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Pedagogical Model to facilitate the Training Program (O3-A1)Loading...
ADU NOOC Consortium, 2019
Pedagogical Model to Facilitate the Training Program
Content
1. Introduction
2. Aim and Objective of the Pedagogical Model
3. Theoretical Background of Design and Delivery Nano Open Online Courses
4. Skills defined for Social and Civic, Digital and Entrepreneurship Competences
5. Short Presentation of open Courses on Social and Civic Competences
6. Short Presentation of the open Course on Entrepreneurship Competence
7. Short presentation of the open Course on Digital Competence
8. Teaching and Learning Strategies
9. The Role of the Adult Educators as Facilitators in Training of low-skilled Adult by implementing reserved Training Methodology based on NOOCs
10. Assessment Strategy
11. Training Plan for Adult Educators
12. Technical Requirements for the Training Course
13. References
1. Introduction
2. Aim and Objective of the Pedagogical Model
3. Theoretical Background of Design and Delivery Nano Open Online Courses
4. Skills defined for Social and Civic, Digital and Entrepreneurship Competences
5. Short Presentation of open Courses on Social and Civic Competences
6. Short Presentation of the open Course on Entrepreneurship Competence
7. Short presentation of the open Course on Digital Competence
8. Teaching and Learning Strategies
9. The Role of the Adult Educators as Facilitators in Training of low-skilled Adult by implementing reserved Training Methodology based on NOOCs
10. Assessment Strategy
11. Training Plan for Adult Educators
12. Technical Requirements for the Training Course
13. References
Pedagogical Model to Facilitate the Training Program
1. Introduction
Different Open and innovative practices in the digital era became essential to adult education. Open education resources (OERs), Nano Open Online Courses (NOOCs), have become the principal means for adult learning. NOOCs method is based on presenting short, very well structure-based video courses. It helps to improve and to extend the supply of high-quality learning opportunities, tailored to the needs of individual low-skilled or low-qualified adults. The project aims to engage low skilled adults for recognition of the existing skills and competencies and to develop new skills and competencies by taking NOOCs method as a basis for the training program.
According to the Strategic framework – Education & Training 2020, adult learning is crucial for low qualified people as they may require different skills from those that they used in their countries of origin for their new careers. The ADU-NOOC training course assures the development of new competencies for low skilled people in Europe. NOOC – Nano Open Online Course is a small course, oriented to one skill directly to achieve the goal of learning.
Different Open and innovative practices in the digital era became essential to adult education. Open education resources (OERs), Nano Open Online Courses (NOOCs), have become the principal means for adult learning. NOOCs method is based on presenting short, very well structure-based video courses. It helps to improve and to extend the supply of high-quality learning opportunities, tailored to the needs of individual low-skilled or low-qualified adults. The project aims to engage low skilled adults for recognition of the existing skills and competencies and to develop new skills and competencies by taking NOOCs method as a basis for the training program.
According to the Strategic framework – Education & Training 2020, adult learning is crucial for low qualified people as they may require different skills from those that they used in their countries of origin for their new careers. The ADU-NOOC training course assures the development of new competencies for low skilled people in Europe. NOOC – Nano Open Online Course is a small course, oriented to one skill directly to achieve the goal of learning.
Pedagogical Model to Facilitate the Training Program
2. Aim and Objective of the Pedagogical Model
The primary objective of the Pedagogical Model is to provide specific recommendations for adult educators to support their facilitation of training for the low-skilled and low-qualified learners using ADU-NOOC learning tools.
The Pedagogical Model covers three main objectives:
- To develop the adult educators general competence on design and delivery of the innovative Nano Open Online Courses (NOOC).
- To promote the adult educators competences to deliver the developed ADU- NOOC training course for improving low skilled adults skills on Social and Civic, Digital and Entrepreneurship competences.
- To increase the capacity of the adult educators to facilitate the training of low-skilled and low-qualified adult by implementing reversed training methodology based on NOOCs.
This Pedagogical model developed for adult educators-practitioners to provide them with the necessary help and advice on how to offer NOOCs training for low-skilled and low-qualified adults. It supports adult educators to promote learners' personal development to overcome their isolation, increase confidence to achieve basic skills and prepare them for further lifelong learning.
The primary objective of the Pedagogical Model is to provide specific recommendations for adult educators to support their facilitation of training for the low-skilled and low-qualified learners using ADU-NOOC learning tools.
The Pedagogical Model covers three main objectives:
- To develop the adult educators general competence on design and delivery of the innovative Nano Open Online Courses (NOOC).
- To promote the adult educators competences to deliver the developed ADU- NOOC training course for improving low skilled adults skills on Social and Civic, Digital and Entrepreneurship competences.
- To increase the capacity of the adult educators to facilitate the training of low-skilled and low-qualified adult by implementing reversed training methodology based on NOOCs.
This Pedagogical model developed for adult educators-practitioners to provide them with the necessary help and advice on how to offer NOOCs training for low-skilled and low-qualified adults. It supports adult educators to promote learners' personal development to overcome their isolation, increase confidence to achieve basic skills and prepare them for further lifelong learning.
Pedagogical Model to Facilitate the Training Program
The presented methodology aids adult educators with the complex andragogy approach, which is based on:
- The increasing motivation of learners to learn.
- Increasing learners' confidence.
- Ensuring the innovative participatory approach by implementing NOOCs learning.
- Suggesting an assessment tool for evaluating the skills and competencies.
- Creating awareness of the learners about the possibility to validate the obtained competencies.
It is essential to equip adult educators with this innovative learning pathway that provides learners with the flexibility to learn via short videos. This innovative methodology has a positive impact on the participatory approach by increasing the learner's engagement into non-formal learning.
This Pedagogical Model also equips adult educators with the facilitation technology, defining the content and structure of the training sessions, their duration and type (on-line, classroom-based) and introduces the reverse training/flipped learning method based on NOOCs, which could be used by facilitators within the training programs.
- The increasing motivation of learners to learn.
- Increasing learners' confidence.
- Ensuring the innovative participatory approach by implementing NOOCs learning.
- Suggesting an assessment tool for evaluating the skills and competencies.
- Creating awareness of the learners about the possibility to validate the obtained competencies.
It is essential to equip adult educators with this innovative learning pathway that provides learners with the flexibility to learn via short videos. This innovative methodology has a positive impact on the participatory approach by increasing the learner's engagement into non-formal learning.
This Pedagogical Model also equips adult educators with the facilitation technology, defining the content and structure of the training sessions, their duration and type (on-line, classroom-based) and introduces the reverse training/flipped learning method based on NOOCs, which could be used by facilitators within the training programs.
Pedagogical Model to Facilitate the Training Program
The critical objective of the Pedagogical Model is to develop adult educators' competence to assess adult learners' skills and competencies. The method of assessment based on the closed questions, which are designed for each of the ability to measure the direct impact of ADU-NOOC training course on the low skilled adults, is also presented in the Pedagogical Model.
The Pedagogical model used as an e-Guide book, which designed in the digital format and placed to the virtual environment as an Open Educational Resource with a possibility to use it to the broader educational community working with adults.
3. Theoretical Background of Design and Delivery Nano Open Online Courses
Recently, online education has outspread and become more used for gaining new skills. This might be due to some unique features it offers such as openness and massiveness. Nano open online courses (NOOC):
- Relies on the principles of active learning:
* Learning outcomes are accurate to the standards evaluated by students and the experience of educator.
* Changes in education methods are supported and expected.
* Planning, development and evaluation of learning is based on data provided by students, educators and system.
The Pedagogical model used as an e-Guide book, which designed in the digital format and placed to the virtual environment as an Open Educational Resource with a possibility to use it to the broader educational community working with adults.
3. Theoretical Background of Design and Delivery Nano Open Online Courses
Recently, online education has outspread and become more used for gaining new skills. This might be due to some unique features it offers such as openness and massiveness. Nano open online courses (NOOC):
- Relies on the principles of active learning:
* Learning outcomes are accurate to the standards evaluated by students and the experience of educator.
* Changes in education methods are supported and expected.
* Planning, development and evaluation of learning is based on data provided by students, educators and system.