SOFT LEARNING ORGANIZATIONAL MODEL February 6th, 2009 Berlin 3rd Meeting This project has been funded with support from the European Commission. This publication.

SOFT LEARNINGORGANIZATIONAL MODEL

February 6th, 2009

Berlin

3rd Meeting

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

CLAN – Continuous Learning for Adults with Needs134649-LLP-1-2007-1-IT-GRUNDTVIG-GMP

Grant Agreement 2007-3569/001-001

Organizational Model Scheme

USER

EXPRESSES

NEEDS

OBJECTIVES

REPERCUSSIONS AND

EXPECTATIONS

APTITUDE

PERSONALISEDSOLUTIONS

The objectives are “n”, they are always individual and can be a “mix” in the following groups:

1. clear and defined objects (user’s clear objectives): “efficiency”2. open objectives: “quality”3. flexible objectives: “efficacy”

Objectives according to content:

1. basic knowledge2. transversal competences3. technical/professional competences

The objectives are linked to aptitude and motivation.

OBJECTIVES (GROUPS)OBJECTIVES (GROUPS)

EXPECTATIONS AND RESULTSEXPECTATIONS AND RESULTS

1. Immediate repercussions on my profession.

2. Possibility to use results for professional advancement.

3. Learning to change work.

4. “Classical” cultural enrichment (e.g. the study of History of Music).

5. Personal and emotional enrichment (e.g. learn to play the guitar).

6. Improve interpersonal relationships (e.g. family/work. Learning to play the guitar is the best way to be in a group and to socialise …).

1. Being result orientated (aiming directly at results or taking alternative routes).

2. Need to be creative (how to give one’s personal contribution).

3. How to interact (how to dialogue and to be cooperative – “group oriented” or extreme “individualism”).

4. To be prepared to accept innovation, (“conservative” or “innovative”). 4.1 attitude to technologies 4.2 attitude to methodologies

5. a - Cognitive styles according to the Kolb model (“analytical experiential learning” or “conceptual holistic”)

b - Cognitive styles according to Gardner’s model (visual aptitude, kinaesthetic, textual….).

6. Emotion/introspection.

APTITUDESAPTITUDES

Through “answers” and a set of “questions” such as:

1. Objectives - outlining of the personal objectives.

2. Repercussions and expectations – outlining of a personal profile in terms of expectations and repercussions.

3. Aptitudes – outlining of a personal profile.

HOW TO EXPRESS ONE’S “NEED” – WHEN NOT EXPRESSED IN/BY THE USER

Outlining of “in training” profile:

1. Repercussions and expectations: counselling by experts (orientators). The activity can be carried out “in presence” (interaction with another person) or at distance (interaction with the system).

2. Objectives: counselling by experts (orientators). The activity can be carried out “in presence” (interaction with another person) or at distance (interaction with the system).

Outlining of “Personal” profile:

3. Aptitudes: self-managed aptitude test (no questionnaire) through “visual metaphors” codified by psychology literature.

Aptitudes belong to an individual as such (like one’s personal data) being adynamic element can change, be “perfected”, “refined” also according to one’s lifeand training experiences.

Hypothetical supports and methods of data acquisition according to needs.

Didactic methodologies for the macro-Framework:A. SimulationsB. Role-play GamesC. PBL – Problem Based LearningD. PBL – Project Based LearningE. Web_questF. Net_working (virtual community)G. Web-SeminarH. Task_Game

Possible Macro Solutions – Identification of the “training Framework” (tendency) according to needs in terms of objectives and expectations

Objectives

basic/open E, F C, F

Professional/closed A, C, D, G A, B, C, D, G A, C, D, G

A, B, C, F, G

Transversal/flexible B, C, E B, C, E B, C, E E, G, H B, F, G B, F

Immediate repercussions on my profession

Possibility to use the repercussions for professional advancement

learning to change work

“classical” cultural enrichment

personal and emotional enrichment

improve interpersonal relationships

Expectations

The “personalisation” of the training process depends on the interweaving of macro-framework with the personal aptitudes and

context.

Context Variables:1. Time: a. time at one’s disposal (rhythm)

b. flexibility c. duration2. Organisation and logistics.3. Context (subject/field)

On the previous table variables operate as a “filter” refining the “results”.

This allows to remodel and better define the didactic methods for the macro-Framework …

Possible Macro Solutions - Identification of the “training Framework” (tendency) according to needs in terms of personal aptitude and context

Didactic methods …

Possible Macro Solutions – Identification of the “training Framework” (tendency) according to needs in terms of personal aptitude and context

A. Simulations:

1. performance oriented

2. problem oriented (understanding the phenomenon)

3. decision making oriented

Simulation outlining:

a. immersion (strong advanced technological component, e.g. flight simulator)

b. conceptual (business game model)

B. Role-play Games:

1.Multi-user

2.One to One

3. Single_user

s.a Synchronous

s.b Asynchronous

Role Game outlining:

a. Virtual (complex script and articulate technology)

b. Mediated environment

c. In Act

Didactic methods …

Possible Macro Solutions – Identification of the “training Framework” (tendency) according to needs in terms of personal aptitude and context

E. Web_quest(self-defined)

C. PBL – Problem Based Learning

(self-defined)

D. PBL – Project Based Learning(self-defined)

F. Net_working (virtual community)

1. belonging to the Clan2. taking part in communities

outside the Clan

H. Task_Game 1. orientated to self-assessment

and self-training 2. orientated to socialisation

(debate on results) 3. result sharing orientated

(publication of results)

G. Web-SeminarSynchronous (taking part in events)Asynchronous (videos)

Footnote: - 2 not oriented, 2 very orientedCognitive styles according to the Kolb model - 2 (“analytical experiential learning”, 2 “conceptual holistic”Cognitive styles according to Gardner’s model Emotion/introspection: -2 introspection, 2 emotion

APTITUDE PERSONAL FILE

Aptitude/ values - 2 -1 0 1 2 Result oriented F F G.1 G.1, A Need for creativity A.a A.a A.b A.b Readiness to interact F F Readiness to accept innovation: as regards technologies

G.1 G.1, A.a

G.1, A.a

Readiness to accept innovation: as regards methodologies

G.1 G.1 G.1 A.a, F A.a, F

Cognitive styles according to the Kolb model

A.a, F A.a, F G.1, A.b

G.1, A.b

Cognitive styles according to Gardner’s model

Emotion/ introspection G.1, F G.1, F A.a A.a

Thanks for your kind attention!

February 6th, 2009

Berlin

3rd Meeting

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