Edu on Tour 2012: Action Research about Alternatives in Education

L E T ‘ S P L A Y T H E E D U C A T I O N ( R ) E V O L U T I O N

EDU ON TOUR ACTION RESEARCH ABOUT ALTERNATIVES IN

EDUCATION

STARTING POINT

• Education for the 21st century is challenged into

adopting new paradigms

• Driven by an era of technology that has had an

impact on our society while providing unlimited

possibilities for new discoveries and developments.

(Michael Noer/Forbes, 19.11.2012)

• Existing projects and foundations are working on

alternatives with different results

• Our question is how to set up a learning

environment for the 21st century

The industrial age of education is over and we strengthen

individualism by adapting the aducation and the learning

environemnt on each ones skills.

Edu on Tour

EOT2012 VISITED INSTITUTIONS

• Knowmads Business School (http://www.knowmads.nl/) • Alternative Business School focused on self-directed Learning (personal und

professional Development)

• Neue Schule Hamburg http://www.neue-schule-hamburg.org/ & Nuestra Escuela (PR / http://www.nuestraescuela.org/)• Democratic Schools: Children take part of organizing and their schools and

creating their own curriculum. They have a lot of freedom. (like not going to classes)

• At NE facilitators develop with the kids personal strategies and check back with them.

• Dekeyser&Friends Academy (NOW: Do School -http://dfacademy.org/) • 1 year change makger training, 6 weeks full time program

• KaosPilot (http://www.kaospilot.dk/)• Oldest alternative University (1991) with an official degree of a Bachelor

• YIP International Youth Program (http://yip.se/) • 1 year Social Entrepreneurship Program focusing on personal development. Full

time.

RESULTS OF EOT 2012

Key learning for building up a learning spaceI Requirement: Strong Commitment and protected Environment

II Individualized Learning program: Informal learning with focus on the learning process

III Recommendation for Learning Spaces

KaosPilots

NuestraEscuela

Neue Schule

Hamburg

D&F Academy

Knowmads

YIP

I - REQUIREMENTSSTRONG COMMITMENT AND PROTECTED LEARNING SPACE

• http://www.youtube.com/watch?v=quYDkuD4dMU

• Strong commitment and internal support of the team who is running the Learning Space. • Strong fundament of values, vision and personal freedom

• Courage for allowing mistakes

• Processes for mutual learning experiences

• Protected learning environment (democratic principles and cooperation)• Human Level – Who am I?

• Organizational Level – What do we want?

• Institutional Level – What can we do together?

S U C C E S S T H R O U G H C O O P E R A T I O N

STRONG COMMITMENT TO NEW PARADIGMS

• Openness and courage for deep individual and organizational transformation processes

• Will to invest and acceptance of inefficient working processes

• Will to transform in organization and of all individuals

• Our path to new forms of learning is characterized of uncertainty

• Our path to new forms of learning can just happen in

cooperation and as a collective

• Joint and systemic experiments (trial & error) of educators and

students as success secret

• Nobody has THE solution but everybody contributes and is

needed. The path to various solutions is our mutual learning.

• Results of learning and the process of learning is exchanged.

H U M A N D I M E N S I O N I / I I

PROTECTED LEARNING ENVIRONMENT

• „feels like home“ - Learning Environments: Protected, trusted, friendly and without stress and pressure• Running introduction activities and creating

moments of connecting with other students and educators on a friendship base

• Individual solutions for learners within the group• Peer Support and self- and peer reflection

• Needs, commitment and interests of the individuals are openly discussed taken care of. By that skills of each individual are useful for the learning process

H U M A N D I M E N S I O N I I / I I

PROTECTED LEARNING ENVIRONMENT

• Self-motivation is key. The student is deciding

method, form and content of learning by himself

• The role of the strudent transforms from being the

receiver of information to an active and integrated

member of the learning process

• Educators are becoming facilitators who empower,

friends who support, observers who reflect

• Acceptance of dynamic and situated role change

(learner – educator). All educators are at the same time

learner

• Recognition of competencies enlarges motivation and learning success in the group

O R G A N I Z A T I O N A L D I M E N S I O N I / I I

PROTECTED LEARNING ENVIRONMENT

• You get what you measure • Measuring learning success and effects needs to be

transformed from a purely materialistic perspective

(grades, certificates, money…) to a holistic approach

(including gross happiness index, executed ideas of

students and employees)

• Periods of learning and relaxation• The integration of knowledge and skills happens best if

stress and pressure is reduced and time for relaxation

O R G A N I Z A T I O N A L D I M E N S I O N I I / I I

PROTECTED LEARNING ENVIRONMENT

• Implementation of Mentor and Peer Coaching

Programs for the facilitation team

• Proactive Mentoring and Peer Coaching needs to be

implemented (educators are supported by peers)

• Mechanism for knowledge transfer in organization

• Progressive organizational culture for allowing

failures

• Conflict management and honoring risks

• Structures and feedback loops are implemented in order

to learn from own mistakes

I N S T I T U T I O N A L D I M E N S I O N

PROTECTED LEARNING ENVIRONMENT

• Building up mechanism for exchanging knowledge

and learning within regional networks

• Building up and sustain regional learning circles

• Mechanism for exchanging experience with external

organizations and networks (regional and international)

• Invitation of internatial experts of knowledge and skilltransfer (Art of Hosting, Theory U, Appreciative Inquiry,

Dragon Dreaming)

• Collaboration projects with other players and

organizations

„At our work we learn 20% formell and 80% informell, at the

same time 90% of our Investments for training and education

are for formal learning.“

John Moravec, Education Futures

II CONTENT & METHODS

• https://www.youtube.com/watch?feature=player_embedded&v=HhFxQlDPjaY

• Emerging of content and methods• New technologies enable easy access to formally transferred

knowledge

• Informal knowledge can be transferred while working or playing

• Students have the opportunity to influence the way of learning

• Learning methods of the 21st century

P R O Z E S S O R I E N T A T I O N

INDIVIDUALIZED CONTENT

• basic knowledge can be learned by students

autonomously

• Ahooo to google, wikipedia and others

• You can learn playing guitars with YouTube, professionals

and friends

• If you learn a programming language forums,

conferences and peers provide the best knowledge

• Creating an informal learning environment for

applied learning of the formally gained knowledge

• For example: school kids guide visit through schools

during open days

P R O Z E S S O R I E N T A T I O N

INDIVIDUALIZED CONTENT

• Democratic principles. Students are taking part in

the decision making process

• Choice of educators and facilitators. Who do you wanna

learn from?

• No fixed curriculum – strengths and interests of students

are considered and influence the agenda

• Mutual learning and facilitation – everywhere and

always

• Everybody is a teacher. Everybody knows something

• Core competencies of each person are acknowledged

and used within the learning process

H U M A N , P L A Y F U L A N D L I G H T

LEARNING METHODS OF THE 21ST CENTURY

H U M A N , P L A Y F U L A N D L I G H T

LEARNING METHODS OF THE 21ST CENTURY

• Gamification (Playing as an important part of the working and learning process)

• Participative project management with Project management and use of group dynamics (Dragon Dreaming, Appreciative Inquiry)

• Body oriented life style (Authentic Movement, Pilates, Feldenkrais and inner balance by body awareness)

• Conflict resolution and authentic communication (Non Violent Communication, Visual Harvesting)

• Use of emotions in working and learning processes (Peer Coaching)

• Getting used to democratic decision making processes

• Community engagement, Art of Hosting and story telling

• Integration of specific knowledge in interconnected projects (individual Projects are chosen

"This is the first generation of people that work, play, think and

learn differently than their parents, ... They are the first

generation to not be afraid of technology. It's like the air to

them.“

Don Tapscott, University of Toronto

III EDU ON TOUR WHAT DID WE LEARN?

• http://www.youtube.com/watch?v=6agzXa3vxKM

• Did you hear about Hattie? What does that mean?

• Edu on Tour as an example of a disruptive learning environment• balance of process focus while creating results (products,

services, and realized ideas, dreams)

• informal learning in a dynamic group environment

• Recommendations for public schools, universities and organizations – based on personal experience

H A T T I E S T U D I E - H T T P : / / W W W . V I S I B L E L E A R N I N G . D E

WHAT CAN WE RECOMMEND?

The researcher John Hattie developed a meta study

with more then 800 meta analyses and 50000 singular

studies – what is a successful learning process

250 millions of students were analyzed in his research.

His book „Visible Learning“ demonstrates the largest

amount of data used in education research.

Hattie permanently enlarges his data base and he

identified 136 variables that influences the learning

process.

H A T T I E S T U D I E

WHAT CAN WE RECOMMEND

What hinders the learning process• Repeating a grade• Watching TV for extended amount of time• Long holidays

What doesn‘t hinder but what does not help• Open and free education• Learning and exchange of various age groups• Web-based learning

What helps just a bit • Small classes• Financial resources • Learning by discovering• Homework

• Internal /external differentiation • Having a principle in a school

H A T T I E S T U D I E

WHAT CAN WE RECOMMEND

What helps more

• Regular proof of learning progress

• Engagement before starting with school

• Teacher centered instructions – direct instructions

• Real time of learning

• Additional offer of strong students

What really helps

• Evaluation and external feedback

• Problem-based learning process

• Specific training for educators

• Programs for improving reading skills

• Trustful relationship between educators and students

E O T A D I S R U P T I V E L E A R N I N G E N V I R O N M E N T

WHAT DID WE LEARN?

• Lack of resources (restricted money and time, big pressure)

• Permanently changing conditions• Different forms of traveling (hitch-hiking, air plane, train,…)

• Flexible accommodation, sometimes they are fixed in the morning

• Visits of schools were flexible and free (time, form and content)

• Self organization and participatory project management

• Situated leadership of each team member• Quick decision and agreement of decisions in group

• High group dynamics

• Self reflection and peer reflection in stressful environment (achievement of efficiency)

A C T I N G , E X P E R I E N C I N G , G R O W I N G - T O G E T H E R

WHAT CAN WE RECOMMEND?

• Opportunity to get personal experiences

• Local support circles and regional knowledge exchange

• Exchange of teacher and students (Edu on Tour Summer

School)

• Long-term: Developing regions as education areas.

The real world becomes a learning environment.

B E P R E S E N T E !

INTEREST TO BE PART OF OUR LEARNING PROGRESS

philippe m greier

twitter @fl9wrider

email [email protected]

www www.present-e.org

blog www.traudi.org

skype fl9wrider

B E P R E S E N T E !

THANK YOU FOR YOUR TRUST AND SUPPORT