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.
Implementation of Interactivity and Multimedia-Based Content using Multiple Devices in Adult Education
The world today is digital. In trainings, various types of digital devices are used. This includes desktop PCs, laptops, notebooks, Chromebooks, tablets, covertibles and smartphones. We call them “Multiple Devices”. They enable the use of technology enhanced trainings with an implementation of multimedia-based and interactive (M&I) training materials. This sounds simple – the problem is the delivery of content so that it is displayed (and can be used by the trainees) on all types of devices. Another issue (in this context) is the creating of high-quality multimedia-based and interactive (M&I) content – especially in smaller Adult Education organisations.
The project serves to exchange experiences and to develop digital skills, especially in the multimedia area within the staff of the participating organisations. Furthermore, the development and use of M&I learning materials should be worked out together, brought into context with multiple devices and developed in a comprehensive documentation. A special focus is put on methodology and approaches to support seniors in this digital-oriented learning and trainings. Furthermore, the organisations will use the gained experience and knowledge to promote Erasmus+ programs – and in this sence especially courses – to all generations in their home countries.
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
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.
We got the official Erasmus+ Partner Plate for our new project “Flipped Adult Education”.
The project will start with November 1, 2018 and run until October 31, 2020. The “Flipped Adult Education” project FADE-in takes a look at the horizon of educational developments and takes in account the innovation of the last ten years. This causes to shift the training methods and training activities. Simple onsite teaching courses or technology enhanced blended learning courses must be brought to the state of the art.
Thought to its very end this should be active teaching, a heutagogical approach with self-determining learners, the use of multimedia and a change of the roles of trainer and learner. The trainer will act more as a facilitator of the learning, the learners will use technology to create self-directed learning. The consortium calls this a flipping of learning following the ideas on Jon Bergmann, published in his book Flipped Learning 2.0 (addressing Vocational Education and Training).
For Adult Education (EA) flipped concepts do not exist and are not yet published. Therefore, the consortium of 4 completely different AE providers is going to develop these concepts in a versatile way and to publish the findings in an eBook (as OER to contribute to open 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”.
eLearning means to learn with electronic media. In many descriptions it’s reduced to learning using the internet. That’s basically not correct. eLearning covers the learning process supported by any means of electronically media (Computer, CD-ROM, digitized video, sound, the Internet, …).
eLearning as a term is outdated and should be replaced by “Technology Enhanced Learning”. This covers all the learning techniques as mentioned above, also the learning using the internet (as the access to the Internet only can be done by using multiple devices1 the learning with the Internet is fully covered by this term).
Blended Learning combines classical classroom teaching with eLearning. You may also call it “Hybrid Learning” or “Mixed Learning” – there are a lot of different terms existing – all meaning the same.
eLearning does not exist apart from already established and traditional learning venues. As new technology is introduced and adopted, it immediately becomes integrated with the instructional technology that preceded it. This is called “Blended Learning” or “Hybrid Learning” delivery.
Online learning content and strategies are showing up in classrooms nationwide. Digital content is replacing textbooks and much of it was initially used in formal or informal learning online.
If you are interested in technology enhanced learning and teaching methods have a closer look atour pages and in the blog!
1 Multiple devices means computers, laptops, norebooks, convertibles, tablets, and even smartphones. The use and the term “multiple devices” was created by Carlos Guerrero (SAFA) and Peter Mazohl (EBI/EIE). You will find mor information in this blog post!
The project developes C-VET training courses for training performed in formal and in non-formal C-VET education. These courses use Blended Learning as a technology enhanced method and focus on the use of multiple devices (as used by the trainees an everyday life). The innovation is the implementation of a trainee-focusing pedagogical framework based on heutagogy, the development of an all-encompassing quality enhancement framework (including also the pedagogy) and the approach to the diversity of various technical equipment (the multiple devices). The project is complementary to a Grundvig Multilateral project by transferring the theoretical developed outputs to a practical implementation in a different (but similar) educational sector.
The project combines knowledge and experience from VET training institutions with the research and innovation potential of universities.
The applicant SAFA is an important Spanish school foundation focusing on school and vocational education,
EFQBL is a VET and trainers education organisation and was founded as a dissemination tool out from a Blended Learning Multerlateral Grundtvig Project,
DigiLab from the University La Sapienza and the
University of Aveiro are specialised in innovation in technology enhanced training and the related pedagogy.
SADE is a specialist in Distance Learning and quality enhancement frameworks.
These participants ensure a consortium well-distributed in Europe.
The project results impact to the trainer community in Europe providing innovative and modern training (based on Blended Learning and including workplace-based training) with a technology enhanced approach to training using multiple devices.
EBI/EIE was founding member of the EFQBL and still is close connected to this organisation.
Web page of the project
The webpage of the project offers considerations about Blended Learning, the use of multiple devices, pedagogical considerations in context with the training and the specific training conditions in web-based C-VET training and the working trainees.
The created project results including the developed toolbox are free for use.