Year: 2020

You are here: European Initiative for Education > 2020

Certified Flipped Learning Teacher

PeterMaz Flipped Learning, Miscellaneous, Project, Staff Education

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: https://learn.flglobal.org/).

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.

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.

Education for All E4all

Europaeische Bildungsinitiative Flipped Learning, Miscellaneous, Project

The EBI is partner in the project “Education for All” (More attractive and inclusive education for all generations) that starts officially with December 1st, 2020. The coordinator Fundacja Alternatywnych Inicjatyw Edukacyjnych invited the project partners to a first virtual meeting where the partners could see for the first time, present their organisation and start the communication process. The five partners in the group are

  • Escuela Oficial de Idiomas Madrid-Villaverde (Spain, Madrid)
  • Challedu (Greece, Athens)
  • Associazione Culturale EduVita E.T.S (Italy, Lecce)
  • Europäische Bildungsinitiative (Austria, Wiener Neustadt)
  • Ecological Future Education (Latvia, Gulbene)

Aims of the project

The general aim of the project is to support the adult educators at designing, delivering and promoting more attractive and inclusive education for all generations of adult learners.

Participants and target groups

The direct target group of the project includes the members, workers, co-workers, educators and volunteers of the Third Sector adult education organisations (i.e. Civil Society Organisations, including informal groups, Non-governmental organisations and other non-profit organisations).
The indirect target group include wide range of education – related organisations, institutions and decision makers.

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.

InterMedia

Europaeische Bildungsinitiative Miscellaneous
InterMedia

This is the Acronym of the new Erasmus+ Project, coordinated by the EBI. The partners in the project aim to develop concepts and guidelines to implement interactive and multimedia-based content in technology enhanced trainings and adult education course.

An important issue will be the use of so-called “multiple devices”. This new term means all types of devices that might be used in courses. The screen size and the physical keyboard are major differences betwenn all the possible devices. In the project, the partners will care about the differences and develop guidelines for trainers and training organisations to deliver the same interactive and multimedia-based content in a similar way so that the learning process can be done with all possible devices.

Specific guidelines will be developed togive trainers (and teachers) the competence to work with the modern technology enhanced tools.

Link to the project’s webpage: https://www.intermedia-project.eu/
Link to the FaceBook page: FaceBook

 

 

 

Erasmus Days

PeterMaz Miscellaneous

The European Initiative for Education has been involved in several Erasmus+ activities and projects and still is partner or coordinating an Erasmus+ project. Here is a picture gallery with impressions from the last year of involvementt in Erasmus+!

New project

Europaeische Bildungsinitiative Miscellaneous
New project

The new Erasmus+ Project of the EBI takes care about multimedia and interactivity in Adult Education with a specific focus on Multiple Devices. The project Implementation of interactivity and multimedia-based content using Multiple Devices in Adult Education is coordinated by the EBI/EIE and has partners from Italy, Portugal (Azores Islands) and Denmark.

The project will start in November 2020 – further information will be available then!

 

 

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.

Everything is a Competence?

Europaeische Bildungsinitiative Miscellaneous

In Europe, learning outcomes are defined by competences. Competence consists of knowledge, skills, and attitudes. This is typical for School Education and practiced this way during the last decade(s).

But is it really always that easy? Are competencies always the result of a learning process?

Various Definitions

In the ESCO definition of the European Commission (European Skills, Competences, Qualifications and Occupations) you will find:

“The term competence is broader and refers typically to the ability of a person – facing new situations and unforeseen challenges – to use and apply knowledge and skills in an independent and self-directed way.”

The ESCO definition of competence looks like this:

“competence means the proven ability to use knowledge, skills, and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.”
Source: Eurospace

If you have a look at the ECVET Toolkit (https://www.ecvet-toolkit.eu/) you will find:

“statements of what a learner knows, understands and can do on comple­tion of a learning process, and which are defined in terms of knowledge, skills and competence”.
Source: https://www.ecvet-toolkit.eu/introduction/ecvet-and-learning-outcomes

Reading all this, the question occurs: Is not competence always the same? And – are in Vocational Education and Training learning outcomes, defined as knowledge or skills, valid?

The answer is YES, and I’ll give you an example:

An Example

Type description of a tire

There is the company “Tire Fit” sells and fitting tires for cars. A customer is entering the selling room and asks for winter tires for his car. He is showing the car certification to the salesman. The salesman only must have the knowledge to classify the various parameters of the needed tire – nothing else.

During his specific education, he got the knowledge to decide which tire will fit which car and which parameters or regulations must be kept to ensure safe driving with these tires.

The customer has bought the tires and enters the workshop of the tire reseller to get the tires fixed on his rims. The worker there has learned how to take down the old tire and mount the new one. These are skills – nothing else. The worker must be able to handle the machine to disassemble the tires from the rim and after this mount the new ones and finally balance the wheel.

This is an example that in specific cases competencies are not versatile to be used as a description for learning outcomes, but in each case, it is necessary to analyze and evaluate how the learning outcomes can be described best. This can be simple knowledge as well as simple skills or complex competencies.