Introduction

Each CCI workshop is built around one of the modules described in this catalogue.

Frameworks

Each section of this catalogue starts off with a visual map of the modules it contains along with the units associated with each module. In these frameworks, the modules (shown in white) are listed vertically in the first column on the left. The associated units (shown in grey) are listed horizontally to the right of the module.

Modules

Modules can be of varying length and complexity depending on the subject area. They are composed of self-contained but inter-related units, some of which may be considered optional. Units considered optional do not have to be incorporated into the design of a workshop.

Units

Units can also vary in length and complexity. When designing a particular workshop, units can be expanded to cover the subject in greater depth or collapsed to an overview based on the identified needs and interests of the participants. Some units are interactive and hands-on in nature whereas others emphasize knowledge acquisition.

Workshop Structure

Workshops are designed to provide a balance between theory and practice. They include a diverse range of learning activities that offer opportunities to apply newly acquired knowledge and skills. Participants are encouraged to take an active role in their learning experience, and time is always allocated for sharing knowledge and experience. To ensure that workshops are relevant to specific situations and participant needs, sessional outlines are shaped in consultation with the host.

Learning Activities

Given that adults learn most effectively through situations, it is important that the concepts and methods introduced in CCI workshops be transferred to real situations. It is therefore essential that host institutions/associations have access to local sites and collections that are relevant to the subject matter and the participants.

The learning activities in CCI workshops are problem-centred, and workshop hosts and participants are invited to bring forward actual dilemmas/challenges faced in their respective institutions. These problems will then be addressed through learning activities such as case studies, field projects, site visits, or group problem-solving assignments.

Learning Styles

Because people learn in many different ways, one teaching style cannot accommodate all types of learners. CCI facilitators therefore incorporate a variety of teaching strategies into the design of each workshop.

Audience

The success of any workshop is largely dependent upon accurately matching the material presented to the needs of the audience. This includes introducing subject material at a level that is appropriate for the participants, and using teaching methods that are suitable for their learning styles.

Each of the module descriptions in this catalogue includes a suggested target audience profile (e.g. conservators, artists, preparators, conservation scientists, general museum workers or volunteers, etc.), and host institutions/associations are asked to ensure that this profile matches that of their membership when selecting a workshop. With the assistance of the host, CCI can then identify the needs and backgrounds of anticipated workshop participants in advance and customize the presentation accordingly. In this way each CCI workshop becomes a learning experience that is focused on the specific requirements of participants and their respective institutions.