POLE: European Experts Seminar

1
POLE European Experts Seminar

• Athens, October 2002
• WP2 Methodological Framework

The Tavistock Institute Evaluation Development
and Review Unit
2
The Pole Project

• Creating a Policy Observatory for Lifelong
  Learning and Employability
• Identifying and reviewing indicative cases of
  Lifelong Learning measures that utilise ICTs
• Using the results of the case studies to develop
  tools to assess the outputs, outcomes and impact
  of these types of measures

3
Methodology Objectives

• Define a methodological approach to investigating
  and observing lifelong learning measures
• Explore ways of developing tools to assess the
  effectiveness of these measures
• In frame of EU and national policy
• Outputs
• Conceptual Framework
• Data Collection Toolkit

4
Development of POLE

• The process development has been iterative.
• The various conceptions has been discussed
• Lifelong Learning
• ICTs
• Observation Grid
• Benchmarking

5
Methodology Approach

• Iterative
• Stage 1(short term) - methodology for case
  studies in WP3
• Stage 2 (longer term) assessment tools for EC
  Lifelong Learning initiatives.
• Needs to incorporate range of dimensions
• Thematic (e.g. different perspectives on LL)
• Policies
• Processes (including how initiatives evolve)
• ICT platforms configurations
• Scale (rural, regional, urban and national)
• Comparative EU wide

6
The Methodological Design

• Needs to incorporate
• A conceptual model
• A typology of ICT-based lifelong learning
  measures
• A methodological framework to implement the
  research
• A design for data capture and analysis

7
The Conceptual Framework

• Focuses on interaction between distal and
  proximal forces (macro level and immediate
  learning arrangements)
• Suggests that LLL measures will incorporate
  learning patrimonies, technological metaphors
  and pedagogic metaphors
• Different LLL sectors (Such as Formal, Nonformal
  and Informal) have different patrimonies,
  technologies and pedagogies

8
Distal-Proximal Interactions
Socio-Cultural
Environments
Psychology
Sociological
Development
Political
Theory
Economy Theory
Globalisation
Labour markets
Migration
Pedagogic Theory
and approaches
Learning
Proximal
Learning scenario
Patrimony
Proximal
Forces
Forces
Policy environment
Technology
Development
Change
process
9
ICT/LLL Environment

• Theoretical technological determinism versus.
  social constructivism
• Policy tensions over new pedagogy
  (performativityskills relevant) and old
  community-based learning
• Technological/pedagogic metaphors simulations
  interactive classrooms virtual campus knowledge
  networks learning communities

10
Memorandum of LLL

• LLL Key Messages
• 1. New basic skills for all
• 2. More investment in human resources
• 3. Innovation in teaching and learning
• 4. Valuing learning
• 5. Rethinking guidance and councelling
• 6. Bringing learning closer to home

11
Typology Grid
12
Case Study Selection Grid
13
Comparison Standardisation

• Need a template to standardise data
• Transferability of the cases selected

14
Case Study Methods

• Unit of analysis is exemplar (variable in scale
  objectives etc.)
• Data collection needs to be multi-methodological
  or preferably triangulated
• Four key stakeholder groups policy-makers
  operational providers learners
• Concentrate on secondary data sources focus
  groups - no large surveys

15
Case Study Toolkit

• 1. Case Study Procedures.
• 2. Case Study Work Sheet
• 3. Case Study Observation Sheet
• 4. Outputs Notes
• 5. Case Study Interview Schedule
• 6. Self-Administered Questionnaire
• 7. Focus Group procedures
• 8. Content analysis schedule
• 9. Case Study Summary