Unit 1
Learning and Volunteering
Unit 1
Index
Introduction and learning outcomes (slide 3)
Chapter 1: Learning in formal, non-formal and informal contexts
Chapter 2: Volunteering as a learning environment
Assessment (slide 72)
Unit 1
Introduction and Learning Outcomes
Everyday life provides countless opportunities for learning, everywhere and in everything we do, not just school, not just while we are young. We learn during every stage of our lives. Lifelong learning is a key element in the so-called Knowledge Society.�
Volunteering is an opportunity to acquire and develop new competences and skills (either technical and social). European institutions consider volunteering to be particularly suitable for those groups that are at a disadvantage in the labour market, to access training through non-formal and informal systems and thus improve their employability.
�Also, the Policy Agenda for Volunteering in Europe (P.A.V.E.) stresses the recognition of volunteering, as a space for growth and community development
Unit 1
Introduction and Learning outcomes
After completing this Unit, you will be able to:
Unit 1
CHAPTER 1. Learning in formal, non-formal and informal contexts
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Lifelong Learning
The concept of lifelong learning implies that:
Source: Miguel Escotet: “Aprender para el futuro” (Learning For The Future), 1991, (pages 118 ff)
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Lifelong Learning
Depending on the context in which learning is produced and its features, we can define 3 categories:
Click on the image to watch the video and learn some more about lifelong learning.
Duration: 8 minutes�
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Formal Learning
As stated in the Recommendation of the Council, 20 December 2012, on the validation of informal and non-formal learning. (page 5):
“Formal learning: means learning which takes place in an organised and structured environment, specifically dedicated to learning, and typically leads to the award of a qualification, usually in the form of a certificate or a diploma; it includes systems of general education, initial vocational training and higher education.”�
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Formal Learning
Therefore, the main features of formal learning are:
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Non-formal Learning
Again, we take the Recommendation of the Council, 20 December 2012, on the validation of informal and non-formal learning for definition of
�Non-formal learning: means learning which takes place through planned activities (in terms of learning objectives, learning time) where some form of learning support is present (e.g. student-teacher relationships); it may cover programmes to impart work skills, adult literacy and basic education for early school leavers; very common cases of non-formal learning include in-company training, through which companies update and improve the skills of their workers such as ICT skills, structured on-line learning (e.g. by making use of open educational resources), and courses organised by civil society organisations for their members, their target group or the general public;
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Non-formal Learning
Non-formal learning includes Open Educational Resources (OER): “digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”.
Among others it includes massive open online courses (MOOC).�
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Non-formal Learning
Therefore, the main features of non-formal learning are:
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Non-formal Learning
Opportunities for non-formal learning:
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Informal Learning
After the Recommendation of the Council, 20 December 2012, on the validation of informal and non-formal learning. (page 5):
Informal learning: means learning resulting from daily activities related to work, family or leisure and is not organised or structured in terms of objectives, time or learning support; it may be unintentional from the learner's perspective; examples of learning outcomes acquired through informal learning are skills acquired through life and work experiences, project management skills or ICT skills acquired at work, languages learned and intercultural skills acquired during a stay in another country, ICT skills acquired outside work, skills acquired through volunteering, cultural activities, sports, youth work and through activities at home (e.g. taking care of a child).
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Informal Learning
Informal learning is characterised by:
NOTE THAT: There is no need intentionality to learn on the learner’s side
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Informal Learning
Opportunities for informal learning:
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Recap and reflect
Comparative of features of learning contexts
Unit 1 - Chapter 1
Recap and reflect
Unit 1 - Chapter 1
Recap and reflect
Reflection Activity - What have you learned today?
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Unit 1
CHAPTER 2. Volunteering as a learning environment
Unit 1 - Chapter 2
Competences and competence-based approach to learning
Competences are, in short, a mental construct with which we refer to the way in which a person manages certain resources in certain situations; a series of skills and knowledge that people put into practice in different contexts.�
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Unit 1 - Chapter 2
Competences and competence-based approach to learning
The concept of competence is not new, nor unique. The definitions of competence are multiple, as are the approaches from which it has been addressed.�
“Competences” are defined here as a combination of knowledge, skills and attitudes appropriate to the context.
“Competence” ...means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. They are described in terms of responsibility and autonomy.
Recommendation of the European Parliament and of the Council on key competences for lifelong learning (page 4)
European Qualifications Framework (page 6)
Unit 1 - Chapter 2
Competences and competence-based approach to learning
Regarding lifelong learning and employability, we can differentiate competence in three categories:
Technical or Specific Competences
Those competences related to tasks, contents and tools of a determined job or profession
Transversal or Soft Competences
Those competences common to a variety of professions or jobs, and that can be transferred from one context to another
Key competences
Those basic competences for the personal development and full participation of the individual in society
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Unit 1 - Chapter 2
Competences and competence-based approach to learning
Specific or Technical Competences are the knowledge, skills and behaviours associated to a particular professional activity; they provide its identity, identifying as professionals only those persons who possess such ability. In short, they refer to competences acquired after completing a specific training and, therefore, are different for a gardener and for a cook.�
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Unit 1 - Chapter 2
Competences and competence-based approach to learning
Key competences refer to those abilities we need to meet the continuous changes in life; they are competences which provide us with the ability to face future demands, on the bases of skills, knowledge and attitudes gained in a concrete context.
Science, Technology
Engineering
Mathematical
Languages
Literacy
Digital
Personal, Social and Learning
Civic
Entrepreneurship
Cultural awareness and expression�
Unit 1 - Chapter 2
Competences and competence-based approach to learning
The Recommendation of the European Parliament and of the Council on key competences for lifelong learning (2006) defines Key competences as “those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment”.�
Science, Technology
Engineering
Mathematical
Languages
Literacy
Digital
Personal, Social and Learning
Civic
Entrepreneurship
Cultural awareness and expression�
Unit 1 - Chapter 2
Competences and competence-based approach to learning
Transversal or soft competences form a set of knowledge and skills, put into practice in the workplace, not linked to a specific professional profile; and can be applied in any working environment. They are skills and aptitudes that allow an individual to fulfil their job efficiently.
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The skills which are identified by CEDEFOP as key are communication skills, team-working skills, customer handling skills, problem solving skills, learning skills and planning and organisation skills (Cedefop's European skills and jobs survey, 2014)�
For the purpose of this course, we’ll focus in some of these soft competences that can be gained through volunteering.
Unit 1 - Chapter 2
Learning while Volunteering
According to the European Skills/Competences Qualification and Occupation classification:
Transversal knowledge, skills and competences are relevant to a broad range of occupations and economic sectors. They are often referred to as core skills, basic skills or soft skills, the cornerstone for the personal development of a person. Transversal knowledge, skills and competences are the building blocks for the development of the "hard" skills and competences required to succeed on the labour market.(ESCO, 2018)
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Unit 1 - Chapter 2
Competences and competence-based approach to learning
Competences have a basis on knowledge, but they are not limited to the latter.
Competence-based learning is supported by practical implementation, where all that knowledge get interconnected in order to achieve a goal.
Theory and practice converge with skills and values, using theory to apply knowledge to the construction or completion of something.
Learning possesses a necessarily practical component,
for knowledge is gained for a purpose: performance.
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Competences and competence-based approach to learning
The Competence-based approach is strongly linked to learning outcomes-based education that the European institutions have been supporting in the last decades.
This approach places the emphasis on learning, and moves the prominence to the learner. In doing so, it reinforces the critical capacities of individuals, and provides them with tools that will enable them for further learning and development of their competences in the future.��
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Competences and competence-based approach to learning
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The use of learning outcomes “contributes to...greater openness of education and training systems to recognise learning achievement independent of where it was acquired.”
(CEDEFOP, 2011: “Using Learning Outcomes”, page 4)
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Competences and competence-based approach to learning
The European Qualifications Framework also introduces the concept of competence as part of a learning outcome, which come defined as:
Statements regarding what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and responsibility and autonomy, understood as follows:
Unit 1 - Chapter 2
Competences and competence-based approach to learning
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Competence development. Models of adult learning
People learn in different ways.
We tend to use different mechanisms to acquire and keep new information.
These preferences constitute the different learning styles.
Click on the image to watch the video and learn some more about learning styles.
Duration: 4 minutes�
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Competence development. Models of adult learning
Kolb’s “Experiential Learning Cycle”�
For effective learning take place people goes through a process in four stages:�
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Competence development. Models of adult learning
Source: Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development.
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Competence development. Models of adult learning
ACTIVE EXPERIMENTATION
“Testing”
ABSTRACT CONCEPTUALIZATION
“Connecting”
REFLECTIVE OBSERVATION
“Reflecting”
CONCRETE EXPERIENCE
“Doing”
Kolb’s Experiential Learning Cycle
Click on the image to watch the video and learn some more about the learning cycle.
Duration: 4 minutes�
Unit 1 - Chapter 2
Learning while Volunteering
Learning gained through volunteering is not structured; there are not fixed objectives, not to mention a specific time frame. It is, as we noted previously, learning gained in an informal setting, and it is supported/ informed by experience.�
�The activities that volunteers can carry out in the volunteering environment provide access to experiences and situations, through which they acquire skills and knowledge, in short, competences. �
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Learning while Volunteering
Therefore, the competence-based approach happens to be especially suitable to assess the learning fostered through the volunteering activities.�
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Unit 1 - Chapter 2
Learning while Volunteering
Following the experiential learning theory model…
Unit 1 - Chapter 2
Learning while Volunteering
As the previous example shows, the experience offered by volunteering entails the acquisition of knowledge and skills that can continue to be of use in the volunteering field, but that can also be of use in an academic context or professional performance.�
Click on the image to watch the video and learn some more about learning through volunteering.
Duration: 2 minutes�
Unit 1 - Chapter 2
Learning while Volunteering
In the next slides we’ll go through different situations and experiences that nurture the acquisition or development of soft/transversal competences in terms of learning outcomes (LO).�
Unit 1 - Chapter 2
Learning while Volunteering
The activities in volunteering organisations put volunteers before situations which are not always well defined, or in which the resources or tools they count on are insufficient or inadequate. On confronting these situations, volunteers learn to take action proactively, looking for solutions, quickly and without forgetting the consequences that their “solutions” can have in a longer term.
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Learning while Volunteering
This competence could be defined as Problem Analysis and Solving:
Somebody who has acquired this competence is able to combine efficiency when making decisions, with the ability to take some distance from the problems he or she is confronting; identifies the more simple elements in complex situations, separating what is essential from what is accessory, what is the priority from what is secondary.�
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Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Problem Analysis and Solving is able to:
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Learning while Volunteering
Reflection Activity on Problem Analysis and Solving competence
Download this document. The text describes a situation where the volunteer displays the Problem Analysis and Solving competence.
Unit 1 - Chapter 2
Learning while Volunteering
An independent individual fulfils his/her tasks in an autonomous way, does not need constant supervision or being reminded of the responsibilities (he/she is responsible for); in addition, somebody with initiative, proposes ideas for improvement and when does not know how to proceed, explores alternatives, in a creative way. He or she does not need to be told to do things.�
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Unit 1 - Chapter 2
Learning while Volunteering
Quite often, volunteering organisations lean on volunteers to perform tasks that complement those realised by the staff, and that not always can be directly supervised by them.��The activity of volunteers implies they take charge of such situations, taking decisions based on their own personal criteria, anticipating and approaching potential incidents. They have to generate proposals with responsibility, critical sense and creativity.
That is, act with Initiative and Independence.�
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Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Initiative and Independence is able to:
Unit 1 - Chapter 2
Learning while Volunteering
Reflection Activity on Initiative and Independence competence
Download this document. The text describes a situation where the volunteer displays the Initiative and Independence competence.
Unit 1 - Chapter 2
Learning while Volunteering
When volunteering, volunteers confront changing situations, demanding them to adapt their behaviour, find a different path and provide an agile and effective response to the new circumstances that make it possible to achieve the objectives.�
Likewise, in this changing reality, the “usual” responses have little opportunity to satisfy the present needs, and thus, supplying innovative proposals is a must. This keeps volunteers activity closely linked to the reality they work with, to the evolution of circumstances and the collectives they accompany.
Confronting these experiences helps them acquire the competence of Flexibility and Innovation�
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Learning while Volunteering
Flexible people accept changes easily, as well as new people and suggestions to introduce modifications in the already established procedures or working methods, regardless where these changes come from.
They are receptive to other people ideas, and take critics with a constructive spirit. On the other hand, innovative people are able, after analysing all available information (information that they analyse from different perspectives), to propose alternative solutions to a given situation.
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Unit 1 - Chapter 2
Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Flexibility and Innovation is able to:
Unit 1 - Chapter 2
Learning while Volunteering
Reflection Activity on Flexibility and Innovation competence
Download this document. The text describes a situation where the volunteer displays the Flexibility and Innovation competence.
Unit 1 - Chapter 2
Learning while Volunteering
Volunteers may carry out their collaboration in environments involving a group of people after a common goal. In some occasions, their tasks imply a leading role, influencing other members of the group in order to achieve the organisation objectives, showing commitment and motivation, fixing clear criteria and instructions, but also being able to accept ideas, interests and needs from team members, and supporting them to success.
That is, develop the Ability to lead initiatives�
Unit 1 - Chapter 2
Learning while Volunteering
Being a leader does not only mean directing others, but also taking responsibility for functioning, taking the initiative to solve problems and assuming the coordination of one's own work and that of others.�
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Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Ability to lead initiatives is able to:
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Learning while Volunteering
Reflection Activity on Ability to Lead Initiatives competence
Download this document. The text describes a situation where the volunteer displays the Ability to Lead Initiatives competence.
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Learning while Volunteering
Voluntary activity in social organisations is complex; there are many variables to be considered for implementing actions. The Planning and organisation competence is a cornerstone for the right development of volunteering activities. It involves fixing objectives, priorities, deadlines and resources…to carry out any programme/activity.
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Learning while Volunteering
An organised and planning person structures his/her work by adjusting to processes, seeking to manage time effectively, and managing tasks in time according to a certain order.
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Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Planning and organisation is able to:
Unit 1 - Chapter 2
Learning while Volunteering
Reflection Activity on Planning and Organisation competence
Download this document. The text describes a situation where the volunteer displays the Planning and Organisation competence.
Unit 1 - Chapter 2
Learning while Volunteering
The activities of volunteering organisations involve collaboration with other people, whether they are working staff, other volunteers or beneficiaries. Knowing how to express ideas and knowing how to interpret other people’s ideas is essential in the actions of volunteers.
Communicating means much more than using the words of a language. How we accompany those words, with the intonation, with the facial expression, with other gestures ...determine, to a great extent, how the message is interpreted. But in addition, communication is bidirectional, so the attitude of the recipient is essential for the quality of communication.�
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Learning while Volunteering
People who has acquired the Interpersonal Communication competence know how to relate to others, managing their own emotions and being aware of the emotions of others, and how they influence situations. They also manage to communicate with others, expressing their thoughts clearly.
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Unit 1 - Chapter 2
Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Interpersonal communication is able to:
Unit 1 - Chapter 2
Learning while Volunteering
Reflection Activity on Interpersonal Communication competence
Download this document. The text describes a situation where the volunteer displays the Interpersonal Communication competence.
Unit 1 - Chapter 2
Learning while Volunteering
When volunteers join a social organisation, it is most likely that they will join a group, a work-team he/she will support and which will support him/her to carry out the projects.
This way of working contributes to volunteer developing the sense of belonging to the group, of comradeship and mutual support in the accomplishment of the organisation goals.
In short, volunteering contributes to the acquisition of Teamwork competence.�
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Learning while Volunteering
Teamwork means being able to adapt one's work pace to that of other people, identifying common goals, and establishing productive relationships with others to achieve the common objectives proposed.
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Unit 1 - Chapter 2
Learning while Volunteering
In terms of Learning Outcomes, a volunteer who has developed the competence of Teamwork is able to:
Unit 1 - Chapter 2
Learning while Volunteering
Reflection Activity on Teamwork competence
Download this document. The text describes a situation where the volunteer displays the Teamwork competence.
Unit 1 - Chapter 2
Recap and reflect
Unit 1
Assessment
Click here to go to the final assessment
Immediately after answering the questionnaire, you will receive by email the results of your assessment as well as a Certificate.
Unit 1
Copyright
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