This is the title of the new Erasmus+ project of the EBI/EIE. As the coordinator in this project we will initiate the development of an eBook as a guide to flipped learning in the field of Adult Education.
The objectives of the FADE-in project are to develop a course concepts to adult learning using a flipped approach. This means active and self-directed learning, to “flip” the roles (Trainer ⇒ Facilitater, Learner ⇒ Self-Determining Adult with self-responsibility for their learning (heutagogical approach). The Global Flipped Learning Initiative (GFLI) with Jon Bergman (the developer of Flipped
Learning) will be an associated partner in the project and impact with the state-of-the-art knowledge and experience of “flipping the
The consortium consists of four AE organisations with a complementary field of action well-distributed in Europe (Greece, Spain, Norway, Austria). This will ensure a wide scope of experience and impact to the project as well as a versatile result addressing all groups of adult learners. The consortium in detail consist of
EBI (Austria), a AE institution with an own research and technics
department focusing on elderly adults.
EDRASE (Greece) is specialist in courses held on remote places addressing adults with geographical obstacles.
Intermezzo Ungdomsorganisasjon (Norway), an AE organization with a focus on younger adults, including people with migration background and refugees, will focus on language learning and inclusion.
Asociación Juvance (Spain) is involved in the work with younger adults, many of them with fewer opportunities, and focuses on intercultural, critical learning to endorse the learners to act as active, creative, responsive and supportive citizens.
The developed eBook will enable other AE providers also to change their teaching. Courses for trainers of AE organisations will pass the project’s results to them. The project’s findings will bring an impact of renewal to AE organisations. This impact will be enabled by the professional and intensive dissemination of the project to the target groups.
We got the official Erasmus+ Partner Plate for our new project “Flipped Adult Education”.
The project will start with November 1, 2018 and run until October 31, 2020. The “Flipped Adult Education” project FADE-in takes a look at the horizon of educational developments and takes in account the innovation of the last ten years. This causes to shift the training methods and training activities. Simple onsite teaching courses or technology enhanced blended learning courses must be brought to the state of the art.
Thought to its very end this should be active teaching, a heutagogical approach with self-determining learners, the use of multimedia and a change of the roles of trainer and learner. The trainer will act more as a facilitator of the learning, the learners will use technology to create self-directed learning. The consortium calls this a flipping of learning following the ideas on Jon Bergmann, published in his book Flipped Learning 2.0 (addressing Vocational Education and Training).
For Adult Education (EA) flipped concepts do not exist and are not yet published. Therefore, the consortium of 4 completely different AE providers is going to develop these concepts in a versatile way and to publish the findings in an eBook (as OER to contribute to open education).
The objectives of the FADE-in project are to develop a course concepts to adult learning using a flipped approach. This means active and self-directed learning, to “flip” the roles (Trainer => Facilitater, Learner => Self-determining adult with self-responsibility for their learning (heutagogical approach). The Global Flipped Learning Initiative (GFLI) with Jon Bergman (the developer of Flipped
Learning) will be an associated partner in the project and impact with the state-of-the-art knowledge and experience of “flipping the learning”.
Peter Mazohl, head of the board of the EBI/EIE, was session chair at the ICERI 2017 (International Conference of Education, Research, and Innovation) for Gender Education.
At this conference, he presented two papers from the current research:
Taking Notes – Technology enhanced Teaching (TET) vs Handwriting
This paper presents a study comparing the note-taking in the Technology Enhanced Teaching environment with traditional note-taking using paper and pencil (with no specific additional methods except marking keywords with a highlighter)
Teaching science Subjects to girls – the Analogous comparison and transfer Method (ACAT)
This paper presents a kompletly new and innovative approach to teach physics to 16 – 18 years old female learners.
Peter Mazohl also had the pleasure, to meet Jon Bergmann, the developper of flipped learning, at thic conference and to talk with him in an interesting discussion.