RECONSTRUCT THE TEXTURE: THE RECONSTRUCT THE TEXTURE: THE PROFESSIONAL EPISTEMOLOGY PROFESSIONAL EPISTEMOLOGY

BETWEEN FORMAL, NON-FORMAL BETWEEN FORMAL, NON-FORMAL AND INFORMAL LEARNINGAND INFORMAL LEARNING

Maria Rosaria StrolloUniversity Of Naples Federico II

strollo@unina.itwww.lepe.unina.it

6th International Conference on Education and New Learning Technologies 

Barcelona - 7th - 9th of July 2014

LEARNING STRATEGIES IN «SITUATION» FOR LEARNING STRATEGIES IN «SITUATION» FOR EDUCATIONAL PRACTITIONERSEDUCATIONAL PRACTITIONERS

The link between professional practices/ knowledge building in situation shows need to build training strategies that allow to

experience the complex texture between formal, informal and non-formal knowledge.

This is a prior time to the construction of the complex nature of strategic, reflexive, proactive, epistemological skills.

This necessity involves professional educator epistemology

STARTING FORMATION STARTING FORMATION

The link between knowledge and practice is a question that regards the first formation of relationship professionals, especially for the acquisition of strategic skills, such as

deutero-learning

reflexivity

meaning attribution

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The meaning that educator gives to his experiences influences deeply his professional practices.

Can reflecting in the field of formal education to ensure a management capacity or is it necessary to experience firsthand

the real value of the experience?

TWO QUESTIONSTWO QUESTIONS

a) how is it possible to learn «strategies» through the experience of an initial pedagogical training context?

b) what does this type of learning involve for the perspective of Pedagogy teaching?

The first question is more strictly methodological-didactic:

We can illustrate the theme of the relationship between formal, non-formal and informal learning or we can lead to

"experience it" with the engagement in the process of learning "embodiedembodied" experience, personal knowledge,

which becomes the starting point from which to interpret the formal knowledge.

The second question refers to an epistemological shift from which the pedagogy is not the place for the transmission of given knowledge, but the place where we learn the ability to

independently manage the process of interpretation and construction of knowledge about formative processes in

educational key.

It is not a renunciation of our points of view about educational processes, but it is a way to make critical freedom of choice the last objective of the pedagogical formation.

Freedom of choice is the necessary condition to manage learning «in action» and «aware construction» of knowledge which are able to face practical problems.

THE LEPETHE LEPE

The Laboratory of Epistemology and Educational Practices wants to start a process that through the practice allow to

develop meta-cognitive skills.

These skills involve formal, informal and non-formal dimensions, which are operating in knowledge construction

in educational contexts.

The Laboratory would provide science-based tools to educators to revise their "educational spontaneous acts", rather

than providing theoretical and practical prescriptive and directive frameworks.

These tools allow to reviserevise consciously and critically the theories which guide operational choices of educators and

which are based on the connections between the three dimensions.

Each training strategy is developed from a theory that the trainer processes implicitly and pre-rationally, around

underlying the formation process dynamics.Only the explanationexplanation and the awarenessawareness of this model

may lead to a revision based on experience.

It promotes the ability to implement critical reflection on:

personal knowledgepersonal knowledge

dispositional knowledgedispositional knowledge

constructed in the course of their experience values and constructed in the course of their experience values and meaningsmeanings

The aim is the implementation of a self-reflective and emancipatory learning , which is an outcome learning of a critical assessment of

instinctive, linguistic, epistemological, institutional or environmental constraints, which limited our options and rational control we can

exert over our lives, but which have been taken for granted or that are considered beyond human control.

Among the most commonly devices which are used for this purpose, there is narration narration

There’s an emancipatory aspect connected to the narrative as a tool through which to trace the reasons for our acts, to interpret and to

correct them.

We will analyze the methodological and operational implications of a reading of freedom understood as a property that can be

promoted or inhibited by educational processes, taking into consideration some key points around which the experimental

teaching moved and reporting the results of the first evaluation from the analysis of the structure of hypertexts and of experience

reports (ER) produced by students .

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The awareness of the implicit nature of the action models, which introduced in the educational landscape of the last decade a variety

of practical operational courses, all aimed at trainers training, is enriched by the opportunity to support the inseparability of the

implicit nature of the processes of choice from their intersubjective characteristics.

The neurophenomenological reading of intentionalityintentionality focuses on the concept of mirroring, a special characteristic of human body that,

in the absence of action models that are based on personal experience, allows everyone to develop models of action based on

what he/she thinks another would do in the same situation

LEPE’S OBJECTIVESLEPE’S OBJECTIVESLEPE’S OBJECTIVESLEPE’S OBJECTIVES

Promote understanding and self-management of personal knowledge, built around the educational process, which is the background and

motivator of individual life, educational, social and professional plans;

Retrieve the knowledge about education and training acquired in the field of formal training and the knowledge acquired in non-formal and informal contexts of education, in order to highlight the connections

between them.

Acquire a reflexive competence, starting a heuristic and critical-emancipatory process around the learning experience, particularly

about theories and strategies from which he acted, is acting and will act in the contexts of education

LEPE PATHS

Phase I: TheoryIn a first step, through a series of lectures, the main models of interpretation of educational processes in literature were analyzed, and their contrasting characteristics and their problematic areas were highlighted. In the course of the lessons they were analyzed from the role played by the trainer and the subject in training within the educational relationship.

Phase II: PRACTICEReconstruction, through books, texts and events narratives, of formal, informal and non formal knowledge, and of experiences which are related student’s education and which form student’s educational heritage.

3 steps: a) trace the material that you want to

insert into the three sections: formal, non-formal and informal learning.

b) Identify connections that are emerging between the texts within each section (connection of the first kind) and between the different sections (connections of the second type).

c)  Write the introduction to hypertext, starting from the connections of the first and second type.

PHASE I: COMPARATIVE APPROACH = COMPLEX AND AIMED AT A CHOICE APPROACH

The comparative approach is presented as a "complex process " aimed at training the complex thought: if the complexity of

reality has the characteristics of "disorder, ambiguity, uncertainty " ,

the choise of a point of view, or of a model, requires " to bring order in the phenomena, to reject clutter, to remove the uncertain", " to select elements of order and certainty, to purify ambiguity, to clarify, to distinguish, to prioritize",

avoiding simplifications and reductionisms, but keeping the characteristics of the complexus.

The second phase of the comparative path: workshops during which, once identified the reference model as a result of the comparison, students reconstruct the cultural path

from which they made the choice.It has been oriented as well as by its history of everyday life

(first level), also by the selection of received during the formal training cultural inputs (second level).

Phase II: Workshops

LABORATORY OF EPISTEMOLOGY AND LABORATORY OF EPISTEMOLOGY AND EDUCATIONAL PRACTICESEDUCATIONAL PRACTICES

The path of reconstruction, not linear, will therefore refer not only to the events of daily life, but also, and especially, to those texts,

encountered in the course of the studies, that seem to offer suggestions from the consistent with the chosen model operational

point of view.

The choice of hypertext as a tool for the construction of this networknetwork model of interpretation of the formation process

this tool helps to explain the multiple pathways through which it is possible to reconstruct students’ own process of building a model of formation, having present links between contributions made by

formal, non-formal and informal paths.

Through the construction of hypertext network model, it is possible to identify nodes that refer to informal learning, non-formal

training, but also to the formal learning, is coming out.

The hypertext, thus escaping the rigidly linear and sequential logic, peculiar characteristic of narrative text, allows everyone to

highlight the network of interconnections, underlying modeling

processes of the action.

Through the hypertextual tool, and in particular through the connections between the three sections of hypertext, students can grasp as the root of their modeling processes of the action are not linearlinear processes that go from informal to formal, but

circular processes from which input between formal and informal input establish a relationship of mutual adjustment.

Hypertextual form model has the characteristic of transient transient configuration configuration which is internalized by the student who

recognizes the incompleteness of his work and the relationship between its individual elements:

moving, inserting or deleting a single element involves a deep review of his work.

The network dynamics of the process of building a hypertext acts as a model of the similar dynamic of the action modeling

processes: an explicit element within the "system" of explicit knowledge - significantly changes the meaning of all other

subsystems, creating a new configurationnew configuration.

WRITING IN HYPERTEXT IS A TOOL TO..

Remember

Explain

To make explicit what is implicit

Take distances

Building connections

WRITING IN HYPERTEXT IS A TOOL TO..

• Hypertext, therefore, constitutes a new form of communication with the self which, as objectifying thought,

lets students experience the dynamism of their own knowledge, which is represented graphically by the three

intertwined dimensions of formal, non-formal and informal.

It becomes perturbing learning environment, able to generate a perceptual consciousness expansion, an increase in the

definable sensitivity in terms of Autopoiesis Autopoiesis

WRITING IN HYPERTEXT IS A TOOL TO..

Thanks for your attention!!!!!Thanks for your attention!!!!!

For any question, you may write to :For any question, you may write to :

strollo@unina.itstrollo@unina.it