Author: PeterMaz

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Approaches for Teaching Media Literacy

PeterMaz BonJour, Learning Spaces, Miscellaneous
Approaches for Teaching Media Literacy

This text summarises the results of the focus rounds implemented at the project’s start. The Fundacja PSP (Poland) team analysed and transferred the provided feedback into readable form.

Andragogical Approaches for Teaching Media Literacy and Digital Skills to Adults 55+

Teaching older adults media literacy and digital skills requires a practical, interactive, and flexible pedagogical approach. Educators must consider seniors’ cognitive and emotional needs and ensure that learning is accessible, confidence-building, and relevant to real-life situations. Various countries emphasize hands-on learning, structured guidance, and supportive environments to foster practical digital literacy.

1. Effective Teaching Methods and Approaches

Country-Based Overview

  • Poland (PSP & IFAE): The most effective methods include Kolb’s experiential learning cycle, learning-by-doing, and creating a friendly, patient atmosphere. A mix of theory and practice, supported by interactive discussions and small-group work, helps seniors engage meaningfully.
  • Turkey: Seniors benefit most from demonstration-based learning, interactive group work, and discovery-based methods. Educators must address their fear of making mistakes by providing step-by-step guidance and practical examples.
  • Italy: Experience-based learning is preferred, with an emphasis on cooperative learning, micro-objectives, and hands-on practice. Teaching should focus on transformative learning, helping seniors reflect on and apply new skills in daily life.
  • Austria: Learning approaches must be tailored to individual needs while emphasizing multimodal and intergenerational learning. Confidence-building is key, as many older adults fear failure and embarrassment when engaging with digital tools.

Best Practices Across Countries
  • Hands-on learning through trial and error.
  • Small-group discussions and cooperative learning to foster peer support.
  • Blended learning approaches combining face-to-face training with online reinforcement.
  • Experiential methods to ensure relevance to daily life.
  • Encouraging mistake-making as part of the learning process.

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2. Preferred Learning Methods for Older Adults

Country-Based Overview

  • Poland (PSP & IFAE): Seniors prefer one-on-one instruction, group work, and trial-and-error learning. Visual and structured learning materials (such as blackboards, tables, and printed notes) help reinforce concepts.
  • Turkey: Hands-on, interactive methods are preferred, including peer-to-peer learning and video-based instruction. Seniors also benefit from structured learning goals to stay motivated.
  • Italy: Face-to-face learning, practical exercises, and video tutorials are the most effective. Seniors favour cooperation over individualism and need structured, goal-oriented teaching.
  • Austria: Confidence-building techniques and intergenerational learning are crucial in keeping seniors engaged.

Best Practices Across Countries
  • Group learning and peer-to-peer support foster collaboration.
  • Face-to-face teaching is essential for building trust.
  • Simple and clear instructions make learning accessible.
  • Practical tasks and real-life applications boost motivation.
  • Structured lessons with well-defined goals help maintain engagement.

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3. Creating Accessible Learning Materials

Country-Based Overview

  • Poland (PSP & IFAE): Learning materials should be clear, visually accessible, and well-structured. Printed notes, booklets, and handouts should accompany lessons. Seniors prefer no formal grading, tests, or learning for self-development rather than certification.
  • Turkey: Printouts, videos, and slides are preferred. Learning materials should be designed for repetition and gradual skill-building.
  • Italy: Materials must meet accessibility standards (e.g., Verdana font size 14+, line spacing 1.5+). Short sentences and clear explanations reduce cognitive overload.
  • Austria: Various media formats, including interactive elements, printed resources, and hands-on workshops, are recommended.

Best Practices Across Countries
  • Use large fonts and high-contrast materials for readability.
  • Provide printed resources (booklets, summary sheets) for reference.
  • Keep explanations short and clear to aid comprehension.
  • Ensure accessibility standards for digital content.
  • Offer structured, progressive learning materials to build skills step by step.

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4. Organising the Learning Process for Seniors

Country-Based Overview

  • Poland (PSP & IFAE): Short lessons (1–1.5 hours) with frequent breaks work best. Educators should ensure clear objectives, flexible lesson plans, and plenty of time for questions and discussions.
  • Turkey: Practical exercises should be repeated at home to reinforce learning. Group projects and intergenerational learning can increase engagement.
  • Italy: In-person sessions should focus on skill acquisition and social interaction, while online learning should reinforce concepts. Sessions should be limited to 45–60 minutes to prevent fatigue.
  • Austria: Confidence-building is essential; educators should encourage mistake-making as part of the learning process and use multimodal teaching approaches.

Best Practices Across Countries
  • Short, well-structured lessons with frequent breaks.
  • A combination of in-person and online learning is needed to reinforce skills.
  • Encouraging independent practice at home.
  • Providing social interaction opportunities to prevent isolation.
  • Building confidence and motivation by creating a supportive environment.

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5. Addressing Challenges and Fears in Senior Learning

Common Challenges Across Countries

  • Technological barriers: Seniors struggle with complex interfaces, small fonts, and unfamiliar digital tools.
  • Fear of making mistakes: Many older adults hesitate to engage due to self-doubt and lack of confidence.
  • Memory and cognitive difficulties: Forgetfulness and slower information processing require repetition and simplified learning materials.
  • Social and cultural barriers: Some learners struggle with modern terminology or topics like multiculturalism or digital privacy.

Country-Based Overview

  • Poland (PSP & IFAE): Educators should provide active listening, personalized support, and clear communication. Engaging workshops help build confidence.
  • Turkey: Seniors need step-by-step guidance and supportive learning environments to reduce fear. Group-based learning helps prevent individual frustration.
  • Italy: Educators must be patient and encouraging, addressing fears of judgment and failure. Lessons should connect to personal experiences to make learning more relatable.
  • Austria: Seniors should be encouraged to embrace mistakes and view learning as a process. Intergenerational exchange can help build confidence.

Best Practices Across Countries
  • Create a safe, non-judgmental learning environment.
  • Encourage mistake-making as part of learning.
  • Provide step-by-step support to overcome technological barriers.
  • Use engaging and interactive teaching strategies.
  • Relate lessons to real-life experiences to increase motivation.

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6. Enhancing Digital Education for Seniors

Country-Based Overview

  • Poland (PSP & IFAE): PowerPoint, Mentimeter, Moodle, and social media are useful, but many seniors struggle with basic tech navigation. Fake news awareness and web security are crucial components of digital education.
  • Turkey: Seniors prefer printed materials but are also interested in social media and digital apps. Gamification and interactive tasks can improve engagement.
  • Italy: Tools like Google Translate, WhatsApp, and Facebook are widely used, but clear learning objectives are essential to prevent frustration.
  • Austria: Multimedia resources and hands-on practice are key. AI-generated fake content is becoming harder to detect, requiring strong digital literacy training.

Best Practices Across Countries
  • Simplify digital interfaces and use large fonts/icons.
  • Teach cybersecurity and critical thinking skills.
  • Incorporate gamification and interactive tasks.
  • Use familiar platforms like Facebook and WhatsApp.
  • Provide continuous guidance and reinforcement exercises.

 

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About the BonJour! Project

The spread of disinformation and misinformation poses risks to democracy, public health, and social cohesion, particularly affecting older adults who often lack adequate media literacy. The BonJour project aims to bridge this gap by enhancing media literacy, journalism skills, and digital competencies for people over 55, fostering their social activism, and reducing the generational digital divide through blended learning formats.
Project number: 2023-1-IT02-KA220-ADU-000160320
Webpage: www.bonjour-project.eu/

 

Evaluation of the Survey Results on Dimension 5: Remembering

PeterMaz BonJour
Evaluation of the Survey Results on Dimension 5: Remembering

This survey assesses the ability to remember information, which is the first and lowest level of Bloom’s Taxonomy – a framework for classifying educational learning objectives. Bloom’s Taxonomy consists of six levels: Remember, Understand, Apply, Analyse, Evaluate, and Create. Each level represents a step toward deeper learning and critical thinking.

At the “Remember” level, learners are expected to recall facts, concepts, and key information. This is essential for building knowledge and serves as the foundation for higher-order thinking. Our survey focuses on how well participants remember information after reading, specifically in three areas:

  • R5: Ability to recall key ideas from a text after reading.
  • R15: Ability to remember previously read information when needed.
  • R19: General recollection of what was learned in school.
Evaluation "Remember"
This is the graphic visualisation of the questions addressing “Remember” (From Bloom’s taxonomy).

Summary of Results

  1. R5 – Recalling Key Ideas After Reading

    • A large majority (24 out of 28 respondents) agreed or fully agreed that they can recall key ideas from a text.
    • Only 4 respondents were neutral, and none disagreed.
    • This suggests that most participants feel confident in remembering key ideas after reading.

  2. R15 – Remembering Information When Needed

    • 23 out of 28 respondents expressed agreement or full agreement with this statement.
    • 7 respondents were neutral, and only 1 showed slight disagreement.
    • This indicates that most participants can recall information when necessary, though some may find it challenging.

  3. R19 – Remembering School Learning

    • Responses were more varied, with only 3 people agreeing or fully agreeing that they remember much from school.
    • 13 respondents were neutral, while 15 expressed some level of disagreement.
    • This suggests that many people struggle to remember school content, possibly due to time passed or lack of relevance in daily life.

Key Insights

  • Respondents generally feel confident in recalling information immediately after reading and when needed.
  • Long-term memory of school learning appears weaker, with many either neutral or disagreeing.
  • No strong disagreement was recorded for short-term recall (R5 and R15), reinforcing the idea that reading helps with retention in the short term.

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Diese Umfrage bewertet die Fähigkeit, sich an Informationen zu erinnern, was die erste und niedrigste Stufe der Bloom’schen Taxonomie ist – ein Rahmenwerk zur Klassifizierung von Bildungszielen. Bloom’s Taxonomie besteht aus sechs Stufen: Erinnern, Verstehen, Anwenden, Analysieren, Bewerten und Erstellen. Jede Stufe stellt einen Schritt zu tieferem Lernen und kritischem Denken dar.

Auf der “Erinnern”-Stufe wird von Lernenden erwartet, dass sie Fakten, Konzepte und Schlüsselinformationen abrufen können. Dies ist entscheidend für den Wissensaufbau und dient als Grundlage für höheres Denken. Unsere Umfrage konzentriert sich darauf, wie gut sich die Teilnehmenden nach dem Lesen an Informationen erinnern, insbesondere in drei Bereichen:

  • R5: Fähigkeit, nach dem Lesen eines Textes zentrale Ideen zu erinnern.
  • R15: Fähigkeit, sich bei Bedarf an zuvor gelesene Informationen zu erinnern.
  • R19: Allgemeine Erinnerung an in der Schule gelerntes Wissen.
Evaluation "Remember"
Dies ist die grafische Darstellung der Fragen zur Stufe “Erinnern” (nach Bloom’s Taxonomie).

Zusammenfassung der Ergebnisse

  1. R5 – Erinnern zentraler Ideen nach dem Lesen

    • Eine große Mehrheit (24 von 28 Teilnehmenden) stimmte zu oder stimmte vollständig zu, dass sie sich nach dem Lesen an zentrale Ideen erinnern können.
    • Nur 4 Teilnehmende waren neutral, und niemand widersprach.
    • Dies deutet darauf hin, dass die meisten Teilnehmenden sich nach dem Lesen sicher an zentrale Ideen erinnern können.

  2. R15 – Erinnern von Informationen bei Bedarf

    • 23 von 28 Teilnehmenden stimmten zu oder stimmten vollständig zu.
    • 7 Teilnehmende waren neutral, und nur 1 äußerte leichte Ablehnung.
    • Dies zeigt, dass die meisten Teilnehmenden sich bei Bedarf an Informationen erinnern können, obwohl einige dies als schwierig empfinden.

  3. R19 – Erinnern von Schulwissen

    • Die Antworten waren hier vielfältiger. Nur 3 Personen stimmten zu oder vollständig zu, dass sie sich an viel aus der Schule erinnern.
    • 13 Teilnehmende waren neutral, während 15 in gewissem Maße widersprachen.
    • Dies zeigt, dass viele Schwierigkeiten haben, sich an Schulwissen zu erinnern, möglicherweise aufgrund der Zeit, die vergangen ist, oder weil es im Alltag nicht relevant ist.

Zentrale Erkenntnisse

  • Die Teilnehmenden fühlen sich sicher darin, sich direkt nach dem Lesen und bei Bedarf an Informationen zu erinnern.
  • Die langfristige Erinnerung an Schulwissen erscheint schwächer, viele waren neutral oder stimmten nicht zu.
  • Keine starke Ablehnung wurde für das kurzfristige Erinnern (R5 und R15) verzeichnet, was darauf hinweist, dass das Lesen das Behalten von Informationen kurzfristig unterstützt.

Journalism and Media Education for Adults 55+

PeterMaz BonJour, Miscellaneous
Journalism and Media Education for Adults 55+

This text summarises the results of the focus rounds implemented at the project’s start. The provided feedback was analysed and brought into a readable way by the team from Fundacja PSP (Poland).

Media educators play a crucial role in helping older adults navigate the evolving landscape of journalism in the digital age. As misinformation and fake news become increasingly prevalent, seniors must develop critical thinking skills, fact-checking abilities, and responsible information-sharing practices.

Teaching strategies should focus on practical applications, hands-on learning, and fostering media literacy as a means of social empowerment.

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1. Understanding the Changing Nature of Journalism

Country-Based Overview

  • Poland (PSP & IFAE): Media educators should explain the changing role of journalism, including the rise of civic and guerrilla journalism and how digital platforms influence the spread of news. It is essential to highlight that journalistic standards—fact-based reporting, reliability of sources, and separating opinions from facts—remain unchanged.
  • Turkey: Emphasizes the opportunity digital platforms provide for tracking news and comparing media sources over time. Journalists and media educators must consider their audiences’ needs and capabilities when producing content.
  • Italy: Focuses on helping seniors select trustworthy media sources, analyse articles in group settings, and understand citizen journalism. Seniors should be made aware that anyone can publish online, making source verification essential.
  • Austria: Stresses the importance of critical thinking, teaching seniors to evaluate who is sharing information, their motives, and whether the content has real value.

Best Practices Across Countries
  • Explain the evolution of journalism, including new forms like citizen journalism.
  • Highlight the difference between professional journalism and opinion-based content.
  • Teach seniors how to evaluate news sources and detect media biases.
  • Use real-life case studies to illustrate the mechanics of news production.
  • Encourage active discussions on the role and impact of modern journalism.

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2. Preventing the Spread of Fake News and Misinformation

Country-Based Overview

  • Poland (PSP & IFAE): Educators must teach fact-checking techniques, how misinformation spreads, and how to analyse manipulative techniques. Hands-on exercises can be effective, such as experimenting with fake news creation (while considering ethical concerns).
  • Turkey: Learners should be taught to verify sources, question shocking news, and avoid automatically sharing images or articles without proper validation. Educators should emphasize the negative consequences of spreading misinformation.
  • Italy: Seniors should ask key questions before sharing news: What is the source? Are there other similar reports? Why do I want to share this? Encouraging cross-referencing multiple sources is essential.
  • Austria: Seniors should use critical thinking when consuming and sharing news. They should focus on fact-checking multiple reliable sources, recognizing bias, and understanding the motives behind information.

Best Practices Across Countries
  • Teach fact-checking strategies—analysing URLs, verifying multiple sources, and recognizing manipulative content.
  • Encourage questioning before sharing: Is this credible? Who benefits from this information?
  • Use real-life examples of viral misinformation to illustrate how fake news spreads.
  • Create safe spaces for discussion where seniors can analyse news together.
  • Help seniors build digital scepticism—understanding that online content is unreliable.

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3. Encouraging Responsible News Consumption and Sharing

Country-Based Overview

  • Poland (PSP & IFAE): Media educators should explain how emotions influence information processing and the psychological mechanisms behind viral misinformation. Educators can create discussion groups where seniors analyse and verify news articles together.
  • Turkey: Emphasizes educating seniors on the importance of reliable sources and training them in critical news analysis. Seniors must understand that not everything online is trustworthy.
  • Italy: Encourages a structured approach to information verification, urging seniors to read before sharing, critically examine URLs, and consult multiple sources.
  • Austria: Seniors must apply common sense when evaluating information and avoid sharing content impulsively. Fact-checking should be a routine habit rather than an occasional action.

Best Practices Across Countries
  • Train seniors to recognize unreliable sources and misleading headlines.
  • Encourage discussion-based learning—seniors learn best when analysing news collectively.
  • Promote a “fact-checking first” culture—read, verify, and discuss before sharing.
  • Introduce simple verification tools such as fact-checking websites and browser extensions.
  • Emphasize the long-term impact of misinformation—how it affects society and personal credibility.

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4. Teaching Digital and Media Literacy for Social Empowerment

Country-Based Overview

  • Poland (PSP & IFAE): Media educators should explain online media trends and teach seniors how to find high-quality journalism. Discussions should explore why journalism matters and how it functions in society.
  • Turkey: Seniors should be taught how to navigate online media independently, empowering them to compare sources and identify misinformation.
  • Italy: The focus should be on equal access to digital news sources, helping seniors develop informed media consumption habits.
  • Austria: Media literacy should include basic digital skills, recognizing biases, and understanding how media narratives are shaped.

Best Practices Across Countries
  • Explain how media trends emerge and why certain narratives dominate.
  • Help seniors distinguish between reliable and misleading journalism.
  • Teach about digital rights and equal access to quality information.
  • Develop personal media consumption strategies for seniors.
  • Promote active engagement in media rather than passive consumption.

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5. Structuring Media Education for Older Adults

Country-Based Overview

  • Poland (PSP & IFAE): Organizing fact-checking sessions and creating discussion groups helps seniors verify information collaboratively.
  • Turkey: Training should include interactive media literacy exercises and structured news evaluation methods.
  • Italy: Face-to-face sessions should focus on practical media skills, while online resources should reinforce knowledge.
  • Austria: Training should combine hands-on activities with critical discussions, ensuring seniors feel comfortable questioning news sources.

Best Practices Across Countries
  • Combine in-person discussions with digital tools for media education.
  • Provide ongoing support—media literacy is an evolving skill.
  • Create structured learning modules that gradually build media literacy competencies.
  • Encourage seniors to engage with news critically and independently.

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About the BonJour! Project

The spread of disinformation and misinformation poses risks to democracy, public health, and social cohesion, particularly affecting older adults who often lack adequate media literacy. The BonJour project aims to bridge this gap by enhancing media literacy, journalism skills, and digital competencies for people over 55, fostering their social activism, and reducing the generational digital divide through blended learning formats.
Project number: 2023-1-IT02-KA220-ADU-000160320
Webpage: www.bonjour-project.eu/

BonJour! Project: The Media Educator

PeterMaz BonJour, Miscellaneous
BonJour! Project: The Media Educator

This text summarises the results of the focus rounds implemented at the project’s start. The team from Fundacja PSP (Poland) analysed and translated the provided feedback into readable form. This part focuses on the new-to-develop “Media Educator”.

Profile of the Media Educator for Adults 55+

This document provides insights into media educators’ roles, responsibilities, and competencies in working with adults aged 55 and older. It presents findings from several countries, highlighting the required skills, recommended teaching approaches, and existing training or certification programs. Below is a structured summary of the key findings.

1. Role and Responsibilities of a Media Educator

Each country defines the media educator’s role as a mentor, facilitator, and guide rather than a traditional teacher. The main focus is on supporting seniors in navigating digital media, developing critical thinking skills, and overcoming technological fears.

Key Responsibilities Across Countries

  • Supporting learners emotionally and socially, bridging the intergenerational gap.
  • Adapting to different learning personalities and traditional teaching expectations.
  • Fostering independent learning rather than passive knowledge reception.
  • Being flexible, resistant to criticism, and open to continuous learning.

Country-Based Overview

  • Poland (PSP & IFAE): The educator must act as both a mentor and a partner, ensuring seniors feel empowered to learn at any age. The role involves teaching and helping seniors apply media literacy skills in real life. The educator must also be prepared for dominant personalities and traditional learners who may resist new teaching methods.
  • Portugal: Information is outdated, and no clear definition is provided.
  • Turkey: The educator must deeply understand the learners’ behaviours, sensitivities, and preferences. A needs analysis is essential before starting instruction.
  • Italy: The media educator’s primary responsibility is to support seniors in accessing digital tools, recognizing online risks, and using media for social inclusion. Educators should take a friendly and companion-like approach.
  • Austria: The role involves teaching digital skills, building confidence, and reducing fear. The educator should create motivation and emphasize the value of lifelong learning.

Media Educator

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2. Required Competencies

Media educators working with seniors need a combination of pedagogical, communication, digital, and emotional intelligence skills to be effective.

Country-Based Overview

  • Poland (PSP & IFAE): Educators must master group dynamics, active listening, and assertiveness. They need to be prepared for disruptive learners, strong personalities, and age-specific cognitive challenges.
  • Portugal: No clear competencies are outlined.
  • Turkey: The most important skill is digital literacy, ensuring seniors can access and use digital tools effectively.
  • Italy: The educator must have strong pedagogical skills to make digital skills accessible for older learners. They should be capable of explaining digital platforms, social media, and online risks in simple terms.
  • Austria: Emphasis is placed on critical thinking, recognizing misinformation, and overcoming fear of mistakes.

Core Competencies Across Countries:

  • Pedagogical Skills: Understanding adult learning strategies and adapting methods for seniors.
  • Communication Skills: Using clear, slow speech, large fonts, and accessible language.
  • Digital Competencies: Teaching practical digital skills such as smartphone use, social media, and online safety.
  • Group Dynamics & Emotional Intelligence: Managing diverse personalities, fostering trust, and handling criticism constructively.
  • Critical Thinking & Misinformation Awareness: Helping seniors evaluate online sources and recognize fake news.

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3. Teaching Methods and Learning Approaches

The document highlights the need for engaging, hands-on, and flexible teaching methods tailored to the needs of older adults in all countries.

Country-Based Overview

  • Poland (PSP & IFAE): Educators should use interactive teaching to ensure learners can apply real-life media skills. Preparation is key, and educators must stay informed about current events and trends.
  • Portugal: No details are provided.
  • Turkey: Teaching should be based on individual needs and preferences, ensuring learners feel comfortable and respected.
  • Italy: The approach should be friendly and supportive, guiding seniors to explore digital tools at their own pace. The educator should focus on real-life applications of digital technology.
  • Austria emphasizes short, practical sessions, hands-on learning, and a mix of in-person and online formats. To create an open learning environment, fear of mistakes should be addressed early.

Best Practices Across Countries

  • Short and Interactive Sessions: To accommodate limited attention spans.
  • Practical, Hands-On Learning: Ensuring learners can immediately apply their learning.
  • Adaptation to Seniors’ Needs: Slower speech, simplified terminology, and larger text displays.
  • Safe and Encouraging Learning Environment: Mistakes should be seen as part of the learning process.
  • Mixed Learning Formats: Combining in-person guidance with digital resources.

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4. Training and Certification for Media Educators

Some countries suggest specific training programs, while others emphasize the importance of coaching skills and on-the-job experience.

General Recommendations

  • Trainer’s Training: Educators should have instructional design and adult education training.
  • Coaching & Mentorship Skills: Emotional intelligence, patience, and communication are key.
  • Digital Literacy Certifications: Some countries suggest educators pursue digital skills training to stay updated.
  • On-the-Job Experience: Many educators learn best through practice and direct engagement with seniors.

Country-Based Overview

  • Poland (PSP & IFAE): While formal training is beneficial, a “human attitude” and coaching professionalism are often more important. A trainer’s training program can help structure lessons effectively.
  • Portugal: No recommendations provided.
  • Turkey: It recommends an 80-hour certified program from Istanbul University designed for media educators working with older adults.
  • Italy: No specific certifications are mentioned, but digital and pedagogical skills training is essential.
  • Austria: No formal certifications are listed, but the ability to guide learners through critical thinking and hands-on practice is emphasized.
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5. Conclusion: Key Takeaways for Media Educators

This document summarises media educators’ complex and evolving role for adults aged 55+. While different countries have specific approaches, several common principles emerge:

  • Media educators must act as mentors and facilitators, not just teachers.
  • Strong interpersonal and emotional intelligence skills are required to manage diverse learners.
  • Pedagogical adaptability is essential—teaching methods should be flexible and customized.
  • Practical, hands-on learning is more effective than theory-based approaches.
  • Building confidence in older learners is crucial—fear of mistakes must be eliminated.
  • Training and certifications vary across countries, but coaching experience and digital competency are universally valued.
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About the BonJour! Project

The spread of disinformation and misinformation poses risks to democracy, public health, and social cohesion, particularly affecting older adults who often lack adequate media literacy. The BonJour project aims to bridge this gap by enhancing media literacy, journalism skills, and digital competencies for people over 55, fostering their social activism, and reducing the generational digital divide through blended learning formats.
Project number: 2023-1-IT02-KA220-ADU-000160320
Webpage: www.bonjour-project.eu/

 

BonJour! – Survey Results on Dimension 4: Understanding

PeterMaz BonJour, Miscellaneous
BonJour! – Survey Results on Dimension 4: Understanding

This survey assesses the ability to understand information, which corresponds to the second level of Bloom’s Taxonomy: “Understand”. Bloom’s Taxonomy is a framework that classifies learning objectives into six levels: Remember, Understand, Apply, Analyse, Evaluate, and Create. Each level represents a step toward deeper learning and critical thinking.

At the “Understand” level, learners should be able to interpret, summarise, and explain information in their own words. They should also recognise relationships between different pieces of information and compare different viewpoints. Our survey examines how well participants understand and process information, focusing on four areas:

  • V7: Understanding texts from different fields.
  • V21: Collecting and comparing different opinions.
  • V22: Reformulating information in their own words.
  • V25: Recognising connections, nuances, and underlying messages in statements.
Understand - BonJour evaluation
Visualisation of the Bloom’s field “Understand”

Summary of Results

  1. V7 – Understanding Texts from Different Fields

    • 26 out of 31 respondents agreed or fully agreed that they can understand texts from different subject areas.
    • Only 4 respondents remained neutral, while none disagreed.
    • This suggests that most participants feel confident in their ability to comprehend a variety of texts.

  2. V21 – Comparing Different Opinions

    • 21 out of 31 respondents expressed agreement or full agreement with this statement.
    • 9 respondents remained neutral, and only 1 expressed slight disagreement.
    • This indicates that while most participants actively compare different viewpoints, some may feel less comfortable doing so.

  3. V22 – Reformulating Information

    • 20 respondents agreed or fully agreed that they can reformulate information in their own words.
    • 11 respondents were neutral, and none disagreed.
    • The relatively high number of neutral responses suggests that reformulating information is a skill that some participants find more challenging.

  4. V25 – Recognising Connections and Nuances

    • This area received the highest level of agreement, with 28 out of 31 respondents agreeing or fully agreeing.
    • Only 3 respondents were neutral, while none disagreed.
    • This suggests that most participants are aware of deeper meanings, subtle differences, and underlying messages in texts.

Key Insights

  • Participants generally feel confident in understanding texts from different fields and recognising nuances in statements.
  • Comparing different opinions is slightly less common, with some respondents feeling neutral about this skill.
  • Reformulating information appears to be the most challenging aspect, as a relatively high number of respondents remained neutral.
  • No participants expressed strong disagreement with any of the statements, indicating a generally good level of understanding among the respondents.
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Diese Umfrage bewertet die Fähigkeit, Informationen zu verstehen, was der zweiten Stufe der Bloom’schen Taxonomie: “Verstehen” entspricht. Die Bloom’sche Taxonomie ist ein Modell zur Klassifizierung von Lernzielen in sechs Stufen: Erinnern, Verstehen, Anwenden, Analysieren, Bewerten und Erstellen. Jede Stufe stellt einen Schritt zu tieferem Lernen und kritischem Denken dar.

Auf der “Verstehen”-Stufe sollten Lernende in der Lage sein, Informationen zu interpretieren, zusammenzufassen und mit eigenen Worten zu erklären. Sie sollten außerdem Zusammenhänge zwischen verschiedenen Informationen erkennen und unterschiedliche Standpunkte vergleichen können. Unsere Umfrage untersucht, wie gut die Teilnehmenden Informationen verstehen und verarbeiten, mit Fokus auf vier Bereiche:

  • V7: Verstehen von Texten aus verschiedenen Bereichen.
  • V21: Sammeln und Vergleichen unterschiedlicher Meinungen.
  • V22: Neuformulieren von Informationen in eigenen Worten.
  • V25: Erkennen von Zusammenhängen, Nuancen und impliziten Botschaften in Aussagen.
Visualisierung des Bloom-Bereichs "Verstehen"
Visualisierung des Bloom-Bereichs “Verstehen”

Zusammenfassung der Ergebnisse

  1. V7 – Verstehen von Texten aus verschiedenen Bereichen

    • 26 von 31 Teilnehmenden stimmten zu oder vollständig zu, dass sie Texte aus verschiedenen Fachbereichen verstehen können.
    • Nur 4 Teilnehmende blieben neutral, während niemand widersprach.
    • Dies deutet darauf hin, dass die meisten Teilnehmenden sich sicher im Verstehen verschiedener Texte fühlen.

  2. V21 – Vergleich unterschiedlicher Meinungen

    • 21 von 31 Teilnehmenden stimmten zu oder vollständig zu.
    • 9 Teilnehmende blieben neutral, und nur 1 äußerte leichte Ablehnung.
    • Dies zeigt, dass viele Teilnehmende aktiv unterschiedliche Standpunkte vergleichen, aber einige sich dabei unsicher fühlen.

  3. V22 – Neuformulieren von Informationen

    • 20 Teilnehmende stimmten zu oder vollständig zu, dass sie Informationen in eigenen Worten neu formulieren können.
    • 11 Teilnehmende blieben neutral, während niemand widersprach.
    • Die relativ hohe Anzahl neutraler Antworten deutet darauf hin, dass einige diese Fähigkeit als herausfordernd empfinden.

  4. V25 – Erkennen von Zusammenhängen und Nuancen

    • Dieser Bereich erhielt die höchste Zustimmung. 28 von 31 Teilnehmenden stimmten zu oder vollständig zu.
    • Nur 3 Teilnehmende waren neutral, während niemand widersprach.
    • Dies zeigt, dass die meisten Teilnehmenden gut in der Lage sind, tiefere Bedeutungen, feine Unterschiede und implizite Botschaften in Texten zu erkennen.

Zentrale Erkenntnisse

  • Die meisten Teilnehmenden fühlen sich sicher beim Verstehen von Texten aus verschiedenen Bereichen und beim Erkennen von Nuancen.
  • Der Vergleich unterschiedlicher Meinungen fällt einigen schwerer, da hier eine höhere Anzahl neutraler Antworten vorliegt.
  • Das Neuformulieren von Informationen scheint für einige herausfordernder zu sein, da viele neutral blieben.
  • Kein Teilnehmender zeigte starke Ablehnung, was auf ein insgesamt gutes Verständnisniveau hinweist.

BonJour! Survey Dimension 3: Creating

PeterMaz BonJour, Project
BonJour! Survey Dimension 3: Creating

The questionnaire Creating (of the BonJour! Project) explores key aspects of creativity and interaction with textual information. It examines the ability to combine information from multiple texts, express the same content in various ways, and form impressions by integrating diverse information. It also assesses attitudes toward originality, with a statement suggesting that nothing entirely new can be created. Additionally, it evaluates the ability to recognize and modify text structures and the willingness to discuss new opinions within familiar texts, highlighting critical engagement and openness.

Graphic Create evaluiation Questionnaire
Diagram of the evaluation for the dimension “Create and create” evaluation questionnaire – Diagramm der Auswertung zur Dimension “Erstellen und Schaffen” evaluiation Questionnaire

C2: Combining Information from Different Texts

The respondents express that they enjoy combining information from various sources. This indicates strong synthetic abilities, as they are capable of integrating information and identifying new connections. Additionally, it proves that they act proactively in information processing. Rather than considering individual texts in isolation, they compare and link content to develop a more comprehensive understanding.

The evaluation shows that 14 respondents agree and 10 respondents strongly agree, reflecting clear support for this statement. The majority recognize this competence in themselves.

C6: Expressing Content in Different Ways

This statement highlights that the respondents recognize that a single piece of content can be expressed in various ways. This demonstrates flexibility in thinking, as they are open to alternative perspectives. Additionally, creativity is evident, as they can use different text styles to communicate their ideas.

The evaluation shows a high level of agreement: 10 respondents agree, while 19 strongly agree. This suggests that the majority see this ability as part of their mindset.

C8: Forming Impressions by Combining Information

The respondents form impressions by linking various pieces of information. This reflects good judgment skills, as they evaluate information and arrive at well-founded conclusions. Their ability for cross-linking is also evident, as they do not view information in isolation but integrate it into a complex overall picture.

The results indicate that 14 respondents agree and 14 strongly agree, indicating broad recognition of this competence.

C9: Scepticism About Innovation

The statement that everything already exists and nothing entirely new can be created is viewed sceptically. This suggests a certain reluctance towards innovation. It may indicate that respondents perceive innovation as challenging or consider its potential limited in the context of their experiences.

The evaluation shows that 13 respondents strongly disagree and 7 slightly disagree, suggesting general rejection or low identification with this perspective.

C13: Recognizing and Changing Text Structure

The respondents indicate that they can recognize and adapt the structure of a text. This reflects a high level of text comprehension, as they can analyse linguistic tools and understand the author’s intent. At the same time, they demonstrate text design competence, as they can modify texts to improve them or adapt them to different purposes.

The evaluation shows that 13 respondents agree and 7 strongly agree. These abilities are important to many respondents, though not universally.

C20: Discussing New Opinions

The feedback indicates that the respondents enjoy discussing new opinions presented in familiar texts. This demonstrates a high level of willingness to engage in discussion, as they are open to new perspectives and ready to question their own views. A deep level of text analysis is also evident, as the respondents critically engage with content and reflect on new opinions in a well-founded manner.

The evaluation shows a majority of agreement: 14 respondents agree, and 5 strongly agree. This suggests that most respondents consider this competence important.

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About the Survey

The survey aims to explore behaviour and approaches to information. Approximately 150 people aged 50+ across various European countries participated. In Austria, 45 individuals were invited, of whom 31 provided complete responses (response rate: 69%).

The survey was structured into six different dimensions, each containing between three and six questions. The closed-ended questions followed the Likert scale concept with five levels of agreement. Some control questions were formulated to encourage reverse responses. The six dimensions are Information Analysis, Evaluating and Assessing, Creating and Innovating, Remembering, Understanding, and Applying.

Übersetzung in Deutsch
Im Folgenden wird die Übersetzung in Deutsch veröffentlicht, da die Umfrage im Wesentlich deutschsprachige Teilnehmer aus Österreich umfasst.

C2: Informationen aus verschiedenen Texten kombinieren

Der Befragte bringt zum Ausdruck, dass die Befragten gerne Informationen aus verschiedenen Quellen kombinieren. Dies weist auf starke synthetische Fähigkeiten hin, da sie in der Lage sind, Informationen zusammenzuführen und neue Zusammenhänge zu erkennen. Zusätzlich zeigt sich, dass sie in der Informationsverarbeitung proaktiv handeln. Anstatt einzelne Texte isoliert zu betrachten, vergleichen und verknüpfen sie Inhalte, um ein umfassenderes Verständnis zu entwickeln.

Die Auswertung zeigt, dass 14 Befragte zustimmen und 10 Befragte volle Zustimmung äußern, was eine klare Unterstützung dieser Aussage widerspiegelt. Die Mehrheit erkennt diese Kompetenz bei sich selbst.

C6: Inhalte auf verschiedene Arten ausdrücken

Diese Aussage verdeutlicht, dass die Befragten erkennen, dass ein Inhalt auf unterschiedliche Weise ausgedrückt werden kann. Dies belegt die Flexibilität im Denken, da sie offen für alternative Perspektiven sind. Zudem zeigt sich Kreativität, da sie in der Lage ist, unterschiedliche Textstile einzusetzen, um ihre Gedanken zu kommunizieren.

Die Auswertung verdeutlicht eine hohe Zustimmung: 10 Befragte stimmen zu, während 19 volle Zustimmung zeigen. Dies deutet darauf hin, dass die Mehrheit diese Fähigkeit als Teil ihrer Denkweise ansieht.

C8: Eindruck durch Kombination von Informationen

Die Befragten bilden sich einen Eindruck, indem sie verschiedene Informationen verknüpfen. Dies zeugt von einem guten Urteilsvermögen, da sie Informationen bewerten und zu einem fundierten Urteil gelangt. Gleichzeitig wird ihre Fähigkeit zur Querverknüpfung sichtbar, indem sie Informationen nicht isoliert betrachten, sondern in einem komplexen Gesamtbild zusammenführen.

Die Ergebnisse zeigen, dass sowohl 14 Befragte zustimmen als auch 14 volle Zustimmung geben, was auf eine breite Anerkennung dieser Kompetenz hinweist.

C9: Skepsis gegenüber Neuem

Die Aussage, dass alles bereits existiere und nichts völlig Neues geschaffen werden könne, wird skeptisch betrachtet. Dies deutet auf eine gewisse Zurückhaltung gegenüber Innovation hin. Es könnte bedeuten, dass die Befragten Innovation als schwierig wahrnehmen oder diese im Kontext seiner Erfahrungen für begrenzt halten.

Die Auswertung zeigt, dass 13 Befragte überhaupt nicht zustimmen und 7 wenig Zustimmung äußern, was auf eine allgemeine Ablehnung oder geringe Identifikation mit dieser Sichtweise schließen lässt.

C13: Textstruktur erkennen und ändern

Die Befragten gibt an, die Struktur eines Textes erkennen und anpassen zu können. Dies weist auf ein hohes Maß an Textverständnis hin, da sie in der Lage sind, sprachliche Mittel zu analysieren und die Intention des Autors zu verstehen. Gleichzeitig legen sie Textgestaltungskompetenz an den Tag, da sie Texte modifizieren können, um sie zu verbessern oder an unterschiedliche Zwecke anzupassen.

Die Auswertung zeigt, dass 13 Befragte zustimmen und 7 volle Zustimmung äußern. Diese Fähigkeiten sind für viele Befragte von Bedeutung, wenn auch nicht durchweg.

C20: Diskussion über neue Meinungen

Die Rückmeldungen zeigen, dass die Befragten gerne über neue Meinungen diskutieren, die in bekannten Texten auftauchen. Dies zeigt eine hohe Diskussionsbereitschaft, da sie offen für neue Perspektiven und bereit sind , ihre eigenen Ansichten zu hinterfragen. Ebenso wird eine tiefgehende Textanalyse deutlich, da die Befragten sich kritisch mit Inhalten auseinandersetzen und neue Meinungen fundiert reflektieren können.

Die Auswertung zeigt eine mehrheitliche Zustimmung: 14 Befragte stimmen zu und 5 äußern volle Zustimmung. Dies deutet darauf hin, dass eine Mehrheit diese Kompetenz als wichtig erachtet.

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Über die Umfrage

Die Umfrage versucht, das Verhalten und die Herangehensweise an Informationen zu erforschen. Dazu wurden in Europa in etwa 150 Personen aus der Altersgruppe 50+ in verschiedenen Ländern befragt. In Österreich wurden 45 Personen eingeladen, von denen 31 vollständige Antworten lieferten (Rücklauf 69 %).

Die Umfrage gliederte sich in 6 verschiedene Dimensionen, zu denen zwischen 3 und 6 Fragen gestellt wurden. Die geschlossenen Fragen folgten dem Likert Konzept mit 5 Stufen der Zustimmungen. Einige Kontrollfragen wurden für eine umgekehrte Beantwortung formuliert. Die sechs Dimensionen sind Analyse von Informationen, Evaluieren und Bewerten, Erstellen und Schaffen, Erinnern, Verstehen, und Anwenden

Low Threshold Learning

PeterMaz BonJour, Project
Low Threshold Learning

In today’s fast-paced world, finding the time and energy to learn new skills can feel like an overwhelming challenge. That’s why we develop a low-threshold learning platform for the BonJour! Project that makes education accessible, engaging, and flexible for everyone—regardless of background or experience. By integrating micro-learning, a learning-by-assessment approach, and interactive multimedia-based content, the platform adapts to learners’ busy lives. It breaks education into short, manageable steps, encourages active participation through practical tasks, and keeps learners engaged with dynamic, hands-on resources. The result? A flexible, user-friendly environment where anyone can learn, progress, and grow at their own pace.

Learning with a Learning Platform, BonJour! Project
Learning with a Learning Platform – that is sometimes a barrier, especially for people with low digital competencies or for older people too.

What Makes the Platform Unique?

We believe that learning should not be a barrier but an opportunity. By integrating key modern learning approaches, we are working to create an environment that adapts to the learner. Learning platforms can become barriers in the learning process when they are overly complex, requiring technical skills or prior knowledge that many learners may not possess. Additionally, rigid structures, lengthy content, and lack of engaging, interactive elements can overwhelm learners, discouraging participation and progress.

We implement several specific approaches in our considerations:

  1. Micro-learning: Small Steps, Big Results
    Life is busy, and long lessons can be difficult to complete. Our platform breaks learning into short, focused units that can be completed in minutes. Whether it’s during a coffee break or on a commute, learners can achieve real progress one step at a time.
  2. Learning by Assessment: Show What You Know
    We prioritise active learning through a learning-by-assessment approach. Instead of passively absorbing content, learners demonstrate their understanding through quizzes, practical tasks, and interactive exercises. Immediate feedback helps learners see their growth and identify areas to improve.
  3. Interactive and Multimedia-Based Content
    We know that people learn best when they’re engaged. That’s why our platform delivers active, multimedia-based content: videos, interactive exercises, and dynamic resources designed to inspire and involve learners. Education becomes less about memorising and more about doing.

Why It Works

Low-threshold platforms are intentionally designed to be user-friendly and welcoming. They provide a safe space to learn, explore, and fail forward, ensuring that anyone—regardless of digital experience—can benefit. The low-threshold entry point encourages people to start their learning journey without fear of failure.

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BonJour! is an Erasmus+ Project (2023-1-IT02-KA220-ADU-000160320), implemented by partners from Italy (coordinator), Poland, Portugal, Austria, and the Republic of Türkiye.
Webpage: bonjour-project.eu

BonJour! Presentation on the ICERI2024 (Seville)

PeterMaz BonJour, Flipped Learning, Miscellaneous, Project
BonJour! Presentation on the ICERI2024 (Seville)

In an era where digital media dominates communication and information, the BonJour! Project addresses a pressing need: enhancing media literacy for older adults. With a focus on equipping seniors aged 55+ with the skills to critically evaluate media, identify fake news, and create their own digital content, this initiative is a step towards bridging the generational digital divide and fostering social activism. As an innovation, media educators are developed. To use a Flipped Learning 3.0 approach, a low-threshold learning platform is developed. All these innovations were presented at the ICERI Conference.

A New Role: Media Educators for the Elderly

One of the project’s key innovations is the creation of a new professional role: Media Educators for the Elderly. Despite the increasing importance of digital literacy, no specialised figures currently address the unique needs of senior learners. By training educators with tailored skills, the BonJour! Project supports older adults and contributes to the professionalisation of this essential field. This type of educator was a minor topic at the ICERI conference.

The Flipped Learning Approach – ICERI Presentation

The Flipped Learning 3.0 (FL3) strategy, developed by Peter Mazohl and Harald Makl, lies at the heart of the project’s methodology. This approach incorporates:

  • An Individual Learning Space: A low-threshold platform designed with accessibility in mind, featuring clear navigation, large fonts, high contrast, simple language, and multimedia content with subtitles.
  • A Group Learning Space: Facilitating collaborative, face-to-face learning to reinforce skills and build confidence.

This innovative framework was showcased at ICERI2024, Europe’s largest conference on education, research, and innovation, where it garnered significant interest and positive feedback from over 800 attendees.

ICERI Conference 2024 - EBI presented the BonJour! Project.
Preparing for the session: ICERI2024 Conference in Seville
ICERI Conference 2024 - EBI presented the BonJour! Project.
The conference room fills – we will start soon!
ICERI Conference 2024 - EBI presented the BonJour! Project.
Peter Mazohl was chair of the session in Adult Education and presented the paper together with Harald Makl.
ICERI Conference 2024 - EBI presented the BonJour! Project.
Harald Makl during the BonJour! Presentation.

Accessible Learning for All

The project’s training course has been meticulously designed to meet the needs of elderly learners, often unfamiliar with digital tools. The platform features:

  • Barrier-free design: Enhancing accessibility with customisable settings, clear layouts, and interactive multimedia content.
  • Engagement tools: Including self-evaluation exercises, interactive videos, and educational games to foster active learning and improve knowledge retention.
  • Focus on essential skills: Prioritising foundational levels of Bloom’s Taxonomy—remembering and understanding—through selective application exercises.

This approach ensures that seniors are not only consumers of media but active participants in the digital world.

The Urgent Need for Media Literacy Across Generations

While the BonJour! Project focuses on the 55+ demographic, the importance of media literacy extends to all age groups. Today, misinformation and fake news spread rapidly, influencing opinions, behaviours, and societal cohesion. Media literacy equips individuals to:

  • Critically assess the credibility of sources.
  • Recognise biases and misinformation.
  • Contribute responsibly to digital discourse.

For seniors, this education is transformative. It reduces isolation, fosters intergenerational communication, and empowers them to engage with society meaningfully. However, for younger generations, media literacy is equally crucial as they navigate a digital landscape filled with unverified information and targeted content.

Driving Change for a Digital Future

The BonJour! Project not only addresses the specific needs of senior learners but also sets a precedent for inclusive, accessible, and impactful media and digityl literacy education. By combining innovative methodologies with a focus on accessibility, this initiative highlights the importance of lifelong learning in a rapidly evolving digital world. Mentioned at the ICERI, As media and digital platforms continue to shape society, empowering all generations with critical media literacy skills is no longer optional—it is essential for a more informed and connected future.