 Well, everyone and good afternoon. Thank you for being with us today in this webinar organized by School Education Gateway, the initiative of the European Union and the place to engage with European policy and practice for early childhood and school education. My name is Marta and I'm very happy to support this webinar with my colleague Eleonora in the backstage. Today's focus is non-formal learning and online school education. This webinar offers you a comparative overview of formal, non-formal and informal learning theories in terms of purpose, timing, content delivery systems, control and evaluation. The presentation provides practical examples of non-formal learning methods that can be used in classroom, in a museum hall within the Rasmus Blatt project or at a distance. Mariana and Kuta, our speaker today is an expert and Rasmus Blatt trainer in social educational animation within the national network of trainers of the Romanian National Agency. Currently is coordinating a project on sustainable development education, European network in the European network for the promotion of a responsible economy. So this is our agenda for today. Some more practical information for the participants. This webinar is recorded and the recording will be available afterwards on the YouTube channel and on the webinar page. And if you have questions, please post them in the chat and we will address them at the end of the webinar. But without further ado, I'm very happy to give you the floor, Mariana, if you are ready. The floor is yours. Thank you. I like this expression. I don't know if the meaning it changed for the online. The floor is yours, the microphone is yours or the window is yours. Thank you. I'm very glad to be to this activity, to this event. And I would like to thank to all that decided to take an hour from their time to actively say even we'll talk about what it means to be actively involved or to actively participate to online activities. I will start sharing the presentation because we have a presentation about non-formal. Let's say I will warn you that it will seem a bit theoretical but it's good to have a base of theoretical base in order to go to the next step to feel how to say comfortable with what it means non-formal education or non-formal learning. I will start and find the presentation. I hope it's working very well on the screen. I will just get starting here. It's good that we start with seeing all these Google products. So already in the presentation, you have seen that we have actually two concepts. The concept of learning and the concept of education. If you study them, if you read some articles lately, I just discovered that there are very well theoretical differences between the two of them but we'll not insist today. I rediscovered, I remembered from my faculty when I had done my bachelor, the beautiful definition about education of Aristotle. So please, if you have the time as most of the people, probably you are teachers, educators or trainers, yes. Please go and look for this wonderful definition about of education of Aristotle. So today, the structure. First it will be, I told you these learning theories and then in the second part, we'll try also to tackle this online, offline blended learning, something that we all are living for the last, for the last years of being teachers, being the students, some platforms and some methods. There will be, let's say more or less, I'm pretty sure that all the educators, the teachers discovered, I would say, even too many platforms or applications, but at some point we have to stop and to work with three or four or not more. Otherwise it will be impossible to keep the pace with everything that is inventing and yes, it's on the online world. And then the conclusions after this presentation, of course there will be some time for questions. I thought for today not to start directly with some theoretical insights, but to do almost like a, let's imagine we had been, what if we had been in an in-person activity, so face-to-face, and there to think what would be the first activity that an educator or a teacher would propose for his students or for the participants. Yeah, normally I'm pretty sure if you are familiar with the non-formal learning, non-formal education context, right away you would think about an ice-breaking game or about an energizer or why not a name game or getting to know each other, yeah? I just put here, it's an idea, it's an exercise to introduce ourselves, using this method that most of you, I hope you are using, the creative writing. There are at least let's say there are manuals and T-kits on creative writing and there are over 100 exercises that are helping people to express themselves in different situations. Now it was just for the introductory, yes, to think that normally in a non-formal context now we would have done an ice-breaking game, yes, or a name exercise, even in a couple of minutes a trust-building exercise. So we'll not talk only about non-formal education, but we'll be while mirroring non-formal, formal and informal, there are these three, let's say concepts, very much they are used and the people that are involved and already participated to Erasmus Plus projects or I would say the older programs before Erasmus Plus, yes, it was Comenius, Grundvik, yes, you seen action. So they are, let's say more familiar with these three concepts because they are very used in the projects in Erasmus Plus projects nowadays, yeah. So we'll try to see also the differences and that will be helpful for us because when we are prepared an activity actually, even we'll see the differences and the similarities between the three forms of education, we'll see that in an activity, educational activity, they are mixing very well each other, yeah. And I will try to keep in mind because we'll talk a lot today about the classics of theory education and one of the theories that we all are working with is the attention curve, yes. Even if we are on an offline event, face-to-face in person or in online, they say that the first 10 minutes are the ones when the attention is at the highest level. After 15 minutes, the attention starts to decrease but I will try to remember that in order that after 15 minutes to propose an exercise, yes, or at least a very small break, especially in online contexts, breaks are really very important and we shouldn't forget about it, yeah. Either it's a break just for a glass of water or a breathing fresh air, breaks are important. We'll try not to forget, even if there is lots of information. I'm starting with a question like if you ever thought that people have stereotypes about non-formal education or about non-formal learning. So what could be the stereotypes? I wouldn't go to call it prejudices, but stereotypes about non-formal education. And I heard some stereotypes about non-formal education directly, so people were saying, so you are doing non-formal education so you are doing non-formal education activities, that means you are playing all the time or that means you are not so serious in your activities. This is not real learning or this is not real education, non-formal. And why? Because it sounds like being the opposite or even yes, not so friend with the formal education. So if it's not in school, if it's not happening in school, maybe it's not that serious. And here I put some of these stereotypes and we are going to discover together if it's true or not. Is it non-formal education serious or less serious than the formal one? I was thinking that we should start from the, let's say from the beginnings of Padago Gio or of the learning theorists, yes? And even if now we talk only about formal, non-formal, informal education or learning, well, there is lots of literature behind, very connected with the characteristics of formal, non-formal, informal. They started with the behaviorist, with cognitivist, with humanist, social and situational. And normally if we don't really have the time to go in depth to analyze each of these learning theories, but you'll see that in the characteristics of informal, non-formal and formal, we'll find a lot something from cognitivist. Yes, maybe when we'll talk about formal education, we'll see there are lots of characteristics of the theory of cognitivist. Or when we'll talk about non-formal education, you'll see that maybe it's closer to the humanist or to the social and situational, yes, theory of education. I'm sure and I hope you are already familiar with these theories of education and learning, but it's good not to forget that these are the, let's say, the basis when we discuss the theory of education or of learning, yeah? And all these aspects related with the purpose in education or the educator's role, we are going to see it also in the three forms of education that we'll discuss today, meaning formal, non-formal and informal. Now, this is, let's say, the most simple or the simplest, if you want definition of learning, acquiring or improving, we all are used with this scheme, KSA, yes, knowledge skills, attitudes. And also coming back to the classics, yes, to the theorists depends on the way how we see the learning. Is it a product, yes, or is it the process? What is more important when we deal with the learning? Now, already we have the definition of formal education, let's say it's very easy to identify, to place it, actually, yeah? Because it's very easy to find there is an institution, yes? And when you say formal education, even when you say education, automatically, by default, I think it will be in the first three or four words, you can try this exercise. People will say school, or people will say teachers, or people will say grades, yeah? Or people will say diplomas, certificates, recognition. So there are lots of features, objectives that we can use when we want to really know what is this formal education. Doesn't matter if we refer to gymnasium primary or to PhD, yes, to bachelor, to master of arts. So there are different degrees, and we can see very clearly here, and I can tell you it's a definition coming from the years, from 74. So it's not a new definition, but it still has its sense. Now, coming to non-formal education, what is interesting and sometimes surprising for people when, especially for the ones that we were talking, having some stereotypes, is when they see that non-formal education, it's an organized activity. So it's not like we are meeting outside on the playground, and we say, let's make a game, and that we can consider it non-formal education, not at all. So it is an organized activity. There are all the time, the learning objectives, there is a purpose, there is even a process, yes. So all the characteristics of an educational process are also available for the non-formal education. It was one of the stereotype, we'll see if it's a stereotype that is more participatory, yes, or it's voluntary-based. Now, if you are asking very quickly, where we can put this webinar? Is it formal or is it non-formal? I will not answer this question until we see also the definition of informal education. Yeah, because people are, let's say, if we heard, and especially in the Erasmus Plus, a lot about non-formal education methods, non-formal education tools, non-formal education techniques, about informal, we don't talk too much. So it's not tackled, yeah. But it's good to keep in mind that we have also this informal education is the main difference, that we don't have the word, it's not organized here. So if we put also, if we can use a conscience or unconscious learning process or deliberate or incidental about informal education, we can say that it's incidental, yes, it's not organized, it's not planned. So it can happen that we learn things from anyone at some point on the street, even if we didn't plan for it, yeah, or from work or from our colleagues, from, let's call it like this, from the informal moments, yes, from informal meetings, informal gatherings that we have. And it's true that we don't take all the time, for example, to reflect what did I learn today or did I meet someone that I learned something from? But could be a very nice question at the end of the day, but that would mean that we are interfering in this informal education like by planning or yes. Now, to see the whole three forms of education, and maybe it's very shortly the definitions, we said formal education, schools, training institutions, yes, organized, non-formal is more connected with the community groups and the other organizations. And informal covers what is left, interactions with friends, family, and the colleagues. Now it's interesting because our reflex immediate, reflex would be to pay attention next time when we are having some meetings in our family or with our friends to think, did I learn something from them? Did they say something new? Did I acquire a new knowledge or did I acquire a new skill? For example, just to give the shortest example is when you go to have fixed your car, to get to the garage to someone to fix your car. If you are watching, maybe you are learning how to replace a bone if you are just watching the engineer over there, yeah. But to go in depth apart from those definitions, you see if we can see the similar common things and the differences between formal, non-formal, informal by thinking about the environment, for example, yes. The environment, it's very easy in formal education, it's the classroom. In non-formal education, and here is the difference, even until now we have seen only similar points that it's organized, it has learning objectives, it has an educational process, it has learning outcomes. It's that the learning setting is casual. It can be, we can do a non-formal activities, non-formal learning activities in the garden, yeah. Maybe we need some chairs because it's not all the time about being actively involved in activity. Non-formal education can mean also some theoretical sessions or if you want, we can call it these traditional passive lectures. Someone say, oh, but then it's not non-formal because it's not participatory. We don't have to imagine that in non-formal learning all the time people are moving, yes, or they are doing an activity. Now they take the time also to reflect, to discuss, to analyze theories. About informal, I hope it was clear, yes. The environment may occur in no matter when, no matter where, yeah. The content, it's also interesting to see the difference between formal and non-formal because for the formal it's clear, it's the Ministry of Education, most of the time providing some national curriculum based on the, yes, being primary gymnasium high school, yeah, or so it's the teacher coming and presenting the structure of the subject, he is teaching or she is teaching, yeah. So it's the, you can say it's the top-down approach, yes, related with the content. In non-formal learning, we like to say that we try to identify the learning needs. It's true that it doesn't sound very practical all the time because you say, yes, but it takes lots of time. Yeah, when you say you are, first you are identifying the learning needs of your participants, of your students, of your students sometimes in class, it's difficult. In formal, we don't have this process of, there is no content, yeah. Teaching learning methods, teaching learning methods here, I can say that it's the part where the three of them can mix very well. They can intermingle, yes, the formal methods with the non-formal educational methods and even with the informal, yeah. Now it's true that for the formal, all the people are thinking about passive lectures. There is a teacher coming in front of 25, 30 students and he's just talking for 50 minutes. That it, again, I'm coming back, it's a stereotype. I know it's not at all like that. There are more and more teachers using lots of participatory methods, either that they learn from participating to, I know, some Erasmus Plus trainings, yeah, that were encouraging teachers to learn participative, interactive, participative methods. Either they were all the time using these active, creative methods, even informal education. So I wouldn't do a separation here to say, yes, formal, it's only a passive traditional lecture. We can call it if you want stereotyping a bit boring and non-formal, it's all the time enjoyable and involving, engaging the participants and the students, yeah. To informal, there is, we don't talk about methods because otherwise it wouldn't be informal. And we have the teaching evaluation tools. Here there is a discussion to have when talking about formal, there is, there are all the credentials, there are the diplomas, the certificates recognized by the Ministry of Education and sometimes also very important by the Ministry of Labor, yes, of work that we can use if we want to apply for a job. But on the other hand, for the non-formal education learning, we don't have. And let's say this is a, there are these big discussions about the recognitions of the non-formal learning skills, knowledge or attitudes, yeah. I know there are, we are using some certificates in these European projects. But for the moment, let's say that formally, there is not recognition, fully recognition of the skills and knowledge acquired on non-formal education context. Now, I wouldn't insist because more or less, I think we have done, yeah, the exercise of understanding the differences between formal and non-formal, the differences and similarities because it's not, let's say from the beginning, we will not, let's not imagine there are two competitors running to see who will get the first to the finish line. No, formal and non-formal, they are complementary, yes. So I explained, I already said when we say about methods, there are lots of non-formal methods, for example, if you want, used in schools. There are lots of teachers that we can call them non-formal educators, even if they are in schools, yes, non-formal teacher. When I say non-formal teachers, it means they propose more participatory methods as during their class. Now, the timing, we haven't said anything, but in formal education, and I think this is good to mention, it's a long-term, yes, process. So we start this formal education when we are three years old. Some, it's mandatory in some countries till 16, in some countries till 18 years old, depending, yeah, on the state. While the non-formal, most of the time it's a short cycle. So either it's seven days, either it's 10 days, sometimes there are more and more non-formal events organized for two months or three months, yeah. You see here the content between, it is different between academic and practical. Let's be also honest, it cannot be all the time practical in non-formal. It's true that we have the time also to try it practically, but here mostly it's referring, and we will see in couple of minutes to this part of experiential learning, yes, and maybe you already are familiar with the David Colb's learning cycle, that we try an experience and we learn by experience, yeah. This here, we make also the difference between the three of them. What is the approach, the curriculum formation, yes? Is it bottom up or top down? It's let's say quite clear that in the formal education, it's a top down curriculum formation we already discussed in non-formal, when we say it's there in the middle negotiated curriculum, if you remember in a non-formal education, environment, we start with a nice breaker, energizer, and after we have this session of expectations, of fears, contributions, but apart from this, there are more and more people using questionnaires like one month or two months before an event, a project, and they try to identify the learning needs of the participants. So that's why we call it in non-formal education, we can say that it's this negotiated curriculum. Let's say we try as much as possible, maybe there are still improvements to make, but at least even from the moment of preparing the agenda, the objectives, the activities, we try to ask the party, how would you like this to happen? For example, if they say we like to have 20 minutes of lecture and breaks of half an hour, everything is negotiable. And informal, there is of course no curriculum, it's a conversational form. There is for talking about informal, there were some people talking about materials or the handouts, or for example, in a classroom, you saw we put lots of charts with different information or even on the outside in the school, sometimes we see pictures of different painters or writers. Is this informal? Because you just go outside, so you are in a school, but if you are reading what is written on the walls, is that informal learning or reading? Now about non-formal education, you see it provides models, philosophies and techniques involving actively the participants, it's promoting this practical, flexible and based on real needs, but we have already discussed about these characteristics of non-formal. It's good to know that in some countries, the notion of non-formal education is not so used. They prefer, we'll hear a lot about community education in formal education, social pedagogy, or even, for example, in France, they prefer their education popular, which is also a concept they will not lose completely the values and principles behind the education popular, but it has some common points with the non-formal, but in the same time, it's also a new very interesting concept. I was telling you about David Cobb's learning cycle and all the phases. Yes, we should pass through an experience, to reflection, to arrive to this abstract and concepts, and after to experience what we have learned. This is the learning cycle, the experiential learning cycle. It's very used in non-formal education and I'm pretty sure the educators, the teachers, familiar with non-formal education concept, they are using a lot. And the learning, it can start at any step. Even if we think that we should start from experience, actually we can start from the active experimentation, yeah, and after to have a moment of reflection. And as you can see here, this experiential learning is directly related with what Honey and Mumford, I'm sure you also know, these learning styles, yeah, all of us, we have, we are either reflectors, we are either activists, we are either pragmatists, we are either theorists, yes, but at some point, we have one of these learning style that is predominant, yeah. And normally when we are preparing a non-formal education theory, we should think about some tools, some techniques in order to evolve all these learning styles. Because in a group, maybe you have 10 activists, maybe you have four reflectors, five theorists and some pragmatics. So normally we prepare the activities according to these learning styles. Normally, as I said in non-formal education, this is how the educators, the trainers are working, yeah. I will not insist because I'm pretty sure that at least once in, until now, all of us, we have done this test to see what we are, what is our favorite learning style? Are we reflectors? Are we theorists, yes. And this depends, you see, depending on our favorite style, there are also methods that we can use. What can we propose for an activist as an activity? We will not propose, for example, readings. Readings, if you can see, if you are having a look at the tourists, we can propose readings for theorists and they will be very happy. But if we propose readings for activists, they're to not work the same. Now, after all this technical about the three, now I said that I will try to remember about the attention curve. Yes, remember, we start with our attention there at the highest level. And after we go down until the moment that we are, our head is almost falling, yes. And our eyes completely closed, especially in online, it's all the time a challenge to think how we can engage people. How can we be sure that they are not doing something else, especially when you don't see your participants, your students, yeah. It's good also, I will suggest you to look to the attention span. Yeah, there are lots of theories about the attention span and how many minutes the people can stay focused on the subject. And I've seen that even they recommended that the presentation, a lecture, maybe should have the same length like TED talks, like almost 18 minutes. 18 minutes, they consider it the time that people can stay focused to a subject. Now, very quickly, there are some methods that can be used also in schools in formal context. They can be adapted. First is the living library. Also in online can be used. It's a very nice exercise. It's true that maybe we will change the objectives, but as I was saying, we can adapt these methods, yes. So the people are becoming books and we don't read books. We read people. And I imagine that we are doing this exercise in some breakout rooms online. We put each student to choose a title, to choose what kind of book he or she would like to be. And after to tell the story of his or her book, yes. So you see in a in-person, face-to-face context, it's absolutely, I hope you participated already to some living libraries. But even in online, we can imagine in the books, people with descriptions and talk about themselves. The World Cafe, it's a method to make people feel more comfortable during the meetings. For example, either in online, the suggestions that we can make for the students, for example, if we have a 50 minutes lecture, we can tell them it's okay to have a tea next to you. It's okay to have some cookies next to you. I don't know, maybe we can decide with them, but have a cookie, but maybe when you are eating, please turn off your camera. This depends the level of how open we are during these meetings. But the World Cafe, the objective, make people feel good comfortable, they start to organize. And I have seen more and more events also in this format of World Cafe, organized online World Cafes. Of course, that when this period will be finished, I hope we'll be all invited to this World Cafe. I think the biggest one that I participated was 94 people. Yes, with lots of tables, we had discussed like it was six hours. And the principle that of the World Cafe, we can also use it. You see white people, they say in non-formal education, it's only about playing. You see, we have here some guidelines like have fun. Well, you see, why having fun, but learning, it's also, as I said, to make people engage. Either we should propose enjoyable activities, either we should motivate them intrinsically, or they should be very interested about the content. It's not so easy to find the methods to motivate them, yeah? So here you see with the contributions of the participants. So it's not only one person talking, it's equal chances, yeah? Everyone has to express on the subject of this. There are also lots that we can use to any non-formal activity that we organize. Even they are specific to the World Cafe, encouraging the participation, listening, active listening, sharing collectively. Even if we think that it's difficult to do it online, yes and no, and we'll have at the end a short discussion also about the monthly. There are lots of activities that were transferred to the online successfully. It's true that we also have to know the limits of the online, and there are many. This is Eduardo Bono, but everybody knows the six thinking heads. It's absolutely incredible for discussions on different topic, and we ask people to put heads on what is very nice in online, we tried. And if you know, there is this option where you can attach to yourself different, yeah, you can put glasses, heads, and the people, when we have done it in a breakout room, they could choose the hats, and they wear it during the discussion. And for the teenagers, this was amazing, because they took the time also to figure it out how the color of the hat. Yes, what does it mean, a green hat? We'll be back to the online learning, because I put online with the question mark, the learning is not online, the setting, the space we are using is online. Our learning remains, yes, the cognitive is still in our heads, until we will arrive to this moment. I wouldn't like to imagine this time, but for the moment, our cloud, it's still our brain, yes, here in our heads. So the characteristics in online, more or less the space, the people, the process, they stay the same. It's true that the control that we have, it's limited, especially with the groups. We don't know what it's happening, behind the screen, we cannot see, we cannot interfere all the time. We're still working with some people, it's true that it's more strange sometimes in a computer, all by ourselves. Yeah. But the process also remains the same, we set up the learning objectives, the content, what content we want to transmit, how can we engage our students? Yeah. I was saying lots of time about this motivation, how we should keep people motivated to think about us. Normally, when we are on Internet, they calculate it and they say that we change the Internet page at every 8 seconds. We arrive to this performance that our attention span at right to 8 seconds and Microsoft saying that and then humans. For a newspaper, we shouldn't believe everything. It's true, it was in Time Magazine. Then it was also another article explaining that how can you measure the attention span for a fishbowl? It's not simple. Yeah. So here, you have seen that to keep people focused, you have to think about methods how to keep them concentrated. And it's not only about, it's true that we can have these traditional passive lectures when we talk, when we present. I would advise that we take in consideration the attention curve that we mentioned at the beginning, the one with the 20-minute attention that we can dedicate to any presentation. And thanks to the lots of application and platforms that are now available, I think we can make more breaks, more quizzes, more games. But in the same time, I didn't talk a lot about synchronous and asynchronous activities because we can keep the screen for 50 minutes or one hour. But in the same time, we can put the attention curve on their computer and be back in the hours with the task done. There are, I have seen many teachers using these task-oriented projects. They had the meeting 20 minutes, 30 minutes with the students explaining the task. And after having a meeting in two hours it seems cool to get in front of the computer. Now, here I have just put some platforms at the time. I'm completely sure that you are using, with what have we replaced the flip chart or the whiteboard in the classroom. Also, the game name, if you have used, we use the jam board or the open board or the, yes, the mirror, I think as far as I heard, there are many teachers using the mirror. But apart from these platforms that are trying to replace some instruments that we were using either in formal education, traditional, traditional, in the face-to-face one, in person one, yes, or in the non-formal, because also all the activities from the non-formal education were transferred in online for the moment. I know everybody is missing things and the gatherings and to see the people and to talk with the people face-to-face. Maybe there will not be so much time to wait, but for the moment it's good that we have this online. It's hard to imagine what would have happened without these opportunities without having all these gadgets. And except from these platforms, you can see that I put all the products offered by Google. Let's say, I know maybe there are some people that are not fan supporters of Google. I can understand that some people not using at all Google and I can see, I can understand also why, people with different values. But just to tell you that Google has 84 products available either for the private personal life either for a professional, so 84. So I'm pretty sure most of us we have an email on Gmail, but after there are all the other products that we can use. Some of them I'm sure you are already using. For example, apart from the email, the Jamboard you are all using, the calendar maybe you are all using. But there are all the others. I have put it here if you can imagine and I counted, I invite you to do also this exercise. How many of these products can you use in your educational activities being formal or being a non formal? I counted, for example, for some non formal activities and I discovered 23 23 products from Google that can fit very well to different activities that we can propose in non formal education. Yeah. I put it all of them here. Apart from that, I put also other platforms or applications that I hope and I'm sure some of you are using. For example, Mentimeter. I have an exercise on Mentimeter. I don't know if we'll have the time to use it. It does not take so much time. I can propose to use it like this. We can see Mentimeter. It's also there are these that you can test either the level of energy of your participants. So when you are having a lecture, you say we stop. You can make graphics and people can say what is your level of energy right now? In Mentimeter, you can build graphics from one to five and you'll see also how many people are responding or acting because maybe you see there five participants, but in the end when you are asking a question or when you are giving a task, you will see there are only five reactions. So these platforms are also and most of them to test or even to interrupt some theoretical or two theoretical lecture and in the same time to test the level of energy, it's good not only the level of energy, it's good to ask people from time to time how do they feel if everything is all right, if they are hungry if they are thirsty. So I would suggest even if it sounds a bit, why should we yes, we are working with people, yes, being offline, being online being blended learning and we talked about synchronous different and just I would like to suggest here from the platforms, it's not like let's say I rediscovered Google Earth not in the sense that you can go and see any place on this world on Google Earth but there is an option there, I don't know maybe some I wouldn't be surprised if the all the geography teachers are using Google there is the where you can make absolutely wonderful presentation or even the history teachers, yes, using this Google Earth and there is this option it's called exactly like that projects you go, you add presentations and after when you present is not just like slides moving but when you are presenting your work it's the Earth moving and it's captivating let's say it's a way to keep also students engaged when they are doing their task but also to keep the viewers, the audience engaged and curious I've tried it was not the subject but maybe for the time for the next time I will try to use this Google Earth presentation and will move from place to place to present different concepts I think it can be used I just mentioned geography or history teachers but I imagine even physics or chemistry just to show the students some inventions where they appear or where that person lives and you go on Google Earth and people will travel together, yeah so all platforms that I have tried this is the one that I rediscovered, let's say it's a classic but we talked a lot, we talked a lot about the classics today we will not go on many meter anymore I hope you are familiar with that platform but we will end thinking from the shoes of the educator of the teacher what is for us authentic learning also to ask ourselves how would you like, would I like a learning environment, a learning process to happen what it would be for me enjoyable what it would be for me intrinsically motivating what could keep me focused but we can do the exercise thinking either wearing different hats from the six thinking hats either thinking about the four learning styles that we have seen, the reflector, the activist the pragmatist or the theorist so try to put ourselves in the different learning styles shoes and when we build our learning educational activity to try to keep in mind and to consider all this now I love this what it was about learning currently and I think it's true but in the same time can be a very good statement to discuss using the six thinking hats probably no one is currently learning at the level intensity and needed speed to cope with the complexity of the modern world so things are moving really fast and it's not easy to keep the pace either we are students either we are teachers now there are some references here I put some some are very the classics I'm sure you know it I would put the presentation in the traditional traditional lecture it was not this is also concept of active learning very nice but it was not today so we were not so active but still so thank you very much I will not test questions thank you very much thank you very much for the useful and inspiring presentation I'm sure all the participants found the resource you shared very useful and the presentation was very informative now if you are available yes I would leave maybe time for one or two questions since we had the questions in the chat I hope you can hear me yes okay that's great because I lost you for a second so actually we had a comment that leads to a question I'm going to read it out loud for you and the comment was I think it is good that you talked about the complementarity sometimes formal learning is seen as bad boring rigid when compared to non-formal I'm not sure this is true non-formal learning can be very structured with a plan and the question is how do you think the attitude of policymakers could be changed to appreciate this complementarity it's good that we bring in discussion the policymakers because they have an important role especially in the recognition as we were saying of the skills knowledge that we acquire in non-formal context and then they are aware and I met lots but there was still let's say mostly a formal some of them took part and they have done Erasmus projects but in the shoes of a student so it was not completely the non-formal context they haven't participated in youth projects action projects but why not inviting them more and more and insisting on them to participate to our non-formal activities I have seen even teachers that organize non-formal activities for example the World Café per se it's an event where the policymakers are invited in order for to be aware of the results of the actions I think we should insist on inviting them to our activities otherwise maybe they will continue to neglect thank you very much and we had another question what tools or formats would you recommend for measuring the outcomes of non-formal learning education do you have any example that you can point to some of the outcomes also in formal and non-formal there is a platform some people are using for a couple of years some people are just discovering so creative I think you all know so creative platform so creative.com I'm pretty sure some of you are already using it, you know there we put the accent on the self-evaluation which is important in the same time you learn how to self-evaluate yourself and if not for the knowledge let's say we use this non-formal tools like quizzes and we have already seen some platforms they are very useful for evaluating the outcomes in non-formal learning otherwise even there are some people using practical why not practical exercises at the end yeah thank you for replying and we have one last question for you the question is the sport programs and adult education courses can be a part of non-formal learning they are I didn't mention at all and the or maybe I mentioned the ones the lifelong learning concept because then the discussion would have gone even farther it's interesting there are other concepts that we didn't touch but this through adult education non-formal education is part of this big concept lifelong learning that we are all part involved in and it is structured as much as possible and it's true adult education also we didn't talk the classics maybe you have seen this concept of andragogy yes it's an old concept but yes we can consider it non-formal education okay thank you very much there are no more questions I think but we had a lot of positive comments in the chat so please feel free also to have a look at the chat in case you want to read them and thank you for covering this topic in such a broad detailed way yeah thank you thank you for staying with us it's not easy I know in front of the screens and the effort the effort of participating should be appreciated and I really appreciate everyone who succeeds to stay in front of the screens for this time thank you thank you very much to you actually and before leaving I would like to point out to practical questions very important for the audience please do not forget to complete the feedback form my colleague Eleonora will post the link in the chat and please remember that no certificates will be issued for this webinar today thank you all again for participating thank you Marianne for the excellent presentation and I wish you all a good evening and stay safe bye bye everyone