1 FUTURE VISION ON EUROPEAN COOPERATION IN EDUCATION
As intellectual output 1 we see a study or a policy paper with the primary addressees of education policy actors (school authorities, education policy-makers at national and European level), but also actors from the tertiary context of teacher training and further education.
In the first part of the study we shed light on the status quo of the principle of cooperation in schools. Setting in the European context. In this regard, we will present best practice case studies from the networks of the partners involved and derive corresponding success factors. In the second part, a vision will be outlined of how the European educational area is to be structured by the principle of cooperation and networking. For this purpose, different cooperative Organizational theories for informal structures from the organizational sciences as a basis is drawn up.
2 CURRICULUM FOR LEARNING COMMUNITY FACILITATORS
After the study, the curriculum for the Learning Community Facilitators will be developed. Learning Community facilitators can be teachers, regional educational actors from the school environment, but also parents. The curriculum empowers the facilitators in their role as initiators and Providers of impulses for the networking and development of learning communities. Even if digital communities are becoming increasingly important, we are convinced that physical and Exchange forums, i.e. direct interpersonal contact, are of crucial importance. for cooperation processes. To make these physical exchange forums and these To be able to actively shape networking work, skills are needed that are used in the classical teacher training. education does not occur. An important task of the facilitators will be the cross-school and to initiate cross-school encounters. An essential component of the curriculum will be a module dedicated to the topic of European cooperation. and how the use of and knowledge about the European possibilities in the communities can be lifted. We see the scope of approximately 4 ECTS as the planning parameter. in front of you. The curriculum is developed on the basis of a catalogue of competences, which is taken from the study of the I’m not sure that the power 1 is being drawn.
3 LEARNING MATERIALS FOR LEARNING COMMUNITIES FACILITATORS
On the one hand for the curriculum, but also for the Learning Community Facilitators (LCFs) themselves, and Learning materials will be developed for their networking and multiplier work. These Learning materials are methodically and didactically prepared in such a way that multiplicators can use the learning material for their own purposes. Package (theory part, self-examination and self-reflection questions, PowerPoint slides) can be picked up at any time and carried out independently. Important is to understand that the Learning Community Facilitator Curriculum itself acts as a multiplier training is conceived so that teachers can easily develop their newly acquired spirit and as an important node in the transformation process of the education system. to the people who can pass it on. In the spirit of the project idea, the consortium will make every effort to bring the solution approach to the people and institutions. Our vision is to build a close-knit network of education system change agents that bring networking and cooperation ideas into the system. When designing the materials, we therefore attach great importance to the fact that the materials are self-explanatory and so comprehensive that ideally even people without direct LCF training but with a corresponding sense of cooperation can build learning communities in their environment. As a result, the interactive Resource have developed a self-learning online course, which can be used as an accompanying tool for the can be effective in a classroom setting.
4 MATCHING AND COLLABORATION PLATFORM FOR REGIONAL LEARNING PEERS
The digital world has changed the way people interact with each other. kick. The inhibition threshold for making contact with the “new” media has dropped massively. Partner portals make it much easier to address fremends. Ideally beating This portal even shows who is the best match over a defined score. Known classic Networking platforms are based on the principle of active networking, such as eTwinning. Active networking means that among the registered users of a platform in the best case, you can use search functions to search for people with similar interests or concerns. can. Matching portals change the way contacts are established by relying on the principle of passive networking, in which the inhibition threshold for establishing contact through concrete proposals is set by is reduced. For example, a matching score is calculated on the basis of profile specifications, which is calculated at will recommend contacting us. Within the framework of the project, a platform, which tests the principle of passive networking. The idea is based on a cooperation profile in which different aspects of being a teacher are surveyed to propose teachers to each other through concrete proposals. Proposals should (a) simple exchange because of a high degree of similar interests or common interests; or topics or b) active networking for concrete project activities.