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INCOM – VET
WP 3 – Examples of learning materials…
FIRST PROPOSAL OF STRUCTURE AND CONTENTS
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II Transnational Meeting
Aosta, 21-22 Mai 2014
This project has been funded with support from
the European Commission
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WP3 - References:
WP1 – strategies of adaptation (and theoretical
references)
WP4 – Living Labs
ICIC Experience and Handbook
I-VET Project (and Handbook – to be printed)
The European Council Guidelines
Our methodological proposal set up in Vilnius
Transfer
of Innovation: an intercultural task itself!
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
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6 key principles
(intercultural competence development)
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FOCUS ON EXPERIENTIAL AND REFLECTIVE LEARNING SETTINGS
AND PROCESSES
CONCEIVE THE DEVELOPMENT OF INTERCULTURAL
COMPETENCE AS A CONTINUOS PROCESS
RETHINK LEARNING SPACES
ADOPT A STRATEGIC APPROACH TO INTERCULTURAL LEARNING
EMBEDD LEARNING PROCESSES IN REAL WORK AND DAILY LIFE
TAKE INTO ACCOUNT THE ETHICAL DIMENSION OF
INTERCULTURAL COMPETENCE
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
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Aims of learning materials and tools
foster through adequate strategies (encounters,
visits, creation of multicultural settings…) the actual
experience of diversity
foster interactions between people belonging to
diverse cultures
enhance the cooperation between people, in
problem setting and solving
create disjunctural experiences, challenging mental
schemes, provoking reflection, fostering
transformation and change.
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
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Methods and tools should be coherent with the
comprehensive approach defined by the general
frame (WP1), therefore they should be inspired by:
the aim of fostering multiculturalism (take in charge the richness
of differences, instead of minimizing them)
the focus on cognitive, affective and behavioral dimensions of
learning and intercultural competence in action
the philosophy of the Pyramid model (Deardorf) complemented
by the Bennett approach to intercultural sensitivity, focusing on
processes of acquisition of intercultural competence and a
shifting from ethno-centered towards ethno-relative mind
settings
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
From learning strategies to methods, tools, artifacts
FOSTER
EXCHANGE
FEEDING
REFLECTION
SCAFFOLDING
RESTRUCTURATIO
N OF MENTAL
SCHEMES
TRANSFER
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
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Guidelines for preparing materials and tools
foster the construction of multicultural groups as a resource for
learning
value media and ICT to produce artefacts and experiences, and to
enhance intercultural and cross national communication (Living
Lab strategy)
do not underestimate the need of creating challenging
experiences and to work in spaces of exchange external to the
classroom
apply the Knowledge Attitudes and Practice (KAP) approach in
designing learning paths
adopt Problem Based Learning as a key effective methodology to
organize the training sessions
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
Rethink
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the structure of deliverables (2 Annexes) - 1
Each chapter should include examples, based on multiple
media and tools.
The approach of the Tool Kit addressed to teachers and trainers
will be different from the one adopted by the second Tool Kit
addressed to the learners.
Teachers and trainers will be provided with methodological
hints and tools for designing, managing and assessing learning
processes, when the section addressed to the learners will
provide teachers and trainers with practical examples of
activities and tools usable within classes.
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
Rethink
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the structure of deliverables (2 Annexes) - 2
Learning outcomes ought to be referred to the capability of
managing the change of behaviors, questioning our mental
schemes.
Each activity should foster the capability of finding the right
dimensions / factors of tension / misunderstanding in
intercultural practices, focusing on the role of Knowledge gaps
interlinked with attitudes / representations guiding our
reasoning, and orienting our action.
The 2 “annexes” at the Handbook should be conceived as a
flexible and dynamic repository
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
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Annex 1 – addressed to teachers and trainers
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Preparing a learning unit / session
◦ The Knowledge, Attitudes and Practice approach
◦ Knowing the learners (including tools for profiling...)
◦ Designing a didactical plan (including examples and structures…)
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Managing intercultural learning (according to the key principles)
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Team building
Experiential and reflective learning – the Reggio’s Model
Designing and managing Problem Based Learning sessions – the 7 steps
Working on disjunctural experiences: learning spaces and settings
Accompanying and assessing intercultural learning
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Tutoring, mentoring, coaching
Learning diaries / journals (introduction and samples)
Project works (individual and collective levels)
Case studies
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145
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Annex 2 – addressed to learners
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Experiencing diversity through explorations, visits, encounters
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Articles, texts, books
Study visits
Structured encounters
Town explorations
Use of multimedia approaches to feed reflection
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◦ Images, Videos
◦ Using media for producing feed-backs and summarizing our
reflections (screenplay and story boards)
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Narratives and dramatizations to scaffold transformation and
transfer ◦ Project works
◦ Role playing techniques and examples
◦ Case studies and self-cases
This communication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Nr. LLP-LDV-TOI-2013-LT-0145