From learning design to effective practices
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Transcript of From learning design to effective practices
From Learning Design to effective practices.
Developing Adults' educators professionalism in the context of ALICE project
Juliana RaffaghelliInternational Center for Educational
Research and Advanced Training (CISRE)Ca’ Foscari University of Venice
International ConferenceTransforming the Educational Relationship:
Intergenerational and Family Learning for Lifelong LearningBUCHAREST, 24-25 October 2013
Adults Education, a new frontier of practice Adults education is a key for
our societies. One of the less structured, ill-
defined in terms of practices and competences of the professional operating in the field (Beleid & Plato, 2008a)
For the educator this means that she has to feature the own context of work in every intervention (Przybylska, 2008)
Raising the overall level of skills of the adult population by offering more and better learning opportunities throughout adult life is important for both efficiency and equity reasons (…) . Not only does adult learning help make adults more efficient workers and, better-informed and more active citizens. It also contributes to their personal well-being (EC COM 2006 [614-final] p.5)
Adults’ education to promote creative intergenerational experiences Intergenerational learning (IL) improves dialogue
between generations through civic participation in common social and institutional spaces.
A developing field of adults’ education (Hatton Yeo, 2012)
Creating IL environments is still a challenge: a “crossing-boundaries practice”
“Crossing Boundaries”: based on Activity Theory (Engestrom, 1987)
Knowledge and expertisetransfer between contexts—such as school and work—through a process of “developmental transfer” and “expansive development” involving collaboration and the active reconstruction of knowledge between two or more activity systems (Tuomi-Gröhn, Engeström, & Young, 2003)
An example…
Two activity systems in dialogue
ALICE main assumptionsDid you know?
Intergenerational learning (IL) is when adults and kids benefit from sharing activities and learn important Key competences.
Adults as educators play an extremely important role in Society.
Adults benefit from being educators.
They create space for intergenerational dialogue
Differences enrich Creative Languages can become a bridge between generations
ALICE main assumptionsDid you know?
They help to decrease the stress of dealing with «differences» through a joint activity
For adults to reflect on the own role as educator.For children’s agency (expression and reinforcing of the self)
Creative Languages Play, invent, share.
Intergenerational Learning, an opportunity
Two activity systems in dialogue
Learning Design & Design thinking: the kernel for adults’ educators professionalism
Design: from engeneering and architecture to education (Laurillard, 2012)
Analysing the context, the available resources, the educational problem and the participant’s motivations, in order to orchestrate educational solutions based on the theory of learning (Goodyear & Dimitriadis, 2012)
Learning Design, as conceptual and methodological approach for educators to explore their
educational problems and make more grounded decisions to plan/implement their pedagogical
practices (Conole, 2012)
Learning Design & Design thinking: the kernel for adults’ educators professionalism Design: from engeneering and architecture to education
(Laurillard, 2012) Analysing the context, the available resources, the
educational problem and the participant’s motivations, in order to orchestrate educational solutions based on the theory of learning (Mor&Craft, 2012)
Learning Design, as conceptual and methodological approach for educators to explore their educational problems and make more grounded decisions to plan/implement their
pedagogical practices (Conole, 2012) Designing for Adults learning is one of the key competences
for professionals operating in this area (Buiskol, Broek, van Lakerveld, Zarifis, & Osborne, 2010)
It requires design thinking (Cross, 1982) as boundary crossing professional competence.
Design Thinking At the level of the single educator: The more the
educator improve their skills for design thinking, the more she will be able of planning and intervening in ill-structured problems, providing creative educational solutions
At the level of the community of adults’ educators: the more the educators are able of designing for adults learning, the more they can adopt tools to represent, share and discuss the own practices, reinforcing a field of professional practices, which is also part of the adults’ educators professional identity.
ALICE case study LLP-GRUNDTVIG project “Adults Learning for Intergenerational
Creative Experiences”; Transnational and eLearning approach. 6 institutions from IT,
RO, UK, EL, CH built a course and an educational environment (on moodle) provided the space to reflect about practices and share ideas, during 6 months of implementation.
A professional learning community composed by 23 adults’ educators and a team of 6 adults’ education institutions attempting to shape new approaches (Adults Learning Pilot Programmes or ALPPs) to promote the idea of adults as educators as well as the value of creative languages to mediate intergenerational/family learning.
www.alice-llp.eu www.alice-llp.eu/virtualspace
Research Methodology Design Based Research (Brown, 1992; Pellerey
2005; Bielaczyc et al., 2004)
The trainer
Designing for IL
ALPP
Initial Idea
Action
Reflection/
Evaluation
Adapting
Promoting design thinking along an educational intervention as creative process: phases and elements
Phase DescriptionUnderstanding the context of practice
Objective: to collect information and reflect about the driving forces in the context of educational practice.Tools to represent/think about the design approach: Design Narratives and Force Map. Design thinking to provide solutions for...: The context as changing, fluid space of learning. The enlarged context of learning in the intergenerational case: adults’ goals of learning and children/teen goals of learning differ, but can dialogue in an enlarged context of learning.
Representing the educational process
Objective: Plan the intervention beyond the procedures, reflecting on the pedagogy.Tools to represent/think about the design approach : The Four Leaves taxonomy and its 4 steps (information, laboratory, assessment/evaluation, personalization).Design thinking to provide solutions for...: a clear and concise representation as part of the process of Learning Design to allow discussion and peer-reviewing on the quality of approaches before putting them into practice.
Implementing practices and networking to improve the educational sustainability
Objective: A process of implementation that is continuously monitored from peers, participants and external stakeholders (institutions engaged in the practiceTools to represent/think about the design approach : Check-lists, mental maps, blog and private trainers’ log.Design thinking to provide solutions for...: abiliytelling a story that makes the whole approach accountable and shareable.
Evaluating practices
Objective: A participatory approach to understand learning achievements and the educational impactTools to represent/think about the design approach : the learning/key competences map.Design thinking to provide solutions for...: understanding effectiveness as part of the educational process.
Making the approach transparent: opening practices
Objective: To understand the importance of Open Educational Resources in strenghtening the pedagogical and design thinking.Tools to represent/think about the design approach: templates and a virtual platform to shape/upload the own educational work.Design thinking to provide solutions for...: sharing educational practices in search for quality within the educational process.
[1] http://www.ld-grid.org/resources/representations-and-languages/ [2] http://www.slideshare.net/JulianaElisaRaffaghelli/alpp-strategylu6lu7[3] http://www.slideshare.net/JulianaElisaRaffaghelli/alpp-strategylu6lu7 [4] http://www.slideshare.net/JulianaElisaRaffaghelli/alpp-strategylu6lu7
The creative process of educational intervention
ALICE’s Phases of Development
Train adults' trainers
• Understanding and implementing ALICE’s approach.
Learning Design
• Designing for adults intergenerational creative experiences. Different adults could be the target: partners, senior citizen, teachers, volunteers.
Adults’ Learning
Pilot Programmes
• Testing phase where adults will use creative languages with children. Participatory evaluation with impact on intergenerational dialogue.
Engaging Local
institutions
• Better understanding and practices on IL as part of adults education. The adult as educator
Connections between the phases as part of an approach to professional development
Analysis
Trainers’ Competences Map as counterpart of the adults Key Competences/Learning Map
Trainers’ Log Social media as collectors of evidence on the
ongoing practices The crystallized practice: an Open Educational
Resource within the field of adults education
Analysis
Trainers’ Competences Map as counterpart of the adults Key Competences/Learning Map
Trainers’ Log Social media as collectors of evidence on the
ongoing practices The crystallized practice: Open Educational
Resources produced.
Excerpt of Trainers’ Learning Map
Threasholds
Competen
ce Indicators
Initial threashold
Descriptors
Standard threashold
Descriptors
Advanced threashold
Descriptors
Expert Descrip
tors
Learning Unit 6: Learning Design – Implementing Adults Creative Intergenerational Activities
Networking for project implementation
(Nr of respondent
s22)
I am eager to participate in local projects regarding adult education
(22%)
I am able of creating some informal educational activities in collaboration with other expert trainers
(0%)
I am able of creating specific activities both with other or by my own.
(26%)
I am able of creating specific activities negotiating them in local networks. I am open also to work with national European networks.
(52%)
Excerpt of Trainers’ Learning Map Threasholds
Competen
ce Indicators
Initial threashold
Descriptors
Standard threashold
Descriptors
Advanced threashold
Descriptors
Expert Descrip
tors
Learning Unit 6: Learning Design – Implementing Adults Creative Intergenerational Activities
Evaluating Adults Learning Pilot Programmes
(Nr of respondent
s22)
I’m informed generally about the strategies of participatory evaluation (like the Key Competence Map).
10%
I can recognize the importance of the strategies of participatory evaluation (like the Key Competence Map).
16%
I can recognize the importance of the strategies of participatory evaluation (like the Key Competence Map); I’m also able of adopting some of these strategies. Everything is perfectly clear to me.
34%
Not only I can recognize the strategies of participatory evaluation (like the Key Competence Map), as well as adopting some of these strategies; I’m also able of identifiying new strategies to keep improving my skills on participatory evaluation.
50%
A picture of first achievements (Source: ALPPs Learning Design – PW)
Creative Language
Nr of ALPPs
Nr. Of Sessions
Nr of Adults
Nr. Of Children
Nr. of institutions
KC addressed Documents/Products collected
Art/Cooking 4 14 80 126 6 Mainly 5 and 8, but also 6,7.
5 LD-ALPP6 blog post (CISRE)4 Presentations (CISRE)3 newsletter articles (CISRE)
Children Narrative
9 40 75 127 11 Mainly 8, but also 5,6.
3 blog posts3 Newsletter articles
Digital Storytelling
9 35 89 264 5 Mainly 4,5, but also 6,7.
2 blog post1 video1 newsletter article
Games & Social Media
6 8 70 56 6 Mainly 5, but also 1, 8.
1 international presentation1 Newsletter article
Music 3 3 56 50 3 Mainly 5 and 8, but also 1,4,6.
1 blog post1 newsletter article1 video
Total 33 86 290 497 31
Countries CH EL IT RO UK TOTAL
Nr of ALPPs 5 6 6 14 2 33
National Participation
Conclusions The complexities of acquiring a cross
boundary vision; frustrating experiences during the implementation
The need of not only collecting evidence, but sharing it with adults as a mean to keep the focus on the value of the intervention
A sense of ethical committement reinforcing the conversational and transformative framework (on the basis of Knowles, Mezirow, Freire)
The overloading process of data collecting in DBR
An open research process…
Thank you for your comments and suggestions!