BURCA TEKİN - 11535024 -

HE: I cannot help but think that they are different from
each other. I believe that they are relevant.
AF: I would like to talk about the roadmap. Some people
have their roadmap linear, circular or even chaotic. Who
will draw this roadmap? Maybe we cannot show them a
roadmap but we can create template of roadmaps. But
we cannot think of all the roadmaps. There are always
new ways of a design process. If we give a template and
sample then, individuals can create their own roadmaps.
If someone come to us and consult on what he should do,
we have to give him some guidance on how he can create
his own.
AKİ: I would like to add something. We were talking
about a smart application and an interactive web page
that people can follow it like a roadmap also to see others
roadmaps. If somebody want some course, other people
can be aware of and maybe contribute.
HA: During our conversation, an interesting and a very
relevant concept of flaneur came to my mind. It defines
someone who wonders around cities in modern times.
Perhaps a lifelong learner and a designer has to take this
attitude.
HN: The idea that we drawn is an exact similar behaviour
of a flaneur. I also remember how my son starts to a video
game. He just starts the game and tries to collect all the
coins and trophies. This concept of trophy might be on a
larger scale but is also along the process.
CÇ: I mentioned before that there was a research about
creative industries on England. To reach at a certain title
you need to know about the skill sets necessary to earn.
In these creative industries, to achieve a certain title you
need to complete certain skill sets. They collect all these
checks and later evaluated according to each title. For
another title, they give another outline of skill sets needed
to earn that. I think the glue part is a kind of accreditation
of systems. For certain titles you need to have certain skill
sets. I like this gravity idea because it really suits the idea
of making designers recognised. I think if you want to give
a conclusion, we should check that creative industry report
of London.
EA: If we have focused on learning centred ecosystem,
ecosystem requires an environment. I think that in our
system we should define the elements of these systems and
share with each other.
SS: I believe based on what David wrote, glue is the most
important part. I read it as the culture of seeking to learn.
If this culture is not there, it is very difficult to go and
advertise since nobody will join. If it is working in other
cultures like Berlin, it is because that this culture was there
long time ago. Our job is to create such a culture from the
basis of the start of life. Then after the university, people
will go after themselves. The rest of these are just the credits
that we give them. This lifelong learning is depended
on that culture with that glue. Otherwise it will not work.
DG: If they know that they are going somewhere, they will
ask for the map. If we make them a map and they do not
use it then it will not work. I agree completely.
AKI: I would like to define the keywords and other parts in
this scheme. Know that we understood glues as culture but
we should further discuss what of the others? This is a very
big and expensive economy. Nowadays, internet gives a
very equal distribution of information but we should consider
the importance of economy.
Cİ: We have to conclude this discussions here. I would
like to thank to all of you very much for participation. We
would like to thank Bilgi University and Communication
Faculty for offering us this chance to be here. I would also
like to thank to ico-D for supporting, my colleague Andreas,
and all the people who have done hard work. Thank
you. But before ending this workshop I would like to ask
David to say a few words as a representative of ico-D.
DG: These issues are very important to us. It was a very
good learning experience. I truly appreciate all the efforts
made especially by Cihangir and Andreas on preparing
all these works behind us as they help us a great deal. We
look forward to get the results on how to use them. But it is
not easy and not obvious. It is a complicated process. But
we surely appreciate all the efforts although I learnt a lot. I
would like to thank everybody for all their contributions.
AGENDA
The concluding diagram reflects the shared understanding in the plenum of the workshop, that Lifelong Learning has a continuing
relevance around people’s life trajectory. Recognizing Lifelong Learning as the glue, that holds a heterogeneous cloud
of Competences, Credentials and Actions, will help developing appropriate curricular concepts to seed, breed, and cultivate
it.
Competences
• Seeding at an early Stage
Imbuing cyclical patterns of observing, understanding, and
knowledge modeling at an early stage in people’s development
prepares the foundation for Lifelong Learning
• Map of Competences
Visualizing experts’ profiles reveals densities, relationships,
and topographies that provide cues not only for navigating/
expanding a personal career but also possible destinations
for those who seek people with specific expertise
• Identifying within Contexts
While framed and certified competences are the building blocks
of formal education, capturing and cultivating skills that
are evidenced through successful acting in various situations
requires adaptive strategies across domains and disciplines
Credentials
• Holding Communities of Professionals to Account
Institutions and associations are tasked to develop and expand
learning opportunities, to establish certification criteria
and valuations, and to promote collaboration across expert
domains
• Badges of Recognition
Credentials as expert currency that can be exchanged to
various denominations and traded across domains
• Patching Gaps left by Formal Education
Competences and professional execution – actions – are held
together by seals of recognition.
Actions
• Building a Culture of Learning
Promote learning how to learn outside of schemes that are
defined by a set curriculum, dedicated facilities, and socially
sanctioned credentials
• Lifelong Learning as Professional More
Design practice is based on continuous explorations and
efforts to advance competences in a wide array of fields
• Engaging in Cycles of Actions
Lifelong Learning is open ended, continuously evolving from
the effective dealing with low-complexity tasks.