9 Newsletter

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8/9 ISSUE - L2L NEWSLETTER - OCTOBER 2010

! PAGE 1

Contents

L2L HANDBOOK- Page 2

Ursula Grossruck

- Page 3

Suzana Krstic

- Page 4

L2L Coordinationgroup - Page 6

Project Partners

- Page 7

Contact andDisclamer - Page 8

NEWSLETTER

LEARNING TO LEARN -

An international two-year project focussing on the development of thelearnin to learn com etence

Dear Readers,

We are proud to announce that the Learning to Learn Project is now drawingto its end. This two year co-operation of several European organisations gaveus the opportunity to have a wonderful journey of discovering inunderstanding of the concepts and different theories and practices ofLearning to Learn.We had a chance to have a deeper look into different existing literature aboutthis competence, which served us as a base for our work. We developed

methods to support the educational staffin non-formal adult education andthrough practice projects we were able to implement our understandings andfind out what works (or not!).

Furthermore, the international team of researchers developed methods toobserve and analyse those practice projects in order to produce a commonpractice analysis report. Another result which was born from this project is aunique handbook for facilitators in adult education: a compilation ofinnovative and tested approaches, tips and methods to foster Learning toLearn competence.

You can read more about this and more in our last double issue of the L2LNewsletter.

We hope this project served you as a learning experience as well as aninspiration to explore more about this competence. We enjoyed travellingthrough the learning to learn world with you. We thank you for your supportand look forward to future co-operation.

The L2L Team.


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One of the last products of the Learning2Learn

project is the Handbook for Facilitators whichwill be downloadable from the Learning2Learnwebsite. The main aim of this publication is to give ahand, to offer ideas, to put some questions, to

give inspiration to those ones who work ineducation and are searching for and exploring

ways to assist and motivate learners to takeresponsibility for their own learning.

Don't expect THE answer in the Handbook.Because THE answer doesn't exist. This

publication wants to accompany you in findingdifferent answers and solutions and in findingbetter questions.

We have based the handbook on the experiencesof the project. So, in addition to the practicalexperiences of the 22 educational projects that

were carried out there are the results of theresearch that was done on these projects which

gives us abroader and more scientific view.

The first chapter describes the maincomponents of what we understand is Learningto Learn. What are the basic ideas behind it and

what are the key issues within the approachesused.

Chapter 2 goes into the heart of the learningpractice. What are ways to deal with Learning toLearn in educational practice. How can we assistlearners to be aware of themselves as learners?

How can learners plan and organise their

learning? How to learn with peers? What can weoffer to learners to help them reflecting on andassessing their learning?

Chapter 3 looks at you and me. What does thisall mean for the facilitators of the learningprocess? What roles do they take? What areimportant attitudes?

In chapter 4 you will find methods and toolsconnected mainly to what has been written inchapter 2. The focus is on methods and tools

that have been developed and/or tested in theLearning to Learn project and assessed as

valuable for learners.

Also some hints and tips are given for thosewanting to explore linked ideas through selectedpublications and websites.

We wish you exciting reading!

THE L2L HANDBOOK
http://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.dochttp://localhost/Users/asociacioncazallaintercultural/Desktop/1st%20page%20HANDBOOK.doc


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! PAGE 3

The L2L project had the pleasure to host her atthe evaluation seminar in Vienna in June of this

year, where she was participating in thediscussion with external guests. Here's what shesaid for our Newsletter:

To provide adults with pathways to improve

their knowledge and competences is one of the

specific objectives of the Grundtvig Programme.

The competence to learn lifelong within adult

education is based on self-directed, motivated

and responsible adult learners with the

willingness and the ability to learn. All learning is

a process, which settles into certain steps, which

might be totally different to how we have learnt

at school. But also new teaching methods are

required! There must be a subsequent rethinking

of the role of the teacher, the appliedmethodologies and pedagogical methods.

Individualisation and new teaching & learning

cultures are still crucial challenges in adult

education. Both are also based on the

development of an independent adult learner. In

this context learning to learn is a quintessential

tool for lifelong learning to develop knowledge,

skills and capabilities.

.and dont forget: Learning places are

everywhere!

Last, but not least: Thanks to the team of the

project! You did a really important and great job!

URSULA GROSSRUCK, the head of the GRUNDTVIG departmentin the Austrian NA for LLL.

Ursula Grossruck at the Evaluation Seminar in Vienna.


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When have you met the Learning to Learn concept?I heard for the first time about "Learning to

Learn", when my colleague Darko was speakingabout it. But my first direct experience with thissubject was in the Slovenia training course wherethey explained Learning to Learn and I just hadan AHA effect during the last day of the trainingcourse, because I realised suddenly that I alreadyknew what Learning to Learn is - I just didn'tknow that the name is "learning to learn" - and I

work this way already for almost twelve years!The most important moment for me was theoperation of the concept of self-responsibilityand for me that is the main point. After the

training course I strongly support the idea aboutself responsibility and really encourageparticipants to do so as well: ok, you areresponsible for your own knowledge so... learnthat. I do this because this part is the mostimportant for me, and when I realised whatlearning to learn is I just gave myself an A grade,as I know that I am on the right way.

Did something change in your work a!er the L2Ltraining course in Slovenia?

Nothing really changed in my work after thetraining, because before I also usedmethodologies from the different people and

worked in the social context. In my work Iinclude learning to learn methods, like forexample the learning diary At the last trainingcourse we did about project management withinthe Youth in Action programme, some of thepeople were crying after we did the LearningRiver, because they remembered things fromtheir past, for example that they learned a lotfrom their father or my biggest learning is that

my girlfriend is the most important person in mylife Different methodology for differentpurposes.

Are you planning to organise afuture project involving things"omthe L2L project?

The idea is to organise a Trainingof Trainers on Learning to Learn

where the participants will beteachers from high schools in

Serbia.

I just spoke with the Ministry of Education and

they are interested to support our project, but Istill don't know howwith money, maybe, orjust support us with experts or recommendation.

That is just an idea for now, I still have to doevaluation and training, send e-mails. I thinkthat by the end of November when theevaluation will be done, I will be able to start

working on it. I like the idea about the Learningto Learn very much. And because some peoplefrom the Ministry of Education supported italready, it is worth to continue. Moreover, we

would like to invite international experts onLearning to Learn.

In the L2L project you were supposed to have asate$ite project right?Yes, but we weren't able to realise it in the end.But you have to know that in at least 5 trainingcourses after the Slovenia one I spoke aboutlearning to learn and experiential learning,including competencies in our programme,especially learning to learn and promoted it. Also

using the methodologies fostering L2L. I reallylike self responsibility and it is my main topicmaybe it has to do with my personality

A!er a$this experience that you have, how would youdefine the concept of Learning to Learn?I must say something really smart so I need thetimehahaha!!!Learning to Learn for me is something veryfamiliar that I see now from a differentperspective. For me it is a place for (young)people to develop responsibility and the idea

that they are responsible for themselves. And itis very important for me in my work with youngpeople that you are responsible for your own

learning. And I am not a teacher,I am just a supporter and that isOK with me. Oh I am so smart,too much for this morning

SUZANA KRSTIC, Trainer


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Training for trainers, LithuaniaResearchers meeting, Innsbruck

Evaluation Seminar, Vienna


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And last but not least, THE L2L COORDINATION GROUP wants to share withyou some thoughts about their learning experience during this Project...

GOOD BYE AND THANK YOU!!!


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Partnership

IKAB(Institute for Applied Communication Research in Non-formalEducation)Germany, the applicant and coordinating organisation;

Pame Ambro(Going Forward)Italy;

LIJNA(Association of Youth Non-formal Education)Lithuania;

TiPovej!(Institute for Creative Society)Slovenia;

Institute of Educational Sciences at the University of InnsbruckAustria;

Cazalla-InterculturalSpain;

UNIQUE - European network bringing

together all the other organisations in the network.


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CONTACT

Leading Partner:

Bildungswerk des Instituts fr angewandteKommunikationsforschung in der

Auerschulischen Bildung

IKAB-Bildungswerk e.V.

Poppelsdorfer Allee 92

D - 53115 Bonn

Tel. +49-228-636460

Fax + 49-228-694848

E-mail: [email protected]

Web: www.ikab.de

For more information you can visit us on http://www.learning2learn.eu/

And the interactive virtual platform to join in the discussions!!!

http://www.communityzero.com/learning2learn

DISCLAIMER

This project has been funded with support from the European Commission. This newsletter

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.
http://www.communityzero.com/learning2learnhttp://www.communityzero.com/learning2learnhttp://www.learning2learn.eu/http://www.learning2learn.eu/http://www.ikab.de/http://www.ikab.de/mailto:[email protected]:[email protected]

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