Transcript LEADLAB - LEADING ELDERLY AND ADULT DEVELOPMENT LAB
L
eading
E
lderly and
A
dult
D
evelopment
-LAB
Grundtvig Project
502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
Who we are: Project partnership
Hellenic Regional Development Centre Associated partners:
Specific objects:
(a) to respond to the educational challenge of an ageing population in Europe; (b) to help provide adults with pathways to improving their knowledge and competences.
Priority 2: Improving the quality, attractiveness of and access to adult education
motivating individual learners to commit to learning, including through guidance services and partnerships with enterprises; reinforcing digital competences and using ICT to widen access to adult learning; improving the identification of learning needs of teachers, trainers and other staff; developing joint approaches to improve quality in qualifications of teachers, tutors and other staff in adult education, and to adapt their training in consequence.
Operational objects:
(b) to improve the quality and to increase the volume of cooperation between organisations involved in adult education throughout Europe; (d) to facilitate the development of innovative practices in adult education and their transfer, including from a participating country to others; (e) to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning; (f) to improve pedagogical approaches and the management of adult education organisations.
Target groups Intermediate:
Institutes and organisms which offer Lifelong Learning pathways Teachers/trainers working in these organisations.
Adults in guidance pathways
Final
: Adult learners (adult and elderly people)
Project considers as target 4 groups of a dozen teachers and trainers from different Adult Education Centres (IT,F,D,ES). LEAD-LAB results address properly to their needs, suggesting the introduction approach.
of new models of pedagogic
Project idea LEAD-LAB
intends to create an integration between the different models of personalization of learning in Adult Education and promoting a model of self-directed learning in training and guidance pathways, empowering adult trainers’ competences.
Principal activities:
•the investigation of
status artis
of personalization and self-learning techniques in reference contexts •the editing of
best practices
•the
mapping
of necessaries competences for the self-learning trainer.
LEAD-LAB
will
experimentation
activities.
provide to elaborate the
modeling
and the of the guidelines emerged from the action-research
Duration: 24 months
Aims
An andragogic paradigm based on personalization and self learning
approaches allows to develop NVEA paths that improve adult partecipation in Lifelong Learning and to promote successful learning outcomes.
LEAD-LAB aims to support european NVEA system by developing
a new andragogic approach integrating personalization and
self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in
possession of the strategic competences to guide and
scaffold adult learners, the "Learning Personalization Trainer
" (LPT).
Expected results
to identify a shared definition of "personalization" in education; to gather the european best practices about personalization, self-learning and other successful strategies in adult education; to develop an andragogic integrated NVAE model, the LEAD-LAB model; to produce the Guidelines for the application of the model; to define the competences of the LPT; to develop and test an experimental course to train the LPT; to validate the effectiveness and the efficiency of the model and the course; to create local nets and disseminate the results of the project.
Expected impact
The adoption of the outputs of the project by: Partners Key actors of the local nets Experts Adult education institutions Policy makers of the involved countries
With the perspective of the improvement of the quality of european NVEA system.
Innovative features
to adapt and transfer the personalization approaches and strategies already existing, like the french "
Ateliers de Pédagogie Personnalisée
", the german "
Selbsgesteuert le
rner" activities, the italian "
@robase of self-learning
", integrating them Model” all in the "LEAD-LAB to develop a new breed of professional Learning the LPT Personalization Trainer, a profile that is complementary to the LEAD-LAB integrated model , a teacher/trainer with strategic competences to lead a scaffold adult learners in LEAD-LAB approach
New opportunities in innovation of approaches, methodologies and tools. The experience of the involved countries will add value to the project activities through the gathering and valorization of the best practices.
Impact
The impact of the outcomes will be produced in terms of facilitating development and transferring of innovative praxis in the field of adult education.
NVEA teachers and trainers will be involved in all diffusion activities:
focus groups
,
workshops
or
seminars
organized in trans-national meetings, the
virtual community
in the webspace or other events of association involved (APP, A-GRAF, educommunity, CECE) will enable to fully reach the target of reference and guarantee the necessary impact.
Involvement of some
key-institutions
in the events (municipalities or other public bodies referred to adult and elderly training): experts, key actors, learners, stakeholders, policy makers will be able to replace some good practices.
The project impacts to:
•
adult learners
, who can access to personalized learning pathes; •
teachers/trainers
, who can acquire strategic competences, skill and professional tools; •
NVAE systems
, institutions, decisione makers of involved countries.
Foreseeable impact
: transformation and shifting of teaching’s methods and in terms of wider involvement of adult learners of contexts of reference.
short term indicators
correct spotting of concept, concrete integration of personalization models; sharing of experience and knowledge; correct application and experimentation of the model conceived.
long-term indicators
acquisition of knowledge and the development of new skills by adult trainers; really application in every-day professional context; bigger involvement of adult in training courses.