Maria Rosaria Strollo University Of Naples Federico II strollo@unina.it lepe.unina.it

1. 6th International Conference on Education and New Learning Technologies Barcelona - 7th - 9th of July 2014 RECONSTRUCT THE TEXTURE: THE PROFESSIONAL EPISTEMOLOGY BETWEEN FORMAL, NON-FORMAL AND INFORMAL LEARNING Maria Rosaria StrolloUniversity Of Naples Federico IIstrollo@unina.itwww.lepe.unina.it

2. Learning Strategies in «situation» for educational practitioners • The link between professional practices/ knowledge building in situation shows need to build training strategies that allow to experience the complex texture between formal, informal and non-formal knowledge. • This is a prior time to the construction of the complex nature of strategic, reflexive, proactive, epistemological skills. • This necessity involves professional educator epistemology

3. STARTING Formation • The link between knowledge and practice is a question that regards the first formation of relationship professionals, especially for the acquisition of strategic skills, such as • deutero-learning • reflexivity • meaning attribution

4. The meaning that educator gives to his experiences influences deeply his professional practices. • Can reflecting in the field of formal education to ensure a management capacity or is it necessary to experience firsthand the real value of the experience?

5. Twoquestions • howisitpossible to learn «strategies» through the experience of an initialpedagogical training context? • b) whatdoesthistype of learning involve for the perspective of Pedagogyteaching?

6. The first question is more strictly methodological-didactic: • We can illustrate the theme of the relationship between formal, non-formal and informal learning or we can lead to "experience it" with the engagement in the process of learning "embodied" experience, personal knowledge, which becomes the starting point from which to interpret the formal knowledge.

7. The second question refers to an epistemological shift from which the pedagogy is not the place for the transmission of given knowledge, but the place where we learn the ability to independently manage the process of interpretation and construction of knowledge about formative processes in educational key.

8. It is not a renunciation of our points of view about educational processes, but it is a way to make critical freedom of choice the last objective of the pedagogical formation. • Freedom of choice is the necessary condition to manage learning «in action» and «aware construction» of knowledge which are able to face practical problems.

9. The Lepe The Laboratory of Epistemology and Educational Practices wants to start a process that through the practice allow to develop meta-cognitive skills. These skills involve formal, informal and non-formal dimensions, which are operating in knowledge construction in educational contexts.

10. The Laboratory would provide science-based tools to educators to revise their "educational spontaneous acts", rather than providing theoretical and practical prescriptive and directive frameworks. These tools allow to revise consciously and critically the theories which guide operational choices of educators and which are based on the connections between the three dimensions.

11. Each training strategy is developed from a theory that the trainer processes implicitly and pre-rationally, around underlying the formation process dynamics. Only the explanation and the awareness of this model may lead to a revision based on experience.

12. It promotes the ability to implement critical reflection on: • personal knowledge • dispositional knowledge • constructed in the course of their experience values and meanings • The aim is the implementation of a self-reflective and emancipatory learning , which is an outcome learning of a critical assessment of instinctive, linguistic, epistemological, institutional or environmental constraints, which limited our options and rational control we can exert over our lives, but which have been taken for granted or that are considered beyond human control.

14. Among the most commonly devices which are used for this purpose, there is narration • There’s an emancipatory aspect connected to the narrative as a tool through which to trace the reasons for our acts, to interpret and to correct them. • We will analyze the methodological and operational implications of a reading of freedom understood as a property that can be promoted or inhibited by educational processes, taking into consideration some key points around which the experimental teaching moved and reporting the results of the first evaluation from the analysis of the structure of hypertexts and of experience reports (ER) produced by students .

15. The awareness of the implicit nature of the action models, which introduced in the educational landscape of the last decade a variety of practical operational courses, all aimed at trainers training, is enriched by the opportunity to support the inseparability of the implicit nature of the processes of choice from their intersubjective characteristics. The neurophenomenological reading of intentionalityfocuses on the concept of mirroring, a special characteristic of human body that, in the absence of action models that are based on personal experience, allows everyone to develop models of action based on what he/she thinks another would do in the same situation

16. LEPE’S OBJECTIVES • Promote understanding and self-management of personal knowledge, built around the educational process, which is the background and motivator of individual life, educational, social and professional plans; • Retrieve the knowledge about education and training acquired in the field of formal training and the knowledge acquired in non-formal and informal contexts of education, in order to highlight the connections between them. • Acquire a reflexive competence, starting a heuristic and critical-emancipatory process around the learning experience, particularly about theories and strategies from which he acted, is acting and will act in the contexts of education

17. LepePaths

18. Phase I: Comparative approach = complex and aimedat a choiceapproach The comparative approach is presented as a "complex process " aimed at training the complex thought: if the complexity of reality has the characteristics of "disorder, ambiguity, uncertainty " , the choise of a point of view, or of a model, requires " to bring order in the phenomena, to reject clutter, to remove the uncertain", " to select elements of order and certainty, to purify ambiguity, to clarify, to distinguish, to prioritize", avoiding simplifications and reductionisms, but keeping the characteristics of the complexus.

19. Phase II: Workshops The second phase of the comparative path: workshops during which, once identified the reference model as a result of the comparison, students reconstruct the cultural path from which they made ​​the choice.It has been oriented as well as by its history of everyday life (first level), also by the selection of received during the formal training cultural inputs (second level).

20. Laboratory of Epistemology and Educational Practices

21. The path of reconstruction, not linear, will therefore refer not only to the events of daily life, but also, and especially, to those texts, encountered in the course of the studies, that seem to offer suggestions from the consistent with the chosen model operational point of view.The choice of hypertext as a tool for the construction of this networkmodel of interpretation of the formation processthis tool helps to explain the multiple pathways through which it is possible to reconstruct students’ own process of building a model of formation, having present links between contributions made by formal, non-formal and informal paths.

22. Through the construction of hypertext network model, it is possible to identify nodes that refer to informal learning, non-formal training, but also to the formal learning, is coming out. The hypertext, thus escaping the rigidly linear and sequential logic, peculiar characteristic of narrative text, allows everyone to highlight the network of interconnections, underlying modeling processes of the action.

23. Through the hypertextual tool, and in particular through the connections between the three sections of hypertext, students can grasp as the root of their modeling processes of the action are not linear processes that go from informal to formal, but circular processes from which input between formal and informal input establish a relationship of mutual adjustment.

24. Hypertextualform model has the characteristic of transientconfigurationwhichisinternalized by the studentwhorecognizes the incompleteness of his work and the relationshipbetweenitsindividualelements: moving, inserting or deleting a single elementinvolves a deepreview of his work. The network dynamics of the process of building a hypertextactsas a model of the similardynamic of the actionmodelingprocesses: an explicitelementwithin the "system" of explicitknowledge - significantlychanges the meaning of allothersubsystems, creating a new configuration.

25. writing in Hypertextis a tool to.. • Remember • Explain • To makeexplicitwhatisimplicit • Take distances • Building connections

26. writing in Hypertextis a tool to.. • • Hypertext, therefore, constitutes a new form of communication with the self which, as objectifying thought, lets students experience the dynamism of their own knowledge, which is represented graphically by the three intertwined dimensions of formal, non-formal and informal. • It becomes perturbing learning environment, able to generate a perceptual consciousness expansion, an increase in the definable sensitivity in terms of Autopoiesis

27. writing in Hypertextis a tool to..

28. Thanks for yourattention!!!!! For anyquestion, youmaywrite to : strollo@unina.it