Towards becoming Towards becoming a a

Good Adult EducatorGood Adult Educator

Paris Paris November 17,2006November 17,2006

BackgroundBackground::

Nordic-Baltic Module-basedNordic-Baltic Module-based Futher Training for Adult Futher Training for Adult

EducatorsEducators “ “Learning4Sharing” (2000-Learning4Sharing” (2000-

2003)2003)

Adult Study Net, Grundtvig 4 Adult Study Net, Grundtvig 4 (2001-2003)(2001-2003)

New project: New project:

AGADE: A Good Adult Educator AGADE: A Good Adult Educator in Europe – curriculum development in Europe – curriculum development project project

Grundtvig 11Grundtvig 11 No 114092-CP-1-2004-1-EE-GRUNDTVIG-G11No 114092-CP-1-2004-1-EE-GRUNDTVIG-G11

   

Partners:Partners:Eesti VabaharidusliitEesti Vabaharidusliit//Estonian Non-formal Adult Estonian Non-formal Adult Education Education Association Association Magyar Népfőiskolai TársaságMagyar Népfőiskolai Társaság//Hungarian Folk High Hungarian Folk High School School SocietySocietyNational University of Ireland, Department Adult National University of Ireland, Department Adult and Communityand Community EducationEducationLatvijas Pieaugušo Izglītības ApvienībaLatvijas Pieaugušo Izglītības Apvienība//Latvian Latvian Adult Education Adult Education Association Association Lietuvos Suaugusiųjų Švietimo Lietuvos Suaugusiųjų Švietimo AsociacijaAsociacija//Lithuanian Association of Lithuanian Association of AdultAdult Education EducationUniversidade do MinhoUniversidade do Minho//University of Minho, Unit for University of Minho, Unit for Adult EducationAdult EducationStudiefrämjandet i Norra Stor-Stockholm/Study Studiefrämjandet i Norra Stor-Stockholm/Study Promotion Promotion Association Association VoksenopplæringsforbundetVoksenopplæringsforbundet//Norwegian Association Norwegian Association for for Adult LearningAdult Learning

   

   

How to describe AGADE project?How to describe AGADE project?

This project hasn’t been easyThis project hasn’t been easy.. The partnership is wonderful. The partnership is wonderful. Good experts with long Good experts with long

experience in adult experience in adult education. education. From the very beginning we From the very beginning we

agreed that agreed that the course should be different. the course should be different. But what does it mean? But what does it mean? This brought long and good and This brought long and good and

sometimes sometimes passionate discussions. passionate discussions. Finally wFinally we shared the common e shared the common

ideasideas, attitudes, attitudes and and valuesvalues..

   

Vilnius, May 2005Vilnius, May 2005

    The project itself has been learning process

1st meeting January 2005:•agreements (duties, dates etc.)

2nd meeting Mai 2005:•agreed minimum set of criteria

3rd meeting September 2005•passionate discussions about course design

4th meetings November 2005•moderators course – newcomers in the team

5th meeting March 2006•test course

6th meeting May 2006•long and peaceful discussion: course and resource book

7th meeting September 2006•we have curriculum, we have recourse book, we will have “catalogue” course in November 2006 and May 2007

   

Szolnok, May 2006Szolnok, May 2006

   

Process and results: Process and results: Step 1Step 1

The Agreed Minimum Set of The Agreed Minimum Set of Criteria - provides the basis Criteria - provides the basis for creating the curriculum of for creating the curriculum of the course for adult the course for adult educators “Towards educators “Towards becoming a Good Adult becoming a Good Adult Educator”.Educator”.

it is not a checklist; it is a it is not a checklist; it is a guide rather than a list.guide rather than a list.

   

Step 1Step 1Sixteen criteria are divided into Sixteen criteria are divided into

two groups:two groups: 1.1.Personal development area Personal development area

Self-esteemSelf-esteem ToleranceTolerance ResponsibilityResponsibility Communication skillsCommunication skills Empathy Empathy Flexibility Flexibility

    2. Professional development area2. Professional development area

Organising stage Organising stage Knowledge about how adults learn and Knowledge about how adults learn and

understanding the psychology of adultsunderstanding the psychology of adults Knowledge of methods in AE and learningKnowledge of methods in AE and learning Skills in preparing value-based (democratic and Skills in preparing value-based (democratic and

humanistic) programmeshumanistic) programmes Planning and organisational skillsPlanning and organisational skills Good knowledge of the subject Good knowledge of the subject Performance stagePerformance stage Ability to motivate learning - before, during and after Ability to motivate learning - before, during and after

the learning processthe learning process Development of learning environment in accordance Development of learning environment in accordance

with students’ needs, focusing on self-directed with students’ needs, focusing on self-directed learninglearning

Skills to activate learnersSkills to activate learnersEvaluating stageEvaluating stage Skills in self-reflection and critical thinkingSkills in self-reflection and critical thinking Skills in evaluating and promoting self-evaluation in Skills in evaluating and promoting self-evaluation in

oneself and studentsoneself and students

    Step 2Step 2

Building and developing curriculaBuilding and developing curricula

Question: “Why are we making this course?”Question: “Why are we making this course?”

The goals of the courseThe goals of the course:: to share experience, knowledge and to share experience, knowledge and

perspectives of own workperspectives of own work;; to reflect on one’s own practice, to be a to reflect on one’s own practice, to be a

reflective participant – toreflective participant – to empower adult empower adult educators as reflective practitionerseducators as reflective practitioners;;

to provide a supportive learning to provide a supportive learning environment for the practitioners in order to environment for the practitioners in order to actively reflect on their practice so as to actively reflect on their practice so as to enhance the quality of adult education and enhance the quality of adult education and adult education practiceadult education practice;;

to strengthen adult education as a field to strengthen adult education as a field through building an international network through building an international network and partnerships.and partnerships.

   

We agreed that the good quality We agreed that the good quality course corresponds to:course corresponds to:

the needs of participantsthe needs of participants the agreed minimum set of the agreed minimum set of

criteriacriteria the blended learning ideathe blended learning idea

    Course themes and topicsCourse themes and topics::

1. 1. Sharing experiences, knowledge and perspectivesSharing experiences, knowledge and perspectivesReflective practiceReflective practiceAdult educator as reflective practitionerAdult educator as reflective practitionerAdult education philosophyAdult education philosophy

2. The role of adult educator today and in the future2. The role of adult educator today and in the futureCurrent policy of adult education in EuropeCurrent policy of adult education in EuropeDigital tools in distance learningDigital tools in distance learningSocial theorySocial theory

3. Developing skills and knowledge3. Developing skills and knowledgeCurriculum building philosophyCurriculum building philosophyLearning stylesLearning stylesAdult psychologyAdult psychologyAdult education methodologyAdult education methodologyDistance education methodologyDistance education methodologyPractice and feedbackPractice and feedbackCommunity dramaCommunity drama

    Topic 1 Distance

learningFace to Face learning

2 Distance learning

Reflective practice

Professional life stories

2 hours

=>

Learning diary, training map.Very clear explanation why and how?3 hours

=>

My learning story, training map2 hours

Adult psychology

Key text1 hour

Exercises3 hours

See training map

Adult education methodology

3 exercises2 hours

Practice3 hours

Dream course. See also curriculum building philosophy and distance education methodology2 hours

Curriculum building philosophy

Key text and practice model2 hours

Building course plan3 hours

See dream course

Blended learningBlended learning

   Step 3 Test courseStep 3 Test course

Distance learning was not very successful (moderator).Distance learning was not very successful (moderator). Face to face learning was good.Face to face learning was good. Two theoretical topics were transferred into distance Two theoretical topics were transferred into distance learning module.learning module.

    Feedback from learnersFeedback from learners

Distance learning:Distance learning:

Flexibility as concerns time and place, learn Flexibility as concerns time and place, learn when it suits you, 24 hours a day; learn at when it suits you, 24 hours a day; learn at work or home; benefits in promoting the work or home; benefits in promoting the access to continuing education of the adult access to continuing education of the adult educators because we can use it in our own educators because we can use it in our own rhythm. People who could not otherwise meet, rhythm. People who could not otherwise meet, can interact and work together by distance can interact and work together by distance

Getting-acquainted and communication of Getting-acquainted and communication of the First Class platform helped during the the First Class platform helped during the face-to-face part to break the ice quicker as face-to-face part to break the ice quicker as well as to understand the discussed topics well as to understand the discussed topics better.better.

    Classroom learning:Classroom learning:

Started out having the feeling of blind and Started out having the feeling of blind and mute. mute. People got involved at different face. People got involved at different face. The communication in the group developed The communication in the group developed gradually. gradually. Exchange of experience really took place, was Exchange of experience really took place, was valuable and valuable and more of that is needed. more of that is needed. Less time sitting and taking notes, more Less time sitting and taking notes, more activity (could be outdoor). activity (could be outdoor). Study visit can be included in order to change Study visit can be included in order to change the learning the learning surroundings.surroundings.

   

May 2006May 2006

    Step 4 Step 4

ReRessourourcce booke book

The experience accumulated in the The experience accumulated in the process of designing the European process of designing the European course is collected in the Resource course is collected in the Resource Book. Book.

Chapter 1. Developing the AGADE Chapter 1. Developing the AGADE ProjectProject

Introduction to the projectIntroduction to the projectAGADE project as a learning AGADE project as a learning process, evaluation andprocess, evaluation and monitoring monitoring as a guidance tool as a guidance tool The Agreed Minimum Set of CriteriaThe Agreed Minimum Set of Criteria

    Chapter 2. Building and developing curriculaChapter 2. Building and developing curricula

Contributions to the Outline of a Training Device Contributions to the Outline of a Training Device for Adult for Adult EducatorsEducatorsTen Necessary Steps to Curriculum FormulationTen Necessary Steps to Curriculum FormulationLife as a Patchwork. Reflecting on Adult Life as a Patchwork. Reflecting on Adult Educators’ Learning ExperiencesEducators’ Learning ExperiencesAdult Educators and the problem of self-Adult Educators and the problem of self-directednessdirectednessLearning stylesLearning stylesDistance Education (DE) and its methodologyDistance Education (DE) and its methodologyBlended LearningBlended LearningLearning Diary as a Tool for ReflectionLearning Diary as a Tool for ReflectionFeedback to Learners as a Mean to Growth Feedback to Learners as a Mean to Growth Video Taping in Adult Learners’ ClassroomVideo Taping in Adult Learners’ ClassroomCommunity Drama: Critical Creativity and Adult Community Drama: Critical Creativity and Adult EducatorsEducatorsFurther Training Course Towards Becoming a Further Training Course Towards Becoming a Good Adult EducatorGood Adult EducatorPracticalities checklist Practicalities checklist

   

Evaluation of the project.Evaluation of the project.

AGADE project as a learning AGADE project as a learning process, evaluation and process, evaluation and monitoring as a guidance toolmonitoring as a guidance tool

   

http://www.folkbildning.net/http://www.folkbildning.net/agade/agade/