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About Ethical Values

PeterMaz Flipped Adult Education, Miscellaneous
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.

E4ALL – EPALE Posting: Intergenerational Training

Europaeische Bildungsinitiative E4ALL, E4ALL, Flipped Adult Education, Miscellaneous, Project
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.

E4ALL – Training in Wiener Neustadt

PeterMaz E4ALL, Flipped Adult Education, Flipped Learning, Miscellaneous, Project
E4ALL – Training in Wiener Neustadt

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

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

The topics of the first day were:

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

Learning aims of the E4ALL – training

INTERGENERATIONAL LEARNING APPROACH (learn it!)

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

ART-THERAPY (practice it!)

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

INTERGENERATIONAL LEARNING APPROACH (design it!)

Ability to design a short IGL activity in small groups

Second day – Games

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

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

Third day – Critical Thinking & Flipped Learning 3.0

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

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

Course leaders for the E4ALL Training

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

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

PeterMaz E4ALL, Flipped Adult Education, Flipped Learning, Miscellaneous
Flipped Learning 3.0 for adults – in a cross-generational setting

This is the new challenge for  the EBI/EIE!

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

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

Implementing Virtual Group Space

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

Venue

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

Participation

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

Work with Chromebook

Europaeische Bildungsinitiative Courses, Flipped Adult Education, Flipped Learning
Work with Chromebook

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

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

Pros

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

Cons

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

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

Which devices do your students/learners use?

Europaeische Bildungsinitiative Flipped Adult Education, Miscellaneous, Project
Which devices do your students/learners use?

To use multimedia and interactivity learners must be equipped with modern devices that enable to display the content. In addition, it must be possible to work with this content, which includes not only viewing and reading but also saving, changing or creating new content.

The extent to which these activities are carried out often depends on the type of training. Language learning, for example, might be structured differently than learning scientific content.

The first step in our project is to get an overview about the used devices in modern, technology-enhanced learning. Therefore, we did a small survey among trainers, friends and former or current project partners.

You still may contribute to the brainstorming survey. Use the QR-Code and enter your prefered device in this AnswerGarden form.

Cooperation contract with the FLG

Europaeische Bildungsinitiative Blended Learning, Flipped Adult Education
Cooperation contract with the FLG

The EBI/EIE signed a cooperation contract with the Flipped Learning Global Initiative (USA) for the new project about Flipped Adult Education.

The FLG will impact to the project and provide a “supervision” on the developed handbook for Flipped Learning. The special role of the FLG in the project will be

  • Be an associate partner to the project
  • Provide tactical and strategic-planning support and guidance
  • Participate in the initial project partners planning-session in Vienna
  • Review the final project outcomes before publication

Jon Bergmann and Errol Smith wil be personally involved in the development of the project’s results. The impact from the FLG and the knowledge collected by the pioneers of flipped learning will enrich the project and care for high-level results.

Flipped Adult Education

Europaeische Bildungsinitiative Flipped Adult Education, Project
Flipped Adult Education

Adult Education
(Source: PixaBay)

This is the title of the new Erasmus+ project of the EBI/EIE. As the coordinator in this project we will initiate the development of an eBook as a guide to flipped learning in the field of Adult Education.

The objectives of the FADE-in project are to develop a course concepts to adult learning using a flipped approach. This means active and self-directed learning, to “flip” the roles (Trainer ⇒ Facilitater, Learner ⇒ Self-Determining Adult with self-responsibility for their learning (heutagogical approach). The Global Flipped Learning Initiative (GFLI) with Jon Bergman (the developer of Flipped
Learning) will be an associated partner in the project and impact with the state-of-the-art knowledge and experience of “flipping the
learning”.

The consortium consists of four AE organisations with a complementary field of action well-distributed in Europe (Greece, Spain, Norway, Austria). This will ensure a wide scope of experience and impact to the project as well as a versatile result addressing all groups of adult learners. The consortium in detail consist of

  • EBI (Austria), a AE institution with an own research and technics
    department focusing on elderly adults.
  • EDRASE (Greece) is specialist in courses held on remote places addressing adults with geographical obstacles.
  • Intermezzo Ungdomsorganisasjon (Norway), an AE organization with a focus on younger adults, including people with migration background and refugees, will focus on language learning and inclusion.
  • Asociación Juvance (Spain) is involved in the work with younger adults, many of them with fewer opportunities, and focuses on intercultural, critical learning to endorse the learners to act as active, creative, responsive and supportive citizens.

The developed eBook will enable other AE providers also to change their teaching. Courses for trainers of AE organisations will pass the project’s results to them. The project’s findings will bring an impact of renewal to AE organisations. This impact will be enabled by the professional and intensive dissemination of the project to the target groups.