The training of TrainersAnalyzing midterm educational outcomes

Umberto Margiotta – Juliana Raffaghelli

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

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.

ALICE’s Phases of Development1. 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

Creating the Space for Pedagogical 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

Training of Trainers for implementing A.L.I.C.E. Pedagogical Innovation (Adults Learning for Intergenerational Creative

Experiences )

• A ZPD for IL

Unit 1

• CL1: Music and skills to listen

Unit 2 • CL2: Digital Storytelling

Unit 3

• CL3: Children’s Literature

Unit 4 • C4L: Games

Unit 5

• CL: Learning Design

Unit 6

• National Awareness Sessions

• The value of IL

Every partner - FTF

• National Closing TT• Strategies for Piloting

Every partner - FTF

Unit 7: Project Work (AL Design)

Pilot ImplementationEuropean Value

Local Coaching

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)

The approach to evaluation of educational results

Learners’ Satisfaction

Information

LabAssessment

Personalization

We use this approach during eLearning activities. The Educational Environment and the training activities are organized accordingly…

Quality assessment require feed-back on the framework efficacy

A training framework: ILEP (Margiotta, 2006)

(information, laboratory ,

assessment, personalization)

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, ExploreLAB: Discuss, Reflect, Try, Do

ASSESSMENT: Check your knowledge and skillsPERSONALIZATION: Make your learning useful for your personal/professional purposes

SD D RD NDA RA A SA SD D RDLU1 LU2

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INFORMATION

SD D RD NDA RA A SA SD D RD NDA RA A SA SD D RD NDA RA A SALU1 LU2 LU3

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ICIAII

IC: Information ClearnessIA: Information AppropriatenessII: Information Interest

SD: Strongly Disagree – D: Disagree – RD: Rather Disagree – NDA: Neither Disagree or agree – RA: rather agree – A: agree – SA: Strongly Agree

LAB

SD D RD NDA RA A SA SD D RDLU1 LU2

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SD D RD NDA RA A SA SD D RD NDA RA A SA SD D RD NDA RA A SALU1 LU2 LU3

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LCLALI

LC: Lab ClearnessLA: Lab AppropriatenessLI: Lab Interest

SD: Strongly Disagree – D: Disagree – RD: Rather Disagree – NDA: Neither Disagree or agree – RA: rather agree – A: agree – SA: Strongly Agree

ASSESSMENT & PERSONALIZATION

SD D

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SD D

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SD D

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LU1 LU2 LU3

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APCAPAAPI

APC: Assessment &Personalization ClearnessAPA: Assessment &Personalization AppropriatenessAPI: Assessment &Personalization Interest

SD: Strongly Disagree – D: Disagree – RD: Rather Disagree – NDA: Neither Disagree or agree – RA: rather agree – A: agree – SA: Strongly Agree

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

Sharing impressions…(i)

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

Sharing impressions…(ii)

Learning Effectiveness: A set of competences for pedagogical innovation 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.

A set of competences for pedagogical innovation LU1: Adults as EducatorsUmberto 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)

A set of competences for pedagogical innovation LU1: Adults as Educators

(4) 16%Informed

(3) 20%Ready

(2) 20% Prepared

(1)16%Informed

(4) 44%Creative

(4) 32%Creative

(3) 16% Prepared

(3) 28% Ready

(1)12%Informed

(2) 28% Prepared

(2) 44%Creative

(1)24%Ready

A

B

C

A set of competences for pedagogical innovation: How/Where did we learn them? LU1: Adults as Educators

A

B

C

LU1

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Course Content Interactions

eTutor Interactions

Peers' Interactions

Activities outside the course

Personal previous experience

Personal relationships

Personal information and activities during the course

A set of competences for pedagogical innovation LU2: Creative Language MUSICTeresa 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

A set of competences for pedagogical innovation LU2: Creative Language MUSIC

(4) 17%Creative

(3) 29%Ready

(2)21%Prepared

(1)8%Informed

(4) 42% Creative

(4) 25%Creative

(3) 42%Ready

(3) 17%Ready

(1)8%Informed

(2) 50%Prepared

(2) 29% Prepared

(1)13%Informed

B

CA

LU2: Music as Creative Language

A set of competences for pedagogical innovation: How/Where did we learn them?

A

B

C

LU2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Course Content Interactions

eTutor Interactions

Peers' Interactions

Activities outside the course

Personal previous experience

Personal relationships

Personal information and activities during the course

A set of competences for pedagogical innovation 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

A set of competences for pedagogical innovation LU3: Creative Language Digital Storytelling

(4) 38%Creative

(3) 50% Ready (2) 6%

Prepared

(1)6%Informed

(4) 38% Creative

(4) 31%Creative

(3) 6% Ready

(3) Ready 31% (1)6%

Informed

(2) 31%Prepared

(2) 31%Prepared

(1)25%Informed

A

B

C

D

(1)19%Informed

(2) 6%Prepared

(2) 38%Ready

(2) 38%Creative

A set of competences for pedagogical innovation: How/Where did I learn them? LU3: Digital Storytelling as Creative

Language

A

B

C

D

LU3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Course Content InteractionseTutor InteractionsPeers' InteractionsActivities outside the coursePersonal previous experiencePersonal relationshipsPersonal information and activities during the course

A set of competences for pedagogical innovation 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.

Adults’ Educators as implementers of innovation 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.

Above all…

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