We All are Europe - AESAEC

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and/or interested in adult education, such as ministries, social partners, training organizations, umbrella organizations of target group etc. to improve their support for later/intergenerational learning Following tips and hints were developed as part of the IANUS guidelines to support the trainers in order to overcome the factors stated above: trainers must have knowledge of the heterogeneity of the group respect for and focus on individuals knowledge of different political, cultural and institutional approaches towards later learning knowledge of the development of projects in the field of later learning ability to support process-oriented learning and reciprocal learning (learning from each other) with the shift of emphasis from teaching to learning through the development of new and diverse didactic approaches, which enable participants to share their insights and knowledge with one another ability to adapt the learning contents to the needs of the heterogeneous target group of later learners ability to include different roles of female and male learners in the learning process and to raise the people’s awareness of the development of gender roles in different societies development of special skills in the sense of strengthening, especially women’s selfconfidence in the learning-setting co-responsibility with regard to group dynamics: support of learner-learner relations based on trust lively trainer-learner and ability to develop individual goals to be achieved during the learning-process ability to argue for cultural diversity and for the present-day reality of belonging to a European cultural community flexible learning programmes and seminars in terms of duration, content and venues necessity and ability to encourage cross-disciplinary working making the target group aware of the necessity and the benefits - in a cognitive, practical and social nature - of learning in later life fostering the understanding of older people as rightful members in all EU countries Bibliography: www.ianusllp.com 22
Authentic Location Learning, Multi-sensorial Learning and Learning by Doing III. Authentic Location Learning, Multi-sensorial Learning and Learning by Doing as innovative pedagogic elements of the AESAEC educational concept (Michael Schwaiger, Auxilium, Graz/AT) III.1. Introduction The AESAEC project group endeavoured, above all, to ensure that the pedagogical orientation of the training contents as we well as their didactical implementation were in tune with the needs and general framework of the target group, which is older people aged 60+. From this it should not be deduced that these pedagogical and didactical arrangements are only valid specifically for older people. It is more a case of dealing with core elements of educational theory, which have been developed for other categories of learners and are of universal relevance. Their use is, however, especially promising as educational concepts for older learners, as they help to maintain long-term motivation to learn, to increase the prospect of sustainable learning success and to develop specifically the learner’s ability to apply what they have learnt. They also allow the greater life experience that older people have (in comparison to younger learners) to flow deliberately into the lesson. In principle our pedagogical thinking is on the basis, that formal learning processes, in addition to simply conveying knowledge and information, should above all have the aim of (further) developing relevant core skills in the learner; in particular this includes the following: cognitive skills (analytical thinking, logic, problem-solving, planning etc.) affective skills (esteem, sympathy, identification etc) methodical skills (knowledge about the use of methods and instruments etc.) social skills (communication, conflict resolution, teamwork etc.) Intercultural skills (knowledge about own / foreign cultures, acting in an intercultural context etc.) conative skills (effort, engagement etc.) The list of these core skills could be added to further, and the terms stated can be regarded to neither be differentiated out nor do they sharply differ from each other. This list provides, however, a basic insight of which central elements the project group paid particular attention to in the course development. In this context it is important to understand that the project group saw the traditional learning requirements – conveying, strengthening and reproducing knowledge and content – as being insufficient by a long way. Much more the project group has over and above this endeavoured to provide the learners with sufficient ability to act in a way, which has made it possible for what has been learnt to be sustainable, original and autonomous in order – in the widest sense – to meet needs and solve problems. 23
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AESAEC - Glossary AESAEC - Glossary
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