The pilot project that will be described in this report was all about the animateur.What are his skills and attitudes? What are the pedagogical interventions that he uses in a workshop or an event? What are the main issues that arise when we try to include such a naturally non-formal and informal practice into a formal setting like the conservatoire? The pilot project has led to a number of conclusions for the lectorate that have direct implications for setting up a module to train animateurs, and regarding project set-up and content.
Symposiumbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Learning across the contexts of school and the workplace is highly relevant to the VET-sector. This contribution analyses these cross-contextual learning processes with three key issues in mind: (1) guidance by vocational educators, (2) assessment of students’ development and (3) design of VET-learning environments. Guidance, assessment and overarching VET-curriculum designs form the basis for constructive alignment as an approach to optimize conditions for high quality cross-contextual learning processes. We used the theoretical framework of boundary crossing to clarify the complex, multilevel nature of these key issues.
Collaborative learning is not a new teaching and learning approach; it has been around since the 1970s and is an evidence-based practice that has been proven to be effective time after time. Therefore, instead of reinventing the wheel or only relying on best practices or anecdotal evidence of what works and what doesn’t, especially when designing Collaborative Online International Learning (COIL) environments, educators might find it useful to make use of existing collaborative learning instructional design elements. These elements have been scientifically proven to be effective and can be applied in both the physical and online international classroom.
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