RECONSTRUCT THE TEXTURE: THE RECONSTRUCT THE TEXTURE: THE PROFESSIONAL EPISTEMOLOGY BETWEEN PROFESSIONAL EPISTEMOLOGY BETWEEN FORMAL, NON-FORMAL AND INFORMAL FORMAL, NON-FORMAL AND INFORMAL LEARNING LEARNING Maria Rosaria Strollo University Of Naples Federico II [email protected]www.lepe.unina.it 6th International Conference on Education and New Learning Technologies Barcelona - 7th - 9th of July 2014
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Maria Rosaria Strollo University Of Naples Federico II [email protected] lepe.unina.it
6th International Conference on Education and New Learning Technologies Barcelona - 7th - 9th of July 2014. RECONSTRUCT THE TEXTURE: THE PROFESSIONAL EPISTEMOLOGY BETWEEN FORMAL, NON-FORMAL AND INFORMAL LEARNING. - PowerPoint PPT Presentation
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RECONSTRUCT THE TEXTURE: THE RECONSTRUCT THE TEXTURE: THE PROFESSIONAL EPISTEMOLOGY PROFESSIONAL EPISTEMOLOGY
BETWEEN FORMAL, NON-FORMAL BETWEEN FORMAL, NON-FORMAL AND INFORMAL LEARNINGAND INFORMAL LEARNING
Maria Rosaria StrolloUniversity Of Naples Federico II
6th International Conference on Education and New Learning Technologies
Barcelona - 7th - 9th of July 2014
LEARNING STRATEGIES IN «SITUATION» FOR LEARNING STRATEGIES IN «SITUATION» FOR EDUCATIONAL PRACTITIONERSEDUCATIONAL PRACTITIONERS
The link between professional practices/ knowledge building in situation shows need to build training strategies that allow to
experience the complex texture between formal, informal and non-formal knowledge.
This is a prior time to the construction of the complex nature of strategic, reflexive, proactive, epistemological skills.
This necessity involves professional educator epistemology
STARTING FORMATION STARTING FORMATION
The link between knowledge and practice is a question that regards the first formation of relationship professionals, especially for the acquisition of strategic skills, such as
deutero-learning
reflexivity
meaning attribution
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The meaning that educator gives to his experiences influences deeply his professional practices.
Can reflecting in the field of formal education to ensure a management capacity or is it necessary to experience firsthand
the real value of the experience?
TWO QUESTIONSTWO QUESTIONS
a) how is it possible to learn «strategies» through the experience of an initial pedagogical training context?
b) what does this type of learning involve for the perspective of Pedagogy teaching?
The first question is more strictly methodological-didactic:
We can illustrate the theme of the relationship between formal, non-formal and informal learning or we can lead to
"experience it" with the engagement in the process of learning "embodiedembodied" experience, personal knowledge,
which becomes the starting point from which to interpret the formal knowledge.
The second question refers to an epistemological shift from which the pedagogy is not the place for the transmission of given knowledge, but the place where we learn the ability to
independently manage the process of interpretation and construction of knowledge about formative processes in
educational key.
It is not a renunciation of our points of view about educational processes, but it is a way to make critical freedom of choice the last objective of the pedagogical formation.
Freedom of choice is the necessary condition to manage learning «in action» and «aware construction» of knowledge which are able to face practical problems.
THE LEPETHE LEPE
The Laboratory of Epistemology and Educational Practices wants to start a process that through the practice allow to
develop meta-cognitive skills.
These skills involve formal, informal and non-formal dimensions, which are operating in knowledge construction
in educational contexts.
The Laboratory would provide science-based tools to educators to revise their "educational spontaneous acts", rather
than providing theoretical and practical prescriptive and directive frameworks.
These tools allow to reviserevise consciously and critically the theories which guide operational choices of educators and
which are based on the connections between the three dimensions.
Each training strategy is developed from a theory that the trainer processes implicitly and pre-rationally, around
underlying the formation process dynamics.Only the explanationexplanation and the awarenessawareness of this model
may lead to a revision based on experience.
It promotes the ability to implement critical reflection on:
personal knowledgepersonal knowledge
dispositional knowledgedispositional knowledge
constructed in the course of their experience values and constructed in the course of their experience values and meaningsmeanings
The aim is the implementation of a self-reflective and emancipatory learning , which is an outcome learning of a critical assessment of
instinctive, linguistic, epistemological, institutional or environmental constraints, which limited our options and rational control we can
exert over our lives, but which have been taken for granted or that are considered beyond human control.
Among the most commonly devices which are used for this purpose, there is narration narration
There’s an emancipatory aspect connected to the narrative as a tool through which to trace the reasons for our acts, to interpret and to
correct them.
We will analyze the methodological and operational implications of a reading of freedom understood as a property that can be
promoted or inhibited by educational processes, taking into consideration some key points around which the experimental
teaching moved and reporting the results of the first evaluation from the analysis of the structure of hypertexts and of experience
reports (ER) produced by students .
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The awareness of the implicit nature of the action models, which introduced in the educational landscape of the last decade a variety
of practical operational courses, all aimed at trainers training, is enriched by the opportunity to support the inseparability of the
implicit nature of the processes of choice from their intersubjective characteristics.
The neurophenomenological reading of intentionalityintentionality focuses on the concept of mirroring, a special characteristic of human body that,
in the absence of action models that are based on personal experience, allows everyone to develop models of action based on
what he/she thinks another would do in the same situation
Promote understanding and self-management of personal knowledge, built around the educational process, which is the background and
motivator of individual life, educational, social and professional plans;
Retrieve the knowledge about education and training acquired in the field of formal training and the knowledge acquired in non-formal and informal contexts of education, in order to highlight the connections
between them.
Acquire a reflexive competence, starting a heuristic and critical-emancipatory process around the learning experience, particularly
about theories and strategies from which he acted, is acting and will act in the contexts of education
LEPE PATHS
Phase I: TheoryIn a first step, through a series of lectures, the main models of interpretation of educational processes in literature were analyzed, and their contrasting characteristics and their problematic areas were highlighted. In the course of the lessons they were analyzed from the role played by the trainer and the subject in training within the educational relationship.
Phase II: PRACTICEReconstruction, through books, texts and events narratives, of formal, informal and non formal knowledge, and of experiences which are related student’s education and which form student’s educational heritage.
3 steps: a) trace the material that you want to
insert into the three sections: formal, non-formal and informal learning.
b) Identify connections that are emerging between the texts within each section (connection of the first kind) and between the different sections (connections of the second type).
c) Write the introduction to hypertext, starting from the connections of the first and second type.
PHASE I: COMPARATIVE APPROACH = COMPLEX AND AIMED AT A CHOICE APPROACH
The comparative approach is presented as a "complex process " aimed at training the complex thought: if the complexity of
reality has the characteristics of "disorder, ambiguity, uncertainty " ,
the choise of a point of view, or of a model, requires " to bring order in the phenomena, to reject clutter, to remove the uncertain", " to select elements of order and certainty, to purify ambiguity, to clarify, to distinguish, to prioritize",
avoiding simplifications and reductionisms, but keeping the characteristics of the complexus.
The second phase of the comparative path: workshops during which, once identified the reference model as a result of the comparison, students reconstruct the cultural path
from which they made the choice.It has been oriented as well as by its history of everyday life
(first level), also by the selection of received during the formal training cultural inputs (second level).
Phase II: Workshops
LABORATORY OF EPISTEMOLOGY AND LABORATORY OF EPISTEMOLOGY AND EDUCATIONAL PRACTICESEDUCATIONAL PRACTICES
The path of reconstruction, not linear, will therefore refer not only to the events of daily life, but also, and especially, to those texts,
encountered in the course of the studies, that seem to offer suggestions from the consistent with the chosen model operational
point of view.
The choice of hypertext as a tool for the construction of this networknetwork model of interpretation of the formation process
this tool helps to explain the multiple pathways through which it is possible to reconstruct students’ own process of building a model of formation, having present links between contributions made by
formal, non-formal and informal paths.
Through the construction of hypertext network model, it is possible to identify nodes that refer to informal learning, non-formal
training, but also to the formal learning, is coming out.
The hypertext, thus escaping the rigidly linear and sequential logic, peculiar characteristic of narrative text, allows everyone to
highlight the network of interconnections, underlying modeling
processes of the action.
Through the hypertextual tool, and in particular through the connections between the three sections of hypertext, students can grasp as the root of their modeling processes of the action are not linearlinear processes that go from informal to formal, but
circular processes from which input between formal and informal input establish a relationship of mutual adjustment.
Hypertextual form model has the characteristic of transient transient configuration configuration which is internalized by the student who
recognizes the incompleteness of his work and the relationship between its individual elements:
moving, inserting or deleting a single element involves a deep review of his work.
The network dynamics of the process of building a hypertext acts as a model of the similar dynamic of the action modeling
processes: an explicit element within the "system" of explicit knowledge - significantly changes the meaning of all other
subsystems, creating a new configurationnew configuration.
WRITING IN HYPERTEXT IS A TOOL TO..
Remember
Explain
To make explicit what is implicit
Take distances
Building connections
WRITING IN HYPERTEXT IS A TOOL TO..
• Hypertext, therefore, constitutes a new form of communication with the self which, as objectifying thought,
lets students experience the dynamism of their own knowledge, which is represented graphically by the three
intertwined dimensions of formal, non-formal and informal.
It becomes perturbing learning environment, able to generate a perceptual consciousness expansion, an increase in the
definable sensitivity in terms of Autopoiesis Autopoiesis
WRITING IN HYPERTEXT IS A TOOL TO..
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