Month: May 2024

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Media Competence and Digital Literacy of Seniors – the BonJour Project

PeterMaz Blended Learning, BonJour, Technology Enhanced Teaching
Media Competence and Digital Literacy of Seniors – the BonJour Project

BonJour LogoThe BonJour Project (Erasmus+ 2023-1-IT02-KA220-ADU-000160320) aims to improve media literacy among older adults by enhancing their journalism and digital skills. This will empower them to be more socially active and bridge the digital gap between generations. A new profession, the Media Educators for the Elderly, will be established to address the specific needs of this demographic. The project will involve training these educators, developing media literacy curricula for seniors, and creating an e-learning platform for seniors to become active and critical media consumers. The EBI – as a partner in this project – has undertaken some specific analyses of the focus rounds (with experts, implemented in May, analysing the new role of Media Educators and different points of view on media literacy of seniors). Here is the first summary:

Roles and Responsibilities of Media Educators

Media educators play a vital role in supporting seniors in their digital journey. They should equip seniors with the skills to use digital technologies effectively, while also raising awareness of both the risks and opportunities associated with them. Promoting social inclusion through digital literacy is another key responsibility of media educators.

Educators should focus on teaching core digital competences such as recognizing different types of online content, understanding how the internet and social media work, and developing critical thinking skills. However, fostering a positive learning environment is equally important. By adopting a friendly and non-hierarchical approach, media educators can create a space where seniors feel comfortable asking questions and learning from each other.

Media Educator - symbolic picture created by AI
Media Educator in the On-site Training – working with senior adults.

Core Competences for Media Educators

Several key competences are essential for media educators working with seniors in the frame of the BonJour Project. These include:

  • Pedagogical Skills
    The ability to identify effective learning strategies that cater to the specific needs of older adult learners.
  • Emotional Skills
    Understanding and addressing the anxieties or frustrations seniors may experience while learning new skills.
  • Digital Skills
    Strong digital skills to serve as a role model and provide clear guidance to seniors.
  • Socialization Skills
    The ability to create engaging learning experiences that promote interaction and build a sense of community among participants.

Training and Certifications

Currently, there is a lack of widespread awareness regarding specialized training courses or certifications specifically designed for media educators who focus on teaching seniors.

Pedagogical Approaches and Teaching Methods

Experience-based and transformative learning methods might be most effective for engaging senior learners and making the educational process meaningful. Cooperative learning with clearly defined micro-objectives can also be highly beneficial. However, face-to-face teaching, practical exercises, and demonstrations remain crucial elements in creating a successful learning environment for seniors.

Illustration of Media Literacy
Media Literacy will be taught using a Blended Learning delivery (Based on Flipped Learning 3.0).

Preferred Learning Methods

When it comes to learning methods, seniors tend to gravitate towards concrete approaches such as practical exercises, face-to-face interaction, group work, and video tutorials. Methods that encourage the exchange of experiences and the application of newly acquired skills in real-world scenarios are particularly effective for this demographic.

Practical Issues in Creating Learning Material

Accessibility is a key consideration when developing learning materials for seniors. This includes using larger font sizes, increased line spacing, and clear, concise language. Self-assessment tools and cooperative evaluation methods can also help to reduce feelings of anxiety or inadequacy among learners. Basically, the team will select an active learning approach. The team will also create a learning platform with multimedia-based and interactive training materials.

Challenges Faced by Elderly Learners in the BonJour Project

Several challenges can hinder seniors’ ability to learn new digital skills. Age-related difficulties like vision problems or motor skill limitations can create obstacles. Additionally, some seniors may be hesitant to change their established routines or may fear appearing outdated. Psychological barriers such as the fear of making mistakes can also impede progress.

Overcoming Challenges

Media educators can address these challenges by creating tailored learning modules that cater to the specific needs and abilities of seniors. Designing lessons that are relevant to their personal experiences and providing ample opportunities for practice are also crucial. Motivating senior learners by emphasizing the benefits of digital competence and demonstrating how these skills can enhance their lives is essential for promoting continued engagement.

Use of Technology in Teaching

Various digital tools can be incorporated into lessons for seniors, including the Office Suite, web browsers, PDF editing tools, and even social media platforms. However, it is important to prioritize familiar and accessible technologies such as smartphones and commonly used applications.

While some seniors may be comfortable using platforms like Facebook and WhatsApp, navigating unfamiliar platforms can present challenges. Repetitive practice and confidence-building activities are essential for overcoming these hurdles.

Responsible Sharing of News

Media educators in the Bonjour Project play a critical role in teaching seniors about responsible news sharing. This includes emphasizing the importance of verifying information before sharing it and teaching them to critically evaluate sources and cross-check information.

Quality Control in Journalism

Quality control in journalism is paramount. Media educators should impress upon seniors the importance of verifying information from reputable sources and cross-referencing information with relevant authorities to ensure accuracy. The ever-evolving media landscape presents a challenge to maintaining quality, but critical thinking skills are essential for navigating this complex environment.

Media Literacy in the BonJour! Project.

Media literacy is crucial for both younger and older generations. Educators play a vital role in teaching everyone to critically evaluate the information they encounter and to avoid the pitfall of accepting information at face value. Developing strong research skills and fostering a culture of persistence and critical thinking are essential components of media literacy education.

Algorithmic Influence

The rise of algorithms and the creation of information bubbles are significant challenges in today’s media landscape. Media educators should raise awareness of these issues and encourage seniors to seek out diverse sources of information to gain a well-rounded perspective.

 

Study visit to the “Casa Vittoria”

PeterMaz Miscellaneous
Study visit to the “Casa Vittoria”

The Europäische Bildungsinitiative (EBI) recently conducted a study visit to Casa Vittoria, seeking to gain insights into the cooperative’s innovative approach to inclusion and empowerment. The cooperative’s commitment to providing individuals with disabilities with opportunities for growth and development deeply impressed the EBI team.The study visit served as a valuable learning experience, offering the EBI team valuable insights that will inform their future work.

Casa Vittoria - the outside Terrassa

Empowering Lives: Insights from the Study Visit to Casa Vittoria Cooperative

In 2010, a small group of families with children diagnosed with Down syndrome started cultivating a small garden. Over the years, this initiative blossomed into four beautiful greenhouses and a high-level hospitality facility. This transformation is the result of the dedication and vision of Casa Vittoria, a cooperative committed to supporting families of disabled children by fostering autonomy and professionalism in individuals facing various levels of challenges.

The remarkable team at Casa Vittoria comprises professionals who are not only experts in their respective fields but also free from stereotypes. They possess the ability to teach and create an inclusive environment within the greenhouse, guest rooms, dining area, and kitchen. Each room and table is assigned a distinct colour, simplifying recognition for individuals with cognitive delays. This strategy facilitates integration, continuous learning, and the exchange of ideas, ensuring a positive and fulfilling experience for everyone involved.

In the cooperative, approximately 20 volunteers work tirelessly to support integration. Individuals with special needs contribute to various areas, including the kitchen, restaurant, and vegetable production. They take care of the greenhouses and actively participate in producing vegetable products, gaining valuable skills and experience.

The study visit organized by the European Basic Income (EBI) focused on analysing the diverse ways in which individuals with special needs can be integrated, taught, and employed. This visit provided profound insights and valuable enrichment for the future work of the EBI. The visitors observed first-hand the successful implementation of inclusive practices and the significant impact these have on the individuals involved.

Garden and glass-houses with vegetables

The Cooperative’s Mission and Societal Impact

Casa Vittoria’s mission is to empower individuals with special needs. The aim is helping them achieve a level of autonomy and professionalism that might otherwise be unattainable. By recruiting skilled professionals who are adept at both teaching and working alongside these individuals, the cooperative creates an environment where everyone can thrive. The use of distinct colours to mark rooms and tables is a simple yet effective method to aid recognition and foster independence among those with cognitive delays.

The cooperative’s holistic approach benefits not only the individuals with special needs but also society at large. By integrating these individuals into various aspects of work and community life, Casa Vittoria breaks down barriers and promotes inclusivity. The hands-on experience in the kitchen, restaurant, and greenhouses equips these individuals with practical skills, enhancing their employability and self-worth.

Benefits and Added Value

For people with special needs, working at Casa Vittoria provides a sense of purpose and achievement. They learn essential life and vocational skills in a supportive and understanding environment, boosting their confidence and independence. The cooperative’s inclusive practices ensure that these individuals are not marginalized but are valuable, contributing members of society.

Garden and glass-houses with vegetables

The added value for society is multifaceted. First, it challenges and changes societal perceptions of people with special needs, showcasing their capabilities and potential. Second, it celebrates diversity and fosters a more inclusive community where everyone has the opportunity to contribute. Finally, by providing training and employment opportunities, Casa Vittoria reduces dependency and promotes self-sufficiency among individuals with special needs.

Conclusion

The study visit to Casa Vittoria Cooperative highlighted the immense benefits of inclusive practices in education and employment for individuals with special needs. The cooperative’s dedication to fostering autonomy and professionalism in these individuals transforms their lives and enriches society. The insights gained from this visit will undoubtedly influence future initiatives, promoting a more inclusive and supportive environment for all.

From E-Learning to Tech-Powered Learning: A Shift in Educational Gears

PeterMaz Miscellaneous
From E-Learning to Tech-Powered Learning: A Shift in Educational Gears

The term “E-learning” has dominated the educational technology landscape for decades. But as technology itself continues to evolve rapidly, the term no longer accurately reflects the sophisticated ways in which learning is being enhanced. We’re witnessing a shift towards technology-enabled learning, a concept that emphasizes the dynamic interplay between pedagogy and ever-more-powerful technological tools.

Here’s why “e-learning” is becoming obsolete:

  • Limited Scope: “E-learning” simply refers to learning that happens electronically. It doesn’t distinguish between a basic online lecture and a fully immersive virtual reality simulation.
  • Tech-Neutral: The term “e” doesn’t tell us anything about the specific technologies used. A mobile learning app and a complex learning management system (LMS) are both “e-learning,” even though they offer vastly different learning experiences.
Learning with technology - learner with laptop
Learning with technology happens daily. There is no difference in ages of learning aims.

Tech-Enabled Learning: A Broader Vision

Technology-enabled learning, on the other hand, places the focus firmly on the technological tools that empower the learning process. It encompasses a vast array of tools and techniques, including:

  • Interactive Learning Management Systems (LMS)
    These platforms go beyond simply delivering content. They offer features like adaptive learning paths, personalized feedback, and collaborative tools that foster student engagement.
  • Adaptive Learning Technologies
    These AI-powered systems tailor the learning experience to each student’s individual strengths and weaknesses, adjusting difficulty and pacing accordingly.
  • Virtual Reality (VR) and Augmented Reality (AR)
    VR allows students to step into immersive simulations, while AR overlays digital information on the real world. Both technologies can create powerful learning experiences that bring abstract concepts to life.
  • Gamification
    By incorporating game mechanics like points, badges, and leaderboards, gamified learning platforms can boost student motivation and engagement.
  • Learning Analytics
    Data collected through technology can provide valuable insights into student progress, allowing educators to identify areas where students might need additional support.

Two boys learning with a laptop.

The Technical Implementation

The technical backbone of technology-enabled learning can be complex, but it can be broken down into key components:

  • Content Delivery Networks (CDNs)
    These ensure smooth and reliable delivery of learning materials, especially video and interactive elements, to geographically dispersed learners.
  • Cloud-Based Platforms
    Cloud computing allows for scalable and accessible learning environments, eliminating the need for local software installations.
    Comment: This is the tool we use in our training courses. In numerous instances, we implement a MOODLE Learning Platform.
  • Learning Experience Platforms (LXPs)
    LXPs curate and aggregate learning content from various sources, offering a personalized learning experience for each student.

The Future of Learning

Learning with a laptopTechnology-enabled learning represents a dynamic and future-proof approach to education. As technology continues to advance, we can expect even more powerful tools to emerge, transforming the learning experience into something even more engaging, effective, and personalized.