Why Key Competence Acquisition today? Aqueduct Training St. Jean d‘Angely, France Christa Bauer, Austria October 2010

1. Why Key Competence Acquisition today? Aqueduct Training St. Jean d‘Angely, France Christa Bauer, Austria October 2010 C.Bauer, Aqueduct, October 2010

2. Learning and Teaching in Changing Times C.Bauer, Aqueduct, October 2010

3. On the way to a new understanding of learning and teaching  Input Output      Process   Input Output           C.Bauer, Aqueduct, October 2010

4. Teaching&Learning Take Place in a Context • Postindustrial society(consequencesfor Europe?) • Information society • Risksociety(consequencesfortheglobe?) • Pluralismof Values • Heterogenoussocieties Change ofourunderstandingofeducation, teachingandlearning C.Bauer, Aqueduct, October 2010

5. Problems with Input WHAT? Learning content in a rapidlychangingenvironment: What do peopleneedtoknow in 15 years? HOW? - Input orientation in timesofinformationoverflow(Postman: Schools- informationcontrol)- Neurophysiology: brainfunctions C.Bauer, Aqueduct, October 2010

6. Problems with Output • Reproduction vs. Production of Knowledge („inert knowledge“) • New media: overnews‘d and underinformed - Validation of information • Focused on learning output rather than people („human capital“): - Cognitive Intelligence (Pisa-Study) - Lack of social skills (changing family patterns) - Learners‘ feelings neglected – process orientation C.Bauer, Aqueduct, October 2010

7. Explosion of Knowledge and half-value period of knowledge(18 months) • ICT • Findings from Brain research(Neurophysiology): • Different styles of perception, learning, thinking • Construction of knowledge in socio- biografical context • Multiple Intelligences (H. Gardner) • Subjectivism (subjective construction of knowledge) C.Bauer, Aqueduct, October 2010

8. Understanding of Learning • Learning means change • Construction of reality • Enlarging your repertoire of action C.Bauer, Aqueduct, October 2010 © C. Bauer, Aktionsforschung

9. Problems with Learning-Output Different levels of Learning : - Knowledge (…reproduction) - Attitude/ skills - Application/action • Knowledge management • Potential development (starting from ressources) C.Bauer, Aqueduct, October 2010

10. C.Bauer, Aqueduct, October 2010 Implications of these changes Empowering people LifeLongLearning Learning means change Enlarging repertoire of action COMPETENCE BASED EDUCATION

11. From Reproduction to Competences • Behaviour /quality / context - 8 EU-Key competences(Lisbon strategy) - 4 Transversal key competences learning to learn cultural expression civic and social competence entrepreneurship C.Bauer, Aqueduct, October 2010

12. Formula for successful learning D x V x F > R D = Dissatisfaction V= Vision F= First Steps R= Resistance Dannemiller Typon Ass. 2000 C.Bauer, Aqueduct, October 2010

13. The Aqueduct learning scape key competence goal flow New result Prior experience Cultural heritage New experience Curiosity, motivation C.Bauer, Aqueduct, October 2010

14. The Aqueduct Process Motivation: Why key competence acquisition? Why heritage education? What do I know? What do I want to learn? Experiental learning: e.g. Storyline approach Identify with a role Focus on key competences and plan your learning from there do practical research Reflection: What did I learn? How did I learn it? In what way have I changed? C.Bauer, Aqueduct, October 2010