Shared Learning Projects

Shared Learning Projects - 3, May 2008

Introduction

There are two SLP Leaflets already available from U3A National Office in paper form, and by email from me, Jenny Clark, email jenmal@talktalk.net. The first of these (from 2006) mostly concerns the SLPs in London, and the second (2007) deals with ideas for SLPs in the Regions. This one is an attempt to draw together all the ideas and changes which have happened since the SLPs started, which is now more than five years ago. There are accounts and descriptions of the projects in "Sources", which can be found on the U3A website, at u3a.org.uk.You can also find some of the final reports of past projects at the Resource Centre (tel 0208 315 0199 email resource.centre@u3a.org.uk).

The Shared Learning Projects began in the autumn of 2002 at the British Museum in London, and since then they have flourished both in and out of the capital.Those who have taken part in a project will bear witness to the excitement and confidence which they generate, and the institutions with whom U3A members have worked will also bear witness to their success.

Incidentally, it is now becoming increasingly important for people involved in SLPs to have access to email and the internet.At the moment (2008) some projects have their own web pages (for example, the London Archaeological Archive and the Lytes Cary Project in Somerset), and communication is almost entirely by email.There is a web page on the SLPs on the National U3A website, and this provides a great deal of information and guidance on all aspects of the SLPs - see what you can find at: www.u3a.org.uk.

All kinds of formats

There is no set format for the SLPs. However, formats which have worked well so far are these:

- the WORKING WITH format, which was established at the very beginning, has worked well, largely in cities such as Belfast and London. This involves a team of about 12 U3A members, meeting once a week or once a fortnight, in a room provided by the host institution, to share progress, discoveries, support and problems. At the end of the advertised set time (usually 3 months), there is a verbal presentation and a written report. The verbal presentation is given to the team members, the staff, and possibly some other U3A members, and the written report is printed and given to each team member and to the hosts. Clearly the verbal presentation will be a summary of all the work done; the written report will contain the results of all the work and research done. Sometimes the host institution will undertake to produce the printed copies. If they don't or can't, the SLP National Co-ordinator can usually provide funding for this to be done commercially. Each team member should have a complete record of all the work done by everyone.

- the WORKING AT format, which has been tried at the British Library this spring, differs in one important respect. The host institution commits itself to providing a room for only two meetings - the first and last. This means that another meeting place has to be found for the other weekly or fortnightly meetings.

It is important that the first meeting, at which all the team members meet for the first time, takes place at the host institution. The Curator or Education Officer provides an introduction to the building, the staff, the collection, the facilities. The team then moves on to work wherever they wish - on the internet, at libraries, at home, at the host institution, until the final, very important, meeting which will once again take place at the host institution, where the presentation will be made and the Project wound up.

- then there is the WORKING IN THE FIELD format, which is not tied to any institution. Here, the topic to be researched will probably be a more general one - one example was the project on "Entertainment in Sussex". Groups of different sizes (from two or three people to entire U3As) each looked into a different aspect of their subject (there is an account of this project in the leaflet "Shared Learning Projects No 1”); they covered Glyndebourne, the local film industry in the 1920s, handbell ringing, race courses, and end-of-pier shows.

This kind of project would work in any county or Region. It needs plenty of time, and a very organised team leader (or leading team). Another candidate for this format would be the arrival - or the demise - of the railways in a particular part of the country. Or the development of a particular town or area; in Andover, a team looked at the changes in the town from 1945 to 2000.

But the important thing to remember is that there is absolutely no one correct format for a SLP.. Every project that begins, wherever it is, is quite different from any other. Those outside London tend to last for a longer time. A number have started with members of one single U3A, not from several different U3As. Some have involved other bodies as well as U3A (a local historical society, for example).

All these different formats - and any future new ones - are fine.

The only parameters for a Shared Learning project are:
a) that it should involve research (of whatever kind) and is not just an interest group like those which every U3A in the country organises and nurtures;
b) that it should have a specific, realistic and achievable goal, if possible with a tangible outcome;
c) that it should have a team leader (or leading team, however small); democracy is a splendid thing, but in these projects success will depend on purposeful direction.

The Shared Learning Projects also encompass the many and varied research projects which so many U3A members have undertaken in modest (or extensive) local research on a specific project, which often produce a booklet or document to be given or sold to interested parties - it could be called the WORKING LOCALLY format. There have been a great many examples of this - one recent one is the booklet produced by Lands End and District U3A called "Snapshot in Time" and on sale at Porthcurno Telegraph Museum, but there have been instances of this kind of research all over the country. We would love to hear from those who have taken part in such projects, and would hope to include examples of their work to display at National and Regional Conferences, as well as to be catalogued by Glenys Tuersley, who is in charge of Educational Research for the Standing Committee on Education.

Opening Gambits

If you know or are a volunteer in a particular institution, that is a good place to start. The National Trust is a clear example, but there are many other organisations whom we be-friend or for whom we work as volunteers. If you are approaching a gallery, a museum, a stately home, or a school, ring or go in and see them. Explain why you want to talk to the Education Officer or the Curator or the Director or the Secretary. Most will be interested and helpful. Take with you lots of information about U3A (some people still haven't heard of us) and some information about the SLPs; possibly the report of a past project, to show them what it is all about (reports can be borrowed from the U3A Resource Centre). Explain that U3A would like to take on something that they would like to have done if they had the time and the money. Most institutions will be enthusiastic and encouraging.

Once you have your project agreed with the hosts, whatever the format is, you will need to publicise it.

Publicity

Once you have decided upon your project, and there is a flyer giving details of the research, how long it will last, how it will work, and as much information as possible, you will need to distribute it as widely as you can. Distribute it at Regional meetings, monthly meetings of local U3As, interest group meetings, by email or by post to all the contacts you can think of. Aim for saturation, so that no one can say, months later, "But I've never heard about it!" Word of mouth is the best way in some U3As - the small number of enthusiasts who started it are the best evangelists. Allow a couple of months to publicise it and select your team before the date of the first meeting.

If it is a local history project, see if you can involve the local history groups in the local U3As. You could also involve local Historical Associations, and this can be extremely helpful; you will have to judge whether they would like to be involved. Several have been.

The key factors are enthusiasm, commitment and PLANNING.

Ideas

There is a list of ideas in "Shared Learning Projects 2", but this list is constantly expanding and changing. New ideas are always emerging. Some are historical, but there are many others. How about working with a local Sixth Form on Renewable Resources, Global Warming, or Sustainable Growth (there is a leaflet about this available from National Office)? You will find ideas in conversations, in local papers, on the radio, on TV, in libraries. Everyone has different interests; use their interests.

If you want to discuss an idea with someone who has already been part of a SLP, let me know, and I will put you in touch with someone who may be able to help (and I would certainly like to talk about it with you myself).

Time limits

Don't set yourself a tight and unrealistic time limit. The advantage of any time limit is that team members know how long to commit themselves for, and so do the institutions. We are all busy people, and we need to know what we are letting ourselves in for as far as the next few months are concerned. Having a time limit focuses the mind, and helps you plan what you intend to do. One of the disadvantages, of course, is that there is always more to discover: however, open-ended projects can create all sorts of problems - uncertainty, a loss of impetus, and even loss of interest. Clearly, creating an exhibition (for an anniversary, for instance) sets its own time limit, just like the Olympics will.

The team leader has to balance the fact that a final date focuses the mind against the fact that it does take time to a) decide exactly what you are going to do, b) do it, and c) draw it all together into a final shape.

Momentum

Most people find that the SLPs start with a mixture of enthusiasm and trepidation. Those who have been part of a project before know to some extent what they are going to be doing. Those who are team members for the first time, don't. It is up to the team leader to provide clear and precise details of what people can do, how best to start, and how to work in the most effective and satisfactory way. Assembling one's facts and opinions into a harmonious conclusion is hard work, particularly in a limited time frame. The team leader is there to provide support, encouragement and guidance - as is the rest of the team.

Pacing the project depends on how long it lasts. Working for three months means there is no time to spare. Working for longer can mean more distractions - holidays, grandchildren - and the team leader needs to keep the momentum going tactfully and sensitively.

Presentations and Reports

There is advice on presentations on the SLP web pages, and in the earlier SLP leaflets.

The verbal presentations work best if each person talks for no more than ten minutes at the most. Distilling all that knowledge and wisdom into ten minutes is very challenging, but if people talk for longer, the whole presentation is prolonged; ninety minutes is the maximum that people can be expected to sit and listen. It may be a good idea to have a coffee break after an hour.

Some people provide PowerPoint presentations; some people just talk; some people have documents and photographs to show. Whatever form your presentation takes, it will be fascinating. The team members and the rest of the audience will be enthused and appreciative.

The written reports are usually assembled by the team leader to include everyone's contribution. Have a look at one of the copies in the U3A Resource Centre to see what they can look like. They are all different, though they are usually in A4 format, including as many illustrations as possible and as appropriate. 100 pages is the longest one so far, but 80 pages or less is just fine. It all depends on your project.

One copy (or more) goes to the institution, one copy goes to each team member, and if possible one copy to the Resource Centre, for future members to see. Sometimes the host institution will produce these copies for the team. If they are unable to, then money can usually be found by the National Co-ordinator to pay for them.

These reports are an important part of our publicity for the Shared Learning Projects. Outside organisations - and even Government departments - can look at them and see what is involved. Talking about them, however enthusiastically, is much better when supported by the evidence, which is what the reports provide.

and finally.....

There is a lot of information on the U3A website about the SLPs, www.u3a.org.uk, and then the Shared Learning Projects page.

If you have any queries at all,
contact Jenny Clark (the National SLP Advisor) at 0208 346 3751, email jenmal@talktalk.net,
or Jennifer Anning (the London Co-ordinator) at 0208 330 6931, email jennifer.anning@btopenworld.com.
Both will be happy to chat, to discuss and to advise. Your Regional Trustee also knows about the SLPs, so you can contact him or her as well.

Enjoy your Projects!