The document discusses the need for new educational paradigms suited for the 21st century, addressing the shift from traditional frameworks to individualized and self-directed learning environments. Various alternative education institutions are showcased, emphasizing democratic principles, personal development, and informal learning experiences. Key recommendations highlight the importance of protected learning environments, mentorship, and collaborative knowledge exchange to foster creativity and effective learning processes.

1. EDU ON TOUR
ACTION RESEARCH ABOUT ALTERNATIVES IN
EDUCATION
LET‘S PLAY THE EDUCATION (R)EVOLUTION

2. STARTING POINT
• Education for the 21st century is challenged into
adopting new paradigms
• Driven by an era of technology that has had an
impact on our society while providing unlimited
possibilities for new discoveries and developments.
(Michael Noer/Forbes, 19.11.2012)
• Existing projects and foundations are working on
alternatives with different results
• Our question is how to set up a learning
environment for the 21st century

3. The industrial age of education is over and we strengthen
individualism by adapting the aducation and the learning
environemnt on each ones skills.
Edu on Tour

5. EOT2012 VISITED INSTITUTIONS
• Knowmads Business School (http://www.knowmads.nl/)
• Alternative Business School focused on self-directed Learning (personal und
professional Development)
• Neue Schule Hamburg http://www.neue-schule-hamburg.org/ &
Nuestra Escuela (PR / http://www.nuestraescuela.org/)
• Democratic Schools: Children take part of organizing and their schools and
creating their own curriculum. They have a lot of freedom. (like not going to
classes)
• At NE facilitators develop with the kids personal strategies and check back with
them.
• Dekeyser&Friends Academy (NOW: Do School http://dfacademy.org/)
• 1 year change makger training, 6 weeks full time program
• KaosPilot (http://www.kaospilot.dk/)
• Oldest alternative University (1991) with an official degree of a Bachelor
• YIP International Youth Program (http://yip.se/)
• 1 year Social Entrepreneurship Program focusing on personal development. Full
time.

6. RESULTS OF EOT 2012
YIP
Knowmads
KaosPilots
D&F
Academy
Nuestra
Escuela
Neue
Schule
Hamburg
Key learning for building up a learning space
I Requirement: Strong Commitment and protected Environment
II Individualized Learning program: Informal learning with focus on the learning process
III Recommendation for Learning Spaces

7. I - REQUIREMENTS
STRONG COMMITMENT AND PROTECTED LEARNING SPACE
• http://www.youtube.com/watch?v=quYDkuD4dMU
• Strong commitment and internal support of the team
who is running the Learning Space.
• Strong fundament of values, vision and personal freedom
• Courage for allowing mistakes
• Processes for mutual learning experiences
• Protected learning environment (democratic principles
and cooperation)
• Human Level – Who am I?
• Organizational Level – What do we want?
• Institutional Level – What can we do together?

8. STRONG COMMITMENT TO NEW PARADIGMS
SUCCESS THROUGH COOPERATION
•
Openness and courage for deep individual and
organizational transformation processes
•
•
•
•
Will to invest and acceptance of inefficient working processes
Will to transform in organization and of all individuals
Our path to new forms of learning is characterized of
uncertainty
Our path to new forms of learning can just happen in
cooperation and as a collective
•
•
•
Joint and systemic experiments (trial & error) of educators and
students as success secret
Nobody has THE solution but everybody contributes and is
needed. The path to various solutions is our mutual learning.
Results of learning and the process of learning is exchanged.

9. PROTECTED LEARNING ENVIRONMENT
HUMAN DIMENSION I / II
•
„feels like home“ - Learning Environments:
Protected, trusted, friendly and without stress and
pressure
•
•
Running introduction activities and creating
moments of connecting with other students and
educators on a friendship base
Individual solutions for learners within the group
•
•
Peer Support and self- and peer reflection
Needs, commitment and interests of the individuals
are openly discussed taken care of. By that skills of
each individual are useful for the learning process

10. PROTECTED LEARNING ENVIRONMENT
HUMAN DIMENSION II / II
•
•
Self-motivation is key. The student is deciding
method, form and content of learning by himself
The role of the strudent transforms from being the
receiver of information to an active and integrated
member of the learning process
•
•
•
Educators are becoming facilitators who empower,
friends who support, observers who reflect
Acceptance of dynamic and situated role change
(learner – educator). All educators are at the same time
learner
Recognition of competencies enlarges motivation and
learning success in the group

11. PROTECTED LEARNING ENVIRONMENT
ORGANIZATIONAL DIMENSION I / II
• You get what you measure
•
Measuring learning success and effects needs to be
transformed from a purely materialistic perspective
(grades, certificates, money…) to a holistic approach
(including gross happiness index, executed ideas of
students and employees)
• Periods of learning and relaxation
•
The integration of knowledge and skills happens best if
stress and pressure is reduced and time for relaxation

12. PROTECTED LEARNING ENVIRONMENT
ORGANIZATIONAL DIMENSION II / II
•
Implementation of Mentor and Peer Coaching
Programs for the facilitation team
•
•
•
Proactive Mentoring and Peer Coaching needs to be
implemented (educators are supported by peers)
Mechanism for knowledge transfer in organization
Progressive organizational culture for allowing
failures
•
•
Conflict management and honoring risks
Structures and feedback loops are implemented in order
to learn from own mistakes

13. PROTECTED LEARNING ENVIRONMENT
INSTITUTIONAL DIMENSION
•
Building up mechanism for exchanging knowledge
and learning within regional networks
•
•
•
•
Building up and sustain regional learning circles
Mechanism for exchanging experience with external
organizations and networks (regional and international)
Invitation of internatial experts of knowledge and skill
transfer (Art of Hosting, Theory U, Appreciative Inquiry,
Dragon Dreaming)
Collaboration projects with other players and
organizations

14. „At our work we learn 20% formell and 80% informell, at the
same time 90% of our Investments for training and education
are for formal learning.“
John Moravec, Education Futures

15. II CONTENT & METHODS
• https://www.youtube.com/watch?feature=player_emb
edded&v=HhFxQlDPjaY
• Emerging of content and methods
• New technologies enable easy access to formally transferred
knowledge
• Informal knowledge can be transferred while working or
playing
• Students have the opportunity to influence the way of
learning
• Learning methods of the 21st century

16. INDIVIDUALIZED CONTENT
PROZESS ORIENTATION
•
basic knowledge can be learned by students
autonomously
•
•
•
•
Ahooo to google, wikipedia and others
You can learn playing guitars with YouTube, professionals
and friends
If you learn a programming language forums,
conferences and peers provide the best knowledge
Creating an informal learning environment for
applied learning of the formally gained knowledge
•
For example: school kids guide visit through schools
during open days

17. INDIVIDUALIZED CONTENT
PROZESS ORIENTATION
•
Democratic principles. Students are taking part in
the decision making process
•
•
•
Choice of educators and facilitators. Who do you wanna
learn from?
No fixed curriculum – strengths and interests of students
are considered and influence the agenda
Mutual learning and facilitation – everywhere and
always
•
•
Everybody is a teacher. Everybody knows something
Core competencies of each person are acknowledged
and used within the learning process

18. LEARNING METHODS OF THE 21ST CENTURY
HUMAN, PLAYFUL AND LIGHT

19. LEARNING METHODS OF THE 21ST CENTURY
HUMAN, PLAYFUL AND LIGHT
• Gamification (Playing as an important part of the working and
learning process)
• Participative project management with Project management
and use of group dynamics (Dragon Dreaming, Appreciative
Inquiry)
• Body oriented life style (Authentic Movement, Pilates,
Feldenkrais and inner balance by body awareness)
• Conflict resolution and authentic communication (Non Violent
Communication, Visual Harvesting)
• Use of emotions in working and learning processes (Peer
Coaching)
• Getting used to democratic decision making processes
• Community engagement, Art of Hosting and story telling
• Integration of specific knowledge in interconnected projects
(individual Projects are chosen

20. "This is the first generation of people that work, play, think and
learn differently than their parents, ... They are the first
generation to not be afraid of technology. It's like the air to
them.“
Don Tapscott, University of Toronto

21. III EDU ON TOUR WHAT DID WE LEARN?
• http://www.youtube.com/watch?v=6agzXa3vxKM
• Did you hear about Hattie? What does that mean?
• Edu on Tour as an example of a disruptive learning
environment
• balance of process focus while creating results (products,
services, and realized ideas, dreams)
• informal learning in a dynamic group environment
• Recommendations for public schools, universities and
organizations – based on personal experience

22. WHAT CAN WE RECOMMEND?
HATTIE STUDIE - HTTP://WWW.VISIBLELEARNING.DE
The researcher John Hattie developed a meta study
with more then 800 meta analyses and 50000 singular
studies – what is a successful learning process
250 millions of students were analyzed in his research.
His book „Visible Learning“ demonstrates the largest
amount of data used in education research.
Hattie permanently enlarges his data base and he
identified 136 variables that influences the learning
process.

23. WHAT CAN WE RECOMMEND
HATTIE STUDIE
What hinders the learning process
• Repeating a grade
• Watching TV for extended amount of time
• Long holidays
What doesn‘t hinder but what does not help
• Open and free education
• Learning and exchange of various age groups
• Web-based learning
What helps just a bit
• Small classes
• Financial resources
• Learning by discovering
• Homework
• Internal /external differentiation
• Having a principle in a school

24. WHAT CAN WE RECOMMEND
HATTIE STUDIE
What helps more
• Regular proof of learning progress
• Engagement before starting with school
• Teacher centered instructions – direct instructions
• Real time of learning
• Additional offer of strong students
What really helps
• Evaluation and external feedback
• Problem-based learning process
• Specific training for educators
• Programs for improving reading skills
• Trustful relationship between educators and students

25. WHAT DID WE LEARN?
EOT A DISRUPTIVE LEARNING ENVIRONMENT
•
•
Lack of resources (restricted money and time, big pressure)
Permanently changing conditions
•
Different forms of traveling (hitch-hiking, air plane, train,…)
Flexible accommodation, sometimes they are fixed in the
morning
Visits of schools were flexible and free (time, form and content)
•
•
Quick decision and agreement of decisions in group
High group dynamics
•
•
•
•
•
Self organization and participatory project management
Situated leadership of each team member
Self reflection and peer reflection in stressful environment
(achievement of efficiency)

26. WHAT CAN WE RECOMMEND?
ACTING, EXPERIENCING, GROWING - TOGETHER
• Opportunity to get personal experiences
• Local support circles and regional knowledge exchange
• Exchange of teacher and students (Edu on Tour Summer
School)
• Long-term: Developing regions as education areas.
The real world becomes a learning environment.

27. INTEREST TO BE PART OF OUR LEARNING PROGRESS
BE PRESENTE!
philippe m greier
twitter
email
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skype
@fl9wrider
philippe@present-e.org
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fl9wrider

28. THANK YOU FOR YOUR TRUST AND SUPPORT
BE PRESENTE!