Self-direction and self-organisation of learning projects

In iCamp we want to concentrate on the advancement of competencies (in the sense of individual dispositions for action and problem-solving) that enable individuals (and groups) to master challenges that typically arise when responsibilities and instructional functions are gradually shifted away from the formal educational system and its representatives (facilitators, teachers, tutors, etc.) to the participants.

Reasons for these intended shifts of responsibilities and instructional functions may vary from institution to institution and from facilitator to facilitator. Sometimes such a move is grounded in educational philosophies or particular learning theories and sometimes it simply reflects organisational preferences or economic demands. However, there is growing evidence that in many work-(and life-) contexts individuals (and groups) cannot, and indeed do not, rely on educational authorities and formal instructional systems to structure and support their intentional learning and change projects.

Part of the rationale that guides our conceptual work in iCamp is thus based on the core assumption that adults increasingly benefit from the advancement and development of competencies that enable to execute self-direction and self-organisation of intentional learning and change projects in various contexts. We also agree with educational scholars who predict the growing importance of such competencies for coping with life in general (Rychen, 2003), and many challenging work contexts in particular (Erpenbeck and Heyse, 1999). In addition, we assume that formal educational systems for adults can and should be designed in ways that allow all participants to actually execute and advance their competencies in this area. The educational work-package of iCamp tries to model how this can be achieved under the specific contextual constraints (cross-national, mediated, networked environments) that drive our project.