Designing for Adults Learning in the Context of ALICE projectTools & Approach

Juliana Raffaghelli

University Ca’ Foscari of Venice

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

A CREATIVE PROCESS

Contextualize

End of February 2013

Design/Plan Mid March 2013

Implement February-May 2013

Evaluate

May/June 2013

Share / Open

June 2013

GENERAL INFORMATION

Is foreseen the support of Educational Coordinators, on site and online

ITALY: Juliana RaffaghelliROMANIA: Raluca IcleanuGREECE: Nektarios MoumoutzisSWITZERLAND: Isabella RegaUK: Teresa dello Monaco

The final discussion of the ER will take place in every National context for all trainers. One trainer will participate at International Discussion in Crete. Two trainers will participate at the Final Conference.

HOW ARE THE FIVE PHASES CONNECTED?

Considering a learning paradigm based on reflection on action and further connections to theory, this phases are tightly connected: there is interdependency among their results.

ER-E

ALPP-IMP

C/D

“The cycle of learning through reflection on practice”

CONTEXTUALIZE/DESIGN…

provides a framework of planning and scheme for practice on the field (ALPP implementation)

THE ALPP IMPLEMENTATION/ EVALUATION…

provides fundamental experience that is the base for conceptual elaboration

SHARING: Educational Resource ELABORATION …

brings together the original idea and practices, and build on to generate new concepts, approaches, policy recommendations

HOW IS THE SUPPORT TO TRAINERS ORGANIZED 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)

WHAT SHOULD I PRODUCE IN EVERY PHASE?

List of the deliverables

to be produced

• Design Narrative/ Force MapPhase 1 (Feb)

• Learning Design – Template A / CPhase 2 (March)

• Records of Practice (Video-doc)• Trainers’ Log• Blog posts ?

Phase 3 (March-May)

• Participatory evaluation session• Adults Learning Map – Template BPhase 4 (May)

• Report – Template D/E• Educational Resource

Phase 5 (May/June)

Tools for the Adults’ EducatorHands on!

Tools to represent your Adults Learning 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

ContextualizeFirst Step

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

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

Plan/CreateSecond Step

The ILAP in the context of the ALICE project

Adults Learning Pilot Programmes

The Four Leaf Taxonomy ® Umberto 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, ExploreLAB: Discuss, Reflect, Try, DoASSESSMENT: Check your knowledge and skillsPERSONALIZATION: Make your learning useful for your personal/professional purposes

Information

LabAssessment

Personalization

Designing for Learning adopting ILAP 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.

The educator Contextualization of the training path (why are

we here?); Contents presentation (what are we going to

do?); Introduction of the ALPP(*) learning goals (what

could we get with this session?); Timing of the work programme (How long?); Arrangement of a short summary/brochure to

introduce the ALPP contents; Provision and linkage to specific TERMS in

order to promote reflection and understanding of key ideas;

The Learner:

Understanding Education goals, setting and activities.

Achieving crucial informations about the educational project

Considering first contents Getting to know the educator/the

colleagues

Jumping into the learning experience / Understanding

FIRST PHASE: informationThis first step is characterized by the following activities:

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

The educator Introduce Practical activities: the Creative

Language (*)

Design key questions

Open discussions

Guide practices and reflections

Make conclusions on the ongoing discussion/activities

Support learners in presenting the results of the own hands-on activities

The Learner:

Analyzes activities and start transferring knowledge into practice

Explores and reflect about the topic Discusses, analyzes, criticizes, jointly with

the educator and colleagues, in a growing learning community

Reinforces the learning space as a space of dialogue with diversity

Second PHASE: LABORATORYThe laboratory is designed to improve social interaction.

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.

The educator Assess Knowledge (Contents of Learning

or Declarative Knowledge);

Assess Skills (Rules of Problem Solving or Procedural Knowledge);

Accompany reflection processes (Metacognition, Reflection on feelings)

The Learner: Gets feed-back/Metalearn Evaluates together with the educator

knowledge, skills, feelings, as achievements of learning experience

Understands the own learning strategies Participates in a general evaluation of

learning activities and educator’s performance in order to address new activities

Third PHASE: ASSESSMENT/EVALUATIONAssessment includes three significant learning activities…and it is a learning activity itself!

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

The educator

Provision of new resources if required by the learners;

Suggestion of alternative educational paths;

Setting up of additional documents and training material.

The Learner:

Achieves/transfers Considers experiences you can generate

with learned lessons within the course Considers herself with regard to the

generation of knowledge within the field of study/activity

Analyzes future learning activities

Fourth PHASE: PERSONALIZATION/IMPACTNow ensure that the learning experience pertains to the learner

Its importance lies on…

The possibility of really moving the experience from a teaching centered to a learning centered approach.

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

THE ILAP MAPUnderstanding the first part of Template C (*)Find the template to start working at: http://goo.gl/vtro5

Context

Resources

Trainers’ Activities

Learners’ ActivitiesI

LA

P

The template C is to be fully completed after the evaluation planning. You can start working with the ILAP MAP to represent your sessions.

Implementing the ALPPIn collaboration with Raluca Icleanu (SREP)

Tools for the Adults’ Educator

Implementing for quality and effectiveness 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

Implementing for and through networking: 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

Evaluating the ALPPIn collaboration with Isabella Rega (SEED)

Tools for the Adults’ Educator

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

Participatory Evaluation: A set of tools Understanding Template B

EVALUATION

SET OF TOOLSFrom the trainer side • Trainers Logs• Inquiry through the ALPP

implementation• Self-Evaluation &

reflection

From the adult side

• Video-recording• Production/Reflection• KC “conversational”

Evaluation

LEARNING OUTCOMES – EDUCATIONAL IMPACT

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

Presenting and Sharing your ALPPIn collaboration with Nektarios Moumoutzis (TUC)

Tools for the Adults’ Educator

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

Presenting and Sharing your ALPP:OPEN your practiceUnderstanding Template D-E and beyond !

Steps Description

Adopt the “Pedagogical Pattern”March-May 2013

The pedagogical pattern is a template (TEMPLATE D)Hints: Re-organize and reflect on the basis of achievements, from the Learning Design to the representation of the whole practiceOutput: a written document

Presenting your work May-June 2013

To present your work, we have elaborated a template (TEMPLATE E). You can download it from:Hints: Keep thinking about your achievementesCommunicate effectively your achievementsDiscuss with peersDiscuss in open professional/research networksOutput a presentation

Package your work(June 2013)

To package your work, we will adopt the Octopus platform (a platform to share Open Educational Resources developed by TUC):Hints: Reflect on the work done through the Pedagogical PatternEnrich with all the evidence collected (links, resources, adults’ outputs)Share the link to your OER.Output: an Open Educational Resource

Presenting and Sharing your ALPP:OPEN your practicePresentation

Octopus platform (some screenshots)

Enjoy your Work!ALICE EDUCATIONAL TEAM

(*) Image taken from Elena Zambianchi’s ALPPs