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Etfu homework 3_berlin_bcn_kabuapowerlab

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Etfu homework 3_berlin_bcn_kabuapowerlab

  1. 1. STEP 1. Identifying our researchsupport group & research partners AR PLANNING
  2. 2. STEP 1. Identifying our researchsupport group & research partners AR PLANNING• In the Power Lab • When implementing the Power Lab: Design: – Moderator/facilitator – Kabua Youngsters – Kabua Youngsters: animators (Volunteers) – Youngsters from formal, non formal and informal – Project Coordinators contexts/institutions – Pedagogical Experts – Teachers, trainers, social workers, monitors – Technological Experts – Research team (4) – TV3 educational dept. – Responsible of Pedagogical support
  3. 3. STEP 2. Defining a starting point ofour research… AR PLANNING
  4. 4. STEP 2. Defining a starting point ofour research… AR PLANNING rs’ yo ungste an w e foster gh a virtu m al How c sse s t hr o u m a k e t h e g proce in order to al em powerin munity e ll as critic com ts as w formation learning ive participan e trans ct th social a ommitted to of society? sc nt citizen d improveme an
  5. 5. STEP 3. Clarifying… AR PLANNING• Aims: – Build a Virtual Learning Community (VLC Kabua) that serves as the main platform for youngsters to participate and learn (social network) bua – Stimulate communication, Ka opinions and active participation of youngsters within Kabua and in some face to face encounters – Foster youngsters’ identity construction processes (virtual and real)
  6. 6. LEARNING IN A SPECIFIC MOMENT AND CONTEXTFORMAL rs Yo IID. RRE NON FORMAL teLEARNING un EAL LEARNING gs gs CONTEXT un D Y RE . te FORMA ID TIT VI AL Yo ’S RT RT PL A rs NO L PL EN PL E UA UA ID E’’S ES FORMAL T LI L AL CONTEX DE DE SHARED IDENTITIES TU N NT NT VIR IITY T kabua 2.0 VIRTUAL IDENTITY N XT TE AL PLE’S CO ORM INFORMAL F IN ID. REAL LEARNING Youngsters LIFE LONG LEARNING – MULTIPLE CONTEXTS
  7. 7. STEP 3. Clarifying… AR PLANNING• Aims: – Build engaging and challenging learning activities for diverse groups of youngsters (12-30) through the development of roles that give them a sense of social responsibility – Provide on-line pedagogical support according to youngsters’ needs (scaffolding), as well as on-line support on 2.o tools & media
  8. 8. STEP 3. Clarifying…• Aims: AR PLANNING Scaffolding Modeling Demonstrate / Demonstrate Autonomous joint practice / guided practice and and reflection practice and reflection reflection Self-evaluation Pedagogical support I do, you observe I do, you help You do, I help You do, I observe
  9. 9. STEP 3. Clarifying… AR PLANNING• Aims: – Develop learning contents on social problems, social participation, ethics, politics, intercultural education… – Foster the creation of diverse kinds of 2.0 tools and media that gives voice to youngsters ideas for participating in society
  10. 10. STEP 3. Clarifying…• Social situation What does it meanAR PLANNING What does it mean to be a youngster in to be a youngster in – Discrimination – Inequity a complex and a complex and –… diverse world’ diverse world’ Society Liquid society Complexity ICT New training scenarios immediacy Cambio New Challenges Uncertainty Problems Social Networks analysis New ways of interpersonal relationship
  11. 11. Whatts expe…r saySTEP 3. Clarifying… AR PLANNING• Youngsters’ needs: – They already have interiorized this new reality. – They need tools to cope with this new Who/how are Who/how are scenarios and complex realities. nowadays youngsters? nowadays youngsters? – They live and interact with the world On what are they On what are they through ICT; they were born with them. worried about? What worried about? What – They are ‘prosumers‘ of information and do they like? do they like? knowledge. Are they committed to Are they committed to – They are multitasking. society? society? – They expect immediate rewards…
  12. 12. Whatonal ti terna say… in ies studSTEP 3. Clarifying… AR PLANNING• Youngsters’ needs: – In the international level, 86% of 15 years old youngsters frequently use computers at home (OCDE, 2008)… Who/how are Who/how are nowadays youngsters? nowadays youngsters? – 92,9% of Spanish youngsters On what are they On what are they socially interact through social worried about? What worried about? What networks through internet do they like? do they like? (Pfizer Foundation, 2009)… Are they committed to Are they committed to – … society? society?
  13. 13. ay at todRS in W h ST E G YOUN talonian a Ca ol say… schoSTEP 3. Clarifying… AR PLANNING• Youngsters’ needs: Who/how are Who/how are nowadays youngsters? nowadays youngsters? On what are they On what are they worried about? What worried about? What do they like? do they like? Are they committed to Are they committed to society? society?
  14. 14. STEP 3. Clarifying…• Resources • & Research tools – OER’s – UNESCO Open – Youngsters research Educational Resources journal (audiovisual blog) – TV3 audiovisual resources – PLE (Personal Learning – 2.0 educational tools Environment) – Learning activities designed by youngsters
  15. 15. STEP 4. Action strategies…• Action Plan Kabua – ELGG social network development – prototype as a demo – Definition of a sample of youngsters and participant institutions – Contact agenda with centers for planning the demo of Kabua – Development of indicators and research instruments – Diverse media development for project dissemination – Audiovisual presentation of Kabua Virtual Community to youngsters – Delivering Kabua Demo during a month or two: 1st AR Cycle – Moderating, guiding and animating participation and interaction in Kabua – Applying AR instruments during the process-evaluating our strategies and making the necessary adjustments to the platform, the content, the materials or whatever issue that comes out as relevant during the reflection-evaluation in the action.

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