Author: PeterMaz

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EBI is a member of the DigiComPass Association

PeterMaz Miscellaneous

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.

DigiComPass Association: Webpage
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

Dr. Alexandros YeratziotisPresident 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.

 

   
   

Fernando BenaventeDeputy 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.
   
   
   

Eleni PistolaTreasurer 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.

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Scientific Advisory Board

Errol St. Clair Smith

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.

 

Media Competence and Digital Literacy of Seniors – the BonJour Project

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

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

Roles and Responsibilities of Media Educators

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

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

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

Core Competences for Media Educators

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

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

Training and Certifications

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

Pedagogical Approaches and Teaching Methods

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

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

Preferred Learning Methods

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

Practical Issues in Creating Learning Material

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

Challenges Faced by Elderly Learners in the BonJour Project

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

Overcoming Challenges

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

Use of Technology in Teaching

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

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

Responsible Sharing of News

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

Quality Control in Journalism

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

Media Literacy in the BonJour! Project.

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

Algorithmic Influence

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

 

Study visit to the “Casa Vittoria”

PeterMaz Miscellaneous
Study visit to the “Casa Vittoria”

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

Casa Vittoria - the outside Terrassa

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

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

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

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

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

Garden and glass-houses with vegetables

The Cooperative’s Mission and Societal Impact

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

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

Benefits and Added Value

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

Garden and glass-houses with vegetables

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

Conclusion

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

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

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

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

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

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

Tech-Enabled Learning: A Broader Vision

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

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

Two boys learning with a laptop.

The Technical Implementation

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

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

The Future of Learning

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

BonJour – new Project on Journalism & Fake News

PeterMaz BonJour, Project
BonJour – new Project on Journalism & Fake News

EBI is proud to be a partner in the BonJour Project, coordinated by EduVita (from Lecce, Italy). The objective of the project is to enhance media literacy among older individuals by focusing on journalism and digital skill improvement. This effort aims to foster social activism among seniors and bridge the generation gap in digital proficiency. A key aspect of the plan involves establishing a pool of Media Educators for the Elderly, a role that is currently lacking despite its pressing need. The target groups include adult educators, senior educators, media educators, as well as individuals aged 55+ and senior learners.

Aims in this Media Literacy Project

BonJour - two elderly people reading news in a coffee shop.
This project targets elderly people and will create a new kind of educator: The “Media Educator for Adults”, supporting this group to handle news without problems.

The implementation strategy includes conducting a learning needs analysis for seniors in media education, providing training for Media Educators for the Elderly, and offering courses for seniors to enhance critical thinking and ICT skills through media literacy and journalism. Additionally, the plan involves creating a handbook and guidelines for Media Educators, developing a curriculum for seniors, and launching a pilot program where elderly individuals actively contribute to media and digital content creation.

Expected Results at the End of the Project

Expected outcomes include the establishment of a methodology for Media Literacy for the Elderly centered on journalism, the identification of the Media Educator profile, and the creation of a pool of Media Educators for the elderly. Furthermore, the initiative aims to produce a guide for Media Educators, an e-learning platform tailored to seniors’ needs, and tangible learning materials for elderly individuals.

The kick-off meeting of the project took place March 13th, 2024, in Lecce. [read more]

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The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

BonJour: Kick-Off in Lecce

PeterMaz BonJour, Project, Technology Enhanced Teaching
BonJour: Kick-Off in Lecce
We are excited to convene the Kick-off Meeting at the EduVita Intergenerational Centre in Lecce, marking the beginning of our collaborative endeavour in the frame of the BonJour Project, an adult education media literacy cooperation. This meeting is a critical first step in launching our project, bringing together a diverse group of experts and professionals.

The partners in this Media Literacy Adult Education Project

EduVita is the coordinator in this project. It is an educational and cultural center in Southern Italy founded in 2019 to improve the quality of life for all ages through intergenerational learning. They focus on social activities for elderly people and innovative teaching methods. Currently, Hanna Urbanovich, Damiano Verri, and Teresa Voce are in the project team.

  • Associação MY MADEIRA ISLAND, represented by Anastasia Mazur, and Andreia Jesus is a non-profit that supports Madeira Island’s cultural and social development through educational events and activities. They focus on helping young people gain digital skills and find online work due to the island’s limited job market.
  • Foundation Pro Scientia Publica (Poland), represented by Aleksander Kobylarek and Martyna Madej, is a non-profit organization focused on adult education, especially for elderly people. They provide workshops and seminars on various topics to help seniors stay socially engaged and develop new skills.
  • Our organisation, the European Initiative for Education (EIE), a non-profit organization in Austria, promotes innovative education and training methods for adult learners and educators. They focus on technology-enhanced learning and developing new teaching techniques. Peter Mazohl participated in the meeting.
  • Fundacja Imienia Juliusza Mieroszewskiego (Foundation of Juliusz Mieroszewskiego), established in 2013, focuses on strengthening ties between Central and Eastern European countries through educational and cultural initiatives. They promote lifelong learning, especially for older adults, by offering virtual courses, training educators, and supporting programs like the Golden Age University in Belarus. From this organisation, Lana Rudnik, Vitaut Rudnik participated in the meeting.
  • Nazilli Hayat Boyu Öğrenme Derneği (Nazhayat) is an association founded in 2015 by educators to bridge generations and cultures. They focus on re-invigorating adults over 50 after retirement and offer courses for teenagers and adults. Their main goal is to integrate retired people back into society and promote active ageing through various activities. With a core group of 30 active members, mostly volunteers, Nazhayat benefits numerous participants both in Nazilli and online. Participants: Hasan Yuce, Emin Masalcı.
Each partner brings a wealth of knowledge and experience vital to the project’s success.

During the Meeting

A session designed to welcome participants, aimed at fostering camaraderie and collaboration among all partners. Each partner provided a brief introduction, detailing their organization’s role and contributions.
Kick-Off meeting BonJour Project Lecce
The Kick-Off meeting of the BonJour Project took place in Lecce, in the rooms of EduVita.
The meeting featured a comprehensive outline of the project, including detailed descriptions of the work packages, with a focus on the specifics, responsibilities, and forthcoming steps of WP2. There will be a discussion on project management strategies, communication methods, financial rules, and the partnership agreement to ensure clarity and cohesion in our collective effort. Additionally, the meeting will focus on establishing quality benchmarks, evaluation plans, and risk mitigation strategies to guide us on our path to success.

Summary

This Kick-off Meeting promises to be a milestone event, setting the foundation for our collaborative work on media literacy. It’s an opportunity to align our goals, understand our roles, and embark on this journey with a shared vision and enthusiasm. We look forward to a productive meeting that paves the way for our project’s success.
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The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

How intelligent is Artificial Intelligence?

PeterMaz Artificial Intelligence
How intelligent is Artificial Intelligence?

The term “Artificial Intelligence” (AI) conjures up images of smart robots and futuristic technologies. But how intelligent is AI really? This essay delves into the nuances of AI’s intelligence, comparing it with human cognition, examining its capabilities and limitations, and exploring its future potential.

The Spectrum of AI Intelligence

Artificial intelligence is a collective term that describes a wide variety of areas in the digital world.

Defining AI Intelligence

AI intelligence is fundamentally different from human intelligence. It’s defined by its ability to perform tasks that would typically require human intelligence, such as recognizing speech, making decisions, and solving problems. However, it lacks human qualities like consciousness and emotional understanding.

Levels of AI

AI operates at various levels, from basic machine learning algorithms to advanced deep learning and neural networks. While simple AI can perform specific tasks better than humans, like calculating large numbers quickly, more complex AI systems, such as those driving autonomous vehicles, demonstrate a higher level of ‘intelligence’ by synthesizing information from various sources to make decisions.

Different types of AI
This graphic has been created following this description: Draw a graphic displaying several items identified with Artificial Intelligence. Use the ratio format 16:9 for the image.

Comparing AI with Human Intelligence

Artificial Intelligence does not have to do so much with human intelligence. The great breadth of human intelligence, which encompasses an incredible range, is always at odds with AI.

Specialization vs. Generalization
AI excels in specialized tasks. For instance, AI in healthcare can analyse medical images with greater accuracy than most humans. However, unlike humans, AI cannot easily transfer knowledge from one domain to another. Humans possess general intelligence – the ability to learn and apply knowledge in vastly different contexts.

Learning and Adaptation(1)
AI systems learn from large datasets, often much faster than humans. Yet, they struggle to adapt to new, unforeseen scenarios outside their training data. Human intelligence is remarkably adaptable, capable of understanding and adjusting to new situations rapidly.

Creativity and Emotional Intelligence
AI lacks genuine creativity and emotional intelligence. It can mimic these aspects based on data and algorithms but doesn’t ‘understand’ them. Human intelligence is deeply intertwined with emotional responses and creative thinking, areas where AI cannot authentically replicate human capabilities.

Four Children
Picture generated with an Artificial Intelligence image creating tool.

The Capabilities and Limitations of AI

The wide-ranging possibilities of AI – especially when focussed on specific areas such as image recognition – are in stark contrast to the considerable limits placed on AI.

Capabilities

AI’s strengths lie in its ability to process and analyse vast amounts of data swiftly and accurately, perform repetitive tasks without fatigue, and identify patterns imperceptible to humans. These capabilities make AI invaluable in fields like data analysis, automation, and predictive modelling.

Limitations

AI’s intelligence is constrained by the quality and quantity of the data it is trained on. It lacks the ability to reason abstractly or ethically, and is dependent on human input for its learning process. AI also faces challenges in understanding context and displaying genuine empathy.

The Future of Artificial Intelligence

  • Advancements
    As AI technology advances, it is expected to become more sophisticated in its problem-solving abilities and more adept at handling complex, multi-faceted tasks.
  • Human-AI Collaboration
    The future likely holds more of a partnership between human and AI intelligence. By combining AI’s data-processing capabilities with human creativity and adaptability, this collaboration could solve some of the world’s most pressing problems.
  • Ethical Considerations
    As AI becomes more ‘intelligent’, ethical considerations become paramount. Ensuring responsible AI use that respects privacy, avoids bias, and considers the broader social impact is crucial.

Conclusion

As with many new developments, AI shows the usual progression of technical development. Perhaps we can compare AI with the development and use of the pocket calculator:

  • A group of people were enthusiastic about the simplicity and speed of the calculations.
    Today, a calculator is everybody’s common tool without it being questioned any further.
  • The schools and the group of teachers were up in arms against its use in schools: the pupils would no longer be able to do maths, there would be a risk of dumbing down at school and maths would lose its importance.
    Today we know that pupils have not become stupid, that maths with its complex theories is still hugely important and that the calculator has become an aid to maths in the same way that a knife and fork are an aid to eating. Artificial Intelligence, as it stands, is a powerful tool with impressive capabilities.

AI’s intelligence, though different from human intelligence, complements our own cognitive abilities. While AI excels in data processing and pattern recognition, it lacks the adaptability, creativity, and emotional depth inherent in humans. The intelligence of AI is thus a specialized and focused one, valuable in specific contexts but not a replacement for the broad, nuanced intelligence of humans. As AI continues to evolve, its interplay with human intelligence will undoubtedly reshape our world, but it will not render the unique aspects of human cognition obsolete.

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Sources

  1. Reinforcement Learning: An Introduction
    (http://incompleteideas.net/book/RLbook2020.pdf)
    Adaptive Learning through Artificial Intelligence
    (Link)
  2. Future of Artificial Intelligence
    (https://www.simplilearn.com/future-of-artificial-intelligence-article)

Manifest Flipped Learning

PeterMaz Miscellaneous

The Manifest Flipped Learning, published by the DigiComPass project team, is a fundamental document for the creation of the DigiComPass training modules. It is a summary of the Flipped Learning 3.0 framework with a specific focus on adult education. The document can be downloaded from the webpage: ⇑ Download.

Cover of the Manifest Flipped Learning 3.0
Cover of the Manifest Flipped Learning 3.0

About the Manifest

The manifest outlines the following key principles of Flipped Learning 3.0:

  • Learner-centeredness: Flipped Learning 3.0 puts the learner at the center of the learning process. Learners are provided the opportunity to take ownership of their learning and to progress at their own pace.
  • Active learning: Flipped Learning 3.0 emphasizes the importance of active learning. Learners are encouraged to engage with the material in various ways, such as through problem-solving, collaboration, and discussion.
  • Technology-enhanced learning: Flipped Learning 3.0 uses technology to enhance the learning process. Technology can be used to deliver instruction, to provide opportunities for learners to practice their skills, and to facilitate collaboration.

Focus on Adult Education

The manifest also highlights the specific benefits of Flipped Learning 3.0 for adult learners. Adult learners are often motivated to learn new skills, but they may have limited time and resources. Flipped Learning 3.0 can help adult learners to overcome these challenges by providing them with a flexible and personalized learning experience.

Added Value for the DigiComPass Project

The DigiComPass project team is using this document to develop training modules that will help adult learners to develop their digital competencies. The training modules will be based on the Flipped Learning 3.0 framework and will be designed to be engaging, interactive, and effective.