Introduction of TOP + Pioneer MODEL and T OP+ COMPETENCE FRAMEWORK

1. Introduction ofTOP+ Pioneer MODEL andTOP+ COMPETENCE FRAMEWORK A presentation by: Kennet Lindquist, STPKC, Sweden

2. The ‘life-path’ of elder learners Longer aging slope Volume increase Shorter aging slope Elder a minority Elder a majority AGRAL SOCIETY Society is centred around elders INDUSTRIAL SOCIETY Centred around youngsters INFO SOCIETY

3. The ‘reality context’ of elder learners A change of dominance-orientation over time Learning initiatives pursued by self Learning initiatives pursued by context A change of vocabulary / treatment-orientation "Employee" Work Context Schooling Context "Learner" A requirement A problem A willingness "SELF" A path A ‘gap’ elimination An opportunity Member Context "Family" "Citizen" Society Context A programme A course/seminar An event Authority Recognition Dignity

4. New learning orientations / ’needs’ of elder learners The scope of elder learning as a ‘flower’ for them ... ... or a • Improvements or changes in the interaction with their learning contexts • Learning to learn in new ways, learn new things • Improvements or changes in their was to relate to the work context • Learning to do work new ways / to do new work • Improvements or changes in their home or family contexts • Learning to take on new and leave out old family roles • Improvements or changes of their roles community/society • Learning to engage in and disengage in societal engagements ... and this is what teachers of elders should contribute to !!

5. TOP+ Pioneer Service • The Competence Framework • Six inter-related competence ‘domains’ • The Model / Curriculum • The multi-modality of the learning service • Delivery as conventional training events • Delivery as mixed WS and self-managed assignments (default) • Delivery as partially or fully remote learning • The modularity of the learning service • Delivery as a training programme (default) • Delivery as a set of separate modules • Reflective learning options from ‘Learning diaries’ • Sharing of personal ‘story books’ • Individual learning ‘diary’ notes • Collaborative / group learning ‘diaries’

6. Theproposed model curriculum/ a dual-focus approach

7. Three duality-orientations of the proposed curriculum • Andragogy orientation • Insight/knowledge on Elder’s learning (see collected TOP+ info) • Ability to convert from ‘school teaching’/’lecturing’ to LLL facilitation • Communicative orientation • Manage ‘horizontal’ leadership roles in learning ‘partnerships’ • Interactive capabilities with the learning context using IS means • eLearning/eService orientation • Capable to develop and support use of eLearning services by elders • Utilise collaborative tools for joint development of 'Learning journeys’

8. A possible curriculum Implementation approach

9. General structure of the TOP+ Learning Service Curriculum

10. Six Competence Domains • Resource professional enabling positive elder learning • Basic insights on Learning among Elders (psychology/andragogy) • TOP+ Research findings, Body of Knowledge, Methodology Guide • Contributions from WP2, converted to Competencies by WP3 • Leader/ facilitator/support to Elders’ Learning • Generic leadership skills for application in ‘horizontal relations’ • MCS Professional Leadership Competence Framework • Contributions from WP3, verified in UK and SE contexts (e.g. InFlow) • Standards for teachers/facilitators in LLL sector • LLL facilitation skills geared towards Learning among Elders • LLUK Standards for Lifelong learning services professionals • Contributions from WP3, verified in UK and SE contexts (e.g. AduEdu)

11. Six Competence Domains, cont. • Interactive skills for Learning Service Professionals • Multi-modality learning support interaction with Elder learners • European Knowledge Society Competence Framework • Contributions from WP3, verified in UK and SE contexts (e.g. EQF) • eLearning skills for online learning service provision • Competencies in support, delivery and design e-learning for elders • LSC/LSN ePD Framework for learning service professionals • Contributions from WP3, verified in UK and SE contexts (e.g. MALT) • Participative approaches to learning service development • Skills in using tools for user involvement in learning service design • InSite / LAMS / CD-VCP Graphic Learning Service design tools • Contributions from WP3, being verified in SE and FI (e.g. Maestro)

12. Catalouge of Adult Learning Skills and Competencies (Contributions from WP2 & WP3) • General Attitudes towars learning • Defining goal of elder learning • Presenting content to elder learners • Application of methods for elder learners • Arranging learning environment for elder learners • Social skills relating to elder learners • Organisational and technical aspects of elder learners

13. MSC Leadership Competence Framework 2004 version 2009 version http://www.management-standards.org/content_1.aspx?id=10:5406&id=10:1917

14. LLUK Standard for LLL Professionals http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf

15. Interactive Competencies Framework http://ulearn.itd.ge.cnr.it/uteacher/docs/book2final.pdf

16. LSC/LSN ePD Framework for eLearning competencies http://www.learningtechnologies.ac.uk/ecpd/lister/index.htm c

17. Proposed functionality the TOP+ Pioneer tool The ‘identifier’ and profiler’ of skills and competencies for teachers to be involved in facilitating elders’ learning. This profiling tool is being developed and provided as part of the project ‘platform’ (WP6).

18. The TOP+ Tool for online competence assessment

19. Two workshops in Porto, PTTesting of module approach Texting of assessment tool Testing of delivery modalities Evaluation and user reviewOnline TOP+ servicesReference documentation Assement tool Presentation materials Testing / piloting of the TOP+ model

20. The End,Thank you !!