows, training videos
Create job opportunities for disadvantaged people in manufacture
The kits are assembled in a sheltered workshop in the UK
Customers include:
• Public Sector:• Merseycare NHS• National School of Government• Scottish Environment Protection Agency, Environment Agency• Cumbria County Council, South Lakes District Council
• Voluntary Sector: • The Equality Network• GroundWork• Schumacher Institute• The IONA Community• The Big Life Company
• Private Sector: • Tesco• United Utilities
University customers include:
• Cambridge • Durham • Edinburgh • Glasgow • Hull Business School• Lancaster • Leeds Metropolitan• Liverpool • Manchester • Newcastle• Portsmouth • Pretoria • Salford • Sheffield • Sussex• Worcester
Student Feedback
Students engage with each other
Ideas being heard
• In past experiences of group work, I have often taken a backseat in group discussion as other more outspoken characters tend to hold the discussion...
• I enjoyed Ketso as I felt it gave everyone a higher sense of equality.
Undergraduate first year student
Students learn from each other
Developing ideas
• One of the things I was amazed at was that we had so many ideas, as a group we were bouncing ideas off each other taking one member’s idea and developing it.
• This made me very optimistic about the future of the module and strengthened my positive attitude, which has continued throughout the module.
Undergraduate second year student
See ideas develop
Time management
• I knew we were pushed for time but actually stopping and reviewing the situation by analysing what we had to do and by when really made myself and the group a lot more effective and efficient in our decisions.
Undergraduate second year student
Supports effective groupwork
• Problems, issues, and solutions arose which potentially wouldn’t have entered my mind, whilst experiencing our group connect and energise each other.
• I have to say, I was impressed.
Undergraduate second year student
Allows you to give feedback
Allows peers to give feedback
• One area of the workshop I found extremely beneficial was moving around to view the other groups’ emerging Ketsos.
• • It provided independent observations with regard to
our Ketso maps, providing comments.
• Viewing the development of others’ ideas enabled me to change my perceptions.
Postgraduate student
International students can engage
• The Ketso is particularly useful for me to communicate with members. My English level is low… It makes me difficult to actively participate group projects.
• Last semester I could not insist my opinion…• However, with the great tool covering many
different kinds of group meetings I was able to clearly suggest my thought on a meeting.
Used at many different stages – expectations, project planning, review & revision
Embedded inclusive education
Supports students with dyslexia
• “ I like the fact it is so visual, you can really see your ideas and the links between them and other people’s ideas…
• I like the way you can move the ideas around, it makes it practical and is more inviting than a list.”
International students can engage
• The Ketso is particularly useful for me to communicate with members. My English level is low… It makes me difficult to actively participate group projects.
• Last semester I could not insist my opinion…• However, with the great tool covering many
different kinds of group meetings I was able to clearly suggest my thought on a meeting.
Widening participation and access
Skills development (e.g. enterprise education - Durham, Cambridge,
Birmingham, Sussex, Newcastle, Liverpool, Manchester, Surrey, Manchester)
Data gathering – e.g. focus groups
Ideas can be captured and typed up
…for later analysis.
Enterprising Midlands - Types of Ideas Developed
0
20
40
60
80
100
120
Total
Existing assets
Future possibilities
Problems
Goals
Group No (All)
Count of Meaning
Drop Category Fields Here
Meaning
Healthy London Types of Ideas
0
20
40
60
80
100
120
140
160
180
Total
Existing assets
Future possibilities
Problems
Goals
(blank)
Group No (All)
Count of Meaning
Drop Category Fields Here
Meaning
Sustainable Port - Types of Ideas
0
50
100
150
200
250
Total
Existing assets
Future possibilities
Problems
Goals
Group No (All)
Count of Meaning
Drop Category Fields Here
Meaning
A Sustainable Port in Portsmouth - Ideas by Branch Type
0
20
40
60
80
100
120
140
Activities Ecology Economics Environment Environment (built) Landscapes Society StakeholderEngagement
Goals
Problems
Future possibilities
Existing assets
Group No (All)
Count of Theme on Branch
Theme on Branch
Meaning
Public engagement with research
BASICS of planning a workshop – what do you think this acronym might stand for?
• B• A• S• I• C• S
BASICS of planning a workshop
• Beginnings
• Activities
• Sequencing
• Inputs
• Conclusions
• Skippables, squashables and supplements
BASICS
• Beginnings• Activities
Feedback during a conference from delegates
BASICS
• Beginnings• Activities• Sequencing
BASICS
• Beginnings• Activities• Sequencing
Enhancing the student experience
Total Ideas by colour
128
121
100
63
- 20 40 60 80 100 120 140
What works well
Future possibilities
Challenges
Opportunities
BASICS
• Beginnings
• Activities
• Sequencing
• Inputs
Creative Futures - Moston ValeExisting Assets ordered by E.A.S.E.L.
37
9
57
29
15
0
10
20
30
40
50
60
Category of E.A.S.E.L.
Nu
mb
er
of
Ide
as
Economics
Activities
Social Capital
Elements andSettlements
Landscapes
Big Society and the Environment
Number of Ideas by Branch
0 50 100 150 200
Political
Environment
Affects All
Environment (built)
Landscape and Ecology
Blank
Activities
Social
Economics
Barriers
Opportunities
Solutions
Big Society and the Environment
Total Ideas by colour
-
190
241
180
- 50 100 150 200 250 300
Solutions
Barriers
Opportunities
Surprising emergent themesNumber of Ideas by Cross-Cutting Theme
0 10 20 30 40 50 60 70 80 90
Planning system
Assets and ownership
Business
New business models
Volunteering opportunities
Use of natural resources
Creativity and design
Outdoor activities
Bureaucracy
Time
Learning from each other
Accountability and gaps
Perceptions
Democracy
Levels of scale
Motivation
Partnerships and sharing
Capacity building
Support and facilitation
Inequality and power
Sustainability and integration
Finance
Barriers
Opportunities
Solutions
Emergent themes – researchers search for themes from ideas
Speed exercise using colours to ask different questions only, some clustering
Emergent themes
Methods@Manchester Fair - Your Research
0 50 100 150
Real world problems
Develop knowledge
Inspiration
Impact
Personal motivation and pressures
Networking
Professional development
Methodology skills
Em
erg
en
t th
em
es
Number of ideas
What do you hope to get fromresearch training?
What inspired you do to yourresearch?
Student Feedback – Manchester Methods Fair
Student Feedback
Feedback on Fair
0 5 10 15 20 25 30 35
Food
Posters
Logistics and the Space
Ketso
Overall
Make Contacts and Networking
Workshops
Research Talks
Em
erg
ent
Th
eme
Number of ideas
Best aspects ofthe fairWhat could beimproved
Emergent themes around expectations
What do you hope to get from the fair?
0 20 40 60 80
Ketso
Later Stage Research Concerns
Specific Research Skills Attainment
Research Perspective
Ideas and Inspiration
General Knowledge Improvement
Make Contacts and Networking
Em
erg
ent
them
e
Number of ideas
What do youhope to get fromthe fair?
Iterative process – first pass at themes for discussion in EU funded research meeting
42 ideas – just those with ticks by them (done during the workshop)
Iterative process – all ideas shown against the research themes EU FP7 SMARTest research
159 ideas – type up finished later
Number of Ideas by Branch
0 10 20 30 40 50 60
Blank
Research andDevelopment
Implementationand Maintenance
Promotion andAcceptance
Strengths
Opportunities
Problems and Challenges
Iterative process – all ideas shown against the workpackage teams (one team per felt)
Number of Ideas by Team
0 10 20 30 40 50
4
1
2
3
TeamNumber
Strengths
Opportunities
Problems and Challenges
BASICS
• Beginnings
• Activities
• Sequencing
• Inputs
• Conclusions
Health and wellbeing example
Health and wellbeing example
Health and wellbeing example
BASICS
• Beginnings
• Activities
• Sequencing
• Inputs
• Conclusions
• Skippables, squashables and supplements
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