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makno

makno . Ljubljana 2010 http://cri.velay.greta.fr Grundtvig learning partnership supported by the European Commission under the Lifelong learning program. makno objectives. improve use of creative approaches, methods tools in informal & non formal training within intercultural framework

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makno

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  1. makno Ljubljana 2010 http://cri.velay.greta.fr Grundtvig learning partnership supported by the European Commission under the Lifelong learning program

  2. makno objectives • improve use of creative approaches, methods tools in informal & non formal training within intercultural framework • improve skills of participant organisations in use of creative approaches o informal & non formal training • … exchange in managing knowledge & learning processes within training organisations • … cooperation

  3. makno… … aims at using ICT tools for improving the knowledge processes management in small organisations dealing with immigrants integration and cultural mediation with a creative approach

  4. steps • exchanges between learning organisations • EU level – regional level • workshops with trainers, learners • diagnostic of (our) learning organisation • analysis of user’s needs • elaboration of an innovative training path • design an activity of support

  5. an intercultural learning path • scope: the training organisation • process: participative • participants: trainers, learners • type of learning: non formal (learning at the workplace & the conditions for learning are settled) • integration of ICT support activities

  6. a tool to frame and foster non formal learning • pool of knowledge • important semiotic aspect: • traces for share and reflection • learning process: • incremental process, cumulative • steps by step: reflection on traces • exchange with others, formulation of thinking • from individual learning to organisational learning

  7. result e-portfolio for intercultural learning = ePIL concept

  8. ePIL process • launching meeting • Mrs/Mr intercultural dialogue • open participation • weekly contribution • new imput – discussion • regular follow-up meetings • department – cross-department levels • included in the workload • invitation of external contributions (live-online)

  9. ePIL supporting measures • a topic in job interviews (e.g. case study) and for annual competence reviews • a tutor for newly hired trainers • organisation of shadowing periods • production of new material (brochure, pedagogical resources…) • feedback meeting after training period • organisation of event, conference • posters in classrooms

  10. ePIL content • case studies • problems solved – problems to solve • stereotypes, ethnocentrism, prejudices, acculturation, representations • words: knowledge associated, practices, opinions, ideologies, culture, stories • reference material – learning about other cultures • focus on the cultural dimensions

  11. relation to life eating habits sports & games economic & financial systems communication transportation systems the body the place of sciences the place of living elements political & judicial systems family structure relation to material housing space time knowledge, thought, learning societies & beliefs number systems expressing feelings activities the five senses the role of men & women objects clothing the arts cultural dimensions (25)* * Suggested by Eric Cattelain – CIRIMM, IUT Michel Montaigne

  12. ePIL structure • texts • case studies • feedback • links • access to reference information • living structure – a posteriori modelling

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