Learning Personalisation Trainer -LPT- Map of Competences

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    Grundtvig Project

    LeadingElderlyandAdultDevelopment LAB

    Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

    WP3 THEMATIC MAP OF COMPETENCE/SKILLS

    FRAMEWORK

    This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any

    use which may be made of the information contained therein.

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    LEADLAB Leading Elderly and Adult Development - LAB

    Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMPWP3 Map of competences

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    SUMMARY

    INTRODUCTION ............................................................................................................................................................3 1. SOME QUESTIONS TO DESIGN THE MAP..................................................................................................................4 MAP OF COMPETENCES OF LPT ........................................................................................................................7

    MAIN REFERENCES ...............................................................................................................................................15

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    LEADLAB Leading Elderly and Adult Development - LAB

    Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMPWP3 Map of competences

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    Introduction

    The present document is aimed to present the study that attains to the definition of a

    thematic map of competences and skills framework of the Learning Personalization

    Trainer.

    Here is carried out a study about the necessary competences and knowledge for the

    new professional called "Learning Personalization Trainer -LPT.

    The map of competences has been drowned also collecting and harmonizing the

    inputs coming from:

    The synthesis Report WP2 Status Artis and best practice by CNAM (July 2010);

    the work document produced by HRDC (GR) WP3: Map of Competences of

    Adult Trainer (July 2010);

    the literature about personalization proposed by NOEMA (FI)

    the Presentation A set of key competences for adult learning professionals

    shown during the Conference Competence development among adult educators

    in Malm (March 2010) by Simon Broek ([email protected]);

    The LEADLAB project assigns a great importance to the sharing of common

    meanings, as the requirement that really allows defining an integrated European

    model. A great importance has been indeed assigned to the identification of a shared

    definition of personalization as the first step before designing the Map of

    Competences. Moreover the map of competences of the LPT is oriented to an

    Andragogic (Adult) paradigm of personalization. With the same attention to the use

    of definitions and words, the partnership is evaluating the opportunity of adopting theterm anthropogogic (G. Avanzini, Lducation des adultes, Paris, Anthropos, 1996).

    The term "anthropogogy" can be preferred to "andragogy" which refers inaccurately

    to male gender (andro-) and not to the human species as a whole (anthropo-).

    Consequently the map integrates both adult learning professionals competences and

    personalization competences, taking into account four dimensions of professional

    competences1:

    1This classification of competences is built, again in order to share common meanings, on the base ofdifferent national and European sources: European Commission, Education and Culture Lifelong

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    LEADLAB Leading Elderly and Adult Development - LAB

    Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMPWP3 Map of competences

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    1. Common: represent the core competences that all training/teaching

    professionalism have in common;

    2. Generic: are the competences relevant for carrying out all activities in the adult

    learning sector;

    3. Specific: are the competences distinguishing the profile of the LPT;

    4. Transversal: are the boundary competences between the LPT and other

    training profiles such as coach, counsellor, tutor, training guidance expert, etc.

    The map of competences identifies the main areas of competences and necessary

    knowledge and skills, for who wants to become expert in personalization of NVAE

    learning pathways. It is an integrating part of a global design of the adult learning

    personalization model; therefore it can be correctly understood only in relation with

    the Model of adult learning personalization and with the LPT job description.

    The global design include:

    the LEADLAB Model: describes theoretical requirements, learning approach,

    learning pathway, educational methodology, learning environments,

    educational interaction, evaluation and assessment methodology;

    the Job description: describes the role and the tasks of the LPT;

    1. Some questions to design the Map

    Thanks to the result of the researchs stage about the Status Artis, a common

    definition of personalization has been found within the frame of Leadlab Project.

    The personalization of the training includes the following dimensions:

    ALL THE DIMENSIONS OF THE LEARNER

    The personalization does not only include the cognitive dimension of the person. It

    Learning: Education and Training policies School education and higher education testing conferenceon the common European principles for teacher competences and qualifications20th - 21st June2005; European Council, Conclusions of the Council and of the Representatives of the Governmentsof the Member States, meeting within the Council, on improving the quality of teacher education,Bruxelles, 2007, http://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdf ; EuropeanParliament, Recommendation of the European Parliament and of the Council, of 18 December 2006,on key competences for lifelong learning, Official Journal L 394 of 30.12.2006; ISFOL, Standardformatori per un modello nazionale delle competenze verso laccreditamento professionale,Roma,

    1998; INFFO, Le Mtiers de la formation,Guide technique, Paris, 1995.

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    LEADLAB Leading Elderly and Adult Development - LAB

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    has for goal his/her development, both cognitively and emotionally, as well as social

    and citizen.

    SELF-DIRECTED LEARNING

    The personalization is based on the learner self-direction, which means that:

    a. He/she has the ability to choose by himself the object and to determine the

    objectives of his learning (learning self-determination)

    b. He/she can have a control over the terms and means of this learning (learning

    regulation: place, calendar, educational approach and material)

    LEARNER AS ACTOR AND CO-PRODUCER OF THE LEARNING PROCESS

    The learner is seen as the actor of his learning and in this sense, is associated with

    the decisions of the training organization.

    TUTOR AS A FACILITATOR OF THE LEARNING PROCESS

    The role of the teacher or the trainer is not to transmit content, but to support the

    learner in the control of his learning.

    Through the analysis of the partners contribution to the research about the Status

    Artis in the partners Countries, it is also possible to highlight different and similar

    aspects of personalization models, concepts, practices and identify the following

    recurrent features:

    Involvement of the all dimensions of learner;

    Development of self directed learning process;

    Development of self regulated learning process;

    Co-design of the learning pathway and process;

    Development of self-evaluation process;

    Learning challenges not learning objectives;

    Learning pathway not instructional curriculum or training program;

    Flexibility in the development of the learning process

    Achievable results are not predictable a priori.

    The definition of a common meaning of personalization is decisive in order to

    describe the role, the competences and the profile of the LPT. Nevertheless thisfigure is really innovative.

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    LEADLAB Leading Elderly and Adult Development - LAB

    Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMPWP3 Map of competences

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    That is why we still need to answer some questions in order to better clarify this

    concept and then identify competences and skills to be included in the Map:

    Who is the LPT?

    This is the previous and core question we need to answer in order to design the map

    of competences. That is why a specific document is dedicated to the LPT Job

    description. Please refer to it.

    Which is the age range of adult learners involved in personalized educational

    pathways?

    The target for the LPT will be, according to the Grundtvig definition of adult learner,

    persons over 25 years old, or younger persons no longer in initial education within

    the school or Higher Education system.

    Which kind of educational pathway can be took in account?

    Non-vocational adult educational pathways, for example oriented to the active

    aging, or social inclusion.

    Adult learners to be involved in personalized educ