Alpp strategy-lu6-lu7


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Alpp strategy-lu6-lu7

  1. 1. Designing for Adults Learningin the Context of ALICEprojectTools & ApproachJuliana RaffaghelliUniversity Ca’ Foscari of Venice
  2. 2. Designing for LearningOur strategy… …for effective, quality and shareable educational practices in the field of adults education Five phases in our approach, and several tools to support them Phase Tools CONTEXTUALIZE The Narrative Design and the Force Map PLAN/CREATE The Four Leaf taxonomy and connected ALPP Learning Design Map IMPLEMENT check-lists, video/audio-recording, adults’ generated content EVALUATE/REFLECT Participatory Evaluation EDIT/SHARE Pedagogical Pattern to collect and share resources
  3. 3. A CREATIVE PROCESSContextualize Design/Plan Implement Evaluate Share /End of February Mid March February- May/June Open 2013 2013 May 2013 2013 June 2013GENERAL INFORMATIONIs foreseen the support of Educational Coordinators, on site and onlineITALY: Juliana RaffaghelliROMANIA: Raluca IcleanuGREECE: Nektarios MoumoutzisSWITZERLAND: Isabella RegaUK: Teresa dello MonacoThe final discussion of the ER will take place in every National context for all trainers. One trainerwill participate at International Discussion in Crete. Two trainers will participate at the FinalConference.
  4. 4. HOW ARE THE FIVE PHASES CONNECTED?Considering a learning paradigm based on reflection on action and further connections to theory, thisphases are tightly connected: there is interdependency among their results. SHARING: Educational Resource ELABORATION …CONTEXTUALIZE/DESIGN… brings together the original ideaprovides a framework of THE ALPP and practices, and build on toplanning and scheme for IMPLEMENTATION/ generate new concepts,practice on the field (ALPP EVALUATION… approaches, policyimplementation) recommendations provides fundamental experience that is the base for conceptual elaboration C/D ALPP-IMP ER-E “The cycle of learning through reflection on practice”
  5. 5. HOW IS THE SUPPORT TO TRAINERSORGANIZED DURING THE 5 PHASES? ONLINE LEARNING PATH: TRAINERS will be engaged in self- assisted online sessions, aimed at supporting continuing adjustments, improvements and discussion on the Learning Design. This activity lasts 50h (online), from March to end of May TRAINING ACTIVITY IN PRESENCE: discussion and support for local implementation. The trainers will hence identify the most appropriate structure for the effective implementation on the field. This activity lasts 50h (on site and personalized study)
  6. 6. WHAT SHOULD I PRODUCE IN EVERY PHASE? List of the deliverables to be produced
  7. 7. Phase 1 (Feb) • Design Narrative/ Force Map Phase 2 • Learning Design – Template A / C (March) • Records of Practice (Video-doc) Phase 3 • Trainers’ Log(March-May) • Blog posts ? • Participatory evaluation sessionPhase 4 (May) • Adults Learning Map – Template B Phase 5 • Report – Template D/E (May/June) • Educational Resource
  8. 8. Hands on!Tools for the Adults’ Educator
  9. 9. Tools to represent your AdultsLearning Session Instructions  Complete the Template A as written exercise for your Learning Design  Adopt the Template B to represent your participatory evaluation session  Adopt the Template C (ILAP-ALPP-MAP) to present your ALPP Learning Design  Template D is the pedagogical pattern you can follow to present the final result of your piloting (in the case you do) The several MAPS produced are integrated in the Pedagogical Pattern proposed to «package» your proposal and experience of Adults Learning Pilot Programmes.  Adopt the Template E to present your ALPP Results
  10. 10. First StepContextualize
  11. 11. The narrative design The richness of the narrative express the problem, the way in which we are engaged and the way in which we, as educators and protagonists, could change that situation. Write freely, from your own situated (and very subjective!) perspective  What?/What for?: The educational problem  Who?: Who are the learners  Where?/ When?: Which is the social and cultural context  How?: Which is your educational proposal  What if?: Which are the forces that could weaken your strategy
  12. 12. The force map A Force Map is a graphical representation of the context of a design challenge. It includes iconic representations of the key elements in this context (social, material and intentional factors), and lines noting the relationships between them. These relationships are marked "+" when supportive, and "-" when indicating a tension. The design challenge can often be defined in terms of resolving some of these tensions Consider the sam elements than for design narrative
  13. 13. Second StepPlan/Create
  14. 14. Adults Learning Pilot ProgrammesThe ILAP in the context of theALICE project
  15. 15. The Four Leaf Taxonomy ®Umberto Margiotta, 2006 ILAP is an instrumental framework that aims to support effective learning.Personalization Information The ILAP framework is composed by four phases where the learner is engaged in different activities. These are supposed to promote specific learning outcomes 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 Assessment Lab PERSONALIZATION: Make your learning useful for your personal/professional purposes
  16. 16. Designing for Learning adoptingILAP The pedagogical process is divided into sequences where the learner is expected to reach learning goals that support the achievement of competences. Every fase encompass:  Educators specific Activities  Learners specific Activities  Resources for Learning This framework has been validated in several adults’ education, educators education and eLearning projects. It has also been adopted in secondary education.
  17. 17. FIRST PHASE: information This first step is characterized by the following activities: The educator  The Learner:  Contextualization of the training path (why are we here?);  Understanding Education  Contents presentation (what are we going to goals, setting and activities. do?);  Achieving crucial informations about  Introduction of the ALPP(*) learning goals (what the educational project could we get with this session?);  Timing of the work programme (How long?);  Considering first contents  Arrangement of a short summary/brochure to  Getting to know the educator/the introduce the ALPP contents; colleagues  Provision and linkage to specific TERMS in order to promote reflection and understanding of  Jumping into the learning experience / Understanding key ideas; Its importance lies on… It represents a first important approach to the content meaning; It outlines the sense of the training path and its complexity; It introduces a clear idea of the roadmap to be followed and of the practices that characterize the participation. The Adult Learning Pilot Programmes. These are composed by 6 sessions. The ILAP can be applied at different levels of granularity, but it is conceived mostly for the single session or pedagogical sequence
  18. 18. Second PHASE: LABORATORYThe laboratory is designed to improve social interaction. The educator  The Learner:  Introduce Practical activities: the Creative Language (*)  Analyzes activities and start transferring  Design key questions knowledge into practice  Open discussions  Explores and reflect about the topic  Guide practices and reflections  Discusses, analyzes, criticizes, jointly with the educator and colleagues, in a growing  Make conclusions on the ongoing learning community discussion/activities  Reinforces the learning space as a space  Support learners in presenting the results of of dialogue with diversity the own hands-on activities Its importance lies on… It creates opportunities for practical understanding of an issue It support peer learning; It generates room for significant learning through reflection (meta-cognitive and emotional processes) It opens the learning process to the social construction of knowledge. The Creative Language in the context of ALICE project is an artistic or playful language that supports dialogue between adults and children.
  19. 19. Third PHASE:ASSESSMENT/EVALUATIONAssessment includes three significant learning activities…and it is a learning activityitself! The educator  The Learner:  Assess Knowledge (Contents of Learning  Gets feed-back/Metalearn or Declarative Knowledge);  Evaluates together with the educator knowledge, skills, feelings, as  Assess Skills (Rules of Problem Solving or achievements of learning experience Procedural Knowledge);  Understands the own learning strategies  Accompany reflection processes  Participates in a general evaluation of learning activities and educator’s (Metacognition, Reflection on feelings) performance in order to address new activities Its importance lies on… The way in which the reflection can: lead to recognize the key learning outcomes; provide quality adjustments; Or to set up new scenarios for action
  20. 20. Fourth PHASE:PERSONALIZATION/IMPACTNow ensure that the learning experience pertains to the learner The educator  The Learner:  Provision of new resources if required by  Achieves/transfers the learners;  Considers experiences you can generate with learned lessons within the course  Suggestion of alternative educational  Considers herself with regard to the paths; generation of knowledge within the field of  Setting up of additional documents and study/activity training material.  Analyzes future learning activities Its importance lies on… The possibility of really moving the experience from a teaching centered to a learning centered approach.
  21. 21. Designing the ALPPUnderstanding Template A.  Summary: please include  The context of the whole ALPP  Your ALPP’s aim  Your ALPP’s goals  Your session expected outputs  The Sessions: please include  The context of the session  The educator’s activities: I-L-A-P  The learners’ activities: I-L-A-P  The resources  The final Session of Participatory evaluation: please include  The context of the session  The evaluation strategies  The Learning Map
  22. 22. THE ILAP MAPUnderstanding the first part of Template C (*)Find the template to start working at: P I A L The template C is to be fully completed after the evaluation planning. You can start working with the ILAP MAP to represent your sessions.
  23. 23. Tools for the Adults’ EducatorImplementing the ALPPIn collaboration with Raluca Icleanu (SREP)
  24. 24. Implementing for quality andeffectiveness Remember your original strategy but do not be blocked by it Adopt supports to monitor your participants reactions:  Levels of participation  Critical incidents allow you to think that you should change something  Informal Conversations with responsibles and with participants  A check-list of things that would be desiderable to implement during the sessions Share your Learning Design and your ideas with a critical colleague; learn from the suggestions
  25. 25. Implementing for and throughnetworking: impact at local level Focus the opportunities the institutions engaged in adults’ learning offer, as well as their goals: understand their trajectories and their needs Cluster your project:  Learn about other projects doing the same/similar activity than yours  Communicate/share your activity with the other «brother projects» Organize forms of communication to make your activities visible: radio, blog post during activities, brief seminars, etc  A check-list of things that would be desiderable to implement as complementary «networking» activity while you run your sessions
  26. 26. Tools for the Adults’ EducatorEvaluating the ALPPIn collaboration with Isabella Rega (SEED)
  27. 27. Participatory Evaluation: Why?Understanding Template B The project attempts to raise awareness, through participation and engagement, on the impact of the project’s approach:  Adults as Educators are a key for the Lifelong Learning society  Adults can improve their skills to support children, having impact on their own Key Competences for Lifelong Learning  Creative Languages can help adults to better support children, generating intergenerational creative learning experiences How to evaluate this?  A set of tools to understand the effectiveness and the quality of our approach
  28. 28. Participatory Evaluation: A set of toolsUnderstanding Template B EVALUATION SET OF TOOLS From the trainer side From the adult side • Trainers Logs • Inquiry through the ALPP • Video-recording implementation • Production/Reflection • Self-Evaluation & • KC “conversational” reflection Evaluation
  29. 29. Template B: Participatory EvaluationPresentation  Strategy: please include  The activities  The type of evidence gathered: drawings, video, annotations on discussion, questionnaires  The Learning Map: Please include  Your own definition on Key Competences for Lifelong Learning that the adults can achieve through your ALPP  Create your Learning Map  The learners’ activities: I-L-A-P  The resources  The final Session of Participatory evaluation: please include  The context of the session  The evaluation strategies  The Learning Map
  30. 30. Tools for the Adults’ EducatorPresenting and Sharing your ALPPIn collaboration with Nektarios Moumoutzis (TUC)
  31. 31. Presenting and Sharing your ALPP:OPEN your practiceUnderstanding Template D-E and beyond ! The importance of Opening your practice lies in:  The opportunity for others to adopt your ideas and exchange with you  The possibility of make accessible a portfolio of best practices you can use whenever you want to present your work  The possibility to reflect on your pedagogical approach while seeing the «cristallyzed» practices and keep improving your professional skills as educator.  According to the Open Educational Resources movement
  32. 32. Presenting and Sharing your ALPP:OPEN your practiceUnderstanding Template D-E and beyond ! Steps Description Adopt the The pedagogical pattern is a template (TEMPLATE D) “Pedagogical Hints: Re-organize and reflect on the basis of achievements, from the Learning Design to the Pattern” representation of the whole practice March-May Output: a written document 2013 To present your work, we have elaborated a template (TEMPLATE E). You can download it from: Presenting Hints: your work Keep thinking about your achievementes May-June Communicate effectively your achievements 2013 Discuss with peers Discuss in open professional/research networks Output a presentation To package your work, we will adopt the Octopus platform (a platform to share Open Educational Package your Resources developed by TUC): work Hints: (June 2013) Reflect on the work done through the Pedagogical Pattern Enrich with all the evidence collected (links, resources, adults’ outputs) Share the link to your OER. Output: an Open Educational Resource
  33. 33. Presenting and Sharing your ALPP:OPEN your practicePresentation  Octopus platform (some screenshots)
  34. 34. Enjoy your Work!ALICE EDUCATIONAL TEAM (*) Image taken from Elena Zambianchi’s ALPPs