Flipped Adult Education

EPALE Posting: Intergenerational Training

EPALE Posting: Intergenerational Training
E4ALL Project Logo

In the frame of the E4ALL project, we created a post dealing with intergenerational training and the training of digital competencies. The post refers to a specific pilot course hold in Wiener Neustadt with people of the 65+ generation.
Intergenerational issues are one of the topics in this project for exchange of best practice (the others are environment, games, language teaching, and Flipped Learning 3.0).
The post serves to further disseminate the project to the Adult Learner Community.

EPALE Blog Post
Screenshot: EPALE Blog Post (E4ALL Project, intergenerational training)

Post: Practical experience in an intergenerational training of digital competencies
Project: E4ALL

About the Article

The post refers to an empirical experience of an intergenerational training course dealing with digital competencies. In hardly any other area are the competencies as varied as in the field of digital competencies. While younger people are used to working and living in a digital world through their education and professional life, older adults in particular have little experience.

Why Intergenerational Trainings?

The major intention of the intergenerational approach was to energize older adults and to give a sense of purpose, especially when they’re sharing their experience and skills.

Consequently, another intention was to help younger generations understand aging and face their own generation more positively.

Findings

From the observations of the trainers and the evaluation of the learning outcomes, this intergenerational training worked excellent. It was clear from the beginning, that the trainers had a specific responsibility of monitoring and to keep in line the given intentions of the training.

Furthermore, the success of learning groups like described above depend on the composition of learners and their open approach to both the learning topics and the given group situation.

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About the project: The project provided two Learning/Training/Teaching Activities during the project’s lifetime, one of them organized and implemented by the European Initiative for Education in Wiener Neustadt. Intergenerational training was one of the set focuses.

E4ALL – Training in Wiener Neustadt

E4ALL – Training in Wiener Neustadt

E4ALL LogoE4ALL means Education For All! In the frame of this Erasmus+ Project, the trainees from 6 different countries came to Wiener Neustadt to exchange their knowledge in Games for Education, Intergenerational Learning, and Flipped Learning 3.0 during a three days’ learning and training event.  The training took place in the Hilton Garden Inn in Wiener Neustadt. 20 trainees attended the courses and learned together in a cooperative and friendly atmosphere. The Austrian Partner EBI hosted the training and presented the trainees with the cultural and economical background of Wiener Neustadt as well.

Here are some images from the first day (watch the slider!).

The topics of the first day were:

  • GAMES4ALL – TEAM BUILDING ACTIVITY (Challedu)
  • INTERGENERATIONAL LEARNING APPROACH, part 1 (EduVita)
    • “learn it!”
    • “practice it!”
  • INTERGENERATIONAL LEARNING APPROACH, part 2 (EduVita)
    • ART-THERAPY (practice it!)
    • (design it!)

Learning aims of the E4ALL – training

INTERGENERATIONAL LEARNING APPROACH (learn it!)

  • Understanding the goals of IGL (intergenerational learning) and the difference between multigenerational and intergenerational learning
  • Awareness of the role of emotional intelligence in IGL
  • INTERGENERATIONAL LEARNING APPROACH (practice it!)
  • Developing the competence of inclusion of both generations  in teaching/learning process (elderly people as teachers, young people as teachers) on the example of language class with IGL approach

ART-THERAPY (practice it!)

  • Learning the basics of Art-therapy as a tool for team building and group dynamics
  • Raising awareness of Art-therapy: literature for further reading

INTERGENERATIONAL LEARNING APPROACH (design it!)

Ability to design a short IGL activity in small groups

Second day – Games

Challedu demonstrated three analog games, developed in a former project.

In consequence, the trains developed in three groups their own games. After intensive discussions, the trainees tested the prototypes of the games.

Third day – Critical Thinking & Flipped Learning 3.0

Peter Mazohl and Charlotte Gatti elaborated a basic approach to Critical Thinking with the trainees. In a short workshop, the most relevant items were summarized.

The Flipped Learning 3.0 Workshop started with the preparation work and the publishing of the pre-knowledge Distance Learning course (Individual Space) of the training. As a result, the participants could build up the basic knowledge about architecture and history in Wiener Neustadt. Additionally, issues like Backward Design and Bloom’s taxonomy were included in this training.
Active Learning, various group activities, and guided group discussions dominated the Group Learning Space. Essential material for this training has been transferred from the FAdE project (Flipped Adult Education)

Course leaders for the E4ALL Training

The E4ALL training was conducted by the trainers delegated from EduVita, Challedu, and EBI/EIE. The training would be led by 1-3 trainers from the thematic expert organization each day. The course’s steering group is represented by a minimum of one person delegated from each organization organizing the training.

Flipped Learning 3.0 for adults – in a cross-generational setting

Flipped Learning 3.0 for adults – in a cross-generational setting

This is the new challenge for  the EBI/EIE!

In the frame of the E4All (Education for All) project we will develop a special learning experience to convey flipped learning to educators inexperienced in this learning and training framework. The course will take place in Wiener Neustadt (in 2022).

Trainers from the staff of fife European Adult Training organizations will take part. The age distribution is fascinating: The participants will be between 20 and 65+ years old and thus offer the opportunity to plan, carry out and evaluate cross-generational learning within the framework of a flipped learning 3.0 setting.

Implementing Virtual Group Space

The frame conditions of the course force to implement both a virtual group space and an f2f group space for the final training. Here is the structure of the training:

Venue

The training will take place in Wiener Neustadt, Austria in Spring next year.

Participation

If you are interested to participate in this training please contact the organizer, Mr. Peter →  Mazohl. He can agree individual trainings or – if there are free places – even a participation in the training provided in the frame of the E4All project!

Work with Chromebook

Work with Chromebook

In the frame of the InterMedia project, we started a praxis test using a Chromebook. We want to test in which environment a Chromebook can be used and how day-to-day work with the device is structured.

The first experience is mixed: We found advantages as well as obstacles.

Pros

  • Very quick device (has an I5 processor)
  • Nice to work with the touchscreen
  • Supports a mouse as pointing device
  • Long working time (from the battery)
  • Well-done connection to WiFi

Cons

  • Does not support standard programs (Word, Photoshop, …)
  • Local storage restricted
    “What to do if you are not connected to the internet?”
  • Dependent on a WiFi connection to the internet

About the author: Peter Mazohl is researcher, trainer, and project manager.

Which devices do your students/learners use?

Which devices do your students/learners use?

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.

Cooperation contract with the FLG

Cooperation contract with the FLG

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.

Flipped Adult Education

Flipped Adult Education

Adult Education
(Source: PixaBay)

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
learning”.

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.

Official Erasmus+ Project Partner

Official Erasmus+ Project Partner

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”.