BB, BM Seminar of Rennes, France Objective: Share our training practices for adults regarding key skills Share our representation of learning to learn

BB, BM

Seminar of Rennes,France

Objective: Share our training practices for adults regarding key skills Share our representation of learning to learn and the autonomy of

learner Presenting innovation and best practices on this field

Rennes18-19th April 2013

« Key skills at the workplace » Agenda of the seminar

9:00 Welcome to all partners at the GIP-FAR, coffee time9:30 Introduction - Interactive round table

Presentation of the seminar, key skills frameworkPresentation of the education and adult training system in

France10:30 Group workshop by country

Introducing the initial system and adult system in each countryIdentifying the different practices in each partner organisation

11:45 Learning game on transmission and learning 12:15 Meal break13:45 Intercultural Workshop on learner autonomy

Work on the competences related to Iearner’s autonomyIdentification of the levers and means for the development of

the autonomy of learners. Perspective on future team work.break

16:15 Evaluation of the work day - Introduction the next day visit16:30 Workshop on partnership project website17:15 End of work18:30 Optional: Visit of the city centre of Rennes, 20:30 Optional: Group dinner in the restaurant “La fabrique” of Rennes

18 April

« Key skills at the workplace » Agenda of the seminar

8:15 RDV at the train station for the bus to the city of « Redon » Departure of the bus at 8h30, from the station

9:30 Arrival at the city of Redon, Welcome at the Greta center, coffee time

10:00 Introduction of Philippe Beuchot head of the “Lycée” Beaumont

10:30 Introduction to the training set-up of the agency of Redon, Greta of East-Brittany.Introduction of the training practices and team work of the agency related to the learners autonomy. Interview of the trainers, coordinator and counselor Questions and answers with partners and participants

12:30 Meal break at the Lycée Beaumont

15:00 Return to Rennes by bus,Arrival at the train station at 16:00 -16:30

16:15 End of seminar

19 April

« Key skills at the workplace »

Objectives of the seminar

Share a definition of the autonomy of learners

Share our different approaches to develop learner autonomy developing the abilities, in preparation training

developing the autonomy through the posture of the trainer

developing autonomy through the organization, procedures, means and resources


Workshop by country

workgroups:

What are the differences and the links between a adult trainer and a teacher

in your country?


Characteristics Teacher/ trainer centered Learner centeredLearning situation The situation is oriented toward the

performance of the teacher focus is on teaching

The situation is oriented toward the performance of the learner and the individualized paths Focus is on learning

Role of the teacher / trainer

The teacher / trainer is mainly a provider of information and knowledge

The teacher / trainer is a diagnostician, a guide, a resource person who motivates

Objectives They are usually not stated as precise and observable objectives.

They are stated in terms of behavior of the learner and presented before proceeding.

Speed and rhythm All learners progress at the same rhythm Each learner progress at his own rhythm

Training activity Mainly based on lectures Several activities are used to gain better learning

Individualization A training trainer centered addresses on public

A training learner centered is individualized. Each learner can use all or part of the material

Participation It is sporadic It is active

assessment Assessments are processed late and are rare

They are frequent and immediate, they are given after small learning units, it is diagnostic, formative, summative

control They are normative They are based on criteria success is independent of that of other learners

Success It is evaluate by the teacher mostly from a subjective point of view depending on the acquisition of the group.

The objectives and their evaluation allow the teacher to know if the course is successful in terms of knowledge acquisition

Typology of training practices


Principles of adult training

• Taking into the experience (validation of acquired vocational skills)

• Individualize the training path

• Personalized training situation

• Accompanied self training

• Competence approach

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What about learning ?

Various learning situations


Various learning situations

Group training Self training in a resources centre or

at distanceSituation of self learning accompany by trainer

Situation of self learning with prescription without trainer accompaniment

Individualized training

Traditional situation of a group with collective

trainer guidance


Different training set-up and individualisation

Individualized training

Accompanied self learning

Training objectives

1

3

7Resources centre

resources

Training objectives

13

7

Traditional group training

Training objectives2 3

1 …

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autonomy or

not autonomy ?

Objective: Sharing a representation of autonomy Defining axes of development of autonomy


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The 3 contexts of autonomy

Educational or formative context: practising one’s “job" of learner as expected by the educational institution.

Vocational context: achieve one’s “activities" as expected by the company.

Context of social and professional integration: implementation expected attitudes and behaviors to adapt to social and professional environments


Intercultural workshop

workgroups:

Collect and sum up what an autonomous learner is able to do and what is not able to do in learning situations.

Use the grid to characterize autonomy and lack of autonomy

What an autonomous learner is able to do ?

→ http://www.bubbl.us

http://www.bubbl.us/

http://www.bubbl.us/


Autonomy of learner : which abilities?

Cognitive abilities

Methodological abilities

Meta cognitive abilities

Self direction abilities

Social abilities and psycho emotional attitude


Autonomy of learner : which abilities?

Transversal cognitive abilities : read, write, implement logical reasoning, memorizing, understanding, transfering to other situation…

Methodological abilities:Organize one’s knowledge (noting information, processing information : reading instructions, synthesis ...), planning, time management ...


2. Autonomy of learner : which abilities?

Meta cognitive abilities : Knowledge of an individual of his way of learning and ability to improve it, by analyzing its own processes in any learning situation.

Self direction abilities :Ability to identify knowledge and learning objectives, as well as didactic content, in order to lead one’s own learning. Implementation and management of appropriate learning strategies.

Social abilities and psycho emotional attitude:Interpersonal communication and cooperation with peers, instructors or trainers / teachers


Définitions: Synthèse des exemples

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3. Some reflections on the learner’s autonomy


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3. Definition of autonomy (general)

"Right to govern oneself by one's own laws. “

"Right of the individual to determine freely the rules to which one submits. “

"Distance that can pass a vehicle, aircraft, ship without being refueled (twentieth century). “

‘Petit Robert’ dictionary


Analogy…

AUTONOMY = "Distance that can pass a (learner), without being refueled (by his trainer)“ ? ?


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3. Autonomy : the concept of self direction

Ability to regulate ones’ conduct by oneself according to one's own laws.

> The conquest of autonomy would be the awareness of laws and by the integration of these laws in a personal future between freedom and constraint

"A person is autonomous when he-she has voluntarily and fully endorses the actions in which ihe-she engages in"

What about this approach in the context or learner?


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3. Autonomy and relation


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3. Autonomy and relation

Autonomy is defined in relation to the others in a context, a working environment.

The learner must know the context:– the rules of the structure,– the constraints, resources, schedules, planing, etc ...

He should able to define his space of freedom in which he can exercise his autonomy.

> In your organisation, what is the space of freedom left for the learners ?


3. Definition of learner autonomyfrom «Éducation Permanente »

An autonomous learner is "someone who has the ability to learn independently and to choose the ways of learning which are best suited to the tasks."

A more or less strong adaptation to autonomous learning results in the ability to: take responsibility for one’s own learning, organize one’s work, manage one’s time, use of the various educational resources, material and human

available in the training set-up and the personal, family or professional environment.


3. An important difference …

Learner’s autonomy Working alone

A learner who leads, supports his own learning

A learner who works without the direct intervention of the

teacher

≠


3. Learner autonomy : prerequisite or objective

Autonomy as a pre requisite

Autonomy as an objective

The learner is supposed to acquire a number of skills to then "learn" in

autonomy.

The learning paths takes into account the autonomy

and propose in its implementation to develop

it step by step…

≠


3. Autonomy as a pre requisite

prerequisites Acquisition phase

Dependant learners

Autonomy or

individual work


A tool of learning to learn : « leading of one’s own learning »

Leading one’s own learning

2. Where do I learn? 3. Who is

learning?1. What do

I learn?

4. How do I learn?5. Synthesis


3. Autonomy as an objective

Weaning pedagogy

Not autonomous

learners

Autonomous learner

Autonomisation

Job of the trainerTutoring (delegation

contracting)Full support learning


3. Learner autonomy as a gradual process

Empowerment phase on various points:(Progression, organization, technique and method, monitoring the progress of learning, evaluation ...)

Learning about oneself and one’s own inner process of learning (meta-cognition)

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4. Improvement of the autonomy of learner


Improvement of the autonomy of learner in a training set-up

Specific posture of

the trainers

Preparation and

Specific training

Specific training situation andorganisation

Specific objectives of training

Regular trainingPreparation and specific training


Development of the autonomy abilities of learner1. Cognitive abilities

2. Methodological abilities

3. Meta cognitive abilities

4. Self direction abilities

5. Social abilities

Type of abilities Detailed ability Objective Learning tool, method and approach

Related theoretical concepts


Posture of the trainer and autonomy


Posture of the trainer and autonomy

1. teacher / learner centred pedagogy

2. Trainer as a resource (non directivity Carl Rogers)

3. Independence and resourcefulness: the attitude of the trainer (Mérieu)

4. Zone of proximal development (Wytgovsky)

5. Posture guardian, contracts, support

6. The ability of the trainer to create, organize resources

7. Self-efficacy (Bandura)

8. Responsibility of the teacher vis-à-vis the group? (Collaboration, sharing, mediation)


Example of theoretical concepts used to improve the posture in order to develop learner’s autonomy

GROUP

LEARNERTRAINER

KNOWLEDGE

The explicitation interview

MetacognitionTheory of mediation

Socio cognitive conflictNon directivity (C. Rogers)

The sense of personal effectiveness (Bandura)

PDZ (Wytgovsky)

Competence approach

Constructivism (Piaget)

Ethic of trainer


Developing autonomy : Which key moments and for what?

Expression of a personal project and the development of a training paths

• Expression of a personal or professional project

• Expression of expectations and goals

• Construction and contracting an individualized training path

• Determination of appropriate learning situations

• Organization, planning of the learning path and situations in a realistic and effective way.


Levers of learning organisations to develop autonomy

1. Initial diagnostic testing / project

2. Contracting

3. Accompaniment

4. Learning activities

5. Group learning

6. Learning Ressources

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Examples of improvement of training practices for the development of learner’s autonomy

1. Defining objective of training for the learners

2. Implementation of training organisation that develop the learner autonomy


8. Improvement by defining objective of training for the learners(examples)

Cognitive abilities:– Develop logical reasoning and mastery of basic intellectual operations– Develop observation skills

Metacognitive abilities– Learn to verbalize problems– Learn to ask the right questions– Develop listening skills– Develop the capacity to communicate, infer, generalize

self-direction abilities– Develop the ability to evaluate oneself, self-monitor– Develop the ability to manage stress, to set realistic and achievable

goals– Develop the ability to ask for an appropriate and targeted support


8. Improvement by defining objective of training for the learners (examples next)

Methodological abilities– Learn how to use the information retrieval tools (search engines...)– Learn to manage documentation. Classification systems. Ranking

methods 5S, 5M– Learn to manage time– Develop methods of problem solving

Social abilities– Develop the ability to team work – Develop attitudes of cooperation– Develop interpersonal communication skills


8. Improvement of training organisation to develop learners autonomy(examples)

Define the training services offered by the organization and make readable the offer of training services

Integrate the expression of choice, expectations and needs of learners at different steps of the proposed training path

Develop approaches to self-evaluation and co evaluation

Involve the learner in the construction of its training path

Offer a diverse range of resources taking into account different learning styles and preferences of learners….


8. Axes de progrès possibles concernant les organisations (suite)

• Allow access "free" to a set of resources identified and organized

• Offer a broad range of possible groupings (self-training, work in pairs, group work)

• Encourage personal exploration approaches

• Help the learner to control its training paths by providing "dashboards" and the indicators of need

• Adjust the duration and content of the training

• Allow the learner to stand in relation to a training manual (or repositories, in a broader sense)


Conclusion

Then what about you?

How do you feel about it ?

Which practices you have suit well the development of learner’s autonomy ?

Which improvement could you identify ?

Documents

BB, BM Seminar of Rennes, France Objective: Share our training practices for adults regarding key skills Share our representation of learning to learn