(PDF) COMPREHENSIVE MODEL FOR OPEN EDUCATIONAL PRACTICE

COMPREHENSIVE MODEL FOR OPEN EDUCATIONAL PRACTICE - 1 project (2018-1-ES01-KA202-050471) has been funded with support from the European Commission. Its content The OpenCCCP #OpenCCCP and material reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project focuses on the creation of OEP (Open Educational Practices applied to the use of heritage in local communities that promote social inclusion. It is a combination of innovative pedagogical practices in the context of local community projects where knowledge of heritage is encouraged with the participation of disadvantaged people. Who made the Comprehensive Model? This document has been made by the consortium of the European Project, OpenCCCP Nº 2018-1-ES01-KA202-050471, with the participation of the following organizatio: Alternativa Social (Romania), Citymine(d) (UK), Bond of Union (Italy), Tesserae (Deutschland), Trànsit Projectes (Spain). License Creative Commons Atribución CC BY 2020 OpenCCCP Erasmus+ European Project Nº 2018-1-ES01-KA202-050471 This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. Digital Edition CONTENTS PAG 4 Introduction PAG 9 An overview of the concepts PAG 12 Learning from context PAG 28 Addenda PAG 33 References INTRODUCTION Comprehensive model This document proposes a model of learning from the practices developed by professio- nals in community work in disadvantaged en- vironments or neighbourhoods. The model, referred to as a learning framework, emer- ges from the experience of several organisa- tions. It uniquely attempts to bridge the gap between free and open educational resour- ces available often online, and initiatives that express the real and present concerns of a community. #OpenCCCP - 4 From open educational resources to open educational practices. Comprehensive model This learning framework has a and integrate assessment into lear- double path; one that refers to the ning. The frameworks serve as a community in which the project will conceptual map for planning a cu- be developed and everything that rriculum or course of study and can needs to be learned from it, and be easily adapted and blended to another that focuses on the pro- build diverse content appropriate to fessionals who impact their work the objectives being pursued. on the mentioned community. We call this learning from context. The project “From open educa- It aims at understanding the envi- tional resources to open edu- ronment in which a community de- cational practices for com- velops in order to enable professio- mons community and cultural nals to propose actions which can projects” (OpenCCCP) attempts then emerge from the community to move forward in the integration itself. of practice and online resources in the improvement of professional This introduction defines learning learning processes. frameworks, the project from which this one emerged, the type of com- munity projects it builds upon as well as the goals of this particu- lar framework, referred to as the OpenCCCP framework. It then de- dicates a chapter to the hurdles and unanswered questions a lear- ning framework can be faced with. Other chapters are dedicated to de- sign and methodology before a final chapter describes the applications of the framework referred to as Lo- cal Labs. Material that can be useful in this Local Labs is made available in addenda. Learning frameworks are re- search-based learning design models that help facilitators align learning objectives with existing ac- tivities and practices, create moti- vating and inclusive environments, #OpenCCCP - 5 Open Educational Resources (OER) and, Open Educational Practices (OEP). Comprehensive model Open Educational Resources intellectual property approaches, (OER) have been developed over motivational frameworks, co-crea- the past years in several formats, tion of content, technological skills conceptions and directions in all and new certification methods. learning scenarios. OER are part of a global move on changing the We are convinced that one of the way of learning by giving access to most innovative aspects is to link free resources. In spite of that, the OERs with OEPs, with this we con- next challenge is how to reuse, re- nect the digital with the real world, vise, remix and redistribute those generating blended learning. The resources by linking them to effec- idea behind this combination is to tive open approaches in which to generate a collective process explore teacher-learner-peer inte- of open and collaborative lear- ractions, creation and assessment ning full of content that circu- of contents. Openness should not lates freely. only be accessed but also connec- tedness, trust and innovation. There are many strategies and me- thodologies for working with com- A clear example is https://oer.ma- munities, some examples of which kingprojects.org/ where OER con- help us to understand possible pro- tents of different topics are compi- cesses. For example when we fo- led and where one can carry out his cus on community arts we refer own learning process. to artistic or creative activities ba- sed in a community setting. Works Open Educational Practices from this genre can be of any media (OEP) are understood as the use of and are characterized by interac- OER for teaching and learning in or- tion or dialogue with the communi- der to innovate learning processes. ty. Often community art is based in The OEP includes the open sharing socio-economically deprived areas, of teaching practices and aims “to with a community-oriented, grass- raise the quality of education and roots approach focused in the fight training, and innovate educational against social exclusion. Imagine a practices on institutional, professio- context like this: “Members of a nal and individual level”. The OEP local community will come to- are also viewed as the next phase in gether to express concerns or OER development that continues to issues through an artistic pro- transform 21st century learning and cess”. It may involve professional learners. It is thus the next step to artists, but always mediators such develop OER as levers for the trans- as trainers, cultural managers, so- formation of learning through open cial activists, youth workers or so- #OpenCCCP - 6 Cultural Heritage. Comprehensive model cial workers. In this context, cultural heritage offers the facilitator / trainer several elements to work with: from tan- gible (buildings, monuments, clo- thes ...) to intangibles (objects and cultural spaces, language and oral traditions, ...), natural (green space, biodiversity, urban-nature relations, …) or digital (resources created in digital form, including text, images, video, records). In ad- dition to that, there are the different resources the community in its di- versity could at some point or alre- ady now manage(s) collectively, as a commons. These are all elements that can materialise in communi- ty processes. Inclusion in the form of intercultural dialogue, attention to diversity and support for gender equality, receives special attention. #OpenCCCP - 7 Attributes of OEP. Comprehensive model The final idea of this framework is to propose a possible model of open educational practice in community environments based on 8 OEP at- tributes: • participatory technologies; • openness; • innovation and creativity; • the sharing of ideas and resources; • connected communities; • generation of apprentice; • reflexive practices and peer reviewing; • including some aspects of cultural heritage. Managing educational resources as a commons can make learning more affordable and exciting. The goals of this framework are: • To promote in context a model of highly effective open educatio- nal practices. • To inspire cultural mediators to set community processes through a common framework based on open educational practices • To Develop specific and practical plans to initiate community pro- cesses based on tangible, intangible, natural or digital cultural heri- tage. • To Identify and share innovative learning approaches by other ac- tors that share the characteristics of open educational practices. • To be a lever for the participants’ employability, promoting new competences and skills. • To promote new and open models of participatory learning for open training processes. #OpenCCCP - 8 An overview of the concepts Comprehensive model #OpenCCCP - 9 Concepts Comprehensive model We want to offer a small introduction to the concepts that appear in this comprehensive model. They are simple definitions, we re- commend if you want to go deeper, to look for the sources and look for more complete definitions. OER Open educational resources (OER) are freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purpo- ses. The term OER describes publicly accessible materials and re- sources for any user to use, re-mix, improve and redistribute under some licenses. The development and promotion of open educational resources is often motivated by a desire to provide an alternate or enhanced educational paradigm. Example: https://www.oercommons.org/ OEP Open educational practices (OEP) is the use of Open Educational Resources for teaching and learning in order to innovate the lear- ning process. They may involve students participating in online, peer production communities within activities intended to support learning or more broadly, any context where access to educational opportunity through freely available online content and services is the norm. Such activities may include (but are not limited to), the creation, use and repurposing of open educational resources and their adaptation to the contextual setting. Example: https://www. oercommons.org/hubs/open-educational-practice Blended Learning Blended learning is an approach to education that combines on- line educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some ele- ments of student control over time, place, path, or pace. Community art Community art, also sometimes known as “dialogical art”, “community-engaged art”, or “community-based art”, re- #OpenCCCP - 10 Concepts Comprehensive model fers to the practice of art based in and generated in a commu- nity setting. Works in this form can be of any media and are characterized by interaction or dialogue with the community. Lifelong learning Lifelong learning is the “ongoing, voluntary, and self-motivated” pur- suit of knowledge for either personal or professional reasons. The- refore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as compe- titiveness and employability. Community processes Processes that need to be followed and documented to guarantee (or look for) active participation and effective collaboration of every- body across the community. Open learning design Open learning design is the application of a pedagogical model for a specific learning objective, target group, and a specific context or knowledge domain. Specifies under which conditions what activities have to be performed by learners and facilitators to enable learners to attain the learning objectives. Workshop A meeting at which a group of people engage in intensive discussion and activity on a particular subject or project. It is an educational space or environment. The duration depends on the issues raised. It can be a few hours or spread over different days. #OpenCCCP - 11 Learning from context Comprehensive model #OpenCCCP - 12 Learning from Context. Comprehensive model In today’s society there are cons- The contexts in which such approa- tant changes, not only at the tech- ches flourish are mostly at the mi- nological level, but in the modes of cro level within local communities relationship, as we communicate, and neighbourhoods. as we learn to live there. Culture is the intangible capital necessary to The workers who are in contact contribute to promoting equality, with people, communities and nei- social improvement and a critical ghbourhoods, profiles like social and constructive environment. educators, social workers, cultural managers, cultural activists, etc... In the literature on social innova- are the ones who learn and unders- tion, the different ways in which one tand our cultural ecosystems that may instigate a learning process we believe in. outside of formal processes – in the context of using traditional and al- There is currently an emergence ternative forms of education to pre- of concepts that connect the city pare people for employment – have with what is happening in society, received growing attention. (Mul- concepts such as ‘Smart Citizens’, gan, Tucker, Ali, & Sanders 2007; which gives the city the ability to re- Moulaert, Swyngedouw, Martine- member, anticipate and relate. But lli & Gonzalez 2010; Franz, Hoch- the city must be considered not as gerner & Howaldt 2012; Moulaert an individual element, but rather 2013; Durkin, 2016). The traditional as a symbiotic construct where mainstream approach to employ- citizens play a decisive role. This ment often involves conforming to relationship of symbiosis with the market demands through speciali- city, the speed of changes at the zation. In contrast, social innovation technological level, the cultural and considers the potential of voluntary, social changes that occur in every self-organised, citizen-based initia- living society, the citizens change, tives in different areas, for instance emerge citizens who adapt and in public services and provision of others who do not, new profiles, social welfare (Oosterlynck, Kaze- new needs, new conflicts. pov, Novy, Cools, Barberis, Wuko- vitsch, & Leubolt, 2013). Here, the As zemos981 say: “Expanded Edu- attainment of skills and competen- cation can happen anytime, an- ces is based on paradigms of sha- ywhere. The term has changed from ring knowledge, solidarity and com- being a way to refer to informal edu- mons. These forms of learning are cational practices that incorporate bottom-up and construct new na- knowledge outside of the educatio- rratives amidst global urbanisation. nal system to a transversal metho- 1 http://zemos98.org/en/blog/expanded-education/ #OpenCCCP - 13 Learning from Context Comprehensive model dological tool that intersects with a critical understanding of new te- chnologies and with the production of mediation devices. The concept has been accepted as a stream of educational practices that propose the rethinking of unilateral visions of knowledge transmission”. The experience of this consortium in the design of bottom-up projects, from CiutatBeta, BeLearning or EU- LER, plus a long etcetera of proces- ses, methodologies and prototypes add a detection of needs to impro- ve the relationship of communities with their environment. New methodologies that come from the activities that are derived from the management of the commons, are a fantastic way to understand where we meet together, what they can do together or what they mana- ge together. #OpenCCCP - 14 Open questions to answer Comprehensive model Why the commons? and ethical, the individual and the collective. A model based on The commons are the things communities structured on trust. that we inherit and create toge- ther and that we hope to leave Here, the attainment of skills and to future generations. A great di- competences is based on para- versity of natural, cultural or so- digms of sharing knowledge, so- cial goods, such as: biodiversity, lidarity and commons. These for- seeds, Internet, folklore, drinking ms of learning are bottom-up and water, genome, public space, construct new narratives amidst etc. Goods that we often only global urbanisation. The contexts perceive when they are threate- in which such approaches flouri- ned or in danger of disappearan- sh are mostly at the micro level ce or privatization. Everyone has within local communities and nei- access to the commons, it is just ghbourhoods. another civil right and not only those who can afford it. What do we need from the communities in the The commons are con- OEP’s? nected with the OEPs? In a world of rapid transformation The “commons” is a model of go- and often too slow systemic tran- vernance for the common good. sition, identifying projects like The way to produce and manage OEP can do is to pilot change. in community goods and resour- Many projects that are already ces, tangible and intangible, that underway or have been develo- belongs to all of us, or better, that ped in the past can be identified belong to no one. as open educational practices fo- llowing the 8 attributes we iden- The commons re-situate us in a tified in this model (participatory humanist framework, in which technologies; openness; innova- issues that the neoliberal model tion and creativity; the sharing has left aside, such as transpa- of ideas and resources; connec- rency, equity, universal access ted communities; generation of or diversity, gain new legitimacy. apprentice; reflexive practices It proposes a possible alternati- and peer reviewing; including ve to the market economy, from some aspects of cultural herita- which to integrate the economic ge). #OpenCCCP - 15 Open questions to answer Comprehensive model The dominant discourse of the nected. It is born from the inte- market economy has a tendency raction between the members to impose on us a logic of targe- of a community (communities ted efficiency and quantifiable distributed and/or strange up to outcomes, although this is not that moment) gathered around a necessarily what initiatives like theme or a problem. The com- this contribute to society. These mons is a state of emergency projects try, and on occasion fail, (because it is unpredictable and but often come up with lessons because it is urgent), it arises that, when later up-scaled and from the empowerment of those promoted, can have a meaning- “affected” who claim threatened ful impact on people’s lives. or destroyed rights. There are no commons without community, The active participation of the and vice versa. Therefore, the community, the creation of en- main objective is to make visible vironments and methodologies emerging communities of affec- that allow the community to ted people - to give them time, question its problems and pro- to give them experience, to give pose alternatives for change, the them technology, to give them systematization and evaluation the means, to give them the word of the research process, the dis- - with the will to build among semination of research results. all of them a more just world, a The condition for carrying out common world. this process or the main task of the researcher or social educator To talk about the commons is is to create the capacity for com- to recover important aspects of munities to express themselves, human behaviour, and also of analyze their reality, produce its culture and nature, which the their arguments, and associate market discourse has discarded. broader social and political mo- The commons establish a new vements. way of measuring “value”. Why is cultural heritage “Value” is not just a question of a key part of a learning price, it is something that is roo- ted in communities and their so- environment? cial relations. The commons are created and recreated, connected and recon- #OpenCCCP - 16 Open Methodology Comprehensive model With this methodological fra- perspective that it is necessary to mework we want to create the learn how to redesign what wor- environment to train professio- ks so that it can be adapted to nals (active or unemployed) of so- other realities. Answering, throu- cial intervention (social workers, gh training, the questions: What social educators, cultural mana- adjustments need to be made in gers) to access new knowledge the practice? How should they and methodologies. With these be made? In what direction we tools they will be able to create can focus the methodology? And ecosystems of support and em- all the questions you consider to powerment of the communities have in mind to be answered du- in deprived neighbourhoods in ring the learning processes. which they are involved. By analysing the different edu- What do we need to cational or training models in create a syllabus? the professional field we are ad- dressing, we have missed direct The syllabuses that are crea- contact with reality. This means ted based on this methodology that content quickly goes out of should have three clear points: fashion or is outdated. • An open learning An experiential learning of the design, combining fa- practices (OEP) that are active. ce-to-face activities with To see how they work, which OER content and the ne- actions work better than others, cessary OEPs to con- and explained by the people who nect theory and practice. carry them out. • Pedagogical results Lifelong learning to improve the focused on practice. tools with which professionals work with citizens in neighbour- • Certification accor- hoods. Improve these tools, intro- ding to each local context. duce methodologies that come from social innovation, projects that already exist and are trans- forming, disruptive, different and get good results. It is from this #OpenCCCP - 17 Open Methodology Comprehensive model Learning and literacy. To improve literacy about new methodologies and practices, learning processes must be de- signed in three phases. Short-term impact: increasing the focus on receiving informa- tion from the environment, and using methodologies that mix di- fferent learning pathways. Medium-term impact: increa- sing the focus on Open Educa- tional Practices, and initiating a deep reflection on the connec- tion between OEP and methodo- logies. Long-term impact: increasing the focus on the culture of so- cial innovation, design of actions applied to build an OEP. #OpenCCCP - 18 Open Learning Design Comprehensive model Open Learning Design is an zation, teachers and facilitators interesting tool to develop good frequently use online tools to practice and scaffolds the lear- search, share and re-use educa- ning process. Helps to capture tional activities and resources as and represent practice through part of their learning processes. user participation and case stu- dies. The sharing and co-creation of learning activities can help edu- One of the competencies propo- cational and cultural practitioners sed by the European Framework to switch the focus from content for the Digital Competencies and resources to the actual lear- of Educators (educators from a ning processes and methods wide point of view are, teachers, towards more active learning for educators, facilitators and all the the participants. people have part of their work doing orientation and creating Some tips to gather require- participatory processes), is that ments for a learning design tool of professional collaboration in specification. We need broader the digital world. Activities such requirements from traditional as involvement in professional academics, which come under collaborative networks can help the general umbrella of a learning educators to explore and reflect design project, which included: on new pedagogic practices and A range of OEP illustrating and methods. scaffolding the core of the cour- se. There are currently many techno- logies which facilitate the plan- Information about the methodo- ning, design and implementation logies and more generally, and of learning scenarios. This can how these could be used effecti- be performed individually or in vely in the practical resources of team from facilitators and educa- the courses. tional practitioners by selecting the appropriate tools and me- A means of providing guidance thodologies that fit in their own through the process of learning context. activities. However, with the advent of so- A range of further resources to cial web and the ubicuos locali- complete the OER. #OpenCCCP - 19 Open Learning Design Comprehensive model When you make a learning design feedback in which the final objective is the • Promote expectations design of actions that involve an and beliefs that optimize mo- intervention in a given environ- tivation ment or a community with needs, • Facilitate personal coping you should start by learning how skills and strategies to ask the right questions looking • Develop self-assessment for a macro vision and a micro vi- and reflection sion. Representation The learning design has three (The what of learning) layers can include the why, the what and the how of learning, For resourceful, knowledgeable you do not have to take into ac- learners, present information and count all these subitems, but you content in different ways. do have to pay attention to some of them: • Offer ways of customizing the display of information Engagement • Offer alternatives for audi- (The why of learning) tory information • Offer alternatives for vi- For purposeful, motivated lear- sual information ners, stimulate interest and moti- • Clarify vocabulary and vation for learning. symbols • Clarify syntax and struc- • Optimize common choice ture and autonomy • Support decoding of text • Optimize relevance, value, and symbols and authenticity • Promote understanding • Minimize threats and dis- across languages tractions • Illustrate through multiple • Heighten salience of goals media and objectives • Activate or supply back- • Vary demands and resour- ground knowledge ces to optimize challenge • Highlight patterns, critical • Foster collaboration and features, big ideas, and rela- community tionships • Increase mastery-oriented • Guide information proces- #OpenCCCP - 20 Open Learning Design Comprehensive model sing and visualization politics, creative industries and • Maximize transfer and ge- artistic practice. neralization Situated learning starts to un- Action and expression derstand the context and all the (The how of learning) ecosystem of a community. For strategic, goal-directed lear- Questions regarding : ners, differentiate the ways that • to local culture students can express what they • to the intangible heritage know. • to the people • to the environment • Vary the methods for res- • to the relationships that ponse and navigation are established • Optimize access to tools and assistive technologies And including: • Use multiple media for • Emerging methodologies communication and practices in community • Use multiple tools for work. construction and composition • Interventions in the physi- • Build fluencies with gra- cal and symbolic space. duated levels of support for • Interventions in the rela- practice and performance tional space. • Guide appropriate • Interventions in communi- goal-setting ties of affection • Support planning and strategy development • Facilitate managing infor- mation and resources • Enhance capacity for mo- nitoring progress Knowledge production and ex- change in informal and bot- tom-up initiatives is a key issue in a number of fields, including policy making and planning, community organizing and local #OpenCCCP - 21 Local Training Labs Comprehensive model Local Training Lab is defined Of the many concerns that edu- as a learning environment where cators express about community theory and practice are mixed. As engaged learning and research, a cooking recipe, all elements are possibly the most frequent is that seasoned with the use of new te- it takes a lot of time. Indeed, it chnologies, presentations, wor- takes significant amounts of time kshops, visits in context on the to develop a productive working OEP. Thus producing a learning relationship with a community process especially important for partner, to design projects that more technically based specia- meet both learning and commu- lities that demand new approa- nity goals, to manage the logis- ches in the use of the common tics of the projects as they un- legacy. fold, to engage people in special skills training, and to reflect on Open local labs (OLL): the meaningfulness of projects Why Lab? with participants. We think that each of the local im- What if your community-based plementations will have its diffe- project with participants turns rences, according to its context, out to be of limited impact in the its socio-cultural characteristics community? Possible Solutions: and its needs. If we understand it as a Lab, we can test, mix, remix Assessing Community methodologies, research and im- Need plementation. To ensure a project has signifi- cant impact for a community, it For experienced and inexperien- is important to address a com- ced educators, cultural managers munity’s most urgent needs. and facilitators alike, community Therefore it is important to rely engaged learning can present upon well-respected communi- unique and sometimes difficult ty leaders and organizations for challenges for which many are an assessment of its needs and not equipped. However, when for greater background on the is- these challenges are met and sues the community faces. overcome, community engaged learning allows students, faculty, Building Trust and communities to experience In many intervention projects insi- profound growth. de a community, or “Bottom-up” #OpenCCCP - 22 Local Training Labs Comprehensive model relationships there are histories with them on new and valued of miscommunication, neglect, projects, and they may have high distrust, and even conflict. Open, hopes about what they can ac- supportive communications are complish. While this enthusiasm therefore essential to fostering is important for developing a mutually beneficial partnerships. good partnership, it is important It is important to rely upon tho- to ensure your partner knows se bridge-builders between your exactly what capacities your par- project and the community. ticipants do and do not have, and to set realistic expectations for Creative and Flexible project goals. Project Design When designing a project with a Ensuring Continuity community partner it is important Community needs often exceed to balance both community en- the limitations of one project. gagement and participants lear- Therefore, it is helpful for the ning goals equitably. This might community and educators to de- involve some creativity and flexi- velop lasting partnerships. Not bility on both sides. Educators, only do lasting partnerships yield facilitators need to be flexible in multiple projects over time that adapting the learning goals to can result in a cumulative impact the practical needs of a commu- on the community, but they also nity partner. allow for the trust and mutual un- derstanding that ease future pro- Setting Realistic Project ject planning and success. Goals In defining a mutually beneficial Adhering to Ethical Gui- project, it is important to set lear- delines ning and community goals that If your project involves partici- are manageable for your parti- pants outside of the community, cipants within the time frame of it is imperative to have all mem- your local training lab. bers of the project adhere to ba- sic ethical guidelines, policies Managing Community and procedures. These ensure respect and just treatment for Expectations community members. Community partners can be exci- ted to have participants working #OpenCCCP - 23 Local Training Labs Comprehensive model Assessing Impacts It is important to evaluate com- munity-based learning and its impact. There often is no such mechanism for community eva- luation. These evaluations can be done in the midst of a project for the purposes of implementing any mid-course corrections, but they also should be done once the project is finished to determi- ne its final impact. This can be in the form of a final written evalua- tion, using an online survey servi- ce can ensure greater anonymity and openness. Another common worry is that participants will not be prepared well enough to complete a com- munity-based project successfu- lly and that this will limit the lear- ning experience as well as fail in helping their community partner. It is therefore important to ensure participants have all the prepara- tion necessary to succeed in their projects and to benefit from the learning experience that commu- nity engagement provides. #OpenCCCP - 24 Evaluation Comprehensive model Evaluation is integral to good Evaluation can take care about community development. When items include the following: properly done, it enables an on- going process of learning among From facilitators side all involved in community deve- lopment projects. It also ena- What is the impact of OLL im- bles the continual development plementation on facilitators OEP of projects and programs to be design? more effective and successful. Student choices In the field of community deve- • OEP Design: To what ex- lopment, it can be hard to know tent do the OLL provide choi- how deeply your project is im- ces to students for responding pacting on participants and the to the needs of a local com- community. Sustainable change munity and if this demonstrate is linked to the wider impacts of a their skill and knowledge? project on a community, and the- • Tools: To what extent do se can only be seen in the long- the OLL provide choices for term. Outcomes of community types of tools to generate OEP development projects are often and put in common students’ hard to measure, because they skill and knowledge? deal with social relationships • Presentations/workshops/ and the complex functioning of learning groups: To what ex- groups and communities, rather tent do the OLL provide choi- than things that are easily quan- ces in methods to learn infor- tified. mation that tap into diverse learning styles? A clear, simple evaluation plan designed at the start of a project Flexibility in facilitators presenta- can help you to assess whether tions you’re achieving what you want • Curriculum materials: To to achieve, and what you can do what extent do facilitators pre- to improve your community de- sent materials in additional velopment work. formats beyond viewable text and oral speaking? • Explanatory devices: To what extent do facilitators use multiple types of explanatory #OpenCCCP - 25 Evaluation Comprehensive model devices? llowing? • Drawings or images: To • Task initiation what extent do facilitators use • Self-selection of learning drawings or images in paper tools, tasks, or products handouts, digital materials, • Independence in comple- and presentations to com- ting activities plement the text and the oral • Self-monitoring of task speaking? completion From Open Local Lab From the student side side. What is the impact of OLL imple- What is the impact of OLL imple- mentation on syllabus planning mentation on student engage- for collaboration? ment? • Facilitator collaboration Impact of OLL implementation practices on the following forms of enga- • Discussion of learning gement methodologies • Academic, defined as time • Discussion about how we on task during sessions and build the learning process homework completion • Sharing responsibility to • Affective, defined as en- create materials that enhance thusiasm, excitement, and en- accessibility and engagement joyment of sessions • Knowledge to access al- • Cognitive, defined as ready-created materials that self-regulation and being stra- enhance accessibility and en- tegic about sessions work gagement • Sharing materials across content areas or different From OEP design side knowledge’s What is the impact of OLL imple- mentation on student indepen- dence in learning processes? • Impact of OLL implemen- tation on learning processes (OEP design), such as the fo- #OpenCCCP - 26 Certification Comprehensive model Formal learning is always orga- tage of the intermediate concept nised and structured, and has lies in the fact that such learning learning objectives. From the may occur at the initiative of the learner’s standpoint, it is always individual but also happens as intentional: i.e. the learner’s ex- a by-product of more organised plicit objective is to gain knowle- activities, whether or not the ac- dge, skills and/or competences. tivities themselves have learning One can also speak about for- objectives. Non-formal learning mal education and/or training or, therefore gives some flexibili- more accurately speaking, edu- ty between formal and informal cation and/or training in a formal learning, which must be strictly setting. This definition is rather defined to be operational. consensual. The recognition of non-formal Informal learning is never organi- learning is an important means sed, has no set objective in terms for making the “lifelong learning of learning outcomes and is ne- for all” a reality for all and, sub- ver intentional from the learner’s sequently, for reshaping learning standpoint. Often it is referred to to better match the needs of the as learning by experience or just 21st century knowledge econo- as experience. The idea is that mies and open societies. the simple fact of existing cons- tantly exposes the individual to It is necessary to find a locally learning situations, at work, at appropriate certification institu- home or during leisure time for tion that can be linked to this type instance. of training. Normally, schools of education in “social education” Mid-way between the first two, or “cultural management” that non-formal learning is the con- already offer training programs cept on which there is the least for active or unemployed wor- consensus, simply that the wide kers. To create an alliance with variety of approaches in this this type of institution is good for case makes consensus even the training program that is de- more difficult. Nevertheless, for veloped for an Open Educational the majority of authors, it seems Practice. clear that non-formal learning is rather organised and can have learning objectives. The advan- #OpenCCCP - 27 Addenda Comprehensive model Driving force behind all definitions of Cultural Heritage is: “it is a human creation intended to inform“ John Feather, 2006 #OpenCCCP - 28 Cultural heritage Comprehensive model When OpenCCCP started, 2018 constantly evolving values, belie- was the European Year of Cul- fs, knowledge and transitions. It tural Heritage. Cultural herita- includes all aspects of the envi- ge shapes our everyday lives. It ronment resulting from the inte- surrounds us in Europe’s towns raction between people and pla- and cities, natural landscapes ces through time” (The Council of and archaeological sites. It is not Europe Framework Convention only found in literature, art and on the Value of Cultural Heritage objects, but also in the crafts for the Society, Faro 2005). we learn from our ancestors, the stories we tell our children, the This Convention underlines that food we enjoy and the films we any sign or a symbol created watch and recognise ourselves by, or given meaning by human in. And all the artifacts we build activity, that is intentionally pro- in the community. tected, conserved or revived, instead of being left to natural de- The relation between cultural he- cay, oblivion, or destruction, can ritage and education was usua- be considered cultural heritage. lly in the form of passive visits It puts the emphasis on the va- to monuments or museums and lues (i.e. cultural, historical, aes- was restricted to observing his- thetic, archaeological, scientific, toric monuments or objects. Very ethnological, anthropological va- often, it included guided tours lue), beliefs, knowledge and tran- focusing on the chronological sitions, which are considered re- history of events which lacked a levant by a community or group connection with learners’ life ex- of reference that has the right to periences. Booklets telling all the benefit from this resource and details of a particular monument that is responsible for the trans- without any linkage to either its mission to future generations. context, or to the prior knowle- dge or experiences of learners It has now been fully recognised were very common. that cultural heritage plays a cen- tral role in our societies, creating “Cultural Heritage is a group a feeling of togetherness within of resources inherited from the and across national borders and past, which people identify, in- promoting mutual understanding dependently of ownership, as a and shared values, thus care for reflection and expression of their cultural heritage is growing. #OpenCCCP - 29 Cultural heritage Comprehensive model During this typical emancipation projects we aim to preserve both process, heritage interpretation the tangible as well as intangible offers a largely untapped oppor- heritage. tunity for European societies to strengthen the self-transcenden- Cultural Heritage types ce values. Co-creation of heri- tage interpretation with young Cultural Heritage can be distin- people facilitated by skilled in- guished in: terpreters can be very powerful • Buildings, monuments, to trigger debate and reflection, artefacts, archives, clothing, and to prevent vulnerability of the artworks, books, machines, coming generation towards po- historic towns, archaeological pulism and religious fundamen- sites etc. – (tangible heritage). talism. • Practices, representa- tions, knowledge, skills ob- Tangible & Intangible jects and cultural expressions Heritage that people value such as fes- tivals. It also includes langua- Having at one time referred ex- ges and oral traditions, per- clusively to the monumental re- forming arts, and traditional mains of cultures, cultural heri- crafts, recipes of cooking, etc. tage as a concept has gradually – (intangible heritage). come to include new categories. • Landscapes – geographi- Today, we find that heritage is cal areas where the natural not only manifested through tan- resources show evidence of gible forms such as artefacts, the practices and traditions of buildings or landscapes but also people through intangible forms. Intangi- • Resources that were crea- ble heritage includes voices, va- ted in a digital form (for exam- lues, traditions, oral history. Po- ple digital art and animation) or pularly this is perceived through that have been digitalised as a cuisine, clothing, forms of shel- way to preserve them (inclu- ter, traditional skills and techno- ding text, images, video, and logies, religious ceremonies, per- records) – (digital heritage). forming arts, storytelling. Today, we consider the tangible heritage inextricably bound up with the in- tangible heritage. In conservation #OpenCCCP - 30 Cultural heritage Comprehensive model Heritage Cycle The Heritage Cycle diagram gi- ves us an idea of how we can make the past part of our future (Simon Thurley, 2005). In a clockwise direction the wed- ges and arrows read: By understanding (cultural herita- ge) ---> people value it By valuing it ---> people want to care for it By caring for it ---> it will help people enjoy it From enjoying it ---> comes a thirst to understand By understanding it ---> …..etc #OpenCCCP - 31 Cultural heritage Comprehensive model The Arts dynamic and transformative for- ce, they seek to explore culture The arts as part of cultural heri- as an indicator and facilitator of tage like literature, music, pain- social development. Today, its ting and sculpture are essential role as an active agent of social in a peaceful co-habitation of transformation has been increa- the human species as it will offer singly recognized. them an alternative point of view. In presenting a different picture people will be more lenient in ac- cepting differences in real life as well that in turn will stimulate mu- tual respect. That is why cultural heritage plays such a vital role in the democratization process. Cultural heritage: without it we will lose our main source of self-expression and in the end our self-realization. The power of culture and herita- ge have long been undervalued. Together with Unesco Culture in Development finds that culture is imperative for the development of any society. We consider Cul- ture and Heritage as basic needs. Social development Development actors worldwide have been made progressively aware of the interlinkages be- tween culture and development. Before, cultural heritage was me- rely looked at as a source of in- come. Recognizing culture as a #OpenCCCP - 32 References Comprehensive model References Comprehensive model John Feather, Managing the documentary heritage: issues from the present and future. In: (Gorman, G.E. and Sydney J. Shep [eds.]), Pre- servation management for libraries, archives and museums. London: Facet. 2006, pp. 1-18. Elizabeth Cooper-Martin, Ph.D. Natalie Wolanin, Evaluation of the Uni- versal Design for Learning Projects. Office of Shared Accountability, February 2014 https://files.eric.ed.gov/fulltext/ED557728.pdf Learning from the past, designing our future: Europe’s cultural heritage through eTwinning https://www.etwinning.net/eun-files/Online%20%E2%80%93%20 eTwinning%20publication%2024.09.2018.pdf European Framework for the Digital Competence of Educators (Dig- CompEdu) https://ec.europa.eu/jrc/sites/jrcsh/files/digcompedu_leaflet_en-2017- 10-09.pdf Learning from context: Building social competence for local knowledge http://asceps.org/makingprojects/eulerproject/wp-content/ uploads/2017/11/LEARNING-FROM-CONTEXT_web.pdf #OpenCCCP - 34 Urban intervention means becoming active and committed agents to what happens in our communities and local ecosystems, inclu- ding public spaces, meeting places and crossings, or those other spaces and moments in which we affect our immediate environ- ment. Based on collaborative and participatory dynamics, we pro- mote and accompany social and citizen innovation processes for the socio-material transformation of our habitat. GriGri Projects #OpenCCCP - 36