SEEING THE BIGGER PICTURE EPALE and Erasmus+ Adult Education 2017
Digital Participation Digital literacy for participation in the society of the future
EPALE â&#x20AC;&#x201C; E-Platform for Adult Learning in Europe
SEEING THE BIGGER PICTURE EPALE and Erasmus+ Adult Education 2017
Digital Participation Digital literacy for participation in the society of the future
5 Introduction, Carin Dániel Ramírez-Schiller 7
Introductory words, Regina Barth
Digitalisation and adult learning: the Norwegian approach to inclusion in a digital society
Digitalisation and adult education: new opportunities and new responsibilities
Work-based learning for open professional collaboration
Stretch out to Europe with Erasmus+
32 Erasmus+ KA2 Project SOLA – Simple Open Learning Advancement Raquel García Revilla, Ana Landeta and Gabriele Winkler
New approaches for the further training of adult educators in the information society of Latvia ICT within basic skills training – A challenge for teachers and students alike?
Adults acquiring digital skills – insights into the Finnish approach and the results of the Erasmus+ project Digi4Adults
EPALE – what is in it for you?
This EPALE Austria publication entitled »Digital participation: digital literacy for participation in the society of the future« looks into the potential offered by digitali sation for adult education. Digitalisation is a megatrend we are currently witnessing within the economy and society as a whole. It also has its place in the Erasmus+ programme. EPALE itself is proof of this. EPALE – Electronic Platform for Adult Learning in Europe – was launched by the European Commission in 2014 to kick-start a Europe-wide initiative with the aim of improving the quality of adult education. The multi-lingual EPALE platform is aimed at tutors, trainers, researchers, policymakers and anyone else involved in the delivery of adult education. The site offers an extensive range of features, including news, event details, resources, blog posts, a project partner search facility and interactive opportunities for sharing ideas, examples of good practice and so on. With some 30,000 users (and counting) across Europe, EPALE is already a permanent feature of the European adult learning landscape. The National Coordination Point Austria has strong ties with the other European programmes and initiatives relating to adult education, all of which are brought together under the umbrella of the Erasmus+ programme. The annual EPALE conferences (arranged in partnership with Erasmus+ Adult Education) are always centred around a relevant issue being faced within the adult education sector at the time. This publication is based on sessions at the »Digital participation: digital literacy for participation in the society of the future« conference held in Vienna in June 2017. To complement the digital networking, the conference once again provided plenty of opportunity for face-to-face discussions of digitalisation and much else besides.
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Carin Dániel Ramírez-Schiller National Agency Erasmus+ Education Carin Dániel Ramírez-Schiller has been Head of the Erasmus+ Adult Education & Transversal Matters Department and Deputy Head of the OeAD-GmbH Erasmus+ National Agency since 2007. After completing her PhD in Politics and History at the University of Vienna (Universität Wien), she worked as a Training Assistant and then as a Marketing Assistant at a software company. Following this, she joined the team at OeAD-GmbH in 1994. Contact email@example.com www.bildung.erasmusplus.at
On policy level it is the Austrian support service for the European Agenda for Adult Education, which is based at the Ministry of Education, and then there is Erasmus+ Adult Education, which is the funding stream for adult education in Europe. EPALE combines strategy and practice within the European adult education sphere. The framework conditions for improving the quality of adult education on a national and European level are set out and developed at the policy level (through the introduction of Ö-Cert in Austria, to provide one example). Erasmus+ Adult Education then offers a funding stream open to everyone involved in the delivery of adult education and available for training and job shadowing opportunities in Europe, as well as for those looking to launch and work on European projects. EPALE grants access to current policy documents, event details, the latest news and many more resources from across the continent. It has evolved to become the main European platform for the exchange of knowledge and experience, bridging the gap between theory and practice.
For (potential) Erasmus+ project managers, EPALE also offers a project partner search facility alongside its wealth of relevant resources. Plus, there are also plenty of opportunities for promoting activities and results whilst projects are still being worked on and after they are complete. The EPALE Communities of Practice offer another chance to enter into discussions with fellow experts within a certain field, with a view to guaranteeing that projects can be sustained and progressed. We are delighted that there is also already an active »Digital Participation« Community of Practice addressing the topic of digitalisation. On behalf of the EPALE Austria Team, I hope you enjoy reading this publication and getting involved in future activities on the EPALE platform!
Digital literacy for participation in the society of the future
On behalf of the Austrian Federal Ministry of Education (Bundesministerium für Bildung), I would like to welcome you to today’s meeting. Together, we would like to take a broader look at a very important topic, namely digital literacy for participation in the society of the future.
To begin with, I would like to give a brief outline of the developments which have taken place at EU level since 20001: > Digital
literacy is mentioned as one of the objectives of the European Council’s Lisbon Strategy (2000).
European Commission’s Communication on »Making a European area of lifelong learning a reality« (2001) lists IT competence as one of the new basic skills.
terms of the key competencies for lifelong learning, digital competence was listed as one of the eight key skills for a knowledge-based society in 2006.
In the follow-up strategy Europe 2020, the European Commission set the Digital Agenda for Europe (2010).
»eight key competencies for lifelong learning« recommended by the European Council and the European Parliament represented a consistent frame of reference for the Austrian Strategy for Lifelong Learning (2011). All lines of action have the aim of supporting the acquisition, consolidation and continuous further development of these eight key competencies in an integrative overall process; one of these key competencies is digital competence.
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INTRODUCTORY WORDS on the conference proceedings based on the opening words of the event
Regina Barth Bundesministerium für Bildung Regina Barth studied biology and earth sciences at the University of Vienna. After completing a year of probation, working as a research assistant at the Institute for Human Biology at the University of Vienna (Institut für Humanbiologie der Universität Wien) and in an organisational capacity at the Institute for Science and Art (Institut für Wissenschaft und Kunst), she has been working in the Adult Education department of the Ministry of Education since 1987, and has been head of the department since 2012. Her areas of focus are: the European Social Fund, educational information and guidance, professionalisation and quality development. Contact firstname.lastname@example.org www.erwachsenenbildung.at
Opening words © OeAD-GmbH/APA-Fotoservice/Hörmandinger
literacy and numeracy, »digital skills« are seen as a basic skill in the 2016 Skills Agenda.
development shows that, initially, the main concerns related to coping with technology; after that, the strategies also dealt with critical and responsible use of media and social responsibility.
The PIAAC study (Survey of Adult Skills 2013) showed that Austria was about average within the OECD as regards coping with technology (problem-solving in the context of new technologies). >
Large differences in competencies according to sociodemographic characteristics (age, formal educational attainment, professional groups, income) employment status and level of competency;
those in work achieve better results compared to the unemployed and those who don’t work.
In 2012, together with the authorities of the federal provinces in Austria, the Ministry of Education launched the Initiative for Adult Education (Initiative Erwachsenenbildung) to support adults with basic educational attainment. The initiative aims to enable young people and adults living in Austria to gain basic competencies and lower secondary education even after their school-based education has ended. The fact that all courses are free of charge is a result of national funding and an additional co-financing by the European Social Fund (ESF). Basic education is aimed at providing targeted support for those with fundamental educational needs in terms of linguistic competence, literacy, basic arithmetic and other key competencies such as digital literacy (previously »use of ICT«). Basic education is intended to enable beneficiaries to handle everyday situations, thereby laying the foundations for active and full participation in society, politics and the professional sphere. Particular attention must be paid here to the ability to integrate with ongoing education and the employment market.
Well-educated tutors, trainers, advisers and education managers are important in ensuring that digital media in adult education is used in a didactically appropriate manner. A new flexible format, the EBmooc (adult education massive open online course), was developed in order to achieve this, with the intention of increasing the digital competence of those working in adult education. Ms Aschemann will report on the huge success achieved with this, which owes much to the enormous dedication shown by those involved at Conedu (Wilfried Frei, Birgit Aschemann, Martina Süssmayer), Graz University of Technology (Martin Ebner) and »Werde digital« (David Röthler). I hope you find the meeting useful and that you are able to draw some inspiration and take advantage of the networking opportunities in the ideas and networking pools.
1 see also detailed article by Gaby Filzmoser (in German) »Wie wollen wir es
nennen: Computerkompetenz, Medienkompetenz oder digitale Kompetenz« »What should we call it? Computer literacy, media literacy or digital literacy« in: Die Österreichische Volkshochschule 02/2016 no 259
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Digitalisation and adult learning: the Norwegian approach to inclusion in a digital society The level of digitalisation in our societies is rapidly increasing. Therefore, there can be no real inclusion without a functional level of digital competence. Learning to use mobile devices and digital tools can also make basic learning processes more flexible, adequate and efficient – provided teachers know how to use them! Adults can actually learn to read and write by using digital tools.
Graciela Sbertoli European Basic Skills Network (EBSN) Graciela Sbertoli holds two university degrees in philology and has worked in adult education since 1980. She became the Director of Research and Development at the Norwegian State Center for Adult Education, SRV, in 1995. From 2001 until August 2017, she was responsible for international affairs at Skills Norway (formerly Vox). She has represented Norway in several EU working groups, has led the Norwegian EPALE NSS and is currently the General Secretary of the European Basic Skills Network, EBSN. Contact email@example.com www.basicskills.eu
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Introduction: ICT in Norwegian education Education today, no matter what the age and characteristics of the target group, should focus primarily on »teaching learners to learn«, or giving them the tools that empower them for further learning. The Norwegian Centre for ICT in Education (www.iktsenteret.no/english) states on its website that »Today’s education should contribute to learning at all levels while ensuring the future skills that Norway needs. Information and Communication Technology (ICT) are important tools, not only for increasing quality, innovation and creativity, but also for efficiency and simplification of processes and services. Consequently, digital skills are among the five basic skills taught in Norwegian schools. This also sets requirements for kindergartens and teacher-training programmes.« The need to let Digital Competence permeate all levels of education has been officially recognised in Norway for more than a decade. The »Knowledge Promotion Reform« was introduced in 2006. The reform covers primary, lower secondary and upper secondary education, including vocational education and training (VET) and adult learning at these levels. The focus of this reform is the strengthening of basic skills and a shift to outcome-based learning. Digital competence is included as a basic skill in all formal education in Norway and ICT-based educational tools are expected to be used at all levels and in all subjects.
Photographing PPT presentation with mobile device © OeAD-GmbH/APA-Fotoservice/Hörmandinger
The SkillsPlus programme
Training for immigrants
Because digital competence is seen as a basic skill alongside literacy, numeracy and oral competence, it is also an important focus of the national programme for basic skills in the workplace. The programme was established in 2006 as »Basic Competence in Working Life«, and was renamed SkillsPlus in January of 2017. Since 2016, it also funds trainings organised by civil society.
All adults with low levels of qualification and/or low levels of basic skills are a policy priority in Norwegian adult learning, but adult immigrants are a special priority target group. The Introduction Act of 2003 states that refugees, persons granted humanitarian status and persons covered by collective protection are to be offered a two-year introductory programme which includes Norwegian language training.
The programme’s aim is to give adults the opportunity to acquire the basic skills they need to keep up with the demands and changes in modern working life and civil society. Funding and participation have increased every year since the programme was established and the number of participants who have received training now exceeds 30,000. Any enterprise in Norway – private or public – can apply for funding. For more information about the SkillsPlus programme, see www.kompetansenorge.no/english.
Functional literacy in a digitalised society European adult educators are aware of the difference between initial, or basic, literacy and functional literacy, which is a relative level that depends on the setting in which the adult will find him- or herself. The inherent challenge to functional literacy is that it is a »moving target« nowadays. As our societies keep developing, the level needed to function in society keeps increasing. In most European countries today, a functional level of literacy implies being
able to read and write through digital devices. The OECD’s Survey of Adult Skills (PIAAC) focused on the skills that allow adults to solve problems in technology-rich environments. Digital Competence does not only involve the ability to use the tools, but to use them wisely and safely. Teaching all European adults these skills is an important mission for adult educators.
Digital tools for initial literacy When can we start using digital tools in adult learning? From day 1, it is both possible and advisable to teach initial literacy through digital devices. A Swedish app originally created for children has successfully been used in Norway to teach adult immigrants the first steps to literacy. The method »Skrive seg til lesing« (writing yourself into reading) is explained on the Skills Norway website: (https://www.kompetansenorge.no/Norsk-og-samfunnskunnskap/Metodisk-veiledning/Skrive-seg-til-lesing-STL/) Unfortunately, most apps designed to ease literacy training have been created for children. Some apps, however, include authoring tools enabling adult educators to create tailored materials. The work can be time-consuming, which is why teachers are currently creating communities of practice where they can share their work. EPALE, the Electronic Platform for Adult Learning in Europe, has a unique position as the arena for the creation of such communities of practice, also making it possible to cooperate across national borders.
Using everyday apps in the adult classroom It is rather important to note that the adult education sector has been a bit slow in recognising the rapid changes to the digital world. Computers are no longer essential. Mobile devices are much easier to access and smartphones are in daily use among our target group.
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Functional Literacy involves Digital Competence and is a moving target. © thinkstock.com
For several years, Norwegian teachers have been encouraging each other to develop teaching methods that make use of what they call »everyday apps«, i. e. applications that have not been designed for learning purposes but to ease everyday activities like transport schedules, online shopping, banking services, etc. Such apps are both cheap and user-friendly, and are extremely motivating for the adult learner. The use of mobile devices for language learning has been revolutionising Norwegian immigrant education in recent years. The current government’s policy has a strong focus on the swift integration into working life as a decisive element for integration. The model that is currently being piloted in several locations in Norway is based on the belief that immigrants should have access to the workplace as soon as possible, with no need to wait until they have learned the language. The model, called »Work Oriented Language Learning« combines classroom learning with workplace learning and makes use of so-called »integration tasks«. Students are trained in the school
setting to perform a variety of workplace-relevant communication tasks. Thus equipped, they are instructed to try out the communication tasks in practice. If they encounter difficulties or challenging situations where they don’t know how to communicate, they can videotape or record the situation and take the example back to the classroom. The circle of learning between the classroom and the practise field continues to grow. Learning is made relevant, and the use of digital devices is essential in this context. Success criteria for this integration model: >
A »language-rich« and inclusive working environment
Cooperation and good communication between the workplace and language teacher
Trained mentors in the workplace and trained teachers in the educational institution
Adequate tools and instruments: mobile devices and mother-tongue assistants
Focus on »learning to learn«: creating habits in the students, empowering them to continue learning the language in any new situation they encounter.
Policy development at a national and European level: the European Basic Skills Network and EPALE Teaching digital competence to all European adults is an important challenge and it places great demands on policy development, on the professional preparation of the teaching staff and on European cooperation at all levels. The European Basic Skills Network, EBSN, was created in 2010 and has since been working to promote quality policy development in this field. The EBSN has also been involved in EPALE since its conception. For more information about the EBSN, see basicskills.eu. Success criteria for the inclusion of Digital Competence in adult learning >
Constant critical evaluation
Cooperation with software providers
Sharing in communities of practice (through EPALE)
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Digitalisation and adult education: new opportunities and new responsibilities The process of digitalisation now affects and continues to change every sector of society. It provides greater opportunities for networking and cooperation, simplifies and accelerates working processes, yet also has the potential to replace employment, and is a contributing factor toward working-time flexibility, greater individualisation and new risks.
Birgit Aschemann CONEDU Birgit Aschemann has a degree in psychology and a doctorate in education with a focus on adult education from Graz University and works as an adult educator in several further education courses. She also carries out research and development projects, works as a university lecturer and as an international expert and consultant for the Austrian Federal Ministry for Education. She has been working for CONEDU since 2015 and in 2017 launched the first MOOC for adult learners with the EBmooc team. Contact firstname.lastname@example.org www.conedu.com
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This brief analysis outlines the resulting opportunities and challenges for adult education. Adult education must fulfil its duty to support the acquisition of digital literacy as regards participation and employability, whilst at the same time addressing the risks for the individual and society arising from these developments. Education policy on digitalisation focuses on this first aspect in particular. Examples include strategy papers such as the EU communication »Opening up Education« (2013)1 or the more recent »Digital Roadmap Austria« (2016)2, which, in part, deal with adult education explicitly. This is hardly surprising, since adult education is THE education sector for digital skills acquisition, given the wide variation in digital knowledge across different age groups and the pace of constant change being experienced in the field of digital learning. There is also a corresponding demand for digital skills, which is demonstrated by the recent survey »Weiterbildung 2017« (Adult Education 2017)3, for instance: around 60% of Austrian companies surveyed would like to see more external training opportunities for their employees in the field of digital skills, including the social aspects of online collaboration. Moreover, digital training courses are growing in popularity and experiencing increasing take-up. This is illustrated by the following graph, published in 2017 by the US provider Web Courseworks Ltd.
Peak of inflated expectations
Data visualisation in eLearning
Plateau of productivity
Internetenabled physical simulators
Massive open online courses Gamification
Slope of enlightenment
Artificial intelligence and machine learning
Trough of disillusionment Technology trigger
TIME Hype-cycle © CC CONEDU/Kulmer auf Basis der Vorhersage von Web Courseworks Ltd 2017
This is based on the hype curve familiar since 1995 which applies in general to technical innovations and describes the chronology of inflated expectations, resultant disillusionment and stabilised productivity. In fact, mobile learning is said to have already reached a plateau of productivity and MOOCs are on the verge of doing the same. This is true at least for online education providers and millions of independent learners on the Internet. This calls into question the extent to which »traditional« adult education is currently able and willing to fulfil its digital responsibilities. In 2015, a European study4 demonstrated that fewer than half the training providers questioned used mobile devices and just a sixth of them offered blended learning. This is in stark contrast to the large online providers such as Coursera, Udemy, EdX etc., which
are competing successfully with the traditional adult education providers thanks to their MOOCs (Massive Open Online Courses). In the field of adult education, misgivings about digitalisation and knowledge gaps still exist. The fears expressed include the idea that online learning is too expensive, too labour-intensive and uncertain for providers and too standardised and impersonal for learners, and that it is a threat to traditional classroom learning. A lack of technical and didactic expertise contributes significantly to these concerns. In addition to the lack of infrastructure and targeted policy development, a further component crucial in digitalising adult education is often also missing; namely adult educators who are willing and able to work digitally.
»Mind the gap – mind the link« exercice with facilitator Hermine Steinbach Buchinger at the EPALE and Erasmus+ Adult education conference 2017 © Oead-GmbH/APA-Fotoservice/Hörmandiger
This is where the EBmooc5 came into play. This is a Massive Open Online Course for adult learners which was run for the first time in spring 2017 as a guided-study programme6. The EBmooc’s aim was for adult learners with little experience of using IT in the workplace to learn to use simple, tried-and-tested digital tools in their everyday work on a free six-week course. Their learning was not restricted to fixed times and places and used open licence products (Creative Commons). It included several opportunities for interactive discussions. The EBmooc took the gamble of using digital means to impart digital content to a target group of individuals with little Internet experience. The EBmooc became the best-attended open online course to date for the Austrian imoox platform. Of the approx. 2,900 participants (as of May 2017) around 1,650 were active and 64% of those successfully completed the course in May. The success of the EBmooc can be seen not only in these figures, but also in the very positive rating given to each of its components by those completing the course. Over 90% of the cohort were keen to put their learning into
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practice after the course. This experience is evidence both of the huge opportunities offered by open online courses and of the great interest they arouse in adult learners. The factors responsible for the EBmooc 2017’s success can be summed up with the phrase »mind the link«. Firstly, this means maintaining communication with the array of interested parties, users and partners. Open licensing meant that there were a number of different ways that the course could be used: through integration into existing training courses, employee development at a
Logo EBmooc © CC BY-ND 4.0 CONEDU
training facility or by offering a collaborative learning group (paid or free)7. This led to partnerships with members of the Conference of Adult Education in Austria (KEBÖ), labour-market organisations, universities and private training providers. »Mind the link« furthermore alludes to the importance of personal interaction as a component of online learning. Research shows that MOOC completion rates are increased when there is the opportunity to meet other learners (cf. Ebner, Schön & Käfmüller 2015)8. The success of regional collaborative learning groups again indicates the potential of this »inverse blended learning«. The EBmooc also offered webinars which gave further opportunities for discussion. A sound didactic approach is one of the keys to success and the same is true for online learning. The »mind the link« philosophy is also relevant here: every MOOC component (videos, learning materials, exercises, forum, etc.) must be connected coherently and effectively and must fit together cohesively and all opportunities for communication and discussion should be encouraged. Yet again, the EBmooc demonstrates the new opportunities digitalisation offers to adult education. We can learn whenever and wherever we want and can connect to each other in real-time as never before. It is easier to make arrangements, meet online, collaborate over longer distances and exchange information quickly – user-friendly tools are available to facilitate all of this and people are willing to use them once they know how to. Courses of several thousand participants take on a completely new dimension, and smaller courses can also be designed to promote participation and can incorporate online participants. Finally, online courses can facilitate group collaboration, especially when using the flipped-classroom-design, thereby giving participants time for discussion, which is an essential part of the learning process. Online formats have obvious potential.
Nonetheless, the wider context of digitalisation remains important. To simply satisfy the need for expertise would be dangerous here – it is necessary to focus on more than just the »how«. Caution is required when leading media channels, industries, forms of employment and society transform rapidly and we must reflect carefully on the new direction to take. The task of adult education is not just to keep pace with technology and the economy and to promote skills, efficiency and resilience. »Why«, »where« and »for whom« are still central questions and adult education will need to remain critical, political and reflective in the future.
1 European Commission (2013): Opening up Education: Innovative teaching and
learning for all through new Technologies and Open Educational Resources. Online: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN [2016-12-27]. 2 https://www.digitalroadmap.gv.at/en/ 3 MAKAM Research (2017): Weiterbildung 2017. Presented by the work-related
adult education platform (Plattform für berufsbezogene Erwachsenenbildung) at the »Tag der Weiterbildung« continuing education conference (07/06/2017) in Vienna. 4 Bertelsmann Stiftung/Ecorys (2015): Adult Learners in Digital Learning Environ-
ments (EAC-2013-0563). Final Report. Online: http://ec.europa.eu/social/BlobServlet?docId=14407&langId=en [2017-06-29]. 5 EBmooc is an acronym consisting of »EB« for »Erwachsenenbildung« (adult
education) and »MOOC« »Massive Open Online Course«. 6 EBmooc 2017 will be available until the end of August 2017 at https://imoox.at/
mooc/?lang=en and a guided-learning version of the course will be run again from 04/04/2018. It is offered by the CONEDU organisation within the context of the internet portal »erwachsenenbildung.at« in partnership with Graz University of Technology (Technische Universität Graz) and WerdeDigital.at and is funded by the Austrian Federal Ministry for Education. 7 The only stipulation is to disclose the following: CC-BY 4.0 CONEDU, #ebmooc17. 8 Ebner, Martin/Schön, Sandra/Käfmüller, Kathrin (2015): Inverse Blended Learning
in »Gratis Online Lernen« – über den Versuch, einen Online-Kurs für viele in die Lebenswelt von EinsteigerInnen zu integrieren. In: Nistor, Nicolae/Schirlitz, Sabine (ed.): Digitale Medien und Interdisziplinarität. Herausforderungen, Erfahrungen, Perspektiven. Münster/New York: Waxmann, pp. 197–206. Online: www.waxmann.com/fileadmin/media/zusatztexte/3338Volltext.pdf [2017-06-29]
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New approaches for the further training of adult educators in the information society of Latvia
Signe Briķe Baltic Computer Academy Signe Briķe is head of the Project Management Department at »Baltijas Datoru akadēmija« (Baltic Computer Academy), and has eight years of experience in development, planning and implementing different training projects, and as an adult trainer. Her key responsibilities at the Baltic Computer Academy include dealing with EU projects, planning training projects, material development, training delivery of e-courses and face-to-face training courses. Signe Briķe holds a Masters in Educational Sciences from the University of Latvia. Contact email@example.com www.bda.lv
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There is a wide range of opportunities for adult learning on offer in Latvia. Adult education is part of a lifelong learning process and is determined by the social and economic needs of adult learners. In Latvia, the education system is administered at three levels – national, municipal and institutional. Adults have the opportunity to learn on a formal or non-formal basis. Although opportunities are broad, there is still one main challenge: how to increase adult participation in learning. According to Eurostat data, the adult participation rate is increasing. Latvia achieved an adult participation rate of 5.7% in 2015, and this increased to 7.3% in 2016. The average adult participation rate in the EU was 10.8% in 2016. According to the Education and Training 2020 programme, Latvia should aim to increase adult participation in lifelong learning to 15%. Therefore, it is necessary to offer quality education and, as a result, further development of adult educators is one of the key factors. The quality of adult educators has an influence on the quality of training programs, training materials and the overall adult learning process.
BDA approach for training Baltic Computer Academy (BDA) is a non–formal adult education centre which offers vendor-certified training courses and customised training solutions, as well as the development of e-learning solutions and other services. Since 2012, BDA has been involved in research activities working towards developing a universal competencymanagement framework that can be customised for various types of organisations and enterprises.
BDA approach to training process © Baltijas Datoru akadēmija/Baltic Computer Academy
BDA have implemented several large-scale projects providing ICT, project and business management training to various enterprises, and it has also been involved in further training for adult educators to ensure training project quality and successful implementation. BDA has used different training approaches such as face-to-face training, blended training solutions (e-learning and face-to-face learning) and various other techniques. One of the approaches being widely used for training is scenario-based learning. The development of scenario-based training programs starts with an analysis of the target audience’s needs and a description of everyday situations. The basic principle in scenario-based learning is that theory and practice should be balanced, and students should have to deal with the situations they face on a day-to-day basis. In order to achieve this, the adult educators need to be trained in these specific techniques. Adult educators should have the skills to create a
supportive and creative training environment where students can develop their own solutions and find the best ways to solve problems they face practically. A fully implemented scenario-based training process means that students choose the scenario and are therefore provided with an individual training path. BDA provides this kind of practical training course. We expect our educators to be able to work in line with this approach and according to the target audience’s needs. Further training is related to the real needs of educators and could include vendor-certified training courses, train the trainer courses or participation in courses provided by colleagues. Further education is not always associated with specific courses or training, but may also include other activities that help the educator to grow professionally.
The selected training solutions in the project start with the analysis and assessment of adult educators’ skills in order to determine their further training needs. Training is essential in projects where there are large numbers of adult educators as all have different backgrounds and experience. At the start of the project, we involve educators in training solutions development; however, in largescale projects it is not possible to involve all adult educators in this, so we support them by providing the necessary information about training solutions and the target audience. We also provide access to training materials in order to ensure that all training courses will be of high quality and provided using the same methodology. If necessary, the adult educators are supported in the training process by more experienced colleagues. The main goal is to offer appropriate further training solutions to the required education level, allowing adult educators to obtain the necessary skills needed to teach and apply their knowledge in the best possible way.
More than 250 educators were involved in the project, all on a voluntary basis. The educators involved in the project were teachers working at schools, professionals in the field of ICT, and even senior citizens who had good knowledge of computers. It was also necessary to motivate the educators, so they were provided with training materials, and taught how to use the training program for senior citizens with the support of Lattelecom. BDA were responsible for the training materials, training group planning and the coordination of educators. Training was provided in both Latvian and Russian for groups of up to 14 people. Each course lasted for three days, with four academic hours (45 minutes each) of training per day. The main challenges faced by adult educators regarding the further training activities for educators were: >
To help senior citizens to acquire new skills: Overall the senior citizens surpassed all expectations and proved to be highly capable of learning within an appropriate training program and with the support of educators.
To help senior citizens to overcome their fears of technology and being discriminated against in the job market.
To support those senior citizens in doing meaningful activities outside their homes who might not usually have a chance to do so. This was supported by creating rewarding, fun activities.
Further training for adult educators: project experience From 2009 to 2016, BDA was involved in Latvia’s broadest computer literacy project for senior citizens »Connect, Latvia!«. The project was a social initiative of the private company Lattelecom and fully sponsored by it. During the eight years of the project, over 30,000 senior citizens were trained in Latvia. The project involved such activities as: >
Development of the training program, the training materials, and the online training application that can be used by everyone free of charge.
Municipalities involving schools and teachers.
Free telephone number for signing up, and co-ordination of the work of the educators.
Advertising the project: 62% of the participants found out about the project through the media.
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ICT training project for small and micro-enterprises for raising competitiveness and productivity From 2012 to 2015, BDA also took part in the project »ICT training for small and micro enterprises for raising competitiveness and productivity« (European Social fund project, Agreement No. L-APA-12-0031) and as a result provided training to more than
5,500 SME employees throughout Latvia. The project was coordinated by LIKTA in cooperation with the Latvian State Investment and Development agency.
In order to allow educators to deliver a range of complex activities and to meet the needs of the target audience, further education was needed to ensure high-quality training.
More than 60 educators were involved in the project. The main selection criteria were for professionals in a given field, which could provide practical training. A blended learning approach was used when implementing the project (face-to-face training and e-learning courses) with an additional 16 training programs tailored towards business processes. The main challenges that were faced by the educators were: >
Training participants were involved from all possible industry sectors: from accountants and consultants to bakers, florists, and ICT start-ups. All in all, 250 different sectors according to NACE.
There were significant differences in ICT skills levels and needs of participants in the same group.
Target audience have little or no experience of lifelong learning.
Staff time is a limiting factor for training sessions.
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ICT within basic skills training – A challenge for teachers and students alike?
nowa Degree in Geodesy from Graz University of Technology; creation and running of the first computer courses aimed specifically at women in Graz; adult education courses in the field of gender mainstreaming; new forms of learning and educational work focusing on specific social backgrounds; dyslexia therapist. Graduate engineer Adelheid Eichberger-Jesenko has worked at nowa since 1998, specialising in the field of women, technology and gender. She develops and runs science- and technology-based modules, with the aim of making it easier for women to gain access to technical training. In addition to taking the lead on developing and running skills-based training opportunities for women who have been disadvantaged in the educational opportunities open to them (»learn forever« project), she also delivers training on »ICT within basic skills training«. Contact firstname.lastname@example.org www.nowa.at
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The »Principles and guidelines for basic skills training«, compiled by the Federal Ministry for Education and Women (Bundesministerium für Bildung und Frauen) in 2014, present ICT (information and communication technology), and therefore the development of digital skills, within all basic skills training opportunities as a fundamental interdisciplinary resource on a par with learning skills and political education. This presents a number of challenges for those delivering basic skills training: >
The concept of »digital natives« unsettles trainers; this is, however, unfounded given that the digital skills these »natives« are believed to possess are often restricted to their own private use of social media.
Trainers feel insecure when it comes to their own digital skills.
Trainers need to work towards the C3C (Computer Competence Certificate, https://www.c3c.eu/), as this is a way for them to check their own skills and define learning objectives for their students.
In terms of infrastructure and resources for trainers and students, many institutions offering basic skills training are not able to provide an adequate, functional IT infrastructure that allows ICT to be effectively rolled out as a fundamental interdisciplinary resource. The available space is still often strictly divided into separate group teaching rooms and computer rooms.
Working with apps on smartphones and tablets is another pressing issue. As well as ensuring that personal and professional use are kept separate, students also need to have free access to high-speed WiFi.
Many apps with content that would be ideal for basic skills training are aimed at pre-school and primary-school pupils, so they are often a bit childish.
Ideas- and Networkingpool »Digital learning resources in basic education« at EPALE and Erasmus+ Adult education conference 2017 © Oead-GmbH/APA-Fotoservice/Hörmandiger
The following digital learning resources can be used to build on digital skills without the need to take extra IT courses:
Students don’t even need to have their own email address, which is a fundamental requirement for basic skills training activities.
Other than mouse and keyboard exercises, padlets have a wide variety of other possible uses, including: brainstorming, working in groups, and giving and receiving feedback.
There is the option to upload or link to video, audio and image files and add your own text, giving you plenty of different ways to present information, which can be made available in a similar way to a linked list.
The free version of this virtual pinboard boasts a lot of features already. It can be used to offer mouse and keyboard exercises primarily combined with German language course content, if access for students is facilitated: •
The padlet containing the relevant exercise(s) can be set as browser startpage. Thus, students only need to turn on their devices and launch the browser. Padlet URLs can be made available for smartphones and tablets via a QR code (this is of course also possible for other URLs). The free QR reader (scanner) app needs to be installed.
Padlets are not indexed by search engines (unless you want them to be) and you can add password protection for them.
For trainers, Padlet offers a way of having extra/supplementary/more in-depth materials ready to be accessed in no time and no matter where they are, which is ideal when working with a mixed-ability group.
Using Kahoot in basic skills training
Which answer is the correct one?
www.learningapps.org These digital learning resources are well known to many people who deliver basic skills training. Something fewer of them know and take advantage of, however, is the option to modify the many apps that already exist and then save them as your own apps. You need to be registered to do this – something definitely worth doing. In this case, too, students do not need to have their own email address. Trainers who are registered can also manage their apps by class. Log-in details for the students in a class are generated automatically and can be printed out. One really handy function allows trainers to run statistical evaluations and monitor their students’ progress.
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www.kahoot.it | www.kahoot.com This type of quiz is really popular at the moment – and rightly so. Trainers looking to create and manage quizzes can register at https://kahoot.com/. Once the quiz has been started, students are given a game pin, which they need to enter once they have accessed the URL www.kahoot.it. The quizzes are compatible with all devices with internet access. Kahoot is ideal for testing what students have learnt, assessing what they already know about a particular topic before starting work on it, and giving feedback. Nicknames can be set so students can take part in quizzes anonymously. When points are awarded, the speed with which questions are answered is also taken into account. The way the results are displayed is really interesting too, as only the top five scorers are revealed.
learnforever.at Since 2005, experts from the fields of adult education, feminist education, education management and educational advice, gender mainstreaming, gender research, management consultancy and change process management from different organisations have come together to form the »learn forever« network. The aim of learn forever is to enable more women who, for various reasons, do not have access to formal learning processes or mainstream adult education offerings to undertake further education. These educationally disadvantaged women are in danger of becoming disconnected from our knowledge and information society. Learning with a »personal« voki avatar © www.voki.com
learn forever draws attention to the educational needs of women who have not had opportunities to learn, offers training options that provide (renewed) access to learning, and disseminates and transfers models, thereby promoting the introduction of new cultures of learning within adult education institutions.
www.voki.com Voki gives users the chance to create their very own avatar. Even the free version comes with lots of different settings to choose from, so each individual can select their own personal preferences and apply them to their avatar. Voki provides a fun and varied way of practising pronunciation, listening comprehension and writing skills.
The learn forever network partners are: abz*austria (Vienna), Steyr Women’s Foundation (Frauenstiftung Steyr), agenda (Salzburg), Saalfelden Education Centre (Bildungszentrum Saalfelden), akzente (Voitsberg), Bildung&Lernen (Villach), Peripherie (Graz) and nowa (Graz).
www.schule.at The Austrian school portal run by the Federal Ministry for Education (Bundesministerium für Bildung) is a rich source of information about available tools and their potential uses.
Adults acquiring digital skills
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Insights into the Finnish approach and the results of the Erasmus+ project Digi4Adults
Henna-Riikka Ahvenjärvi Tampere Adult Education Centre TAKK Henna-Riikka Ahvenjärvi (MA, MBA) is coordinator of project activities at Tampere Adult Education Centre TAKK, and project coordinator of Erasmus+ project »Adults Acquiring Digital Skills«. She is also teacher of Finnish language and literature, communication, ICT, social media, and project management. Contact email@example.com www.takk.fi
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Adults Acquiring Digital Skills, also known as Digi4adults, is an Erasmus+ funded project (1.9.2015 – 30.11.2017). Coordinator of the project is TAKK Tampere Adult Education Centre (Finland) and other partners are Berufsförderungsinstitut Wien (Austria), VUC Storstrøm (Denmark), CEPA San Bartolome de Tirajana (Spain) and Vuxenutbildning Sundsvall Timrå (Sweden). The objective of the project is to create an international on-going collaborative grassroots approach for trainers in adult learning. This approach includes a training process, in which different teaching methods are developed and tested. The purpose of these methods is to improve the basic skills and especially digital competencies of adult learners to ensure their possibilities for life-long-learning.
Development of basic skills The main rationale of Digi4Adults approach is that digital competence training can be integrated in any form of adult education, and can even enrichen the delivery of learning across all thematic fields. This way it is also possible to have more time to practice basic skills, when it can be done during other themes. PIAAC (Survey of Adult Skills) is one of the indicators in Finland showing that there are large differences in literacy, numeracy and digital skills between different population groups. In particular, older age groups, immigrants, and unemployed people often have significant shortcomings in their skills. Therefore, it is important to develop methods to support the development of basic skills. Digi4Adults project has developed and tested a functional training model, which gives teachers and trainers possibilities to develop their teaching through developing and exchanging teaching methods.
Getting to know each other's schools, trainers and students has been interesting and rewarding.
Face-to-face meetings also provide a good foundation for collaborative online working. © Digi4Adults project/Fernando Valderrama García
© Digi4Adults project/Pirjo Sillman
CDCIL training process Content and digital competence integrated learning (CDCIL) training process is the core of the Digi4Adults project. The CDCIL training model aims at increasing the digital competence of adult education trainers. It is based on peer learning in pairs of adult education trainers. The formation of peer-pairs across different education providers is encouraged. The training process consists of six phases: >
Phase 1 – Motivate: Participants orientate themselves online for the CDCIL training process.
Phase 2 – Ground it: Lectures, collaborative group work and visits.
Phase 3 – Practice it: Collaborative group work to practice CDCIL.
Phase 4 – Work it out together: Peer learning on CDCIL continues in participant’s own organization.
Phase 5 – Make it public: Collaborative group work to publish the outcomes and results.
Phase 6 – Prove it: Certification of peer learning and CDCIL competence acquired in CDCIL training process.
In its definition of digital competence, the model draws on the DIGCOMP framework. This framework captures various aspects of digital competence under the five dimensions of information, communication, content creation, safety and problem solving. The peer learning approach adopted in this model is inspired by the SECI model (Socialization, Externalization, Combination and Internalization), which regards knowledge creation as continuous transfer, combination and conversion of the different types of knowledge as users practice, interact and learn. The CDCIL model facilitates learning and content creation (in form of CDCIL caselets) in peer pairs, and thus emphasizes interaction and co-operation.
Learning, doing and experimenting together have been important ways of working during the weeks of short-term staff training. ÂŠ Digi4Adults project/Henna-Riikka AhvenjĂ¤rvi
Open call, final event and webinars
The methods produced within CDCIL training process form a track of caselets in Digi4Adults project website. Caselet is a method, which enable trainers in adult education to improve the digital competence of their target groups. Each caselet integrate development of digital competencies into content themes and subjects of certain studies. Caselets can be applied to different themes, situations and target groups with guidelines for execution. Short-term staff trainings have been an essential part of developing and exchanging these methods.
It is also possible for anyone to submit a new caselet to Digi4Adults Caselet Track. Digi4Adults is launching an open call for trying out Digi4Adults caselets and submitting new caselets. Contributions for this OER are highly appreciated, because one of our goals is to have continuance with the Caselet Track also after the Digi4Adults project has ended.
Caselet Track is an Open Educational Resource, which includes different kind of caselets, as well as experiences and feedback of using the caselets. Anyone can download the caselets from Digi4Adults website and try them out. For further development, it would be valuable to get feedback on these experiments, and that is why there is a possibility for rating and commenting included on the website.
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Digi4Adults final event will be arranged during DigitalDays 2017 in Vienna. During this event our teachers and trainers will be presenting the Caselet Track with all the caselets. There will also be open discussions during which the participants are able to ask questions, comment and reflect. During the autumn 2017 there will also be two webinars presenting Digi4Adults caselets and informing about the open call. Previous webinars have been an excellent possibility to develop the use of webinars and disseminate the methods and other results of the Digi4Adults project.
Current issues in Finnish Education
According to Finnish National Agency for Education current important issues in the Finnish education are e. g. learners with immigrant background, vocational education and training reform, changes in funding, and the development of learning environments focusing especially on ICT. National goals for basic education and transversal competencies include e. g. thinking and learning to learn, multiliteracy, and ICT competence. Conception of learning is learner centered: the learner has an active role in setting targets, reflecting and analyzing as well as solving problems.
Transnational project cooperation can be an important part of developing education more widely also in national and regional level. One of the key results of developing the training process is the use of peer learning, which enables and encourages teachers and trainers to create and try out new teaching methods together. These methods are an excellent way to develop adult learners´ basic skills as an integrated part of their core studies.
Finnish National Agency for Education has founded a new experimental, development and innovation center at 1.3.2017. The idea is e. g. to support the use and development of exploratory and functional learning and phenomenon-based learning. It is essential to develop pedagogical activity to maintain and increase quality in education
In Digi4Adults project we are developing the evaluation process from many angles. Evaluation is an essential part of quality management: with feedback information, self-evaluation and peer-project evaluation we are able to gather important data for further development.
More information: Digi4Adults project www.digi4adults.se DigComp https://ec.europa.eu/jrc/en/digcomp/ digital-competence-framework Documentation of CDCIL model http://bit.ly/d4a_cdcil Finnish National Agency for Education 2017: Education in Finland www.oph.fi/download/175015_education_in_Finland.pdf PIAAC www.oecd.org/skills/piaac
Erasmus+ KA2 Project SOLA – Simple Open Learning Advancement
Blended learning for sustainable tourism and green-skills
Raquel García Revilla
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Einleitung The main purpose of SOLA (Simple Open Learning Advancement) was to improve digital skills and ICT tuition of learners and teachers in adult education. Other objectives included assisting in the provision and development of open educational resources (OER), connecting classrooms as well as installing and implementing devices and digital content. Ultimately this encouraged the use of ICT in educational institutions by mobilising the socio-economic field of teachers, students and other participants such as family members. Having designed the structure and content of several training courses using the blended learning method, they mainly focused on the key dimensions of sustainable tourism and environmental, economic and socio-cultural development. Besides curricula and content development the project is focused on two key dimensions: sustainable tourism and green-skills.
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The project partnership consists of following institutions:
Gabriele Winkler BFI OÖ
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Vocational Training Institute Upper Austria (Berufsförderungsinstitut Oberösterreich) (Austria) (Applicant Organisation)
Akademia Humanistyczno-Ekonomiczna w Lodzi (Poland)
Istituto Formazione Operatori Aziendali (Italy)
Insitituto de soldadura e qualidade (Portugal)
Link & Link Software (Germany)
Stichting ROC Midden Nederland (Netherlands)
Tempo Training & Consulting a.s.(Czech Republic)
The diagram on the right displays the distribution of European countries participating in the SOLA project: Austria, Czech Republic, Germany, Italy, the Netherlands, Poland, Portugal and Spain. The leading institution of the project was the Vocational Training Institute Upper Austria (Berufsförderungsinstitut Oberösterreich, BFI). A detailed description of this organisation is available online at www.bfi-ooe.at. The evolutionary process of the project was set up as a dual system, aimed at locating usable high-quality content in languages other than English and producing their own content. The participating providers of VET found that it is highly problematic for the participating providers of VET to find trainers with sound experience and expert knowledge in the field of e-learning and blended learning. It was also difficult to find high-quality open content that could be used and adapted, taking account of specific regional needs. Another issue that has been observed is the lack of ICT-based learning content (in languages other than English) in the area of sustainable tourism – one of the areas with the most growth and potential for growth in Europe. In this area, the knowledge of the majority of the personnel is not consistent with the established requirements. This analysis was also supported by other studies. The Bruges Communiqué on enhanced European Cooperation in Professional Education and Training for the period 2011–2020 (produced by the meeting of European Education Ministers that took place in Bruges in 2010) emphasises with great interest the importance of skills related to technology. This interest is made apparent in the following section: »Just as information technology and communication skills are essential for everyone these days, technical competence will be fundamental for almost all jobs in the future«. (see European Union 2012). The project SOLA combines technology and ICT-based green skills through the creation of OER in the area of sustainable tourism. It should be noted that these skills in digital competence (which
The distribution of European countries participating in the SOLA project © eigene Darstellung (vgl. Revilla UDIMA)
could include digital skills, information management, online work and lifelong learning, among many others) have one characteristic in common, the fact that they are important skills in business as well as in education. The project therefore mainly addresses the following target groups: teachers and trainers working in vocational education and training (VET), tourism professionals and providers of, the tourism industry and its representatives and stakeholders. Three online courses dealing with different areas of sustainable tourism were designed using a german software called Link & Link. The online courses entail the following subject matters: >
Basic concepts of sustainable tourism.
Managing a relationship with the client in sustainable tourism.
Rural sustainable tourism.
Ideas and networking pool »Digital work-based learning« at the EPALE and Erasmus+ Adult education conference 2017 © Oead-GmbH/APA-Fotoservice/Hörmandiger
Each module consists of 24 hours online learning and 12 hours blended learning. The online modules can be carried out at any time self-controlled, which specifically appeals to the tourism industry due to the slightly different working hours. In the download section on the project website all contents are freely available for download: http://sola-project.eu/downloads or http://e-bfi-ooe. at/course/view.php?id=426; registration as guest: anonym, password: Anonym123!). You will find all outputs of the project in all partner languages (EN, DE, PL, PT, IT, ES, CZ and NL) as free educational material (OER).
Results In this section the important contribution to the mobility of open educational resources by the project needs to be addressed. It should be said that according to UNESCO (2012) general and
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universal access to quality education is central to the maintenance of sustainable development in society, dialogue between cultures and the social economy. It is therefore important to note that free access to educational resources offers a crucial opportunity for promoting intercultural dialogue and sustainable economy. Educational resources can be defined as educational and research materials found in the public domain, meaning materials or texts that have an intellectual property license characterised primarily for enabling and increasing distribution. During the project different scenarios were tested with several test groups. The created content was tried to test its application abilities. Also, online and blended learning experiences were gathered. A substantial finding coming out of the test phase is that blended learning stands out as a way of providing skills and allows for quality teaching without barriers, while improving ICT and digital skills through the use of audio-visual content.
Exchange within the ideas and networking pool »Digital work-based learning« © Oead-GmbH/APA-Fotoservice/Hörmandiger
In general, a process of learning with a virtual classroom can yield a less defined educational organisation of space and time, but one that makes systematic and intense use of new ICT. Didactic content can be supported with the technology, and social interaction can be achieved in a telematic form. In addition, it can be stated that many workplace-related contents could be depicted using online tools, thus saving employer costs (e. g. travel expenses, seminar fees, etc.). Especially in the area of computer user trainings this method could be successful.
Project contributions on a didactic level Similarly, the methodological context of this project, characterised by an instructional design based on the use of information and communication technologies, offers several contributions on a didactic level:
Collaborative and dynamic learning between students.
It helps to increase attention on diversity through activities in the virtual classroom (attention on students with special needs).
It increases the universalisation of the university institution, helping to ensure a constant and rigorous updating of content.
It eases the transition between university and the world of work.
Project contributions in the field of teacher training In general, it should be noted that the fundamental role of a university tutor at the moment does not only imply the transmission of knowledge; it goes much further than that. In this sense, teacher training must be clearly aligned with the internal training programmes of the educational institution, but must potentially also
go beyond university. A project such as the SOLA thus fulfils these requirements. In fact, according to several authors the knowledge society implies a change of model, a paradigm shift. In the current scenario, it is necessary to foster cross-curricular skills (creativity, innovation, etc.), and this is one of the most important objectives of this project.
Project contributions in the field of sustainable tourism The SOLA project is set up as a platform for knowledge and the exchange of good practice in tourism, sustainable development and social economy, promoting the exchange of knowledge via green skills. »Green skills« emerged in response to global sustainable development challenges linked to environmental protection, economic development and social inclusion. As a result, many countries are involved in fostering their citizens’ and workers’ »green skills«. It is necessary to develop policies offering clear instructions on how to achieve recognition, validation and accreditation (RVA) of these skills, including those acquired in formal and informal economic sectors, to work towards this objective. In conclusion, it can be said that one of the major challenges in adult education is to analyse the difference of knowledge of the digital fields and to develop further training programs based on this.
Bibliography: Bisquerra Alzina, R. (Coord.) (2012): Metodología de la investigación educativa. Madrid, La Muralla Credé, A. and Mansell, R. (1998): Knowledge societies: information technologies for sustainable development, Ottawa: International Development Centre. Crovi, D. (2002): »Sociedad de la información y el conocimiento«, Entre el optimismo y la desesperanza, Revista Mexicana de Ciencias Sociales y Políticas, year XLV, no 198, May-August, pp. 13–34. García Revilla, M.R., Mababu Mukiur, R., Martinez Moure, O., The new reality for the Spanish university: new spaces for new pedagogies. EDULEARN16. Pedagogical Innovations and International Projects. UDIMA. : »Simple Open Learning Advancement (SOLA)«. Available online: http://www.udima.es/sites/udima.es/files/SOLA%20project%20%28summary%29_0.pdf
Websites: www.epbe.eu http://sola-project.eu
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UNESCO. : Open Educational Resources. www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/ EUROPEAN UNION. : »The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011–2020«, pp. 8-19.
Raquel García Revilla
Udima – Universidad a Distancia de Madrid
Udima – Universidad a Distancia de Madrid
Raquel García Revilla holds a PhD in tourism from the University of Málaga. She also holds the Official Master’s Degree in Tourism Management and Planning from the University of Málaga (UMA), a Master’s Degree in Human Resource Management and Management from the Distance University of Madrid (UDIMA); the Official Master’s Degree in Education and New Technologies from the Distance University of Madrid (UDIMA) and has completed the second Expert Course on Knowledge and Innovation applied to the Sustainable Strategic Management of Tourist Destinations at the International University of Andalusia (UNIA).
Ana Landeta is the director of the Madrid Open University Research and Innovation Institute and coordinator of the Erasmus+ K2 project »European Personal Branding for Employment«. She is a partner in the Erasmus+ K2 project SOLA. She has a wealth of experience in European project management and works as an external consultant at the EACEA (European Commission). Ana Landeta holds a degree in Communication Sciences, a Master’s Degree in Digital Journalism, a Master’s Degree in Project Management (specialising in EU projects) and an MBA and, as a PhD student in Business Administration, she has expertise in business strategy.
Gabriele Winkler studied business administration and health and social management in Linz and Hamburg and is currently studying applied knowledge management. Following international projects in the field of IT, she joined the Vocational Training Institute of Upper Austria (Berufsförderungsinstitut Oberösterreich, BFI OÖ) in 2012 as an employee of the department »Business – Technology – Languages«. She is responsible for the learning platform, online learning and knowledge management. Gabriele is involved in various EU projects on the subject of e-learning.
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Work-based learning for open professional collaboration Estela Daukšienė
Lithuanian Association of Distance and e-Learning LieDM Estela Daukšienė is the president of the Lithuanian Association of Distance and e-Learning (LieDM association), where she is also a project manager and researcher. Her key responsibilities at the Association are to promote technology-enhanced learning in Lithuanian educational institutions, and to organize training courses or events for Lithuanian educators on innovations in education, such as virtual mobility, open educational resources/open practices, and technology-enhanced learning practices. Estela Daukšienė holds a PhD in Education. She is also a lecturer and the head of the commettee of an online bachelor’s degree programme at the Innovative Studies Institute at Vytautas Magnus University in Kaunas. Her research and activities are focused on online learning and the use of technology in education. Contact firstname.lastname@example.org http://openprof.eu/oer
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The background behind personalized workplace learning Adult education institutions are being faced with a shift in the target learner profile: adults migrating across the world and throughout Europe require learning services to be open, to be provided in international settings and to be available any time, anywhere and at their workplace. Teachers, trainers, and other adult educators therefore need training and advice on how to meet the challenges posed by these changing requirements in adult education. In today’s economic climate, companies are faced with constant change. This is seen in a whole range of areas, including the development of products or services, the increase in available data that can be used to improve production, supply or service processes, and access to and use of constantly updated technologies for business or leisure, to name just a few examples. All this means that learners need to constantly update their knowledge and develop the skills required in the workplace.
Open Professional Collaboration for Innovation (OpenPROF) project The above-mentioned changes and challenges faced by adult learners were addressed in the Erasmus+ KA2 strategic partnership for VET OpenPROF project. The partnership focused on educational institutions organizing Vocational Education and Training (VET) and the continuous VET sector, and suggested three types of innovations for adult educators and company trainers: >
development and adaptation, including the use and reuse of open educational resources (further OER) for open curriculum development and licensing;
design of modules for diverse target groups, including the mode of work-based learning;
open international collaboration for professional development for innovations.
Estela Daukšienė exchanging with participants of the EPALE conference. © Oead-GmbH/APA-Fotoservice/Hörmandiger
The project ran from September 2014 to August 2016, so the project’s results have already been finalized and are all now publicly available as open educational resources on the project website, under creative commons licenses. The project proved fruitful and led to the creation of the following resources: >
three sets of training materials (on OER, tools for creating OER, and designing courses for work-based learning)
48 OER in English and/or adapted into national partner languages (German, Spanish, Lithuanian, Hungarian or Portuguese)
six English-language open modules for work-based learning with their translations and adaptations into project partner national languages.
OpenPROF project results available for sharing, use, and reuse All OpenPROF project results are publicly available at openprof.eu (http://openprof.eu). There are three sets of training materials for teachers, company trainers and adult educators available there. The first set of training materials is on OER and sustainability models. This aims to introduce the approach of open movement, help to identify specific characteristics of OER, analyse case studies of sustainable models of OER, and provide teacher guidance in finding, selecting, and using/reusing/creating OER. There are three assignments for teachers, trainers or adult educators in the training material that may be used for online or face-to-face training sessions. These help to understand the different concepts relating to OER, provide guidance in finding, using and reusing/creating OER, and help to analyse different OER sustainability models.
Discussion in Pool 3 »Digital work-based learning« of the of the EPALE conference »Digital participation«. © Oead-GmbH/APA-Fotoservice/Hörmandiger
Educators are encouraged to use OER, however there is usually a need for qualitative OER in national languages. Therefore, the second set of training materials, ICT tools to develop and adapt OER, aims to provide guidance on selecting the right ICT tool for creating or adapting OER. It includes a wealth of step-by-step guidance and templates for selecting the right ICT tools. It also provides suggestions for ICT tools that can be used to create OER along with their functional descriptions (accessible at http://openprof. eu/ict_tools). The training material also covers five assignments, which guide teachers, trainers or adult educators in creating or adapting OER using suitable ICT tools and selected creative commons licenses.
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The third set of training materials on Innovative curriculum designing for work-based learning aims to provide teachers, trainers and adult educators with knowledge of different tools and methods for designing innovative curricula for work-based learning, didactical approaches and methods for evaluating work-based learning. It also aims to list the characteristics of innovative curricula for workbased learning, and looks at the advantages and disadvantages of certain methods and learning approaches, whilst providing guidance on developing professional learning outcomes, and looking at critical reflection on the training approach. All three sets of the above-mentioned training materials are available at http://openprof.eu/training-material.
The key characteristics of work-based learning followed in other project activities (such as adapting modules for work-based learning) are: >
target-orientated learning with learning activities focused on the development of real-world products or services
interdisciplinary learning content with detailed specifications and proposed samples
specific roles of teacher/trainer/tutor as a guiding facilitator and independent learners
based on team work if possible.
There are nine learning activities across the three units of the last set of training materials, which guide users through the innovative curriculum design process by deriving suitable learning outcomes, and selecting appropriate work-based learning and assessment methods. Open Educational Resources in English and other partner languages have been developed and/or adapted by educators from project partner institutions (available at http://openprof.eu/oer). The same OER have also been integrated into the modules, adapted for work-based learning. The six project modules have been translated to one partner language and are available at http://openprof. eu/project-modules for browsing and/or learning (registration required) or for download to be imported into institutional virtual learning environments (Moodle version 2.9.1). The modules developed vary in terms of subject matter and language; they are:
Personalized learning at work place (EN, LT)
All of these are available for reuse under CC BY-SA licence.
Learning and open professional collaboration for innovation Rapid technological evolution means educational resources constantly need updating. This requires development time. Collaboration with professionals in the field may therefore contribute not only to the volume of content developed, but also to improving its quality, increasing knowledge of the tools, and saving time. OpenPROF project promotes online collaboration in the development of OER, and also in adapting them. This OER development process highlighted the need for OER in national languages, and the need to share editable versions of the OER, in order to truly enable the use of OER, both in the form provided and adapted to your own purposes. During the development of OER, it was suggested that users be given the option to upload OER they had created or adapted using templates. This option was to be open not only to project partners, but other educators as well. So if you create your own OER or develop/adapt OER during the OpenPROF project and want to, or are obliged to, share it publicly, you have the option of filling in the template provided at the bottom of the page at http://openprof. eu/oer and LieDM association specialists will upload and share them publicly online.
Time management and online communities (EN, ES)
Communication in Intellectual organization (EN, LT)
The following prerequisites for teachers were established for collaboration with professionals during the project:
Digital storytelling for training (EN, PT)
Diversity Management (EN, DE)
openness to sharing ideas, criticism and learning
The mobility guide on-line â&#x20AC;&#x201C; Planning and management with ICT support (EN, HU)
positive attitude towards collaboration and innovations.
Reflecting on the experience gained during the project in developing modules suitable for work-based learning, the following recommendations for creating or adapting courses should be considered: >
try creating them online, but delivering in blended format
create coherent instructions for self-directed learning
organize teamwork if possible
no assessment necessary, but guidance and feedback by tutor/teacher/trainer are very important
learning activities should refer to real world situations, products or services
sharing good practices and providing examples is a necessity.
Letâ&#x20AC;&#x2122;s learn online in the workplace and share our experiences!
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Would you like to … … further diversify the range of courses offered by your institution? Or perhaps you’d like to get yourself and your target audience in (better) shape to participate in the digital world? >
If so, then take a look at Europe via a Key Action 1 (KA1) project! Benefit from the wealth of experience of other educational institutions and bring your own expertise to the European table!
Staff training in Europe: KA1 – Mobility … for example … Adult education in Denmark and Germany: abz*austria benefits from experience in Europe abz*austria (www.abzaustria.at), an organisation which promotes the work, education and future of women, is currently looking at the way things are done in Europe. Female employees from abz*austria are visiting various institutions in Denmark and Germany with the aim of learning new digital training and guidance methods and improving the digital skills of their trainers and advisers. The employees from abz*austria are therefore looking at the use of online tools for assessing skills in education guidance at the institutions they visit or learning about the measures that are taken to improve the digital skills of educationally disadvantaged women and older people. This means that abz*austria can gain valuable knowledge about good-practice methods and models which can then be incorporated when developing their own courses. The visits are taking place as part of a project called »Digitising adult education and raising the media literacy of educationally disadvantaged women« funded by Erasmus+ Adult Education (KA1 – Mobility).
© OeAD-GmbH/ APA-Fotoservice/Hörmandinger
Stretch out to Europe with Erasmus+
Karin Hirschmüller National Agency Erasmus+ Education Karin Hirschmüller studied business management at Vienna University of Economics and Business. She has worked for the Erasmus+ National Agency at the OeAD-GmbH since 2009 in the field of adult education. She is in charge of Erasmus+ Strategic Partnerships for adult education and was also employed by Euroguidance, the European network of education and careers guidance, until 2017. Prior to this, she worked in adult education, including projects promoting dialogue between Roma and non-Roma people and in the field of anti-discrimination. Contact email@example.com www.bildung.erasmusplus.at
KA1 – Mobility Duration of stay abroad: 2 days to 2 months Duration of project: 1–2 years Destination countries: EU 28, IS, LI, NO, TR, MK Activities: Courses, conferences, job shadowing, teaching assignments Grant: Unit costs which should cover the majority of the costs incurred Application: 1x/year (approx. deadline February) Guidance: available from the National Agency Erasmus+ Education https://bildung.erasmusplus.at/de/erwachsenenbildung/personal/
© Oead-GmbH/GianMaria Gava
What does the »Key Action 1 (KA1) – Mobility in Adult Education« support? KA1 – Mobility supports institutions in continually improving the quality of their work and their courses. Employees can visit adult education courses and conferences and take part in job shadowing activities in Europe. Beneficiaries can also teach or provide training at partner organisations themselves. After the visit abroad, employees incorporate their newly acquired knowledge into the work of their own institution, disseminating what has been learned and putting it into practice alongside their colleagues. In the long term, the projects supported by this action will also have a positive effect on the education systems of the participating countries. How do you apply for »KA1 – Mobility in Adult Education«? The starting point for your application is to identify a need for quality development and internationalisation within your institution. Examples might include incorporating the European dimension within your own practice, employees’ skill-sets, new teaching
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methods or tools, or training and learning processes. The European Development Plan is based on the needs you have identified. Set out your organisation’s aims for the funding period and the activities that will be undertaken to achieve them when you complete the plan. You also need to outline how the new knowledge will be incorporated within your organisation and how you will use what you have learned. > Suggestion: Apply as a consortium
Why not make an application in conjunction with other Austrian organisations? This will reduce your administrative burden, particularly if each participating organisation only intends to send a few employees to activities in Europe. This has the added advantage of indirectly supporting regional collaboration with other institutions that share your vision.
Would you like to … … engage in intensive discussions about methods and approaches with partners from several countries? Would you like to develop new teaching materials collaboratively or implement an existing innovative curriculum adapted to the requirements of other partner countries? > If so, apply for a Key Action 2 (KA2) – Strategic Partnership
and collaborate with several European institutions!
Cooperating with Europe: KA2 – Strategic Partnerships … for example … Gender equality training: Erasmus+ project establishes European standards There is a huge range of gender equality training events. How ever, uniform qualitative training standards have not existed until now. This is why the Lower Austrian Provincial Government, unit of women has worked with partners from Iceland, Croatia and Lithuania on quality criteria and European standards for gender
equality training, as part of the GenderStrat4Equality project. A curriculum portfolio comprising several modules, which was developed during the project, can be used with a wide range of target groups. Completed in 2016, the project was highlighted as one of the success stories of the Erasmus+ programme by the Directorate General of Education, Youth, Sport and Culture. You will find further information on the Project website (www.noe.gv.at/noe/ Frauen/genderstrat4equalitycurriculumen.html) and on the Erasmus+ Project Results Platform (http://ec.europa.eu/programmes/ erasmus-plus/projects). What are the opportunities provided within a »KA2 – Strategic Partnership«? In a strategic partnership, several European institutions collaborate intensively over a longer period in order to achieve defined aims. There are two types of strategic partnerships to choose from: A »Strategic Partnership supporting exchange of good practice« focuses on sharing specific topics, methods, tools etc. with other countries. Examples of good practice might be researched and evaluated against previously-defined quality criteria. Their transferability is examined and the examples are then compiled.
KA2 – Strategic Partnerships Duration of project: 1–3 years Partner countries: EU 28, IS, LI, NO, TR, MK Types: »Exchange of Good Practices« and »Innovation« Grant: budget categories according to activities, mainly unit costs Application: 1x/year (approx. deadline March) Guidance: available from the National Agency Erasmus+ Education https://bildung.erasmusplus.at/de/erwachsenenbildung/ strategische-partnerschaften/
© Oead-GmbH/GianMaria Gava
In contrast, entirely new materials (such as a curriculum for a course of studies, a handbook comprising teaching materials or methodology books) are developed or transferred from a different country as part of a »Strategic Partnership supporting innovation«. What needs to be considered when applying to a »KA2 – Strategic Partnership«? You need to plan a project with outcomes that are needed by you and your partners for your work in the coming years or which will prepare you more thoroughly for future developments. This will underpin the long-term sustainability of your project. Discuss what you want to achieve with the project within the project consortium. You can also use the Impact+ Tools (https://bildung.erasmusplus.at/de/policy-support/verbreitung-und-nutzung-von-ergebnissen/impact-tool/), which will help you to define the intended impact(s) of your project. Key selection criteria when your funding application is assessed include project relevance, its long-term value and strategies for dissemination. The evaluator will also assess your application on the basis of the quality of the project’s design and the make-up of the project team. Describe how you will work together as a team and the quality assurance methods that you will use.
The National Agency Erasmus+ Education provides a wide range of information events and expert guidance for KA1 and KA2. Please take advantage of this. https://bildung.erasmusplus.at/de/erwachsenenbildung/
Author: Karin Hirschmüller | In collaboration with Maria Madalena Bragança Fontes-Sailler
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EPALE – what is in it for you? https://ec.europa.eu/epale There are plenty of benefits in joining the EPALE community.
Join a diverse adult learning family EPALE aims to build a unified adult learning community on a national and European level. When you join EPALE you can communicate with different adult learning actors, such as trainers, policymakers and volunteers. Network with similar-minded individuals As a member of EPALE you can discuss ideas and share information with other people in your country or in Europe working in your sector. The platform is perfect for finding partners or sharing experiences and ideas related to your adult learning project! Step outside your professional circle EPALE offers something new to the adult learning sector – it gives you the opportunity to easily get in touch with European adult learning professionals from outside your usual professional circle – policy makers, bloggers, researchers, volunteers, tutors, trainers and more.
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Reach a wider audience You may be a blogger who wants to share an opinion on an adult learning-related topic; a researcher who has written a paper on a new methodology; a policy maker with an intriguing proposal; or a trainer who would like to share best practice, an event, a news article or a resource that their peers would be interested in. EPALE can give you immediate exposure not only in Europe but also across the world. Access a rich database of resources EPALE members can access over 3,000 high-quality resources related to adult learning. Our community makes sure this rich data base is constantly growing. Stay up-to-date EPALE will keep you informed about the latest news and developments in the sector, in your country and across Europe.
How to get involved? To take advantage of all the features EPALE has to offer you just need to register on the platform.
Create your EPALE profile Make it easier to network and connect with your peers and other members on the platform by completing your profile and including as much information as possible. Let the community know about your professional experience and interests, or current projects.
Engage in discussions EPALE has five broad thematic areas which encourage peer-to-peer cooperation, with forums, commenting, rating, and polling. The thematic pages are a space to provide information and an area where like-minded users can come together.
Share your thoughts If you are passionate about blogging, we would love to hear your thoughts on different adult learning topics. With just a few clicks you can propose your blog post for publication. Just visit EPALE’s blog section to get started.
Keep the community updated Found an interesting resource? Learnt about a new methodology or an upcoming event on adult learning? Sharing that information on EPALE is easy and straightforward. Within minutes you can post new content on the platform and spread the word amongst your peers. Visit EPALE’s news, resource or event section to find out more.
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ACKNOWLEDGEMENTS | Publisher: Österreichische Austauschdienst-GmbH | National Agency Erasmus+ Education | Ebendorferstraße 7 | 1010 Vienna | T +43 1 53408-0 | F +43 1 53408-999 firstname.lastname@example.org | bildung.erasmusplus.at | Head office: Vienna | FN 320219 k | ATU64808925 | DVR 4000157 | Editor and Proof-reading: Eva Baloch-Kaloianov | Responsible for the content: Ernst Gesslbauer | Graphic Design: Alexandra Reidinger | Printed by: Paul Gerin GmbH & Co KG | Vienna, November 2017 This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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