Learning locations in adult education

In adult education, a place of learning is understood to be a public institution or a private situation in which people are while they are learning. The place of learning comprises the learning process itself and the environment in which it takes place.

definition

In a narrower sense, learning locations are educational institutions that organize learning opportunities. In a broader sense, a learning location comprises spatial units that can be used for learning, e.g. B. Museums, libraries, botanical and zoological gardens.

With the aim of optimizing learning and promoting lifelong learning , different types of learning locations are increasingly being combined with one another in adult education.

history

In the 18th century, teaching and learning became institutionalized in Central Europe. In this context, a search was made for suitable locations and institutions at which an adequate transfer of learning content could be made possible, e.g. B. the introduction of compulsory schooling , the issuing of craft regulations .

Through Jean-Jacques Rousseau's attempts to criticize the shifting of learning locations away from their “natural” environment into school rooms or classrooms, reformed education emerged at the end of the 19th century , which placed a new emphasis on learning outside of school.

In 1870 the Society for the Dissemination of Popular Education was founded, which aimed to disseminate education in rural areas. Inpatient and outpatient libraries in particular were used as learning locations. In urban areas, this was achieved in parallel by communal institutions which, towards the end of the 19th century, presented district-specific offers and made them take place at different learning locations. In the 19th century, inns, cooperatives and club rooms in particular served as places for adult education, which had the disadvantage of having to come to terms with local conditions. Only towards the end of the 19th century were individual rooms created for the education of adults. Clubs as places of learning played an important role, especially in the 19th century, as they provided specially defined structures for cultural, social and economic activities. Thus, above all, public institutions and institutions supported by the major denominations ( Borromeo associations ) gained importance for popular education.

Since the 1920s there have been concrete considerations in pedagogy for the design of learning locations under the term “intensive, creative popular education”. The so-called folk high schools played an important role here . The company should also be emphasized as a place of learning, which in the course of the 20th century increasingly developed different forms of company learning.

In the years after the Second World War and into the 1970s, the structure of adult education within East and West Germany proved to be very heterogeneous. Since the institutions had to bear the costs of structural (re) design themselves until the first “adult and further education laws of the federal states” were passed in the 1970s, they often shared rooms with other institutions such as B. Museums and Libraries. [8]

In the 1960s, the "New Social Movements" [7] ensured an additional emergence of "learning location-related civil society articulation" through so-called "civil society movements" [7], for example in the form of self-help groups, socio-cultural centers and women's shelters. [ 7]

In the 1970s, the term “learning location” and its relation to the conceptual orientation were discussed in vocational education, taking into account a scientific learning location concept. [9]

At this point in time, the German Education Council introduced the terms “learning location” and the concept of “plurality of learning locations” (combining several learning locations necessary for a learning process) and “organizing the learning opportunities as an institution recognized within the framework of public education (...) "Defined. [6]

The definition made in the German Education Council left out terms such as “informal learning” , [10] “orientation towards target groups” [10] and the possibility of “cooperation and networking” [10].

The so-called realistic turnaround was initiated by the structural plan adopted by the German Education Council in 1970. A paradigm shift took place that related more to the content-related teaching and learning requirements and, in this context, also included spatial design. Nevertheless, a pragmatic view of the purely functional teaching and learning perspective ultimately prevailed. The "pedagogical andragogical necessity of extra-functional educational spaces for the" education after education "(...) remained more and more careless". [8]

A reversal took place in the 1980s. Due to global crises and rapid social, technological and cultural changes, individuals had to be able to acquire interdisciplinary key skills. In this context, educational spaces that could convey overarching skills became more and more important. At the end of the 1980s, the state started a qualification offensive in which many second- and third-class providers took part, who saved especially in the equipment of the premises and thus prevented pedagogical and andragogical activities. [8]

Furthermore, the learning location concept and learning location research became a relevant part of vocational training research in the 1980s. [9] The concept of the place of learning became an important part of in-company training and further education. [9] The reason for this was the optimization of learning processes and an initial conception of a “theory of the workplace as a place of learning” [9] developed by Münch and Kath, as well as a critical discussion of the place of learning.

In the 1980s, in the wake of the learning location debate, a distinction was made between learning locations in adult and continuing education. This resulted in the creation of explicit (adult education centers, company training, etc.), implicit (family, museums, theater, etc.) and intermedial (clubs, associations, etc.) places of learning. The target group-related and the associated individual creation of learning opportunities came to the fore. [10] In the 1990s, learning location research was included in theory by the Senate Commission for Vocational Training Research and made an important part of educational work in training and further education as well as adult education. [9]

21st century

The current status of learning locations and educational institutions in the field of adult education shows an increased cooperation between differentiated learning locations. The cooperation between various institutions has also increased significantly over the past few years. [7]

An additional change took place through "lifeworld research", which researches the experience of an individual in relation to his environment. In this way, milieu-specific requirements for methodological and didactic requirements become clear. In this context, learning locations should be designed to be milieu-specific and develop in a demand-oriented manner. [10]

Institutional learning locations

In adult education, institutions are understood to be types of social systems that are characterized by relative stability. Institutions have a fixed similarity and regularity that are stabilized by "legal regulations, organizational structures, value-based norms and communication structures". [16] The institutionalization of adult education means, on the one hand, the promotion of lifelong learning and also creates institutions for organized adult education. [17]

A system from the 1970s differentiates between closed (educational offers only for members / employees) and open institutions (for all interested parties) of adult education.

Newer systematics take the dependence of the institutions on donors and clients as a criterion and differentiate between public and particular (large social groups: trade unions, parties, etc.) adult education providers, in-company training departments and commercial training companies. [18] Due to the increased cooperation and commercialization of individual training areas, it is difficult to set the rigid limits today. Faulstich (2010) locates adult education institutions in terms of their sponsorship:

State, public: adult education centers, technical schools
Interest organizations, particular: institutions of parties and foundations, interest groups, business associations, trade unions
Companies, private: in-company training departments, further training companies

Public adult education institutions

Adult education center

(Main entry adult education center )

Learning location technical school

(Main entry technical college )

Particular adult education institutions

Foundation, endowment

(Main entry foundation )

Trade association

(Main entry trade association )

labor union

(Main entry trade union )

Learning in the company

Learning location company

In-company further training includes instruction and work in the work process, professional qualification, training at the workplace, group-related forms of learning at the workplace, coaching , practical instructions , programs for trainees and educational controlling as the control of further training within the framework of organizational and personnel development . [17]

The place of learning "company" is characterized by individualization, where employees act independently and autonomously. Due to the decentralization - outsourcing of certain sub-areas from the central company training departments to production and administrative processes, there is a risk, however, of putting learning times outside of working hours.

Extra-institutional learning locations

Extra-institutional learning locations primarily pursue other than educational purposes, but still take on educational tasks. [17] The aim of extra-institutional learning locations is to promote lifelong and independent learning. In this context, Nuissl [5] understands lifelong learning to be educational and learning processes that take place in different locations, however, with reference to didactic structures.

For learning in further education, learning in other places is an opportunity to do away with the “school-like”, to increase the motivation of the learners and to shape one's own learning efforts in a meaningful way. [19]

In terms of didactic aspects, learning locations fulfill the following tasks in particular: [5]

they are action and practice related,
they enable broad access to interests,
they create an emotional relationship with the learner,
they enable holistic references (social, content, personal),
aesthetically, they have a defined quality.

In order to fulfill these tasks, learning locations must be didactically designed by the provider or the learner must be able to define learning locations independently and integrate them into their own learning process in a meaningful way. [5]

Nature-related learning locations

Nature-related learning locations include, for example, educational forest trails , zoological gardens , and botanical gardens .

The aim of nature-related learning locations is to preserve the remains of nature and to make it tangible. [19] Based on its history, the botanical garden is already conceptually laid out as an educational institution. Paths, signs and notices make orientation easier, there are meeting points and botanical gardens are mostly centrally located within the cities. Relaxation and contemplation are also part of the tasks of botanical gardens. They create spatial perceptions that create mental order, balance and harmony. They invite you to discover and be amazed, stimulate curiosity for vivid learning and thus promote the best conditions for learning motivation. Botanical gardens usually cultivate plants from all over the world and thus have a certain degree of cosmopolitanism. They serve the responsible treatment of nature, promote environmental education and expand the cultural horizons of the visitors. [20]

Science-related learning locations

Science-related learning locations include science centers and science shops.

Science-related learning locations provide information about science and technology and serve to encourage independent discussion of technical and scientific contexts. [19] In contrast to museums and exhibitions, “touching”, trying out and experimenting is not only allowed but even encouraged ( learning by doing ).

Experience and fun-related learning locations

Amusement parks and adventure parks often represent a combination of different offers: In addition to fun, entertainment and sociability, informal, self-directed learning takes place. Voluntary participation in organized measures (such as competitions, visits to museums and exhibitions) create a pleasant learning environment: knowledge acquisition and knowledge transfer take place here, stimulation and learning potentials come to the fore.

The following learning opportunities arise: - memories of your own actions and experiences, - new knowledge, connections, rules, - self-awareness and new actions, - changes in attitudes and emotions. [21]

History-related learning locations

Historic city centers and memorials are examples of historical learning locations.

memorial

(Main entry memorial site ) Memorial sites primarily serve to reflect, remember and come to terms with the past. However, their role in historical and political education should not be underestimated. They are witnesses to history, they “work”. [22] A place alone as well as its “specific aura” are provocative and stimulate further discussion of the topic through being affected. [19] However, they need to convey the information and context, since “the place demands an attitude that should be learned”. [22]

Media-related learning locations

Media-related learning locations are libraries, social media and the Internet . The individual acquisition of knowledge, which is partly also transported into adult education, also takes place through radio and television in leisure time. [24]

Libraries

(Main entry library ) Libraries are classic media learning locations. They fulfill the public function and ensure that services and products are accessible to everyone. The original tasks of public libraries - abundance of information and communication options - are now expanding. From the original values - accessibility, easy search, findability and immediate availability, libraries have evolved over time to new values such as trust, knowledge, authenticity, interpretation, etc. Users who were once seen as consumers are now active participants: Not only do they consume, they are encouraged to share the newly acquired knowledge with others. The library of the future is to be seen as an institution that is designed together with visions and inspiration, as "a unique and valuable learning place where information is available and imaginations thrive". [23]

Social media

Social media, also known as Web 2.0 - wikis , blogs , forums, etc. are another media-related learning location. Social media enable social interaction (communication and cooperation) and achieve the acquisition of information, the exchange of information, the individual or joint creation of content, the development of new knowledge. [25]

E-learning

(Main entry e-learning ) E-learning and multimedia learning are characterized by placelessness and virtuality and thus represent a form of learning that is independent of time and location. [17] Media and competent handling of them should be seen in the context of lifelong learning as a prerequisite for participation in modern society. [24]

Museums as places of learning

(Main entry: museum ) The aim of a museum is to "professionally process things scientifically, to keep them permanently" [19] and to make them accessible on certain topics - art, technology, nature etc. The meaning of the objects in museums is not necessarily given, it has to be deciphered. The central task of the museum is therefore to support individuals in uncovering the meaning of individual objects, making them understandable and making it possible to read these objects as meaningful signs. [26] A variety of methods and media support learning in museums.

literature

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