EBI is proud to be a partner in the BonJour Project, coordinated by EduVita (from Lecce, Italy). The objective of the project is to enhance media literacy among older individuals by focusing on journalism and digital skill improvement. This effort aims to foster social activism among seniors and bridge the generation gap in digital proficiency. A key aspect of the plan involves establishing a pool of Media Educators for the Elderly, a role that is currently lacking despite its pressing need. The target groups include adult educators, senior educators, media educators, as well as individuals aged 55+ and senior learners.
Aims in this Media Literacy Project
This project targets elderly people and will create a new kind of educator: The “Media Educator for Adults”, supporting this group to handle news without problems.
The implementation strategy includes conducting a learning needs analysis for seniors in media education, providing training for Media Educators for the Elderly, and offering courses for seniors to enhance critical thinking and ICT skills through media literacy and journalism. Additionally, the plan involves creating a handbook and guidelines for Media Educators, developing a curriculum for seniors, and launching a pilot program where elderly individuals actively contribute to media and digital content creation.
Expected Results at the End of the Project
Expected outcomes include the establishment of a methodology for Media Literacy for the Elderly centered on journalism, the identification of the Media Educator profile, and the creation of a pool of Media Educators for the elderly. Furthermore, the initiative aims to produce a guide for Media Educators, an e-learning platform tailored to seniors’ needs, and tangible learning materials for elderly individuals.
The kick-off meeting of the project took place March 13th, 2024, in Lecce. [read more]
The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
We are excited to convene the Kick-off Meeting at the EduVita Intergenerational Centre in Lecce, marking the beginning of our collaborative endeavour in the frame of the BonJour Project, an adult education media literacy cooperation. This meeting is a critical first step in launching our project, bringing together a diverse group of experts and professionals.
The partners in this Media Literacy Adult Education Project
EduVita is the coordinator in this project. It is an educational and cultural center in Southern Italy founded in 2019 to improve the quality of life for all ages through intergenerational learning. They focus on social activities for elderly people and innovative teaching methods. Currently, Hanna Urbanovich, Damiano Verri, and Teresa Voce are in the project team.
Associação MY MADEIRA ISLAND, represented by Anastasia Mazur, and Andreia Jesus is a non-profit that supports Madeira Island’s cultural and social development through educational events and activities. They focus on helping young people gain digital skills and find online work due to the island’s limited job market.
Foundation Pro Scientia Publica (Poland), represented by Aleksander Kobylarek and Martyna Madej, is a non-profit organization focused on adult education, especially for elderly people. They provide workshops and seminars on various topics to help seniors stay socially engaged and develop new skills.
Our organisation, the European Initiative for Education (EIE), a non-profit organization in Austria, promotes innovative education and training methods for adult learners and educators. They focus on technology-enhanced learning and developing new teaching techniques. Peter Mazohl participated in the meeting.
Fundacja Imienia Juliusza Mieroszewskiego (Foundation of Juliusz Mieroszewskiego), established in 2013, focuses on strengthening ties between Central and Eastern European countries through educational and cultural initiatives. They promote lifelong learning, especially for older adults, by offering virtual courses, training educators, and supporting programs like the Golden Age University in Belarus. From this organisation, Lana Rudnik, Vitaut Rudnik participated in the meeting.
Nazilli Hayat Boyu Öğrenme Derneği (Nazhayat) is an association founded in 2015 by educators to bridge generations and cultures. They focus on re-invigorating adults over 50 after retirement and offer courses for teenagers and adults. Their main goal is to integrate retired people back into society and promote active ageing through various activities. With a core group of 30 active members, mostly volunteers, Nazhayat benefits numerous participants both in Nazilli and online. Participants: Hasan Yuce, Emin Masalcı.
Each partner brings a wealth of knowledge and experience vital to the project’s success.
During the Meeting
A session designed to welcome participants, aimed at fostering camaraderie and collaboration among all partners. Each partner provided a brief introduction, detailing their organization’s role and contributions.
The Kick-Off meeting of the BonJour Project took place in Lecce, in the rooms of EduVita.
The meeting featured a comprehensive outline of the project, including detailed descriptions of the work packages, with a focus on the specifics, responsibilities, and forthcoming steps of WP2. There will be a discussion on project management strategies, communication methods, financial rules, and the partnership agreement to ensure clarity and cohesion in our collective effort. Additionally, the meeting will focus on establishing quality benchmarks, evaluation plans, and risk mitigation strategies to guide us on our path to success.
Summary
This Kick-off Meeting promises to be a milestone event, setting the foundation for our collaborative work on media literacy. It’s an opportunity to align our goals, understand our roles, and embark on this journey with a shared vision and enthusiasm. We look forward to a productive meeting that paves the way for our project’s success.
The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
The term “Artificial Intelligence” (AI) conjures up images of smart robots and futuristic technologies. But how intelligent is AI really? This essay delves into the nuances of AI’s intelligence, comparing it with human cognition, examining its capabilities and limitations, and exploring its future potential.
The Spectrum of AI Intelligence
Artificial intelligence is a collective term that describes a wide variety of areas in the digital world.
Defining AI Intelligence
AI intelligence is fundamentally different from human intelligence. It’s defined by its ability to perform tasks that would typically require human intelligence, such as recognizing speech, making decisions, and solving problems. However, it lacks human qualities like consciousness and emotional understanding.
Levels of AI
AI operates at various levels, from basic machine learning algorithms to advanced deep learning and neural networks. While simple AI can perform specific tasks better than humans, like calculating large numbers quickly, more complex AI systems, such as those driving autonomous vehicles, demonstrate a higher level of ‘intelligence’ by synthesizing information from various sources to make decisions.
This graphic has been created following this description: Draw a graphic displaying several items identified with Artificial Intelligence. Use the ratio format 16:9 for the image.
Comparing AI with Human Intelligence
Artificial Intelligence does not have to do so much with human intelligence. The great breadth of human intelligence, which encompasses an incredible range, is always at odds with AI.
Specialization vs. Generalization AI excels in specialized tasks. For instance, AI in healthcare can analyse medical images with greater accuracy than most humans. However, unlike humans, AI cannot easily transfer knowledge from one domain to another. Humans possess general intelligence – the ability to learn and apply knowledge in vastly different contexts.
Learning and Adaptation(1) AI systems learn from large datasets, often much faster than humans. Yet, they struggle to adapt to new, unforeseen scenarios outside their training data. Human intelligence is remarkably adaptable, capable of understanding and adjusting to new situations rapidly.
Creativity and Emotional Intelligence AI lacks genuine creativity and emotional intelligence. It can mimic these aspects based on data and algorithms but doesn’t ‘understand’ them. Human intelligence is deeply intertwined with emotional responses and creative thinking, areas where AI cannot authentically replicate human capabilities.
Picture generated with an Artificial Intelligence image creating tool.
The Capabilities and Limitations of AI
The wide-ranging possibilities of AI – especially when focussed on specific areas such as image recognition – are in stark contrast to the considerable limits placed on AI.
Capabilities
AI’s strengths lie in its ability to process and analyse vast amounts of data swiftly and accurately, perform repetitive tasks without fatigue, and identify patterns imperceptible to humans. These capabilities make AI invaluable in fields like data analysis, automation, and predictive modelling.
Limitations
AI’s intelligence is constrained by the quality and quantity of the data it is trained on. It lacks the ability to reason abstractly or ethically, and is dependent on human input for its learning process. AI also faces challenges in understanding context and displaying genuine empathy.
The Future of Artificial Intelligence
Advancements As AI technology advances, it is expected to become more sophisticated in its problem-solving abilities and more adept at handling complex, multi-faceted tasks.
Human-AI Collaboration The future likely holds more of a partnership between human and AI intelligence. By combining AI’s data-processing capabilities with human creativity and adaptability, this collaboration could solve some of the world’s most pressing problems.
Ethical Considerations As AI becomes more ‘intelligent’, ethical considerations become paramount. Ensuring responsible AI use that respects privacy, avoids bias, and considers the broader social impact is crucial.
Conclusion
As with many new developments, AI shows the usual progression of technical development. Perhaps we can compare AI with the development and use of the pocket calculator:
A group of people were enthusiastic about the simplicity and speed of the calculations.
Today, a calculator is everybody’s common tool without it being questioned any further.
The schools and the group of teachers were up in arms against its use in schools: the pupils would no longer be able to do maths, there would be a risk of dumbing down at school and maths would lose its importance.
Today we know that pupils have not become stupid, that maths with its complex theories is still hugely important and that the calculator has become an aid to maths in the same way that a knife and fork are an aid to eating. Artificial Intelligence, as it stands, is a powerful tool with impressive capabilities.
AI’s intelligence, though different from human intelligence, complements our own cognitive abilities. While AI excels in data processing and pattern recognition, it lacks the adaptability, creativity, and emotional depth inherent in humans. The intelligence of AI is thus a specialized and focused one, valuable in specific contexts but not a replacement for the broad, nuanced intelligence of humans. As AI continues to evolve, its interplay with human intelligence will undoubtedly reshape our world, but it will not render the unique aspects of human cognition obsolete.
The Manifest Flipped Learning, published by the DigiComPass project team, is a fundamental document for the creation of the DigiComPass training modules. It is a summary of the Flipped Learning 3.0 framework with a specific focus on adult education. The document can be downloaded from the webpage: ⇑ Download.
Cover of the Manifest Flipped Learning 3.0
About the Manifest
The manifest outlines the following key principles of Flipped Learning 3.0:
Learner-centeredness: Flipped Learning 3.0 puts the learner at the center of the learning process. Learners are provided the opportunity to take ownership of their learning and to progress at their own pace.
Active learning: Flipped Learning 3.0 emphasizes the importance of active learning. Learners are encouraged to engage with the material in various ways, such as through problem-solving, collaboration, and discussion.
Technology-enhanced learning: Flipped Learning 3.0 uses technology to enhance the learning process. Technology can be used to deliver instruction, to provide opportunities for learners to practice their skills, and to facilitate collaboration.
Focus on Adult Education
The manifest also highlights the specific benefits of Flipped Learning 3.0 for adult learners. Adult learners are often motivated to learn new skills, but they may have limited time and resources. Flipped Learning 3.0 can help adult learners to overcome these challenges by providing them with a flexible and personalized learning experience.
Added Value for the DigiComPass Project
The DigiComPass project team is using this document to develop training modules that will help adult learners to develop their digital competencies. The training modules will be based on the Flipped Learning 3.0 framework and will be designed to be engaging, interactive, and effective.
The Europäische Bildungsinitiative (EBI) is a non-profit association that has been awarded for its work in European ERASMUS+ projects with the label of “good practice” three times, now for its participation in the CONNECT Project. The EBI is known for its high technological standard and impact on adult education. One of the EBI’s most successful projects is the CICERO Project, which developed a virtual learning environment to teach digital competencies to adult learners. Another successful project is the InterMedia Project, which investigated using multimedia-based and interactive training materials in adult education. In this project, EBI has been the coordinator.
The CONNECT Project is the latest ERASMUS+ project EBI participated in. It developed an innovative curriculum for students in the computer and information, health, and social sciences background. The CONNECT Project also develops a transnational network of key actors from academia, industry, and NGOs.
About the project
The CONNECT project was an education program to engage students from across European countries to enable continuous innovation and entrepreneurship in the European eHealth sector. The project focuses on issues of eHealth innovation and state-of-the-art training and education of students.
Objectives
The project has three main objectives:
Development of an innovative multidisciplinary and cross-sectional curriculum for students from the computer and information, health, and social sciences background, focusing on cooperation between sectors for strengthening the existing knowledge, skills, and entrepreneurship.
To provide an Intensive Study Programme (ISP) to 42 students from computer and information, healthcare, and social sciences backgrounds to facilitate student’s challenge-based learning collaborations by having students develop eHealth applications in the form of a project with real implications in the field of eHealth.
To develop a transnational network of key actors from academia, industry, and NGOs to establish collaborations, exchange best practices, and facilitate long-distance mentorship for students who graduated from the Intensive Study Programme through an online platform, “eHealth Community of Practice”.
Participants
The participants involved in the project can be divided into the following categories:
Direct staff of the project: the management team and the steering committee
Intensive Study Program Participants (ISP): Students and Teaching staff
Consultants: entrepreneurs, industry contacts, and staff active in education and training
Indirect participants: persons that will participate in multiplier and dissemination events from academia, healthcare, industry, and other related sectors
CONNECT Partner Meeting in April 2022 in Porto.
Partners
Babes-Bolyai University Overview
Babes-Bolyai University (BBU), situated in Romania, holds a prestigious position in higher education in Center-Eastern Europe, dating back to 1581, and is renowned for its academic tradition. As the largest Romanian university, it consists of 21 faculties, hosts around 45,000 students, and employs 3,000 permanent university staff. BBU’s diverse culture is a result of its location at the confluence of Eastern and Western cultures. It leads Romanian universities according to several global university rankings, reflecting its commitment to excellence, education, and research.
Research and Academic Contributions
BBU has a prominent focus on scientific and educational activities, particularly in public health, medicine, and social and economic sciences. It concentrates on the submission and implementation of projects emphasizing research-development-innovation, capacity building, and mobility. BBU, currently coordinating an Erasmus Mundus project, has shown significant capability and experience in academic cooperation mechanisms and various capacity-building projects. It offers distinguished bachelor and master programs in public health and health management, and its active involvement in research studies provides diverse practical opportunities.
International Collaborations and Projects
BBU’s Department of Public Health has been involved in projects valued at over 9 million Euro, collaborating with partners from 30 countries. The department strives to improve public health in Romania and Central and Eastern Europe through interdisciplinary research and practices. It has participated in numerous impactful projects, including the Minority Health and Health Disparities International Research and Training program (MIRTH) with the University of Iowa, and the Increasing Capacity in Research in Eastern Europe (iCREATE) project, together with several universities in Eastern Europe. These projects, among others, aim to address various health disparities and foster international academic and scientific exchange.
Innovative Initiatives and Collaborations
Beyond major projects, the Department of Public Health has undertaken various innovative initiatives in collaboration with international partners. These include the “Quit Together” project with Michigan State University, aimed at preventing smoking relapses post-childbirth, and the “Training stage in the use of arts” (TABLO) project with the University of Canterbury, focusing on employing arts for the benefit of long-term condition patients. These innovative collaborations reflect BBU’s commitment to addressing diverse public health challenges through multidisciplinary approaches and international partnerships.
INIT ASSOCIATION
INIT ASSOCIATION, an NGO established in 2012, aims to nurture and support innovative small businesses in Cluj Napoca. It functions through two brands it owns: Cluj Startups and Freshblood, focusing on the startup community and innovations in the medical field, respectively.
Community Engagement and Education Focus
Cluj Startups, originating in 2014 as a startup founder’s community, maintains its community-centered approach, engaging around 3,000 startup founders and enthusiasts. The organization emphasizes education, fostering an entrepreneurial spirit through collaborations with universities and offering workshops and training to enhance the success probability of new businesses. Cluj Startups helps budding entrepreneurs at every stage, from idea conceptualization to market validation and growth.
Networking and Ecosystem Development
The organization acts as a catalyst in the ecosystem, connecting various stakeholders using its extensive network. Cluj Startups facilitates communication between local authorities, IT Clusters, universities, accelerators, and other NGOs, aiding in organizing significant events like the Startup Europe Summit in 2019 and coordinating efforts through the Manifesto for Startups workgroup to reinforce impact in the startup community.
Investment and Financial Support
Investing has become a crucial focus, with the inception of the Transylvania Angels Network in 2018, aimed at bridging startups in need with investors in Cluj-Napoca. The rapidly growing group, with around 60 active members, has already invested in several startups, ensuring they receive the necessary funding for success.
Freshblood: Innovation in Medical Field
Freshblood, initiated in 2016, concentrates on medical field innovations, having a strong international focus. While its activity areas are akin to Cluj Startups, it distinctly prioritizes international aspects in innovating medical field developments in Europe and in Cluj-Napoca.
University of Porto
U.Porto, founded in 1911, is one of the largest higher education and research institutions in Portugal and for several years now the most sought-after HEI, active in all fields with around 31,820 students (14% international), 2,300 academics (87% with a Ph.D.) and researchers and 1,500 non-teaching staff. It is one of the best positioned PT HEIs in national and international rankings: Times Higher Education 2017 (501-600); ARWU 2017 (301-400); QS 2017/18 (301); Leiden 2017 (143); NTU 2017 (232); and SCImago 2017 (207). It has 14 Faculties, 1 Business School and 35 Research Units located in 3 campuses within Porto. U.Porto is the leading producer of science in Portugal, responsible for 23% of the scientific articles produced in the country. Providing high-quality training and education is of paramount importance to the U.Porto. Being a truly international University, with 4.421 international
students from around 100 nationalities, internationalization is one of U.Porto’s strategic pillars and objectives, allowing the development of existing collaborations, as well as the establishment of innovative cooperation through the creation of active links with institutions from all over the world (more than 2500 active agreements).
Projects
In recent years, the U.Porto has coordinated and been involved in several projects, namely Erasmus+ (particularly International Credit Mobility, Erasmus Mundus Joint Master Degrees, Capacity Building and Strategic Partnerships) and Erasmus Mundus projects, which have greatly contributed to the reinforcement of its internationalization process and generated new cooperation opportunities through the development of projects and initiatives with HEIs from approximately 150 countries. U.Porto is an institution open to the world.
Europäische Bildungsinitiative
The “Europäische Bildungsinitiative” EBI – (in English, European Initiative for Education EIE) – is a Private Non-Profit Education and Training Association located in Wiener Neustadt/Austria. EBI’s mission is to endorse an innovative education, training, and culture approach. Target groups are adult learners, teachers/trainers in Adult Education, teacher trainers, and trainees in the C-VET (and Vet) frame.
The three departments of the EBI are
A training unit,
A technical unit (focusing on the creation of multimedia and interactive teaching content, maintenance of learning platforms, and programming individual solutions in the frame of
offered training) and
A unique research team.
Conclusion
The CONNECT project is an important initiative to address the skills gaps and mismatches in the European eHealth sector. The project will develop an innovative curriculum, provide an intensive student study program, and develop a transnational network of key actors. The project significantly impacted the development of the European eHealth sector.
Good Practice Awards
This quality label is awarded to projects that excel in the implementation of a project proposal. The quality of the results is assessed on the one hand, and the excellence of the cooperation on the other.
The 12 sectors of efficient Flipped Learning 3.0 provide a comprehensive framework for understanding and implementing this innovative teaching and learning approach. Each sector plays an important role in ensuring that flipped learning is effective, engaging, and beneficial for all learners. The 12 sectors cover all aspects of Flipped Learning 3.0, from understanding the core principles to planning and implementing flipped learning experiences. This makes the 12 sectors a valuable resource for educators who are new to flipped learning or who want to improve their flipped learning practices. Besides this, they highlight the importance of considering factors such as learners’ learning styles, prior knowledge, and interests when planning flipped learning experiences. This ensures that Flipped Learning 3.0 is relevant and engaging for all students. Furthermore, they highlight the research that supports the effectiveness of flipped learning. This evidence can help educators to make the case for flipped learning to their administrators and colleagues. Finally, the 12 sectors provide practical advice on how to implement flipped learning in different educational settings. This advice can help educators to overcome challenges and implement Flipped Learning 3.0 successfully.
The twelve sectors of efficient Flipped Learning 3.0 (Courtesy of FLGlobal, in the frame of the FAdE Erasmus+ project.)
These 12 sectors are:
Understanding Flipped Learning This sector provides a comprehensive overview of the foundational concepts of Flipped Learning 3.0. It covers essential aspects like the flipped classroom model, which involves delivering instructional content outside the class and using in-class time for interactive activities and discussions. The flipped learning process is explained, emphasizing the importance of pre-recorded lectures, reading materials, and other resources to be consumed by students outside the classroom. Moreover, the sector outlines the various benefits of Flipped Learning 3.0, such as increased student engagement, improved understanding of complex topics, and enhanced critical thinking skills.
Communication and Culture In this sector, the focus is on fostering a positive flipped learning culture within the classroom. Effective communication strategies with both students and parents are discussed to ensure everyone is well-informed and engaged in the learning process. Building a strong community of learners is emphasized, with guidance on promoting collaboration, open discussions, and mutual support among students to enhance the overall learning experience. Relevance for Adult Education: In this field of education, parents do not play any role. Nevertheless, the communication issue is relevant.
Planning for Flipped Learning This sector delves into the intricacies of planning for the successful implementation of Flipped Learning 3.0. It guides educators on selecting appropriate content for pre-recorded lectures and readings, taking into account the learning objectives and learner needs. It explores strategies for creating engaging and interactive learning activities that effectively leverage the in-class time. Additionally, the sector offers insights on assessing student learning in a flipped classroom setting, including using formative assessments to monitor progress and employing summative assessments to evaluate the overall understanding of the subject.
Individual Space Mastery Focused on empowering students to excel in their individual learning spaces, this sector offers practical advice on optimizing self-paced learning. Learners are guided on how to utilize pre-recorded lectures effectively and assigned activities to maximize their understanding of the subject. Furthermore, it provides strategies for students to seek help and support when needed, fostering a sense of autonomy and responsibility in their learning journey.
The Individual Learning Space prepares Learners for the group space. The used material covers Lower Bloom’s (Taxonomy) elements.
Group Space Mastery This sector concentrates on cultivating effective group learning experiences within the flipped classroom environment. Learners are encouraged to develop strong collaborative skills, actively participate in discussions, and collectively solve problems. Techniques for facilitating group projects, peer learning, and constructive communication are discussed to create a dynamic and synergistic learning atmosphere.
The Group Learning Space enables active and collaborative learning (addressing higher Bloom’s taxonomy elements)
Assessment Addressing the crucial aspect of evaluating student progress, this sector explores diverse assessment strategies in the flipped learning context. It covers the use of formative assessments, allowing instructors to monitor learner understanding in real-time and adapt instructional approaches accordingly. Summative assessments are also explored to gauge overall learning outcomes. Additionally, the importance of providing timely and constructive feedback to students is highlighted as a means of facilitating continuous improvement.
K-12 Focus This sector addresses the specific needs and challenges of K-12 students in the flipped learning environment. It delves into methods of differentiating instruction to cater to individual learning styles and abilities. Moreover, it offers insights on how to support diverse learners and ensure an inclusive learning experience. The effective integration of technology in K-12 education is also discussed, with an emphasis on age-appropriate tools and resources. Remark: This sector is not relevant for Adult Education.
Learning Spaces This sector emphasizes the significance of designing conducive physical learning spaces that align with the principles of Flipped Learning 3.0. Practical tips for arranging the classroom to promote collaboration, interaction, and accessibility to resources are shared. Additionally, the effective use of technology to facilitate learning experiences is explored, with an emphasis on creating an inviting and productive learning environment.
IT Infrastructure Focused on the technological backbone of Flipped Learning 3.0, this sector provides guidance on selecting suitable tools and resources to support the implementation of flipped learning. Strategies for managing technology effectively and troubleshooting common issues are shared, ensuring a seamless learning experience for both students and teachers.
Student Feedback This sector underscores the value of gathering feedback directly from learners to enhance the effectiveness of Flipped Learning 3.0. Various methods for collecting meaningful feedback are explored, including surveys, discussions, and informal conversations. Guidance on analysing student feedback to identify strengths and areas for improvement in the flipped learning approach is provided, thereby enabling continuous refinement of the teaching and learning process.
Evidence and Research Rooted in empirical data and research findings, this sector highlights the benefits, challenges, and best practices of flipped learning. It presents a comprehensive overview of the evidence supporting the positive impacts of flipped learning on student engagement, academic achievement, and critical thinking skills. Additionally, it addresses the challenges and potential pitfalls that educators may encounter during implementation, along with evidence-based strategies to overcome them.
Professional Development This sector addresses the importance of equipping educators with the necessary skills and knowledge to effectively implement flipped learning. It explores the process of introducing Flipped Learning 3.0 to instructors, ensuring they understand the underlying principles and methodology. Strategies for providing comprehensive training and ongoing support to teachers, such as workshops, mentorship, and collaborative learning communities, are discussed, emphasizing the importance of continuous professional development to foster successful flipped learning environments in educational institutions.
In projects, we often use the term “Peer Review“. Unfortunately, peer review can mean different issues. Peer review is used to jointly develop documents as well as to review the quality of a document. The main differences involve the process to enhance a jointly developed document by adding content, comments, and suggestions. Another type focuses on evaluating the quality, content, document structure, and layout (including typos) of a document.
Different relevant items
These distinct approaches serve different purposes in the review process.
Purpose The purpose of a peer review to enhance a jointly developed document is to improve the content and structure of the document by adding content, comments, and suggestions. The purpose of a quality review of a document is to evaluate the content, document structure, and layout of the document to ensure that it is accurate, clear, and easy to read.
Audience The audience for a review to enhance a jointly developed document is the authors of the document. The audience for a quality review of a document is typically the author of the document, but it can also be other stakeholders, such as editors, publishers, or readers.
Type of feedback The feedback provided in a peer review to enhance a jointly developed document is typically more informal and open-ended. The feedback provided in a quality review of a document is typically more formal and structured.
Timeliness Peer reviews to enhance a jointly developed document are typically conducted in a shorter timeframe than quality reviews of documents. This is because the goal of a peer review to enhance a jointly developed document is to improve the document before it is finalized, while the goal of a quality review of a document is to ensure that the document is of high quality before it is published or released.
Peer review can mean different issues – distinguished by the protagonists and the intended aims.
Comparison table of peer review
Here is a table that summarizes the key differences between peer review to enhance a jointly developed document and quality review of a document:
Feature
Peer Review to Enhance a Jointly Developed Document
Quality Review of a Document
Purpose
Improve the content and structure of the document
Evaluate the content, document structure, and layout of the document
Audience
Authors of the document
Author of the document, editors, publishers, or readers
On June 14, 2023, the annual EPALE and Erasmus+ conference titled “Fact or Fiction? Teaching Critical Media Literacy in Adult Education” commenced at Urania in Vienna. With a clear aim of fostering media competence, the conference immediately focused on the need for critical engagement with digital phenomena. This included “fake news,” filter bubbles, hate postings, technologically driven manipulation of opinions, and the use of artificial intelligence in societal domains. Significantly, the development of critical media competency was deemed of central importance.
The event attracted several influential speakers, such as Carin Dániel Ramírez-Schiller from OeAD-GmbH/Europe Education Adult Education and Jeremias Stadlmair from BMBWF/Department of Adult Education. Additionally, Matthias Rohs from TU Kaiserslautern and Helmut Peissl from COMMIT lent their expertise. The keynote speeches notably centered around the value of critique and media criticism as the aim of adult education, followed by a transition into discussions on critical media competence from theoretical concepts to practical applications.
Additionally, the event showcased select Erasmus+ projects related to critical media competency. Notably, one such example was Erasmus+ PACT – Political Activism & Critical Thinking, presented by Petra Hauser from the Academy for Political Education and Democracy-promoting Measures in Linz. Subsequently, the concept of Digital Citizenship – Political Education and Critical Media Competence in the Digital Age was introduced, unfortunately, in a less engaging presentation by Lara Kierot from the Democracy Center Vienna.
Keynote: Der Wert der Kritik. Medienkritik als Ziel von Erwachsenenbildung (Matthias Rohs, TU Kaiserslautern)
Networking and media competence
The conference encouraged networking among project carriers and provided an opportunity to explore the challenges and responses in adult education to societal digital phenomena. People with the same interest could care for knowledge and experience exchange in the frame of media competence and the integration of this important issue in their training courses.
Peter Mazohl, the head of the EBI, participated. Here are some images of from this event.
The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.
