The Presentation of the PLE Confrerence in Tallinn about non-formal learning and recognition of learning through designing radio.

1. W O R K S H O P :
P E R S O N A L L E A R N I N G A N D
A S S E S S M E N T I A N D I I
Angela Rees, Andreas Auwärter, Dr. Ingo Dahn

3. W H Y A R E W E S O S U R E A B O U T T H I S ?
S O M E T H I N G T O K N O W B E F O R E W E S TA R T I N A C T I O N

4. T E R M :
C O M P E T E N C E
it’s latin root is the genetiv of
• competere
• be able to do
something
• be allowed to do
something

5. – R . A R N O L D
O N L I N E - W Ö R T E R B U C H E R WA C H S E N E N B I L D U N G
„Kompetenz bezeichnet das
Handlungsvermögen der Person.
Während der Begriff „Qualifikation“
Fähigkeiten zur Bewältigung konkreter
(in der Regel beruflicher)
Anforderungssituationen bezeichnet,
d.h. deutlich verwendungsorientiert ist,
ist der Begriff Kompetenz
subjektorientiert.“
Competence describes a subjects
achievement to operate.
Qualification focusses on managing a
professional situation and concrete
challenge.
!
Competence widens this to the general
subjective achivement.
H T T P : / / W W W. W B - E R WA C H S E N E N B I L D U N G . D E / O N L I N E - W O E R T E R B U C H / ? T X _ B U H U T B E D U L E X I C O N _ M A I N % 5 B E N T RY % 5 D = 1 2 3 & T X _ B U H U T B E D U L E X I C O N _ M A I N % 5 B A C T I O N
% 5 D = S H O W & T X _ B U H U T B E D U L E X I C O N _ M A I N % 5 B C O N T R O L L E R % 5 D = L E X I C O N & C H A S H = C 6 A 5 B F 4 8 C 2 A A 3 F 9 B 7 7 5 F 9 B C 2 C 9 F F 8 9 0 3

6. T H E
S C A F F O L D E D
L E A R N I N G
S TA G E
L E A R N I N G T H R O U G H R A D I O -
L E A R N I N G F O R L I F E

7. R A D I O A C T I V E
E U R O P E
• Is dedicated to citizens across
generations and cultural
contexts
• Has founded running radio
groups across europe
• Is empowering - groups have
„ownership“ of content,
technology and organisation …
• … towards a publically
recognisable voice.

8. R A D I O A C T I V E 1 0 1 I S A N I N N O VAT I V E
PA N - E U R O P E A N E D U C AT I O N A L
I N T E R V E N T I O N , U S I N G I N T E R N E T
R A D I O A N D A L S O S O C I A L M E D I A T O
P R O M O T E I N C L U S I O N , I N F O R M A L
L E A R N I N G , E M P L O YA B I L I T Y A N D
A C T I V E C I T I Z E N S H I P I N A N
O R I G I N A L A N D E X C I T I N G WAY.
!
W I T H T H E S U P P O R T O F T H E E U :
L L P 5 3 1 2 4 5 - L L P - 1 - 2 0 1 2 - 1 - U K - K A 3 -
K A 3 M P
W H A T I S R A D I O A C T I V E

9. Youth Students Parents
Stakeholders
University Students Young and Adult Citizens
Organisations

10. O B S E R VAT I O N S
S TA G E I
• They are identifying with
their work
• They invest time and effort
in their work
• They learn, progress and
develop continuously

11. O B S E R VAT I O N S
S TA G E I I
• Current training approaches on media
literacy, amateur citizen radio, all around
broadcasters are designed in particular
in
• training of knowledge in advance,
• „how to“ - reservoirs,
• in particular focussed on professional
development.
• Leak on non-formal, incident aspects for
instance of self and group organisation.
• don’t have an scaffolding,
accompanying, embedded and
scaffolding learning experience

12. T H E P R O J E C T S C H A L L E N G E
• How can the training introduce action and planning
immediately?
• How can effort and engagement be recognised?
• How can all the learning be covered in a strategic
approach for the subjective and sustainable use of the
RadioActivists?

13. I D E N T I F Y T H E F I E L D S O F L E A R N I N G
B R I N G I N G O R D E R T O T H E L E A R N I N G
Media-Production process
and workflow of a show
Methods to be known
Frame of
organisational
challenges
Technical
skills
Journalistic
skills
Group
processes at
the editorial

14. P H O T O B Y A S U _ C R O N K I T E -
H T T P : / / F L I C . K R / P / F D H X 9 4
PHOTOBYNANPALMERO-HTTP://FLIC.KR/P/BSTOGJ
PHOTOBYSTUARTCHALMERS-
HTTP://FLIC.KR/P/FSCSHS

15. 0 - A N A LY S I N G L E A R N I N G O P P O R T U N I T I E S
F R O M A N O N - F O R M A L P E R S P E C T I V E
A C T I O N S T E P S

16. 1 - S E T T I N G U P A C O M P E T E N C E
B A S E D C U R R I C U L U M
A C T I O N S T E P S
PHOTOBYBOBULATE-HTTP://FLIC.KR/P/5THQ4P

17. 2 - D E S I G N A C T I V I T Y A N D
K N O W L E D G E D E S C R I P T O R S
E X P R E S S I N G T H E P O T E N T I A L
L E A R N I N G O U T C O M E S
PHOTOBYPEDROSIMOES7-HTTP://FLIC.KR/P/5NNSSG
PHOTOBYVENSPIRED-HTTP://FLIC.KR/P/E6LGLU

18. 3 - B A D G E S F O R A C H I E V I N G
L E A R N I N G
R E C O G N I T I O N O F L E A R N I N G
PHOTOBYRECONSTRUCTIONIST-HTTP://FLIC.KR/P/5CNTNP

19. P L E 1 4 R A D I O A C T I V I S T
Name: Your Name
Description:
• The badge holder has shown the following competencies: Take an active
interest in local, regional, global issues which are relevant to the style and
branding of your show.
• Identify issues which may be of interest to your audience. Form ideas for
potential features and present your ideas to the editorial team.
• Collaborate to make an internet radio show.
• Record content for an internet radio show.
• Discuss a PLE relevant topic, form an opinion and present an argument.

20. Y O U R TA S K
Introduction into the shows topics.
“Actual debates on Learning Technlogie for
• a)Adults
• b) HE-Students
• c) Students
• d) Kids
• e) Toddlers”
Provide in a
5 Minute Statement a) the problem, b) the impact, AND c) your subjective view”

21. M O O D L E - C O U R S E F O R B A D G E S
http://moodle.radioactive101.eu/course/view.php?id=17