Thesis. The aim of this paper is to present one of the outcomes of the Fight the Fright project. The project itself focuses on the development of adult competencies related to public speaking, self-confidence, combating fear of public speaking and interpersonal communication, using theatre techniques. It focuses on improving the competencies of adults and adult educators. Concept. Based on their knowledge and experience, the project partners have developed educational materials to support working-age people and strengthen their competencies. It is crucial to train educators so that they can pass on this knowledge to the next person. Results and conclusions. The project has developed two manuals. The first is a curriculum for developing public speaking in foreign languages. The second manual, below, was developed for adult educators to prepare them to deliver training related to overcoming the fear of public speaking in foreign languages. An online course on the above topics has also been developed. The project also envisages training adult educators, followed by further training for at least 15 participants by already trained educators.
{"title":"Set the Scene – A guide for Adult Education Professionals on Using Drama Techniques in Teaching and Learning","authors":"Martyna Madej, Maja Wereszczyńska","doi":"10.15503/andr2023.3.2","DOIUrl":"https://doi.org/10.15503/andr2023.3.2","url":null,"abstract":"Thesis. The aim of this paper is to present one of the outcomes of the Fight the Fright project. The project itself focuses on the development of adult competencies related to public speaking, self-confidence, combating fear of public speaking and interpersonal communication, using theatre techniques. It focuses on improving the competencies of adults and adult educators. \u0000Concept. Based on their knowledge and experience, the project partners have developed educational materials to support working-age people and strengthen their competencies. It is crucial to train educators so that they can pass on this knowledge to the next person. \u0000Results and conclusions. The project has developed two manuals. The first is a curriculum for developing public speaking in foreign languages. The second manual, below, was developed for adult educators to prepare them to deliver training related to overcoming the fear of public speaking in foreign languages. An online course on the above topics has also been developed. The project also envisages training adult educators, followed by further training for at least 15 participants by already trained educators.","PeriodicalId":207016,"journal":{"name":"Andragogy Adult Education and Social Marketing","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134508359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hanna Urbanovich, Aleksander Kobylarek, Martyna Madej, Maja Radinovič Hajdič, Katarzyna Kaczmar, Maja Wereszczyńska, Hasan Yüce, Hana Čepová, Laima Lapinienė, Filomena Lacantore, Ana Hering, Rabia Selma Gültekin, Beatričė Navarskaitė, Damiano Stefano Verri, Mustafa Çelik, Teresa Voce, Kamil Krasoń
Thesis. This paper aims to present the Intergenerational Bridge: Connect to Create project and its final results. The project enabled the collection of good practices, development of the set of activities, and structuring the knowledge regarding intergenerational learning (IGL) approach and its use with the groups of senior-aged (55+) and younger (16-30 years old) learners. Concept. In the frame of this project partners shared best practices in IGL approach, developed new ideas of IGL workshops, and implemented them in local communities. The Manual includes theoretical basics concerning intergenerational learning, two preparation workshops for educators that would like to know more about Intergenerational education, and 12 tried and tested intergenerational activities. Results and conclusion. During the course of the project, a toolkit of more than 80 pages was prepared in order to provide Adult educators with the knowledge and skills required to deliver their own workshops with the use of an IGL approach. Workshops were tested with seniors and young people from 6 different countries. At least 20 older people (55+) and 10 younger people (16+) per each country attended the workshops. The presented set of activities can be used by senior citizens' clubs, third age universities and other informal educational and therapeutic groups. The examples collected in this manual show that, in addition to activities designed to harness the potential of different generations, it is also worth considering how to adapt typical activities to the needs of intergenerational education.
{"title":"How to Organise Intergenerational Workshops? Manual of Good Practices in Intergenerational Learning for Adult Educators","authors":"Hanna Urbanovich, Aleksander Kobylarek, Martyna Madej, Maja Radinovič Hajdič, Katarzyna Kaczmar, Maja Wereszczyńska, Hasan Yüce, Hana Čepová, Laima Lapinienė, Filomena Lacantore, Ana Hering, Rabia Selma Gültekin, Beatričė Navarskaitė, Damiano Stefano Verri, Mustafa Çelik, Teresa Voce, Kamil Krasoń","doi":"10.15503/andr2023.3","DOIUrl":"https://doi.org/10.15503/andr2023.3","url":null,"abstract":"Thesis. This paper aims to present the Intergenerational Bridge: Connect to Create project and its final results. The project enabled the collection of good practices, development of the set of activities, and structuring the knowledge regarding intergenerational learning (IGL) approach and its use with the groups of senior-aged (55+) and younger (16-30 years old) learners. \u0000Concept. In the frame of this project partners shared best practices in IGL approach, developed new ideas of IGL workshops, and implemented them in local communities. The Manual includes theoretical basics concerning intergenerational learning, two preparation workshops for educators that would like to know more about Intergenerational education, and 12 tried and tested intergenerational activities. \u0000Results and conclusion. During the course of the project, a toolkit of more than 80 pages was prepared in order to provide Adult educators with the knowledge and skills required to deliver their own workshops with the use of an IGL approach. Workshops were tested with seniors and young people from 6 different countries. At least 20 older people (55+) and 10 younger people (16+) per each country attended the workshops. The presented set of activities can be used by senior citizens' clubs, third age universities and other informal educational and therapeutic groups. The examples collected in this manual show that, in addition to activities designed to harness the potential of different generations, it is also worth considering how to adapt typical activities to the needs of intergenerational education.","PeriodicalId":207016,"journal":{"name":"Andragogy Adult Education and Social Marketing","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133804921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thesis. This paper aims to present the Critical Internet Usage project and its final results. The project enabled the development of various learning materials, and the collection and systematization of knowledge regarding senior citizens’ awareness of critical thinking and its usability as well as gaining information about their educational needs. Concept. The surveys developed during the project were focused mainly on seniors’ general understanding of critical thinking, its usage and their general thoughts about teaching and learning this skill. However, the toolkit and workshops were focused on increasing the awareness of what critical thinking is, the basis of the most common Internet slang, online safety and providing the learner’s knowledge through both theory and practice, enriched with creativity and memory training. Results and conclusion. During the course of the project, a toolkit of more than 100 pages was prepared to help people develop their teaching skills and apply multiple learning sessions for older learners. Workshops were provided for seniors from three different countries. Each workshop was attended by at least ten seniors per partner organisation. Multiple answers on prepared surveys were collected, and this, in turn, made it possible to create collective answers. Older learners are more willing to learn when they are able to notice the opportunities to apply some skills in their everyday life and when they are shown the real examples. Unfortunately, some of the seniors are not aware of what critical thinking is. This information can be a form of inspiration for adult educators to promote and teach critical thinking skills.
{"title":"Critical Internet Usage – Erasmus+ Projects Effects as Support for Senior Citizens in the Digital World","authors":"Martyna Madej","doi":"10.15503/andr2022.2","DOIUrl":"https://doi.org/10.15503/andr2022.2","url":null,"abstract":"Thesis. This paper aims to present the Critical Internet Usage project and its final results. The project enabled the development of various learning materials, and the collection and systematization of knowledge regarding senior citizens’ awareness of critical thinking and its usability as well as gaining information about their educational needs. \u0000Concept. The surveys developed during the project were focused mainly on seniors’ general understanding of critical thinking, its usage and their general thoughts about teaching and learning this skill. However, the toolkit and workshops were focused on increasing the awareness of what critical thinking is, the basis of the most common Internet slang, online safety and providing the learner’s knowledge through both theory and practice, enriched with creativity and memory training. \u0000Results and conclusion. During the course of the project, a toolkit of more than 100 pages was prepared to help people develop their teaching skills and apply multiple learning sessions for older learners. Workshops were provided for seniors from three different countries. Each workshop was attended by at least ten seniors per partner organisation. Multiple answers on prepared surveys were collected, and this, in turn, made it possible to create collective answers. Older learners are more willing to learn when they are able to notice the opportunities to apply some skills in their everyday life and when they are shown the real examples. Unfortunately, some of the seniors are not aware of what critical thinking is. This information can be a form of inspiration for adult educators to promote and teach critical thinking skills.","PeriodicalId":207016,"journal":{"name":"Andragogy Adult Education and Social Marketing","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116938613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksander Kobylarek, Kamil Błaszczyński, Luba Ślósarz, Martyna Madej
Thesis. The article presents the construction process and psychometric properties of the Critical Thinking Questionnaire (CThQ). The questionnaire is a critical thinking test tool designed for adolescents and adults. The basis for creating the questionnaire was classifying the educational goals proposed by Benjamin Bloom and spread by critical thinking practitioners. Methods. The independent rater system was used in the construction of the test, while the psychometric properties of the test were tested on a sample of 198 people, calculating the inter-correlation and the Cronbach’s Alpha reliability coefficient. Result. Both assessments of the independent rater system and research checking the psychometric properties of the test indicate high reliability of the tool. Cronbach’s Alpha coefficient of internal consistency was 0.87. In its final version, the test consists of 25 items, the results of which allow assessing critical thinking in 6 scales: remembering, understanding, applying, analysing, evaluating, and creating. The tool also allows checking the overall score.
{"title":"Critical Thinking Questionnaire (CThQ) – construction and application of critical thinking test tool","authors":"Aleksander Kobylarek, Kamil Błaszczyński, Luba Ślósarz, Martyna Madej","doi":"10.15503/andr2022.1","DOIUrl":"https://doi.org/10.15503/andr2022.1","url":null,"abstract":"Thesis. The article presents the construction process and psychometric properties of the Critical Thinking Questionnaire (CThQ). The questionnaire is a critical thinking test tool designed for adolescents and adults. The basis for creating the questionnaire was classifying the educational goals proposed by Benjamin Bloom and spread by critical thinking practitioners. \u0000Methods. The independent rater system was used in the construction of the test, while the psychometric properties of the test were tested on a sample of 198 people, calculating the inter-correlation and the Cronbach’s Alpha reliability coefficient. \u0000Result. Both assessments of the independent rater system and research checking the psychometric properties of the test indicate high reliability of the tool. Cronbach’s Alpha coefficient of internal consistency was 0.87. In its final version, the test consists of 25 items, the results of which allow assessing critical thinking in 6 scales: remembering, understanding, applying, analysing, evaluating, and creating. The tool also allows checking the overall score.","PeriodicalId":207016,"journal":{"name":"Andragogy Adult Education and Social Marketing","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133035371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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