1. Designing for Adults Learning
in the Context of ALICE
project
Tools & Approach
Juliana Raffaghelli
University Ca’ Foscari of Venice

2. Designing for Learning
Our strategy…
 …for effective, quality and shareable educational practices in
the field of adults education
 Five phases in our approach, and several tools to support
them
Phase Tools
CONTEXTUALIZE The Narrative Design and the Force Map
PLAN/CREATE The Four Leaf taxonomy and connected ALPP
Learning Design Map
IMPLEMENT check-lists, video/audio-recording, adults’ generated
content
EVALUATE/REFLECT Participatory Evaluation
EDIT/SHARE Pedagogical Pattern to collect and share resources

3. A CREATIVE PROCESS
Contextualize Design/Plan Implement Evaluate Share /
End of February Mid March February- May/June Open
2013 2013 May 2013 2013 June 2013
GENERAL INFORMATION
Is foreseen the support of Educational Coordinators, on site and online
ITALY: Juliana Raffaghelli
ROMANIA: Raluca Icleanu
GREECE: Nektarios Moumoutzis
SWITZERLAND: Isabella Rega
UK: Teresa dello Monaco
The final discussion of the ER will take place in every National context for all trainers. One trainer
will participate at International Discussion in Crete. Two trainers will participate at the Final
Conference.

4. HOW ARE THE FIVE PHASES CONNECTED?
Considering a learning paradigm based on reflection on action and further connections to theory, this
phases are tightly connected: there is interdependency among their results.
SHARING: Educational Resource
ELABORATION …
CONTEXTUALIZE/DESIGN…
brings together the original idea
provides a framework of THE ALPP and practices, and build on to
planning and scheme for IMPLEMENTATION/ generate new concepts,
practice on the field (ALPP EVALUATION… approaches, policy
implementation) recommendations
provides fundamental
experience that is the
base for conceptual
elaboration
C/D
ALPP-IMP
ER-E
“The cycle of learning through reflection on practice”

5. HOW IS THE SUPPORT TO TRAINERS
ORGANIZED DURING THE 5 PHASES?
ONLINE LEARNING PATH: TRAINERS will be engaged in self-
assisted online sessions, aimed at supporting continuing adjustments,
improvements and discussion on the Learning Design.
This activity lasts 50h (online), from March to end of May
TRAINING ACTIVITY IN PRESENCE: discussion and
support for local implementation. The trainers will
hence identify the most appropriate structure for the
effective implementation on the field.
This activity lasts 50h (on site and personalized study)

6. WHAT SHOULD I PRODUCE IN
EVERY PHASE?
List of the deliverables
to be produced

7. Phase 1 (Feb) • Design Narrative/ Force Map
Phase 2
• Learning Design – Template A / C
(March)
• Records of Practice (Video-doc)
Phase 3 • Trainers’ Log
(March-May) • Blog posts ?
• Participatory evaluation session
Phase 4 (May) • Adults Learning Map – Template B
Phase 5 • Report – Template D/E
(May/June) • Educational Resource

8. Hands on!
Tools for the Adults’ Educator

9. Tools to represent your Adults
Learning Session
 Instructions
 Complete the Template A as written exercise for your Learning
Design
 Adopt the Template B to represent your participatory evaluation
session
 Adopt the Template C (ILAP-ALPP-MAP) to present your ALPP
Learning Design
 Template D is the pedagogical pattern you can follow to present the
final result of your piloting (in the case you do) The several MAPS
produced are integrated in the Pedagogical Pattern proposed to
«package» your proposal and experience of Adults Learning Pilot
Programmes.
 Adopt the Template E to present your ALPP Results

10. First Step
Contextualize

11. The narrative design
 The richness of the narrative express the problem, the way in
which we are engaged and the way in which we, as
educators and protagonists, could change that situation.
 Write freely, from your own situated (and very subjective!)
perspective
 What?/What for?: The educational problem
 Who?: Who are the learners
 Where?/ When?: Which is the social and cultural context
 How?: Which is your educational proposal
 What if?: Which are the forces that could weaken your strategy

12. The force map
 A Force Map is a graphical representation of the context of a
design challenge.
 It includes iconic representations of the key elements in this
context (social, material and intentional factors), and lines
noting the relationships between them.
 These relationships are marked "+" when supportive, and "-"
when indicating a tension.
 The design challenge can often be defined in terms of
resolving some of these tensions
 Consider the sam elements than for design narrative

13. Second Step
Plan/Create

14. Adults Learning Pilot Programmes
The ILAP in the context of the
ALICE project

15. The Four Leaf Taxonomy ®
Umberto Margiotta, 2006
ILAP is an instrumental
framework that aims to support
effective learning.
Personalization Information The ILAP framework is
composed by four phases where
the learner is engaged in different
activities. These are supposed to
promote specific learning
outcomes and hence shape
specific competences
• The four phases are:
INFORMATION: See, Listen,
Read, Explore
LAB: Discuss, Reflect, Try, Do
ASSESSMENT: Check your
knowledge and skills
Assessment Lab
PERSONALIZATION: Make your
learning useful for your
personal/professional purposes

16. Designing for Learning adopting
ILAP
 The pedagogical process is divided into sequences
where the learner is expected to reach learning goals
that support the achievement of competences.
 Every fase encompass:
 Educators specific Activities
 Learners specific Activities
 Resources for Learning
 This framework has been validated in several adults’
education, educators education and eLearning projects. It
has also been adopted in secondary education.

17. FIRST PHASE: information
This first step is characterized by the following activities:
 The educator  The Learner:
 Contextualization of the training path (why are
we here?);  Understanding Education
 Contents presentation (what are we going to goals, setting and activities.
do?);
 Achieving crucial informations about
 Introduction of the ALPP(*) learning goals (what the educational project
could we get with this session?);
 Timing of the work programme (How long?);  Considering first contents
 Arrangement of a short summary/brochure to  Getting to know the educator/the
introduce the ALPP contents; colleagues
 Provision and linkage to specific TERMS in
order to promote reflection and understanding of  Jumping into the learning
experience / Understanding
key ideas;
Its importance lies on…
It represents a first important approach to the content meaning;
It outlines the sense of the training path and its complexity;
It introduces a clear idea of the roadmap to be followed and of the practices that characterize the
participation.
The Adult Learning Pilot Programmes. These are composed by 6 sessions. The ILAP can be applied at different levels
of granularity, but it is conceived mostly for the single session or pedagogical sequence

18. Second PHASE: LABORATORY
The laboratory is designed to improve social interaction.
 The educator  The Learner:
 Introduce Practical activities: the Creative
Language (*)  Analyzes activities and start transferring
 Design key questions knowledge into practice
 Open discussions  Explores and reflect about the topic
 Guide practices and reflections
 Discusses, analyzes, criticizes, jointly with
the educator and colleagues, in a growing
 Make conclusions on the ongoing learning community
discussion/activities  Reinforces the learning space as a space
 Support learners in presenting the results of of dialogue with diversity
the own hands-on activities
Its importance lies on…
It creates opportunities for practical understanding of an issue
It support peer learning;
It generates room for significant learning through reflection (meta-cognitive and emotional
processes)
It opens the learning process to the social construction of knowledge.
The Creative Language in the context of ALICE project is an artistic or playful language that supports dialogue
between adults and children.

19. Third PHASE:
ASSESSMENT/EVALUATION
Assessment includes three significant learning activities…and it is a learning activity
itself!
 The educator  The Learner:
 Assess Knowledge (Contents of Learning  Gets feed-back/Metalearn
or Declarative Knowledge);  Evaluates together with the educator
knowledge, skills, feelings, as
 Assess Skills (Rules of Problem Solving or achievements of learning experience
Procedural Knowledge);  Understands the own learning strategies
 Accompany reflection processes  Participates in a general evaluation of
learning activities and educator’s
(Metacognition, Reflection on feelings) performance in order to address new
activities
Its importance lies on…
The way in which the reflection can:
lead to recognize the key learning outcomes; provide quality adjustments;
Or to set up new scenarios for action

20. Fourth PHASE:
PERSONALIZATION/IMPACT
Now ensure that the learning experience pertains to the learner
 The educator  The Learner:
 Provision of new resources if required by  Achieves/transfers
the learners;  Considers experiences you can generate
with learned lessons within the course
 Suggestion of alternative educational
 Considers herself with regard to the
paths;
generation of knowledge within the field of
 Setting up of additional documents and study/activity
training material.  Analyzes future learning activities
Its importance lies on…
The possibility of really moving the experience from a teaching centered to a learning centered
approach.

21. Designing the ALPP
Understanding Template A.
 Summary: please include
 The context of the whole ALPP
 Your ALPP’s aim
 Your ALPP’s goals
 Your session expected outputs
 The Sessions: please include
 The context of the session
 The educator’s activities: I-L-A-P
 The learners’ activities: I-L-A-P
 The resources
 The final Session of Participatory evaluation: please include
 The context of the session
 The evaluation strategies
 The Learning Map

22. THE ILAP MAP
Understanding the first part of Template C (*)
Find the template to start working at: http://goo.gl/vtro5
P I
A L
The template C is to be fully completed after the evaluation planning. You can start working with the ILAP
MAP to represent your sessions.

23. Tools for the Adults’ Educator
Implementing the ALPP
In collaboration with Raluca Icleanu (SREP)

24. Implementing for quality and
effectiveness
 Remember your original strategy but do not be blocked by it
 Adopt supports to monitor your participants reactions:
 Levels of participation
 Critical incidents allow you to think that you should change
something
 Informal Conversations with responsibles and with participants
 A check-list of things that would be desiderable to implement
during the sessions
 Share your Learning Design and your ideas with a critical
colleague; learn from the suggestions

25. Implementing for and through
networking: impact at local level
 Focus the opportunities the institutions engaged in adults’
learning offer, as well as their goals: understand their
trajectories and their needs
 Cluster your project:
 Learn about other projects doing the same/similar activity than
yours
 Communicate/share your activity with the other «brother
projects»
 Organize forms of communication to make your activities
visible: radio, blog post during activities, brief seminars, etc
 A check-list of things that would be desiderable to implement as
complementary «networking» activity while you run your sessions

26. Tools for the Adults’ Educator
Evaluating the ALPP
In collaboration with Isabella Rega (SEED)

27. Participatory Evaluation: Why?
Understanding Template B
 The project attempts to raise awareness, through
participation and engagement, on the impact of the
project’s approach:
 Adults as Educators are a key for the Lifelong Learning
society
 Adults can improve their skills to support children, having
impact on their own Key Competences for Lifelong
Learning
 Creative Languages can help adults to better support
children, generating intergenerational creative learning
experiences
 How to evaluate this?
 A set of tools to understand the effectiveness and the
quality of our approach

28. Participatory Evaluation: A set of tools
Understanding Template B
EVALUATION
SET OF TOOLS
From the trainer side From the adult side
• Trainers Logs
• Inquiry through the ALPP • Video-recording
implementation • Production/Reflection
• Self-Evaluation & • KC “conversational”
reflection Evaluation

29. Template B: Participatory Evaluation
Presentation
 Strategy: please include
 The activities
 The type of evidence gathered: drawings, video, annotations on
discussion, questionnaires
 The Learning Map: Please include
 Your own definition on Key Competences for Lifelong Learning that the adults
can achieve through your ALPP
 Create your Learning Map
 The learners’ activities: I-L-A-P
 The resources
 The final Session of Participatory evaluation: please include
 The context of the session
 The evaluation strategies
 The Learning Map

30. Tools for the Adults’ Educator
Presenting and Sharing your ALPP
In collaboration with Nektarios Moumoutzis (TUC)

31. Presenting and Sharing your ALPP:
OPEN your practice
Understanding Template D-E and beyond !
The importance of Opening your practice lies
in:
 The opportunity for others to adopt your ideas and
exchange with you
 The possibility of make accessible a portfolio of best
practices you can use whenever you want to present
your work
 The possibility to reflect on your pedagogical
approach while seeing the «cristallyzed» practices
and keep improving your professional skills as
educator.
 According to the Open Educational Resources
movement

32. Presenting and Sharing your ALPP:
OPEN your practice
Understanding Template D-E and beyond !
Steps Description
Adopt the The pedagogical pattern is a template (TEMPLATE D)
“Pedagogical Hints: Re-organize and reflect on the basis of achievements, from the Learning Design to the
Pattern” representation of the whole practice
March-May Output: a written document
2013
To present your work, we have elaborated a template (TEMPLATE E). You can download it from:
Presenting Hints:
your work Keep thinking about your achievementes
May-June Communicate effectively your achievements
2013 Discuss with peers
Discuss in open professional/research networks
Output a presentation
To package your work, we will adopt the Octopus platform (a platform to share Open Educational
Package your Resources developed by TUC):
work Hints:
(June 2013) Reflect on the work done through the Pedagogical Pattern
Enrich with all the evidence collected (links, resources, adults’ outputs)
Share the link to your OER.
Output: an Open Educational Resource

33. Presenting and Sharing your ALPP:
OPEN your practice
Presentation
 Octopus platform (some screenshots)

34. Enjoy your Work!
ALICE EDUCATIONAL TEAM
(*) Image taken from Elena Zambianchi’s ALPPs