Staff Education

A Casual Learning Space

The EBI has held various courses despite Covid. Before the Covid-19 crisis, we only held cooperative and group-based training. During Covid-19, this was not possible: “Social Distancing” (which should have been better called “Physical Distancing”), the wearing of masks and other restrictions threw us back to the level of lecture teaching, with a classical classroom structure and a lecturing teacher/trainer. We have recognized the advantage of a modern Learning Space within the last few years. Collaborative and group learning spaces provide opportunities for individuals to work together, share knowledge, and develop a more in-depth understanding of the material. In these environments, learners can learn from each other, receive different perspectives, and engage in productive discussions that enhance their problem-solving skills. Additionally, group learning spaces foster a sense of community, support, and motivation that can lead to increased engagement and improved academic performance. All these items have been considered in the CICERO project. Nevertheless, the COVID-19 crisis prevented the further development of a Casual Learning Space.

Training in 2022: Conveying digital competences in the typical classroom setting (Kneipp Course 2022).

How to improve it

The trainers of the EBI had another approach to effective training In Adult Education. Our ideas were:

  • An open learning space, group based and focusing on collaboration, is the best learning space for most of the training situations in Adult Education.
  • A modern learning space for Adult Education must be flexible in the spatial design. It must be possible to change the spatial arrangement easily.
  • Modern learning spaces for Adult Education must not follow traditional teaching or training methods, but can use other approaches based on active learning.
  • Modern learning spaces for Adult Education must provide a modern pedagogical approach. This approach must ensure that no one is left behind in informal learning and that all learners have the opportunity to achieve the goal(s).

The questionnaire

The EBI started a questionnaire to create a case study about an innovative, versatile, and engaging Learning Space. EBI addressed approximately 100 Adult Education organisations in European countries. Feedback came from 40 organisations from 11 European countries (Norway, Spain, Portugal, Denmark, Poland, Italy, Finland, Netherlands, Sweden, Greece, and Austria).

The feedback confirmed our ideas and showed that there is a great deal of agreement with our approach to modern learning. It also indicated that there is a certain need for innovative and universal learning spaces – especially in the field of adult education.

Processed questionnaire results

This traditional classroom, as it’s well-known in School Education, is the best learning space for most of the training situations in Adult Education.

The result is clear: The organisations answer the question in the negative, with a majority of 73%. Classical teaching in the traditional setting is not perceived as a suitable solution.

An open learning space, group-based and focusing on collaboration, is the best learning space for most of the training situations in Adult Education.

91% of respondents think that an open learning space (with group learning) is the best choice. This confirms the approach we had taken until the Covid-10 crisis.

Modern learning space for Adult Education must be flexible in spatial design. It must be possible to change the spatial arrangement easily.

But our COVID-19 approach goes further: spatial and other design options must be in place to best adapt the learning space.

Modern learning spaces for Adult Education must not follow traditional teaching or training methods, but can use other approaches based on active learning.

Traditional learning methods are not a must. A modern learning space must also provide for deeper innovation: Such is the learning method used (with the aim of “leaving no learner behind in learning”). This aspect brought us together with interested adult education organisations with whom we want to develop such a learning space.

New cooperation

The ideas of EBI found fertile ground with some of the organisations approached: The Portuguese organisation AJITER, JA-Eesti from Estonia, EduVita from Italy, and EDRASE from Greece are now working together to develop an innovative learning space to meet the given requirements. Within the framework of this cooperation, the trainers of the participating organisations were asked about their ideas for such a learning space. The results are presented in the final slideshow.


  1. Obviously, the trainers of the cooperation match with the feedback of the organisations asked in Europe.
  2. The development of an innovative, versatile Learning Space, best-fitting to informal training, is a must.
  3. There is a broad discussion currently dealing with innovative learning spaces.

Certified Flipped Learning Teacher

Peter Mazohl, the president of the EBI, advanced to a certified Flipped Learning teacher. He attended the course, provided by the Flipped Learning Global Initiative (link:

Flipped Learning 3.0 is well established and researched in various educational fields: Comprehensive in School Education, excellent in Higher Education, and also very well in Vocational Education and Training. The white space on the educational map is the field of Adult Education (AE). This was the reason to set-up a joint project with the Flipped Learning Global Initiative and the European Initiative for Education to develop the first guide for implementing Flipped Learning 3.0 in AE.  

Peter Mazohl’s studies in Flipped Learning 3.0 last from 2017 and were based on his broad knowledge and praxis in teaching and training in the last 40 years. The Flipped Learning Certificate is a kind of recognition of the teaching and training competence and in some was a legitimation to work as an expert in the dissemination and implementation of Flipped Learning 3.0 in Adult Education.

Further information about the courses offered by the Flipped Learning Global Initiative:

About the Flipped Learning Global Initiative

The Flipped Learning Global Initiative (FLGI), is a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders in 49 countries who are committed to effectively reaching every student every day through Flipped Learning. 

Jon Bergmann

Jon Bergmann is one of the pioneers of the Flipped Class Movement. Jon is leading the worldwide adoption of Flipped Learning by working with governments, schools, corporations, and education non-profits. Jon is coordinating or guiding Flipped Learning initiatives around the globe including China, Taiwan, Korea, Australia, Singapore, Thailand, the Middle East, Iceland, Sweden, Norway, the United Kingdom, Italy, Spain, Mexico, Canada, India, South America, and the United States.

SEMIFIT Seminar for Intercultural Trainers

SEMIFIT Seminar for Intercultural Trainers

Stefanie Mayrwöger attended the SEMIFIT Seminar for intercultural trainers, on Project Design under Erasmus+, from 1st to 6th of December 2018 in Almuñécar, Spain. The week was structured in panel discussions, presentations and workshops, which were all designed and held by the participants. During the seminar all participants found themselves in different roles, such as documentarists, speakers, workshop leaders and marketers. Tools and methods were shown, projects presented, and ideas shared. The aim of the seminar was to create an open space for youth trainers, learning designers and educators to talk about difficulties, tips and ways to improve their skills in project design and management of (inter)national projects.

Here is a video from the event (produced by Steffi)

The variety of topics, that were covered and discussed, was extensive. Therefore, workshops took place, in which the group focused on difficulties in international projects, active learning through games, and how to calculate important factors in project management. In several presentations certain project management methods, successfully designed projects, and the work with open source and free licences were showed. Also, panellists talked about the topic of managing projects including groups with different or difficult social backgrounds. All in all, it was a very enriching week with a big amount of useful knowledge and interesting minds.

Here are some impressions from the work and the working environment.