Explainer training, freedom and professionalism

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Explainer training, freedom and professionalism

  1. 1. Explainer training, freedomand professionalism<br />A training model for "not-only-explainers“<br />2011/05/28 12:00h<br />Pere Viladot / Esther López / LlucPejó<br />
  2. 2. Main topics of the presentation<br />
  3. 3. Not-only-explainers<br />A kind of professional<br />
  4. 4. Professionalism<br />Explainers<br />Educators<br />Mediators<br />Science communicators<br />Edutainers<br />Pilots<br />...<br />Educators<br />
  5. 5. Professionalism<br />From a explainer who transmit others ideas<br />
  6. 6. To a kind of professional<br />whotakes part on<br />
  7. 7. partnership<br />A joint project<br />
  8. 8. Partnership<br />University theoretical basis<br />Museums background<br />Training<br />
  9. 9. Partnership outcome on scientific museum education<br />Permanent working group (GTEMC)<br />Research <br />Training<br />
  10. 10. The activity: Self action Thinking <br />A model of training<br />
  11. 11. Educators context<br />Outsourcing diversity <br />Basic training diversity<br />Diversity!<br />Implication on activities diversity <br />Wage diversity<br />Individual concerns diversity<br />
  12. 12. Museums and science centres context<br />Public / private<br />Outsourcing diversity <br />Diversity!!<br />Educators team expertise diversity<br />Good / bad relationship<br />Educators team management diversity<br />
  13. 13. Users context<br />Cultural point of view<br />Expert / non- expert audience<br />School audience<br />Diversity!!!<br />Educational point of view<br />Familiar audience<br />Elder audience<br />Adult audience<br />
  14. 14. Focus on<br />Activity<br />
  15. 15. Training methodological axis<br />
  16. 16. Complexity paradigm<br />Quantity<br />Quality<br />Status<br />Processes<br />Science as a way of thinking<br />COMPLEXITY<br />Identities<br />Patterns<br />Objects<br />Relations<br />
  17. 17. Educator’s self-action thinking<br />Thinking<br />Act<br />Communicate<br />
  18. 18. Educator’s self-action thinking<br />Knowledge construction together<br />Exchange<br />Practice<br />
  19. 19. Activity as a prism<br />Knowledge construction<br />together<br />Activity<br />Conceptual thinking:<br />Experts contribution<br />Educator’s thinking:<br />Working groups<br />Looking at...<br />
  20. 20. The team<br />Thank you!<br />Salva<br />Pere<br />Neus<br />Teresa<br />Josep<br />Teresa<br />Esther<br />Marta<br />Carles<br />Ruth<br />Lluc<br />Montse<br />

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