1. This project has been funded with support from the European Commission partner logo INCOM – VET INCOM – VET Products evaluation by internal experts and proposals for improving the work (Furio Bednarz – ECAP R&D)  IV Transnational Meeting  Kokemäki, 9/10 February 2015

2. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Aims of the evaluation Verify the conformity of deliverables considering the application and the basic concepts underpinning the model to be transferred Verify the internal coherence of the 3 fundamental documents (as refined by the discussion held in Lugano) Verify the pertinence of the learning materials with reference to the LivingLabs method, and a Vet context Identify strengths and aspects to be improved in the learning materials

3. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Conformity  Structure of the products has been refined (which is good) but the overall contents are coherent with the application  Handbook (WP1 - Methodological) and original Annexes (WP3 - examples now including also hints addressed to the teachers) are largely inspired by a developmental approach;  Hints and materials addressed to the learners (WP2) are more heterogeneous, not always fostering experiential and reflective learning approaches, sometimes providing “recipes” and generic inputs to cope with intercultural dynamics, more than encouraging experience of diversity and personal committment  The “car” in front of the “horse”?

4. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Internal coherence  Partially reached between WP1 and WP3, has to be improved, above all reaching a good continuity between methodological framework (developmental approach, drawing on Deardorf and Bennett), training settings (fostering experiential and reflective learning) and didactical Toolkit  Contradictions between paradigms and references are to be cleaned (see, for example, the use of the “Iceberg” Model in WP2, clearly refused by Bennett, recalled in WP1 and WP3)  WP2 and WP3 deliverables should be unified, integrating methodological hints and examples (encouraging the users prepare their learning materials, drawing on external resources, in a learner centered perspective)

5. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Pertinence: emerging limits (1)  Mismatches emerge between diverse approaches of the 3 Handbooks and characteristics of the learning context (basically trying to invest in social learning potentialities in a VET setting)  Codes, language and media should be better focused on the characteristics of the learners in a VET context (see BZB Report, in WP6), according to the Living Labs methodology; actually they shift from academic to scholastic…  Living Labs should be supported providing “facilitators” with a solid and readable theoretical framework (the “Horse”), usable to drive action-research and dialogic learning sessions (the “Car”)

6. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Pertinence: how to improve it (2)  The Toolkit should provide teachers and trainers with an open “Library” of activities, drawing on a typical VET Context (actually many examples are at the moment “generic”, poorly contextualized…)  Didactical files should include instructions for teachers and trainers, concerning how to plan/adapt, manage and assess the learning process  Workplace dynamics (professional cultures) and classroom dynamics (relationships between the learners) should be better focused by exercises and activations  Learning spaces “external” to the classroom are to be better exploited

7. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Highlights of the products  Articulated overview of theories, focusing nevertheless on a comprehensive developmental approach, putting the learner at the center of a transformative learning process  Rich set of didactical hints and examples  Teachers, trainers, facilitators are (potentially) encouraged to develop their own training plan, drawing on hints, methods and tools including in the Handbook(s)  Existing texts (which could be used in order to «feed» a learning Platform, an open learning space)

8. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Aspects to be improved In general:  Methodological coherence (put the Horse in front of the Car)  Internal coherence (including lay out, codes, approach)  Pertinence of learning strategies and tools with respect to a VET context and the Living Labs approach  Integration of learners‘ perspectives, representations and experiences  Details are included in the answers at the survey (questionnaire) ++ + +

9. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Summing up (suggestions - 1)  Improve the coherence between theoretical hints and educational strategies, drawing on a constructivist approach to intercultural competence, based upon experiential, relational and reflective learning settings;  Rethinking as a whole the relationships amongst the 3 Handbooks (we suggest to find out an expert, familiar with the learning cultures to which the transfer should occurr, taking in charge the final editing of the 3 products)

10. This communication 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. Nr. LLP-LDV-TOI-2013-LT-0145  Summing up (suggestions - 2)  better exploit at different levels web learning potentialities (action reasearch methodologies, inventory of practices and tools, interactive modes of exploitation of learning materials... – see remarks of the Living Labs experiences report);  create evident and effective links between educational methods and tools and VET settings (examples and problem based learning activities should be clearly related to specific professional contexts)  Use the website as a Learning Platform in order to publish the Handbook, implying interaction, facilitating the exploitation of the web as a data mine