Project

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

CONNECT Project – label of good practice

CONNECT Project – label of good practice

 Good-Practice-LabelThe 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.

CONNECT - Good practice

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:

  1. 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.
  2. 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.
  3. 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
Meeting Connect
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

  1. A training unit,
  2. 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
  3. 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 twelve Sectors of efficient Flipped Learning

The twelve Sectors of efficient Flipped Learning

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.

Twelve-sectors-EBI
The twelve sectors of efficient Flipped Learning 3.0 (Courtesy of FLGlobal, in the frame of the FAdE Erasmus+ project.)

These 12 sectors are:

  1. 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.
  2. 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.
  3. 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.
  4. 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.

    Individual Learning Space EBI
    The Individual Learning Space prepares Learners for the group space. The used material covers Lower Bloom’s (Taxonomy) elements.
  5. 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.

    Group Learning Space EBI
    The Group Learning Space enables active and collaborative learning (addressing higher Bloom’s taxonomy elements)
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.

 

About Ethical Values

During a project meeting, EBI had a discussion with the partners about currently implemented courses and the situation after COVID-19. The partners agreed that they made a similar observation and there was obviously some change visible. This article is a summary of the observations, followed by a case study about ethical values.
The ethical norms and values of a society are constantly evolving, shaped by various factors such as technological advancements, political and economic changes, and shifts in social attitudes. In recent years, the rapid growth of digital technologies and the increasing prevalence of online communication has had a profound impact on the way in which ethics is perceived and practiced in society.

One of the most notable changes is the rise of hatred and bigotry on the internet. The anonymity and distance provided by the internet have enabled individuals to express harmful opinions and engage in abusive behavior without fear of consequence. This has led to an increase in hate speech, cyberbullying, and harassment, particularly targeted at marginalized communities based on their race, gender, sexual orientation, and other identity factors.

EBI-Ethical-values-social-media
Social media play a big role in daily life. Especially during various lockdowns, people used social media to stay in contact. Nevertheless, bad behavior became an issue too.

Another change in ethical norms can be seen in the lack of togetherness and community that exists in many societies today. The increased use of technology has led to a more individualistic and fragmented society, where people are less likely to engage in face-to-face interactions and form close relationships. This has contributed to a decline in empathy and a decrease in social support networks, which can further exacerbate issues such as discrimination and prejudice.

EBI-ethical-value-computer-contact
Social distancing: Technology became important to keep contact.

Discrimination and prejudice based on race, gender, sexual orientation, and other identity factors remain prevalent in many societies. Despite advances in equality and human rights, many individuals continue to experience discrimination, bias, and stigma based on their identity. This can lead to social and economic inequality and can have a profound impact on the well-being and opportunities available to marginalized communities.

Influence of COVID-19

Video-Conference-Ethical-values
Video conferencing became a mainstay of both professional and private interaction during the COVID-19 crisis.

The COVID-19 pandemic has had a profound impact on society and has brought many ethical challenges to the forefront. In terms of hatred on the net, the pandemic has led to a significant increase in misinformation and conspiracy theories, which have fueled further division and mistrust among individuals and communities. This has contributed to the spread of hate speech and online harassment, particularly targeting marginalized groups, such as those based on race, gender, and sexual orientation.

In terms of lack of togetherness, the pandemic has resulted in social distancing measures and lockdowns that have limited face-to-face interactions and increased feelings of loneliness and isolation. This has highlighted the importance of community and social support, and has also led to increased efforts to maintain connections through virtual means. However, it has also revealed the challenges of digital communication and the limitations of virtual interactions in fostering meaningful relationships.

Discrimination and prejudice have also been amplified during the pandemic. Marginalized communities, such as those based on race and ethnicity, have been disproportionately affected by the virus, leading to further disparities in health outcomes and access to resources. Additionally, the pandemic has led to increased xenophobia and anti-immigrant sentiments, particularly aimed at those perceived as being carriers of the virus.

The case studies

The EBI has undertaken a Case study “About Ethical Values” at two different levels:

(1) European Adult Education Organisations

The EBI undertook a survey among friendly educational institutions in the field of adult education in Europe. More than 40 organisations were contacted, and we received feedback from 23 of them (14 different European countries: Austria, Belgium, Croatia, Czech Republic, Greece, Hungary, Italy, Latvia, Malta, Netherlands, Portugal, Slovenia, and Spain). The results are visible in the following slideshow.

(2) Planning for a new project

During the last visit of Peter Mazohl, President of the EBI, to the University of Málaga, the plan was born to start a project on this topic. Together with 4 partners, the planning is currently underway. A survey of the future project partners showed a similar picture as in the case study with 23 European institutions).

Here you see the asked questions. Click on the open icon to see the graphic data evaluation.

1. Our trainers/we as an organisation/I as a person have noted various societal problems, such as hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, sexual orientation, and similar.
Needs-Analysis-About-Ethical_Values_Partner-Folie1
2. Our trainers/we as an organisation/I as a person have been observing an inevitable decline in values in society lately, like hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, and sexual orientation, which worries them.
Needs-Analysis-About-Ethical_Values_Partner-Folie2
3. Our trainers have recently observed a decline in moral principles among learners, like missing respect, lack of togetherness, discrimination, and prejudice based on race, or gender.
Needs-Analysis-About-Ethical_Values_Partner-Folie3
4. Our organisation seeks to provide trainers with a uniform basic attitude toward ethics and morals.
Needs-Analysis-About-Ethical_Values_Partner-Folie4
5. Our organisation aims to positively impact learners through a unified ethical stance and thus have some influence on the positive development of society.
Needs-Analysis-About-Ethical_Values_Partner-Folie5
6. For our organisation, a uniform ethical attitude within the team is essential.

7. In the future, our organisation wants to offer training and education on moral principles in specific areas (e.g., behaviour on the net, green values).
Needs-Analysis-About-Ethical_Values_Partner-Folie7

Personal statements

Personal statements and specific feedback were appreciated and will be used in the further development of the project’s application. Here are interesting answers:

  • Among our adult students, we only observe less interest in each other in recent times.
  • People need the training to raise awareness of their behaviour, and green values
  • Good values and ethics are the backbones of a healthy society
  • All people need to raise awareness

Conclusion

The ethical landscape of society has changed significantly recently, with the rise of digital technologies having a particularly pronounced impact. However, despite these challenges, it is important that individuals and communities work together to promote equality, empathy, and respect for all. This can be achieved through education, community-building efforts, and the promotion of positive and inclusive online behavior.

The COVID-19 pandemic has brought to light the importance of ethical values, such as empathy, inclusiveness, and equality, in society. It has also highlighted the need for individuals and communities to work together to address the challenges posed by the pandemic and promote a more equitable and inclusive society.

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.

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.

Connect – the Distance Learning Modules

Connect – the Distance Learning Modules

The CONNECT Distance Learning courses are available from the Moodle platform. You may have a look at the implemented modules.

Telemedicine
CONNECT-TeleMedicine
eLearning in Health
CONNECT-eLearning in Health
mHealth
CONNECT-mHealth
Health Analytics and Big Data in Health
CONNECT-Health_Analytics_and_Big_Data_in_Health
Innovation in Health
CONNECT-Innovation_in_Health
Social Media in eHealth
CONNECT-Social_Media_in_eHealth
Electronic Health Records
CONNECT- Electronic_Health_Records
Human Resources in Health
CONNECT-Human_Resources_in_Health

About the project

This project focuses on the national priority of “Tackling skills gaps and mismatches” through delivering an education program, which 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 competencies, entrepreneurship, and support students’ critical thinking required to improve health care.

About the CONNECT Distance Learning Modules

The modules have been developed and implemented by the EBI (Peter Mazohl and Harald Makl). The basic approach was to use Multimedia-based content where it made sense. The course modules contain interactive presentations, and carious graphics and depictions.

 

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.

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.