university of paderborn - germanypresenter: johannes magenheim agora initiative on lifelong learning...
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University of Paderborn - Germany Presenter: Johannes Magenheim
AGORA Initiative on Lifelong Learning and Digital Solidarity
Preparing Future Professionals for Lifelong Learningin Higher Education and in Business Academies
IFIP AGORA Initiative on Lifelong Learning 2008 ConferenceMay 4-6, 2008 Krakow, Poland
Ateliers and Studios for the Future
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Outline
The Concept of Studios and Atelier A Case Study on LLL:
MoKEx - MATURE Project How to organize Collaboration and Digital
Solidarity in Future Studios? Conclusions
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The AGORA Initiative on Lifelong Learning
and Digital Solidarity
The Digital Divide Studio
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Generic Structure of an AGORA - Project
Local Project 1
contextualized
Local Project 2
contextualized
Local Project 3
contextualized
Local Project 1
contextualizedLocal Project 1
contextualizedLocal Project 1
contextualizedLocal Project n
contextualized
- Need of sharing Experience, Knowledge- how does LLL work in different Cultures….?
- Co-ordinating Activities, Coaching
International Co-ordination
Extracting generic Knowledge
Studio
Atelier
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Project approach
Atelier
View of the world
Definition of competences
Student working/learning process
Learning environment
Model of LLL process
Coaching by teachers
Pilot implementation Testing
Implementation
Studio
Definitions
Student handbook
Curriculum frameworkDesign rules
Re-usable, validated model of LLL process
Didactical frameworkTeacher handbook
Implementation handbook
Outcomes
Evaluating
Validating
Requirements and research tasksAtelier
View of the world
Definition of competences
Student working/learning process
Learning environment
Model of LLL process
Coaching by teachers
Pilot implementation Testing
Implementation
Studio
Definitions
Student handbook
Curriculum frameworkDesign rules
Re-usable, validated model of LLL process
Didactical frameworkTeacher handbook
Implementation handbook
Outcomes
Evaluating
Validating
Atelier
View of the world
Definition of competences
Student working/learning process
Learning environment
Model of LLL process
Coaching by teachers
Pilot implementation Testing
Implementation
Studio
Definitions
Student handbook
Curriculum frameworkDesign rules
Re-usable, validated model of LLL process
Didactical frameworkTeacher handbook
Implementation handbook
Outcomes
Evaluating
Validating
Requirements and research tasksRequirements and research tasks
Source: Tom van Weert
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A Case Study: MoKEx - MATURE Project
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Partners
Mobile Knowledge Experience• Swiss – German Educational and Research Projects • Joint Venture including Universities and Companies• MoKEx I October 2004 – September 2005 (20 students)
MoKEx II October 2005 – September 2006 (20 students)MoKEx III April 2007 – March 2008 (20 students)MoKEx IV April 2008 – March 2009 (20 students)
Universities: Companies:
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Demands of Industrial Partners:Knowledge Maturing Process
Source: Project LearnKnowMat
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Collaborative Structures
Local F2F - Meetings
Co-operation with CSCW-Tools
Database
Repository CVS: Software
LO with MM
Individual Work
Visits of Partners
Blogs Wiki
Documents
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Technical Outcomes
Mobile Delivery Server Mobile Access to Learning Objects Knowledge Database and Knowledge Bus
with interfaces for authoring processes in e-Learning SoA for Single Sign On (EIA) MetaXSa, DyoGeneS, Coma PLME, OLME
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Institutional Outcomes for CSE
Industrial partners are provided with prototypes of software-products for professional use
International co-operation between business and universities leads to a more practice oriented concept of teaching subjects of software-engineering
The team is composed of interdisciplinary skills. Co-operation between students of different universities and faculties fosters exchange of ideas and diversity of knowledge
The project team covers the whole spectrum from research to practice (constrains of practice: budget, time, existing structures)
In comparison with traditional teaching concepts the students obtained a more decisive and managing role in the project
Teachers got a more advisory role focusing on the project management and supporting the process of knowledge acquisition
Project assessment methods with Wiki and Blogs edited by the students are used and improved
Budget paid by industrial partners
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Individual Outcomes for Students
Project with real-life situations was highly motivating for the students
Professional competencies: e.g. skills in programming distributed and web-based systems, database management, mobile communication, screen design, project management
“Continuous and Cooperative Self-qualification and Self-organization (CoCoSS)”; knowledge transfer in a team
Methodological competencies: in project management, user requirement analysis and presentation skills are applied in the context of a real situation; needs of documentation;
Social competencies: collaborative learning in a distributed team; using ICT for SD and collaboration; negotiating working conditions;
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Knowledge MaturingProcess Model
EU-IP ProjectMATURE
Source EU-IP MATURE Project
Extending the Concept
MATUREContinuous Social Learning in Knowledge Networks
WP2: Personal to Community
http://mature-ip.eu
Institut für Informatik Fachgruppe Didaktik der Informatik
EU IP Project FP7
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The MATURE Vision
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Implementation Strategy for New Studios and Ateliers
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The Funding Trap
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Information Literacy and Life Long Learning are highly interrelated
They are both….. self directed and self-motivated and merged with processes of
informal knowledge achievement which often takes place during working processes outside educational institutions. Nevertheless, they need advice and guidance.
self-empowering in terms of general education and are aimed at all groups within a society disregarding gender race, social position etc..
self-actuating which means that sustainable successful personal processes of acquiring Information Literacy and Life Long Learning Competencies are self accelerating and leads to a change of attitudes and habits of a person.
Source: Horton / UNESCO 2008
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Key Domain Sectors
Learning and Education Health and Human Services Business and Economic Development Empowering People to Vote and Participate in
Governing
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Studio – Implementation Strategy
Selecting a key sector domain where LLL and IL should be contextualized and where to gain local professionals and participants who are willing to co-operate (and already are running projects)
Finding domain related ICT experts and connecting them to each other and the participants of the specific digital Studio. In order to establish international social networks.
Organizing collaboration and co-operation through face to face meetings and via web- based technologies for computer supported collaborative working (CSCW) and Learning (CSCL). Besides conferences organize ‘twinning’ and ‘sistering’ arrangements or realize shepherding concepts
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ANDIL - AGORA Network against Digital Divide by means of Information Literacy
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The Concept of Seeding and Re-seeding
Application Area
Local Context
Project’s Complexity Time
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Upcoming AGORA Activities
3rd AGORA conference at Krakow, Poland (May 2008) AGORA Workshop on IFIP – LYICT, Kuala Lumpur,
Malaysia (July 2008) http://cidt.oum.edu.my/lyict/
4th AGORA conference, WCC 2008 at Milan, Italy (September 2008)
AGORA Workshop at the IFIP Council 2009 in New Delhi, India (March 2009) (to be confirmed by the IFIP Council 2008)
5th AGORA conference at WCCE 2009, Brazil (July 2009) AGORA Seminar at WITFOR' 2009 in Hanoi,
Vietnam (August 2009) 6th AGORA conference, IFIP 50th anniversary event London,
UK (2010) (to be confirmed by the IFIP Council 2008)
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Conclusions
Lifelong learning process is linked to IL and takes place in several key domain sectors
International cooperation is crucial in the face of LLL-concepts Common work in an atelier is necessary for generalization of forms
and methods of LLL-processes The role of studios is to apply general assumptions to local contexts
and use local experiences to build general rules of permanent education
Scaffolding organizational structures by means of seeding and re-seeding strategies and building social networks
In this process social networks are more important than technical ones
Strengthen linkages to communities of practice by connecting students to real life projects
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Thanks for your attention !Thanks for your attention !