Upload
katia-pozos
View
115
Download
0
Tags:
Embed Size (px)
Citation preview
STEP 1. Identifying our researchsupport group & research partners AR PLANNING
STEP 1. Identifying our researchsupport group & research partners
• In the Power Lab Design:
– Kabua Youngsters (Volunteers)
– Project Coordinators– Pedagogical Experts– Technological Experts– TV3 educational dept.
AR PLANNING
• When implementing the Power Lab:
– Moderator/facilitator– Kabua Youngsters: animators– Youngsters from formal, non
formal and informal contexts/institutions
– Teachers, trainers, social workers, monitors
– Research team (4)– Responsible of Pedagogical
support
STEP 2. Defining a starting point of our research… AR PLANNING
STEP 2. Defining a starting point of our research… AR PLANNING
How can we foster youngsters’
empowering processes through a virtual
learning community in order to make them
social active participants as well as critical
citizens committed to the transformation
and improvement of society?
How can we foster youngsters’
empowering processes through a virtual
learning community in order to make them
social active participants as well as critical
citizens committed to the transformation
and improvement of society?
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)
– Stimulate communication, opinions and active participation of youngsters within Kabua and in some face to face encounters
– Foster youngsters’ identity construction processes (virtual and real)
Kabua
FORM
AL
CON
TEXT
NO
N
FORM
AL
CON
TEXT
INFORMAL
CONTEXT
Youngsters
FORMAL LEARNING
NON FORMAL LEARNING
INFORMAL LEARNING
LEARNING IN A SPECIFIC MOMENT AND CONTEXT
LIFE LONG LEARNING – MULTIPLE CONTEXTS
ID. REALID. REAL
VIRTUAL IDENTITYVIRTUAL IDENTITY
PLE’SPLE’S
Youngsters
ID. REAL
ID. REAL
VIRTUAL IDENTITY
VIRTUAL IDENTITY
PLE’SPLE’S
Youngste
rsID
. ID
. RE
ALRE
ALVI
RTUAL I
DENTI
TY
VIRT
UAL IDEN
TITY
PLE’
SPL
E’S
SHARED IDENTITIESSHARED IDENTITIES
kabua 2.0
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
Modeling
Pedagogical support
Demonstrate / joint practice and reflection
Demonstrate / guided
practice and reflection
Autonomous practice and
reflectionSelf-evaluation
I do, you observe I do, you help You do, I help You do, I observe
Scaffolding
AR PLANNING• Aims:STEP 3. Clarifying…
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
STEP 3. Clarifying… AR PLANNING
SocietySociety
– Discrimination– Inequity– …
Problems analysis
What does it mean to be a youngster in
a complex and diverse world’
What does it mean to be a youngster in
a complex and diverse world’
ComplexityCambioimmediacy
Uncertainty
Liquid society
ICT
New ways of interpersonal relationship
New trainingscenarios
Social NetworksNew Challenges
• Social situation
STEP 3. Clarifying… AR PLANNING• Youngsters’ needs:
– They already have interiorized this new reality.
– They need tools to cope with this new scenarios and complex realities.
– They live and interact with the world through ICT; they were born with them.
– They are ‘prosumers‘ of information and knowledge.
– They are multitasking.– They expect immediate rewards…
Who/how are nowadays youngsters?
On what are they worried about? What
do they like?Are they committed to
society?
Who/how are nowadays youngsters?
On what are they worried about? What
do they like?Are they committed to
society?
What experts
say…
STEP 3. Clarifying… AR PLANNING• Youngsters’ needs:
– In the international level, 86% of 15 years old youngsters frequently use computers at home (OCDE, 2008)…
– 92,9% of Spanish youngsters socially interact through social networks through internet (Pfizer Foundation, 2009)…
– …
Who/how are nowadays youngsters?
On what are they worried about? What
do they like?Are they committed to
society?
Who/how are nowadays youngsters?
On what are they worried about? What
do they like?Are they committed to
society?
What
international
studies say…
STEP 3. Clarifying… AR PLANNING• Youngsters’ needs:
Who/how are nowadays youngsters?
On what are they worried about? What
do they like?Are they committed to
society?
Who/how are nowadays youngsters?
On what are they worried about? What
do they like?Are they committed to
society?
What today
YOUNGSTERS in
a Catalonian
school say…
• Resources
– OER’s – UNESCO Open Educational Resources
– TV3 audiovisual resources– 2.0 educational tools– Learning activities
designed by youngsters
STEP 3. Clarifying…• & Research tools
– Youngsters research journal (audiovisual blog)
– PLE (Personal Learning Environment)
• 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.
STEP 4. Action strategies…