Miscellaneous

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.

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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 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.”

The EBI/EIE is a partner in the project CONNECT (Cooperation and training on innovation and entrepreneurship in the eHealth
community), coordinated by the University BABES BOLYAI (CLUJ Napoca, Rumania) with the University of Porto as a partner.

The project focuses on the national priority of “Tackling skills gaps and mismatches” through delivering an education program, which engages students from across European countries to enable continuous innovation and entrepreneurship in the European eHealth sector. The main focus of the CONNECT project is on issues of eHealth innovation, state-of-the-art
training and education of students necessary on the health market, in the form of a highly-and-systematically, organized formal and non-formal educational program to improve knowledge, develop cross-sectoral skills and competencies, entrepreneurship and support students’ critical thinking required to improve health care.

The EBI/EIE will be involved in the platform development, as well as in some fields of eLearning development.

What is a Community of Practice?

A community of practice (CoP) is a group of people who share common interests, a set of problems, or are in a similar working or learning situation. They come together either physically or virtual to fulfill both individual and group goals.

Significant for CoPs are three items:

• The Domain
  CoPs are (more or less) a kind of friends club or a network.
• The Community
  In pursuing their interest in their domain, members engage in joint activities and discussions, cooperate, help each other, and share information and material.
• The Practice
  The community not only shares the same interest, but also material, knowledge, and experiences. Often they use a shared repository which is extended continuously by community members.

Introduction to Technology-Enabled Learning

Peter Mazohl, the head of the EBI, is an experienced trainer in Technology Enabled Learning. He started to teach using a learning platform in 2000, learned to implement and use a Moodle server, and finally worked successfully

Since 2013, his approach to teaching and training as based on flipped learning, since 2017 he enhanced the training approach to the Flipped Learning 3.0 Framework.”, offered by the Flipped Learning Global.

In 2021 he participated the MOOC “Technology-Enabled Learning” that had been offered by the Athabasca University (one of the biggest Distance Learning Universities) by interest – to “know what the others teach”. He passed the course and got certified.

The course content covered:

1. Models of Technology-Enabled Learning
   • The Community of Inquiry
   • TPACK and TIM
   • On Teaching Presence
2. Technology in Education
   • Integrating Technology in Education
   • Benefits of Technology in Education
3. Open Educational Resources
   • Understanding Open Educational Resources (OER)
   • Types of Open Licenses
   • Finding OER
4. Application of Technology
   • Practical Application of Technology
   • Getting Help with Technology
5. Creating Technology-Enabled Learning

Peter Mazohl evaluated the course as an excellent opportunity for newbies to get the “big idea” and to create an overview of technology-enhanced learning. For experienced trainers it is an interesting possibility to stay informed and at the current level of technology-enhanced  teaching and training as well as to become in contact with trainers that are also interested in this topic.