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Outcomes of the EPALE thematic meeting: “Third places for learning"

28/01/2020
by Hélène Paumier
Språk: EN
Document available also in: FR DE

[Translation (French-English) : EPALE France]

On 30 October 2019, EPALE France held an event to discuss the subject of Third Places for Learning. Many actors participated, speaking of their experience in terms of the development, emergence and perpetuation of learning in third places in France and Europe. A number of publications have emerged as a result of these discussions and are available on EPALE. 

 

  

Blog articles 

A fablab in a “second chance” school

Created by the GRETA of Le Velay, FORMALAB has been integrated into the “second chance” school in the Auvergne region in order to change the traditional relationship to training and help young people who have dropped out of school to develop their skills in collaboration. 

 The emergence of a third place for learning: The example of Konk Ar Lab

What conditions are required for the emergence of a third place for learning? Olivier AUDET, director of the Fab lab "KONK AR LAB" gives us the answer in 6 minutes and 40 seconds. 

 Third places for learning? An interview with Denis CRISTOL

Third places for learning? This is a subject that fascinates Denis CRISTOL, Director of Engineering and Training Systems at CNFPT, Associate Researcher at Paris Ouest Nanterre, and expert in pedagogical innovation.  First of all, because the notion of “learnance” that he has developed and implemented addresses all the conditions that facilitate the act of learning. Also because place is a relevant and enlightening indicator of how we perceive training and learning. The fact that our training rooms and lecture theatres have changed very little since the Middle Ages cannot be without reason, he begins. 

 When third spaces question third places for an “out-of-place” policy 

Third spaces as "out-of-place” spaces cause offset and edge effects. They offer the possibility of feeding a critical analysis on the notion of "third" as well as that of "place" in a relationship to the economy, territory, work and governance. They facilitate cross-fertilization and dissemination of knowledge using a space-based practice by imagining other development scenarios that could be discussed in a "popular" dimension (popular centrality, popular economy, popular education).

 Resources 

 Action-research and reflective writing: the innovative practice of spaces as a lever for social transformation

The contributors to this edition of Cahiers de l'Action, leaders of associations or collectives, some of whom are leaders of regional networks, are conducting experiments in France based on a practice of "third spaces": spaces of collective achievement, secluded or neglected places, such as wastelands and squats, outside the attractive major regional centres. This edition aims to highlight the knowledge resulting from this social experimentation with active minorities and the most marginalised groups of the population. 

Learning through experimentation: An emancipatory process to confront challenges facing youth by Maxime LECOQ 

“This article characterizes two foundations of learning through experimentation. We will recall how this pedagogy is considered emancipatory. Indeed, two structuring elements in my commitment and professionalization have contributed to my empowerment as a young adult. This work aims to demonstrate how the temporary appropriation of an "abandoned" space and the constitution of a collective of peers can lead to creativity and critical reflexivity. It explains how the capacity to learn generated by experimentation promotes the personal and collective emancipation of young adults. I wish to demonstrate that the use of this methodology shaped the experimentation of the Popular Artistic Laboratory (LAP)1 in Rennes over its three editions from December 2015 to June 2018"

Thematic booklet: Third places for learning 

Through 4 articles from EPALE, professionals from the sector in France, Germany and Italy share their views on “learnance” in third places. 

 

Would you like to talk to other professionals? A discussion thread "Third places; what are the necessary conditions to develop learnance!?"  allows you to share your practices. 

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  • Bozena STASENKOVAs bilde
    The five consumer associations  verify an innovative educational program called Development of the Key Competences of Adults by Innovative Program of Consumer Education. The training program is designed for a target group of unemployed adult individuals up to 29 years of age who are characterized as a risk group with prematurely terminated secondary school and with lack of qualifications and skills. The program is  based on examination of motivation of educated people to acquire the knowledge and skills necessary for the everyday life of consumers and their current knowledge and experience.In order to encourage adults in their ability to learn and develop their key competencies, educational program have to create an attractive contents from daily consumer´s life and use interactive forms of learning. Within the project, indicators are  developed to assess the development of key competences of the educated. The quality of the training program will be in the next months verified on the sample of the target group. The implementation of the project will enable educators to exchange adult education experiences and to expand the outputs of the project to schools, universities, other institutions, pupils, parents, and all consumers.                                                                       
    Božena Stašenková, Associations of Consumer Organizations in Slovakia