The training of TrainersAnalyzing midterm educational outcomes Umberto Margiotta – Juliana Raffaghelli
IL can be a twofold purpose process, that improve dialogue among generations through civic participation in common social and institutional spaces,while at the same time enacts processes of informal learning towards the achievement, both by adults and children, of key competences for lifelong learning
European and non-European cultural heritage: ◦ art (music/paintings/theatre); ◦ elder people stories; ◦ childrens literature; Social media to promote sharing of learning results -digitalization of contents created above- Games, according to children ages, to stimulate problem solving, creativity, entrepreneurship.
1. Train adults trainers to understand and implement ALICE’s approach.2. Trainers will implement ALICE’s approach through an informal education environment. Different adults could be engaged: partners, senior citizen, teachers, volunteers.3. Testing phase where adults will use creative languages with children. The phase is accomplished with participatory evaluation (as adults and trainers reflection process) on impact on intergenerational dialogue. The project will also implement a strategy of communication to raise awareness among international scientific community, as well as local policy makers and adults’ education providers on ALICE’s strategy and impact, for further adoption of the model
Adults’ trainers must be able of understanding the value of informal learning situations, developing skills to promote events with strategic impact on key competences. It is not enough to promote cultural events: trainers, as scaffolders of generational dialogue are called to be aware of the educational impacts of their informal activities as a way to engage adults that are normally far from formal (University, Further training) and/or non-formal (training on the job) in lifelong learning trajectories
Training of Trainers for implementing A.L.I.C.E. Pedagogical Innovation (Adults Learning for Intergenerational Creative Experiences ) Unit 2 Unit 4 Unit 6 • A ZPD for IL • CL2: Digital • C4L: Games • CL1: Music Storytelling •CL3: •CL: Learning and skills to Children’s Design listen Literature Unit 1 Unit 3 Unit 5•National Awareness Sessions •National Closing TT•The value of IL Local •Strategies for Piloting CoachingEvery partner - Every partner - FTF FTF Unit 7: Project Work (AL Design) Pilot Implementation European Value
How can we say that something is good if we do not adopt a set of instruments, based on our own pedagogical values? Two important dimensions of evaluation: ◦ Learners Satisfaction ◦ Learning Effectiveness (intended in terms of teachers’ evaluation, like quizzes, assignments, participation; and in terms of self-assessment and reflection)
Learners’ Satisfaction A training framework: ILEP (Margiotta, 2006) (information, laboratory , assessment, personalizati Personalization Information on) We use this approach during eLearning activities. The Educational Environment and the training activities are organized accordingly… Assessment Lab Quality assessment require feed-back on the framework efficacy
What’s ILAP ? (Margiotta, 2006)• ILAP is an instrumental framework that aims to support effectivelearning.• The ILAP framework is composed by four phases where the learner is engagedin different activities. These are supposed to promote specific learningoutcomes and hence shape specific competences• The four phases are: INFORMATION: See, Listen, Read, Explore LAB: Discuss, Reflect, Try, Do ASSESSMENT: Check your knowledge and skills PERSONALIZATION: Make your learning useful for your personal/professional purposes
60504030 IC IA20 II10 0 SD D RD NDA RA A SA SD D RD NDA RA A SA SD D RD NDA RA A SA LU1 LU2 LU3 IC: Information Clearness IA: Information Appropriateness II: Information Interest SD: Strongly Disagree – D: Disagree – RD: Rather Disagree – NDA: Neither Disagree or agree – RA: rather agree – A: agree – SA: Strongly Agree
70605040 LC30 LA LI2010 0 SD D RD NDA RA A SA SD D RD NDA RA A SA SD D RD NDA RA A SA LU1 LU2 LU3 LC: Lab Clearness LA: Lab Appropriateness LI: Lab Interest SD: Strongly Disagree – D: Disagree – RD: Rather Disagree – NDA: Neither Disagree or agree – RA: rather agree – A: agree – SA: Strongly Agree
60504030 APC APA20 API10 0 SD D RD NDA RA A SA SD D RD NDA RA A SA SD D RD NDA RA A SA LU1 LU2 LU3 APC: Assessment &Personalization Clearness APA: Assessment &Personalization Appropriateness API: Assessment &Personalization Interest SD: Strongly Disagree – D: Disagree – RD: Rather Disagree – NDA: Neither Disagree or agree – RA: rather agree – A: agree – SA: Strongly Agree
In general the resources provided are clear and well structured: participants showed more disagreements regarding the LU1 (more theoretical) and enjoyed most activities on Creative Languages (LU2 and LU3) The people that showed disagreement probably retired from the course (28 respondents for LU1, 24 for LU2, 16 LU3; less participation in the last case can be due to the fact that there is people that is still completing their assignments) Resources are appropriated in terms of examples for practice Resources are interesting in terms of innovative content for the trainers The Lab activities allow trainers to work on concepts; it is more difficult to work on specific skills that regard CL, but the labs are a good “a taste” of them
Assessment is based on self-analysis of knowledge and competences achieved The model seems to be clear, appropriate and interesting Regarding personalization, the results of it (Trainers’ log) should become the base of the production (Learning Design and further Adults Learning Pilot Programmes) Some trainers are collecting their impressions and best works on social media / internal blogs This last trend is expected to grow as part of dissemination of activities
Every Education Coordinator has defined, for the own coordinated Learning Unit , key knowledges and skills relating to a competence. The threshold of mastery is as follows: ◦ Being Informed: “I generally know about” ◦ Being Prepared: “I know and understand in some detail” ◦ Being Ready: “I know and understand and I feel ready to pass to action” ◦ Being Creative: “Not only I could pass to action: I could make an original proposal” The more the participant becomes competent, the more she/he will be able of adopting the project’s approach.
LU1: Adults as EducatorsUmberto Margiotta, Juliana Raffaghelli, Elena Zambianchi, Barbara Baschiera A. Knowledge about the policy context and the project’s strategies B. Knowledge about the importance of reflexive parenting C. Knowledge of main tools to generate ILE (intergenerational Learning Environtments)
LU1: Adults as Educators Course Content Interactions C eTutor Interactions Peers Interactions LU1 B Activities outside the course Personal previous experience A Personal relationships Personal information and activities 0% 20% 40% 60% 80% 100% during the course
LU2: Creative Language MUSICTeresa dello Monaco, Evangelos Himonides A. Knowledge about the value of music as creative language in adult-child interplay B. Knowledge about Singing as strategy for learning C. Knowledge of main tools to generate educational experiences with and through the music
LU2: Creative Language MUSIC (4) 42% C (2) 29% A Creative Prepared (1) 8% (3) 42% (1) 13%(3) 29% Informed Ready InformedReady (2) 21% (4) 17% Prepared Creative B (4) 25% (3) 17% Creative Ready (1) 8% Informed (2) 50% Prepared
LU2: Music as Creative Language Course Content Interactions C eTutor Interactions Peers Interactions LU2 B Activities outside the course Personal previous experience A Personal relationships Personal information and activities 0% 20% 40% 60% 80% 100% during the course
LU3: Creative Language Digital StorytellingIsabella Rega, Luca Botturi A. Knowledge on concept of digital storytelling and its application for intergenerational learning B. Knowledge/skills to design and implement a digital storytelling intergenerational project C. Skills to organize activities to share and disseminate the output of an intergenerational digital storytelling experience D. Awareness on the potential of digital storytelling for intergenerational dialogue purposes
LU3: Creative Language Digital Storytelling (4) 38% C (2) 31% A Creative (3) 6% Prepared (1) 6% Ready Informed (3) 50% (4) 38% (2) 6% Ready Creative (1) 25% Prepared Informed B (2) 38% (4) 31% Ready(3) Ready Creative31% (1) 6% (2) 38% (1) 19% Informed Creative Informed (2) 31% (2) 6% D Prepared Prepared
LU3: Digital Storytelling as Creative Language D Course Content Interactions eTutor Interactions C Peers Interactions LU3 Activities outside the course B Personal previous experience Personal relationships A Personal information and activities during the course 0% 20% 40% 60% 80% 100%
Reflecting about results 1. There’s a good balance towards the achievement of technical competences to operate in the field 2. It depends, in a good measure (across LU1, LU2 and LU3, more than 60%), from course contents interaction, and from the interactions with eTutors and peers in a second place. 3. Skills need to be improved, regarding the CL that the trainer will select for the own project work. 4. Probably support provided by local coachers, and tight connection with CL experts will be necessary in the design and implementation of ALPP 5. More exchanges (both local and transnational) with peers will be helpful to spark ideas and creativity.
Reflecting about results 1. The results indicate that the participants are deepening on areas of knowledge that could have influence in their pedagogical practices. 2. All trainers currently engaged are not only reflecting but producing draft resources that can become a consistent piece of their future plans of action in the field. 3. The programme is intensive and the good levels of qualified participation allow to consider that motivation is high.
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