Miscellaneous

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DigiComPass kick-off project meeting

PeterMaz DigiComPass, Miscellaneous
DigiComPass kick-off project meeting
DigiComPass Logo (Kick-Off Meeting)
DigiComPass_Logo

The aim of the DigiComPass Project is to develop a modern accreditation model for digital competencies (based on the DigComp 2.1 Framework for Citizens). This needs a practical innovation and training boost for the trainers (as well as the training facilities). Therefore, this project develops staff competencies that lead to overall improvements in the provision, targeting, and effectiveness of adult education. This includes assessment of prior knowledge and skills of adult learners, better and more innovative teaching methods, and strengthening the adult education staff’s supporting role in motivating, guiding, and advising learners in challenging learning situations. The first DigiComPass meeting of partners took place in Wiener Neustadt, Austria.

The rationale of the project

Digital Competences (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0  P 19).
The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations.

The DigiComPass Kick-Off Meeting

The DigiComPass Kick-Off Meeting took place in Wiener Neustadt from January 16th to January 17th, 2023. Partners from BrainLog (DK), IFESCoop (ES), Europäische Bildungsinitiative (AT), Prometeo (IT), K.A.NE. (GR) and the coordination organisation, the University of Cyprus (CY) participated. Due to various issues, the FLGobal (USA) could not send a representative.

Objectives and concrete results of the DigiComPass Project

  • 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 objectives are to create a recognition & course model for Digital Competences 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 framework (https://goo.gl/T8TpJ9)
    • 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 global 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

Topics addressed in the DigiComPass  project meeting

The program-related keywords are: Digital skills and competencies – Creating new, innovative, or joint curricula or courses – Key competencies development

For the project, relevant keywords are: Digital Competencies Training, Flipped Learning 3.0, Multimedia and Interactive training content.

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The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

Ethical Values

PeterMaz Miscellaneous
Ethical Values
Ethical Values were identified by a nonpartisan, nonsectarian (secular) group of youth development experts in 1992 as “core ethical values that transcend cultural, religious, and socioeconomic differences”. The Six Pillars of Character are: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.
The past decade has seen a significant shift in ethical values and attitudes, driven by a number of factors including technological advancements, social and political movements, and global events. Consequently, some significant changes in ethical values and attitudes are visible, with some developments having a negative impact on society. In particular, there has been a rise in certain unethical behaviors and attitudes, such as hate speech, racism, bullying, and similar issues, that are facilitated by technology and the internet.

The EBI has launched a case study and asked five partners from Erasmus+ projects to share their impressions about their observations, especially in relation to their learners (and – of course – to their trainers). The results are made visible in the slide show (Data for the case study: 6 organisations, 18 trainers, and heads sent back the questionnaire).

Remark: Use the errors to see all seven slides with the statistical-processed data!

Asked Questions

  1. Our trainers/we as an organisation/I as a person have noted various societal problems, such as hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, sexual orientation, and similar.
  2. Our trainers/we as an organisation/I as a person have been observing an inevitable decline in values in society lately, like hatred on the net, lack of togetherness, discrimination, and prejudice based on race, gender, and sexual orientation, which worries them.
  3. Our trainers have recently observed a decline in moral principles among learners, like missing respect, lack of togetherness, discrimination, and prejudice based on race, or gender.
  4. Our organisation seeks to provide trainers with a uniform basic attitude toward ethics and morals.
  5. Our organisation aims to positively impact learners through a unified ethical stance and thus have some influence on the positive development of society.
  6. For our organisation, a uniform ethical attitude within the team is essential.
  7. In the future, our organisation wants to offer training and education on moral principles in specific areas (e.g., behaviour on the net, green values).

Findings and deeper-going interpretation (Ethical Values)

The COVID-19 pandemic has brought about significant changes in many aspects of society, including ethical values. As one factor, the COVID-19 crisis has highlighted disparities and inequalities within society. The pandemic has exposed systemic issues such as income inequality, racial and ethnic discrimination, and inadequate healthcare systems. These disparities have raised ethical questions about the allocation of resources and the obligations of governments and corporations to address these issues.

Hate speech and cyberbullying

The anonymity and reach of the internet have created a platform for hate speech and cyberbullying, where individuals can attack and harass others with relative impunity. This has created a new set of ethical challenges, as people struggle to balance the right to free speech with the need to protect individuals from harm.

Racism and discrimination

The past decade has seen a resurgence of racist and discriminatory attitudes, with many people using the internet to spread hate and misinformation. This has raised ethical questions about the responsibility of tech companies and individuals to address and combat these harmful behaviors.

Online harassment and doxxing

The internet has also facilitated the rise of online harassment and doxing, where individuals use the web to threaten and intimidate others. This has led to a growing concern about the ethical implications of online behavior and the need for greater protection and accountability.

Intergenerational ethical approach

It’s not accurate to say that the intergenerational ethical approach has changed negatively in the last decade, but it can be argued that the challenges to achieving intergenerational ethics have increased. Despite increased awareness and a growing recognition of the need to prioritize intergenerational ethical considerations, many of the problems facing future generations have become more acute in recent years.

For example, climate change and environmental degradation have continued to worsen, and income inequality has increased in many parts of the world, making it more difficult to achieve a sustainable and equitable future for all. Additionally, technological advancements have brought new challenges, such as the rise of artificial intelligence and the potential for technological unemployment, that require careful consideration from an intergenerational ethical perspective.

Conclusion

In conclusion, while the past decade has seen many positive developments in ethical values, it has also brought new ethical challenges, particularly with regards to hate speech, racism, bullying, and similar issues that are facilitated by technology and the internet. Addressing these negative trends will require a collective effort to promote responsible and ethical behavior online and offline.

DigiComPass – a new challenge

PeterMaz Miscellaneous

The EBI is a partner of the DigiComPass Project. Digital Competencies (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0, P 19). The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations. Increasing the digital competencies of Citizens is a challenge.

DigiComPass-Digital-Skills
Development of digital skills within the last 7 years (Source: Eurostat – Data, visualization – Peter Mazohl)

The graphic shows the data of several European countries ordered by the percentage of digital skills from 2021. The distribution of countries shows partners with higher values (than the European average) and lower values. This enables to learn from each other and to develop optimized strategies to create and implement training courses for >European citizens.

Project priorities

The project focuses on two specific priorities of the Erasmus+ Project.

① Improving the competencies of educators and other adult education staff

The aim of the project is to develop a modern accreditation model for digital competencies (based on the DigComp 2.1 Framework for Citizens). This needs an effective Innovation and training boost for the trainers (as well as the training facilities).
Therefore, this project develops staff competencies that lead to overall improvements in the provision, targeting, and effectiveness of adult education. This includes assessment of prior knowledge and skills of adult learners, better and more innovative teaching methods, as well as strengthening the supporting role the adult education staff has in motivating, guiding, and advising learners in challenging learning situations.

② Addressing digital transformation through the development of digital readiness, resilience, and capacity

The DigiComPass enables the participating training organizations to increase the capacity and readiness of institutions to manage an effective shift toward digital education. The project will implement the purposeful use of digital technologies in education and training for teaching, learning, assessment, and engagement. This will be done in the frame of the technical concept of the implemented Flipped Learning 3.0 Framework. This implementation of the framework is a base for the development of digital pedagogy and expertise in the use of digital tools for teachers and trainers, including accessible and assistive technologies and the creation and innovative use of digital education content.

Objectives and concrete results

The major objective is to create a course package for digital skills similar to the European Computer Driving License (ECDL), but with a specific focus on the DigComp framework 2.2 and free from licence fees. The offer of the modular DigiComPass courses enables digital transformation through the development of digital readiness, resilience, and capacity.

Since COVID-19 we know that these competencies are crucial. Social distancing is the best practice example of the importance of deeper going digital competencies, for example, to deal with authorities (eGovernment) or to be able to use the Digital Signature to access eGovernmental and other services. All these issues are described in the DigComp framework and will be part of the new training of DigiComPass.

DigiComPass-Adult-Active-Learning
Active learning in the Group Space. The implementation of the developed courses will use the Flipped Learning 3.0 Framework.

Major objectives and concrete results

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 objectives are to create a recognition & course model for Digital Competences 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 framework (https://goo.gl/T8TpJ9)
  • 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

 

 

CONNECT – results available

PeterMaz CONNECT, Miscellaneous
CONNECT – results available

Objectives of the Project

Objective 1: Develop an innovative multidisciplinary and cross-sectional curriculum for students from the computer and information, health, and social sciences background, with the main focus on cooperation between sectors for strengthening the existing knowledge, skills, and entrepreneurship, in the first ten months of the project, by an international team of eHealth informal and formal educational providers within partner institutions.

CONNECT-<Course
CONNECT Project: eLearning course module (Click on the image opens the course)

Objective 2: Provide one Intensive Study Programme (ISP) to 42 students from computer and information, healthcare, and social sciences backgrounds in mixed working groups in Cluj-Napoca, Romania in September 2022 in order to facilitate student’s challenge-based learning collaborations by having students develop eHealth applications in the form of a project with real implication in the field of eHealth.

Objective 3: Develop a transnational network of key actors from academia, industry, and NGOs to establish collaborations, exchange best practices and facilitate long-distance mentorship for students who graduated from the Intensive Study Programme through an online platform “eHealth Community of Practice” through the end of the project.

Further Information about the CONNECT Project

The sustainability of the project will be ensured firstly by integrating the open-source Curriculum that will be developed by the partners into the course of eHealth at the Department of Public Health, from BBU, as part of their educational program at the Bachelor’s and Masters’s level. Therefore, one of the intellectual outputs of the project will be transferred to them and other interested higher education institutions in order to create a long-term use for our product.

The “eHealth Community of Practice” online platform will be available for at least three years after the project completion period, constituting a transnational network of members from academia, industry, and healthcare and as a mentorship platform for future health innovators.

CONNECT-COP-Platform
CONNECT Project: CoP Platform

 

 

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

DigiComPass – our new project!

PeterMaz Miscellaneous
DigiComPass – our new project!

Digital Competences (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of
well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0, P 19). To increase this percentage, the DigiComPass project has been brought to life.

bar chart Digital Skills
A bar chart showing the Digital Skill index by country in 2015. (Source: DigComp 2.0: The Digital Competence Framework for Citizens, JRC Publications)

The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations.
All involved adult education organizations are offering courses to increase the digital competencies of adults (of different ages, from 18 up to 70+, also at the university level). Consequently, all organizations agree that these digital skills are an absolute must in our society. If there is a lack of digital skills, in the worst case, people may be excluded from social or daily life. After a coherent concept for digital competencies (DigComp 2.1) existed, the project partners decided to develop a modular course offer tailored to adults using a modern training framework (Flipped Learning 3.0).

Identified needs

The project group identified general needs in digital competencies as well as the need to develop a modern course concept well-fitting to adults (of all ages). The modularity enables a selection of special content by the learners as well as to develop tailored courses.
Another need is a Europe-wide recognition method that fits modern requirements. This recognition method also corresponds to the typical learning behavior of adults, in order to cover the bandwidth from confirmation of participation to excellent participants.

Depiction DigComp for DigiComPass Project
Depiction of the addressed competencies (Source: DigComp at Work – Implementation Guide)

To implement the worldwide accepted and proven “Flipped Learning 3.0” Framework the developer of the framework, Jon Bergman and Errol Smith from “Flipped Learning Global” are members of the consortium.

Some facts

  • Applicant: UNIVERSITY OF CYPRUS
  • Partners
    • Europäische Bildungsinitiative (AT)
    • BrainLog (DK)
    • Cooperativa Sociale Prometeo onlus a Mutualità Prevalente (IT)
    • INICIATIVAS DE FUTURO PARA UNA EUROPA SOCIAL COOP (ES)
    • SOCIAL YOUTH DEVELOPMENT CIVIL NONPROFIT SOCIETY (GR)
    • FL WORLDWIDE, LLC
  • Project number:  2022-1-CY01-KA220-ADU-000085965
  • Project start: December 1st, 2022

E4ALL – EPALE Posting: Intergenerational Training

Europaeische Bildungsinitiative E4ALL, E4ALL, Flipped Adult Education, Miscellaneous, Project
E4ALL – EPALE Posting: Intergenerational Training
E4ALL Project Logo

In the frame of the E4ALL project, we created a post dealing with intergenerational training and the training of digital competencies. The post refers to a specific pilot course hold in Wiener Neustadt with people of the 65+ generation.
Intergenerational issues are one of the topics in this project for exchange of best practice (the others are environment, games, language teaching, and Flipped Learning 3.0).
The post serves to further disseminate the project to the Adult Learner Community.

EPALE Blog Post
Screenshot: EPALE Blog Post (E4ALL Project, intergenerational training)

Post: Practical experience in an intergenerational training of digital competencies
Project: E4ALL

About the Article

The post refers to an empirical experience of an intergenerational training course dealing with digital competencies. In hardly any other area are the competencies as varied as in the field of digital competencies. While younger people are used to working and living in a digital world through their education and professional life, older adults in particular have little experience.

Why Intergenerational Trainings?

The major intention of the intergenerational approach was to energize older adults and to give a sense of purpose, especially when they’re sharing their experience and skills.

Consequently, another intention was to help younger generations understand aging and face their own generation more positively.

Findings

From the observations of the trainers and the evaluation of the learning outcomes, this intergenerational training worked excellent. It was clear from the beginning, that the trainers had a specific responsibility of monitoring and to keep in line the given intentions of the training.

Furthermore, the success of learning groups like described above depend on the composition of learners and their open approach to both the learning topics and the given group situation.

__________________________________
About the project: The project provided two Learning/Training/Teaching Activities during the project’s lifetime, one of them organized and implemented by the European Initiative for Education in Wiener Neustadt. Intergenerational training was one of the set focuses.

E4ALL – Training in Wiener Neustadt

PeterMaz E4ALL, Flipped Adult Education, Flipped Learning, Miscellaneous, Project
E4ALL – Training in Wiener Neustadt

E4ALL LogoE4ALL means Education For All! In the frame of this Erasmus+ Project, the trainees from 6 different countries came to Wiener Neustadt to exchange their knowledge in Games for Education, Intergenerational Learning, and Flipped Learning 3.0 during a three days’ learning and training event.  The training took place in the Hilton Garden Inn in Wiener Neustadt. 20 trainees attended the courses and learned together in a cooperative and friendly atmosphere. The Austrian Partner EBI hosted the training and presented the trainees with the cultural and economical background of Wiener Neustadt as well.

Here are some images from the first day (watch the slider!).

The topics of the first day were:

  • GAMES4ALL – TEAM BUILDING ACTIVITY (Challedu)
  • INTERGENERATIONAL LEARNING APPROACH, part 1 (EduVita)
    • “learn it!”
    • “practice it!”
  • INTERGENERATIONAL LEARNING APPROACH, part 2 (EduVita)
    • ART-THERAPY (practice it!)
    • (design it!)

Learning aims of the E4ALL – training

INTERGENERATIONAL LEARNING APPROACH (learn it!)

  • Understanding the goals of IGL (intergenerational learning) and the difference between multigenerational and intergenerational learning
  • Awareness of the role of emotional intelligence in IGL
  • INTERGENERATIONAL LEARNING APPROACH (practice it!)
  • Developing the competence of inclusion of both generations  in teaching/learning process (elderly people as teachers, young people as teachers) on the example of language class with IGL approach

ART-THERAPY (practice it!)

  • Learning the basics of Art-therapy as a tool for team building and group dynamics
  • Raising awareness of Art-therapy: literature for further reading

INTERGENERATIONAL LEARNING APPROACH (design it!)

Ability to design a short IGL activity in small groups

Second day – Games

Challedu demonstrated three analog games, developed in a former project.

In consequence, the trains developed in three groups their own games. After intensive discussions, the trainees tested the prototypes of the games.

Third day – Critical Thinking & Flipped Learning 3.0

Peter Mazohl and Charlotte Gatti elaborated a basic approach to Critical Thinking with the trainees. In a short workshop, the most relevant items were summarized.

The Flipped Learning 3.0 Workshop started with the preparation work and the publishing of the pre-knowledge Distance Learning course (Individual Space) of the training. As a result, the participants could build up the basic knowledge about architecture and history in Wiener Neustadt. Additionally, issues like Backward Design and Bloom’s taxonomy were included in this training.
Active Learning, various group activities, and guided group discussions dominated the Group Learning Space. Essential material for this training has been transferred from the FAdE project (Flipped Adult Education)

Course leaders for the E4ALL Training

The E4ALL training was conducted by the trainers delegated from EduVita, Challedu, and EBI/EIE. The training would be led by 1-3 trainers from the thematic expert organization each day. The course’s steering group is represented by a minimum of one person delegated from each organization organizing the training.

Modern Learning Spaces for Adult Education

PeterMaz Miscellaneous
Modern Learning Spaces for Adult Education

The EBI/EIE asked partners from former or current projects about their ideas of optimal learning spaces in the field of adult education. The questions focused on the logical (training-approach focused) and spatial learning space, as well as on active learning. Here is the evaluation of 4 questions (from 8) of this survey. The “Modern Learning Spaces for Adult Education” survey addressed partners in eight European countries.

  • This traditional classroom, as it’s well-known from School Education, is the best learning space for most of the training situations in Adult Education.
  • An open learning space, group-based and focusing on collaboration, is the best learning space for most of the training situations in Adult Education.
  • Modern learning space for Adult Education must be flexible in the spatial design. It must be possible to change the spatial arrangement easily.
  • Modern learning spaces for Adult Education must not follow traditional teaching or training methods but can use other approaches based on active learning.

Outcomes “Modern Learning Spaces”

Click through the gallery to analyse the visualization of the results.

Technical information

32 different Adult Education organisations from Europe took part in this survey (Countries: ES, SE, GR, PT, PL, IT, NOR, DK). All these Adult Education organisations are currently intensively involved in training with different kinds of adults.
Invited people: 38, sample: 32

Additional information

Learning spaces can be defined by their kind to learn: learner-centered, knowledge- centered, assessment-centered, and community-centered. Whats missing: The spatial description!
WikiPedia defines learning spaces as

“Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to “classroom,” but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, learning styles, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinaesthetic or physical learning, vocational learning, experiential learning, and others.”