The following section presents an example of a learning unit designed for the online learning platform as part of the BonJour! Project’s Flipped Learning 3.0-based training course. This unit is implemented as multimedia-based, interactive content to engage learners and effectively support self-directed learning. BonJour example
It reflects the project’s approach to enhancing media literacy and digital skills among older individuals while providing a flexible and accessible learning experience tailored to their needs.
Webpage of the project:
Module 1: Adult Learning and Andragogy – Understanding the 55+ Learner
Learning Outcomes
Understand principles of adult learning (Malcolm Knowles).
Design inclusive, flexible, and motivating learning experiences.
Adapt teaching to cognitive ageing and emotional barriers.
Key Content
Adult motivation, self-direction, and learning autonomy.
Learning design aligned with Universal Design for Learning (UDL).
You will understand how adults aged 55+ learn, including the impact of cognitive ageing and emotional barriers, and how to design inclusive, motivating, and accessible learning experiences that foster empathy, patience, and respect.
The example presented here is part of a wider implementation of the BonJour! training course. Further modules will be available on the EBI’s website as multimedia-based, interactive learning units. These materials are designed to support the preparation of future Media Educators for the Elderly and will be used in the upcoming training course in Wiener Neustadt.
This text summarises the results of the focus rounds implemented at the project’s start. The Fundacja PSP (Poland) team analysed and transferred the provided feedback into readable form.
Andragogical Approaches for Teaching Media Literacy and Digital Skills to Adults 55+
Teaching older adults media literacy and digital skills requires a practical, interactive, and flexible pedagogical approach. Educators must consider seniors’ cognitive and emotional needs and ensure that learning is accessible, confidence-building, and relevant to real-life situations. Various countries emphasize hands-on learning, structured guidance, and supportive environments to foster practical digital literacy.
1. Effective Teaching Methods and Approaches
Country-Based Overview
Poland (PSP & IFAE): The most effective methods include Kolb’s experiential learning cycle, learning-by-doing, and creating a friendly, patient atmosphere. A mix of theory and practice, supported by interactive discussions and small-group work, helps seniors engage meaningfully.
Turkey: Seniors benefit most from demonstration-based learning, interactive group work, and discovery-based methods. Educators must address their fear of making mistakes by providing step-by-step guidance and practical examples.
Italy: Experience-based learning is preferred, with an emphasis on cooperative learning, micro-objectives, and hands-on practice. Teaching should focus on transformative learning, helping seniors reflect on and apply new skills in daily life.
Austria: Learning approaches must be tailored to individual needs while emphasizing multimodal and intergenerational learning. Confidence-building is key, as many older adults fear failure and embarrassment when engaging with digital tools.
Best Practices Across Countries
Hands-on learning through trial and error.
Small-group discussions and cooperative learning to foster peer support.
Blended learning approaches combining face-to-face training with online reinforcement.
Experiential methods to ensure relevance to daily life.
Encouraging mistake-making as part of the learning process.
Poland (PSP & IFAE): Seniors prefer one-on-one instruction, group work, and trial-and-error learning. Visual and structured learning materials (such as blackboards, tables, and printed notes) help reinforce concepts.
Turkey: Hands-on, interactive methods are preferred, including peer-to-peer learning and video-based instruction. Seniors also benefit from structured learning goals to stay motivated.
Italy: Face-to-face learning, practical exercises, and video tutorials are the most effective. Seniors favour cooperation over individualism and need structured, goal-oriented teaching.
Austria: Confidence-building techniques and intergenerational learning are crucial in keeping seniors engaged.
Best Practices Across Countries
Group learning and peer-to-peer support foster collaboration.
Face-to-face teaching is essential for building trust.
Simple and clear instructions make learning accessible.
Practical tasks and real-life applications boost motivation.
Structured lessons with well-defined goals help maintain engagement.
Poland (PSP & IFAE): Learning materials should be clear, visually accessible, and well-structured. Printed notes, booklets, and handouts should accompany lessons. Seniors prefer no formal grading, tests, or learning for self-development rather than certification.
Turkey: Printouts, videos, and slides are preferred. Learning materials should be designed for repetition and gradual skill-building.
Italy: Materials must meet accessibility standards (e.g., Verdana font size 14+, line spacing 1.5+). Short sentences and clear explanations reduce cognitive overload.
Austria: Various media formats, including interactive elements, printed resources, and hands-on workshops, are recommended.
Best Practices Across Countries
Use large fonts and high-contrast materials for readability.
Provide printed resources (booklets, summary sheets) for reference.
Keep explanations short and clear to aid comprehension.
Ensure accessibility standards for digital content.
Offer structured, progressive learning materials to build skills step by step.
Poland (PSP & IFAE): Short lessons (1–1.5 hours) with frequent breaks work best. Educators should ensure clear objectives, flexible lesson plans, and plenty of time for questions and discussions.
Turkey: Practical exercises should be repeated at home to reinforce learning. Group projects and intergenerational learning can increase engagement.
Italy: In-person sessions should focus on skill acquisition and social interaction, while online learning should reinforce concepts. Sessions should be limited to 45–60 minutes to prevent fatigue.
Austria: Confidence-building is essential; educators should encourage mistake-making as part of the learning process and use multimodal teaching approaches.
Best Practices Across Countries
Short, well-structured lessons with frequent breaks.
A combination of in-person and online learning is needed to reinforce skills.
Encouraging independent practice at home.
Providing social interaction opportunities to prevent isolation.
Building confidence and motivation by creating a supportive environment.
5. Addressing Challenges and Fears in Senior Learning
Common Challenges Across Countries
Technological barriers: Seniors struggle with complex interfaces, small fonts, and unfamiliar digital tools.
Fear of making mistakes: Many older adults hesitate to engage due to self-doubt and lack of confidence.
Memory and cognitive difficulties: Forgetfulness and slower information processing require repetition and simplified learning materials.
Social and cultural barriers: Some learners struggle with modern terminology or topics like multiculturalism or digital privacy.
Country-Based Overview
Poland (PSP & IFAE): Educators should provide active listening, personalized support, and clear communication. Engaging workshops help build confidence.
Turkey: Seniors need step-by-step guidance and supportive learning environments to reduce fear. Group-based learning helps prevent individual frustration.
Italy: Educators must be patient and encouraging, addressing fears of judgment and failure. Lessons should connect to personal experiences to make learning more relatable.
Austria: Seniors should be encouraged to embrace mistakes and view learning as a process. Intergenerational exchange can help build confidence.
Best Practices Across Countries
Create a safe, non-judgmental learning environment.
Encourage mistake-making as part of learning.
Provide step-by-step support to overcome technological barriers.
Use engaging and interactive teaching strategies.
Relate lessons to real-life experiences to increase motivation.
Poland (PSP & IFAE): PowerPoint, Mentimeter, Moodle, and social media are useful, but many seniors struggle with basic tech navigation. Fake news awareness and web security are crucial components of digital education.
Turkey: Seniors prefer printed materials but are also interested in social media and digital apps. Gamification and interactive tasks can improve engagement.
Italy: Tools like Google Translate, WhatsApp, and Facebook are widely used, but clear learning objectives are essential to prevent frustration.
Austria: Multimedia resources and hands-on practice are key. AI-generated fake content is becoming harder to detect, requiring strong digital literacy training.
Best Practices Across Countries
Simplify digital interfaces and use large fonts/icons.
Teach cybersecurity and critical thinking skills.
Incorporate gamification and interactive tasks.
Use familiar platforms like Facebook and WhatsApp.
Provide continuous guidance and reinforcement exercises.
The spread of disinformation and misinformation poses risks to democracy, public health, and social cohesion, particularly affecting older adults who often lack adequate media literacy. The BonJour project aims to bridge this gap by enhancing media literacy, journalism skills, and digital competencies for people over 55, fostering their social activism, and reducing the generational digital divide through blended learning formats.
Project number: 2023-1-IT02-KA220-ADU-000160320
Webpage: www.bonjour-project.eu/
This text summarises the results of the focus rounds implemented at the project’s start. The provided feedback was analysed and brought into a readable way by the team from Fundacja PSP (Poland).
Media educators play a crucial role in helping older adults navigate the evolving landscape of journalism in the digital age. As misinformation and fake news become increasingly prevalent, seniors must develop critical thinking skills, fact-checking abilities, and responsible information-sharing practices.
Teaching strategies should focus on practical applications, hands-on learning, and fostering media literacy as a means of social empowerment.
1. Understanding the Changing Nature of Journalism
Country-Based Overview
Poland (PSP & IFAE): Media educators should explain the changing role of journalism, including the rise of civic and guerrilla journalism and how digital platforms influence the spread of news. It is essential to highlight that journalistic standards—fact-based reporting, reliability of sources, and separating opinions from facts—remain unchanged.
Turkey: Emphasizes the opportunity digital platforms provide for tracking news and comparing media sources over time. Journalists and media educators must consider their audiences’ needs and capabilities when producing content.
Italy: Focuses on helping seniors select trustworthy media sources, analyse articles in group settings, and understand citizen journalism. Seniors should be made aware that anyone can publish online, making source verification essential.
Austria: Stresses the importance of critical thinking, teaching seniors to evaluate who is sharing information, their motives, and whether the content has real value.
Best Practices Across Countries
Explain the evolution of journalism, including new forms like citizen journalism.
Highlight the difference between professional journalism and opinion-based content.
Teach seniors how to evaluate news sources and detect media biases.
Use real-life case studies to illustrate the mechanics of news production.
Encourage active discussions on the role and impact of modern journalism.
2. Preventing the Spread of Fake News and Misinformation
Country-Based Overview
Poland (PSP & IFAE): Educators must teach fact-checking techniques, how misinformation spreads, and how to analyse manipulative techniques. Hands-on exercises can be effective, such as experimenting with fake news creation (while considering ethical concerns).
Turkey: Learners should be taught to verify sources, question shocking news, and avoid automatically sharing images or articles without proper validation. Educators should emphasize the negative consequences of spreading misinformation.
Italy: Seniors should ask key questions before sharing news: What is the source? Are there other similar reports? Why do I want to share this? Encouraging cross-referencing multiple sources is essential.
Austria: Seniors should use critical thinking when consuming and sharing news. They should focus on fact-checking multiple reliable sources, recognizing bias, and understanding the motives behind information.
3. Encouraging Responsible News Consumption and Sharing
Country-Based Overview
Poland (PSP & IFAE): Media educators should explain how emotions influence information processing and the psychological mechanisms behind viral misinformation. Educators can create discussion groups where seniors analyse and verify news articles together.
Turkey: Emphasizes educating seniors on the importance of reliable sources and training them in critical news analysis. Seniors must understand that not everything online is trustworthy.
Italy: Encourages a structured approach to information verification, urging seniors to read before sharing, critically examine URLs, and consult multiple sources.
Austria: Seniors must apply common sense when evaluating information and avoid sharing content impulsively. Fact-checking should be a routine habit rather than an occasional action.
Best Practices Across Countries
Train seniors to recognize unreliable sources and misleading headlines.
Encourage discussion-based learning—seniors learn best when analysing news collectively.
Promote a “fact-checking first” culture—read, verify, and discuss before sharing.
Introduce simple verification tools such as fact-checking websites and browser extensions.
Emphasize the long-term impact of misinformation—how it affects society and personal credibility.
4. Teaching Digital and Media Literacy for Social Empowerment
Country-Based Overview
Poland (PSP & IFAE): Media educators should explain online media trends and teach seniors how to find high-quality journalism. Discussions should explore why journalism matters and how it functions in society.
Turkey: Seniors should be taught how to navigate online media independently, empowering them to compare sources and identify misinformation.
Italy: The focus should be on equal access to digital news sources, helping seniors develop informed media consumption habits.
Austria: Media literacy should include basic digital skills, recognizing biases, and understanding how media narratives are shaped.
Best Practices Across Countries
Explain how media trends emerge and why certain narratives dominate.
Help seniors distinguish between reliable and misleading journalism.
Teach about digital rights and equal access to quality information.
Develop personal media consumption strategies for seniors.
Promote active engagement in media rather than passive consumption.
The spread of disinformation and misinformation poses risks to democracy, public health, and social cohesion, particularly affecting older adults who often lack adequate media literacy. The BonJour project aims to bridge this gap by enhancing media literacy, journalism skills, and digital competencies for people over 55, fostering their social activism, and reducing the generational digital divide through blended learning formats.
Project number: 2023-1-IT02-KA220-ADU-000160320
Webpage: www.bonjour-project.eu/
This text summarises the results of the focus rounds implemented at the project’s start. The team from Fundacja PSP (Poland) analysed and translated the provided feedback into readable form. This part focuses on the new-to-develop “Media Educator”.
Profile of the Media Educator for Adults 55+
This document provides insights into media educators’ roles, responsibilities, and competencies in working with adults aged 55 and older. It presents findings from several countries, highlighting the required skills, recommended teaching approaches, and existing training or certification programs. Below is a structured summary of the key findings.
1. Role and Responsibilities of a Media Educator
Each country defines the media educator’s role as a mentor, facilitator, and guide rather than a traditional teacher. The main focus is on supporting seniors in navigating digital media, developing critical thinking skills, and overcoming technological fears.
Key Responsibilities Across Countries
Supporting learners emotionally and socially, bridging the intergenerational gap.
Adapting to different learning personalities and traditional teaching expectations.
Fostering independent learning rather than passive knowledge reception.
Being flexible, resistant to criticism, and open to continuous learning.
Country-Based Overview
Poland (PSP & IFAE): The educator must act as both a mentor and a partner, ensuring seniors feel empowered to learn at any age. The role involves teaching and helping seniors apply media literacy skills in real life. The educator must also be prepared for dominant personalities and traditional learners who may resist new teaching methods.
Portugal: Information is outdated, and no clear definition is provided.
Turkey: The educator must deeply understand the learners’ behaviours, sensitivities, and preferences. A needs analysis is essential before starting instruction.
Italy: The media educator’s primary responsibility is to support seniors in accessing digital tools, recognizing online risks, and using media for social inclusion. Educators should take a friendly and companion-like approach.
Austria: The role involves teaching digital skills, building confidence, and reducing fear. The educator should create motivation and emphasize the value of lifelong learning.
Media educators working with seniors need a combination of pedagogical, communication, digital, and emotional intelligence skills to be effective.
Country-Based Overview
Poland (PSP & IFAE): Educators must master group dynamics, active listening, and assertiveness. They need to be prepared for disruptive learners, strong personalities, and age-specific cognitive challenges.
Portugal: No clear competencies are outlined.
Turkey: The most important skill is digital literacy, ensuring seniors can access and use digital tools effectively.
Italy: The educator must have strong pedagogical skills to make digital skills accessible for older learners. They should be capable of explaining digital platforms, social media, and online risks in simple terms.
Austria: Emphasis is placed on critical thinking, recognizing misinformation, and overcoming fear of mistakes.
Core Competencies Across Countries:
Pedagogical Skills: Understanding adult learning strategies and adapting methods for seniors.
Communication Skills: Using clear, slow speech, large fonts, and accessible language.
Digital Competencies: Teaching practical digital skills such as smartphone use, social media, and online safety.
Group Dynamics & Emotional Intelligence: Managing diverse personalities, fostering trust, and handling criticism constructively.
The document highlights the need for engaging, hands-on, and flexible teaching methods tailored to the needs of older adults in all countries.
Country-Based Overview
Poland (PSP & IFAE): Educators should use interactive teaching to ensure learners can apply real-life media skills. Preparation is key, and educators must stay informed about current events and trends.
Portugal: No details are provided.
Turkey: Teaching should be based on individual needs and preferences, ensuring learners feel comfortable and respected.
Italy: The approach should be friendly and supportive, guiding seniors to explore digital tools at their own pace. The educator should focus on real-life applications of digital technology.
Austria emphasizes short, practical sessions, hands-on learning, and a mix of in-person and online formats. To create an open learning environment, fear of mistakes should be addressed early.
Best Practices Across Countries
Short and Interactive Sessions: To accommodate limited attention spans.
Practical, Hands-On Learning: Ensuring learners can immediately apply their learning.
Adaptation to Seniors’ Needs: Slower speech, simplified terminology, and larger text displays.
Safe and Encouraging Learning Environment: Mistakes should be seen as part of the learning process.
Mixed Learning Formats: Combining in-person guidance with digital resources.
Some countries suggest specific training programs, while others emphasize the importance of coaching skills and on-the-job experience.
General Recommendations
Trainer’s Training: Educators should have instructional design and adult education training.
Coaching & Mentorship Skills: Emotional intelligence, patience, and communication are key.
Digital Literacy Certifications: Some countries suggest educators pursue digital skills training to stay updated.
On-the-Job Experience: Many educators learn best through practice and direct engagement with seniors.
Country-Based Overview
Poland (PSP & IFAE): While formal training is beneficial, a “human attitude” and coaching professionalism are often more important. A trainer’s training program can help structure lessons effectively.
Portugal: No recommendations provided.
Turkey: It recommends an 80-hour certified program from Istanbul University designed for media educators working with older adults.
Italy: No specific certifications are mentioned, but digital and pedagogical skills training is essential.
Austria: No formal certifications are listed, but the ability to guide learners through critical thinking and hands-on practice is emphasized.
This document summarises media educators’ complex and evolving role for adults aged 55+. While different countries have specific approaches, several common principles emerge:
Media educators must act as mentors and facilitators, not just teachers.
Strong interpersonal and emotional intelligence skills are required to manage diverse learners.
Pedagogical adaptability is essential—teaching methods should be flexible and customized.
Practical, hands-on learning is more effective than theory-based approaches.
Building confidence in older learners is crucial—fear of mistakes must be eliminated.
Training and certifications vary across countries, but coaching experience and digital competency are universally valued.
The spread of disinformation and misinformation poses risks to democracy, public health, and social cohesion, particularly affecting older adults who often lack adequate media literacy. The BonJour project aims to bridge this gap by enhancing media literacy, journalism skills, and digital competencies for people over 55, fostering their social activism, and reducing the generational digital divide through blended learning formats.
Project number: 2023-1-IT02-KA220-ADU-000160320
Webpage: www.bonjour-project.eu/
This survey assesses the ability to understand information, which corresponds to the second level of Bloom’s Taxonomy: “Understand”. Bloom’s Taxonomy is a framework that classifies learning objectives into six levels: Remember, Understand, Apply, Analyse, Evaluate, and Create. Each level represents a step toward deeper learning and critical thinking.
At the “Understand” level, learners should be able to interpret, summarise, and explain information in their own words. They should also recognise relationships between different pieces of information and compare different viewpoints. Our survey examines how well participants understand and process information, focusing on four areas:
V7: Understanding texts from different fields.
V21: Collecting and comparing different opinions.
V22: Reformulating information in their own words.
V25: Recognising connections, nuances, and underlying messages in statements.
Visualisation of the Bloom’s field “Understand”
Summary of Results
V7 – Understanding Texts from Different Fields
26 out of 31 respondents agreed or fully agreed that they can understand texts from different subject areas.
Only 4 respondents remained neutral, while none disagreed.
This suggests that most participants feel confident in their ability to comprehend a variety of texts.
V21 – Comparing Different Opinions
21 out of 31 respondents expressed agreement or full agreement with this statement.
9 respondents remained neutral, and only 1 expressed slight disagreement.
This indicates that while most participants actively compare different viewpoints, some may feel less comfortable doing so.
V22 – Reformulating Information
20 respondents agreed or fully agreed that they can reformulate information in their own words.
11 respondents were neutral, and none disagreed.
The relatively high number of neutral responses suggests that reformulating information is a skill that some participants find more challenging.
V25 – Recognising Connections and Nuances
This area received the highest level of agreement, with 28 out of 31 respondents agreeing or fully agreeing.
Only 3 respondents were neutral, while none disagreed.
This suggests that most participants are aware of deeper meanings, subtle differences, and underlying messages in texts.
Key Insights
Participants generally feel confident in understanding texts from different fields and recognising nuances in statements.
Comparing different opinions is slightly less common, with some respondents feeling neutral about this skill.
Reformulating information appears to be the most challenging aspect, as a relatively high number of respondents remained neutral.
No participants expressed strong disagreement with any of the statements, indicating a generally good level of understanding among the respondents.
Diese Umfrage bewertet die Fähigkeit, Informationen zu verstehen, was der zweiten Stufe der Bloom’schen Taxonomie: “Verstehen” entspricht. Die Bloom’sche Taxonomie ist ein Modell zur Klassifizierung von Lernzielen in sechs Stufen: Erinnern, Verstehen, Anwenden, Analysieren, Bewerten und Erstellen. Jede Stufe stellt einen Schritt zu tieferem Lernen und kritischem Denken dar.
Auf der “Verstehen”-Stufe sollten Lernende in der Lage sein, Informationen zu interpretieren, zusammenzufassen und mit eigenen Worten zu erklären. Sie sollten außerdem Zusammenhänge zwischen verschiedenen Informationen erkennen und unterschiedliche Standpunkte vergleichen können. Unsere Umfrage untersucht, wie gut die Teilnehmenden Informationen verstehen und verarbeiten, mit Fokus auf vier Bereiche:
V7: Verstehen von Texten aus verschiedenen Bereichen.
V21: Sammeln und Vergleichen unterschiedlicher Meinungen.
V22: Neuformulieren von Informationen in eigenen Worten.
V25: Erkennen von Zusammenhängen, Nuancen und impliziten Botschaften in Aussagen.
Visualisierung des Bloom-Bereichs “Verstehen”
Zusammenfassung der Ergebnisse
V7 – Verstehen von Texten aus verschiedenen Bereichen
26 von 31 Teilnehmenden stimmten zu oder vollständig zu, dass sie Texte aus verschiedenen Fachbereichen verstehen können.
Nur 4 Teilnehmende blieben neutral, während niemand widersprach.
Dies deutet darauf hin, dass die meisten Teilnehmenden sich sicher im Verstehen verschiedener Texte fühlen.
V21 – Vergleich unterschiedlicher Meinungen
21 von 31 Teilnehmenden stimmten zu oder vollständig zu.
9 Teilnehmende blieben neutral, und nur 1 äußerte leichte Ablehnung.
Dies zeigt, dass viele Teilnehmende aktiv unterschiedliche Standpunkte vergleichen, aber einige sich dabei unsicher fühlen.
V22 – Neuformulieren von Informationen
20 Teilnehmende stimmten zu oder vollständig zu, dass sie Informationen in eigenen Worten neu formulieren können.
11 Teilnehmende blieben neutral, während niemand widersprach.
Die relativ hohe Anzahl neutraler Antworten deutet darauf hin, dass einige diese Fähigkeit als herausfordernd empfinden.
V25 – Erkennen von Zusammenhängen und Nuancen
Dieser Bereich erhielt die höchste Zustimmung. 28 von 31 Teilnehmenden stimmten zu oder vollständig zu.
Nur 3 Teilnehmende waren neutral, während niemand widersprach.
Dies zeigt, dass die meisten Teilnehmenden gut in der Lage sind, tiefere Bedeutungen, feine Unterschiede und implizite Botschaften in Texten zu erkennen.
Zentrale Erkenntnisse
Die meisten Teilnehmenden fühlen sich sicher beim Verstehen von Texten aus verschiedenen Bereichen und beim Erkennen von Nuancen.
Der Vergleich unterschiedlicher Meinungen fällt einigen schwerer, da hier eine höhere Anzahl neutraler Antworten vorliegt.
Das Neuformulieren von Informationen scheint für einige herausfordernder zu sein, da viele neutral blieben.
Kein Teilnehmender zeigte starke Ablehnung, was auf ein insgesamt gutes Verständnisniveau hinweist.
In an era where digital media dominates communication and information, the BonJour! Project addresses a pressing need: enhancing media literacy for older adults. With a focus on equipping seniors aged 55+ with the skills to critically evaluate media, identify fake news, and create their own digital content, this initiative is a step towards bridging the generational digital divide and fostering social activism. As an innovation, media educators are developed. To use a Flipped Learning 3.0 approach, a low-threshold learning platform is developed. All these innovations were presented at the ICERI Conference.
A New Role: Media Educators for the Elderly
One of the project’s key innovations is the creation of a new professional role: Media Educators for the Elderly. Despite the increasing importance of digital literacy, no specialised figures currently address the unique needs of senior learners. By training educators with tailored skills, the BonJour! Project supports older adults and contributes to the professionalisation of this essential field. This type of educator was a minor topic at the ICERI conference.
The Flipped Learning Approach – ICERI Presentation
The Flipped Learning 3.0 (FL3) strategy, developed by Peter Mazohl and Harald Makl, lies at the heart of the project’s methodology. This approach incorporates:
An Individual Learning Space: A low-threshold platform designed with accessibility in mind, featuring clear navigation, large fonts, high contrast, simple language, and multimedia content with subtitles.
A Group Learning Space: Facilitating collaborative, face-to-face learning to reinforce skills and build confidence.
This innovative framework was showcased at ICERI2024, Europe’s largest conference on education, research, and innovation, where it garnered significant interest and positive feedback from over 800 attendees.
Preparing for the session: ICERI2024 Conference in SevilleThe conference room fills – we will start soon!Peter Mazohl was chair of the session in Adult Education and presented the paper together with Harald Makl.Harald Makl during the BonJour! Presentation.
Accessible Learning for All
The project’s training course has been meticulously designed to meet the needs of elderly learners, often unfamiliar with digital tools. The platform features:
Barrier-free design: Enhancing accessibility with customisable settings, clear layouts, and interactive multimedia content.
Engagement tools: Including self-evaluation exercises, interactive videos, and educational games to foster active learning and improve knowledge retention.
Focus on essential skills: Prioritising foundational levels of Bloom’s Taxonomy—remembering and understanding—through selective application exercises.
This approach ensures that seniors are not only consumers of media but active participants in the digital world.
The Urgent Need for Media Literacy Across Generations
While the BonJour! Project focuses on the 55+ demographic, the importance of media literacy extends to all age groups. Today, misinformation and fake news spread rapidly, influencing opinions, behaviours, and societal cohesion. Media literacy equips individuals to:
Critically assess the credibility of sources.
Recognise biases and misinformation.
Contribute responsibly to digital discourse.
For seniors, this education is transformative. It reduces isolation, fosters intergenerational communication, and empowers them to engage with society meaningfully. However, for younger generations, media literacy is equally crucial as they navigate a digital landscape filled with unverified information and targeted content.
Driving Change for a Digital Future
The BonJour! Project not only addresses the specific needs of senior learners but also sets a precedent for inclusive, accessible, and impactful media and digityl literacy education. By combining innovative methodologies with a focus on accessibility, this initiative highlights the importance of lifelong learning in a rapidly evolving digital world. Mentioned at the ICERI, As media and digital platforms continue to shape society, empowering all generations with critical media literacy skills is no longer optional—it is essential for a more informed and connected future.
In the realm of education, where knowledge transfer is paramount, the design of learning content plays a pivotal role. Effective design not only enhances the aesthetic appeal of educational materials, but also significantly impacts their effectiveness in conveying information and facilitating learning. Among the various components that contribute to good design, the simple displaying of text and the strategic use of colours deserve particular attention.
The judicious use of text is a cornerstone of effective learning content. Clear and conciselanguage, free from jargon and ambiguity, ensures that learners can easily grasp the intended meaning. Additionally, the appropriate font choice and size are essential for readability. A font that is too small or too ornate can strain the eyes and hinder comprehension. Conversely, a font that is too large or too plain can make the content appear monotonous and unengaging. The use of headings, subheadings, and bullet points can also enhance readability by breaking up large blocks of text and providing visual cues that guide the reader’s attention.
Learning Content example
Here is an example of how simple text might be presented more interesting and better prepared for the learners. This example origins from a training course developed in the frame of an Erasmus+ project. During the translation process of content created by partners, we tried to enhance the layout to a more appealing, visible design.
This is the design of the original page. Pure text – offered with limited formatting.
This is the design, as it was amended during the translation process.
Colour, when used strategically, can significantly enhance the effectiveness of learning content. Colours can evoke emotions, draw attention, and organize information. For instance, using contrasting colours for headings and body text can improve readability. Colours can also be used to highlight important information or to differentiate between different categories of content. However, it is crucial to use colours judiciously to avoid overwhelming the learner with visual clutter. A limited colour palette can create a more cohesive and visually appealing design.
Possible amendments using text and colours
Effective formatting can significantly enhance the readability and comprehension of learning content. By using headings, subheadings, and bullet points, text can be broken down into smaller, more digestible chunks. This visual organization helps learners navigate the material more easily and identify key points. Additionally, consistent formatting throughout the content creates a sense of structure and coherence, making it easier for learners to follow the flow of information and understand the relationships between different concepts.
Richard E. Mayer: Multimedia Learning (Cambridge University Press; 3rd Edition, 9. July 2020)
Elderly people often face unique challenges with technology due to less familiarity and slower adaptation to new digital interfaces, making user-friendly and accessible learning platforms crucial. Cognitive changes with age, such as decreased memory and slower information processing, require simplified and clear instructional designs to facilitate effective learning. Physical limitations, like impaired vision and reduced motor skills, necessitate larger text, high contrast, and easy-to-navigate interfaces. Additionally, elderly learners may feel less confident with technology, so platforms must offer strong support systems, including tutorials and help desks, to build confidence and encourage participation. Social and emotional aspects are also important, as interactive and community-building features can combat isolation and motivate continuous learning. All these issues we face in the BonJour! Project[1].
What is our mission now?
This learning platform is designed to cater specifically to the needs of mature learners aged 55 and above. It fosters a welcoming and accessible environment that empowers individuals to explore their interests, develop new skills, and stay connected.
Designed for Ease of Use
User-Friendly Interface: The platform boasts a straightforward design with clear menus, large icons, and easy-to-understand labels. This ensures smooth navigation and minimizes confusion. A consistent layout across all pages further enhances user comfort.
Accessibility Features: High contrast themes, adjustable font sizes, and readable fonts make the platform accessible for users with visual impairments. Additionally, the platform is fully compatible with screen readers and offers keyboard navigation for a hands-free experience.
Engaging Learning Experiences
Multimedia Content: Learning comes alive through a variety of engaging formats. Short, informative videos provide clear explanations, while audio lessons cater to those who prefer listening. Interactive quizzes reinforce learning by offering immediate feedback. Slide presentations offer visual support to complement text-based content.
Interactive Learning Tools: The platform fosters a sense of community through discussion forums where users can interact, share experiences, and ask questions. Live webinars and virtual classrooms provide real-time interaction with instructors and a more immersive learning environment. Practice exercises offer hands-on opportunities to apply newfound knowledge.
Personalized Learning and Support
Personalized Learning Paths: Initial assessments help tailor learning journeys to individual needs and goals. Users can set and adjust their goals at any time. Progress tracking keeps users motivated by providing clear indicators of their achievements.
Support and Assistance: A dedicated help desk offers readily available support for technical issues. Step-by-step tutorials guide users on how to utilize the platform’s features effectively. A comprehensive FAQ section addresses common questions.
Keeping You Motivated
Badges and Certificates: Earn badges and certificates for completing courses and achieving milestones, celebrating your accomplishments and keeping you motivated.
Gamification: The platform integrates game-like elements such as points, levels, and challenges to keep learning fun and engaging.
Peer Support: The platform facilitates community building and fosters a supportive environment where users can connect with peers and encourage one another.
Considerations for Mature Learners
Cognitive Load: The platform prioritizes clear, step-by-step instructions and avoids technical jargon. Information is presented in manageable pieces to prevent cognitive overload.
Physical Comfort: An ergonomically designed interface and minimal clicks required to access content ensure comfortable use for extended periods.
Health and Wellness: The platform encourages breaks to avoid strain and offers options to adjust screen brightness and contrast for optimal eye care.
Elderly learners need specific support to enable them for efficient and successful learning. This does not address the learning content, but the way the content is delivered by the learning platform.
Additional considerations
Emotional Support: Positive feedback and motivational messages keep users engaged and inspired. The platform fosters a sense of community and belonging, promoting emotional well-being.
Technological Familiarity: Introductory courses equip users with basic digital literacy skills, easing the transition to online learning. The platform supports so-called “Multiple Devices”, this means it is compatible with various devices, including tablets and smartphones, for added convenience.
Privacy and Security: Clear data protection policies ensure complete transparency regarding user data and security. Users are empowered to control their personal information and choose how their data is shared.
[1]The BonJour! Project (Erasmus+ 2023-1-IT02-KA220-ADU-000160320) aims to enhance media literacy among older adults by improving their journalism and digital skills, fostering social activism, and bridging the generation gap in digital proficiency. It focuses on creating a new role, Media Educators for the Elderly, to address this critical need. The project targets adult and senior educators, media educators, and individuals aged 55+. It involves conducting a learning needs analysis, training Media Educators, offering courses to seniors, and developing resources like a handbook, guidelines, and a curriculum. Expected outcomes include establishing a media literacy methodology for the elderly, identifying Media Educator profiles, and creating an e-learning platform and learning materials tailored to seniors.
The following section presents an example of a learning unit designed for the online learning platform as part of the BonJour! Project’s Flipped Learning 3.0-based training course. This unit is implemented as multimedia-based, interactive content to engage learners and effectively support self-directed learning. BonJour example
