Project

Information, facts, activities and background knowledge in the frame of projects

DigiComPass kick-off project meeting

DigiComPass kick-off project meeting
DigiComPass Logo (Kick-Off Meeting)
DigiComPass_Logo

The aim of the DigiComPass Project is to develop a modern accreditation model for digital competencies (based on the DigComp 2.1 Framework for Citizens). This needs a practical innovation and training boost for the trainers (as well as the training facilities). Therefore, this project develops staff competencies that lead to overall improvements in the provision, targeting, and effectiveness of adult education. This includes assessment of prior knowledge and skills of adult learners, better and more innovative teaching methods, and strengthening the adult education staff’s supporting role in motivating, guiding, and advising learners in challenging learning situations. The first DigiComPass meeting of partners took place in Wiener Neustadt, Austria.

The rationale of the project

Digital Competences (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0  P 19).
The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations.

The DigiComPass Kick-Off Meeting

The DigiComPass Kick-Off Meeting took place in Wiener Neustadt from January 16th to January 17th, 2023. Partners from BrainLog (DK), IFESCoop (ES), Europäische Bildungsinitiative (AT), Prometeo (IT), K.A.NE. (GR) and the coordination organisation, the University of Cyprus (CY) participated. Due to various issues, the FLGobal (USA) could not send a representative.

Objectives and concrete results of the DigiComPass Project

  • Pilot courses will be created (and evaluated) on the mentioned items, together with an appropriate recognition model for adults. These developments are summarized in an “Adult Education package” called DigiCompass.
  • The objectives are to create a recognition & course model for Digital Competences with
    • A pedagogical framework (based on Flipped Learning 3.0)
    • A quality-enhance framework for course creation, implementation, and evaluation
    • Pilot courses covering the items of the DigComp 2.1 Citizens framework (https://goo.gl/T8TpJ9)
    • A recognition model for Europe defining the curriculum, training environment, evaluation and grading, and consistent certification (which could be used internationally as well). The model fits perfectly with the Europass CV. This model should be practicable global as well.
    • Use of modern digital badges (open badges system) for the recognition model
  • A “floating guide” to define the way of adaptation for future developments
  • A transferability guide for School Education

Topics addressed in the DigiComPass  project meeting

The program-related keywords are: Digital skills and competencies – Creating new, innovative, or joint curricula or courses – Key competencies development

For the project, relevant keywords are: Digital Competencies Training, Flipped Learning 3.0, Multimedia and Interactive training content.

CONNECT – results available

CONNECT – results available

Objectives of the Project

Objective 1: Develop an innovative multidisciplinary and cross-sectional curriculum for students from the computer and information, health, and social sciences background, with the main focus on cooperation between sectors for strengthening the existing knowledge, skills, and entrepreneurship, in the first ten months of the project, by an international team of eHealth informal and formal educational providers within partner institutions.

CONNECT-<Course
CONNECT Project: eLearning course module (Click on the image opens the course)

Objective 2: Provide one Intensive Study Programme (ISP) to 42 students from computer and information, healthcare, and social sciences backgrounds in mixed working groups in Cluj-Napoca, Romania in September 2022 in order to facilitate student’s challenge-based learning collaborations by having students develop eHealth applications in the form of a project with real implication in the field of eHealth.

Objective 3: 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” through the end of the project.

Further Information about the CONNECT Project

The sustainability of the project will be ensured firstly by integrating the open-source Curriculum that will be developed by the partners into the course of eHealth at the Department of Public Health, from BBU, as part of their educational program at the Bachelor’s and Masters’s level. Therefore, one of the intellectual outputs of the project will be transferred to them and other interested higher education institutions in order to create a long-term use for our product.

The “eHealth Community of Practice” online platform will be available for at least three years after the project completion period, constituting a transnational network of members from academia, industry, and healthcare and as a mentorship platform for future health innovators.

CONNECT-COP-Platform
CONNECT Project: CoP Platform

 

 


The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

E4ALL – Project outcomes available

E4ALL – Project outcomes available

The aims of KA2 strategic partnerships are defined to create “a more modern, dynamic, committed, and professional environment inside the organisation: ready to integrate good practices and new methods including digital capabilities into daily activities; open to synergies with organisations active in different fields or in other socio-economic sectors; strategic planning of professional development for staff in line with individual needs and organisational objectives“. Furthermore, the “increased capacity and professionalism to work at EU/international level” is another issue in these types of projects.
The E4ALL – Project outcomes available are available now!

The project team

The E4ALL project team

The coordinator FUNDACJA ALTERNATYWNYCH INICJATYW EDUKACYJNYCH (Poland) managed the development of the project’s outputs and cared for the publishing. Outputs have been created by Escuela Oficial de Idiomas Madrid-Villaverde (Spain), Challedu (Greece), ASSOCIAZIONE CULTURALE EDUVITA E.T.S. (Italy), Europäische Bildungsinitiative (Austria), and Ecological Future Education (Latvia)

The project team from six European counties developed several outputs. They are mainly published on YouTube or in EPALE, the European Platform for Adult Education.

 

The Learning Pills

The various teams developed several learning pills dealing with the objectives of the project. Here is the overview with the links to the original material.

Use of technology in trans-generational Trainings

This is the transcript of the Video:
Kathrin: Hi Peter! Do you think that it might be possible to use technology in trans-generational Trainings?
Peter: Hi Kathrin, nice to see you!
Yes – that’s possible. Nevertheless, there are some preconditions to be considered:

  • Select younger people and plan the training in a way where the younger ones may contribute actively to the training – for example, by tutoring the older people.
  • The older participants may show the younger ones how issues were solved in former times with paper and pencil.
  • An intergenerational discussion should close the training naming advantages and disadvantages of the used different approaches.

Kathrin: Oh, thanks Peter – enjoy your coffee.

How can we involve people with no experience in the game design process?

How to involve senior learners in active, non formal education?

How to attract multigenerational group through the use of internet?

How to ensure all the voices would be equally heard in an intergenerational group discussion?

How to get seniors more actively involved in language learning?

EPALE articles

The articles were published in the BLOG of EPALE. You must not be logged-in to the platform to read the articles.

 

About the author: Peter Mazohl was the Austrian Project coordinator. Together with Sylvia Mazohl and Harald Makl he developed the training in Wiener Neustadt and all the other contributions to the project. Peter Mazohl is head of the Europäischen Bildungsinitiative, an experienced Adult Education trainer and researcher in the frame of modern and innovative learning and training approaches.

 

e4ALL closing meeting in Lecce (Italy)

e4ALL closing meeting in Lecce (Italy)
E4ALL – an interesting ERASMUS+ Project

The project closing meeting of the E4ALL Project took place in Lecce (Italy) from the 6th – the 7th of October 2022. EduVita, the Italian partner in the project, hosted the meeting. After the training in Wiener Neustadt, the team decided on the final steps as well as the responsibility for the last task. Besides this, the team discussed some ideas summarizing the project and decided on future cooperation.

Here are the major issues discussed during the meeting:

  1. Developed two sets of conclusions concerning six challenging areas for the LLL of all generations – naming the good practices and success stories in those fields and choosing specific topics for further two training events (Epublication, English, and 6 national languages).
  2. Six tested and evaluated training modules in topics interesting and challenging for intergenerational adult educators, were developed during two training events. Documentation would include participants’ lists, course programmes, course presentations, photo-relation; summary of evaluation including recommendations for future trainings in these fields (E-publication, English).
  3. Developed Final Recommendations for more inclusive intergenerational adult education, developed in cooperation with all the Partners as a summary of all project experiences (Epublication; English and 6 national languages).
  4. Planning the conclusion of the project.
  5. Dissemination activities discussion. Status of the task: Dissemination realized vs dissemination planned (in the project application). Planning the final dissemination of the project results.
  6. Final report and Evaluation. Status of the task: Evaluation realized vs evaluation planned (in the project application). Planning the final evaluation & impact evaluation of the project. Discussing and clarifying Partners’ contributions to the final report.

Additionally, the partners discussed final recommendations for more attractive and inclusive education for all generations of adult learners. The team also created a drafting of the final recommendations.

Here are some pictures from the meeting.

E4ALL – EPALE Posting: Intergenerational Training

E4ALL – 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.

__________________________________
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.

CONNECT project meeting

CONNECT project meeting

EBI/EIE is a partner in the CONNECT project. Peter Mazohl from the EBI attended the Face-to-Face meeting in Portugal at the University of Porto. The meeting took place on June 3rd, 2022, and all project partners people were present. The meeting focused on DISSEMINATION
INTENSIVE STUDY PROGRAMME (Presentation of dissemination related actions Student, Enrolment, Logistics, Budget for ISP, ISP Schedule,
Distribution of responsibilities, Description of metrics to be used, Time plan, Stakeholder Engagement), MULTIPLIER EVENTS (Feedback, Multiplier Event Report, Dissemination), and the IO2: EHEALTH COMMUNITY OF PRACTICE (Feedback and recommendations, Implementation of interactive eLearning Modules).

Here is a slideshow from the meeting.

About the CONNECT project

Our project focuses on the Romanian national priority of “Tackling skills gaps and mismatches” by delivering an education program that engages students from across European countries to enable continuous innovation and entrepreneurship in the European eHealth sector. The main focus of the CONNECT project is on issues of eHealth innovation, state-of-the-art training, and education of students necessary on the health market, in the form of a highly and systematically organized formal and non-formal educational program to improve knowledge, develop cross-sectoral skills and competences, entrepreneurship and support students’ critical thinking required to improve health care.

The developed project results are a Community of Practice Platform and a Distance Learning Platform containing eight course modules.

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.

Critical Thinking

Critical Thinking

E4ALL Logo - Critical ThinkingIn the frame of the E4ALL Project, the EBI will provide a special workshop focusing on “Critical Thinking“.  In our understanding, this term means, in short:

  • self-directed,
  • self-disciplined,
  • self-monitored, and
  • self-correcting thinking.

In consequence of this list, it requires the affirmation and mastery of strict quality criteria. Critical Thinking is the basement of effective communication and problem-solving skills. You may watch this short video on YouTube for going deeper!

Definition of “Critical Thinking

Critical thinkers gain clarity about the questions raised, and the intentions pursued with them. They question statements, conclusions, and points of view. You strive to express yourself clearly, accurately, accurately, and relevantly. They dig deep, proceed logically, and remain fair.

Critical thinking is that type of thinking (applicable to any subject, content, or problem) in which a person enhances the quality of his thinking by making a commitment to competently following the inherent structures of thinking and conforming to intellectual norms to measure up.

Does there exist a simple approach?

No, unfortunately not. Creating this competence is a longer-lasting learning process and needs several preconditions (and training).

Nevertheless, we want to give some simple guidelines on how to start:

  • Recognize the problem
  • Do research
  • Determine data relevance
  • Ask questions  (even to yourself)
  • Determine the best solution
  • Present your solution (even to yourself)
  • Analyse your decision

The training contribution

Active Brain - Critical Thinking
Critical Thinking: Approach to seeing the world with new eyes!

The training will start with personal experience. The trainers put the focus on the analysis of written text and will discuss the different outcomes of the analysing process of the participants.

The presentation of a versatile strategic concept for Critical Thinking starts the second part of the hands-on training.

Conclusion

Critical thinking is the ability to collect and analyse information in order to draw a conclusion. The ability to think critically is important in virtually every industry and applicable in a wide range of positions.

 

Further information

The training will be held in Wiener Neustadt, Austria, beginning of May. As a means of service, The EBI will publish the Distance Learning material open for public in a multimedia-based and interactive learning unit.