Author: PeterMaz

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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  • Portugal: Information is outdated, and no clear definition is provided.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.

The Art of Effective Learning Content Design: A Focus on Textual Elements

PeterMaz Miscellaneous
The Art of Effective Learning Content Design: A Focus on Textual Elements

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 concise language, 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.

Text design of a learning lesson
This is the design of the original page. Pure text – offered with limited formatting.

 

Text design of a learning lesson, ammended
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.

The combination of clear, concise text and well-chosen colours can create a learning environment that is both informative and engaging. By carefully considering the design elements, educators can ensure that their content is not only aesthetically pleasing but also effective in facilitating learning.
Sources
Richard E. Mayer: Multimedia Learning (Cambridge University Press; 3rd Edition, 9. July 2020)
Slideshare: Sean Bengry – The Art and Science of Instructional Design

H5P Multimedia-based Content – a game changer in adult education?

PeterMaz DigiComPass, Flipped Learning
H5P Multimedia-based Content – a game changer in adult education?

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

DigiComPass Logo - a multimedia-based training course concept.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.
  • Pilot courses covering the items of the DigComp 2.1 Citizens
  • 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)

A Learning Platform for the Elderly

PeterMaz BonJour, Miscellaneous, Project

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.

Illustration of a computer screen displaying a learning platform

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.
An elderly person, learning with a Tablet.
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.

Go to top

[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.