Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-06-30
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Title: Learning Design as the base for adult educators' professionalism in the field of intergenerational learning
Abstract: The educational interventions dealing with the ill-defined educational problems frequently found in the field of adults' education require high professionalism. Intergenerational Learning,a trend of growing importance for lifelong learning, is a case that illustrates particularly well this situation. Emerging strategies and technologies like Learning Design could support educators'professionalism, aiming to work in a more effective way. In this article, the following research question was explored: Can the process of design for learning, intended as forward orientedand creative process, support the achievement of adult educators' professionalism? The research consisted on a case study based on an European training programme, the "ALICE (Adults'Learning for Intergenerational Creative Experiences) training of trainers". The programme adopted several means, from more traditional residential and online training activities, to thedeployment of an experimental idea based on the ALICE educational framework, the ALPP (Adult Learning Pilot Programme). Learning Design was introduced as concept entailing a set oftools along the whole process of implementation of the ALPP. The phases of this creative process (contextualizing, planning, implementing, evaluating and sharing) were analyzedthrough a holistic and mostly interpretivist (yet mixed methods) approach. As a result, the connections between learning design as forward oriented process and the adult educators' professionalismwere observed, documented and discussed.
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Title: Progettazione formativa come base per la professionalità dei formatori degli adulti nell'ambito dell'apprendimento intergenerazionale
Abstract: Gli interventi formativi che hanno a che fare con problemi poco definiti, come quelli relativi alla formazione degli adulti, richiedono un'alta professionalità. L'apprendimento intergenerazionale,una tendenza di crescente importanza nel contesto del apprendimento permanente è un caso che illustra particolarmente questa situazione. Alcune strategie e tecnologie emergenticome il Learning Design (progettazione formativa con uso di supporti digitali per la visualizzazione di specifiche dimensioni didattiche e pedagogiche) potrebbero diventare un validosupporto per lo sviluppo professionale degli formatori degli adulti, mirando a migliorare l'efficacia del loro lavoro. In questo articolo, la seguente domanda di ricerca è stata esplorata: Può essere il processo di progettazione formativa supportato da tecnologie, inteso come processo creativo e orientato ai risultati, un valido supporto per lo sviluppo professionale dei formatoridegli adulti? La ricerca ha focalizzato un caso di studio all'interno di un programma europeo di formazione dei formatori nel contesto del progetto ALICE (Formazione degli Adulti per la generazionedi esperienze intergenerazionali creative). Il programma ha adottato diverse modalità per la formazione, dallla più tradizionale attività in presenza e le attività di formazione in rete,all'implementazione di una sperimentazione formativa consistente in attività pilota informali con adulti (Adults Learning Pilot Programmes, ALPP). La progettazione formativa supportata dastrumenti digitali è stata introdotta attraverso una serie di strumenti digitali da utilizzare dalla pianificazione all'implementazione degli ALPP. Le fasi di questo processo creativo (contestualizzazione, pianificazione, implementazione, valutazione e condivisione) sono state analizzate attraverso un approccio olistico e interpretativo dei dati (ma basato su metodi misti). Come risultato, sono state osservate, documentate e discusse le connessioni tra progettazione formativa supportata da strumenti digitali e lo sviluppo professionale dei formatori.
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Title: Le design d'apprentissage comme base du professionnalisme des éducateurs pour adultes dans le domaine de l'apprentissage intergénérationnel
Abstract: Les interventions éducatives traitant des problèmes éducatifs mal définis fréquemment trouvés dans le domaine de l'éducation des adultes nécessitent un professionnalisme élevé.L'apprentissage intergénérationnel, une tendance à une importance croissante pour l'apprentissage tout au long de la vie, est un cas qui illustre particulièrement bien cette situation.Les stratégies et technologies émergentes comme le design d'apprentissage pourraient soutenir le professionnel des éducateurs, visant à travailler de manière plus efficace.Dans cet article, la question de recherche suivante a été explorée: le processus de conception de l'apprentissage, est-il conçu comme un processus créatif orienté vers l'avant et soutenir la réalisation du professionnalisme des éducateurs pour adultes?La recherche consistait dans une étude de cas basée sur un programme de formation européen, la formation des formateurs "Alice (Adults'sarning pour des expériences créatives intergénérationnelles).Le programme a adopté plusieurs moyens, des activités de formation résidentielle et en ligne plus traditionnelles, au déploiement d'une idée expérimentale basée sur le cadre éducatif Alice, l'ALPP (Programme pilote d'apprentissage pour adultes).La conception de l'apprentissage a été introduite comme concept impliquant un ensemble d'informations sur l'ensemble du processus de mise en œuvre de l'ALPP.Les phases de ce processus créatif (contextualiser, planifier, mettre en œuvre, évaluer et partager) ont été analysées par une approche holistique et principalement interprétiviste (mais mixte).En conséquence, les liens entre la conception de l'apprentissage en tant que processus orienté vers l'avant et le professionnalisme des éducateurs pour adultes ont été observés, documentés et discutés. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: El diseño de aprendizaje como base para la profesionalidad de los educadores de adultos en el campo del aprendizaje intergeneracional
Abstract: Las intervenciones educativas que se ocupan de los problemas educativos mal definidos que se encuentran con frecuencia en el campo de la educación de los adultos requieren un alto profesionalismo.El aprendizaje intergeneracional, una tendencia de creciente importancia para el aprendizaje permanente, es un caso que ilustra particularmente esta situación.Estrategias y tecnologías emergentes como el diseño del aprendizaje podrían apoyar el profesionalismo de los educadores, con el objetivo de trabajar de una manera más efectiva.En este artículo, se exploró la siguiente pregunta de investigación: ¿Puede el proceso de diseño para el aprendizaje, previsto como un proceso creativo de orientación hacia adelante, apoyar el logro de la profesionalidad de los educadores de adultos?La investigación consistió en un estudio de caso basado en un programa de capacitación europea, la capacitación de entrenadores "Alice (Aprendiendo para adultos para experiencias creativas intergeneracionales) de entrenadores".El programa adoptó varios medios, desde actividades de capacitación residenciales y en línea más tradicionales, hasta el desarrollo de una idea experimental basada en el Marco Educativo de Alice, el ALPP (Programa Piloto de Aprendizaje de Adultos).El diseño de aprendizaje se introdujo como un concepto que implica un conjunto de pisos a lo largo de todo el proceso de implementación del ALPP.Las fases de este proceso creativo (contextualización, planificación, implementación, evaluación y intercambio) se analizaron a través de un enfoque holístico y principalmente interpretativo (pero métodos mixtos).Como resultado, las conexiones entre el diseño de aprendizaje como proceso orientado hacia adelante y la profesionalidad de los educadores de adultos fueron observadas, documentadas y discutidas. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Aprendendo o design como base para o profissionalismo dos educadores adultos no campo da aprendizagem intergeracional
Abstract: As intervenções educacionais que lidam com os problemas educacionais mal definidos encontrados frequentemente no campo da educação dos adultos exigem alto profissionalismo.A aprendizagem intergeracional, uma tendência de crescente importância para a aprendizagem ao longo da vida, é um caso que ilustra particularmente bem essa situação.Estratégias e tecnologias emergentes, como o Aprendizagem, podem apoiar o profissionalismo dos educadores, com o objetivo de trabalhar de uma maneira mais eficaz.Neste artigo, a seguinte pergunta de pesquisa foi explorada: o processo de design para aprendizado, destinado a orientação e processo criativo para a frente e apoiar a conquista do profissionalismo dos educadores adultos?A pesquisa consistiu em um estudo de caso baseado em um programa de treinamento europeu, o treinamento de "Alice (adultos para experiências criativas intergeracionais) dos treinadores".O programa adotou vários meios, desde as atividades de treinamento residencial e on -line mais tradicionais até a implantação de uma idéia experimental baseada na estrutura educacional de Alice, o ALPP (Programa Piloto de Aprendizagem para Adultos).O design do aprendizado foi introduzido como conceito que implica um conjunto de ferramentas ao longo de todo o processo de implementação do ALPP.As fases desse processo criativo (contextualizando, planejando, implementando, avaliando e compartilhando) foram analisadas em uma abordagem holística e principalmente interpretivista (ainda que mistas).Como resultado, as conexões entre o design de aprendizado como processo orientado para a frente e o profissionalismo dos educadores adultos foram observados, documentados e discutidos. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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