8/9 ISSUE - L2L NEWSLETTER - OCTOBER 2010

NEWSLETTER
LEARNING TO LEARN An international two-year project focussing on the development of the learning to learn competence
Dear Readers,

Contents
We are proud to announce that the Learning to Learn Project is now drawing to its end. This two year co-operation of several European organisations gave us the opportunity to have a wonderful journey of discovering in understanding of the concepts and dierent theories and practices of Learning to Learn. We had a chance to have a deeper look into dierent existing literature about this competence, which served us as a base for our work. We developed methods to support the educational sta in non-formal adult education and through practice projects we were able to implement our understandings and nd out what works (or not!). Furthermore, the international team of researchers developed methods to observe and analyse those practice projects in order to produce a common practice analysis report. Another result which was born from this project is a unique handbook for facilitators in adult education: a compilation of innovative and tested approaches, tips and methods to foster Learning to Learn competence. You can read more about this and more in our last double issue of the L2L Newsletter. We hope this project served you as a learning experience as well as an inspiration to explore more about this competence. We enjoyed travelling through the learning to learn world with you. We thank you for your support and look forward to future co-operation. The L2L Team. L2L HANDBOOK - Page 2 Ursula Grossruck - Page 3

Suzana Krstic - Page 4 L2L Coordination group - Page 6

Project Partners - Page 7 Contact and Disclamer - Page 8

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8/9 ISSUE - L2L NEWSLETTER - OCTOBER 2010

THE L2L HANDBOOK

One of the last products of the Learning2Learn project is the Handbook for Facilitators which will be downloadable from the Learning2Learn website. The main aim of this publication is to give a hand, to oer ideas, to put some questions, to give inspiration to those ones who work in education and are searching for and exploring ways to assist and motivate learners to take responsibility for their own learning. Don't expect THE answer in the Handbook. Because THE answer doesn't exist. This publication wants to accompany you in nding dierent answers and solutions and in nding better questions. We have based the handbook on the experiences of the project. So, in addition to the practical experiences of the 22 educational projects that were carried out there are the results of the research that was done on these projects which gives us a broader and more scientic view. The first chapter describes the main components of what we understand is Learning to Learn. What are the basic ideas behind it and what are the key issues within the approaches used. Chapter 2 goes into the heart of the learning practice. What are ways to deal with Learning to Learn in educational practice. How can we assist learners to be aware of themselves as learners? How can learners plan and organise their learning? How to learn with peers? What can we oer to learners to help them reecting on and assessing their learning? Chapter 3 looks at you and me. What does this all mean for the facilitators of the learning process? What roles do they take? What are important attitudes? In chapter 4 you will nd methods and tools connected mainly to what has been written in chapter 2. The focus is on methods and tools that have been developed and/or tested in the Learning to Learn project and assessed as valuable for learners. Also some hints and tips are given for those wanting to explore linked ideas through selected publications and websites. We wish you exciting reading!

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8/9 ISSUE - L2L NEWSLETTER - OCTOBER 2010

URSULA GROSSRUCK, the head of the GRUNDTVIG department in the Austrian NA for LLL.

The L2L project had the pleasure to host her at the evaluation seminar in Vienna in June of this year, where she was participating in the discussion with external guests. Here's what she said for our Newsletter: To provide adults with pathways to improve their knowledge and competences is one of the specic objectives of the Grundtvig Programme. The competence to learn lifelong within adult education is based on self-directed, motivated and responsible adult lear ners with the willingness and the ability to learn. All learning is a process, which settles into certain steps, which might be totally dierent to how we have learnt at school. But also new teaching methods are required! There must be a subsequent rethinking of the role of the teacher , the applied methodologies and pedagogical methods.

Individualisation and new teaching & learning cultures are still crucial challenges in adult education. Both are also based on the development of an independent adult learner. In this context learning to learn is a quintessential tool for lifelong learning to develop knowledge, skills and capabilities. .and dont forget: Learning places are everywhere!

Last, but not least: Thanks to the team of the project! You did a really important and great job!

Ursula Grossruck at the Evaluation Seminar in Vienna.

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SUZANA KRSTIC, Trainer When have you met the Learning to Learn concept? I heard for the rst time about "Learning to Learn", when my colleague Darko was speaking about it. But my rst direct experience with this subject was in the Slovenia training course where they explained Learning to Learn and I just had an AHA eect during the last day of the training course, because I realised suddenly that I already knew what Learning to Learn is - I just didn't know that the name is "learning to learn" - and I work this way already for almost twelve years! The most important moment for me was the operation of the concept of self-responsibility and for me that is the main point. After the training course I strongly support the idea about self responsibility and really encourage participants to do so as well: ok, you are responsible for your own knowledge so... learn that. I do this because this part is the most important for me, and when I realised what learning to learn is I just gave myself an A grade, as I know that I am on the right way. Did something change in your work a!er the L2L training course in Slovenia? Nothing really changed in my work after the training, because before I also used methodologies from the dierent people and worked in the social context. In my work I include learning to learn methods, like for example the learning diary At the last training course we did about project management within the Youth in Action programme, some of the people were crying after we did the Learning River, because they remembered things from their past, for example that they learned a lot from their father or my biggest learning is that my girlfriend is the most important person in my life Dierent methodology for dierent purposes. Are you planning to organise a future project involving things "om the L2L project? The idea is to organise a Training of Trainers on Learning to Learn where the participants will be teachers from high schools in Serbia.

I just spoke with the Ministry of Education and they are interested to support our project, but I still don't know how with money, maybe, or just support us with experts or recommendation. That is just an idea for now, I still have to do evaluation and training, send e-mails. I think that by the end of November when the evaluation will be done, I will be able to start working on it. I like the idea about the Learning to Learn very much. And because some people from the Ministry of Education supported it already, it is worth to continue. Moreover, we would like to invite international experts on Learning to Learn. In the L2L project you were supposed to have a sate$ite project right? Yes, but we weren't able to realise it in the end. But you have to know that in at least 5 training courses after the Slovenia one I spoke about learning to learn and experiential learning, including competencies in our programme, especially learning to learn and promoted it. Also using the methodologies fostering L2L. I really like self responsibility and it is my main topic maybe it has to do with my personality A!er a$ this experience that you have, how would you dene the concept of Learning to Learn? I must say something really smart so I need the timehahaha!!! Learning to Learn for me is something very familiar that I see now from a dierent perspective. For me it is a place for (young) people to develop responsibility and the idea that they are responsible for themselves. And it is very important for me in my work with young people that you are responsible for your own learning. And I am not a teacher, I am just a supporter and that is OK with me. Oh I am so smart, too much for this morning

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8/9 ISSUE - L2L NEWSLETTER - OCTOBER 2010

Training for trainers, Lithuania

Researchers meeting, Innsbruck

Evaluation Seminar, Vienna

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And last but not least, THE L2L COORDINATION GROUP wants to share with you some thoughts about their learning experience during this Project...

GOOD BYE AND THANK YOU!!!

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8/9 ISSUE - L2L NEWSLETTER - OCTOBER 2010

Partnership
IKAB (Institute for Applied Communication Research in Non-formal Education) Germany, the applicant and coordinating organisation;

Pame Ambro (Going Forward) Italy;

LIJNA (Association of Youth Non-formal Education) Lithuania;

TiPovej! (Institute for Creative Society) Slovenia;

Institute of Educational Sciences at the University of Innsbruck Austria;

Cazalla-Intercultural Spain;

UNIQUE - European network bringing together all the other organisations in the network.

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CONTACT
Leading Partner: Bildungswerk des Instituts fr angewandte Kommunikationsforschung in der Auerschulischen Bildung IKAB-Bildungswerk e.V. Poppelsdorfer Allee 92 D - 53115 Bonn Tel. +49-228-636460 Fax + 49-228-694848 E-mail: info@ikab.de Web: www.ikab.de For more information you can visit us on http://www.learning2learn.eu/ And the interactive virtual platform to join in the discussions!!! http://www.communityzero.com/learning2learn

DISCLAIMER This project has been funded with support from the European Commission. This newsletter reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.