The EBI/EIE (Austria) is partner in a new project “Enhancing Digital Competence through Photography” about digital competences. The project partners come from Spain, Greece, and Portugal. The official coordinator is the University of Stockholm, Sweden. The application has been written by Peter Mazohl (from the EBI/EIE) with peer reviewing of Harko Verhagen from the University of Stockholm.
The objectives of this project are to develop and implement special courses for adults teaching Digital Competences by Photography. Learners learn to take digital images of certain quality, to develop digital competences (using the DigComp 2.0 framework), editing images, use of images in medias and other related competences. A photo contest will be used to motivate learners (and other adults) to submit their photos; these images will be published in the European Cultural Heritage Database.
This approach of teaching digital competences is new: There are elements of project-based learning in combination with Blended Learning. The training method behind is active and group-based learning.
In the project, different types of adults are going to be targeted: younger adults (to increase their digital competences and to give them better chances on the working market), older adults (to prevent the exclusion of society due to missing digital competences) and disadvantaged people living on remote places (for example Greek islands).
The developed courses will provide the (more or less) same content und use the identical pedagogical approach, but be developed, implemented, performed and evaluated to the specific target groups.
One of the aims of the project is to organize an European Photo Contest (out of the participating partners and their trainees) to collect images showing “European Heritage”. This contest will be open for all Europeans and be a means of dissemination of the project.
The EBI/EIE signed a cooperation contract with the Flipped Learning Global Initiative (USA) for the new project about Flipped Adult Education.
The FLG will impact to the project and provide a “supervision” on the developed handbook for Flipped Learning. The special role of the FLG in the project will be
Be an associate partner to the project
Provide tactical and strategic-planning support and guidance
Participate in the initial project partners planning-session in Vienna
Review the final project outcomes before publication
Jon Bergmann and Errol Smith wil be personally involved in the development of the project’s results. The impact from the FLG and the knowledge collected by the pioneers of flipped learning will enrich the project and care for high-level results.
To plan and develop an eLearning course covers many aspects. To ensure the necessary quality you have to consider the institutional mission, the organizational structure and the available resources. Furthermore, you have to care for a well-fitting curriculum and design, the support from faculty (or similar internal structure) as well as the students’ support and to define the competence oriented learning outcomes.
Create the content
For the content of such a well-designed course, you have to develop the best-fitting material. Content in eLearning should cover different activities and learning content in a well-defined mixture (that depends in most cases from the taught subject). The following issues must be included:
Content to gain knowledge
Activities to interact with other learners. To promote group work and to develop the skills defined in the competence oriented learning outcomes
Content to develop the learners’ attitudes (as defined in the learning outcomes)
Assessments and test environment to check the learning progress
Reuse the content
The created content should be reusable – that means, that – as a start developed – content can be used easily also in other courses. The costs of content development for one single course ar too high to create high quality eLearning courses economically.
Where to take content?
There are different types of content based on the used media. Specialists in the subject can do writing a text easily. To provide the necessary graphics or high-quality multimedia material is more difficult and in the most cases cost extensive: You have to buy the material from companies specialized in that field of multimedia or expansive internal or external specialist create it.
Images and graphics
In spite of paying a lot of money for external specialists or image agencies, you may use content from sources under the Creative Commons (or similar environments).
This chapter of the webpage will supply you with information about “open resources”.
The same situation as mentioned above is in the field animations. There are many applications available either to create animations or ready-to-use animations that can be used without copyright violation.
You will also find here some information about free material and the legal conditions for their use.
eLearning means to learn with electronic media. In many descriptions it’s reduced to learning using the internet. That’s basically not correct. eLearning covers the learning process supported by any means of electronically media (Computer, CD-ROM, digitized video, sound, the Internet, …).
eLearning as a term is outdated and should be replaced by “Technology Enhanced Learning”. This covers all the learning techniques as mentioned above, also the learning using the internet (as the access to the Internet only can be done by using multiple devices1 the learning with the Internet is fully covered by this term).
Blended Learning combines classical classroom teaching with eLearning. You may also call it “Hybrid Learning” or “Mixed Learning” – there are a lot of different terms existing – all meaning the same.
eLearning does not exist apart from already established and traditional learning venues. As new technology is introduced and adopted, it immediately becomes integrated with the instructional technology that preceded it. This is called “Blended Learning” or “Hybrid Learning” delivery.
Online learning content and strategies are showing up in classrooms nationwide. Digital content is replacing textbooks and much of it was initially used in formal or informal learning online.
If you are interested in technology enhanced learning and teaching methods have a closer look atour pages and in the blog!
1 Multiple devices means computers, laptops, norebooks, convertibles, tablets, and even smartphones. The use and the term “multiple devices” was created by Carlos Guerrero (SAFA) and Peter Mazohl (EBI/EIE). You will find mor information in this blog post!
The term Blended Learning is generally applied to the practice of using both online and in-person learning experiences when teaching students (Abbott 2014). This term has developed for many years with changing interpretations.
Blended Learning means a teaching method, where face-to-face teaching is combined with distance learning. The teaching process is supported by the use of an appropriate learning platform. The term eLearning (modern: Technology Enhanced Learning TEL) in this document refers to the platform-supplied distance learning.
Blended Learning is a teaching method and no pedagogical or didactical concept. Blended Learning describes the technique used for teaching. This means teaching highly connected with the use of ICT. ICT offers new opportunities but also new challenges for both instructors and students (Redmond 2011). Teachers and trainers change their working place and reduce the time used in the traditional brick-and-mortar environment. Students get the independency to decide, what, where, when and how they learn during the distance learning.
Hint: This post summarizes the results of the BladEdu project.
Text & Graphics: (c) 2016 Peter Mazohl
The project developes C-VET training courses for training performed in formal and in non-formal C-VET education. These courses use Blended Learning as a technology enhanced method and focus on the use of multiple devices (as used by the trainees an everyday life). The innovation is the implementation of a trainee-focusing pedagogical framework based on heutagogy, the development of an all-encompassing quality enhancement framework (including also the pedagogy) and the approach to the diversity of various technical equipment (the multiple devices). The project is complementary to a Grundvig Multilateral project by transferring the theoretical developed outputs to a practical implementation in a different (but similar) educational sector.
The project combines knowledge and experience from VET training institutions with the research and innovation potential of universities.
The applicant SAFA is an important Spanish school foundation focusing on school and vocational education,
EFQBL is a VET and trainers education organisation and was founded as a dissemination tool out from a Blended Learning Multerlateral Grundtvig Project,
DigiLab from the University La Sapienza and the
University of Aveiro are specialised in innovation in technology enhanced training and the related pedagogy.
SADE is a specialist in Distance Learning and quality enhancement frameworks.
These participants ensure a consortium well-distributed in Europe.
The project results impact to the trainer community in Europe providing innovative and modern training (based on Blended Learning and including workplace-based training) with a technology enhanced approach to training using multiple devices.
EBI/EIE was founding member of the EFQBL and still is close connected to this organisation.
Web page of the project
The webpage of the project offers considerations about Blended Learning, the use of multiple devices, pedagogical considerations in context with the training and the specific training conditions in web-based C-VET training and the working trainees.
The created project results including the developed toolbox are free for use.