This document describes the ALICE project, which aims to promote intergenerational learning through creative experiences between adults and children. The project will train adult educators to use creative languages like art, storytelling, and games to engage in dialogue with children and help adults acquire key competencies. It involves several phases, including training adult trainers, implementing learning events, and evaluating their impact on intergenerational understanding and lifelong learning. The goal is to make better use of informal learning situations to involve more adults, including those furthest from education systems, and to foster social cohesion across generations.
2012 EDEN ANNUAL CONFERENCE
Open Learning Generations. Closing the Gap from Generation "Y" to the Mature Lifelong Learners.
WORKSHOP Adults Learning for Intergenerational Creative Experiences
7 June, Thursday
16.30-18.00 (GMT)
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Transmedia Literacy applied as a learning framework for children with Intell...Miguel Gea
Transmedia is a emerging form of creating contents using different media, and it is successfully used for transmedia storytelling experience (Ciastellardi, 2013), where the elements of a fiction is dispersed across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience. Ideally, each medium makes it own unique contribution to the unfolding of the story (Jenkins, 2011). This paper present a novel approach to use transmedia literacy for improve learning skills on young people, specifically oriented to persons with intellectual disabilities.
In the context of the Spanish project: “Las narrativas transmediales: nuevos modos de ficción audiovisual, comunicación informativa y performance en la cultura digital” (Ministerio de Economía y Competitividad, Madrid, España, Ref. CSO201347288, 20142017)
Discoference http://disconference.eu/wp-content/uploads/2017/01/CFP-EN.pdf (Disco 2018, Prage)
2012 EDEN ANNUAL CONFERENCE
Open Learning Generations. Closing the Gap from Generation "Y" to the Mature Lifelong Learners.
WORKSHOP Adults Learning for Intergenerational Creative Experiences
7 June, Thursday
16.30-18.00 (GMT)
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Transmedia Literacy applied as a learning framework for children with Intell...Miguel Gea
Transmedia is a emerging form of creating contents using different media, and it is successfully used for transmedia storytelling experience (Ciastellardi, 2013), where the elements of a fiction is dispersed across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience. Ideally, each medium makes it own unique contribution to the unfolding of the story (Jenkins, 2011). This paper present a novel approach to use transmedia literacy for improve learning skills on young people, specifically oriented to persons with intellectual disabilities.
In the context of the Spanish project: “Las narrativas transmediales: nuevos modos de ficción audiovisual, comunicación informativa y performance en la cultura digital” (Ministerio de Economía y Competitividad, Madrid, España, Ref. CSO201347288, 20142017)
Discoference http://disconference.eu/wp-content/uploads/2017/01/CFP-EN.pdf (Disco 2018, Prage)
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Engaging Digital Natives With Digital Storytelling Jennifer Dorman
This presentation accompanied a full-day training workshop on digital storytelling with Pinnacle Studio 10. Visit http://jdorman.wikispaces.com/digitalstorytelling for more information.
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Engaging Digital Natives With Digital Storytelling Jennifer Dorman
This presentation accompanied a full-day training workshop on digital storytelling with Pinnacle Studio 10. Visit http://jdorman.wikispaces.com/digitalstorytelling for more information.
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
The raise of attention to the relatively new phenomenon of MOOCs has put them at the cutting edge of the debate on networked teaching and learning. Research on MOOCs seems to have overcome the exploratory phase, and is approaching a consolidation of themes and objectives. However, little attention has been paid to methodological issues in MOOCs research. Furthermore, the methodological approaches most widely adopted in this area could cast out conclusions, which should be reconsidered either from a critical theoretical point of view, or from studies of empirical replication. In this paper the authors have reviewed fifty-seven journal articles on MOOCs in order to analyze the methodological approaches most commonly adopted in this field of research. The results have been initially grouped, taking into consideration the traditional methodological classification: quantitative, qualitative, mixed-methods, design-based research, literature review, theoretical contribution. Furthermore, the methods adopted within the above mentioned approaches have been considered. In order to deepen on the understanding about the methodological approaches, the conceptual model “full cycle of educational research”, with its seven phases has been adopted to classify the several articles reviewed. On these basis, the authors analyze the “methodological trends” within the field of MOOCs. The purpose is to show gaps and criticalities as well as to suggest future directions for selecting methodological approaches in the field of MOOCs research.
13th European Conference on e-Learning ECEL-2014
Aalborg University, Copenhagen, Denmark
30-31 October 2014
Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/grundtvig/success-stories_en.pdf
The Digital Manual of good practices in intergenerational education for adult educators working in multigenerational contexts, developed by the partners of the Erasmus plus KA2 project “Intergenerational Bridge: Connect To Create”, coordinated by the Italian lead partner EduVita.
E-learning and intercultural dimensions of learning theories and teaching modelseLearning Papers
Author: Claire Bélisle.
It will be argued in this article that developing intercultural awareness in students can be facilitated by e-learning environments. When choosing to address learning goals within an e-learning environment, authors and educators need to become aware of hidden dimensions in their pedagogical activity.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
eScouts final publication: Intergenerational circle for community serviceAlba Agulló
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
eScouts final publication: Intergenerational circle for community serviceFundación Esplai
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
Shall We Play? is written by Erin Reilly, Henry Jenkins, Laurel Felt and Vanessa Vartabedian. It represents a revisiting of Henry Jenkins' original MacArthur white paper, Confronting the Challenges of a Participatory Culture, and lays out what we see as core principles for participatory learning. It includes some core reflections on what has happened in the Digital Media and Learning movement over the past six years as we have sought to bring a more participatory spirit to those institutions and practices that most directly touch young people’s lives.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, the implementation of concepts into practices remains contested (Elhers & Hilera, 2012 ) . Higher Education Institutions (HEI) are facing an important change:from the single institutional efforts to give answer to a very changing society and labour market to the transnational debates and pressure for HEI modernization, like the case of Bologna Process.In this context, eLearning is given different importance with regard to organizational innovation and the general HEI culture of quality (Ehlers & Schneckenberg, 2010). While it has been envisaged as the panacea to promote improvements in such different dimensions as cost-benefit ratio, access and inclusiveness, or the introduction of learner centered pedagogical approaches, very often the values and motivations entrenched in these dimensions clash and enter in more or less evident contradictions. As a result, the implementation of quality eLearning in HEI could be slowed down or blocked (Conole, Smith, & White, A critique of the impact of policy and funding, 2007).
In this article the authors introduce the results of an initial exploratory phase undertaken as part of a participatory action research funded by the Italian Ministry of Education PRIN (Research Project of National Interest, “Progetto di Ricerca d’Interesse Nazionale”) namely, “Evaluation for the improvement of educational contexts. A research involving University and local communities in the participatory development of innovative assessment models”.
On the basis of a qualitative epistemological approach (Creswell, 2007) (Denzin & Lincoln, 2011), several stakeholders from one University were interviewed, attempting to capture the several discourses on quality in HE and the embedded idea of quality eLearning . The results obtained were later conceptualized attempting to define quality as a complex object that requires mediation for the negotiation of the several perspectives.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
4. Project’s Background
Learning and Educating
in times of crisis (LLP
presentation 2012)
Complex social tissue,
where cohesion depends
on the interdependences
and differences
(EU2020)
Intergenerational
learning (IL) bring to the
fore the question of
“differences” that enrich
(ET2020)
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
5. In the context of European Policies
Developing the adult learning
sector – currently the weakest
link in the LLL chain
Renewed focus on increasing
participation, especially of those
furthest from learning
Reinforcing the role of adults’
learning institutions
Qualifying Trainers of Adults
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
6. ET2020 STRATEGIC OBJECTIVES
Lifelong learning and learning
mobility
Improved quality and efficiency
of provision and outcomes
Promote equity, social cohesion,
active citizenship
Enhance innovation and
creativity including
entrepreneurship
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
7. Promote equity, social cohesion, active
citizenship
Second chance opportunities aimed at:
Improving adults’ literacy, numeracy and
digital skills
Acquiring new forms of basic skills for active
participation in modern life and society
Strengthening social inclusion & Active
community participation through adult
learning
Improving access to learning for
migrants, Roma, disadvantaged groups
Active ageing: learning opportunities for olfer
adults
Responding to the learning needs of people
with disabilities or in specific situations of
exclusion
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
8. Contribution of GRU projects to ET2020
Development of adult learning practices
Testing, innovation and quality for AL
prvision in formal and non-formal
learning across Europe
Development of teaching and learning
methods and materials
Development of European dimension of
AL providing opportunities for
transnational cooperation
Development of innovative ways to
enhance learning opportunities for
marginalised adults
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
9. ALICE Project’s Outline
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
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
10. Aims
To help adults, senior citizen and volunteers to reflect
and acquire competences necessary to become
effective educators, and the impact their actions can
have on future learning of children.
To provide adults, senior citizen and volunteers with
creative languages to generate “zones of proximal
development” for intergenerational learning;
To train adult's trainers to adopt ALICE
methodological approach, becoming aware of the role
that adult's as educator can have on social
cohesion, and hence, re-considering the value of
adult's training institutions.
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
11. Objectives (1)
To improve knowledge on cultural diversity and
values of European patrimony, as the base of
creative languages, with impact on adult's
acquisition of Key competence (KC) 8 “cultural
awareness and expression” .
To favour sharing of creative experiences among
generations, as spaces of reflection, awareness and
learning on otherness towards commitment and
solidarity, with impact on adult's acquisition of
“social and citizenship KC6”
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
12. Objectives (2)
To develop knowledge and skills for using art as
creative language to dialogue with children with
impact on adult's the acquisition of KC 5 (learning to
learn), KC7 (sense of initiative and entrepreneurship)
e KC8
To develop knowledge and skills for using storytelling
as creative language to dialogue with children with
impact on adult's the acquisition of KC 5 (learning to
learn), KC7 e KC8
To develop knowledge and skills for using games and
social media as creative language to dialogue with
children with impact on adult's the acquisition of KC 4
(digital competence) and KC5
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
13. Objectives (3)
To empower alliances among local government,
school, elder people centers, cultural associations,
private sector, University, as spaces of implementation
of creative experiences for intergenerational learning
To improve the perspective of interdependence
between adult as educator and adult as lifelong
learner, improving the participation of adults to
lifelong learning.
To contrast processes of exclusion and marginalization
of adults-children at risk because of the low
competences of the former in caring/educating the
latter.
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
14. ALICE’s toolkit
European and non-European cultural heritage:
art (music/paintings/theatre);
elder people stories;
children's 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.
Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012
15. ALICE’s Phases of Development
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 Learning for Intergenerational Creative Experiences
National Awareness Sessions
16. Creating the Space for Educational Innovation in
Adults’ Education
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
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
17. Scaffolders of generational diversity : Building an Zone of
Proximal Development for Intergenerational Learning
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
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
18. Activities
Production of Specific Modules on Creative Languages
(CL) by Partners
Selection of trainers tightly connected with realities of
adults’ education
Training of Trainers to CL
Trainers produce a “project work” : at least six adults’
learning events as informal education activities
Trainers, supported by partners, implement their PW
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
19. Training of Trainers for implementing A.L.I.C.E. Pedagogical Innovation
(Adults Learning for Intergenerational Creative Experiences )
• A ZPD for
Unit 2 • CL2:
Unit 4 • CL: Digital
Unit 6
IL • CL1: Music Children • CL: Digital Storytelling • CL:
and skills to Literature Storytelling Learning
listen Design
Unit 1 Unit 3 Unit 5
• National Awareness
Sessions • National Closing TT
• The value of IL Local • Strategies for Piloting
Every partner Coaching Every partner
- FTF - FTF
Unit 7: Project Work
(AL Design)
Pilot Implementation
European Value
20. A. Parents’ Education/Family
Learning education
Aim: Improving
to support parents from
the very early stages of life
(pre-natal) CISRE
Method: introducing
innovative activities in
ongoing courses by trained
trainers
CL: Music, Digital Trainers ALICE Hospital
Storytelling
ALICE’s target group: at
least 30% monoparental
families, migrant families Parents’
The
Association Network
Children aged -0 / 1 for Hyp A
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
21. B. Intergenerational Learning
Aim: create intergenerational
learning opportunities with
impact on Seniors quality of life
as well as pedagogical CISRE
innovation
Method: school learning unit
that introduces contact among
Seniors and children Trainers &
Teachers ALICE School
CL: Social Media and Games
ALICE’s target group: at least
30% migrant children, Seniors
Children aged 10-12 The
Seniors
Association Network
for Hyp B
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
22. C. Volunteers
CISRE
Aim: Implementing activities
of training for volunteers that
work with children at risk Trainers
Social
Services
Method: course for volunteers
associated to activities on the ALICE
territory
CL: intercultural children’s
literature, digital storytelling Pre-
Local
primary
ALICE’s target group: at least School
Library
30% families at risk, migrant
families
Children aged 2-5 The Network for Hyp C
Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions
23. Adults Learning for Intergenerational Creative Experiences
National Awareness Sessions