CONTINUED DEVELOPMENT/APPLICATION OF

THE TOP+ PIONEER MODEL

A presentation by:Kennet Lindquist, STPKC, Sweden

TOP+ Development Stages

(Need) ANALYSIS

STRATEGY (Model)

(Service) DESIGN

DEVELOPMENT

(Course) DELIVERY

EVALUATE/VERIFY

A typicalLearning ServiceDevelopment Cycle

versus

WP2 – Needs, Resource Database, Knowledge Framework

WP3 – Competence Framework, Catalogue of competencies(SKA) OUTCOMES

WP4 – Learning service Model, Curriculum

WP5 – Workshop/Learning Services, tested

WP6 – Techn. Platform, MM Compendium

WP7 – EU-wide tool adoption/usage

WP1 – Quality assurance/QM

Success criteria for the WP4 efforts• ‘Reality context ‘ of Elders embarking on / engaged in learning

– Elder learners‘ needs , contextual influences, and learning service demands • Learning processes for elder teachers teaching elders

– Adjustments of learning support orientation of trainers for elder learning• The design of the ‘model’ on which the curriculum is being built

– Identification of the uniqueness of facilitating learning among elders• The capabilities of the tool that identifies ‘new’ competencies

– Identification of new skills and competence profiles for teachers of elders• The method by which the validity of the outcomes are verified

– Selection of validators, the validation process, and improvement actions

Major components of the WP4 Outcomes• Summary of Training Needs derived from WP2 and WP3

– Anchoring the Learning Service Development in the target context

• A Model of training to be tested by WP5– Accepting an approach of Engaged and Learner-centred learning

• A new curricula for re-skilling/up-skilling teachers– Adopting an EQF-oriented strategy for competence development

• An effective tool for identification of teacher skills/profiles– Applying competence framework and contextualisation profiles

Part I - The TOP+ Pioneer Context• The WP4 inputs were obtained from ...

– TOP+ Research from WP2– TOP+ Surveys from WP3– References and articles in TOP+ Newsletter– Compiled reference documentation (Internet & libraries)

• WP4 findings generated were ...– The ‘life-path’ and the societal changes of it– The ‘reality context’ of elder learners– The main learning orientations or ‘needs’ of elders– The expected ‘service levels’ of learning providers– The new power-sharing and relation-settings in learning

The ‘reality context’ of elder learners

Learning initiatives pursued by context

Learning initiatives pursued by self

A change of dominance-orientation over time

A change of vocabulary / treatment-orientation

Authority Recognition Dignity

A requirement A problem A willingness

A path A ‘gap’ elimination An opportunity

A programme A course/seminar An event

New learning orientations / ’needs’ of elder learners

... or a The scope of elder learning as a ‘flower’ for them ...

• Improvements or changes in the interaction with their learning contexts• Learning to learn in new ways, learn new things

• Improvements or changes in their was to relate to the work context• Learning to do work new ways / to do new work

• Improvements or changes in their home or family contexts• Learning to take on new and leave out old family roles

• Improvements or changes of their roles community/society• Learning to engage in and disengage in societal engagements

... and this is what teachers of elders should contribute to !!

The Pioneer Service• The Curriculum

– The multi-modality of the learning service• Delivery as conventional training events• Delivery as mixed WS and self-managed assignments (default)• Delivery as partially or fully remote learning

– The modularity of the learning service • Delivery as a training programme (default)• Delivery as a set of separate modules

– Reflective learning options from ‘learning diaries’• Sharing of personal ‘story books’• Individual learning ‘diary’ notes• Collaborative / group learning ‘diaries’

• The Competence Framework• Six inter-related competence ‘domains’

» Each introduced next ...

Engaged and Learner-centred learning– From passive consumption to active engagement– Apply different Learning Service Paradigms– Stages of a learning service engagement

• Pre / During / Post stages of a learning service• ISD versus engagement orientation of service development• Participative / engaged development of ‘learning journeys’

– Learning Service provision• Service provider / Institutional - a market cooperation approach• Individual / Professional – engaging learners & learner centeredness

The shared roles/responsibilities in learningA ‘trade-balance’ is important in order to secure sustainability of the provided learning services.

A role distribution and responsibility sharing agreements are important to define in order to establish a healthy relationship among the actors involved in learning service initiatives.

The Pioneer Tool• The tool components

– The competency ‘hierarchies’– The professional role structures– The competence development opportunities– The profiling matrix (cross-relating ‘hierarchies’)

• The inputs from users– Definition of roles within a learning service providing institution

• Relevance indications and applicability statements– Definition of existing and required new competencies

• The outcomes from the tool– Individual profiles, with option for action planning/progress monitoring– Statistics on profiles from compiled/selected user profiles/contexts

– The Pioneer Tool is introduced next ...

Three duality-orientations of a proposed curriculum• Andragogy orientation

– Insight/knowledge on Elder’s learning (see collected TOP+ info)– Ability to convert from ‘school teaching’/’lecturing’ to LLL facilitation

• Possibly with a ISD/Associationistic orientation• Communicative orientation

– Manage ‘horizontal’ leadership roles in learning ‘partnerships’– Interactive capabilities with the learning context using IS means

• Possibly with a Socially mediated Constructivistic orientation• eLearning/eService orientation

– Capable to develop and support use of eLearning services by elders– Utilise collaborative tools for joint development of 'Learning journeys’

• Possibly with a Community of Practice orientation» See reference documentation for explanation of the ‘Learning paradigms’

Identification of roles among learning providers for elders(Examples from Sweden)

Functions and roles within a learning service provider

An outcome deriving from WP2 and/or WP3

(Examples from Sweden)

General structure of the TOP+ Learning Service Curriculum

A new ‘power-sharing’ and ‘relationship setting’ in learning

The ‘learning with dignity’ area

The problematic ‘L’ for conventional teachers moving into the segment of ‘elder learning’, i.e. moving from the ‘grey’ to the ‘blue’ interaction area.

Coop- Roles

”Cooperators”

Function - Roles

”Professionals”

Competence Levels

Professional

Adviser

Unaware

”SHOULD”- level

”IS”- level

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