http://pad.p2pu.org/p/outline_old_open_workshop_spaces

===Chapter 1 

What we do cover
The    move away from formal learning environments to peer-led, often    temporary learning spaces at conferences, gatherings or street    occupations creates a new set of challenges for workshop leaders. This   course is a peer-learning space to explore these issues.

• How should you predict what resources will be useful within the context of the workshop? 
• How   can you stimulate debate and create a peer learning environment when   pressed for time and have participants from many backgrounds and levels?
• How can you overcome distracting loops or unhelpful blocks in the workshop? 
• How can you allow follow up on the workshop and keep participants in contact? 

What we don't cover

• Logistics of setting up the event - There is a good guide for that here http://www.ietf.org/tao.html
• Not really targeted at kids, this course is more focus on workshops with adults, but some areas will be similar

Assessment?
There  is no assessment tasks for this course but "You have to be in it to win  it!" - We encourage you to share your experiences on delivering  collaborative workhops. 
If   there are no assessment tasks for this course, then how will   participants know when they have completed it? If participation is the   only metric, then do we bother with badges?

===Chapter x

What does "open" mean in the context of workshops?

Focusing specifically on "open" style workshops... eg. rough consensus, Internet Engineering Taskforce - http://www.ietf.org/tao.html

• Guest speaker relating their own experience?

===Chapter x

Decide   what kind of workshops you want to do. Explore the pros and cons, and   outline short examples of different kinds of workshops. 

• Presentation with Q and A - 
• User Generated Ideas & Feedback
• Hands on use of tools / software
• Hybrid approach of the above

===Chapter x - Getting to know you 

The first 15 mins. 

Set the tone and expectation of the workshop 
Once you have decided the route you are going down
If you want it to be interactive start that process right away. 
A quick group agreement can be useful no matter how short the workshop

Gauge  the audience - how far down the road will they go? (Will they  participate in just this project, or have continued involvement?)
What is a good warm up activity to pitch at that level
Danger   of pitching wrong activity of an audience and making them hostile.  -   Post - it notes and Drama games can work on academics but you need a   pretty generous audience. 
Workshops can be an escape, or a chance to keep it real, try to bring the audience with you. 

Summary - 
You can only take an unwilling group so far, sometimes your plan will work,sometimes it won't. Don't panic!
Don't be afraid to change direction if your plan isn't working.  have other activities ready
On the other hand, if you have a willing group you can have a lot of fun and create a great learning space. 

===Chapter x -  Jump around

Over view of some fun, interactive techniques that can be used 

Where do these techniques come from? And how do they get passed on 

Drama games - 
Grass roots, community and political organising
Who first used post-it notes in a workshop? 
Video resources as a way of generating discussion


Some different techniques and where to find more. 

===Chapter x - Software as a Subject / Hardware as a service [mick]

Overview of challenges of software (esp desktop) 
If you install on people's computer this can take 50% of the workshops time but they go home with a working toolset - 
OR you 

Ways of getting round problems

Hands   on - Software workshop with preinstalled computers - use LGM workshop   at Mozilla as an example - contact them for a quote. 
LTSP set up - holdall of laptops

Issues with this approach - People in some circles seem ubilically attached to their Macbooks - how this be circumvented


===Chapter x - User Generated Workshops

Draw on the interest of the people in the workshop to help them collaboratively create content
Challenges of bringing together these ideas. 
How to follow up this work? 


===Chapter x - Adding Badges in to the mix

Chapter specifically about workshops to do with badges? 

High-level   explanation of badges as representatons of achievement or experiences,   not as an assessment tool (common misconception)
Aligning   a badge or set of badges to challenges/tasks in a course - what "take   away" skills will learners/participants want to share with others?

• Visual Design
• Issuing Platform (P2PU, OpenBadger, or by hand)
• Link back to criteria (evidence of task completion or participation)

Important note: leave badges alone until the course/end-product has been developed 80%+ percent


===Chapter x - Overcoming common problems

No ideas are being generated - every one is very passive - 
Hostilitily to process of collaborative workshops - "Why don't you just tell us the answers?" - 
Jaded audience, - we did this last week at X gathering

Distruptive individuals
A Person pushing their own agenda constantly 

Moving forward from dogmatic discussions

Technical difficulties - 
Double check anything technical you are going to do and if possible have back up plans. 

If   you are giving out information at the same time as asking people to   work through a task ry to get support in some form, someone to help   people get on to wireless, to find pages

Keeping discussion moving forward without appearing to be to controlling and creating hostility. 

===Chapter x - We'll Meet Again!

Some tips for making sure the converstation doesn't end at the end of the workhops 

Have a possible forum for further conversation idenfied but be flexible if the group wants to lead in another direction

===Chapter x - Practice makes Perfect

Tips for improving you workshops based on feedback & techniques. 
it's ok to get it wrong as long as you learn from your mistakes
Check your timeing - make a lesson plan with estimated times. 
Then revise it based on the actual time it took -