The INTERNATIONAL JOURNAL for GLOBAL and DEVELOPMENT EDUCATION RESEARCH REVISTA INTERNACIONAL sobre INVESTIGACIÓN en EDUCACIÓN GLOBAL y para el DESARROLLO A PROPOSAL FOR A LOGICAL FRAMEWORK FOR GLOBAL DEVELOPMENT EDUCATION. THE “GEBL” MODEL. M. Ardanaz‐C. García‐Rincón‐B. Urosa
Fig. 3 The DE project cycle based on generative learning: GEBL Model
In Figure 3 we can see at a glance the key aspects in designing a DE project, focusing on learning. Its flexibility allows us to begin defining it at the part that best suits our creativity and planning style. As mentioned repeatedly, what is important here is the connection between its different parts. In this diagram, perhaps the CG relationships are missing. Its central position is significant. Each sphere in the circle must respond in some way to the question at the generative centre, or at least attempt to do so. Finally, we also mentioned that this tool does not require specialisation. Ideally, it is used when groups and people who detect a need work on it as a group and express it in a narrative manner throughout the course of the project with a process for standardisation of experiences. When people standardise and socialise a project, they make it more effective and more conscious. By simplifying the profound dimensions of the GEBL DE Project Cycle, we can see that they respond to numerous questions: 1. An aspect of DE helps us to change our understanding if... (GC) 2. We make... (Endeavours) 3. And through this we learn from global citizenship... (Learning experiences) 4. ... and from our way of learning globally... (Perspectives on Research) 5. ... it shows because we made... (Impacts) Número Uno (Febrero 2012) Issue One (February 2012)
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