Resource collection form

Fl logoErasmus

This resource collection form is part of the FuturelabAE Erasmus+ project. One of the tasks of FutureLabAE project is collection and analysis of change oriented adult education practises in the fields of digitalisation and democracy. Change oriented adult education aims at changing individuals and/or society, not just to helping them adapt in the current situation.

 

The purpose of this online form is to collect examples of change oriented adult education practices (courses, seminars, informal learning practices, learning tools etc.) in the fields of digitalisation and democracy. The aims of the resource collection are to (1) make good practices visible, (2) build basis for workshops and courses on the topic, and (3) to build a resource centre for AE organisations, staff, trainers and policy-makers.

 

DEFINITIONS OF CHANGE ORIENTED ADULT EDUCATION AND DIFFERENT TYPES OF RESOURCES ARE AT THE END OF THE FORM. More info about the project is available in https://eaea.org/project/future-lab/

 

If there are any questions, contact jyri.manninen[at]uef.fi

 

Resource description

Type of the resource (select only one that best describes it)
Topic (select only one that best describes it):

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When you have filled in all information, SCROLL DOWN TO THE END OF THE 'DEFINITIONS TEXT' AND CLICK "SAVE".

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DEFINITIONS

The aim is (1) to collect different resources (courses, materials, learning tools etc.) on change oriented adult education on democracy and digitalization, and (2) to build an online resource center where these resources are available for adult educators, planners, policy makers and other actors who wish to develop change oriented adult learning activities on these themes.

How do we define “adult education”?

We are interested in all practices (courses, learning communities or other learning envi-ronments) and tools (books, games etc.) that help adults to learn new skills, attitudes, ways of thinking and behaving – in a more change oriented way. Learning is the key point, no matter whether the learning process is planned or naturally occurring, formal or non-formal, work related or non-vocational.

What does “change oriented” mean?

All adult learning leads to some kind of change (for example, after an Introduction to Face-book -course the person knows how to use Facebook). However, we are looking for adult learning practices, which aim at deeper changes at individual skills, behavior and/or atti-tudes – and also at the community and society level. Change oriented adult education aims at changing individuals and/or society towards a better, not just to help them adapt in the current situation. A good guideline are the following two types of change orientation (Picon 1991), describing two alternative change oriented roles adult education may have:


1: to improve the society, community and individuals and make the neces-sary adjustments for more equity and better society. Example: course “How to become a critically aware social media user”, where the aim is to give deeper understanding of how Facebook algorithms work and strengthen the “bubbles” people live in, and learn to change own behavior accordingly.


2: to aim to more radical structural transformation leading to considerable different new ways of thinking and acting (at individual level) and/or bigger change in community and society, whether by progressive steps or radical changes through “revolutionary” (but not violent) processes. Example: Social movement where citizens and social media experts develop a new type of social media, which works the opposite way than Facebook – helps to break the bubbles, helping people to engage in authentic dialogue in social media.

What could be change oriented adult education on democracy?

Courses etc. trying to make citizens more active so that the current society becomes bet-ter. For example, community development initiatives to activate people to take care of their own neighborhood. Learning practices promoting active, critical citizenships, and an-swering questions like how can integration, inclusion and democracy feed into shaping Eu-rope and adult education in the 2020s? How can these concepts be combined, shaped, im-plemented and achieved? Civil rights, social capital, xenophobia, voting, recognizing popu-lism, trust (in institutions and in other people), active participation, voluntary work, com-munity development. One historical example is Civil rights movement in the USA (Martin Luther King), where Highlander Folk High School played a role as a school for activists.
For example: Deliberative and participatory democratic methods like Deliberative walks

What could be change oriented adult education on digitalization?

Courses enabling adults to become active and proactive actors of their “digital life”. For ex-ample, user oriented ICT-development projects where people can participate and contrib-ute on planning of new systems and tools. Critical digital/media literacy courses to manage fake news and hate speech in social media. A community of “digital activists” who want to break the current digital order dominated by the few global companies (like Facebook) and to develop more equal and people friendly digital society.

We are also interested in learning practices combining both democracy and digitalization
For example, development projects on how social media or digital tools can be used to par-ticipate more equally in democratic decision making.

What kind of resources we are looking for?

COURSES (organized, mainly nonformal learning activities for adults)
Planned training, which has a timetable, some type of plan and learning objectives. Can be organized face-to-face or online.
For example: “Critical media literacy course at local adult education center”

SEMINARS or WEBINARS (short one day or few hours organized face-to-face or online meetings, focusing on presentations and discussions on some specific topic)
For example: “How to develop our city – discussion with local politicians”, “How to manage hate speech in Facebook – online webinar from your own computer”

INFORMAL LEARNING PRACTICES (learning communities, discussions groups, activist groups)
Informal learning takes places naturally in everyday practices like work, home, leisure time, meetings, groups, social movements etc. It is not organized on purpose (like a course), and there is no “trainer” in the same sense as in courses. However, different social activities (groups, meetings, discussions etc.) can be planned and organized so that they facilitate in-formal learning. These can be innovative learning practices organized by individual civic so-ciety actors or third sector organizations, for example learning spaces and learning com-munities that have started to emerge as a part of the UNESCO learning cities movement. They challenge the traditional notion of ‘training’ and ‘course’. Learning spaces are coming to be new phenomena constructed by the relations and interests of citizens who want to experience learning in new ways. Informal learning generated by local people themselves often led to wider community involvement and civic activism.
For example: coffee shops as places of non-formal and informal learning of young adults, offering exhibitions, movie projections, debates and learning circles that have risen spon-taneously.

(COMMUNITY) DEVELOPMENT PROGRAMS (development projects and programs where adult learning has a central role)
Development programs and projects often include training of people or can be considered as learning processes themselves (so called project based learning model).
For example: Kunstgreb-project in Denmark, based on cooperation between business or-ganizations and artists thus developing the companies’ creative skills and practices, and creating job opportunities for artists.

TRAINING AND LEARNING METHODS (“change oriented” teaching and learning methods and pedagogical models)
This is the “how” part of change oriented adult education – how to organize adult learning processes so that they generate change at individual and/or at society level. Well known methods are for example transformative learning and authentic meaning perspective (Me-zirow), Freirean method leading to conscientization, and expansive learning (Engeström). Common to these methods are usually “authentic” dialogue, active participation of the learners, reflection, critical thinking, assertive methods, mixed groups bringing people with different backgrounds and values together etc. For example: a specific method how partic-ipatory planning of the course is applied in a project.

LEARNING TOOLS (digital or nondigital games, tv-programs, apps for mobile phones etc.)
Different low tech (paper) or computer materials, games and other tools helping adults to learn in a change oriented way about digitalization and/or democracy. For example, games helping to understand own values and the ways of own behavior and thinking. Also, digital tools for social media helping to recognize fake news (like “Fake news alert” and ”Fact checking plugin”, https://mashable.com/2016/11/16/fake-news-alert-chrome-extension/?europe=true
For example: a short interactive online exercise (game) on how we build Trust in society (https://ncase.me/trust/)

MATERIALS (articles, research reports, other documents related to resources mentioned above)
A wide range of different types of materials describing the above mentioned change ori-ented practices. For example: curriculum for a course, project reports, case descriptions, articles, web sites etc.

Proceed

Thank you for your contribution! Please follow the project website for future developments in the project.

https://eaea.org/project/future-lab/

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