Map of Competences
-
Upload
leadlab-leading-elderly-and-adult-development-lab -
Category
Documents
-
view
218 -
download
0
Transcript of Map of Competences
-
8/4/2019 Map of Competences
1/19
Grundtvig Project
LeadingElderlyandAdultDevelopment LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 THEMATIC MAP OF COMPETENCE/SKILLS
FRAMEWORK
LV 02/09/2010
-
8/4/2019 Map of Competences
2/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
SUMMARY
INTRODUCTION
..........................................................................................................................................................31. SOMEQUESTIONSTODESIGNTHE MAP.....................................................................................................................4
MAP OF COMPETENCES OF LPT...................................................................................................................8
MAIN REFERENCES..........................................................................................................................................16
2
-
8/4/2019 Map of Competences
3/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Introduction
The present document is aimed to present the study that attains to the definition of a
thematic map of competences and skills framework of the Learning Personalization
Trainer.
Here is carried out a study about the necessary competences and knowledge for the
new professional called "Learning Personalization Trainer -LPT.
The map of competences has been drowned also collecting and harmonizing the
inputs coming from:
The synthesis Report WP2 Status Artis and best practice by CNAM (July 2010);
the work document produced by HRDC (GR) WP3: Map of Competences of
Adult Trainer (July 2010);
the literature about personalization proposed by NOEMA (FI)
the Presentation A set of key competences for adult learning professionals
shown during the Conference Competence development among adult educators
in Malm (March 2010) by Simon Broek ([email protected]);
The LEADLAB project assigns a great importance to the sharing of common
meanings, as the requirement that really allows defining an integrated European
model. A great importance has been indeed assigned to the identification of a shared
definition of personalization as the first step before designing the Map of
Competences. Moreover the map of competences of the LPT is oriented to an
Andragogic (Adult) paradigm of personalization. With the same attention to the use
of definitions and words, the partnership is evaluating the opportunity of adopting the
term anthropogogic (G. Avanzini, Lducation des adultes, Paris, Anthropos, 1996).
The term "anthropogogy" can be preferred to "andragogy" which refers inaccurately
to male gender (andro-) and not to the human species as a whole (anthropo-).
Consequently the map integrates both adult learning professionals competences and
personalization competences, taking into account four dimensions of professional
competences1:
1This classification of competences is built, again in order to share common meanings, on the base of
3
mailto:[email protected]://www.research.nl/mailto:[email protected]://www.research.nl/ -
8/4/2019 Map of Competences
4/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
1. Common: represent the core competences that all training/teaching
professionalism have in common;
2. Generic: are the competences relevant for carrying out all activities in the adult
learning sector;
3. Specific: are the competences distinguishing the profile of the LPT;
4. Transversal: are the boundary competences between the LPT and other
training profiles such as coach, counsellor, tutor, training guidance expert, etc.
The map of competences identifies the main areas of competences and necessary
knowledge and skills, for who wants to become expert in personalization of NVAE
learning pathways. It is an integrating part of a global design of the adult learning
personalization model; therefore it can be correctly understood only in relation with
the Model of adult learning personalization and with the LPT job description.
The global design include:
the LEADLAB Model: describes theoretical requirements, learning approach,
learning pathway, educational methodology, learning environments,
educational interaction, evaluation and assessment methodology;
the Job description: describes the role and the tasks of the LPT;
1. Some questions to design the Map
Thanks to the result of the researchs stage about the Status Artis, a common
definition of personalization has been found within the frame of Leadlab Project.
The personalization of the training includes the following dimensions:
ALL THE DIMENSIONS OF THE LEARNER
different national and European sources: European Commission, Education and Culture LifelongLearning: Education and Training policies School education and higher education testing conferenceon the common European principles for teacher competences and qualifications 20th - 21st June2005; European Council, Conclusions of the Council and of the Representatives of the Governmentsof the Member States, meeting within the Council, on improving the quality of teacher education,Bruxelles, 2007, http://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdf ; EuropeanParliament, Recommendation of the European Parliament and of the Council, of 18 December 2006,on key competences for lifelong learning, Official Journal L 394 of 30.12.2006; ISFOL, Standard
formatori per un modello nazionale delle competenze verso laccreditamento professionale, Roma,1998; INFFO, Le Mtiers de la formation, Guide technique, Paris, 1995.
4
http://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdfhttp://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdfhttp://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdfhttp://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdf -
8/4/2019 Map of Competences
5/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
The personalization 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.
SELF-DIRECTED LEARNING
The personalization is based on the learner self-direction, which means that:
a. He/she has the ability to choose by himself the object and to determine the
objectives of his learning (learning self-determination)
b. He/she 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
The learner is seen as the actor of his learning and in this sense, is associated with
the decisions of the training organization.
TUTOR AS A FACILITATOR OF THE LEARNING PROCESS
The role of the teacher or the trainer is not to transmit content, but to support the
learner in the control of his learning.
Through the analysis of the partners contribution to the research about the StatusArtis in the partners Countries, it is also possible to highlight different and similar
aspects of personalization models, concepts, practices and identify the following
recurrent features:
Involvement of the all dimensions of learner;
Development of self directed learning process;
Development of self regulated learning process; Co-design of the learning pathway and process;
Development of self-evaluation process;
Learning challenges not learning objectives;
Learning pathway not instructional curriculum or training program;
Flexibility in the development of the learning process
Achievable results are not predictable a priori.
The definition of a common meaning of personalization is decisive in order to
5
-
8/4/2019 Map of Competences
6/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
describe the role, the competences and the profile of the LPT. Nevertheless this
figure is really innovative.
That is why we still need to answer some questions in order to better clarify this
concept and then identify competences and skills to be included in the Map:
Who is the LPT?
This is the previous and core question we need to answer in order to design the map
of competences. That is why a specific document is dedicated to the LPT Job
description. Please refer to it.
Which is the age range of adult learners involved in personalized educational
pathways?
The target for the LPT will be, according to the Grundtvig definition of adult learner,
persons over 25 years old, or younger persons no longer in initial
education within the school or Higher Education system.
Which kind of educational pathway can be took in account?
Non-vocational adult educational pathways, for example oriented to the
active aging, or social inclusion.
Adult learners to be involved in personalized educational pathways, can
have different levels of education, from illiteracy to University Degree?
Adult learners to be involved in personalized educational pathways can havedifferent levels of education, from illiteracy to University Degree.
Personalization is carefully targeted or is based on differences among
learners?
Is based on differences among learners.
Which is the best duration of a personalized learning pathway?
A minimum of is required in order to allow the development of a process of
6
-
8/4/2019 Map of Competences
7/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
empowering of basic competences, to monitor and support the development of a
basic learning cycle.
7
-
8/4/2019 Map of Competences
8/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
MAP OF COMPETENCES OF LPT
LPT MAP OF COMPETENCES
OVERVIEW
MACRO AREAS
COMMON
core competences that alltraining/teaching professionalismhave in common
EDUCATIONAL
COMPETENCES
Diagnosis
Planning
Management andorganization
Monitoring
Evaluation andassessment oflearning processes
Educational solutions
Educationalcommunication
Educational research
Emotionalcompetences
Web mediatedcommunication
GENERAL
competences relevant for carryingout all activities in the adultlearning sector
ADULT EDUCATION
COMPETENCESAdult learning
SPECIFIC
competences distinguishing theprofile of the LPT
PERSONALIZATION
COMPETENCES
Educational guidance
Educationalcounseling
Educational
empowermentTRANSVERSAL
boundary competences betweenthe LPT and other training profilessuch as coach, counsellor, tutor,training guidance expert, etc
GUIDANCE
COUNSELLING
TUTORING
8
-
8/4/2019 Map of Competences
9/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
COMMON COMPETENCES
MACRO AREAS COMPETENCES SKILLS
DIAGNOSIS
Knowledge and application ofstrategies of diagnosis of theindividuals developmentneeds and requests
Decodes the individualmotivations of development
Understand the individualdevelopment request
PLANNINGKnowledge and application ofeducational planningstrategies
Plans the information programs,pre-training, guidance andaccompaniment interventions
Co-Plans educational andindividual development pathways
Co-Plans competences profiles
Plans strategies and tools ofevaluation, personalization,information, welcoming, needsanalysis, monitoring, etc
MANAGEMENTAND
ORGANIZATION
Knowledge and application ofstrategies of:
Problem finding
Problem setting
Problem solving
Decision making
Defines the services strategies
Negotiates the accordance withlocal institutions offeringeducational services
Stays in contact with theeducational Institutions of theterritory where learners areinvolved in learning pathways
Communicates with stakeholders, external parties andorganizations
Sees new opportunities forproposals, programs anddirections
MONITORING Knowledge and application ofstrategies of:
Audit
Monitoring
Evaluates and monitorseducational actions and programsefficacy
Evaluates the satisfaction
9
-
8/4/2019 Map of Competences
10/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Evaluates and monitors the
educational services quality
Evaluates the impact of theeducational intervention on thelocal context
EVALUATIONAND
ASSESSMENT OFLEARNING
PROCESSES
Knowledge and application ofstrategies of:
Learning needs analysis
Assessment and evaluationof learning processes and oflearning results
Assessment of learning skillset, of learning attitudes andof learning strategies
Identifies the opportunities ofpersonal development
Evaluates the prior knowledge
Analyses the proximal zone ofdevelopment
Analyses the learning skill set
Analyses the learning stiles
Analyses learning attitudes
Analyses learning strategies
Monitors the development oflearning process
Evaluates educational results
EDUCATIONALSOLUTIONS
Knowledge and application ofeducational strategies:
Inductive
Deductive
Inquiry
Didactic
Collaborative
Cooperative
Connective
Constructivist
ConstructionistModular
Mutual
Self directed learning
Knowledge and application ofmain educational models andstrategies for people withspecial educational needs
EDUCATIONALCOMMUNICATION
Knowledge and application ofeducational communicationstrategies:
Listens carefully
Assesses non verbalcommunication
10
-
8/4/2019 Map of Competences
11/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Active listening
Negotiation
Interpersonal interactionAssertive communication
Knowledge and application ofdifferent tools, means,strategies, channels,registers of communication
Deal with possible languagedifficulties and other
disadvantagesIs friendly and cooperative indealing with questions andrequests
Is assertive
EDUCATIONALRESEARCH
Knowledge and application ofsocial research strategiesand tools
Knowledge and application ofeducational researchstrategies and tools
Systematically observes thebehavior of the adult and elderlylearners whose is thepersonalization trainer
Researches innovative modelsand strategies of adult educationand personalization of adultlearning
Uses the approach of actionresearch
Realizes thematic and periodicfocus group
Uses and/or build tools in order tocollect information on
characteristics of the adultlearners
EMOTIONALCOMPETENCES
Knowledge and application ofstrategies of:
Management of negativeemotions
Management of mistakes
Relaxation ofcommunicational tensions
Management of possibleconflict situation
Recognizes tensions, problemsand possible conflicts
Suggests different possiblesolutions in order to solve apossible conflict or to afford andsolve a mistake
Is empathic
Is highly trustedDoesnt loose patience
WEB MEDIATEDCOMMUNICATION
Knowledge and application ofmodels, strategies, tools,stages, evolution of webmediated educationalcommunication environments
Knowledge and application ofstrategies of analysis of webmediated communications
and interactions withinAsynchronous learningNetworks
Suggests possible integrativeweb mediated resources to enrichthe learning pathway
Supports the choice of webmediated courses or socialnetworks or groups of interest
Is confident with the use ofAsynchronous Learning Networks
11
-
8/4/2019 Map of Competences
12/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Knowledge and application ofstrategies of construction,
development and animationof web mediatedCommunities of learning andof Communities of practices
Knowledge and application ofstrategies of web learningscaffolding and socialnetworking
Knowledge and application ofeducational communicationmodels synchronous and
asynchronous:
One to one
Many to many
One to many
and e-mail
Is able to assess theeffectiveness of web basedlearning environments
Is able to support people whowork and study within web basedlearning environments
GENERAL COMPETENCES
ADULT EDUCATION
MACRO AREAS COMPETENCES SKILLS
ADULT LEARNING Knowledge and application ofthe main theories and modelsof adult education and ofadult learning psychology
Knowledge of theories ofdevelopmental psychologyand of the stages of humandevelopment in adulthood
Knowledge and application ofthe main models andstrategies to support adultlearning
Knowledge and application of
Analyses:
the psychological profile oflearners
the culture of adult learner
the biography of adultlearner
the learner priorities
Applies the biographicmethod
Focuses the intervention ona perspective o themes andproblems (instead of
contents and disciplines)Adopts a situationalapproach
12
-
8/4/2019 Map of Competences
13/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
self learning models andstrategies
Focuses the intervention onconcrete tasks
Valorizes and supports theautonomy of the learner
Valorizes the masterlyinstinct of the learner
Preserves a flexibility marginin the development of theeducational experience
Applies to himself/herselfadult learning strategies
being a fully autonomouslifelong learner: is selfreflective, assess his/herown learning needs,manages his/hers ownlearning processes; appliescritical thinking towardshis/hers own professionalpractice; organizes his/herswork and time; is interestedin his /hers own professional
development
SPECIFIC COMPETENCES
MACRO AREAS COMPETENCES SKILLS
EDUCATIONALGUIDANCE
Knowledge andapplication of strategiesof Balance ofcompetences
Realizes the individual
balance of competencesreport
Knowledge andapplication of strategiesof Balance of guidance
knowledge andapplication of strategiesof psychology ofguidance
Diagnoses the individualneeds of information
Decodes the individualrequest of information
Knowledge of localeducational offers Gives information,collects, selects,organizes information
13
-
8/4/2019 Map of Competences
14/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Knowledge of local socialrequests and needs oflocal developmentpolicies
Welcomes and guides tothe choices of learning
opportunities
Keeps and maintainrelationships with localinstitutions offeringeducational opportunities
Put in contact withinstitutions offeringeducational opportunities
Knowledge of laws ofwork and of categorieswith special needs
Knowledge of the adultinstructional andeducational system
Is aware of the politicalcontext and of the adulteducational policy
Is aware of the specificcharacteristic of thesector
EDUCATIONALCOUNSELLING Knowledge andapplication of the mainmodels and strategies ofpersonalization
co-sets learningchallenges
co-designs learningpathways
co-manages learningpaces and time line
suggests learningstrategies
supports meta cognitivecompetences of the
learnerSuggests learningsupports and resources(technology and/orpeople)
Offers the learner theopportunity to assess thelearning resources andinvites to review them
promotes active learning
negotiates educationalagreement
takes into account the
14
-
8/4/2019 Map of Competences
15/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
evolution of the learnerduring the pathway
meets real needs of thelearner even if notplanned from thebeginning
valorizes the learnersacquired knowledge
valorizes the resourcesbrought by the learner
Guides learner in thedevelopment and ongoing
review of the educationalplan periodically (onetime each month)
Knowledge andapplication of mainlearning personalizationstrategies:
@ of self evaluation
Arobase of self learning
Autobiographic method
Supports self directedlearning strategies
Supports self assessmentstrategies
Supports self guidancestrategies
Is aware of the life of the
adult learners and theirbackground in order touse that as a learningresources
EDUCATIONALEMPOWERMENT
Knowledge andapplication of the main
coaching strategies
Knowledge andapplication of the maincounseling strategies
Supports motivation
Supports self realization
Communicates therelevance of the learningprocesses with a widerperspective
Provides opportunities forlearners to apply theirknowledge
Motivates the adultlearner to learnindependently
Refers the learningprocesses to the real lifeopportunities
15
-
8/4/2019 Map of Competences
16/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Main references
Alberici A. (a cura di), La parola al soggetto, Milano, Guerini e Associati, 2001.
Alberici A., L'educazione degli adulti, Roma, Carocci, 2002.
Antonietti A., Rota S., Raccontare l'apprendimento. Il diario narrativo: comericostruire e monitorare percorsi formativi, Milano, Raffaello Cortina, 2004.
Batini F., Fontana A., Comunit di apprendimento. Un altro modo di imparare,Arezzo, Zona, 2003.
Beronia G., Autoformazione. Un approccio globale, Roma, learning Community,2008.
Bossio F., Formazione e quarta et, Roma, Anicia, 2002.
Bresciani P.G., Callini D., Personalizzazione e individualizzazione, Milano, F.Angeli,2004.
Brookfield, S., Learning Democracy: Eduard Lindeman on adult education and socialchange, Beckenham, Croom Helm, 1987.
Cacciamani S., Giannandrea L., La classe come comunit di apprendimento, Roma,Carocci, 2004.
Callini D., (a cura di), Su misura. Fabbisogni di professionalit e di competenze,Milano, F.Angeli, 2003.
Callini D., Societ post-industriale e sistemi educativi, Milano, Franco Angeli, 2006.
Cambi F., (a cura di), Soggetto come persona. Statuto formativo e modelli attuali,Roma, Carocci, 2007.
Cambi F., Santelli Beccegato L. (a cura di), Modelli di formazione. La rete teorica delNovecento pedagogico, Torino, UTET Libreria, 2004.
Carletti A., Varani A., (a cura di), Didattica costruttivista. Dalle teorie alla pratica inclasse, Trento, Erickson, 2005.
Casucci S., Maulini C.,Apprendere in et adulta. Ricerca e cambiamento dall'Actionlearning al Cooperative learning, Roma, Anicia, 2006.
Colicchi E., (a cura di), Il soggetto nella pedagogia contemporanea. Una questione,un compito, Roma, Carocci, 2008.
Colozzi I., Bassi A., Da terzo settore a imprese sociali, Roma, Carocci, 2003.
Demetrio D., Autoanalisi per non pazienti. Inquietudini e scrittura di s, Milano,Raffaello Cortina, 2003.
Demetrio D., La vita schiva. Il sentimento e le virt della timidezza, Milano, Raffaello
Cortina, 2007.Demetrio D., L'et adulta. Teorie dell'identit e pedagogia dello sviluppo, Roma,Carocci, 2003.
16
-
8/4/2019 Map of Competences
17/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Demetrio D., Manuale di educazione degli adulti, Roma-Bari, Laterza, 2003.
Dewey, J. How We Think, Boston, D. C. Heath and Co., 1910.
Dewey, J., Experience and Nature, Chicago, Open Court Publishing Company, 1925.
DIE German Institute of Adult education, Teachers and Trainers in Adult Educationand Lifelong Learning Professional Development in Asia and Europe, BergischGladbach/Germany, conference-papers, 29-30 June 2009.
Euorpean Council, Conclusions of the Council and of the Representatives of theGovernments of the Member States, meeting within the Council, on improving thequality of teacher education, Bruxelles, 2007,http://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdf
European Commission, Education and Culture Lifelong Learning: Education and
Training policies School education and higher education testing conference on thecommon European principles for teacher competences and qualifications, 20th - 21stJune 2005.
European Parliament, Recommendation of the European Parliament and of theCouncil, of 18 December 2006, on key competences for lifelong learning, OfficialJournal L, 394 of 30. 12. 2006.
Favorini A.M., Il contratto nella formazione e nell'apprendimento, Milano, F.Angeli,2004.
Federighi , P., (a cura di), Glossario delleducazione degli adulti in Europa, Firenze,F&F Parretti, 2000.
Feuerstein R., Structural cognitive modifiability: theory and its application with lowfunctioning person, Toronto, MIASSMD Conference, 1982.
Formaper, Intraprendere nel non profit. Il ruolo della formazione, Milano, F. Angeli,2001.
Fortunato I., EDALAB L'istruzione degli adulti Un percorso progettuale innovativo,Roma, Anicia, 2008.
Fortunato I., Educazione degli adulti. Nuova realt nella cultura dellintegrazione,Roma, Anicia, 2002.
Frabboni F., Wallnofer G., Belardi N., Wiater W., (a cura di), Le parole dellapedagogia. Teorie italiane e tedesche a confronto, Torino, Bollati Boringheri, 2007.
Freire P., Pedagogia dell'autonomia, Torino, EGA, 2004.
Gallina V., (a cura di), Prospettive delleducazione degli adulti in Europa: obiettivi estrategie politiche, Roma, Armando, 1996.
Gardner H., Formae mentis, MIlano, Feltrinelli, 2002.
Guerriero G.B., (a cura di), Adult education, Napoli, Edizioni Scientifiche Italiane,1996.
Guspini M., Riflessioni pedagogiche. Una lettura per parole chiave dellagire
formativo, Roma, Learning Community, 2009.
Guspini M, Personalizzare lapprendimento in ambito EDA, Roma, Anicia, 2005.
17
http://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdfhttp://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdfhttp://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdf -
8/4/2019 Map of Competences
18/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Guspini M., Learning Audit, Roma, Anicia, 2003.
Guspini M., (a cura di), Apprendere in et adulta. Contributi per la realizzazione di
uno strumento pedagogico, Roma, Anicia-MIUR, 2002.Hart, J. K.,Adult Education, New York, Thomas Y. Cromwell Co, 1927.
Hoz V. G., Leducazione personalizzata. Individualizzazione e socializzazionenellinsegnamento, Firenze, le Monnier, 1982.
Hoz V. G., Dal fine agli obiettivi delleducazione persoanlizzata, Palermo, Palumbo,1987.
INFFO, Le Mtiers de la formation, Guide technique, Paris, 1995.
ISFOL, Standard formatori per un modello nazionale delle competenze versolaccreditamento professionale, Roma, 1998.
Jeffs, T., Smith, M. K., Informal Education: Conversation, democracy and learning,Ticknall, Education Now, 1999.
Jovanovic D., MilosevicD., ZizovicM., Personalized e-learning by mapping studentslearning style and preference to pelcom metadata, Annals of the University ofPetroani, Mechanical Engineering, 10 (2008), 103-112 103.
Kandel E.R.,Alla ricerca della memoria. La storia di una nuova scienza della mente,Torino, Codice, 2007.
Kett, J. F., The Pursuit of Knowledge Under Difficulties. From self-improvement toadult education in America, 1750 - 1990, Stanford, Ca. Stanford University Press.
1994.
Knowles M. S., La formazione degli adulti come autobiografia. Il percorso di uneducatore tra esperienza e ide, Milano, Raffaello Cortina, 2002.
Knowles M. S., Quando l'adulto impara. Pedagogia e andragogia, Milano, FrancoAngeli, 2002.
Knowles, M. S., Informal Adult Education, New York, Association Press, 1950.
Knowles, M. S., The Modern Practice of Adult Education. Andragogy versuspedagogy, Englewood Cliffs, Prentice Hall/Cambridge, 1980.
Kolb D., On management of the learning process, in Kolb D., Rubin, McIntire,Organizational Psichology. A book of readings, Englewood Cliffs, Prentice-Hall, N.J.,1974.
Lagrasta G., Formazione degli adulti, Roma, Anicia, 2003.
Lindeman, E. C., Building a social philosophy of adult education, in S. Brookfield,Learning Democracy: Eduard Lindeman on adult education and social change,Beckenham, Croom Helm, 1987.
Lindeman, E. C., The Meaning of Adult Education, The Oklahoma Research Centerfor Continuing Professional and Higher Education, 1989.
Lucisano P., Salerni A., Metodologia delle ricerca in educazione e formazione,Roma, Carocci, 2002.
Luppi E., Pedagogia e terza et, Roma, Carocci, 2008.
18
-
8/4/2019 Map of Competences
19/19
LEADLAB Leading Elderly and Adult Development- LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
WP3 Map of competences
Macalister Brew, J., Informal Education. Adventures and reflections, London, Faber,1946.
Mahncke H.W., Bronstone A., Merzenich M.M., Brain Plasticity and FunctionalLosses in the Aged: Scientific Basesfor a Novel Intervention, Progress in BrainResearch, 157, 2006, pp. 81-109.
McTighe J., Wiggins G., Fare progettazione, Roma, LAS, 2004.
Mezirow J.,Apprendimento e trasformazione. Il significato e il valore della riflessionenell'apprendimento degli adulti, Milano, Raffaello Cortina, 2003.
Merzenich M.M., Change minds for the better, The Journal of Active Aging,november-december, 2005, pp. 22-30.
Mortari L.,Apprendere dall'esperienza. Il pensare riflessivo nella formazione, Roma,
Carocci, 2003.Novak J.D., Gowin D.B., Imparando a imparare, Torino, SEI, 2001.
Pacchiarotti P., L'educazione degli adulti come diritto, Roma, Anicia, 2003.
Piccardo C., Empowerment, Milano, R. Cortina, 2004.
Pinto F. Minerva, Gallelli R., Pedagogia e Post-umano. Ibridazioni identitarie efrontiere del possible, Roma, Carocci, 2004.
Przesmycki H., La pedagogia del contratto, Milano, R.C.S. Libri, 1999.
Quaglino G. P. (a cura di), Autoformazione. Autonomia e responsabilit per la
formazione di s nell'et adulta, Milano, Raffaello Cortina, 2004.Rosati L., La scoperta dell'adulto, Roma, Anicia, 2003.
Secci C., Modelli di adultit. Problematiche dell'educazione, Roma, ArmandoArmando, 2006.
Stewart T.A., La ricchezza del sapere, Cuneo, Ponte delle Grazie, 2002.
Tramma S., Educazione e modernit. La pedagogia e i dilemmi dellacontemporaneit, Roma, Carocci, 2005.
Tyler John M., Geragogy. A Theory for Teaching the Elderly, N.Y., Haworth Press,1988.
Veggeti M. S., L'apprendimento cooperativo. Concetti e contesti, Roma, Carocci,2004.
Yeaxlee, B., Lifelong Education. A sketch of the range and significance of the adulteducation movement, London, Cassell and Company, 1929.
World Health Organization,Active Ageing: a Policy Framework, 2002.
Zannini L., La tutorship nella formazione degli adulti. Uno sguardo pedagogico,Milano, Guerini, 2006.
19