Grundtvig NA meeting

1

• Grundtvig NA meeting
• Malta 2627 April, 2002
•  
•  Process-based Learning in Learning Partnerhips
•  Eija Wilén

2
Process-based Learning in Learning Partnerhips

• What do Learning Partnerships seek to achieve?
• Learning Patnership
• is a framework for small-scaled cooperation
  activities
• focuses more on process
• aims to broaden the participation of smaller
  organisation(Socrates Guidelines, p. 101)

3
Process-based Learning in Learning Partnerhips

• Learning in Learning Partnership
• All the participants are learners in LP in spite
  of their status in their institution
• High level of learners activity
• Empowerment of the learning situation by the
  learners
• Learning from each other
• Partnership as a social environment supports
  individual learning processes
• Reflective learning, to learn from ones own
  learning, how to learn and how to make it visible
  to the others

4
Process-based Learning in Learning Partnerhips

• To learn from each others experiences requires
• an efficient and continuous communication
• regular face-to-face meetings
• enough time and space for building the team
• face-to-face meetings cannot be replaced by
  virtual meetings

5
Process-based Learning in Learning Partnerhips

• To learn from each others experiences requires
• partnership has an agreed thematic area for the
  joint work
• as a starting point a problem, need for
  development, need for new ideas ..
• partners have already knowledge and experiences
  on the thematic area
• the level of expertise can be variable, without
  any experiences the exchange of ideas is not
  possible

6
Process-based Learning in Learning Partnerhips

• To reach and maintain the motivation for project
  work
• Instead of focusing on products or on some
  external events more focus on the starting
  situation
• How to choose the partners?
• How to create a balanced partnership?
• Do they have same interest areas?
• Are they motivated to work together?
• Do they have same ideas of joint project work?

7
Process-based Learning in Learning Partnerhips

• In GR 2 application form is asked The summary
  of the organisations expertise in terms in main
  activities and Provide information on the
  nature and expertise of the organisations..
• More description of partners real capacities and
  interests to
• work together is needed to assess the
  preconditions of the
• partnership to work jointly with the theme.

8
Process-based Learning in Learning Partnerhips

• Planning in LP
• Goal and objectives intentions and direction of
  the joint work on a large scale
• Milestones the main lines of the activities,
  cover the whole project period, divide the time
  available into certain parts
• Short-term planning a rough plan which can be
  modified during the learning process
• Instead of concentrating too much on detailed
  planning more attention should be paid to
  reporting in renewals and activity reports

9
Process-based Learning in Learning Partnerhips

• Evaluation
• Self-evaluation is a natural choice for
  evaluation method in LP learning environment
• Evaluation on two levels
• observation of ones own learning process
  (learning diary),
• sharing individual learning experiences with
  other learners in the partnership

10
Process-based Learning in Learning Partnerhips

• Dissemination of
• joint results and products of LP
• collective learning process of the partnership

11
Process-based Learning in Learning Partnerhips

• Role of application and report forms for the
• applicants
• Tools to guide learning process of the
  partnerships
• Tools to make the plans and ideas of the
  applicants visible to others
• The answer depends on the question

12
Process-based Learning in Learning Partnerhips

• Urgent questions to be solved
• How to create a clear profile for LP?
• What are the basic features of LP approved by the
  NA s and the Commission?
• Is the difference between the average grant of LP
  and GR1 justified?
• Does this mean that process-oriented learning is
  less demanding than product-oriented?