The document discusses the training of trainers for implementing the ALICE pedagogical innovation approach. It includes: 1) An overview of the training framework which includes 7 units focused on topics like informal learning, digital storytelling, and games. 2) Details of the training activities, which will involve national awareness sessions, local coaching, and a closing session to develop strategies for piloting the approach. 3) Discussion of the importance of evaluation based on learner satisfaction and learning effectiveness to ensure the quality of the training program.

1. The training of Trainers
Analyzing midterm educational outcomes
Umberto Margiotta – Juliana Raffaghelli

2. 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

3.  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.

4. 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

5.  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

6. 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
Coaching
Every partner - Every partner -
FTF FTF
Unit 7: Project Work
(AL Design)
Pilot Implementation
European Value

7.  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)

8. 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

9. What’s ILAP ? (Margiotta, 2006)
• ILAP is an instrumental framework that aims to support effective
learning.
• 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
PERSONALIZATION: Make your learning useful for your
personal/professional purposes

10. 60
50
40
30
IC
IA
20
II
10
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

11. 70
60
50
40
LC
30
LA
LI
20
10
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

12. 60
50
40
30
APC
APA
20
API
10
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

13.  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

14.  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

15.  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.

16.  LU1: Adults as Educators
Umberto 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)

17.  LU1: Adults as Educators
(4) 44% C (2) 44%
A Creative Creative
(3) 16%
(3) 20% (1) 24%
Prepared
Ready (1) 16% Ready
Informed (4) 16%
(2) 20%
Informed
Prepared
B
(4) 32%
(3) 28% Creative
Ready
(1) 12%
Informed
(2) 28%
Prepared

18.  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

19.  LU2: Creative Language MUSIC
Teresa 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

20.  LU2: Creative Language MUSIC
(4) 42% C (2) 29%
A Creative Prepared
(1) 8% (3) 42% (1) 13%
(3) 29% Informed Ready Informed
Ready
(2) 21% (4) 17%
Prepared Creative
B (4) 25%
(3) 17% Creative
Ready
(1) 8%
Informed
(2) 50%
Prepared

21.  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

22.  LU3: Creative Language Digital Storytelling
Isabella 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

23.  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 Creative
31% (1) 6% (2) 38% (1) 19%
Informed Creative Informed
(2) 31% (2) 6%
D Prepared
Prepared

24.  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%

25.  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.

26.  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.

27. We hope you are enjoying this learning
experience!!!!