Alice eden workshop_presentation

Adults Learning
for Intergenerational Creative Experiences

European Distance Education Network
2012 Annual Conference, Porto
Open Learning Generations Juliana Raffaghelli
Closing the gap from "Generation Y" to the mature
Lifelong Learners
Umberto Margiotta
Porto, 6-9 June 2012

Adults Learning for Intergenerational Creative Experiences
EDEN conference, Porto 6-9 2012

Project’s Background
 Learning and Educating
in times of crisis (LLP
presentation 2012)
 Complex social
tissue, where cohesion
depends on the
interdependences and
differences (EU2020)
 Intergenerational
learning (IL) bring to the
fore the question of
“differences” that enrich
(ET2020)


In the context of European Policies
 Developing the adult learning
sector – currently the weakest
link in the LLL chain
 Renewed focus on increasing
participation, especially of those
furthest from learning
 Reinforcing the role of adults’
learning institutions
 Qualifying Trainers of Adults

ET2020 STRATEGIC OBJECTIVES
 Lifelong learning and learning
mobility
 Improved quality and efficiency
of provision and outcomes
 Promote equity, social
cohesion, active citizenship
 Enhance innovation and
creativity including
entrepreneurship

Promote equity, social cohesion, active
citizenship
 Second chance opportunities aimed at:
 Improving adults’ literacy, numeracy and
digital skills
 Acquiring new forms of basic skills for active
participation in modern life and society
 Strengthening social inclusion & Active
community participation through adult
learning
 Improving access to learning for
migrants, Roma, disadvantaged groups
 Active ageing: learning opportunities for olfer
adults
 Responding to the learning needs of people
with disabilities or in specific situations of
exclusion


Contribution of GRU projects to ET2020
 Development of adult learning practices
 Testing, innovation and quality for AL
prvision in formal and non-formal
learning across Europe
 Development of teaching and learning
methods and materials
 Development of European dimension of
AL providing opportunities for
transnational cooperation
 Development of innovative ways to
enhance learning opportunities for
marginalised adults

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

 To help adults, senior citizen and
volunteers to reflect and acquire
competences necessary to become
effective educators, and the impact their
actions can have on future learning of
Aims children.
 To provide adults, senior citizen and
volunteers with creative languages to
generate “zones of proximal
development” for intergenerational
learning;
 To train adult's trainers to adopt ALICE
methodological approach, becoming
aware of the role that adult's as educator
can have on social cohesion, and
hence, re-considering the value of adult's
training institutions.


Objectives (1)
 To improve knowledge on
cultural diversity and values of
European patrimony, as the
base of creative languages, with
impact on adult's acquisition of
Key competence (KC) 8
“cultural awareness and
expression” .
 To favour sharing of creative experiences among generations, as
spaces of reflection, awareness and learning on otherness
towards commitment and solidarity, with impact on adult's
acquisition of “social and citizenship KC6”

Objectives (2)
 To develop knowledge and skills for using art as
creative language to dialogue with children with
impact on adult's the acquisition of KC 5 (learning to
learn), KC7 (sense of initiative and entrepreneurship)
e KC8
 To develop knowledge and skills for using storytelling
as creative language to dialogue with children with
impact on adult's the acquisition of KC 5 (learning to
learn), KC7 e KC8
 To develop knowledge and skills for using games and
social media as creative language to dialogue with
children with impact on adult's the acquisition of KC 4
(digital competence) and KC5

Objectives (3)
 To empower alliances among local
government, school, elder people centers, cultural
associations, private sector, University, as spaces of
implementation of creative experiences for
intergenerational learning
 To improve the perspective of interdependence
between adult as educator and adult as lifelong
learner, improving the participation of adults to
lifelong learning.
 To contrast processes of exclusion and marginalization
of adults-children at risk because of the low
competences of the former in caring/educating the
latter.

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 Development
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


WORKPLAN
WP1: Project Management: 24 month

WP2: Quality Assurance: 21 month

WP4: ADULTS’ LEARNING PILOT
PROGRAMMES
WP3: TRAINING OF 6 month
TRAINERS
8 month
WP5 METHODOLOGICAL APPROACH
AND PARTICIPATORY TESTING
12 month

WP7: DISSEMINATION – 21month

WP8: EXPLOITATION – 10 month

Juliana Raffaghelli
University Ca’ Foscari of Venice

Adults Learning for Intergenerational Creative
Experiences

Creating the Space for Educational 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
Unit 2 • CL2:
Unit 4 • CL: Digital
Unit 6
IL • CL1: Music Children • CL: Digital Storytelling • CL:
and skills to Literature Storytelling Learning
listen Design
Unit 1 Unit 3 Unit 5

• National Awareness
Sessions • National Closing TT
• The value of IL Local • Strategies for Piloting
Every partner Coaching Every partner
- FTF - FTF

Unit 7: Project Work
(AL Design)
Pilot Implementation
European Value

European, Sha
red Learning
Environment

Transmedia

Promoting
Trainers
Agency
through
engagement in
the European
space

Adults Learning for Intergenerational Creative
Experiences

Training of Trainers strategies
 The Project’s Virtual Architecture: transmedia and
expression towards a shared, European narrative

Project Management: BASECAMP

Training of Trainers: MOODLE

Adults’ Learning Pilot Programmes: Projects’
BLOG, FACEBOOK, TWITTER, flickr, Youtube

Dissemination of Newsletter: beyond project
community, Social Media, LinkedIn

Scaffolders of generational diversity : Building an Zone of
Proximal Development for Intergenerational Learning
 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

Methodological Approach
SET OF INSTRUMENTS
WP3 WP4
• Trainers Logs • Reflection
• Assignments • Key Competences
• Self-Evaluation self-analysis
• Video-registration

Educational intervention and Action Research
process
 Production of Specific Modules on Creative Languages
(CL) by Partners
 Selection of trainers tightly connected with realities of
adults’ education
 Training of Trainers to CL
 Trainers produce a “project work” : at least six adults’
learning events as informal education activities
 Trainers, supported by partners, implement their PW
 Trainers reflection on professional practices and
competences achieved
 Adults reflection on learning and competences achieved

A. Parents’ Education/Family Learning
 Aim: Improving education
to support parents from
the very early stages of life
(pre-natal) CISRE

 Method: introducing
innovative activities in
ongoing courses by trained
trainers
 CL: Music, Digital Trainers ALICE Hospital

Storytelling
 ALICE’s target group: at
least 30% monoparental
families, migrant families Parents’
The
Association Network
 Children aged -0 / 1 for Hyp A

B. Intergenerational Learning
 Aim: create intergenerational
learning opportunities with
impact on Seniors quality of life
as well as pedagogical CISRE

innovation
 Method: school learning unit
that introduces contact among
Seniors and children Trainers &
Teachers ALICE School
 CL: Social Media and Games
 ALICE’s target group: at least
30% migrant children, Seniors
 Children aged 10-12 The
Seniors
Association Network
for Hyp B

C. Volunteers
CISRE
 Aim: Implementing activities
of training for volunteers that
work with children at risk Trainers
Social
Services
 Method: course for volunteers
associated to activities on the ALICE
territory
 CL: intercultural children’s
literature, digital storytelling Pre-
Local
primary
 ALICE’s target group: at least School
Library
30% families at risk, migrant
families
 Children aged 2-5 The Network for Hyp C

Trainers as Scaffolders of generational diversity : Building an
Zone of Proximal Development for Intergenerational Learning
 Intergenerational dialogue as a process  To understand this perspective, we
of contact with otherness (generational
differences constituting strong cultural can bring James Wertsch’s words:
and social diversity),
 Conflict among participants. Adults Instead of acting in a
values and beliefs are already direct, unmediated way in the
consolidated though the cultural social and physical world, our
context they developed in, as
individuals. Instead, kids’ values and contact with the world is indirect or
beliefs are being formed through mediated by signs (…)Vygotskij
ongoing interactions, and the own need harnessed a developmental, or
of being protagonists of change for their “genetic”, method when analyzing
own cultural contexts of life, as human mediation (…). From this
need of expression. perspective, the inclusion of signs
 For this intergenerational learning can into human action does not simply
have place, in a socio-constructivist lead to quantitative improvements
approach, it seems necessary to adopt in terms of speed or efficiency.
symbolic tools that work as means for
interaction and dialogue, as the base of Instead the focus is on how the
satisfactory exchanges that fulfill both inclusion of tools and signs leads to
children and adult’s needs, through a qualitative
joint process of meaning making, of transformation…(Wertsch, 2007:1
exploring and building new worlds. 79)


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