Are you an Experiential Learning Trainer? Learn how to validate your competence.
- There are three options to validate your Training of Trainers experience:
- Option 1: Complete IELN Training for Trainers Program: Please send an email indicating which IELN Program that you completed.
- Option 2: Claim a Training for Trainers Program that you completed: Please send a word document giving information about the program (sessions, topics, duration, organizing institution and trainers.)
- Option 3: Claim at least 10 years of active experience as a trainer: Please send your CV indicating the years of experience as a trainer.
- Complete IELN E-Learning Program on Experiential Pedagogy of the Oppressed: Please send an email, which IELN Online program that you completed.
- Claim at least 100 hours of local/international experience as a trainer: Please send your CV indicating the years of experience as a trainer.
E-MAIL TO: [email protected]
- Claim at least 500 hours of local/international experience as a trainer: Please send your CV indicating the years of experience as a trainer.
- Co-deliver an international training program together with an IELN Master Trainer: Please indicate the name of the trainer(s) with whom you co-delivered in your e-mail.
E-MAIL TO: [email protected]
- Claim at least 1000 hours of local/international experience as a trainer: Please send your CV indicating the years of experience as a trainer.
- Co-deliver an international Training for Trainers program together with an IELN Master Trainer: Please indicate the name of the trainer(s) with whom you co-delivered in your e-mail.
E-MAIL TO: [email protected]
The Experiential Learning Trainer Competency Framework is developed by DeM Experiential Training Center. You can use this framework for self-assessment.
|EXPERIENCE||TRAINER||SENIOR TRAINER||MASTER TRAINER|
|EXPERIENCE AS A LEARNER||IN-PERSON||Completed IELN Training for Trainers Program
Completed another Training for Trainers Program
Have at least 10 years of active experience as a trainer.
|E-LEARNING||Completed IELN E-Learning Program on Experiential Pedagogy of the Oppressed|
|EXPERIENCE AS A TRAINER||PRIOR EXPERIENCE||100 hours of local/international experience as a trainer||3 years of international experience as a trainer||7 years of international experience as a trainer|
|KNOWLEDGE||TRAINER||SENIOR TRAINER||MASTER TRAINER|
|EXPERIENTIAL LEARNING||Experiential Learning Cycle||Defines the learning cycle and explains the dialectic poles among the four learning modes in the cycle.||Explains the relationship between the four modes of the learning cycle and the four main areas of human development.||Explains how Kolb Learning Cycle is based on;
William James’ Radical Amprisizm,
John Dewey’s Learning Cycle,
Kurt Levin’s T-Group Action Research Methodology
Jean Piaget’s Constructivism,
Carl Jung’s Personality Types.
|Learning Styles||Defines each nine learning styles and explains the positioning of the styles on the learning cycle and learning flexibility.||Defines all versions of the Kolb Learning Style Inventories and compare the KLSI with other learning styles inventories.|
|Educator Role Profiles||Defines each four educator role profiles and explains the positioning of the profiles on the learning cycle.||Explains the relationship among Educator Role Profiles, Learning Styles, and Adult Development Model.|
|Debriefing||Defines DeM debriefing model and explains the relationship among the debriefing steps and the four modes of the learning cycle.||Compares other debriefing models with Kolb Learning Cycle.|
|Learning Spaces||Defines all six learning spaces and explains the required methodology for establishing those learning spaces.||Explains the required Educator Role Profiles for establishing those learning spaces.||Explains how Learning Sapces Concept is based on;
Lewin’s, Bronfrenbrenner’s, Vygotsky’s, Nonaka’s, and Konno’s works on the relations between the environment and human development.
|PEDAGOGY OF THE OPPRESSED||Thematic & Linguistic Universes||Defines Thematic & Linguistic Universe terms and explains how codification and de-codification technics are used to discover those universes.||Explains the relationship between codification methodology and debriefing around the experiential learning cycle.||Explains how Freire’s works are based on the following;
Marx’s class consciousness,
Dewey’s and Teixeira’s democratization through education,
Fromm’s humanism and critical theory.
|Problem-Posing Education||Defines the banking model of education and problem-posing education and explains its relationship with the term Praxis.||Explains the relationship between the Active Experimentation Mode of the Learning Cycle and the Freirean Praxis Approach.|
|Critical Thinking||Defines critical thinking and explains its relationship with the term humanization.||Explains the relationship between Reflective Thinking Space and Critical Pedagogy.|
|SKILLS||TRAINER||SENIOR TRAINER||MASTER TRAINER|
|FACILITATOR ROLE||Group Dynamics||Uses a variety of methods for increasing the group dynamics among the learners.|
|Learning Games||Moderates learning games and role plays help learners get in and out of roles.||Create/adapt learning games.|
|Reflection||Uses a variety of reflection methods.|
|SUBJECT EXPERT ROLE||Research||Help learners use a variety of research methods.||Uses action-research methodology.|
|Analysis||Help learners use a variety of analysis methods.|
|Discussions & Debates||Moderates discussion and debate activities.||Moderates discussion and debate activities between conflicting parties.|
|EVALUATOR ROLE||Performance Standards||Help learners to set performance goals and standards.|
|Self Assessment||Help learners use a variety of self-assessment tools.|
|Evaluation||Uses a variety of evaluation methods.||Creates different tools for evaluation output, outcome, and impact level evaluations.|
|COACH ROLE||Motivation||Motivates learners for further development.|
|Action Plan||Help learners to make learning & practice plans.||Coaches trainers during the Training for Trainers.||Supervises senior trainers during the Training for Trainers.|
|Feedback||Provide feedback to learners.|
|CROSS-CUTTING ROLES||Learning Need Analysis||Uses various learning methods to make need analysis and sets competency-based learning objectives.|
|Inventories||Implements Kolb Learning Styles Inventory for learners and helps them interpret the results.||Implements Kolb Educator Role Profile Inventory for the trainers and helps them interpret the results.|
|Program Design||Designs full-cycle learning programs.|
|Debriefing||Moderates full cycle debriefing.|
|FREIREAN METHODS||Discovery||Uses Freire’s codification and de-codification methods.|
|Ambiguity||Deals with ambiguity.|
|Co-Creation||Open spaces for learners and provide proper methods to co-create the learning program.|
|Critical Thinking||Help learners to critically re-interpret their situation about power relations.|
|ATTITUDE||TRAINER||SENIOR TRAINER||MASTER TRAINER|
|TEAM PROCESS||Team Work||Regarding the team of trainers, harmony and team success is more important than the individual success of the trainers.|
|Communication||Have open communication with teammates and learners.|
|Flexibility||Value the learning flexibility, and try to have a full-cycle learning approach.|
|Conflict Management||Be solution-oriented in conflicting situations and has a win-win approach.|
|LEARNING PROCESS||Subject to Subject Relationship||Establishes subject-to-subject relationships with learners and teammates.|
|Human Rights||Respect and value universal human rights.|
|Liberation||Aware of the liberation purpose of the education and empowerment responsibility of the educator.|