Developing effective learner training across europe a book collection of different teaching learner by Health Psychology Management Organisation Services

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe EUROPEAN PROJECT PARTNERS

Turkey Poland

United Kingdom

Spain (Gerona)

Germany

THIS BOOK HAS BEEN PUT TOGETHER BY: The UK COORDINATOR WITH CONTRIBUTIONS FROM ALL PARTNERS

This project has been funded with support from each partners National Agency. This publication reflects the views only of the author, and the Agency cannot be held responsible for any use which may be made of the information contained therein

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

FORWARD This publication presents the conclusions of two years of intensive exchange of mobility experiences of Grundtvig Learning Partnerships under the - LIFELONG LEARNING PROGRAMME - involving partners from five different European countries - in "Developing Effective Learner Training Across Europe" validating non-formal and informal learning. The summary of this partnership project is to develop quality in effective learner training across Europe through learning about different teaching/learner methods used by all partners, best practices and innovation through workshops and conferences. The main objective is to make the outcomes of this common learning process available to a wider audience to support further development of effective learner training across Europe and at national and local levels. These methods, while inspired by the common European principles on identifying effective learner training methods and validating non-formal and informal learning is NOT a policy framework approved by a law-making body: they are practical methods and tools, providing individual advice to be applied on a purely voluntary basis. Their impact relies exclusively on their relevance and ability to add value at national or local levels. The methods address the wide range of policy-makers and practitioners involved in developing and implementing effective training methods at different levels. It is important to note that validation is not the exclusive concern of informal education and training institutions; it involves enterprises, sectors, nongovernmental organisations, etc. The text aims at capturing this diversity of stakeholders, which is particularly apparent in the check-list for practitioners, offering those involved a practical tool for progress. MERCY MACLEAN (Director of HP-MOS) HEALTH PSYCHOLOGY MANAGEMENT ORG. SERVICES (UK) COORDINATING ORGANISATION

This project has been funded with support from each partner National Agency. This publication reflects the views only of the author, and the Agency cannot be held responsible for any use which may be made of the information contained therein

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Acknowledgements This publication has been made possible by partners from the following institutions/organisations and from these different European countries, namely:  HEALTH PSYCHOLOGY MANAGEMENT ORGANISATION SERVICES (HP-MOS). The Coordinator of the project (UK)  Agentur für Grundlagen-und angewandte Forschung AGRAF gUG (haftungsbeschränkt). Project partner (Germany)  Bielskie Stowarzyszenie Artystyczne Teatr Grodzki . Project partner (Poland)  Etimesgut Halk Eğitimi Merkezi. Turkish partner. (Turkey)  Espiral Entitat de Serveis. project partner. Spain (Gerona)

The following partner's Nation Agency Supported each respective partner institutions/organisations  UK National Agency - Leonardo, Grundtvig & Transversal Programmes - ECORYS  German National Agency : "Nationale Agentur Bildung für Europa beim BIBB"  Turkish National Agency: AB Egitim ve Genclik Programlari Merkezi Baskanligi, Grundtvig Programı'  Spanish National Agency: ORGANISMO AUTONOMO DE PROGRAMAS EDUCATIVOS EUROPEOS - OAPEE  Polish National Agency: Fundacja Rozwoju Systemu Edukacji)- FRSE.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Content Forward

Acknowledgements

Introduction A literature and empirical findings of education and training in Europe

Adult Education and Continuing (Vocational) Education and Training

THE DELTA PROJECT Method and approach about Effective training across Europe THE DELTA PROJECT Objectives, scope and the structure of effective learner training across Europe

THE DELTA PROJECT Best Training methodologies and learning techniques Participating Country: United Kingdom (Coordinator of the project) Participating Country: Turkey

Participating Country: Germany

Participating Country: Spain (Gerona)

Participating Country: Poland

Conclusions

Recommendations for further work

REFERENCES

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Introduction A literature and empirical findings of education and training in Europe Adults’ participation in non-formal or informal education is termed “adult lifelong learning”. Formal education for adults includes organised instruction provided by formal educational institutions; non-formal education describes instruction that takes place either within or outside educational institutions. Finally, informal education refers to non-intentional learning resulting from life experience and individuals’ activities (Field, 2005). In the light of a rising demand for skilled labour and competition pressures from the global economy, numerous authors have stressed the necessity of fostering human capital in developed economies (OECD, 2004; Hyslop and Mare, 2009; Keeley, 2007; Mayhew et al., 2008; Ichino et al., 2008). Studies have demonstrated the existence of a link between adult learning and individual, firm and national income growth (Hamil-Luker, 2005; Blundell et al., 1999). Increasing the skill levels of the labour supply is determined by various factors (Pituch et al., 2010; Lorenz, 2011). A literature and empirical findings of education and training in Europe assesses that, first, European countries display important regional cleavages (Bassanini et al., 2005 and Pont, 2004). Scandinavian countries and the UK are known to effectively train more people than the rest of the OECD countries but at the cost of providing shorter training spells than southern European countries (Bassanini et al., 2005). Other geographical disparities can also be explained by structural factors, such as local economic density or orientation towards vocational education (Wolbers, 2005; Brunello and Gambarotto, 2004; Werquin, 2007). Among a selected group of countries across Europe, participation in education and training is highest in the Scandinavian countries Denmark, Sweden and Finland, along with the UK, and lowest in the Mediterranean countries. Nordic countries display higher rates of effective training participation. Secondly, the literature and empirical findings also suggests multiple factors that account for disparities in training attendance among sectors of the economy. Technological skills

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

intensity and the level of innovative activities (Antonioli et al., 2011; Bartel and Sicherman, 1998) have led to different evolutions of skill requirements among sectors and therefore training needs. Adults' participation in training is also strongly influenced by their socioeconomic background. Age and education levels are prominent factors determining informal education attendance. An absence of motivation among the adults is in general the main reason for lack of effective training attendance (Pont, 2004). Research findings indicates that, there are important benefits from effective training for adults and trainers which also enhances intra-firm mobility and job stability (Sanders and de Grip, 2004; Ananiadou et al., 2004; Gritz, 1993). The literature and empirical findings were restricted to namely 24 of the EU-25 states: Austria, Belgium, Bulgaria, Czech Republic, Denmark, Estonia,Finland, France, Spain, Greece, Hungary, Ireland, Italy, Lithuania, Luxembourg, Latvia, the Netherlands, Poland, Portugal, Romania, Sweden, Slovenia, Slovakia and the UK, along with three of the EFTA states – Iceland, Norway and Switzerland. Germany is not included in the sample because the German Microcensus law states that the interviewed persons should be informed about the fact that researchers can use the information they provide. Therefore data referring to a date before 2002 cannot be published. Liechtenstein, the fourth EFTA state, is not surveyed in the EU LFS. The literature and empirical findings of education and training in Europe concludes that indeed there seems to be a decline in participation in adult education and training associated with age as well as a widening of the generational gap. However, the relationship between age and adult learning is far more complex than can explain. All the studies also provide evidence that adults learn in various forms; depending on the country, it either leads to a change from a low to a medium or from a medium to a high level of Informal education or it merely leads to a change in participation rates. Theories of non‑formal and informal lifelong Learning The theories of non‑formal and informal lifelong learning for adults developed principally because of psychological research. This attempt to systematise sets from the presupposition

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

that all human beings, because of their psychological make-up, are “destined” to realise themselves and to continuously develop their potential. Adult education is thus defined as a facilitation process aimed at providing support in the ability to direct and develop oneself, an ability, which individuals naturally possess. Since 2004 there has been principles in identifying and validating non‑formal and informal lifelong learning in European countries as a reference for national developments. Following adoption of the principles, stakeholders from various countries have raised the question whether a more detailed set of guidelines for validation is developed that builds on widening experience in this field. Validating non‑formal and informal learning is increasingly seen as a way of improving lifelong learning. More European countries are emphasising the importance of making visible and valuing lifelong learning that takes place outside formal education and training institutions, for example at work, within communities, leisure time activities, at home and in other European countries. In recognising the importance and relevance of learning outside the formal education and training context, a set of common European principles for identifying and validating non‑formal and informal learning were adopted by the European Council in May 2004. Formulated at a high level of abstraction, these principles identified key issues that are critical to developing and implementing of methods and systems for validation of Lifelong learning. Lifelong learning is deeply rooted in terms of a shaping process which develops with time, precisely, and which corresponds, in its development, with the learning process, understood, not only for its individual value, but also for the cultural and social value. Lifelong learning can be identified with the action of the individual and collective subject, or the historical subject, aimed at transforming itself and the social context through which it is determined and removing the causes which have generated the need for learning.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Adult Education and Continuing (Vocational) Education and Training Adult education seems to have the longest tradition in pursuing quality development at the meso- and micro-levels. This could be caused by the fact that participation in adult education is mostly voluntary and not for free, therefore, providers of educational activities always needed to attract learners through appealing offers with certain characteristics: interesting and useful for the learners, effective in achieving educational objectives and efficient with respect to investment (time and money) and benefit (â&#x20AC;&#x153;value for moneyâ&#x20AC;?). In many countries, adult education is offered by numerous institutions and organisations at local, regional and national levels which are not necessarily organised in a strong or coherent national structure. As a result, the development of quality concepts is mostly limited to the level of educational institutions (meso-level) and, with less emphasis, to the level of the teaching-learning process (micro-level). This might change in view of the lifelong learning strategy which gives adult education a much stronger role than in the past and could result in a concerted approach in promoting adult education. In concluding, it is reasonable to suggest that informal adult education sector puts much more emphasis on process and quality with more focus on learner-orientation than the other education sectors. In this respect, communalities with the sector of non-formal education and training in the field of adults can be noticed.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

THE DELTA PROJECT Method and approach about Effective training across Europe DEVELOPING EFFECTIVE TRAINING ACROSS EUROPE" is a "book" of collection of best practises created as results of a Gurunvigt learning partnership project programme (Gurunvigt Project 20211-2013). The learning Partnership project involved five organisations from different European counties, namely, United Kingdom (as the coordinator of the project), Germany, Turkey, Spain (Gerona) and Poland with each organisation receiving funding from their respective National Agency. The learning partnership project included the exchange of mobilities, best practices and initiation of steps to motivate adult learners in the field of informal adult education to reinforce co-operation, develop common standards and a joint strategy on training and further education of trainers. The partnership project is the study on quality of informal education and training in the field of adults and on a competence profile for those having informal educational responsibility, in particular for trainers. The project developed quality in effective learner training across Europe through learning about different teaching/learner methods used by all partners, best practices, and innovation through workshops and conferences. The outcome of the project is the result of this “book” of all the different teaching/learner methods of good practises of different means of teaching. The Grundtvig partnership compared different ways of teaching and training through the learners’ perspective across the partnerships in Europe. This approach allowed all partners to compare innovative methods of teaching through role playing, global simulation and how the use of ICT impacts on the trainer/learner outcome. However, the outcome of this "book" is still intended to be further discussed so that it may be used as a widely supported consensual reference document for the training of trainers in the future. Further information on the project activities, planned initiatives, and the references used in this text can be found here: http://deltagrundtvig.wordpress.com/

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

The issue of developing Quality in Training The issue of developing quality in training is not new to informal educational discourse, although not necessarily using the term “quality” which has been adopted from economic contexts during the past decades. What today would be referred to as quality criteria was already discussed, e.g. in adult education, in the 1960 as minimal requirements for specific adult education institutions (Gruber/Schlögl: 2007). A new impetus has been given to the discourse with the increasing globalisation and mobility. In particular, European integration has led to a general request for the comparability of informal educational systems and of qualifications acquired through a specific type or level of education, e.g. a specific course or study or a specific level of schooling. This resulted in the development and adoption of the European Qualifications Framework – EQF (European Parliament and Council: 2008). which should serve as a reference for National Qualifications Frameworks to be developed by the EU-Member States and cover, in particular, vocational education and training as well as higher education. Furthermore, the increasing economisation of informal education – resulting from the reduction of costs in all areas of public expenses including all sectors of education as well as from an increasing cost-consciousness of individuals paying for educational provisions (fees and tuitions for schools, universities, adult and continuing education and training offers) – leads to an increasing importance given to quality in education related to the request for “value for money”. A terminology so far used primarily in economic contexts – quality assurance and management, client-orientation, service, performance standards etc. – has been adopted in the informal educational discourse, including the ideologies behind these terms. This dynamic led from input-oriented quality criteria (conditions under which education is taking place) to output-oriented quality criteria (recognised certificates, qualifications and competences acquired etc.) (Gruber/Schlögl: 2007; Schratz: 2003).

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

THE DELTA PROJECT Objectives, scope and the structure of effective learner training across Europe The innovative aspect of our project defines the competences required for European-level training in the field of informal adult education, which then serves as a basis for respective European-level training courses for trainers. Before commencement of the use of our method, it became evident to the partners that they first needed to address a number of other issues which determine in some way trainers’ competences: - the skills of trainers in a European context and, subsequently, the situation and needs of those who should be trained – adult learners and trainers, leaders; approaches, principles and methodologies of non-formal education, in particular in the field of adult and in a European context; the understanding and concepts of quality in an informal educational setting and, in particular, quality standards for non-formal education in the field of adult. Only then would it be possible to address the issue of the respective trainers’ competences, which are necessary to meet these quality standards. It also became evident that many issues addressed are not only valid for European level training in the field of adults, but also for non-formal education and training at national, regional and local levels as well as for trainers as socio-pedagogic sector and for non-formal education in general. It should be noted that, in principle, the partners consider the quality standards and the competence profile for non-formal education and training in the field of adult described in this document independent from the fact, if the respective training activities are organised within the adult programmes of the European Union or if they are run by other organisations. At the same time, there might be differences with respect to specific knowledge required depending on the specific programme. This is why the methods as it is presented now addresses the issues of quality in non formal education and training within the context of European adult training from a holistic perspective. This does not mean that all aspects are covered. Nevertheless, we tried to take into account all relevant organisational aspects and the methods on these issues from the

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

project. It is up to the reader to decide whether she or he follows the proposed structure of the document or decides for a more selective reading. Before discussing some dispositions, potentials, methods, and knowledge deemed necessary by all partners in our project in the sense of a competence profile of training skills some remarks need to be made about the term ‘competence’ itself. Despite many different definitions, competence does not only mean individually retrievable and verifiable knowledge, skills and abilities. Competences consist of an overall system of dispositions, capabilities, skills, and knowledge, which are used to manage and master complex situations, training, and tasks successfully. In the context of informal training, one can often find a differentiation between personal, social, methodological, and expert competences, which in turn integrate all additional single competences. The European Union's definition of key competences for lifelong learning provides a general definition of competence in the context of “Education and Training 2010”. It has the following dimensions: independence and responsibility; competence for learning (on one’s own); social (communicative) competence; and work-related (professional) competence. Against this background each partner's best training methodologies and learning techniques for developing effective learner training in informal adult education will be presented.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

THE DELTA PROJECT Best Training methodologies and learning techniques The following section describes the distinct functions of the cases of each participating country. Participating Country: United Kingdom (Coordinator of the project) Organisation: Health Psychology Management Organisation Services TITLE OF REPORT: HP-MOS (UK) Best Training methodologies and learning techniques for informal adult education: The DELTA PROJECT INTRODUCTION - Training methodologies and learning techniques in adult education â&#x20AC;&#x201C; a collection of best practices for the DELTA PROJECT The purpose of our informal training and learning is to strengthen the capacity of our team of trainers by applying principles of adult learning, steps to behaviour change, and a variety of training methodologies and facilitation skills; developing learning objectives and designing lesson plans; using audio-visuals; and practicing training sessions. Our informal adult education is based on the principle that everyone has something to share, and by including the active input of all learners, interest and efficacy is increased. PURPOSE/OBJECTIVES OF THE CHOSEN METHODOLOGY FOR THE DELTA PROJECT The purposes of our informal courses are designed to enhance the provision of adult education through our UK and European cooperation to enable adult learners to play an active role in society and re-engage them in learning. Its objectives are: to respond to the educational challenges of learners and people at risk of social marginalisation including those with special needs, mental health, disabilities, migrants and older learners to help provide them with many pathways to improving their knowledge and competences.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

METHODOLOGY Our training approach and informal learning is based on principles of informal adult learning with a focus on peer review during all stages of planning, organising, and conducting a training/learning event. Our adult informal learning models a variety of effective training methodologies, including demonstration, practice, discussion, brain-storming, case studies, role play, games, to name but a few. Our method is often defined in terms of the technology or the model that mediates the learning experience: if the technology or model is mobile, so is the learning. Mobility, however, is not an exclusive property of the technology or model of learning, but it also resides in the lifestyle of our learners, who in the course of everyday life moves from one context to another, switching locations, social groups, technologies and topics; and learning often takes place inconspicuously or is crammed in the short gaps between these transitions. Although this view of informal learning is inclusive of formal education contexts, it is particularly pertinent to informal learning outside educational institutions. Moreover, this view exposes the complexities of informal learning and the related difficulties of learning. Additionally, our method of informal learning is often based on the learners' own accounts and metacognitive analyses of their learning, by means of semi structured interviews, surveys, and diary studies. However, such retrospective accounts of learning come with limitations, in terms of accuracy of recall and of the rationalisation or 'tidying up' that retrospective accounts may undergo.

CONCEPTS AND PRINCIPLES OF THE CHOSEN METHODOLOGY FOR THE DELTA PROJECT Our concepts and principles of our methodology of informal learning subscribes to the notion that learning does not result from single, individual experiences, but rather it is cumulative, emerging over time through myriad human experiences, including but not limited to experiences in formal education; while watching television, reading newspapers and books, conversing with friends and family; and increasingly frequently, through interactions with the Internet. The experiences adults have in these various situations dynamically interact to influence the ways individuals construct scientific knowledge, attitudes, behaviours, and understanding.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

However, the cumulative nature of our informal learning makes it difficult to isolate a distinct learning event for inspection. The inherent inconsistency of the learning practice in items of

activity structure and learning outcomes makes such inspections even more complex. The biggest challenge, thus, for informal learning lies in capturing and understanding the context of the learning experience. In a traditional classroom, the learner has access to information about the context elements of learning (often long) before, during and after the learning experience – for example, they can approach the teacher in advance of a lesson to find out about objectives, methods, or tools; or they can visit the location of teaching beforehand. This is a result of the relative stability of formal education contexts: the location and social settings are fixed, the learning objectives are pre-set and largely dictated by the curriculum, the learning method and activities are pre-determined by the teacher, the learning tools are familiar and set, and there are trusted procedures in place for assessing learning outcomes. However, in informal learning contexts, the challenge is that, the learners may not know this information in advance. Learning objectives, for example, may develop on the fly as a response to interactions with the learners themselves and through other partnership work. Moreover, the learners themselves may not be known in advance as is the case, for example, when recruiting for new learners. Finally, if the learning environment is not confined to a specific learning site, the location, space layout and social settings can be unpredictable. Thus, moving away from ‘fixed’, traditional classroom learning into more diffused, informal, mobile situations, the learning context becomes vaguer and harder to establish and document for the learners. This increased vagueness has implications on course design in terms of data collection and analysis, as well as in terms of assessing learning outcomes. THE LEARNING EVENT/SESSIONS Training OBJECTIVES  Develop adult learners’ capacity to plan, organise, and conduct training.  Introduce learners to principles and concepts of adult learning.  Develop learners’ capacity to formulate achievement based objectives.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

 Equip learners with knowledge of effective training methods and visual aids and skills to use them.  Identify effective ways to monitor and evaluate training sessions.  Help learners develop training plans

MATERIALS AND TOOLS: Each session of our informal learning includes an introduction, learning objectives, participatory methodologies, and activities. A pre/post learning assessment, pre/post competency self-evaluation, and peer feedback form on practice sessions TRAINERS /FACILITATORS SKILLS 

The objectives of the trainers and facilitators aims are: Understanding the goals of the training and the organisation



Keeping the learners on the agenda and moving forward



Involving everyone in the training, including drawing out the quiet learners and controlling the domineering ones



Making sure that decisions are made democratically Our trainers and facilitators are concerned with both the outcome of training and with how learners in training participate and interact, and with the process. We are additionally concerned with many factors that affect how safe and comfortable learners feel about interacting with each other and participating. The environment and general "climate" of our learning sessions sets an important tone for participation. Part of a guide for our trainers and facilitators is to provide a "safe" climate and learning atmosphere for training. TRAINING METHODS AND OUR APPROACHES Needs assessment: This method addresses the needs and interests of learners and their personal goals and objectives, which may not be the same as those that underlie the learning situations. Effective Dialogue: Adult learning is best achieved through dialogue. This approach allows us to tap into the life experiences of adults about any subject and how they can learn new

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

attitudes or skills in relation to their life experiences. We give learners praise for even small attempts that they make as they start with the easiest ideas or skills and build on them. The use of 20/40/80 rule: Learners remember more when visuals are used to support the verbal presentation and best when they practice new skills. We subscribe to the notion that people remember 20 percent of what they hear, 40 percent of what they hear and see, and 80 percent of what they hear, see and do. In addition, people learn faster when new information or skills are related to what they already know or can do. This makes learning easier to apply to real life.

THE EVALUATION PROCESS OF OUR TRAINING The methodology of monitoring and evaluation involves: • the Learner/trainee • TheTrainer • Organiser, support personnel • Achievement of objectives • Relevancy of the training • Knowledge of content • Performance of skills • Change in attitudes • At the beginning of the training • During the training: process evaluation • At the end of the training: evaluation of the results • After the training: performance monitoring at 3 - 6 months after training and impact evaluation CONCLUSION Our training methodologies and learning techniques in informal adult education uses active, participatory, and learner-centered methods. We regularly evaluate the process in real time, which measures how well the learners achieve the stated outcomes at the end of the learning process and stimulate dialogue and interaction between learners, facilitators, and trainers. We aim to understand the role and responsibilities of facilitators and differentiate between process and content facilitation, in addition to understand and apply the core practices and skills required for effective facilitation. We manage the structure of training by developing well-formed outcomes, contracting with the learners and establishing ground rules. We always aim to understand learner dynamics and how to stimulate learner participation and

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

engagement. We thrive on building rapport with learners: reading non-verbal cues, building trust and matching style and preferences with facilitators and trainers.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Participating Country: Turkey Organisation: Etimesgut Halk Eğitimi Merkezi Institution TITLE OF REPORT: Etimesgut Halk Eğitimi Merkezi Institution's (Turkey) Best Training methodologies and learning techniques for informal adult education: The DELTA PROJECT KEY WORDS: Pedagogy  Pedagogy literally means “the art and science of educating children” and often is used as a synonym for teaching. • Pedagogy embodies teacher-focused education. •

In the pedagogic model, teachers assume responsibility for making decisions about what will be learned, how it will be learned, and when it will be learned .

•

Teachers direct learning.

•

Andragogy Andragogy as a study of adult learning originated in Europe in 1950’s.

•

It was then pioneered as a theory and model of adult learning from the 1970’s by Malcolm Knowles an American practitioner and theorist of adult education.

•

Knowles (1968) popularized this European concept and defined andragogy.

•

Andragogy, (andr - 'man'), contrasted with pedagogy, means "the art and science of helping adults learn".

•

Knowles labeled andragogy as an emerging technology which facilitates the development and implementation of learning activities for adults.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

INTRODUCTION Training methodologies and learning techniques in adult education – a collection of best practices for the DELTA PROJECT Our Institution - Etimesgut Halk Eğitimi Merkezi focused on many learning techniques for the DELTA project partnership workshop. Some of the many learning techniques include: Turkish Folk Dance HALAY (Line dance); Turkish Folk Dance: KASIK (using special wooden spoons) and very old Turkish traditional art of marbling EBRU. Turkish Folk Dance HALAY (Line dance): The Halay folk dance has been around since the beginning of the Assyrian Empire. It is now considered to be Turkey's national dance. The Halay was performed by all partners . All partners gathered in a circle and held hands on to one another with music in the background that includes double reed wind instrument, and other native musical instruments. The Halay is very rhythmic, and is generally based on a stiff standing pose and a quick bending of the knees. Everyone involved moves as one person. As the dance progresses, people will add their own hops, shakes, and pauses. Occasionally folk songs are sung along with the movement. The Halay is a great show of the talent and inventiveness of the participants. Turkish Folk Dance: KASIK (using special wooden spoons): Turkish Folk Dance: KASIK (using special wooden spoons) : This dance have a different structure with their arrangement performance, rhythmic and melodic characteristics. They are always rendered with woodenspoons and the characteristic measure is 2/4 or 4/4. The instruments used are beast bow (later violin), baglama and clarinet, in general, they are accompanied by folk songs. The Spoon Dance was performed by all the partners 'clicking' out the dance rhythm with a pair of wooden spoons in each hand. Old Turkish traditional art of marbling EBRU: Very old Turkish traditional art of marbling EBRU: This traditional art is sometimes described as the art of marble etching, its beauty is unveiled through water. Marbling is the art of creating colorful patterns by sprinkling and brushing color pigments on a pan of oily water and then transforming this pattern to paper.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

The special tools of the trade are brushes of horsehair bound to straight rose twigs, a deep tray made of unknotted pinewood, natural earth pigments, cattle gall and tragacanth. All partners tried their hands on the marbling and technically achieved good results. the guidance of a master is needed. PURPOSE/OBJECTIVES OF THE CHOSEN METHODOLOGY FOR THE DELTA PROJECT Learning is enhanced when: • It is applicable to real life contexts • Adults have control or influence over the educational experience • Learners achieve a self-direction • Connections are created • Learning is successful Learning depends on: • Past and current experiences • A climate of respect and comfort • Active involvement of the learners CONCEPTS AND PRINCIPLES OF THE CHOSEN METHODOLOGY FOR THE DELTA PROJECT The concepts and principles unpinning our chosen methodology for the DELTA project draws on research in Education. This proposes many concepts and principles as to why individuals learn and have identified six of these as follows. It is proposed that individuals learn to gain: a). Social relationship -by making new friends -become a part of society -take part in social activities b ). External expectations: - complying with instructions from somebody else, -fulfilling the expectations of somebody from formal authority Other factors as to why individuals want to learn also include benefits of: C ). Social welfare: -Improving one’s ability to participate in community work -to serve mankind -preparing for service to the community d ). Personal advancement: -Achieving higher status in job -Securing Professional advancement

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

-Staying abreast of competitors e ). Escape or situmulation: -Releiving boredom -Providing a break in the routine of home or work -Providing a contrast to other exacting details of life f ). Cognitive interest: -Learning for the sake of learning -Seeking knowledge for its own sake -Satisfying an inquiring mind Research further looks at the Characteristics of Adults as Learners. It is proposed that: g). Adults have the need to understand why they are learning a particular topic. h). Adults learn through doing. i). Adults are more problem-centered than content-centered. j). Adults tend to become more self-directed as they mature; k). Adults are goal-oriented so they want learning to be purposeful, practical, relevant, and immediately applicable L). They learn more effectively when given timely and appropirate feedback and reinforcement of learning. m). Adults need to be respected and constructive criticism. n). Adults enjoy speaking to one another, not just listening to the sound of teacher’s voice. o). Adults have preferences and prejudices that may not be overcome in a one-shot training. p). Adults can listen with understanding for 90 minutes THE LEARNING EVENT/SESSIONS OF THE DELTA PROJECT q). Visiting the workshops in the institution of Etimesgut Halk Eğitimi Merkezi Presentation and discussion about adult education in the classroom atmosphere r). Turkish Folk Dance: HALAY (Line dance) s). Turkish Folk Dance: KASIK (using special wooden spoons) t). Very old Turkish traditional art of marbling EBRU u). Workshop: learning different patterns of EBRU TRAINERS /FACILITATORS SKILLS USED FOR THE FOR THE DELTA PROJECT Our Institution - Etimesgut Halk Egitimi Merkezi is an adult education centre where our trainers use the best suitable methods for the adult learners. Our trainers are not seen as teachers or trainers or the only ones with knowledge, but are seen as facilitators or guides that centres learners in the learning process. Trainers consider the needs and problems of t

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

adults learners and organise the most beneficial schedule for them. Adults learners are the main participants of the learning sessions because they learn effectively by engaging in practical skills .In our Institution, we additionally active teaching methods such as drama, role-play and audio-visual methods as best practises. TRAINING METHODS USED FOR THE FOR THE DELTA PROJECT We use learner-centered methods, experimental-learning (learning by doing) in all our workshops. We further use methods that allow adults to actively participate in learning aspreferred. For our classroom based teaching, we use audio-visual methods ( graphics, illustrations, vidoes and CDs) and demonstrations, dramas and role-play and have proved to be the most effective and productive techniques. THE EVALUATION RESULTS OF THE TRAINING FOR THE DELTA PROJECT Our evaluation forms for our training methods, events and workshops consisted of 20 questions ranging from" learning experiences to organisational issues....." . An evaluation of the results indicated that all the needs of all participants were met completely in terms of: - being informed in advance about the timetable; -partnership expectations and meeting agenda; - timetable of the days being kept; - pleasant atmosphere of the meeting; - good, clear presentations with appropriate meeting venue; -good organisation of meeting days; appropriate accommodation and learning new things; -interesting visit around the institution and taking part in workshop activities -the provision of equipments and design of the meeting room -teaching methods and the proposed activities - satisfied with the new experiences to name but a few

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

The conclusion of the evaluation of our training methods and workshops indicated that the great majority of participants all had positive learning experiences.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Participating Country: Germany Organisation: Agentur für Grundlagen-und angewandte Forschung AGRAF gUG (haftungsbeschränkt) TITLE OF REPORT: Agentur für Grundlagen-und angewandte Forschung AGRAF gUG (haftungsbeschränkt) Institution's (Germany) Best Training methodologies and learning techniques for informal adult education: The DELTA PROJECT Emotions in Learner Training Reasons – Methodology – Consequences 1. Introduction Emotions in Learner Training: Photographic representation

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

2. Learning through Emotions: Photographic representation

The amygdala conditions, the organism when quick reactions are needed, for instance in situations that involve conflicts, or fleeing. When activated, it produces an increase of blood pressure and acceleration of the pulse rate. Likewise, an entire muscular tension can be determined. In the history of evolution, being able to flee rapidly or defend oneself in hazardous situations always has been an advantage. The amygdala should not be considered in this context a evolutional relict of no present-life importance – in fact, it still protects us in ‘modern’ hazardous situations, for example, in road traffic. In diverse types of decisions, it is even indispensable as it contributes to assess potential dangers and promotes critical faculties. In this field, a number of impressive case histories have been compiled by the PortugueseAmerican neurologist Antonio Damasio. They refer to patients whose amygdala was calcified and (apparently because of that) had problems managing a ‘reasonable’ behaviour. During a learning process, the mode of functioning and the tasks fulfilled by the amygdala are very often problematic. Thus, in a complex society, where interrelations and other

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

mechanisms have to be comprised and understood, fear and aggression, or authoritarian models of communication, are the wrong advisors. Activation of the amygdala can even be contra-productive, because the amygdala is not able to handle information on a creative manner. It is a known fact that stress cannot promote good analytical achievements. Neuroscience has now determined the causes for it. According to this, learning is a less effective process when boredom, lack of motivation and hostility prevail.

Therefore, it makes sense to adapt every form of information transfer to the neurological needs of information receivers. This happens ideally when connecting information to positive emotions. These positive emotions can be achieved passively, for example with music, or, what is important in our context, actively, through participation and integration of the learner. "Thus, the individual reactions that the digital media allow are an ideal frame to achieve this" In a pleasant emotional context, not the amygdala, but the hippocampus will be activated; this cerebral region is apparently not involved in quick responses (neither physical nor mental). Though, in the context of successful transfer of information and knowledge, this is an advantage.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

The hippocampus passes on the recorded information to the cerebral cortex, where it is storaged on a long-term basis. Consequently, ‘learning’ functions effectively only with the hippocampus, in spite of, or because of its ‘slowness’. Creativity as well can only be generated in this form. Therefore, there are neurological reasons why learning contents should not be presented neutrally but in an emotional, interesting and exciting manner. 3. Background: Media theories, media impact research, theoretical aspects of media-based learning

In a lot of countries, ‘authoritarian’ teaching models are still dominant – in ‘real school life’ as well as in media-based education. The classical communication model by Claude Shannon and Warren Weaver’s seems to offer the justification. Its aim is to standardize the flow of

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

communication with the specific character of point to multipoint

This of course contains numerous analogies to traditional teaching. Consequently, all too often, unreflected transferences of the theories of Shannon and Weber took place, without true verification of their validity for this specific context. At first view, of course, the direct application of the communication model of Shannon and Weaver in teaching processes can be seen as logical. It describes a person that initiates communication (‘encoder/producer’) and a person, or several persons, as the target (‘decoder/receiver’). Sometimes, the process of communication between encoder and decoder requires an intervening medium (from lat. medium, middle or midst).

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

The inclusion of the medium enables a valid understanding of the encodingdecoding model as a metaphorical concept of communication.

Digital media is evidently not characterized by a point-to-multipoint quality anymore. Therefore, it is clear now that the communication model of Shannon and Weaver is limited to a point-to-multipoint situation. Mulitpoint to multipoint is characterized by multimediality, interactivity, openness, and participation. Thus, new perspectives for other forms of communication are offered. The modality and effectiveness of information transfer in media depends on the medium to be used and its specific characteristics . Already in the 1970’s it was found out that emotional impressions are dependent from the type of media, for example when comparing emotional responses of television viewers and radio listeners. Other early results suggest that emotional responses last clearly longer, and are more detailed than knowledge acquired with cognitive means, which usually gets lost in temporal progression, but can be more easily remembered or reactivated when associated to emotional connotations. 4. Future trends: emotional-based, action-oriented and narrative information and knowledge transfer Teaching is obviously a communication system, too. Furthermore, teaching has traditionally been defined within a correlation between teacher and learning content, where the relevance and connotations of contents are transmitted to learners. Thus, in a learning process, a medium might help to promote and to enable communication in several situations where a teacher is confronted with perceptual, emotional or cognitive difficulties. However, even in the times when mass communication media (still) were predominant, it became evident that the ‘decoders’ showed very differentiated responses – in school as well as with media messages. Recent brain research is now able to explain this phenomenon.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Meanwhile, new technical (and consequently medial) developments offer alternatives to ‘authoritarian’ approaches in communication strategies. In the following, further aspects of this development shall be explained in more detail. Giving up the rather authoritarian ‘encoder-decoder’ communication model or metaphor opens new perspectives for alternative scenarios that differ from traditional forms of teaching. So one of the major origins of this change in pedagogies was - the use of new (digital) media! The phenomenon of interactivity, made possible or at least intensified by the digital media, conducts inevitably to a stronger consideration of the users’ needs and interests. Digital media seem to suit perfectly to this. Media-adequate forms of presentation are the

integration of information in stories, games and communicative situations.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

In every culture, narrated stories have had the function of transferring knowledge between individuals, groups and generatio

The attraction of a story is based on its subjective perspective that enables the construction of an interesting thematic frame, and that can interact on a vivid and captivating level, so that audiences feel attracted and are able to feel with the story. Narrative and consequently emotional, media-based forms of representation also allow interaction, and thus not only lead to emotional participation, but also (via specific action-oriented and networked forms of information and knowledge transfer) to an exchange with other learners.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Participating Country: Spain (Gerona) Organisation: Espiral Entitat de Serveis TITLE OF REPORT: Espiral Entitat de Serveis Institution's (Spain -Gerona) Best Training methodologies and learning techniques for informal adult education: The DELTA PROJECT Purpose and objectives of the chosen activities for the DELTA project in Girona (Spain) When Espiral get the opportunity to share training methodologies for training within the DELTA Grundtvig project the staff planned to develop, to the purpose, a complete presentation on the entity’s methodology developed in the last 3 years to help NGOs and organisations all kind to better internationalize their environment through project management skills training. As one of the successful results of a training held by Espiral in Barcelona with 35 Third Sector entities, a team started to design a project to be submitted to the ESF call on ageing in cooperatio0n with the University of Girona. An advanced videoconferencing tool was to be tested for social inclusion and social services provision purposes. Due to this experience, the Espiral team decided to add to the DELTA project a new training exercise to test the ICT and specially the videoconferencing tool to the training of foreign languages in adult learning groups. Both exercises were then part of the DELTA experience in Girona.

1. Concepts and principles of the chosen methodology for the delta project The experience of training Project Management skills to NGOs. The purpose for the first one is to carry on an approach of in service training methodology for the Third Sector entities to improve skills and gain competence to be able to participate in international actions (projects, grants, networks…) and stimulate them to share their best knowledge and learn from others in the global world. Third Social Sector organisations’ main priority is direct social work. Moreover, most of the staff and volunteers usually don’t feel comfortable with their English language skills. Both issues work as barriers for them when thinking on engaging in international projects. A solution for them is to find alliances (subcontracts, agreements) to manage their

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

international exchanges. But in any case they need to know the Project Cycle to be part of it. That’s why Espiral PM training activities find such a high interest in the sector. Principles: a) Sessions have to be very efficient, as participants always carry on the needs of the people they are serving with them… b) Content is to be extremely useful and easy to be adapted to their immediate reality and needs. A combination of theory - call analysis and one-on-one “hands-on” in a 30+30+30 is used. c) Consultation time, 30%, working side by side in a real project design, is its best asset! It makes a difference. d) All principles of the “in-service” training are adequate here. The experience of ICT tools applied to foreign language learning in adults’ continuing education. As for the second experience, Espiral team felt like an ICT live link-up experience could be of interest for adult and ageing groups of language learning, and worked with the continuing education team at the Civic Centre Sta. Eugènia, in Girona, to develop a short testing. Their interest is on learning a second language they had no opportunity to learn at childhood. An added value for this can be the use of ICT, due to the relevance of them in the modern society and to the fact that they are not really proficient on technology use. The possibility to reach direct contact and practice their English skills with other European learners without traveling was also very attractive. Principles for this experience: a) Use of issues of common interest (own city presentations, daily EU news, etc.) b) Use of easy-to-reach and free tools. c) Select participants with similar level of language expertise. d) Identify leadership among participants (people used to make public presentations, people with better ICT experience…) and allow them for being part of the design phase of the experiences.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

2. The learning event/sessions of the delta project Espiral organised a 3-sessions training event at their premises in Salt (Girona) in October 2012 to familiarize interested NGOs in the LL, Youth in Action and Citizenship Programmes of the EACEA once the 2013 call was published. Data of the experience: 13 participants from 10 different organisations registered to the event. More than 10 h of live training, plus 5h private consultation to assist NGOs in the proposal preparation were held. 2 projects were submitted to the EC as an immediate result of the training. The majority found the sessions highly interesting and useful for their “hands on design”. This is exactly the main trend of the methodology.

As for the second experience, Espiral organized along with the University of Girona and all DELTA partners a live link-up through a videoconferencing system speaking English and exchanging daily life experiences with adult learners of English at Centre Civic Sta. Eugènia in Girona and learners from partners in Poland, UK, Germany and Turkey. The evaluations showed a high interest on the idea of using ICT to connect a group with that level of diversity and being able to “see each other and talk”. The quality of the system’s sound didn’t work as it usually does when the University of Girona is using it at EU projects on eHealth and Ageing, as did the quality of the video. Teachers and learners evaluation forms were passed in order to evaluate the test and give the results to the University. Data of the experience: 5 countries were connected, with a total of 16 participants. The session last for 80 minutes. Needed 3 preparation sessions of 30-40 minutes (University of Girona, Espiral premises, Centre Cívic Sta. Eugènia), and an evaluation session. The majority of the audience is willing to do it again (fixing sound problems…).

3. Trainers /facilitators skills used for the for the DELTA project At Espiral Entitat de Serveis events and seminar teachers are the staff and volunteers of the organisation, often including the management team. They are highly skilled in project management, communication, financial and personnel and volunteers management, in all

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

project cycle. All them have experience from the past: Espiral directed and developed a 150h training course for social NGOs in 2011, a 100h specific training on international funding programmes addressed to environmental NGOs in 2012, both of them in Barcelona and with regional scope, among other smaller events for local NGOs in the area of Girona. As for the ICT experience, being able for NGOs to participate in research projects is of main interest to both, the University and the social organisations. Weâ&#x20AC;&#x2122;ll never say it is easyâ&#x20AC;Ś They use a very different language and have diverse background, experience, and training. But getting to know better each other and being able to understand the needs and sharing their skills always results in better services for people.

4. The evaluation results of the training for the delta project Both experiences were evaluated by teachers, learners and all involved parties as a general framework. Questionnaires were designed and are available to interested professionals and organisations on demand.

5. Conclusion Adult learning methodologies can be improved to become more inclusive, more efficient and more attractive. They have the responsibility for motivating people to involve in lifelong education activities. A person who is now 50 was not educated to imagine him/herself at school in adult life. Social aim was for reaching a University degree and a job for life. Only really active citizens found its value long ago, though there are a number of people who need positive examples and visible results to engage. As Dr Joan Manuel del Pozo* explained to DELTA participants in the Girona DELTA meeting March 2013, Catalonia, Spain, has a very good kindergarten system, a good primary education, a not-so-good secondary education, and an underdeveloped adult learning system which needs major improvements, very difficult in recession times. Lifelong learning goes beyond the work; it is the environment for social, political

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

knowledge, the basis for participation and democracy, a guarantee for liberty. Itâ&#x20AC;&#x2122;s a society at large responsibility. It only works with a major social contract. Stimulating adult learning involvement is a major social goal. *

J M del Pozo is Philosophy professor at the University of Girona and was Councilor of

Education in the Catalan Government.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Participating Country: Poland Organisation: Grodzki Theatre Association (Bielskie Stowarzyszenie Artystyczne Teatr Grodzki) TITLE OF REPORT: Grodzki Theatre Association’s training methods and learning techniques in informal adult education: DELTA project

PURPOSE/OBJECTIVES OF THE CHOSEN METHODOLOGY FOR THE DELTA PROJECT. During DELTA project we have shared with the partners with many educational methods and approaches of Grodzki Theatre Assocation developed over the years. The Bielsko Artistic Association Grodzki Theatre, Poland, has been running educational and theatrical workshops for socially excluded groups since 1999. The Assocation works with disabled persons, youths at risk, senior citizens, and all those alienated from the mainstream of social and cultural life. The motto of Grodzki Theatre Association is that everyone has the right to express himself or herself artistically. We stronly believe that arts and creativity help to break down barriers and motivate people to change their lives - to take up new educational or vocational challenges. An important source of inspiration for running local and international workshops during DELTA project were our previous initiatives, funded with support from the European Commission, such as “Cultural Vehicles in Education – Assisting the Needs of Vulnerable Social Groups” (CVE) project. During DELTA project activities we have also used many approaches and techniques for effective learner training developed by our trainers over many years. CONCEPTS AND PRINCIPLES OF THE CHOSEN METHODOLOGY FOR THE DELTA PROJECT 1. Creative, arts-based activities support education and soft-skills training Theatre and arts workshops, presented during DELTA meeting in Poland, besides their obvious artistic goals and challenges, prove to be an efficient tool in training social skills. Theatrical activities facilitate the transition from daily life into new tasks, into a new reality.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

They allow one to learn rules of working in a group, looking for inspiration in one’s own body, in objects and in a variety of artistic materials. They ‘activate’ participants – motivate them to become physically more engaged; they are also an attractive form of a warm-up. As participants of DELTA meeting in Poland found out, theatrical activities integrate the group, teach participants to concentrate, pay attention and be precise, stimulate their imagination and shape their sensitivity. At the same time they provide relaxation, calm one’s nerves, give joy and a feeling of detachment to everyday worries. When we take part in theatre exercises, we always play a certain role in them, we go beyond standard behaviour and habits. This is all very helpful in maintaining proper dynamics of group development. Our trainer and founder, Jan Chmiel, who ran puppetry theatre workshops at the DELTA meeting in Poland, points out: “The theatre is magic. Suddenly a group of ten people of various ages, with various ailments and life problems, gets together, and wants to practise. If you accosted somebody in the street and asked them to act in a performance, they would say: ‘Get lost!’ And here, in a group, on stage, an extraordinary thing is happening: a unity of action.” 2. Adult education – referring to the student’s experience. We have a firm belief that adult learners absorb most knowledge when they are able to share with one another what they already know. When we run theatre workshops, we focus on every individual and his/her knowledge and skills. Jan Chmiel, founder of Grodzki Theatre Association remarks: “Theatre workshops are often associated with handing out texts, memorizing them and acting the situation out on stage. We begin differently - from getting to know group members and their getting to know themselves and their potential. Activities of that kind allow one to look at the theatre from a different perspective and focus on the dormant skills everyone possesses.”

3. Socially inclusive, integrative education During our local DELTA workshops we worked with adults from socially vulnerable groups – learners with physical, psychological and learning disabilities. We shared with the partners with our inclusive educational methods. In our integrative groups in Bielsko-Biała people from different backgrounds worked in one team. For example, our educational workshops for

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

learners preparing for the trip to Germany were attended by people with physical, psychological and learning disabilities between the age of 25 and 60. The international DELTA meeting in Poland was organized in a sheltered enerprize employing 22 people with disabilities – Laliki Hotel and Rehabilitation Centre.

4. European heritage and Intercultural learning The common theme of our educational workshops, both local and international, was European heritage, culture and history. During local activities we focused on the history of partner countries: Germany, Spain and Turkey. During the DELTA meeting in Poland we presented information on Polish culture and heritage.

5. Education - Process and Product Including elements of artistic expression and public performances to our DELTA educational workshops we created visible ‘products’, something our learners were proud of and identified with. Local theatrical and creative activities were documented in a Powerpoint Presentation showed at the meeting in Germany. The feeling of achievement and success is very important for socially vulnerable learners. Our trainer, Barbara Rau, who ran visual theatre workshops during DELTA meeting in Poland, emphasizes the needs of our clients: “They want and need to succeed and the task of a theatre instructor is to enable them to achieve success on stage. It is necessary to give them a feeling of a job well-done”.

6. Individualistic approach and team work Our local groups were truly diverse, with different abilities, skills and knowledge, and we focused on individual needs, albeit allowing each participant to do different tasks or to do a given exercise his or her own way. We gave them time and space for their own work and discoveries. For example, if someone didn’t want to perform German fairy tales, they could make decorations or take photos. We often used pair work, small-group activities as well as team work involving the whole group.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

7. Informal and active learning – workshops as the best educational environment During DELTA local and international activities we decided to run workshops rather than classes. As the Grodzki Theatre Association has been working with vulnerable social groups through artistic workshops, we noticed that active and informal team work really suited the needs of our beneficiaries. Tables and chairs were only used when necessary.

TRAINERS /FACILITATORS SKILLS USED FOR THE DELTA PROJECT Instructor – someone who demonstrates certain knowledge and skills and how to acquire them Facilitator/Animator – someone who creates a learning environment for others, providing activities and materials and leading the workshop. Assistant – someone who helps learners when needed Partner – someone who takes part in group activities when needed As we emphasized during the DELTA meeting in Poland, the best workshop leaders are creative and flexible personalities. It is important to adjusting the workshops to the needs of participants, modifying the course programme, being able to improvise.

Updated information on Grodzki Theatre Grodzki Theatre Association (Bielskie Stowarzyszenie Artystyczne Teatr Grodzki) runs educational and artistic programs (mainly involving drama and theatre) for vulnerable social groups in Poland, including disabled people, youth at risk and unemployed people, improving their educational and vocational opportunities. The Association employs 62 people with disabilities in its two vocational therapy units (sheltered enterprizes): Printing House in Bielsko-Biała and the Hotel, and Rehabilitation Centre in Laliki, Beskidy Mountains. It also runs Occupational Therapy Workshops (arts and life-skills day centre) for 30 people with disabilities in Bielsko-Biała. In the last five years it has contracted and managed 15 projects financed by EU programmes, including two pilot initiatives focused on using psychodrama in adult education and drama and role playing techniques as a vehicle in education. Grodzki Theatre is a highly recognized institution in practicing circles of theatre, therapy and education. The Association was in charge of the truly innovative dimension of the project,

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

developing

soft-skills

training

through

role-playing

techniques.

information:

www.teatrgrodzki.pl Local activities – summary 1. Workshops for learners preparing for the trip to Germany, February-June 2012 – 26 hours Germany history and culture, acting out German fairy-tales, history and heritage of Saarbrucken, basic German and English 2. Workshops for learners and trainers preparing for the trip to Turkey (two groups), JulyNovember 2012 – 26 hours Basic/Intermediate English, Turkish history and culture, history and heritage of Ankara 3. Workshops for learners preparing for the trip to Catalonia (two groups), December 2012 – March 2013 – 26 hours Basic /Lower Intermediate English , History and heritage of Catalonia and Girona 4. Learning English through ICT - Link-up with Catalonia – 12th March 2013 Learners who went to Saarbrucken and other beneficiaries and staff from Vocational Rehabilitation Unit, Bielsko-Biala 5. Summing-up workshops for learners – May-June 2013 Overview of Basic English for learners who went to Spain – 5 hours 6. Dissemination events: Presentation on learning experience from Saarbrucken for beneficiaries (people with disabilities) and staff of Vocational Rehabilitation Unit – July 2012, workshop on EBRU (Turkish art) for staff from Occupational Therapy Workshop – January 2013, presentation on learning experience from Turkey for beneficiaries (people with disabilities) and staff of Vocational Rehabilitation Unit – November 2012, presentations of DELTA at international study visits and conferences in Poland: Bielsko-Biała (2), Katowice (1) and Netherlands, Rotterdam (1). Publications: Portal of regional events – www.BB365.info, article in the regional EDUKATOR magazine (education for the disabled) – issue 5/2012, article in the regional EDUKATOR magazine (education for the disabled) – issue 6/2012, article in the regional EDUKATOR magazine

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

(education for the disabled) – issue 7/2012, main website of Grodzki Theatre www.teatrgrodzki.pl – 3 articles

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Conclusions In an attempt to develop an effective learner training protocol across Europe, each partner from all participating countries have focused on a few but central dimensions of a competence profile and skills for trainers working in the field of European non-formal education and training through adult learners perspectives. Even if up to now the reader would have agreed to our representation, the objection could now be raised that it is very difficult to judge if such a competence profile has been attained and to what degree. However, some of the many inferences that could be drawn from the competence profile explained in this document would concretely relate to knowledge, capabilities, skills, and dispositions. In addition to: verbal and non-verbal communication skills, capacity for teamwork, conflict handling skills, initiative, creativity, flexibility, social responsibility, use of methodological and didactical tools, and management skills are all competence traits related to effective learner training. Further inferences to be drawn are: awareness of the correlation between attitude and potential behaviour, awareness of the social determination of perception, ability to critically distance oneself from the own role fixation (role distance), ability to deal with different ways of thinking, speaking habits, evaluation systems, and affective expression (empathy), ability to act beneficially to a group and insight into behaviour beneficial to a group in a multicultural context and knowledge about the prerequisites and conditions of such behaviour, ability to interpret behaviour from different cultures (empathy) in a way that adequately reflects a situation. These traits could be put into more concrete terms if training situations were analysed with a view to the concrete implementation in action and behaviour of the requested competence for adequate communication (including knowledge) with regard to subject, object, and situation in intercultural context. It should become clear that a competence profile is necessary for trainers which must include much more than just a few pedagogic skills, methods of animation, and moderating techniques. In all further discussions of an adequate competence profile for trainers it should therefore be considered which knowledge these trainers need to have, how this knowledge can be brought up-to-date or increased depending on their field of activities, how it can be

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

used persistently, and under which conditions the transfer of knowledge can be shaped and safeguarded in an optimal way.

Recommendations for further work The need for lifelong learning and targeted use of knowledge can no longer be ignored. As a consequence, other European project work needs to re-examined to what extent developing effective learner training across Europe conveys not only social competences, which is doubtless important, but also the content-related competences adults and trainers need in order to have a chance to actively participate in Europe in the sense of European citizenship. It is therefore right to make it a priority project for the development and promotion of a competence profile for those who can provide this initiative within European. At the same time the processes used to accompany the development, documentation and validation of such a competence profile need to be considered, so that it is formally accepted by all within the European Union.

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

REFERENCES (1). ADULT EDUCATION: THE MODERN PRACTICE OF ADULT EDUCATION, From Pedagogy to Andragogy REVISED AND UPDATED Malcolm S. Knowles (2). Antonioli, D., R. Manzalini and P. Pini (2011), “Innovations, workers skills and industrial relations: Evidence from firm-level Italian data”, Journal of Socio-Economics 30(3), 312- 326 (3). Ananiadou, K., A. Jenkins and A. Wolf (2004), “Basic skills and workplace learning: What do we actually know about their benefits?”, Studies in Continuing Education 26(2). (4). Bartel, A. and N. Sicherman (1998), “Technological change and skill acquisition of young workers”, Journal of Labour Economics 16(4), 718-755. (5). Bassanini, A., G. Brunello, A. Booth, M. De Paolo and E. Leuven (2005), Training, IZA Working Paper 1640, Institute for the Future of Labor (IZA), Bonn. (6). Blundell, R., L. Dearden, C. Meghir and B. Sianesi (1999), “Human capital investment: The returns from education and training to the individual, the firm and the economy”, Fiscal Studies 20(1), 1-23. (7). Brunello, G. and F. Gambarotto (2004), Agglomeration effect of employer-provided training: (8) Council of the European Union. Conclusions of the Council and representatives of the governments of Member States meeting within the Council on common European principles for the identification and validation of non‑formal and informal learning. (EDUC 118 SOC 253, 18 May 2004). (9). Evidence from the UK, IZA Discussion Paper 1055, Institute for the Future of Labor (IZA), Bonn (retrieved from ssrn.com). (10). Field, J. (2005), Social capital and lifelong learning, Bristol: Policy Press. (11). Gritz, M. (1993), “The impact of training on the frequency and duration of employment” , (12). . Gruber, E. and Schlögl, P. (2007): Qualitätsentwicklung und -sicherung in der Erwachsenenbildung in Österreich – wohin geht der Weg? Materialien zur Erwachsenenbildung Nr. 1/2007. Wien: Bundesministerium für Unterreicht, Kunst und Kultur (13). Hamil-Luker, J. (2005), “Women’s wages: Cohorts differences in returns to education and training over time?”, Social Science Quarterly, 86(s1).

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

(14). Hyslop, M. and M. Mare (2009), “Skill upgrading in New Zealand from 1986-2001, Australian Economic Review 42(4), 422-34. (15). Ichino, A., G. Schwerdt, O. Ruf, R. Winter-Ebmer and J. Zweimuller (2008), Does the colour of the collar matter? Firm-specific human capital and post-displacement outcomes, IZA Discussion Paper 3617, Institute for the Future of Labor (IZA), Bonn. (16). Journal of Econometrics 57(1-3), 21-51 (17). Keeley, B. (2007), Human capital – What you know shapes your life, OECD, Paris. (18). LEARNER CENTRED METHODOLOGIES:Written by Rhonda Wynne, Ireland Characteristics of Adult Learners Anxieties of Adult Learners Motivating Factors in Adult Learning (19). Lorenz, E. (2011), “Regional learning dynamics and systems of education and training: A European comparison”, Journal of Knowledge Economy 2(4), 481-506. (20). Mayhew, K., M. Elliot and B. Rijkers (2008), “Upskilling older workers”, Ageing Horizons, 8,13-21. (21). OECD (2004), Improving skills for more and better jobs: Does training make a difference?,OECD, Paris. (22). Pituch, K., D. Murphy and R. Tate (2010), “Three-level models for indirect effects in schooland class-randomized experiments in education”, Journal of Experimental Education 78(1), 60-95. (23). PUBLIC EDUCATION CENTRES Country Report on Adult Education in TURKEY Helsinki, 2011 (24). Sanders, J.and A. de Grip (2004), “Training, task flexibility and the employability of lowskilled workers”, International Journal of Manpower 25(1). (25). Schratz, M. (2003) Standard – das neue bildungspolitische Heilswort? In: Lernende Schule. Für die Praxis pädagogischer Schulentwicklung. Seelze: Friedrich (26). Werquin, P. (2007), “Moving mountains: Will qualification systems promote lifelong learning?”, European Journal of Education 42(4).

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

Internet: http://ec.europa.eu/education/policies/2010/doc/validation2004_en.pdf [cited 3.2.2009]. http://ec.europa.eu/education/policies/2010/comp_en.html#2 [cited 3.2.2009].

Lifelong learning and Life wide Learning , Stockholm, 2000 The National Agency for Education ISBN 91- 89313-84-4 (European Commission, Strategic framework for education and training, http://ec.europa.eu/education/lifelong-learningpolicy/ doc28_en.htm).

Developing Effective Learner Training Across Europe: A book collection of different teaching/learner methods of good practises in Europe

The Lifelong Learning Programme: Grundtvig European Partnership Project Title of Project: Developing Effective Learner Training Across Europe (D.E.L.T.A.) deltagrundtvig.wordpress.com Disclaimer This project has received funding from through each partners National Agency. The contents reflect the partners’ views and the sole responsibility lies with the author. The National Agency is not responsible for any use that may be made of the information contained therein.

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