STEP 1. Identifying our researchsupport group & research partners AR PLANNING

STEP 1. Identifying our researchsupport group & research partners

• In the Power Lab Design:

– Kabua Youngsters (Volunteers)

– Project Coordinators– Pedagogical Experts– Technological Experts– TV3 educational dept.

AR PLANNING

• When implementing the Power Lab:

– Moderator/facilitator– Kabua Youngsters: animators– Youngsters from formal, non

formal and informal contexts/institutions

– Teachers, trainers, social workers, monitors

– Research team (4)– Responsible of Pedagogical

support

STEP 2. Defining a starting point of our research… AR PLANNING

STEP 2. Defining a starting point of our research… AR PLANNING

How can we foster youngsters’

empowering processes through a virtual

learning community in order to make them

social active participants as well as critical

citizens committed to the transformation

and improvement of society?

How can we foster youngsters’

empowering processes through a virtual

learning community in order to make them

social active participants as well as critical

citizens committed to the transformation

and improvement of society?

STEP 3. Clarifying… AR PLANNING• Aims:

– Build a Virtual Learning Community (VLC Kabua) that serves as the main platform for youngsters to participate and learn (social network)

– Stimulate communication, opinions and active participation of youngsters within Kabua and in some face to face encounters

– Foster youngsters’ identity construction processes (virtual and real)

Kabua

FORM

AL

CON

TEXT

NO

N

FORM

AL

CON

TEXT

INFORMAL

CONTEXT

Youngsters

FORMAL LEARNING

NON FORMAL LEARNING

INFORMAL LEARNING

LEARNING IN A SPECIFIC MOMENT AND CONTEXT

LIFE LONG LEARNING – MULTIPLE CONTEXTS

ID. REALID. REAL

VIRTUAL IDENTITYVIRTUAL IDENTITY

PLE’SPLE’S

Youngsters

ID. REAL

ID. REAL

VIRTUAL IDENTITY

VIRTUAL IDENTITY

PLE’SPLE’S

Youngste

rsID

. ID

. RE

ALRE

ALVI

RTUAL I

DENTI

TY

VIRT

UAL IDEN

TITY

PLE’

SPL

E’S

SHARED IDENTITIESSHARED IDENTITIES

kabua 2.0

STEP 3. Clarifying… AR PLANNING• Aims:– Build engaging and challenging learning activities for

diverse groups of youngsters (12-30) through the development of roles that give them a sense of social responsibility

– Provide on-line pedagogical support according to youngsters’ needs (scaffolding), as well as on-line support on 2.o tools & media

Modeling

Pedagogical support

Demonstrate / joint practice and reflection

Demonstrate / guided

practice and reflection

Autonomous practice and

reflectionSelf-evaluation

I do, you observe I do, you help You do, I help You do, I observe

Scaffolding

AR PLANNING• Aims:STEP 3. Clarifying…

STEP 3. Clarifying… AR PLANNING• Aims:– Develop learning contents on

social problems, social participation, ethics, politics, intercultural education…

– Foster the creation of diverse kinds of 2.0 tools and media that gives voice to youngsters ideas for participating in society

STEP 3. Clarifying… AR PLANNING

SocietySociety

– Discrimination– Inequity– …

Problems analysis

What does it mean to be a youngster in

a complex and diverse world’

What does it mean to be a youngster in

a complex and diverse world’

ComplexityCambioimmediacy

Uncertainty

Liquid society

ICT

New ways of interpersonal relationship

New trainingscenarios

Social NetworksNew Challenges

• Social situation

STEP 3. Clarifying… AR PLANNING• Youngsters’ needs:

– They already have interiorized this new reality.

– They need tools to cope with this new scenarios and complex realities.

– They live and interact with the world through ICT; they were born with them.

– They are ‘prosumers‘ of information and knowledge.

– They are multitasking.– They expect immediate rewards…

Who/how are nowadays youngsters?

On what are they worried about? What

do they like?Are they committed to

society?

Who/how are nowadays youngsters?

On what are they worried about? What

do they like?Are they committed to

society?

What experts

say…

STEP 3. Clarifying… AR PLANNING• Youngsters’ needs:

– In the international level, 86% of 15 years old youngsters frequently use computers at home (OCDE, 2008)…

– 92,9% of Spanish youngsters socially interact through social networks through internet (Pfizer Foundation, 2009)…

– …

Who/how are nowadays youngsters?

On what are they worried about? What

do they like?Are they committed to

society?

Who/how are nowadays youngsters?

On what are they worried about? What

do they like?Are they committed to

society?

What

international

studies say…

STEP 3. Clarifying… AR PLANNING• Youngsters’ needs:

Who/how are nowadays youngsters?

On what are they worried about? What

do they like?Are they committed to

society?

Who/how are nowadays youngsters?

On what are they worried about? What

do they like?Are they committed to

society?

What today

YOUNGSTERS in

a Catalonian

school say…

• Resources

– OER’s – UNESCO Open Educational Resources

– TV3 audiovisual resources– 2.0 educational tools– Learning activities

designed by youngsters

STEP 3. Clarifying…• & Research tools

– Youngsters research journal (audiovisual blog)

– PLE (Personal Learning Environment)

• Action Plan Kabua– ELGG social network development – prototype as a demo– Definition of a sample of youngsters and participant institutions– Contact agenda with centers for planning the demo of Kabua– Development of indicators and research instruments– Diverse media development for project dissemination– Audiovisual presentation of Kabua Virtual Community to youngsters– Delivering Kabua Demo during a month or two: 1st AR Cycle– Moderating, guiding and animating participation and interaction in Kabua– Applying AR instruments during the process-evaluating our strategies and making

the necessary adjustments to the platform, the content, the materials or whatever issue that comes out as relevant during the reflection-evaluation in the action.

STEP 4. Action strategies…