Thomas Fischer, Senior Researcher of the MENON Network EEIG, partner in the Big Foot project, presented the Intergenerational Learning Handbook, developed by MENON
Reflections On Social Media Use Along The Academic Research Life CycleAnand Sheombar
This short paper presentation at 12th IADIS International Conference on Information Systems (IS 2019) argues for the need for discussion on the role social media could have in the research life cycle, particularly for Information Systems (IS) scholars. ICTs are pervasive, and their societal impact is profound. Various disciplines including those of social sciences are present in the online discourse and join the public debate on societal implications of ICTs and scholar are familiar with web tools for publishing. Information Systems scholars could not only further explore the possibilities for joining that online discourse, but also could explore the potential social media may have for activities related to the research life cycle. In this paper we do not focus solely on social media as a data collection source but regard their merits as a channel for scholarly communication throughout the whole research life cycle, from the start of getting inspired to conduct a research, finding collaboration partners or funding, through suggestions for literature, to the stage of research dissemination and creating impact beyond the own scientific community. This paper contributes an original approach to research communication by combining the research life cycle with practical insights of how social media can be applied throughout each phase of that lifecycle. We conclude with some questions debating the stance that (future) IS scholars are prepared to become the digital scholar that can manoeuvre well on social media for scholarly communication.
Digital development and Online Gender-Based ViolenceAnand Sheombar
Online talk held for Cordaid 18th November 2021, on the concept of digital development, and what online gender-based violence (GBV or eVAW) means for the activities of international development NGOs.
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Reflections On Social Media Use Along The Academic Research Life CycleAnand Sheombar
This short paper presentation at 12th IADIS International Conference on Information Systems (IS 2019) argues for the need for discussion on the role social media could have in the research life cycle, particularly for Information Systems (IS) scholars. ICTs are pervasive, and their societal impact is profound. Various disciplines including those of social sciences are present in the online discourse and join the public debate on societal implications of ICTs and scholar are familiar with web tools for publishing. Information Systems scholars could not only further explore the possibilities for joining that online discourse, but also could explore the potential social media may have for activities related to the research life cycle. In this paper we do not focus solely on social media as a data collection source but regard their merits as a channel for scholarly communication throughout the whole research life cycle, from the start of getting inspired to conduct a research, finding collaboration partners or funding, through suggestions for literature, to the stage of research dissemination and creating impact beyond the own scientific community. This paper contributes an original approach to research communication by combining the research life cycle with practical insights of how social media can be applied throughout each phase of that lifecycle. We conclude with some questions debating the stance that (future) IS scholars are prepared to become the digital scholar that can manoeuvre well on social media for scholarly communication.
Digital development and Online Gender-Based ViolenceAnand Sheombar
Online talk held for Cordaid 18th November 2021, on the concept of digital development, and what online gender-based violence (GBV or eVAW) means for the activities of international development NGOs.
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
This small publication on Virtual Mobility summarizes the main conclusions and outcomes of the VMCOLAB project. The booklet starts with defining the concept of Virtual Mobility and presenting the different types that can be distinguished. This is followed by an introduction of the VMCOLAB project and a presentation of the main support materials and services this project has developed for higher education institutions, teachers and students that want to engage in Virtual Mobility experiences. The three VMCOLAB pilot courses demonstrate the potential of Virtual Mobility for different target groups. Finally, some recommendations propose how to better integrate Virtual Mobility into educational experiences across Europe.
The publication is available in all the project languages: English, Spanish, Portuguese, Italian, German, Dutch, Romanian and Lithuanian.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
A preliminary analysis of learning awareness in floss projectsSara Fernandes
It can be argued that participating in free/libre open source software (FLOSS) projects can have a positive effect in the contributor's learning process. The need to interact with other contributors, to read other people's code, write documentation, or use different tools, can motivate and implicitly foster learning. In order to validate this statement we design an appropriate questionnaire asking FLOSS contributors about their experience in FLOSS projects. In this paper, we illustrate how this questionnaire was designed and what we expect to learn from the answers. We conclude the paper with a preview of the results from three cases studies.
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
Promoting Geospatial Education in EuropeKarl Donert
Slides from a Directions Magazine webinar where Karl Donert explores the challenges facing Europe in the development of geospatial education. He explores how open data, open science and open education are key to future economic and social policies. Then the value of open geospatial information is described and this is confirmed through the GI-Learner and YouthMetre Projects that Karl is involved in. The identify the importance of open data and the need for geospatial thinking.
The presentation looks at Knowledge 2050 a European policy report on Europe's future needs.
Keynote on 2 June 2017 at the Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning
Hosted by North-West University @Mmabatho Palms, Mahikeng,
South Africa
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
This small publication on Virtual Mobility summarizes the main conclusions and outcomes of the VMCOLAB project. The booklet starts with defining the concept of Virtual Mobility and presenting the different types that can be distinguished. This is followed by an introduction of the VMCOLAB project and a presentation of the main support materials and services this project has developed for higher education institutions, teachers and students that want to engage in Virtual Mobility experiences. The three VMCOLAB pilot courses demonstrate the potential of Virtual Mobility for different target groups. Finally, some recommendations propose how to better integrate Virtual Mobility into educational experiences across Europe.
The publication is available in all the project languages: English, Spanish, Portuguese, Italian, German, Dutch, Romanian and Lithuanian.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
A preliminary analysis of learning awareness in floss projectsSara Fernandes
It can be argued that participating in free/libre open source software (FLOSS) projects can have a positive effect in the contributor's learning process. The need to interact with other contributors, to read other people's code, write documentation, or use different tools, can motivate and implicitly foster learning. In order to validate this statement we design an appropriate questionnaire asking FLOSS contributors about their experience in FLOSS projects. In this paper, we illustrate how this questionnaire was designed and what we expect to learn from the answers. We conclude the paper with a preview of the results from three cases studies.
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
Promoting Geospatial Education in EuropeKarl Donert
Slides from a Directions Magazine webinar where Karl Donert explores the challenges facing Europe in the development of geospatial education. He explores how open data, open science and open education are key to future economic and social policies. Then the value of open geospatial information is described and this is confirmed through the GI-Learner and YouthMetre Projects that Karl is involved in. The identify the importance of open data and the need for geospatial thinking.
The presentation looks at Knowledge 2050 a European policy report on Europe's future needs.
Keynote on 2 June 2017 at the Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning
Hosted by North-West University @Mmabatho Palms, Mahikeng,
South Africa
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
The Slideshow of the Carpathian Mountains' sights was accompanying the opening remarks by Mr. Harald Egerer, Head of the UNEP Vienna Office - Interim Secretariat of the Carpathian Convention.
Loi C-28 Anti-pourriel : Comment se préparer ?Cyberimpact
La Loi C-28 Anti-pourriel entre en vigeur le 1er juillet 2014 au Canada. Cette loi encadre l'envoi des courriels commerciaux. Toutes les entreprises canadiennes sont concernées. Que dit la Loi? Comment s'y préparer? Comment se couvrir d'une poursuite?
www.cyberimpact.com
Toutes les réponses dans cette présentation.
Présentation du plan stratégique Horizon 2012 de BOURBON, qui élargit et prolonge les perspectives à Horizon 2010, avec pour objectif le leadership des services maritimes à l’offshore moderne.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
The future of tracking graduates – two approaches on why we track graduatesDominic Orr
This presentation will focus on a simple question: Why track graduates? Looking at the most recent developments regarding higher education's place in society, two approaches to tracking seem to be visible, each based on how the graduate is viewed within the tracking system.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
The Future of Learning: Embracing Social Learning for SuccessSaba Software
Today, the world is grounded in a vast and dynamic world of information and technology. Organizations
have access to content like never before, compounded by the Web 2.0 movement. This ability to
communicate swiftly evolved into collaboration that has become an intense driver of the “knowledge
economy.”
During the last two years we have seen how knowledge management and leadership development
via learning are being incorporated more frequently as strategies to increase organizational agility.1
Additionally, learning organizations that act as strategic enablers for the business are more focused on
connecting people to people and content through knowledge management and social technology.
Saba Software partnered with Human Capital Media (HCM) Advisory Group to better understand how
business is taking advantage of social learning. In the 2013 survey, HCM examined how organizations are
approaching social learning, which methods have proven to be successful and where challenges are experienced.
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
The Final product of the Big Foot activities in Gubbio, Italy - the digital guide to the Intangible heritage, including videos, photos, recipes and much more!
Sandra Antonović, Coordinator of a network of ESD initiatives in schools in Central and Southeast Europe, Croatia, Presented the Web Knowledge Sharing Platform on ESD in the panel on June 6th, the second day of the Big Foot Conference.
Sandra Antonović, Coordinator of a network of ESD initiatives in schools in Central and Southeast Europe, Croatia, presented an Education for sustainability project
Slavomir Redo, Visiting Lecturer of the Institute for Criminal Law and Criminology, University of Vienna made a presentation linking Environmental justice, crime prevention and intergenerational learning on the second day of the Big Foot conference
On the second day of the Big Foot Conference on Intergenerational Learning and innovation for sustainable rural development, June 6, 2013, the results from the participatory exercise using the GIVE method were presented.
Lukas Löschner, Research Assistant, Institute of Spatial Planning and Rural Development, University of Natural Resources and Life Sciences (BOKU), presented a project "Regions and Localities of Social Learning in Rural Areas"
Tamara Mitrofanenko presented her research on Intergenerational Learning as a tool for protected area management and sustainable tourism development in the rural areas, based on the Big Foot project as a case-study.
More from Education for Sustainable Development in Mountain Regions (20)
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
1. Title of the Presentation
Sub-title
Intergenerational Approach
Handbook
Thomas Fischer
MENON Network EEIG
Big Foot Final Conference, 05 & 06 June 2013, Vienna. Austria
CROSSING GENERATIONS, CROSSING MOUNTAINS
www.bigfoot-project.eu
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2. To start with ….
Intergenerational connections may be magic …
… but magic takes work!
From ‘Developing an Intergenerational Programme in Your Early Childcare and Education
Centre’ in A Guidebook for Early Childhood Practitioners (Penn State University, USA, 2003)
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3. Towards a (Intergenerational) Learning Society
• The Knowledge (or Learning) Society is
characterised by an organic link between
the different contexts of learning:
• Individual learning;
• Community learning;
• Organisational learning;
• Territorial learning
(i.e. learning cities and regions).
• The Industrial Society was focused on
training (assimilation):
• the era of mass media was focused
on delivery of pre-packaged
contents;
• central-design, push & control;
• The Knowledge Society is focused on
learning (accommodation):
• the era of knowledge media is
focused on knowledge co-
construction;
• co-design, pull & share.
• Up to 1970s Learning to work
• 70s – 80s Learning at work
• 80s – 90s Learning through work
• 21st
century Learning is work
Learning
Communities
Learning
Organisations
Learning
Territories
Learning
Individuals
Intergenerational
Learning
Landscape
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4. What is Intergenerational Learning
“The way that people of all ages can learn together and from each other.
IL is an important part of Lifelong Learning, where the generations
work together to gain skills, values and knowledge.
Beyond the transfer of knowledge, IL fosters reciprocal learning
relationships between different generations and helps to develop social
capital and social cohesion in our ageing societies.
IL is one way of addressing the significant demographic change we are
experiencing across Europe and is as a way of enhancing
intergenerational solidarity through intergenerational practice (IP).”
(EMIL – European Map of Intergenerational Leaning, 2013)
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5. And what is Intergenerational Learning not?
Inter-generational learning does not:
• Merely consist of generations being together – being
together is not enough; [but based on purposeful
activities];
• Mean every learning process which involves both young
and old is necessarily a case of inter-generational
learning
[but 80% of all learning is informal and unintentional];
• Involve just the transfer of knowledge.
[but also attitudes and values].
Source: Kolland, F. (2008): What is inter-generational learning in a higher education setting? In: Waxenegger, A. on
behalf of the Adding Quality to Life through Inter-Generational Learning via Universities (ADD LIFE) Consortium (Ed.):
The ADD LIFE European Tool Kit for Developing Inter-generational Learning in Higher Education. Graz.
Comments: Thomas Fischer (2011) on behalf of the European Map of Intergenerational Learning (EMIL) consortium.
Stoke-on-Trent.
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6. Core Principles of Intergenerational Learning
• Mutual and Reciprocal Benefits;
• Participatory;
• Asset Based;
• Well Planned;
• Culturally Grounded;
• Strengthens community bonds and promotes active
citizenship;
• Challenges Ageism;
• Cross-disciplinary.
Source: Alan Hatton-Jeo, Beth Johnson Foundation in: Almeida Pinto, T. (Ed.) (2009). Guide of Ideas for Planning and
Implementing Intergenerational Projects. Together: yesterday, today and tomorrow. MATES Consortium & Association
VIDA: Lisbon.
www.bigfoot-project.eu
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7. Top-12 Mistakes of Intergenerational Projects
1. Not preparing the groups individually and collectively;
2. Not having a mutually beneficial element for both groups;
3. Ignoring the experiences and beliefs of participants;
4. Not exploring the generational stereotypes in involved groups;
5. Trying to recruit people for boring activities;
6. Not sufficiently planning the project;
7. Not having committed and active partners;
8. Untrained and/or inexperienced staff;
9. Not considering the appropriateness of the approach to achieve the
aims;
10. Not considering the time commitment of involved partners;
11. Using a short term and one-off approach;
12. Not understanding the concerns of participants and what stage they are
at in their lifecycle.
Source: Manchester City Council (2011): Manchester’s Intergenerational Practice Toolkit. Creating Connections,
Breaking Down Barriers’; Manchester City Council: Manchester.
www.bigfoot-project.eu
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8. Fundamental Questions in the Design Phase
1. What are you going to do?
2. Why are you choosing an Intergenerational Practice approach?
3. What form(s) of Intergenerational Practice will work best and why?
4. Who will you be working with?
5. When and where will you be doing it?
6. What outcomes are you seeking?
Source: Beth Johnson Foundation (2011). A Guide to Intergenerational Practice; Beth-Johnson-Foundation (BJF):
Stoke-on-Trent.
www.bigfoot-project.eu
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9. The Big Foot Screening Questionnaire I
• Author/institution;
• Name of the experiment;
• (Location / ‘Map’ of the experiment);
• Rationale of the experiment (incl. i) aims, objectives; ii) problems/needs
addressed; iii) activities; iv) participants and their encouragement; v)
pedagogical approach; vi) learning materials & support; vii) use of ICTs; viii)
organisation of interaction; ix) role of facilitators/tutors; x) expected outcomes
and impacts);
• Target group(s) of the experiment (incl. i) age range; ii) numbers; iii) other
actors, stakeholders and institutions);
• Organisational arrangements for the experiment (e.g. i) start/end date; ii)
frequency of activities; iii) obstacles [initial risk and failure analysis]; iv) need
for additional expertise);
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10. The Big Foot Screening Questionnaire II
• Location of the experiment (e.g. formal /informal setting);
• Learning activities/Fields of Learning (e.g. i) community development; ii)
E&T; iii) mentoring; iv) mediation; v) digital literacy; vi) social inclusion; vii)
employability; viii) health; ix) arts; x) environment etc).
• Knowledge Exchange/Information Flow (i.e. down-/upstream,
balanced/bi-directional);
• Interactions between Target Groups (e.g. many-to-many; group based;
physical/virtual/blended);
• Categories of the Learning Activity (i.e. formal/non-formal/informal);
• Competences addressed (i.e. EU Key Competences; OECD/DeSeCo);
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11. The Big Foot Screening Questionnaire III
• Expected outcomes of the experiment;
• Evaluation / validation of the experiment;
• Web 2.0 Technologies used during the experiment;
• Link to the BIG FOOT web site;
• External resources (e.g. online, offline).
www.bigfoot-project.eu
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12. The EAGLE Handbook for Intergenerational Activities
www.bigfoot-project.eu
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13. The RCT Tool-kit for Intergenerational School Projects
1. LAYING THE FOUNDATIONS:
• Establish Partnerships
• Create Project Brief
• Early Paperwork
2. PROJECT PLANNING & RESEARCH (1)
• Research other Projects
• Research Relevant Legislation
• Consider Logistics
• Plan Budgets
2. PROJECT PLANNING & RESEARCH (2)
• Issue Plan and Contingency Plan
• Risk Assessment
• Plan Monitoring and Evaluation
•
3. PROJECT IMPLEMENTATION
• Action Liaison & Info Sessions
• Run the Project!
• Monitor & Record
• Mid-Project Review
4. CELEBRATE, CLOSE & REVIEW
• Celebrate Successes
• Present Project Outputs
• Publicise Successes
• Thank All Involved
Source: Rhondda Cynon Taf (RCT) County Borough Council (2008). Engagement – A Strategic Review of Intergenerational
School Projects within Rhondda Cynon Taf. Rhondda Cynon Taf (RCT) County Borough Council: Tonypandy.
www.bigfoot-project.eu
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14. Assessing, Evaluating & Validating the Big Foot Experiments I
Main Principles of the Big Foot Evaluation & Validation:
Triangulated: i.e. data need to be drawn from different sources,
reflecting the perspectives of different actors and their different
constructions of reality;
Multi-methodological: i.e. different types of data need to be gathered
incl. statistical data (e.g. from user profiles), secondary data (e.g.
evaluation reports) and primary data (e.g. user surveys);
Discursive: i.e. able to capture the ‘discourses’ and ‘communicative
practices’ of the learning processes;
Localised: i.e. instruments translated into national languages.
Source: (for all remaining slides) Links-up Consortium (2010). Methodology Report & Case Study Toolkit; Links-up
Consortium & Innovation in Learning Institute (ILI), Friedrich-Alexander-Universität Erlangen-Nürnberg: Erlangen.
www.bigfoot-project.eu
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15. Assessing, Evaluating & Validating the Big Foot Experiments II
Main Elements (at least three out of four):
• Step 1: Desk research based Content Analysis; overview of the
project set in its wider socio-economic context WP 5: Participatory
Mapping;
• Step 2: Interviews (e.g. face-to-face; focus groups; telephone /
Skype; web) with key stakeholders (i.e. programme or case
managers) top-down perspective;
• Step 3: Involvement of learners or end-users either through SAQs,
Focus Group Discussions, Participants Feedback Sheets or Rating
Scales on Intergenerational Understanding ‘real’ life worlds,
grassroots/bottom-up perspective;
• Step 4: Observation and study visits of the actual learning in
practice incl. the collection of products and artefacts.
www.bigfoot-project.eu
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16. Assessing, Evaluating & Validating the Big Foot Experiments III
Instruments & Tools:
1. Participant Feedback Sheet;
2. Key Informant Interview Schedule;
3. User Self Administered Questionnaires (SAQ);
4. User Focus Group Guidelines;
5. Observation Guidelines;
6. Content Analysis Checklist;
7. Automated Data Collection Guidelines;
8. Behavioural Additionality Analysis;
9. Data Synthesis.
www.bigfoot-project.eu
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17. I NCERTAINTY
N O WAY!
C HALLENGE
L URKING
U NEXPECTED EFFECTS
S OCIAL SOUND
I NCLUSION
O PPORTUNITY
N ETWORK
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The 9 Wor(l)ds of Big Foot and their 1,000 Meanings …