To use multimedia and interactivity learners must be equipped with modern devices that enable to display the content. In addition, it must be possible to work with this content, which includes not only viewing and reading but also saving, changing or creating new content.
The extent to which these activities are carried out often depends on the type of training. Language learning, for example, might be structured differently than learning scientific content.
The first step in our project is to get an overview about the used devices in modern, technology-enhanced learning. Therefore, we did a small survey among trainers, friends and former or current project partners.
You still may contribute to the brainstorming survey. Use the QR-Code and enter your prefered device in this AnswerGarden form.
This is the Acronym of the new Erasmus+ Project, coordinated by the EBI. The partners in the project aim to develop concepts and guidelines to implement interactive and multimedia-based content in technology enhanced trainings and adult education course.
An important issue will be the use of so-called “multiple devices”. This new term means all types of devices that might be used in courses. The screen size and the physical keyboard are major differences betwenn all the possible devices. In the project, the partners will care about the differences and develop guidelines for trainers and training organisations to deliver the same interactive and multimedia-based content in a similar way so that the learning process can be done with all possible devices.
Specific guidelines will be developed togive trainers (and teachers) the competence to work with the modern technology enhanced tools.
The European Initiative for Education has been involved in several Erasmus+ activities and projects and still is partner or coordinating an Erasmus+ project. Here is a picture gallery with impressions from the last year of involvementt in Erasmus+!
The new Erasmus+ Project of the EBI takes care about multimedia and interactivity in Adult education with a specific focus on Multiple Devices. The project Implementation of Interactivity and multimedia-based content using Multiple Devices in Adult Education is coordinated by the EBI/EIE and has partners from Italy, Portugal (Azores Islands) and Denmark.
The project will start in November 2020 – further information will be available then!
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
In Europe, learning outcomes are defined by competences. Competence consists of knowledge, skills, and attitudes. This is typical for School Education and practiced this way during the last decade(s).
But is it really always that easy? Are competencies always the result of a learning process?
In the ESCO definition of the European Commission (European Skills, Competences, Qualifications and Occupations) you will find:
“The term competence is broader and refers typically to the ability of a person – facing new situations and unforeseen challenges – to use and apply knowledge and skills in an independent and self-directed way.”
The ESCO definition of a competence looks like this:
Reading all this the question occurs: Is not competence always the same? And – are in Vocational Education and Training learning outcomes, defined as knowledge or skills, valid?
The answer is YES, and I’ll give you an example:
The is the company “Tyre Fit” selling and fitting tyres for cars. A customer is entering the selling room and asks for winter tyres of his car. He is showing the car certification to the salesman. The salesman only must have the knowledge to classify the various parameters of the needed tyre – nothing else.
During his specific education he got the knowledge to decide which tyre will fit to which car and which parameters or regulations must be kept ensuring safe driving with this tyres.
The customer has bought the tyres and enters the workshop of the tyre reseller to get the tyres fixed on his rims. The worker there has learned how to take down the old tyre and to mount the new one. This are skills – nothing else. The worker must be able to handle the machine to disassembly the tyres from the rim and after this to mount the new ones and finally to balance the wheel.
This is an example that in specific cases competences are not versatile to be used decryption for learning outcomes, but in each case, it is necessary to analyse and evaluate how the learning outcomes can be described best. This can be simple knowledge as well as simple skills.
Peter Mazohl has taken part at the learning, training & teaching event in Dublin as a trainer. The event aimed to increase the competences of the participants to create multimedia-based learning tools, to care for a well-fitting documentation and an appropriate implementation guidelines.
The event took place at the Adamstown Community College. Partners from Sweden and Spain also were present at this workshop-based training.