LeadLab Model Guidelines

GRUNDTVIG PROJECT LEADLAB
LEADING ELDERLY
AND
ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
Integrated MODEL of PERSONALIZED learning G U I D E L I N E S
Grundtvig Project
Leading Elderly and Adult Development LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP4 Development of LEADLAB Model
INTEGRATED MODEL OF PERSONALIZED LEARNING: GUIDELINES LC 200111

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Integrated
MODEL
of
PERSONALIZED learning
GUIDELINES

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Contents
How to use these Guidelines.......................................................................4 What does it mean personalization?...........................................................7 Why should I personalize?...........................................................................9 At which level can I apply a personalized approach?................................11 How to apply personalization in NVAE?.....................................................14 What does Trainers need in order to personalize an adult learning pathway?...................................................................................................21 How does an Adult learn?..........................................................................21 How to involve all the dimensions of the learner?.....................................23 How to identify adults learning styles?......................................................25 How to co-set learning challenges and learning pathway?.......................28 How to sustain self regulated learning process?.......................................30 How to support self-evaluation processes?...............................................33 What is the role of the trainer in a self-evaluation approach?...................36 How to build an effective interaction?.......................................................37 How should be organized a personalized learning environment?.............40 Can I use an online environment?.............................................................42 In a personalized learning pathway what is requested to the learner?.....43 Which are the core competences of the learners in a personalized approach?.................................................................................................45 How to put together all these elements? The @ model ............................48 References................................................................................................57

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HOW
TO USE THESE
GUIDELINES
EDUCATORS , TRAINERS
he LEADLAB Model Guidelines are directed at and

TEACHERS
dealing with adult and elderly learners. They are
designed to help the implementing and operatively applying the personalized approach designed within the LEADLAB Model of Personalisation for Adult Education. In the Guidelines the main features of the LEADLAB model are summarised and operatively referred to practical educational actions. Educator, trainers and teachers can find examples and descriptions of practices to effectively lead a personalized approach in adult courses. Since the LEADLAB Model of personalization is flexible, it can be applied at different levels, form basic to high; for practical and strategic reasons the Guidelines describes only a high level of personalization. Practitioners can adapt it to their own needs and contexts, deciding to apply it in part or widely.
H O W
ARE THESE
GUIDELINES
STRUCTURED?
To facilitate the comprehension and the applying of the LEADLAB Model, the Guidelines are structured as FAQ (Frequently Asked Question), a list of main questions and answers about Personalization and its practical application.
The LEADLAB Model Guidelines provide instructions and practical 4

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examples gained from the European practices of personalization in adult and elderly education, as recorded in the Status Artis documents. Thus, the Guidelines try to answer to the following
QUESTIONS :
What does it mean personalization? Why should I personalize? At which level can I apply a personalized approach? How to apply personalization in NVAE? What does Trainers need in order to personalize an adult learning pathway? How does an Adult learn? How to involve all the dimensions of the learner? How to identify adults learning styles? How to co-set learning challenges and learning pathway? How to sustain self regulated learning process? How to support self-evaluation processes? What is the role of the trainer in a self-evaluation approach? How to build an effective interaction? How should be organized a personalized learning environment? Can I use an online environment? In a personalized learning pathway what is requested to the learner? Which are the core competences of the learners in a personalized approach? How to put together all these elements?
The LEADLAB Model at a glance

According to the designed LEADLAB Model, in a Lifelong Learning

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System E at E at E at
inspired
LEVEL ,
to
the
learning
personalization
logic,
Personalization can be applied in NVAE at three levels:

MACRO
the design of the adult learners curriculum and
the guidance;
MESO MICRO LEVEL ,
the planning and design of the adult course; the didactic strategies and techniques.
LEVEL ,
The implementation of these three different levels of personalization involves as well three different professionals: LEARNING PERSONALIZATION TRAINERS INSTRUCTIONAL DESIGNER TRAINERS
OF ADULT LEARNERS
These Guidelines are part of a larger design of the adult learning personalization model, therefore they are strictly correlated to the following products: T HE LEADLAB M ODEL describes theoretical requirements, suggested learning approaches and kind of pathways, educational methodologies, learning environment features, educational interaction, evaluation and assessment methodologies, fallouts on the Adult Educational Systems T HE L EARNING P ERSONALIZATION T RAINER (LPT) J OB DESCRIPTION T HE L EARNING P ERSONALIZATION T RAINER M AP OF COMPETENCES describes the role and the tasks of the LPT describes the competences required to the LPT

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WHAT
DOES IT MEAN PERSONALIZATION?
f we look for the term personalize in a dictionary, we find the following definition: to take (a general remark or is
characterization) in a personal manner. The term
PERSONALIZATION
rich of meanings and still now there is not accordance among practitioners and researchers; most of them use it as a synonymous of individualization. Furthermore, we need to consider the difference among the different cultural backgrounds of the European countries were, at a different levels, personalization approaches are applied in the adult education.
Individualization Same objectives for all learners Applying of differenced didactic strategies to achieve the key competences The educational curriculum is defined by the educational staff Valorisation of the cognitive dimension of the learner
Personalization Different objectives for each learner Applying of differenced didactic strategies to promote the personal potentiality The learner actively participate to the construction of his own curriculum Valorisation of all dimensions of learner, not only the cognitive (emotional, social, life experience, etc.) Valorisation of previous knowledge, competence, life and work skill, also informal Learners self direction as a fundamental skill Tutor has a key role
Valorisation of previous knowledge and competencies, formal and non formal Learners self-direction as an accessory skill Teacher has a key role

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In LEADLAB Project we have carried out an inquiry to find a shared and common definition of personalization in Non Vocational Adult Education at a European level. We have found that a personalized approach should include the following dimensions:
All the dimensions of the learner

Personalization his/her does not both only include the and cognitive dimension of the person. It has for goal development, cognitively emotionally, as well as social and citizen.
Self-directed learning
Personalization is based on the learner selfdirection, which means: (a) that he has the ability to choose by himself the object and to determine the objectives of his learning (learning selfdetermination); and (b) that he can have a control over the terms and means of this learning (learning regulation: place, calendar, educational approach and material).
Learner as actor and co-producer of the learning process

According to a personalized approach, the learner is seen as the actor of his learning and in this sense is associated with the decisions of the training organization.
The trainer as a facilitator of the learning process

The role of the teacher/trainer is not to transmit

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contents, but to support the learner in the control of his learning. Within this common definition it has been also possible to highlight different and similar aspects of personalization models, concepts, practices and to identify the following recurrent features: E Involvement of the all dimensions of learner; E Development of self directed learning process; E Development of self regulated learning process; E Co-design of the learning pathway and process; E Development of self-evaluation process; E Learning challenges instead of learning objectives; E Learning pathway instead of instructional curriculum or training program; E Achievable results are not predictable a priori.
WHY
SHOULD
PERSONALIZE?
articipation in adult education is very far from Lisbon objectives. Recent studies show common patterns in Non Vocational Adult
Education (NVAE): participation declines with age; participation rates increase as the level of education of the participants rises; the main obstacles are lack of time, of money, of customized learning paths, unsupportive social environment, bad previous learning experience. To be more specific, most of the NVAE learning paths lack of attractiveness: D they are stereotyped, not valorising adult learning styles and biographic elements; D they are inadequate for elderly people; D successful approaches are often diffused only in restricted contexts, and the good pedagogic practices are not

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standardized nor recognized out of those contexts. Adult and elderly people are often disoriented and confused about the opportunities that could come from education. In addition, the adult and elderly learner, that has already delineated a real career of life and has acquired remarkable biographical elements during his/hers own experiences, will not be really in ease if inserted in a stereotyped educative pathway not designed to respect adult habits, abilities and mistakes, or adult rhythm and pace of learning, and at last limiting the possible achievable results. Moreover, an adult or elderly learner has a spontaneous processes. attitude to personalize his/hers own learning
We know, for example, from Knowles that the self-concept of the adult is totally based on the feeling of independence from the others, as a person fully responsible of his/hers actions and decisions. Another aspect is what Demetrio defines the masterly instinct of the adult. This attitude is reflected also on the learning experience. Yet each adult learner have a different learning skill set and a different awareness and mastery of his/hers meta-cognitive competences. We can consider the strengthen of awareness and mastery of the learning skill set as a result of an experience of a learning personalized pathway, not as a requirement. In other term it is not possible to delegate the task of personalization to the learner. 10

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We can assume that after a learning personalized pathway the adult learner will have empowered his/hers learning and meta-cognitive skill set and will be able to start autonomously basic personalized processes and to react more promptly to the intentional inputs of the LPT and of the context.
AT
WHICH LEVEL CAN
APPLY A PERSONALIZED
APPROACH?
ccording to the LEADLAB Model three levels of personalization have been identified. Adult learners need to pass through
BASIC, MEDIUM, ADVANCED.
several stages of increasing awareness, and increasing level of personalization:
BASIC
At this level we can suppose that the personalization is referred to the best arrangement of: E duration of the educational experience; E educational materials; E educational methods, according to the chosen paradigm (constructivism, behaviorism, cognitivism, complex,); E educational communication models (one to one, one to many, many to many) and styles (cooperative, collaborative, didactic, horizontal, hierarchic ); E evaluation models, tools, strategies; E educational environments; E educational interaction: at a distance or in presence, one alone or in a small/medium/large group. All of these elements are to be kept with the detected learning skill set, learning strategies, learning styles, learning attitudes. As well, we have to consider the best arrangement of contents, didactic units, curriculum, difficulty level, suggestions for deepening, in
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keeping with the detected learners priorities, motivation, learning needs, learning request, previous knowledge, previous learning experiences, previous competences, potential development area.
THIS LEVEL OF PERSONALIZATION COULD BE ALSO COMPUTER-BASED AND ENTRUSTED TO AN AUTOMATED SYSTEM.
MEDIUM
At this level the
IDENTITY
and the
BIOGRAPHY
of the learner come into
play next to the specific learning features recalled in the basic level.
Personalization is settled as a customized educational experience, supporting the self-realization of the learner, in which: E meaningful biography traits are valorized for the solving of relevant problems, sharing solutions with peer learners; E elements of his/hers previous learning experiences, competences and knowledge are recalled and re-structured in the new learning; E resources brought by the learner are integrated within the pathway; E learning effort is oriented towards an experience focused on themes and problems significantly connected to the real daily life.
ADVANCED
At this level personalization is intended as:
a.
a gradual process of gaining awareness about the owned 12

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learning skill and meta-cognitive competences;
b.
a gradual process of acquiring autonomy in the capability of choice, and of the development and co-planning of new learning experiences.
At this advanced level the includes re-negotiation
ORGANIZATIONAL
VARIABLES
appear particularly curriculum,
decisive, since a high level of flexibility is requested. This issue of learning challenges, resources, tools, experiences, duration, courses, etc. The learner should have a good level of awareness and autonomy for the use of material and resources, as well as for the interaction with the actors of the learning experiences; the assessment process can influence the development of the learning experience itself.
It can happen that the learner realizes that he/she need to include in the learning pathway something that was excluded at the beginning, that the chosen challenges are too much high or low, that the necessary time is more or less than the duration foreseen. Then, in a personalized perspective, the flexibility itself can vary from a minimum to a maximum, always according to the rules defined in a preliminary formative pact and respecting a pedagogic rigor.
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HOW
TO APPLY PERSONALIZATION IN
NVAE?
N
E E
on Vocational Adult Education (NVAE) in Europe is a part of Lifelong Learning, aiming to create a knowledge society. It is
FORMAL :
divided in two segments, formal and non formal: delivered by educational institutions, often funded by takes place outside the educational institutions, public institution, governments, etc.
NON FORMAL :
does not lead to a diploma. Its called non vocational because there is not a direct linked to the labour market, but previously to active aging and social inclusion. In a Lifelong Learning logic,
LEVEL ,
System
inspired to the
to
the
learning Model,
personalization D at D at D at
according
LEADLAB
Personalization can be applied in NVAE at three levels:

MACRO
the guidance and the design of the adult
learners curriculum;
MESO MICRO LEVEL ,
the planning and design of the adult course; the didactic strategies and tactics.
LEVEL ,
PERSONALIZATION LEVELS IN NVAE Level What Who GUIDANCE Design of the learners curriculum LPT INSTRUCTIONAL DESIGN Planning and designing of adult courses INSTRUCTIONAL DESIGNER TRAINERS PRACTICE Didactic strategies and tactics TRAINERS of adult and elderly learners
An adult or elderly learner needs a counseling service to be oriented, introduced in and guided through a personalized learning pathway where will find personalized courses and trainers/teachers adopting learning personalization strategies. In such a System personalization needs to be applied with attention to three dimensions:
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Learning
Involving as key variables the
LEARNERS COMPETENCES OF ADULT
(self-orienting competences, learning skill
set, personalization competences, self-learning attitude, previous learning experiences, previous personalized learning experiences) and their potential areas of improvement.
Teaching
TRAINERS COMPETENCES OF
of
adult
learner
(andragogic competences,
competences,
personalization
attitude to apply to himself/herself adult learning strategies being a fully autonomous lifelong learner).
Organization
ORGANIZATION
(calendar, courses timetable, courses duration, recruitment of teachers and trainers, etc.), the
MANAGEMENT ,
the the
QUALITY
of human resources, for of professional
example
disposability
resources such as Instructional designers, LPT, teachers and trainers expert of adult learning, equipment, endowment, structures, relationships with the local territory, etc. It is not possible to imagine an effective personalization model focused exclusively on the learners attitudes or on the trainers attitudes, since both learners and trainers operate and interact within an educational Institution that is part of an educational System that follows national or autonomous educational policies; neither it is possible to refer the personalization function only to the
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Learning Personalization Trainer isolated from the educational System.
In
Lifelong
Learning
System to
there
are
many Educational different flexible learning oriented
Institutions System
addressed
Adults, should
offering have a
opportunities; in the perspective of a personalized Lifelong Learning these Institutions organizational approach as concern the courses calendar, the courses duration and timetable or the courses structure itself. With specific reference to the courses, it appears decisive that their structure is designed according to adult learning requirements and to a flexible curriculum. This will allow the LPT to guide the adult learners in the multiple training proposals and in the choice of courses pathway. and In curricula, the co-designing trainers
FRAMEWORK ,
personalized apply
learning
courses
will
Andragogic
(Anthropogogic) and Personalization strategies. LEADLAB Model designs

AN IDEAL
highlighting the core and
decisive elements in order to implement an adult educational system authentically inspired to personalization. From an organizational point of view, within the described model, it is then requested also the interaction, direct o indirect, of three professional figures: D L EARNING P ERSONALIZATION T RAINER (LPT): co-plans, interacting with adult learners, personalized learning pathways, guides, motivates, empowers the learning process; D I NSTRUCTIONAL D ESIGNER (ID): designs macro instructional processes, flexible curricula and courses structures (modules, units, activities, contents, etc.) oriented to adult
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learning requirements; D T RAINER /T EACHER : expert of contents, applies learning personalization method and strategies within the single and specific adult courses.
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Adult learners
to LPT
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Within the range of possible personalization levels (basic, medium, advanced), according to the LEADLAB model, the personalization process involves both the personalization of the whole learning pathway and the personalization of each single course combining the personalized curriculum, where the adult learner will interact with trainers/teachers adopting adult learning and personalization strategies.
LEARNING PERSONALIZATION TRAINER
ADULT LEARNER
LI
E H
Who is the learner His previous knowledge His experience His learning style What the learner is looking for What kind of course, where, how much long, what level, which strategy
W S T S O P I N A
V A A Z
E Y I D
I L T E
N M LI
D F O
A R A
S O N
E N S
E I
Learning opportunities and resources
Co-design of the learning challenges and co-planning of learners curriculum
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Unive
Popul
cours
Muse
ur
al
rsity
um
ar
ci
Co
se
ur
opportu
Second
Applying the personalization design requests a high level of flexibility. The Adult Educational System and the Adult Educational Institutions, according the designed model, are indeed requested to design flexible curricula and courses, to be dynamically combined and eventually re-combined.
20
school
nity
TO NVAE SYSTEM

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WHAT
DOES
TRAINERS
NEED IN ORDER TO PERSONALIZE
AN ADULT LEARNING PATHWAY?
rainers are involved in the direct interaction with adult learners within one or more courses of the learning pathway co-
designed, in the proposed LEADLAB model, by the LPT and the learner. To the trainers is requested to carry out the course applying personalization strategies. Following are presented some practical instructions and examples in order to guide trainers applying at a high level the adult learning personalization. D To know how adult learn D To apply personalization strategies D To improve self evaluation culture D To change some consolidated teaching routines D To improve the meta-cognitive and self learning skill set of the adult learner and his/hers autonomy in the learning process First of all, to personalize adult and elderly learning experience it is decisive to know how an adult learn.
HOW 1.
DOES AN
ADULT
LEARN?
EXPERIENCE
For adult learners
is important as well the
KNOWLEDGE ,
consequently the most appropriated learning activities are
the ones recalling real and concrete situations, and the analysis of experiential contents.
2.
For adult people
PERSONAL
IDENTITY
coincides with the work
and life experience. Adults identify themselves on their experience. Then every time their experience is ignored they feel not only as 21

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their experience is ignored but as they itself are personally ignored.
3. 4.
Adult learning is focused on the
TASK .
Then it is important to
focalize activities on themes and problems more then on contents. The self concept of adult is based on the
SENSE OF
INDEPENDENCE ,
as a person responsible of his/hers decision of his/hers
life. Then adults are motivated to learn what they really need in order to afford autonomously their daily life.
5.
clear
Nevertheless adult learners look for someone giving them

INSTRUCTIONS AND RULES
in order to afford an assigned task.

THEIR EXPERIENCE
6.
Adults need to
COMMUNICATE
and to express
their masterly instinct. Then the improvement of the awareness of adult as a master as well as an intentional actor of learning represents a meaningful pedagogic effort. It is important that adult learners are not only required to execute tasks, but to give them the opportunity to add examples, tools, strategies in order to solve a problem or to realize an activity. They need to be co-producer of the learning experience.
7.
To learn is for adults a
TRANSFORMATIVE
EXPERIENCE ,
learning is
often as a transformation of the previous knowledge. To learn it is not only to add new information or knowledge, but above all to modify and transform the previous attitudes, ideas, logic connections of his/hers previous experience.
8.
L EARNING
ENVIRONMENT
should be a decisional environment
where adult learner can express their previous experience, their knowledge (practical and theoretical) and their masterly instinct.
9.
Adults need to
CO - SET
THE
LEARNING
OBJECTIVES
in view of
practical, meaningful, useful aims.
10.
C OURSES should be flexible and fit to the dynamic
interests of adult learners; should be include daily life situation within the learning pathway; should valorize and
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exploit stimulus coming from informal contexts of learning; should over cross traditional limits represented by the disciplines; should involve adult learners in the co-planning of learning programs and show and how learning to activities; the should learning encourage experience. enlarge
Taking in mind these adult learning features, LEADLAB Model Guidelines propose the following framework in order to personalize adult and elderly learning: E Involvement of the all dimensions of learner; E Development of self directed learning process; E Development of self regulated learning process; E Co-design of the learning pathway and process; E Development of self-evaluation process; E Learning challenges not learning objectives; E Learning pathway not instructional curriculum or training program; E Achievable results are not predictable a priori.
HOW
TO INVOLVE ALL THE DIMENSIONS OF THE LEARNER?
iographical approach represents a possible strategy to involve all the dimensions of the learner. It allows giving the due
attention to the personal identity that for adult and elderly people coincides with the work and life experience.
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The proposed activity consists in a

BIOGRAPHY .
WRITING
AN
EXERCISE
OF
SELF -
The opportunity for learners to describe themselves and competences, potentialities, expectations,
their
experiences,
supports the improvement of the self-awareness and it is a starting point also for a process of reciprocal acknowledgment and socialization in a learning group. Writing a brief history helps learners reflecting on their personal development and prepare them using of reflection as a tool and a source of learning. Moreover it offers them the opportunity to reread their profile with a critical sense detached from practical or professional implications, in a transformative perspective, evaluating elements that had an influence on their biography, strengths and weakness, new expectations for the future. Trainers, through this exercise, has the task to support the process of acquiring awareness about learning needs, learning expectations, development potential of learners. Starting the activity, it is important to remind the learners that: E to write a biography is not to write a professional curriculum, but is telling about themselves; E it is requested to highlight elements of his/hers life relevant with reference to the new learning experience and that have contributed to become what he/she now is; E the focus is on the informal and not formal previous learning experience including also personal life; E negative experiences are relevant as well positive experiences; E the telling must be of 1 page at all.
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Biography Guide WHAT WHICH WHICH

DO YOU DEAL WITH AT THIS MOMENT?
WAS YOUR STARTING POINT AND HOW DID YOU START?
HAVE BEEN THE RELEVANT PHASES OF YOUR IMPROVEMENT? HAVE BEEN UNEXPECTED AND ACCIDENTAL CHANGES? RESULTS AND BENEFITS HAVE YOU GAINED?
WHICH WHICH
WHICH WHICH WHICH
DIFFICULTIES OR CRITICAL SITUATIONS HAVE YOU FACED? EVENTS OR PEOPLE HAVE INFLUENCED YOUR LIFE? OPINION DO YOU HAVE ABOUT YOUR ACTUAL BEING
AND ABOUT YOU ARE BECOME WHAT NOW YOU ARE?
WHICH
ARE YOUR EXPECTATIONS ABOUT YOUR FUTURE?
HOW
TO IDENTIFY ADULTS LEARNING STYLES?
cquiring information through questionnaires on learning styles of the adult learners, according to the LEADLAB model,
represents a basic level of personalization. It could, anyway, integrate the information collected through the biographic interview. A set of simple descriptors can support the analysis of cognitive styles of learners. There is not probably a pure cognitive profile; indeed the same learner can adopt a different approach or a mix of cognitive styles according to the requirements of different contexts and situations. It is any way possible to identify a cognitive tendency.
Global cognitive style before starting to study a new content I like to have an overview of the learning materials and of contents.
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Analytical cognitive style
I prefer to start from details and to reconstruct a global vision as a result of the reconstruction of single concepts.
Field independent cognitive style
when I study I prefer to isolate single elements and I dont care about the connection among contents and contest which concepts belong to.
Field dependent cognitive style
when I study it is important to highlight the connection among single concepts in a wider context of meaning.
Visual cognitive style
I prefer the visual-space code, dynamic images, pictures, schemes and tables help me to better understand a concept.
Verbal style
I prefer memorize concepts repeating by voice
Convergent
To find a solution or to execute a task or an exercise I prefer to follow clear instruction and examples. I prefer to learn what is really requested to learn.
cognitive style
To find a solution or to execute a task or an exercise I like to explore all the possible strategies and ways, identifying all the possible answers to the same question or problem. I like to deepen an argument even if not requested.
Divergent cognitive style
I prefer action and concreteness, I try to find the more effective solution to execute a task o to solve a problem, I search within the available information what I need to solve a problem. I prefer summarized clear texts to acquire the
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necessary knowledge.
Solver cognitive style
I like to find articulated answers to a specific question even if not directly connected with the requested task. I like to compare the ideas and the positions of several authors to comprehend a specific problem.
Assimilator cognitive style
I try to find a solution analyzing one variable at time. It is important to have clear instruction, to have clarified preliminary knowledge required.
Systematic cognitive style
I like to make my personal hypothesis and then to check if they are fit with the real solution.
Intuitive cognitive style
I prefer to try a solution more then to previously evaluate accurately all the possible solution and to choice the better one; I do not plan my study, when Im in mood I study.
Impulsive cognitive style
I prefer to wait to take a decision I like previously evaluate accurately all the possible solution and then I choice the better one; I plan and organize accurately my study time and activities.
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HOW
TO CO-SET LEARNING CHALLENGES AND LEARNING
PATHWAY?
he self-biography offers the base of information in order to build the

FORMATIVE PACT .
The formative pact represents a tool and a
strategy of co-setting learning challenges and planning the learning pathway. It can be individually or collectively co-planned. The design of the formative pact is, for the learner, a decisive exercise of reflection about the learning challenges and the necessary pathway to meet them. Trainer, supporting the learner in the codesign of the formative pact, offers a significant opportunity to improve the autonomy of the learner in: E E E E
EXPLICATING IDENTIFYING CHOOSING BECOMING
of the learning request; the necessary stages to answer this request; of the requested effort to meet the co-settled
the relevant contents and activities;

AWARE
learning challenge. Trainer can propose the formative pact also as an effective tool of self-evaluation, supporting the learner comparing the realised learning activities with the designed plan.
The co-design of the formative pact duly takes in account the attitudes of the adult and elderly learners. The self-concept of adult is indeed based on the sense of independence. Co-designing the formative pact allows learners to view recognized their sense of responsibility and to choice to learn what they really need in order to afford autonomously their daily life. Formative pact as well satisfies the expectation of adult learners for someone giving them
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clear instructions and rules in order to afford an assigned task. Trainer has a decisive role in guiding the learner in this process, helping him/her to improve awareness of learning needs and expectations. A possible format for the design of a formative pact is the following.
1.
WELCOME MESSAGE E TITLE E AIMS E DURATION E LOCATION E CONTENTS

AND ARGUMENTS APPROACH
WITH A BRIEF DESCRIPTION OF THE COURSE, INDICATING:
E METHODOLOGICAL
2.
WHAT WILL BE ACHIEVED BY THE LEARNER: E E E

ABILITIES COMPETENCES KNOWLEDGE
3.
HOW COULD BE USED THE ACQUIRED KNOWLEDGE BY THE LEARNER
4.
RESOURCES AT DISPOSAL OF THE LEARNERS E HUMAN

RESOURCES: TRAINERS, TUTORS, EXPERTS, ETC. RESOURCES: BOOKS, PAPERS, EXERCISES, GAMES, PLATFORM, E-LEARNING COMMUNITY, BLOGS, SOCIAL
E MATERIAL
E TECHNOLOGICAL RESOURCES: E-LEARNING NETWORKS, ONLINE CONTENTS, ETC. E LOGISTIC
RESOURCES: CLASSROOMS, LABORATORIES, ETC.
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5.
WHAT IS EXPECTED FROM THE LEARNER
6.
WHAT IS EXPECTED FROM THE TRAINER
7.
EVALUATION E E E E E E E
APPROACH STRATEGY TOOLS STEPS OUTPUTS ACTORS OBJECTS
8.
CONCLUSIVE ENCOURAGEMENT MESSAGE

SIGNATURES SIGNATURES DATE
OF LEARNER OF TRAINER
HOW
TO SUSTAIN SELF REGULATED LEARNING PROCESS?
ccording to the LEADLAB Model, in order to personalize the learning pathway of adult and elderly people it is requested to
sustain self regulated learning process, involving all dimensions of learner, within co-planned learning pathways instead of instructional curricula or training programs, where learning challenges are fixed not learning objectives, and the achievable results are not predefined nor predictable a priori.
How to satisfy all these conditions?

One possible solution is as simple as effective: involving learners in 30

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BRAINSTORMING
EXERCISE
realizes
all
the
listed
requirements.
Brainstorming is a creative technique aimed to stimulate innovative ideas for the solution of a problem or for the creation of a new product, in a positive climate encouraging each participant to freely express his/hers thinking and ideas without prejudice or preliminary critiques. According to the adult and elderly learning attitudes, brainstorming meets the requirement that for adult learners experience is important as well the knowledge, consequently the most appropriated learning activities are the ones recalling real and concrete situations, and the analysis of experiential contents.
Then it is important to focus the brainstorming on a concrete situation within an experiential contest in order to solve a problem related to the daily life. Brainstorming technique has a divergent phase, aimed to freely produce new ideas, followed by a convergent phase aimed to analyze, evaluate and select the most feet and interesting. The exercise is articulated in the following phases:
1. Creation of the group: preferably no more than 10 people,

including the moderator, interested and at least basically expert in the matter to be afforded.
2. Introduction
of the aim and of the matter of the meeting.
The moderator introduces the argument of the discussion,
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writing a synthetic header on a white board; explains the rules of the discussion. The rules of the discussion are few and simple: to avoid critics during the phase of brainstorming, to propose as much ideas as possible, even divergent or bizarre, to find possible connections among the proposed ideas, to have a clear common aim, to allow and encourage everybody to express his/her point of view in a collaborative climate.
3. Creation of the individual ideas: each participant is invited

to reflect on the assigned matter for few minutes, and to take note of his/hers ideas on block-notes.
4. Gathering
and registration of the ideas. The moderator
invites each participant to read and explain his/hers ideas, and writes it on the white board visible to the entire group. The result is a disordered and redundant list of ideas.
5. Organization 6. Evaluation
of the ideas: the listed ideas are gathered in
conceptual classes and cleaned by eventual repetitions. of the ideas: the ideas are discussed and
evaluated with the aim to select the most interesting The qualifying element of the brainstorming technique, applied according to the LEADLAB Model, lies in the opportunity that people have to draw on all their previous experience and knowledge. People are requested to focus on significant elements of their biography in order to afford a concrete task, to compare them with the experience and knowledge of other people. Doing this, people are stimulated to improve awareness of their knowledge and competences, and to compare it with the others. That also means to start a self-evaluation process. It is not possible to foresee ex ante the result of the brainstorming as collective process of reasoning and learning, since it will be the authentic result of the learning interaction among participants and 32

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not the application of pre assigned rules for the solution of an exercise. Each one is requested to express the best he/she is able to be. In this perspective brainstorming is a good exercise toward the acquisition of competence in a self-regulated learning process. The role of the moderator is fundamental. The moderator guarantees that everybody can express his/hers knowledge and point of view, to underline meaningful elements useful for the surfacing of new awareness, to guide the self-evaluation process. Within the LEADLAB Model perspective, the brainstorming exercise is specifically a collective strategy, aimed to promote self-regulated learning process, to encourage self-evaluation, to effectively valorise previous knowledge and competences of learners. The collective dimension represents an added value, underlying the social process of learning. The result of the brainstorming is a result of the whole group, at the end of the brainstorming process also who had divergent and a contrary position is author of the final result. With the aim to apply a high level of personalization, according to the LEADLAB Model, brainstorming exercise can be used also to coset the formative pact, to co-plan the learning pathway, to collectively build the track of the selfbiographic interview.
HOW
TO SUPPORT SELF-EVALUATION PROCESSES?
he evaluation process is a decisive and integral part of the LEADLAB all learning the personalization model. It reflects and the highlighted dimensions.
LEARNER :
respects D
Consequently
evaluation will involve:

ALL THE DIMENSIONS OF THE
an evaluation inspired to the
personalization approach does not only include the cognitive dimension of the person. It has for goal his/her development, both cognitively and emotionally, as well as social and citizen.
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SELF - DIRECTED
LEARNING :
the personalization is based on the
learner self-direction, which means that the evaluation will support the autonomous choice of the objectives of learning (learning self-determination) and will increase the control over the terms and means of this learning (learning regulation: place, calendar, educational approach and material) D
LEARNER AS ACTOR AND CO - PRODUCER OF THE LEARNING PROCESS
as well
of the evaluation of learning process; D

THE TRAINER AS A FACILITATOR OF THE LEARNING PROCESS :
the role of
the teacher or of the trainer is not only to mark, but to support the learner in evaluation of his learning. The self-evaluation here is intended as a process gradually guiding to empowerment of an advanced meta-cognitive competence allowing the adult and elderly learner to acquire awareness about the knowledge and competences owned, the potential development area. Self-evaluation, according to the LEADLAB Model, is intended as a strategy for an active and aware involvement of the learner in the co-design of the learning pathway and in the learning experience itself. The evaluation strategy, tools and steps are indeed codesigned in the formative pact. Evaluation process, as well learning process, can be implemented from a minimum to a maximum of personalization grade. For example, in a preliminary diagnostic evaluation step, to be carried out before the learning pathway, learner can be guided to co-diagnose the potential development area: E at a
BASIC LEVEL
the adult learner could be guided to recall of his/hers previous learning
and become aware of the representative elements of his/hers biography, experiences, competences and knowledge better linked with the new learning experience in the perspective of the co-planning of the future learning experience; 34

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E at a
MEDIUM
LEVEL
the adult learner could be supported to
identify by him/herself the representative elements of the his/hers biography in the perspective of the co-planning of the future learning experience; E at an
ADVANCED LEVEL
learner could be assigned to realize a
self directed analysis of his/hers biography in order to identify by him/herself the representative elements in the perspective of the co-planning of the future learning experience. The trainer can valorize again the self-biography result in order to guide, in the preliminary diagnostic evaluation step, the analysis and self-reflection of the learner about the starting point of a new learning experience and the possible and achievable learning challenges. At an advanced level the analysis of the representative biography could be realized in-group among peers instead of in a one to one relation with the trainer.
The formative self-evaluation step asks again for an active involvement of the learner. Operative tasks and reflection in action allow the adult learner to check learning results, to experience additional or alternative learning strategies and to verify if the learning challenges can be reached or need to be re-settled. The ongoing self-evaluation supports motivation and self-realization. It can happen that motivation decreases during the learning experience, for example if the co-settled aims are too difficult or too easy to be reached.
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WHAT
IS THE ROLE OF THE TRAINER IN A SELF-
EVALUATION APPROACH?
rainers who want to apply a personalised evaluation approach should

SUPPORT LEARNER
in the analysis of the achieved results,
highlighting the progresses done, enhancing the awareness about the improvement in the adoption of learning strategies. To support the formative self-evaluation activity, trainer can invite learner to register all the relevant events of learning in a
DIARY .
This
story telling can be used to verbalise the strategy of learning, to describe trip and tricks used to memorize concepts, rules. A learning diary can be precious also in the final step of the evaluation to reread all the learning process and to find out the decisive phases. To write and read is useful to acquire consciousness and to fix experiences. Re-reading the diary helps learner to compare the learning approach adopted at the beginning and the new strategy of learning acquired or perfected meanwhile; to reflect on how the way of learning is changed; to compare the achieved learning results with the starting point. The self-evaluation can be enriched through a
PEER - TO - PEER COMPARISON .
Trainer can organise a workshop, inviting learners to show
and compare the achieved results with other people. A group discussion, guided by the trainer, can help learners to identify ideas in order to perfect the achieved results using the other products as model or as stimulus or as an example. The group discussion works as a peer self evaluation and represents the basis in order to repeat a task an perfect the realized product The peer-to-peer self-evaluation experience can be enriched with a
BENCHMARKING ACTIVITY
among other groups. Inviting the learner to
compare the achieved results with the initial expectations, through a task analysis trainer can support the learner awareness about what is missing, what is still requested, which task has been correctly achieved and which one not, to better focus on key
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contents or relevant activities. To conduct this analysis trainer can adopt the
SWOT
strategy.
Finally, at the end of the learning experience, trainers guide learner to re-read all the learning experience, comparing the achieved results with the co-settled challenges, helping learner to identify also unexpected achieved results. The final evaluation is the again a diagnostic evaluation step, to codiagnose the new potential development area and to decide about next learning experiences. The expected result of such process of self evaluation, at an high level of personalization is that the adult and elderly learners will empower the learning needs analysis capability allowing them, individually or in a group, to set: E learning challenges; E curriculum; E resources; E tools; E experiences; E duration; E courses, etc.
HOW
TO BUILD AN EFFECTIVE INTERACTION?
n the perspective of a personalized learning experience the educational interactions are oriented towards the expression of
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the potentialities of the learner and to the progressive development of his/hers learning autonomy. The educational interactions sustain the self-realization of the learner. Teaching and learning strategies, consequently, ought to carefully respect: learners psychological profile; learners culture; learners biography; learners priorities. As well, educational interaction should: E include the biographic method; E focus the intervention on a perspective o themes and problems, instead of contents and disciplines; E adopt a situational approach; E focus the intervention on concrete tasks; E promote reflection in action; E valorize and supports the autonomy of the learner; E valorize the masterly instinct of the learner; E preserve a flexibility margin in the development of the educational experience. The educational interaction is aimed to guide the learners to find, analyse, select, choose, use for their specific aims the disposable resources, both in the formal contexts and in the informal contexts, within or outside the learning environment where a specific course is carried out.
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Educational interaction should encourage inductive processes of knowledge, explorative and research attitude as well as selforientation. Trainer should offer assiduous and continuous interactions, scaffolding and well-timed feedback to the learner, motivating him/her through the construction of an encouraging space. A didactic or directive interaction, in the LEADLAB MODEL, is minimized. The educational interaction is oriented to animate the learning processes, to encourage the contextualization and the practical use of the acquired knowledge and competences within the real context of action of the learners. Since a learning experience, even if personalised or self directed, it is not necessary a one alone experience, it is fundamental a custom-made training interaction that schedules the development social support: activities, of valuable competencies, affective and particularly stimulating about emotional, analysis of
motivational scaffolding, safeguard of a reciprocal trust climate, collaborative interpersonal relations, conflict resolution. Then in a collective interaction tutorship and leadership are requested to be dynamic and not fixed ex-ante. Within this group the expert or the trainer interact as a primus inter pares participating as an
ANIMATOR
of the learning
community. Learners are encouraged to identify, time-by-time, who within the learning group is an expert de facto according to the specific given tasks.
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HOW
SHOULD BE ORGANIZED A PERSONALIZED LEARNING
ENVIRONMENT?
ccording to the LEADLAB definition of learning personalization, also the learning environment is the result of an integrated co-
building actively involving the learner. The learning environment is a personal, wide and customizable learning space, where the learners, progressively enhancing their own awareness, became more and more able to furnish it with contents, tools, learning resources useful in order to meet the settled learning challenges. The learning environment, as well as the learning process is no more developed on the base of a standardized and packed platform, or within the classrooms boundaries, both limited to static functions, predisposed by someone other, and impossible to be modified by the learner.
Learner is encouraged and guided to integrating learning experiences,
CO - BUILD
THE
LEARNING
SPACE
technologies
and
media,
resources, formal and informal environments, real and virtual environments. The fulcrum of the planning process moves from the trainer to the learner, who assumes a wider control of the learning process, including also the arrangement of the learning environment or,
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better, the learning environments. The space learning environment as the is a learner-centred experience environment itself. The including both the concrete learning places and the ideal learning intended learning implementation and building of such a vision of learning space follows the same line of the progressive and shallow implementation of increasing levels of personalization of the learning process and of the evaluation process, from a basic level up to an advanced level. According to the shared meaning of personalization the adult learner is involved in the co-planning of learning challenges, learning pathway as well the learning environment. The enhanced capability of an adult learner to set and to organize the learning environment is one of the results of a personalised learning experience. It can start from the simple choice of didactic tools that can be furnish his/hers learning place, fit to his/hers detected learning strategies, learning styles, learning attitudes, up to the inclusion of informal learning spaces or virtual learning spaces. The learning environment is intended as active and ubiquitous; learner builds a personalized space using all the tools and resources (human and technical) for research of information, communication, publishing, collaborating, and acting and interacting in the experience of learning. At the same time the whole learning environment, made of people, resources, tools, etc. is intended as a system helping learners to: E enhance control over their learning E have access to different teaching and learning approaches and resources that meet learning needs. E have access to people who are able to extend and develop understanding in the learners chosen areas. E have access to learning environments and resources that enable learner to develop the understanding and experience in authentic and appropriate contexts.
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Material
features
of
the
learning
environment
are
of
great
importance in order to facilitate the implementation of the described concept of wide and personalized learning space. The features of the physical learning environment doesnt really determine learning results, but influence the positive disposition and attitude to have a learning experience as a pleasant experience. It is important to take care of the wellness conditions through a good lighting, large spaces and air conditioning. It is relevant to furnish and set the learning spaces in order to create a positive feeling of welcoming, to preserve common spaces with chairs, tables, coffee break corner or open cooking corners, where to meet together, to put nice pictures and posters on the walls, defining the learning space as a pleasant meeting point where have also social networking. Some simple solutions support the active involvement and motivation of learners. For example the arrangement of classroom tables in a circle allow people to see each other and facilitate the interaction; the use of wood supports on the walls allow learners to show and view the results of the work done; libraries organized for thematic areas; French windows. Clear and open arrangement of timetable, learning spaces, learning materials and learning groups is decisive to encourage and support a free access to people and resources.
CAN I
USE AN ONLINE ENVIRONMENT?
f course ICT can be used to design and implement a digital, flexible personalized learning environment. ICT in its different
forms, including computers, Internet, mobile phones, CDs, well combines with the defined core idea of personalized learning environment. The flexibility of digital resources indeed allows learner to co-build the learning space integrating technologies and
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media, resources, formal and informal environments, real and virtual environments. Moreover ICT-supported learning approaches can be combined with more traditional and familiar face-to-face learning experiences where people gather together for learning and social interaction in a common space. The LEADLAB dialogic personalized learning approach describing the trainers practice can be effectively realized thanks to ICT-enabled networking tools, such as social computing, providing new ways of being social and interacting with other people. The biographic approach, as well the formative pact, or the brainstorming technique can be indeed realized also at a distance in a web-based interaction. Nevertheless it requires a preliminary empowerment of digital competences both of trainers and learners.
The acquirement of Digital competences, above all among adult and elderly people, still represents a challenge and a frontier to be conquered. Specific Guidelines should be designed for the application of the LEADLAB model within digital environments.
IN
A PERSONALIZED LEARNING PATHWAY WHAT IS
REQUESTED TO THE LEARNER?
Reflective Skills The ability to set goals, monitor and evaluate
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own progress, invite and encourage feedback from and to others, discuss knowledge in meaningful ways with different audiences. Self Management Skills Organizing time and resources, commitment to the learning process, flexibility of approach, seek out challenges and responsibilities, build and maintain relationships, identify, manage and take risks. Independent Enquiry Identifying and resolve questions, work with knowledge from different perspectives, analyze and evaluate information, support conclusions with reasoned arguments, consider the influence of circumstance and personal culture on understanding of knowledge. Creative Thinking Generate ideas, link ideas from self and others in meaningful ways, question assumptions, use different approaches to tackle problems, look at the
BIG PICTURE .
Effective Participation Identifying and planning improvements supported by reasoned arguments, negotiate and balance diverse opinions to find practical solutions, take responsibility for the performance of co-learners as well as self, participate in a wider context that
LEARNING ABSORBER .
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Team Working Collaborating with other towards common goals, adapt behavior to take different roles, provide constructive feedback and support to others, show fairness and consideration to others.
WHICH
ARE THE CORE COMPETENCES OF THE LEARNERS
IN A PERSONALIZED APPROACH?
A
are:
personalized
SKILLS .
learning
requires
also
the
progressive
SKILLS
acquirement of awareness of the
META - COGNITIVE
and of
SELF - LEARNING
Then a further group of competences required
to the learner and to be implemented and exploited by the trainers E Reflection: includes the reflective practices applied to the actions in the real contexts, generating new knowledge and new competences. Reflection is the common denominator of core components of the self-learning process such as the acquiring of awareness, the autobiography, the observation and the self-evaluation. E Self-realization: includes all the emotional and affective elements of the self-learning experience. The self-realization represents indeed the aim where all the motivational energies are addressed, inducing the strength and the constancy in the learning. E Self-direction: refers to all the components of coordination and management of the learning experience, through the use of specific learning methods and strategies. It implies a selfawareness of the meta-cognitive competences. E Autonomy: refers to the mastery and maturity as concern the task of self-learning.
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The Reflection is the starting point of this process that is characterized by the following stages: D
ACQUIREMENT OF AWARENESS :
there are meaningful themes and
problems able to activate in the adult the perception of learning needs and to stimulate the search of pathway that allow to meet them; D
AUTOBIOGRAPHY :
it represents the matrix where to install the new
learning experience, it is up to the learner to identify the representative elements of his/hers previous experience and knowledge and competences, useful for the new learning experience; D
OBSERVATION :
it is a key element of the reflection attitude in
order detect strength and weakness and to became aware of the learning needs; D
SELF - EVALUATION :
it is a self-regulation process allowing the
learner to monitor the development of the learning experience and verify the learning results. The Self-realization is the engine supporting the constant development of the self-learning process, it includes: E
SELF - MOTIVATION
as
the
necessary
attitude
to
afford
the
inconstant fluctuation of the learning behaviour, thanks to the volition, curiosity and intentionality; E
PERSONAL RESPONSIBILITY
as the capability of the learner to take
on the consequences of his/hers choices and to maintain a taken commitment.
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The Self-direction implicates: D D

SELF - SETTING ATTENTION
of the aims to be achieved;

CONCENTRATION ,
AND
as the attitude of the learner to
effectively address his/hers tensions, emotions and efforts to the achievement of the learning aims, in an ergonomic and strategic key of adaptation to the continuous changing of environments and contexts; D
SELF - PLANNING ,
as the necessary attitude to organize the
learning experience as concern the timing as well as the choice of the learning strategies; D
SELF - MONITORING AND COMPARISON
refer to the attitude of the learner
to evaluate the quality of the learning experience and to identify the better learning practices and solution, also referring to the experiences of other learners. Autonomy is the final step of the process including the acquirement of the self-studying mastery and the complete maturity about the management of the self-learning process. E At the same time it is the new starting point of a new learning experience as the result of a implementation and a
SELF - TRANSFORMATION PROCESS :
the
new awareness and acquired autonomy represent again a transformation of the previous
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perspective.
It
implicates
new
disorienting
dilemma
generating a new development need.
HOW
TO PUT TOGETHER ALL THESE ELEMENTS?
THE @
MODEL
H
SELF
ere we propose, as operative example, a process combining main of the listed approaches: self-biography, brainstorming,
project work, workshop, benchmarking, self-evaluation, in a unique strategic collective personalized collaborative process named @
EVALUATION . OF
The form of the @ has been chosen for the similarity with a spiral and with the cyclicality of the described process. The selfassessment @ is indeed a symbol of the path that leads towards consecutive surfacing levels of personal internal and group external awareness of knowledge and competences, in a steady, recursive and progressive spiral of growth. The process activates metacognitive and critical reflection skills that allow verifying the efficiency of ones own learning strategies and, if necessary, changing them. The main tool is the person whom is asked an active and self-responsible role. The process focuses however on the group interaction more then on a single person. The group assesses objective attainment and the processes implemented to achieve them, through a qualitative and holistic meta-reflection on the strategies adopted. Everyone is asked to describe his or her own behaviour and attitude: how did I work? how did I interact and communicate with others? what criticalities have I surfaced? Thus self-assessment deals with the communicative, emotional and
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social areas as well as with specific contents. Summarizing the @ procedure, the items of the outline are below included in order from 1 to 10.
8. LEARNING FROM OTHERS AND BENCHMARKING
@
7. PROJECT 6. INTEGRATION 3. SHARING OF SELFASSESSMENT CONCEPTION 2. SIGNIFICANT BIOGRAPHIES 1. FOCUS BRAINSTORMING 4. MAKING KNOWLEDGE EXPLICIT 10. FOCUS GROUP 9. FINDING GOOD PRACTICES
5. TRANSFORMING KNOWLEDGE INTO COMPETENCES
SELF-ASSESSMENT @: PATH REPRESENTATION
1. Focus brainstorming; 2. Significant biographies; 3. Sharing the self-assessment conception; 4. Making knowledge explicit; 5. Transforming knowledge into competences; 6. Integration; 7. Project; 8. Learning from others and benchmarking; 9. Finding good practices;
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10.
Focus group.
@ OF THE SELF ASSESSMENT: THE PATH LEVELS Leve l Definition Description General introduction of the activity and the phases; explanation of what topics will be discussed during the meetings; educational contract; agreement among moderators and participants about the reciprocal commitment.
FOCUS BRAINSTORMIN G (focusing on the topic skills)
SIGNIFICANT BIOGRAPHIES
Formation of the work groups; first meeting with the tutor, who has the task of guiding the group during the finetuning of the first phase; members socialization, information exchange, personal biographies sharing.
First product and assessment: SHARING THE SELFASSESSMENT CONCEPTION Internal assessment within the group, to verify if the product is considered satisfying by its members; External assessment among groups, to verify if the product is coherent with the expected outcomes and reaches the minimum standard of quality.
MAKING KNOWLEDGE EXPLICIT
Project work. The tutor has the fundamental role to guide the group in the project phase, building a learning community. Theoretical knowledge is changed into practical competences to make an effective work. The different group works are assembled to create an unique document. This phase is realized by the tutors only, who compare the various projects and integrate them in a shared document.
TRANSFORMING KNOWLEDGE INTO COMPETENCES
INTEGRATION
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PROJECT
Finalizing the collective product and presenting it to all groups in a plenary meeting. By the suggestions given by the tutors, participants can find external resources to improve the collective product. The document is compared to other similar products, to find the differences and eventually integrate some interesting aspects. The final focus group represents a cognitive clotting in which it is possible to identify the passage from the learning community to the community of practice
LEARNING FROM OTHERS AND BENCHMARKING
FINDING GOOD PRACTICES
10
COGNITIVE CLOTTING FOCUS GROUP
This process has been experienced in several training courses for trainers, involving people from 30 to 50 years old, also within a group of 160 members. It is here operatively summarized and exemplified focusing on: E Task; E Process development; E Duration; E Organization; E Approach; E Environment.
The task The assigned task is intentionally simple. It mast not require previous technical competences. The first time that the group carry out the @ process it is important that the attention is focused on the process itself more then on the content. During the first experience
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of the @ process it is not important the content but the way in which whatever content can be afforded. The acquisition of consciousness about the development of the process is the previous result of the learning path.
Going through the stages of the process the group, guided by the trainer, progressively acquires consciousness of the process itself. At the end of the process, the trainer shows the steps of the @ process, guiding the group to recognize the phases of the concluded experience. The symbol of the @ represents just an iterative cycle of progressive improvement of the participant who acquires at each step abilities, knowledge, competences. Once the process has been experienced and the rules are interiorized, it can be applied to learning contents or problem to be solved. Participants are invited to branch themselves in groups of ten; each group is called to choice a name and to designate an observer who will take note of the behavior of the components of the group and of the whole group and will report the results of the group during the plenary sessions. The first assignment is to design a grid for the presentation of the group. To be effective the grid must contain the essential information useful in order to decide what each component is more apt to do within the simulated project to be actuated. The assigned task is intentionally ambiguous and ill-structured. Neither examples, nor models are offered, in order to encourage processes of problem finding and of problem setting, the production more than the re-production of knowledge, the use of self-
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evaluation and self-guidance competences. These conditions allow participants to really express their potentialities, using all their cognitive resources, experiences and competences. The building of a grid for the presentation of the group is a pretext in order to stimulate the self-biography telling. The @ process development 1. F OCUS
BRAINSTORMING
The first reaction by the participants is normally to ask for more information about the content and the structure the grid must have. They ask for examples or for more specific instructions. The trainer at this stage encourage the groups to self-coordinate the development of the work and to choice the solutions they consider more effective, to be compared and tested later on. It is the phase of focus brainstorming. During this phase each group designs its draft of the presentation grid, negotiating the contents and a first structure. The acceptance of this strange and not so clear task, by the groups, generates a sort of internal formative pact in the shape of a collaboration agreement among the members of the group. 2. S IGNIFICANT
BIOGRAPHIES
Each group component presents itself to the others components following the order of the fields designed in the grid. This exercise is a pretext that allows participants to stand out their representative biographies, to socialize, to exchange information, to better know each other and acquire more confidence. 3. S HARING
SELF EVALUATION CONCEPTION
As a result of the first draft of the grid, through presentation of representative biographies within each group, participants try to find new information to improve the structure of the grid structuring it into categories and sub-categories. This is a first step of a selfevaluation process within each group. Trainer invites each group to
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share the results of this self-evaluation with the other groups in a workshop and to compare its results with the grids realized by the other groups. During this phase, trainer invites people to make explicit the criteria used for the evaluation. 4. M AKING
KNOWLEDGE EXPLICIT
Trainer highlights how this first self-evaluation answers to different questions made at the beginning of the process, and underlines how a new level of consciousness about the nature of the work to be carried out has been reached by single and by groups. A first level of awareness takes place on the basis of the knowledge shared during the self-evaluation stage and on the basis of the competences used by each component of the group for the task of planning. 5. T RANSFORMING
KNOWLEDGE INTO COMPETENCES
Trainer invites each group to perfect the grid using the feedbacks acquired during the workshop. 6. I NTEGRATION Trainer invites again each group to present and describe the new version of the grid in a plenary session of workshop; he also invites all the participants to identify the best elements of each grid and define a sort of ideal type as a format of a presentation grid. Criteria for the evaluation and the choice of the best elements are explicitly formulated and highlighted during the comparison of the grids. 7. P ROJECT Trainer invites the groups to work together, asking to design a common grid on the basis of the best elements. He thus assigns the homework to be carried out by each participant, consisting in searching other examples of similar grids realized by other people. Participants are requested to exercise their research competences,
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self-guidance
competences,
to
explore
within
their
personal
experience and context, in order to find sources. 8. L EARNING
FROM
OTHERS
AND
BENCHMARKING
Trainer invites participants to show the results of their research. The group discuss about the differences and common elements of the findings, comparing them with the grid realized together, and decide what implement and how to perfect the work done. The benchmarking is another step of the @ of self evaluation and another phase of acquiring a new level of consciousness: from the initial self-evaluation the group has compared its knowledge with the whole group of participants and now it compares it with a wider, potentially worldwide, external group of peer or experts. 9. F INDING
GOOD PRACTICES
Once several examples have been identified, it is necessary to select which are the best of them according to the operative context where the grid could be used. Trainer invites the group to define shared evaluation criteria. It is an important exercise: the choice of good practices is strictly connected to operative contexts; this directly involves experience, biography, competences, sensibilities and attitudes of each participant. Trainer assigns homework to be carried out by each participant: to find out official sources (normative references, scientific criteria, technical criteria, etc.) where objective criteria for identification of good practice are described. The group identifies the criteria for the selection of best practices that can be applied to the operative context. During this phase the group acquires more consciousness about the typology of the project that could require the use of the presentation grid, and tries to outline the frames of a really feasible project. The selection of criteria for the identification of good practices is another step of the self-evaluation process: the group search for objective criteria, using official sources, and integrate these criteria adapting them to
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specific contexts of action. 10. F OCUS

GROUP
This is the final step as well as the start of a new cycle of the @ process. The trainer shows to the group the steps of the @ process, guiding the group to recognize the phases of the concluded experience. The process is described as a sort of knowledge route, made by progressive stages of improved, collective and individual, consciousness based on continuous, internal and external, individual and collective, self-evaluation activities. The group acquires the consciousness to be a community that can afford, through this approach, every kind of problem, or can achieve every kind of aim. Duration 6 meetings of 4 hours each one Approach The @ model is based on an inductive approach, not didactic, nor directive. The role of the trainer is to scaffold and offer peer tutoring. During the whole life cycle of the @ process, trainer with his/hers assistants goes through the groups, gives suggestions, answers the questions, encourages participants who are less involved, makes questions, etc. Environment The implementation of the @ process requests large and quiet spaces, allowing people to interact in circles and in plenary sessions.
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REFERENCES
How to use these Guidelines These Guidelines are conceived to be used with the LEADLAB Model and other two main documents: the Learning Personalization Trainer job description and the Learning Personalization Trainer Map of competences. To find these documents, if you still do not have read them, check the LEADLAB website: http://leadlab.euproject.org What does it mean personalization? Our LEADLAB project team has carried out an inquiry to find a common and shared definition of personalization and to gather the best personalization practices in Italy, France, Spain, Finland, Greece, Germany and Switzerland. The research summary is available on the website: http://leadlab.euproject.org Why should I personalize? See European Commission document Adult education trends and issues Suggested readings in for Knowles: Europe Knowles, M., (2006), Self-Directed http://ec.europa.eu/education/pdf/doc268_en.pdf Learning, Chicago: Follet, 1975; Knowles, M., The Adult Learner. A Neglected Species (3rd Ed.), Houston, TX: Gulf Publishing, 1984; Knowles, M., Andragogy in Action, San Francisco, Jossey-Bass, 1984. Duccio Demetrio is an Italian adult education scholar and selfbiographic method expert: suggested readings are D. Demetrio, Apprendere nelle organizzazioni; proposte per la crescita cognitiva in et adulta, Roma, NIS, 1994; D. Demetrio, Teorie dellidentit e pedagogie dello sviluppo, Roma, NIS, 1990.
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At which level can I apply a personalized approach? Computer-based automated system: were talking about computerbased training (CBT), a type of education in which the student learns by executing special training programs on a computer. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. How to apply personalization in NVAE? Formal, non formal and informal learning are defined in the European Commissions Memorandum on Lifelong Learning (2000), http://ec.europa.eu/education/lifelong-learningpolicy/doc/policy/memo_en.pdf How does an Adult learn? Another interesting work about adult learning is Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass. How to involve all the dimensions of the learner? Autobiographical or self-biographical method refer to autoetnography: see http://en.wikipedia.org/wiki/Autoethnography How to identify adults learning styles? About learning styles, see the voice on Wikipedia: http://en.wikipedia.org/wiki/Learning_styles Maybe you would deepen the issues about multiple intelligences: refer to Howard Gardners website, http://www.howardgardner.com/ How to co-set learning challenges and learning pathway? About the educational pact: Halina Przesmycki, La pdagogie de contrat, Hachette ducation, Paris, 1994.
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How to sustain self regulated learning process? A summary of brainstorming techniques by the University of North Carolina: http://www.unc.edu/depts/wcweb/handouts/brainstorming.html How to support self-evaluation processes? If you want to deepen the issue: K. Evans, N. Kersh, Facilitating learning success and contributing to social inclusion through recognition and self- evaluation of personal competences: lessons from ase/EvaKa04a.pdf What is the role of the trainer in a self-evaluation approach? About the role of the trainer in a learner-centred approach: http://www.finchpark.com/courses/method1/01teachrole.htm How to build an effective interaction? See P. Jarvis, Adult education and lifelong learning: theory and practice, Taylor & Francis, 2004. How Hints ts.htm Can I use an online environment? A JISCs article on how to build an effective virtual learning environment: VLEs http://www.jiscinfonet.ac.uk/InfoKits/effective-use-ofshould for be organized a personalized learning learning UK, 2004, http://www.cedefop.europa.eu/etv/upload/projects_networks/paperB
environment? designing effective environments: http://www.trainingplace.com/source/research/designingenvironmen
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In a personalized learning pathway what is requested to the learner? The set of competences of self learning is summarized from Beronia G., Autoformazione. Un approccio globale, Roma, Learning Community, 2008, for sale on www.learningcom.it Which are the core competences of the learners in a personalized approach? The Wikipedia voice about metacognition: http://en.wikipedia.org/wiki/Metacognition How to put together all these elements? The @ model The @ Model of self evaluation has been ideated and developed by a group of experts in educational processes led by the Italian scholar Marco Guspini, who has been professor at University Roma Tre (Rome). The @ Model is presented and described in Guspini M. (a cura di), Learning Audit. Autovalutazione per listruzione e la formazione nellera della conoscenza, Roma, Anicia, 2003, pp. 159166.
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LeadLab Model Guidelines

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GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

Leading Elderly and Adult Development LAB

WP4 Development of LEADLAB Model

INTEGRATED MODEL OF PERSONALIZED LEARNING: GUIDELINES LC 200111

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

he LEADLAB Model Guidelines are directed at and

dealing with adult and elderly learners. They are

The LEADLAB Model Guidelines provide instructions and practical 4

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

The LEADLAB Model at a glance

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

Personalization can be applied in NVAE at three levels:

the design of the adult learners curriculum and

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

DOES IT MEAN PERSONALIZATION?

characterization) in a personal manner. The term

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

All the dimensions of the learner

Learner as actor and co-producer of the learning process

The trainer as a facilitator of the learning process

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

WHICH LEVEL CAN

several stages of increasing awareness, and increasing level of personalization:

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

of the learner come into

a gradual process of gaining awareness about the owned 12

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

learning skill and meta-cognitive competences;

At this advanced level the includes re-negotiation

appear particularly curriculum,

GRUNDTVIG PROJECT LEADLAB

ADULT DEVELOPMENT LAB . Ref. 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

Integrated MODEL of PERSONALIZED learning G U I D E L I N E S

Personalization can be applied in NVAE at three levels: