In the realm of education, where knowledge transfer is paramount, the design of learning content plays a pivotal role. Effective design not only enhances the aesthetic appeal of educational materials, but also significantly impacts their effectiveness in conveying information and facilitating learning. Among the various components that contribute to good design, the simple displaying of text and the strategic use of colours deserve particular attention.
The judicious use of text is a cornerstone of effective learning content. Clear and conciselanguage, free from jargon and ambiguity, ensures that learners can easily grasp the intended meaning. Additionally, the appropriate font choice and size are essential for readability. A font that is too small or too ornate can strain the eyes and hinder comprehension. Conversely, a font that is too large or too plain can make the content appear monotonous and unengaging. The use of headings, subheadings, and bullet points can also enhance readability by breaking up large blocks of text and providing visual cues that guide the reader’s attention.
Learning Content example
Here is an example of how simple text might be presented more interesting and better prepared for the learners. This example origins from a training course developed in the frame of an Erasmus+ project. During the translation process of content created by partners, we tried to enhance the layout to a more appealing, visible design.
This is the design of the original page. Pure text – offered with limited formatting.
This is the design, as it was amended during the translation process.
Colour, when used strategically, can significantly enhance the effectiveness of learning content. Colours can evoke emotions, draw attention, and organize information. For instance, using contrasting colours for headings and body text can improve readability. Colours can also be used to highlight important information or to differentiate between different categories of content. However, it is crucial to use colours judiciously to avoid overwhelming the learner with visual clutter. A limited colour palette can create a more cohesive and visually appealing design.
Possible amendments using text and colours
Effective formatting can significantly enhance the readability and comprehension of learning content. By using headings, subheadings, and bullet points, text can be broken down into smaller, more digestible chunks. This visual organization helps learners navigate the material more easily and identify key points. Additionally, consistent formatting throughout the content creates a sense of structure and coherence, making it easier for learners to follow the flow of information and understand the relationships between different concepts.
Richard E. Mayer: Multimedia Learning (Cambridge University Press; 3rd Edition, 9. July 2020)
This is an example of Multimedia-based training content, created in the frame of the DigiComPass Project.
In our example of learning content, we have selected a course presentation with integrated self-evaluation questions. The self-evaluation follows the concept of “Learning by Assessment”. Even if the content has been described and explained before, the feedback to the selected answers delivers further information to the learner. This enables the learner to learn even from the assessment.
About the project
The described concept comes from the DigiComPass Erasmus+ project. In the frame of this project, the team developed a training course and necessary accompanying material and documents. These are:
Pilot courses will be created (and evaluated) on the mentioned items, together with an appropriate recognition model for adults. These developments are summarized in an “Adult Education package” called DigiComPass. The training content is using extensively multimedia and interactivity.
The objectives are to create a recognition & course model for Digital Competencies with
A pedagogical framework (based on Flipped Learning 3.0)
A quality-enhance framework for course creation, implementation, and evaluation.
A recognition model for Europe defining the curriculum, training environment, evaluation and grading, and consistent certification (which could be used internationally as well). The model fits perfectly with the Europass CV. This model should be practicable globally as well.
Use of modern digital badges (open badges system) for the recognition model
A “floating guide” to define the way of adaptation for future developments.
A transferability guide for School Education
Establish a European Association to maintain the DigiComPass concept.
Further information
Project number: 2022-1-CY01-KA220-ADU-000085965 Coordinator: University of Cyprus (SEIT Lab) Partners: Brainlog (DK), European Initiative for Education (Austria), Prometeo (IT), IFESCoop (ES), K.A.NE. (GR), FLGlobal (USA) Webpage: www.digicompass.eu Contact: EBI info@advanced-training.at (Responsible Project Leader: Peter Mazohl)
Elderly people often face unique challenges with technology due to less familiarity and slower adaptation to new digital interfaces, making user-friendly and accessible learning platforms crucial. Cognitive changes with age, such as decreased memory and slower information processing, require simplified and clear instructional designs to facilitate effective learning. Physical limitations, like impaired vision and reduced motor skills, necessitate larger text, high contrast, and easy-to-navigate interfaces. Additionally, elderly learners may feel less confident with technology, so platforms must offer strong support systems, including tutorials and help desks, to build confidence and encourage participation. Social and emotional aspects are also important, as interactive and community-building features can combat isolation and motivate continuous learning. All these issues we face in the BonJour! Project[1].
What is our mission now?
This learning platform is designed to cater specifically to the needs of mature learners aged 55 and above. It fosters a welcoming and accessible environment that empowers individuals to explore their interests, develop new skills, and stay connected.
Designed for Ease of Use
User-Friendly Interface: The platform boasts a straightforward design with clear menus, large icons, and easy-to-understand labels. This ensures smooth navigation and minimizes confusion. A consistent layout across all pages further enhances user comfort.
Accessibility Features: High contrast themes, adjustable font sizes, and readable fonts make the platform accessible for users with visual impairments. Additionally, the platform is fully compatible with screen readers and offers keyboard navigation for a hands-free experience.
Engaging Learning Experiences
Multimedia Content: Learning comes alive through a variety of engaging formats. Short, informative videos provide clear explanations, while audio lessons cater to those who prefer listening. Interactive quizzes reinforce learning by offering immediate feedback. Slide presentations offer visual support to complement text-based content.
Interactive Learning Tools: The platform fosters a sense of community through discussion forums where users can interact, share experiences, and ask questions. Live webinars and virtual classrooms provide real-time interaction with instructors and a more immersive learning environment. Practice exercises offer hands-on opportunities to apply newfound knowledge.
Personalized Learning and Support
Personalized Learning Paths: Initial assessments help tailor learning journeys to individual needs and goals. Users can set and adjust their goals at any time. Progress tracking keeps users motivated by providing clear indicators of their achievements.
Support and Assistance: A dedicated help desk offers readily available support for technical issues. Step-by-step tutorials guide users on how to utilize the platform’s features effectively. A comprehensive FAQ section addresses common questions.
Keeping You Motivated
Badges and Certificates: Earn badges and certificates for completing courses and achieving milestones, celebrating your accomplishments and keeping you motivated.
Gamification: The platform integrates game-like elements such as points, levels, and challenges to keep learning fun and engaging.
Peer Support: The platform facilitates community building and fosters a supportive environment where users can connect with peers and encourage one another.
Considerations for Mature Learners
Cognitive Load: The platform prioritizes clear, step-by-step instructions and avoids technical jargon. Information is presented in manageable pieces to prevent cognitive overload.
Physical Comfort: An ergonomically designed interface and minimal clicks required to access content ensure comfortable use for extended periods.
Health and Wellness: The platform encourages breaks to avoid strain and offers options to adjust screen brightness and contrast for optimal eye care.
Elderly learners need specific support to enable them for efficient and successful learning. This does not address the learning content, but the way the content is delivered by the learning platform.
Additional considerations
Emotional Support: Positive feedback and motivational messages keep users engaged and inspired. The platform fosters a sense of community and belonging, promoting emotional well-being.
Technological Familiarity: Introductory courses equip users with basic digital literacy skills, easing the transition to online learning. The platform supports so-called “Multiple Devices”, this means it is compatible with various devices, including tablets and smartphones, for added convenience.
Privacy and Security: Clear data protection policies ensure complete transparency regarding user data and security. Users are empowered to control their personal information and choose how their data is shared.
[1]The BonJour! Project (Erasmus+ 2023-1-IT02-KA220-ADU-000160320) aims to enhance media literacy among older adults by improving their journalism and digital skills, fostering social activism, and bridging the generation gap in digital proficiency. It focuses on creating a new role, Media Educators for the Elderly, to address this critical need. The project targets adult and senior educators, media educators, and individuals aged 55+. It involves conducting a learning needs analysis, training Media Educators, offering courses to seniors, and developing resources like a handbook, guidelines, and a curriculum. Expected outcomes include establishing a media literacy methodology for the elderly, identifying Media Educator profiles, and creating an e-learning platform and learning materials tailored to seniors.
This refers to the process of systematically examining and evaluating data, facts, and other relevant information to draw well-founded conclusions. It includes the collection, verification, and interpretation of data, the identification of patterns and trends, and the assessment of the relevance and reliability of information. The goal is to make decisions on a sound and rational basis.
Importance for the 55+ Age Group
The 55+ age group often faces specific challenges and decisions where thorough information analysis is crucial. Here are some examples based on feedback from conversations with people in this age group:
Health and Medicine At this age, the importance of health information increases. The ability to understand and evaluate medical data and research findings helps in making informed decisions about treatments and lifestyle changes.
Financial Planning and Retirement Provision The analysis of financial information is essential to ensure a secure and stable financial future. This includes understanding pension plans, investment opportunities, and insurance products.
Technology and Digitalisation Although many individuals aged 55+ are tech-savvy, the rapid development in digitalisation requires constant adaptation and further education. The ability to filter and analyse relevant information is crucial in this context.
Politics and Society In retirement, many people have more time to engage in political and societal activities. Sound information analysis enables them to better understand political decisions and actively participate in societal discussions.
Challenges
A challenge for the 55+ age group can be the rapid change and the abundance of available information.
A4: In-depth Analyses of Reality are a Waste of Life (reverse order)
This question implies a prioritisation where living and shaping life is valued more than reflecting or researching reality. It represents a philosophical perspective that places immediate experience and practical living above theoretical and analytical activities.
The responses show that the participants strongly disagree with this statement. Approximately two-thirds of the respondents do not see an in-depth reflection on their life situation and surroundings as a waste of time.
A12: I Enjoy Finding Dependencies Between Seemingly Different Things
This statement expresses a preference for discovering connections or relationships between things that initially appear unrelated. It suggests an inclination towards analytical thinking and a fascination with the complexity and interconnectedness of the world. It demonstrates a curiosity and joy in uncovering hidden links.
The analysis of the responses indicates that two-thirds of the respondents strongly or forcefully agree with this statement. This points to an interest and ability in interdisciplinary thinking, as well as creative thinking and scientific curiosity. Note: The group surveyed in Austria had a high proportion of people with higher education (77%). In a more representative sample of the general population, different results might be expected.
A17: I Can Identify the Key Parts of a Text
This statement conveys the ability to identify and highlight the essential and relevant information in a text. It also suggests a capability for critical analysis and efficient information processing. This skill is particularly useful in academic, professional, and everyday contexts where large amounts of information need to be processed.
However, it must be considered that identifying key parts can be subjective and depend on the reader’s perspective, potential biases, and goals. More than 90% of the respondents believe they are capable of identifying the key parts of a text.
A24: When I Read a Text, I Look for Connections Between the Information it Contains and Other Texts I Have Read
This statement describes the practice of actively seeking connections or relationships between information in a text and other texts one has previously read. It suggests a deep and reflective reading approach that goes beyond merely understanding the current text and emphasises integrating new knowledge into an existing knowledge network.
This question implies a capability for critical thinking and analysis, recognising connections and differences between various information sources. However, it also highlights the issue of “bias,” where seeking connections can sometimes confirm preconceived opinions by only perceiving information that fits existing beliefs.
More than 66% of respondents agree or strongly agree with this statement, indicating a fundamental approach to critical thinking and intertextual skills among the respondents.
Darunter versteht man den Prozess der systematischen Untersuchung und Bewertung von Daten, Fakten und anderen relevanten Informationen, um daraus fundierte Schlussfolgerungen zu ziehen. Dies beinhaltet die Sammlung, Überprüfung und Interpretation von Daten, die Identifizierung von Mustern und Trends sowie die Bewertung der Relevanz und Zuverlässigkeit der Informationen. Ziel ist es, Entscheidungen auf einer fundierten und rationalen Basis zu treffen.
Bedeutung für die Gruppe der 55+ Jährigen
Die Gruppe der 55+ Jährigen steht oft vor spezifischen Herausforderungen und Entscheidungen, bei denen eine gründliche Analyse von Informationen entscheidend ist. Hier sind einige Beispiele aus der Rückmeldung von Gesprächen mit Menschen in dieser Altersgruppe:
Gesundheit und Medizin In diesem Alter nimmt die Bedeutung von Gesundheitsinformationen zu. Die Fähigkeit, medizinische Daten und Forschungsergebnisse zu verstehen und zu bewerten, hilft dabei, fundierte Entscheidungen über Behandlungen und Lebensstiländerungen zu treffen.
Finanzplanung und Altersvorsorge Die Analyse von Finanzinformationen ist entscheidend, um eine sichere und stabile finanzielle Zukunft zu gewährleisten. Dies umfasst das Verständnis von Rentenplänen, Investitionsmöglichkeiten und Versicherungsprodukten.
Technologie und Digitalisierung Auch wenn viele 55+ Jährige technikaffin sind, erfordert die rasante Entwicklung im Bereich der Digitalisierung eine ständige Anpassung und Weiterbildung. Hierbei ist die Fähigkeit, relevante Informationen zu filtern und zu analysieren, unerlässlich.
Politik und Gesellschaft Im Ruhestand haben viele Menschen mehr Zeit, sich politisch und gesellschaftlich zu engagieren. Eine fundierte Informationsanalyse ermöglicht es ihnen, politische Entscheidungen besser zu verstehen und sich aktiv an gesellschaftlichen Diskussionen zu beteiligen.
Herausforderungen
Eine Herausforderung für die Gruppe der 55+ Jährigen kann die schnelle Veränderung und die Fülle an verfügbaren Informationen sein.
Interpretation der Umfrage
A4 Tiefgreifende Analysen der Realität sind eine Verschwendung des Lebens (reverse order)
Diese Frage impliziert eine Prioritätensetzung, bei der das Erleben und Gestalten des Lebens höher bewertet wird als das Nachdenken oder Forschen über die Realität. Es stellt eine philosophische Perspektive dar, die das unmittelbare Erleben und die praktische Lebensführung über theoretische und analytische Tätigkeiten stellt.
Die Antworten zeigen, dass die Befragten überhaupt nicht mit dieser Aussage übereinstimmen. In etwa ⅔ der Befragten sehen keine Verschwendung ihrer Lebenszeit, wenn sie realitätsnahe und tiefergehende Überlegungen zu ihrer Lebenssituation und Lebensumgebung tätigen.
A12 Ich mag es, Abhängigkeiten zwischen scheinbar Verschiedenem zu finden.
Dieses Statement drückt eine Vorliebe für die Entdeckung von Verbindungen oder Beziehungen zwischen Dingen aus, die auf den ersten Blick nicht miteinander in Beziehung stehen. Der Satz suggeriert eine Neigung zu analytischem Denken und eine Faszination für die Komplexität und Verbundenheit der Welt. Es zeigt eine Neugierde und Freude am Entdecken verborgener Zusammenhänge.
Die Auswertung der Antworten zeigt, dass wieder zweidrittel der Befragten diese Aussage stark oder sehr stark bejahen. Dies weist auf sowohl das Interesse wie die Fähigkeiten von interdisziplinärem Denken, wie auch kreatives Denken und wissenschaftliche Neugier hin.
Hinweis: Die in Österreich befragte Gruppe hat einen starken Anteil an Menschen mit höherer Bildung (77 %). In einer der Bevölkerung besser entsprechenden Stichprobe muss man mit anderen Ergebnissen rechnen.
A17Ich kann die wichtigsten Teile eines Textes herausfiltern.
Der Satz drückt die Fähigkeit aus, die wesentlichen und relevanten Informationen in einem Text zu identifizieren und hervorzuheben. Gleichzeitig suggeriert eine Fähigkeit zur kritischen Analyse und zur effizienten Informationsverarbeitung. Diese Kompetenz ist besonders in akademischen, beruflichen und alltäglichen Kontexten nützlich, in denen große Mengen an Informationen verarbeitet werden müssen.
In diesem Zusammenhang müsste man allerdings berücksichtigen, dass das Herausfiltern wichtiger Teile subjektiv sein kann und von der Perspektive, eventuellen Vorurteilen und den Zielen des Lesers abhängt.
Mehr als 90 % der Befragten schätzen sich so ein, dass sie in der Lage sind, die wichtigsten Teile eines Textes herauszufiltern.
A24 Wenn ich einen Text lese, suche ich nach einem Zusammenhang zwischen den darin enthaltenen Informationen und anderen Texten, die ich gelesen habe.
Diese Aussage beschreibt die Praxis, beim Lesen eines Textes aktiv nach Verbindungen oder Beziehungen zu Informationen aus anderen Texten zu suchen, die man bereits gelesen hat. Das suggeriert ein tiefes und reflektiertes Leseverhalten, das über das bloße Verstehen des aktuellen Textes hinausgeht und die Integration von neuem Wissen in ein bestehendes Wissensnetzwerk betont.
Im Zusammenhang mit der Frage wird eine Fähigkeit zum kritischen Denken und zur Analyse vorausgesetzt, indem Verbindungen und Unterschiede zwischen verschiedenen Informationsquellen erkannt werden. Das beinhaltet allerdings das Problem von „Bias“, indem das Suchen nach Zusammenhängen manchmal zu einer Bestätigung voreingenommener Meinungen führen kann, indem man nur die Informationen wahrnimmt, die zu den bereits bestehenden Überzeugungen passen.
Auf diese Aussage antworten mehr als 66 % mit Zustimmung wie starke Zustimmung, was ein Hinweis auf einen grundlegenden Ansatz zu kritischem Denken und intertextuellen Fähigkeiten bei den Befragten besteht.
The BonJour! Survey (part of the developing of the Methodology of the BonJour! Project) aims to explore the behaviour and approach to information. Approximately 150 individuals aged 50+ from various countries in Europe participated. In Austria, 45 people were invited, of whom 31 provided complete responses (a response rate of 69%).
The survey was divided into six different dimensions, each with 3 to 6 questions. The closed-ended questions followed the Likert scale with five levels of agreement. Some control questions were formulated for reverse answering. The six dimensions are: Information Analysis, Evaluation and Assessment, Creation and Production, Recall, Understanding, and Application.
The structure of the sample of the 31 participating people is shown in the table. The average age was 67.8 years.
Education Level
Percentage
Primary Education
13%
Secondary Education
10%
Higher Education
77%
Survey Analysis: Behaviour and Approach to Information
Here are the links to the evaluations of the individual dimensions:
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 nahmen 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 Likertkonzept 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.
Die Struktur der Stichprobe der 31 teilnehmenden Personen ist in der Tabelle dargestellt. Das Durchschnittsalter betrug 67,8 Jahre.
Bildungsniveau
Prozentsatz
Grundschulbildung
13%
Sekundarschulbildung
10%
Höhere Bildung
77%
Umfrageanalyse: Verhalten und Herangehensweise an Informationen
DigiComPass Association is an entity for the Promotion and Development of the ‘Digital Competencies Passport’ (DigiComPass) is a non-profit organization. Its primary activities involve managing and advancing the DigiComPass training course, originally created under the Erasmus+ Project 2022-1-CY01-KA220-ADU-000085965, and promoting it across Europe. The association also aims to facilitate networking among course providers and offer ongoing education to members and interested parties.
To achieve its goals, the association utilizes non-material means such as lectures, virtual and in-person assemblies, participation in international conferences, discussion events, publication of materials, and the establishment of a virtual library. Financial resources are obtained through entry fees, membership dues, donations, and proceeds from publications.
The DigiComPass Association’s Webpage shares current information and enables to contact the organization as well as to apply for membership.
The board of the association
President Dr. Alexandros Yeratziotis
Alexandros Yeratziotis is a Post-Doctoral Researcher at the SEIT Lab, University of Cyprus, and co-director of A.G. Connect Deaf Limited. His research focuses on usability and user experience design for deaf users, with numerous publications and extensive experience in HCI and accessibility.
Deputy President and Secretary Mag. Peter Mazohl
Peter Mazohl heads the European Initiative for Education and was a lecturer at the University of Technology in Vienna. He specializes in ICT with extensive teaching experience and leads EBI’s research department.
Deputy Secretary Fernando Benavente
Fernando Benavente is a Public Works Technical Engineer and Computer Science graduate, with extensive experience in European training and employment programs. He serves as the President of EURORESO and is actively involved in the UGT union and PSOE party.
Treasurer Eleni Pistola
Eleni Pistola holds degrees in Environmental Studies and Well-Being, and has three years of experience as a Project Manager in European projects. She is a dedicated youth worker focused on environmental leadership and Erasmus projects.
Deputy Treasurer Diyana Todorova
Diyana Todorova is a Project Manager at BrainLog with expertise in designing digital solutions for education. She leverages her strong project management background to create innovative educational platforms.
First Auditor BEd Mag. Harald Makl MA
Harald Makl is an expert in pedagogy and quality management in education, with multiple Master’s degrees. He has extensive project management experience and teaches at the University of Applied Studies for Teacher Education in Baden, Austria.
Second Auditor Martin Savchev
Martin Savchev is the CEO of BrainLog with a background in economics and business administration. He has diverse experience in marketing, event management, and European programs, and has served as a guest lecturer in Denmark.
Errol St. Clair Smith is the Director of Global Development at Flipped Learning Worldwide and the executive producer of “Blindsided by AI.” He has extensive experience in traditional media and innovative learning methodologies.
Ph.D Christos Mettouris
Christos Mettouris is a Post-Doctoral Researcher at the University of Cyprus, specializing in e-Learning and learning platforms. He has been involved in numerous EU and local projects and has expertise in recommender systems and ubiquitous computing.
Constantinos Tsouris
Constantinos Tsouris is a specialist in collaborative learning and curriculum development with extensive teaching experience in academic English. He has presented his work internationally and collaborated on various EU co-funded projects.
The Association’s Mission
The Association’s mission is to empower individuals across Europe with essential digital competencies through innovative education and community engagement. It aims to advance digital literacy by disseminating and improving the DigiComPass training course, ensuring accessibility as an Open Educational Resource. Activities include promoting the course, facilitating networking, and providing ongoing educational opportunities. The goal is to foster a knowledgeable, skilled, and digitally empowered society through lectures, conferences, publications, and a virtual library.
The 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 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.
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.
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.
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.
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.
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.
Deputy Secretary Fernando Benavente
Deputy Treasurer Diyana Todorova
First Auditor BEd Mag. Harald Makl MA
Second Auditor Martin Savchev
Errol St. Clair Smith
Ph.D Christos Mettouris
Constantinos Tsouris
