The objectives and target groups
The objectives are to develop two types of interrelated online tools, one for personal valuation and another for organisational valuation. Each type will consist of a series of Danish, English, Dutch and Slovenia editions used by the associations participating in the project.
The primary target groups are on the one hand the learners and on the other hand the providers of amateur culture.
A combined validation
The two types of tools can validate the same learning process from two different angles. The learners (students, partcipants, active) can validate their personal learning profile and outcome; the learning providers (leaders, teachers, facilitators, board members and other staff) can compare their learning objectivies and priorities with the learners’ actual outcome.
This documentation can be of personal value for the learners and it can improve the learning providers work with monitoring, quality assurance and management of the learning activities in their organisation. These tools will validate the activities as learning activities and thereby bring new focus on amateur culture as an important area of learning.
The two tools validation data will be saved at a common database, and it means that the data can be used for research on several levels, from the classroom to the whole organisation, and from a group of local associations or a group of thematic associations, to a national and most important to a transnational European level.
This network of national associations that uses the common transnational database can easily and by relative small costs be expanded with new umbrella associations from other European countries after the conclusion of the project.
The learning methodology
The tools framework is formed by a humanistic learning theory that defines learning as an interrelated unity of the tree dimensions: Competence, knowledge and personal formation (Bildung); and these dimensions are constituted by several main elements, and each element is measured by at least three questions.
The view on learning as including three dimensions is quite innovativein our point of view. Most actual valuation tools for non-formal and informal learning share a very narrow optic on learning. They either reduce learning to transversal competences or to a combination of soft qualifications (transversal competences) and hard qualifications (knowledge and skills), but none of the tools have a methodology that incorporate “personal formation” or “Bildung” as an important dimension of learning. The personality is more or less a blind spot in these instrumental oriented learning methodologies.
This lack of “Bildung Theory” could be seen as a general problem for most learning valuation, but it is especially a problem, when we try to validate the learning in voluntary and art based activities. Without Bildung you don’t find the nerve in the activities, and it will be difficult to convince the learners that the valuation tools have any relevance for them.
The tools will be launched in August 2011 together with the other results of the project.
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The design of the questionnaries of the two types of online tools has been clarified during the survey in the first project phase and finaly adopted in second project phase. Here you can see the outline of design of
the questionnarie for learners
the questionnarie for learning providers
The task of implementing the twp series of online tools has been subcon-tracted to the Dansih IT-firm EDUCASE after a procedure involving three tenderers, and the selection of the tender offering best value for money.
The form and content of the contract with annexes follows the standard contract for small IT-tasks, which the Danish Ministry of Science, Technology and Innovation formulated in 2004 called K01, except item 22 in the contract regarding the Rights of Software and documentation, where the contract follow the Ministry’s standard contract K18, which gives the rights of the programme to the project consortium and not to the IT-subcontractor
The contract with the IT-firm can be read here.