Year: 2022

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CONNECT – results available

PeterMaz CONNECT, Miscellaneous
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

PeterMaz E4ALL, E4ALL, Project
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.

 

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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.

 

DigiComPass – our new project!

PeterMaz Miscellaneous
DigiComPass – our new 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). To increase this percentage, the DigiComPass project has been brought to life.

bar chart Digital Skills
A bar chart showing the Digital Skill index by country in 2015. (Source: DigComp 2.0: The Digital Competence Framework for Citizens, JRC Publications)

The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations.
All involved adult education organizations are offering courses to increase the digital competencies of adults (of different ages, from 18 up to 70+, also at the university level). Consequently, all organizations agree that these digital skills are an absolute must in our society. If there is a lack of digital skills, in the worst case, people may be excluded from social or daily life. After a coherent concept for digital competencies (DigComp 2.1) existed, the project partners decided to develop a modular course offer tailored to adults using a modern training framework (Flipped Learning 3.0).

Identified needs

The project group identified general needs in digital competencies as well as the need to develop a modern course concept well-fitting to adults (of all ages). The modularity enables a selection of special content by the learners as well as to develop tailored courses.
Another need is a Europe-wide recognition method that fits modern requirements. This recognition method also corresponds to the typical learning behavior of adults, in order to cover the bandwidth from confirmation of participation to excellent participants.

Depiction DigComp for DigiComPass Project
Depiction of the addressed competencies (Source: DigComp at Work – Implementation Guide)

To implement the worldwide accepted and proven “Flipped Learning 3.0” Framework the developer of the framework, Jon Bergman and Errol Smith from “Flipped Learning Global” are members of the consortium.

Some facts

  • Applicant: UNIVERSITY OF CYPRUS
  • Partners
    • Europäische Bildungsinitiative (AT)
    • BrainLog (DK)
    • Cooperativa Sociale Prometeo onlus a Mutualità Prevalente (IT)
    • INICIATIVAS DE FUTURO PARA UNA EUROPA SOCIAL COOP (ES)
    • SOCIAL YOUTH DEVELOPMENT CIVIL NONPROFIT SOCIETY (GR)
    • FL WORLDWIDE, LLC
  • Project number:  2022-1-CY01-KA220-ADU-000085965
  • Project start: December 1st, 2022

e4ALL closing meeting in Lecce (Italy)

PeterMaz E4ALL, E4ALL
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.

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.

CONNECT project meeting

PeterMaz CONNECT, Project
CONNECT project meeting

EBI/EIE is a partner in the CONNECT project. Peter Mazohl from the EBI attended the Face-to-Face meeting in Portugal at the University of Porto. The meeting took place on June 3rd, 2022, and all project partners people were present. The meeting focused on DISSEMINATION
INTENSIVE STUDY PROGRAMME (Presentation of dissemination related actions Student, Enrolment, Logistics, Budget for ISP, ISP Schedule,
Distribution of responsibilities, Description of metrics to be used, Time plan, Stakeholder Engagement), MULTIPLIER EVENTS (Feedback, Multiplier Event Report, Dissemination), and the IO2: EHEALTH COMMUNITY OF PRACTICE (Feedback and recommendations, Implementation of interactive eLearning Modules).

Here is a slideshow from the meeting.

About the CONNECT project

Our project focuses on the Romanian national priority of “Tackling skills gaps and mismatches” by delivering an education program that 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 competences, entrepreneurship and support students’ critical thinking required to improve health care.

The developed project results are a Community of Practice Platform and a Distance Learning Platform containing eight course modules.

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.

Modern Learning Spaces for Adult Education

PeterMaz Miscellaneous
Modern Learning Spaces for Adult Education

The EBI/EIE asked partners from former or current projects about their ideas of optimal learning spaces in the field of adult education. The questions focused on the logical (training-approach focused) and spatial learning space, as well as on active learning. Here is the evaluation of 4 questions (from 8) of this survey. The “Modern Learning Spaces for Adult Education” survey addressed partners in eight European countries.

  • This traditional classroom, as it’s well-known from School Education, is the best learning space for most of the training situations in Adult Education.
  • An open learning space, group-based and focusing on collaboration, is the best learning space for most of the training situations in Adult Education.
  • 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.

Outcomes “Modern Learning Spaces”

Click through the gallery to analyse the visualization of the results.

Technical information

32 different Adult Education organisations from Europe took part in this survey (Countries: ES, SE, GR, PT, PL, IT, NOR, DK). All these Adult Education organisations are currently intensively involved in training with different kinds of adults.
Invited people: 38, sample: 32

Additional information

Learning spaces can be defined by their kind to learn: learner-centered, knowledge- centered, assessment-centered, and community-centered. Whats missing: The spatial description!
WikiPedia defines learning spaces as

“Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to “classroom,” but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, learning styles, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinaesthetic or physical learning, vocational learning, experiential learning, and others.”