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Muğla University

Muğla University

26 Projects, page 1 of 6
  • Funder: European Commission Project Code: 2020-1-TR01-KA226-HE-098066
    Funder Contribution: 152,585 EUR

    DIGITASK4IC will create a digital task generator for pedagogical tasks, linked with an annotated task catalogue and an OER library to support teacher trainers and trainee teachers. The project sets out to 1) provide teacher trainers in higher education institutions with digital support for their training of (foreign language) pre-service teachers, specifically in how they efficiently develop pedagogical tasks; 2) ensure that they understand how to design tasks to achieve rich spoken outcomes informed by task-based language teaching (TBLT); 3) provide input and digital support on task development for second/additional/foreign language (L2) interactional competence (IC). Currently, TBLT is the most widespread language teaching methodology. This approach draws from pedagogical task design to promote L2 learners’ development. Accordingly, teacher trainers should educate future teachers in pedagogical task design using diverse tools. Both teacher trainers and pre-service teachers in higher education institutions invest substantial time and energy to combine different digital solutions to perform this regular yet laborious pedagogical practice. However, many of these practices are not transferred to in-service teaching, thus being far from sustainable. The consortium endeavours to change this mismatch by producing a digital platform (namely, DIGITASK) to support teachers in generating pedagogical tasks. Specifically, these will be tasks that promote learners’ interactional competence (L2 IC), i.e. their ability to engage actively and appropriately in spoken interaction. The core element of the project – the DIGITASK platform – will consist of a software, a mobile application and a website for generating pedagogical tasks that foster L2 IC. The DIGITASK4IC team will identify intersections between language teacher education, foreign language teaching, TBLT and L2 IC. This will be used as a basis to identify the interactivity potential of pedagogical tasks in the subsequent intellectual output, namely the Digital Task Catalogue that is a comprehensive documentation of existing local, regional, national, European and/or international pedagogical task types. Based on this background, the project team will create a Digital OER Library to be used as the expert-filtered task design materials. Subsequently, the consortium will produce the Digitization of Pedagogical Task Design plan that will constitute the basis for the development of the DIGITASK platform. Following the release of DIGITASK, the platform will be improved with methodological packages for teaching foreign languages (Turkish, German, French, Spanish, English) using DIGITASK based on sample pedagogical tasks and task sequences. The final output of the project will be the Digital Training Module designed both as a self-learning tool and an instructional tool to be used by the target participants. Throughout the conceptualization and implementation of DIGITASK, trainers and trainees from teacher education institutions will be active participants. As a result of the successful completion of all project outputs and activities, the consortium will produce a platform and an innovative tool that will have significant impact on teacher trainers and pre-service teachers by providing theoretically and methodologically sound materials together with an open-access and user-friendly application. Through the main outcome, DIGITASK, the project will innovate the task-based teaching of foreign languages and language teacher education practices by digitizing pedagogical task design and incorporating TBLT and L2 IC. In the long term, we expect that DIGITASK will have a central role in teacher training and will also be used in schools mainly through pre-service teachers transforming into school teachers and through the online resources including the Digital Training Module.

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  • Funder: European Commission Project Code: 2019-1-DE03-KA201-059628
    Funder Contribution: 352,474 EUR

    The project “PARENTable – communicating with parents of newly migrated children” is a transnational project together with (mediating) educators and parents in order to implement new communication formats and trainings that increase mutual understanding and build communication bridges between school facilities and families. The aim of the project is (1) to gain and share knowledge about best-practice communication in Germany, Sweden, Italy and Turkey where educators and parents can exchange their views and (2) to develop an inclusive training concept for both educators and parents in order to better support newly migrated children between new school contexts and families. Parents can thus gain a deeper understanding of the challenges their children face and at the same time, they can also make their perspectives and needs heard at school. The concept of PARENTable is to support newly migrated children in a holistic approach considering their parents as one of the most important pillars for their successful course of education. The results of the Europe wide conducted interviews will be edited and published as handbook. The training concept will be distributed as a manual as well as further developed into an e-learning course. The target groups of this project are educators and parents of newly migrated children aged 9-15 in Europe which will be gathered in this project.PARENTable will provide concrete guidance material (handbook) based on interviews and hold transnational trainings in five different settings in Germany, Sweden, Italy and Turkey. The handbook will contain in-depth perspectives of parents and educators before, during and after trainings by conducting focus groups interviews. The transnational training activities will be composed equally with 7 parents and 7 educators and will consist of modules such as identities/self-esteem, supportive parenting, multilingualism, communication methods between school/parents and transnational families. These modules will be developed, re-evaluated and optimized by the transnational partner consortium in close accordance to this target groups during the project duration. In order to have a wide impact, we attempt to work with educators that play a mediating role between newly migrated parents and schools and are critical for building communication bridges. Educators targeted during PARENTable will be mother-tongue tutors, mother-tongue cultural mediators that accompany newly arrived minor pupils, school counselors as well as teacher students that assist in intercultural school settings. Our developed training and guidance material later will be promoted for teachers’ education all over Europe.Regarding parents of newly migrated children, we will gather parents who have an impact in their communities, but also who feel insecure and in need of assistance when it comes to supporting their children in new school contexts. National and local integration politics are often focused on the immediate incorporation of newly arrived children into national schooling systems. However, educators and other actors within the school system mostly lack information about children’s family situation and their personal and educational histories. Besides, it is difficult to reach out to parents who don’t speak the local language and lack trust in school authorities. Parents on the other hand don’t have access to knowledge about e.g. multilingualism and children’s identity formations in new settings. They might also be under immense psychological stress which prevents them from playing a positive role in supporting their children. Being themselves in unstable positions, they often put too much pressure on their children when it comes to school results. And finally, parents might feel discrimination and stereotypes from wider school contexts that prevents them from making their positions heard.PARENTable wants to tackle these issues by offering a platform of communicating and educating both educators and parents with a transnationally developed training that is closely adopted to the needs and experiences of families and educators all over Europe alike.

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  • Funder: European Commission Project Code: 2019-1-LV01-KA202-060420
    Funder Contribution: 186,251 EUR

    "Small and medium-sized enterprises (SMEs) are of paramount importance to dominate the economies in terms of not only numbers, but also to make a key contribution to employment and value added for both - the European Union (EU) and the partner states. Since 2008, a series of measures have been adopted, which are intended to improve the framework conditions for SMEs. Several of these measures aim at the Euro zone or need to be implemented on a national or regional level. From the EU Commission’s perspective, one of the important fields of action is to strengthen the entrepreneurial spirit in SMEs via improving new mentoring skills for SMEs. Both EU Commission researches on SMEs and the business administration literature indicate that the solid experience of the SMEs are not sufficient to produce a digital competency framework and skill card in SMEs. In parallel with these findings, the previous EU projects conducted by MSKU (HARBIF and as partner organisation in 5POINTS) proved that SMEs are not able to tackle the new management tools and they are not aware of their capacity and capability for change to enable them to compete on local, domestic and later on global markets on their own. Or in other words, in order to change their skills in the digital era, the SMEs need a different eye, which reveals their own capacity. The He-Men Project, as it appears in the ""cartoon"", solves the problems for his society by having its power in the name of greyskull, will provide a privilege to develop unique mentoring skills and exchange good practices among SMEs in order to remind them - “They Have the Power”. In addition to this, the He-Men project will aim to develop digital mentoring skills of SME mentors by spreading a reverse mentoring approach. On the one hand, the He-Men project will bridge generational gaps between older and younger employees in SMEs, on the other hand it will spur innovation and new product and service ideas by more actively soliciting input and advice from younger workers in the digital transformation era. The He-Men project partnership will develop such intellectual outputs – a Competence map, a Mentoring Community e-solution, Training materials, an E-learning platform and a Methodology for group peer mentoring activities.The He-Men project primary target groups can be defined under two groups: - The first group are the potential mentors who are either young employees of the SMEs or owners of the SMEs and mentees who are either senior workers of the SMEs or owners of the SMEs.- The second group are the potential mentors, who are the young people that wish to further their employability and contribute to building their futures via a reverse mentoring approach. The Secondary Target Group of He-Men includes universities, VET institutions, professional organizations, Chambers, research centers, policy makers, public authorities and other stakeholders.The partnership is composed of 5 organisations from 5 different countries: The leading partner Baltijas Datoru akademija (BDA) from Latvia, Mugla Sitki Kocman Universitymsku (MSKU) from Turkey, Warsaw University of Technology from Poland, ADINVEST Europe from Belgium and eLearning & Software from Romania. The partner organizations are experts in mentoring, coaching, training, consultancy and assurance services in SMEs and VET training. The partnership involves stakeholders and interested organizations to support the sustainability of the project beyond the project life cycle."

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  • Funder: European Commission Project Code: 2020-1-MT01-KA203-074214
    Funder Contribution: 250,705 EUR

    Based on a needs analysis carried out by the International Council for Coaching Excellence (ICCE, 2016) and the academic literature on sports coaching (Lyle, 2002; Cushion & Lyle, 2017), the design of effective programmes for the future should see field experts from National Governing Bodies (NGBs), sports associations and clubs, join forces with sports coaching academics. Furthermore, experts have suggested that, in the constructivist vein, learners themselves are the key to developing relevant educational programmes, curricula and syllabi. A joint partnership of four Higher Education Institutions (HEIs) will therefore be partnering with NGBs and prospective learners to design, develop and obtain accreditation for four level 6 units on Sports Coaching. The project brings together the University of Southern Denmark, Reykjavik University, Mugla Sitki Kocman University, and the Malta College of Arts, Science and Technology as lead partner. We will also be involving the International Council for Coaching Excellence (ICCE) in the quality assurance of the units developed in line with the ICCE's Standards for Higher Education Bachelor Coaching Degree Programmes. Our project objectives are:-Addressing current gaps in sports coaching education through the development of four units which can be integrated in a level 6 course-Promoting the results of our project beyond our project partnershipOur target groups are:-Sports coaching students and practitioners in the field-Sports coaching lecturers-Higher education institutions (HEIs) providing sports coaching education-Stakeholders in the field of sports coaching (e.g. NGBs and the ICCE)The delivery of the units is to be piloted during the project in four weekend schools, organised in the Higher Education Institutions of each respective country. During its pilot phase, the project will also include mobility opportunities for six learners from each country to attend a weekend school in a foreign country and shadow an experienced coach in the workplace (job shadowing) for approximately 10 days. 1 foreign expert from the participating members will be invited in every weekend school to share his/her expertise with the academics and learners participating in the weekend school in its respective country.In the long-term, the project will contribute to developing new and more innovative methodologies for developing units at higher education level. It will also establish closer cooperation among the participating HEIs as well as with the ICCE in the field of sport coaching education specifically. The developed units will continue to be integrated in sport coaching courses at level 6 in the participating HEIs. Through the envisaged project dissemination plan we will also be able to promote the project impact beyond our project partnership. The description of the units will remain available even after the end of the project.OFFICIAL ENDORSEMENT and SUPPORTTogether with the collaborative support of the Malta Olympic Committee, Danish Sports Confederation, National Olympic & Sports Association of Iceland and Sports for all Federation Sports for All & Wellness Association, this project is officially endorsed by the Parliamentary Secretariat for Youth, Sport & Voluntary Organisations, headed by Parliamentary Secretary Hon Minister Dr Clifton Grima. The Parliamentary Secretariat will be invited for international meetings with representatives from foreign Universities, the ICCE and the foreign NGBs. Furthermore the generation of knowledge and intellectual output, together with good practices will be shared with the Secretariat as well.

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  • Funder: European Commission Project Code: 2022-1-PL01-KA220-HED-000090164
    Funder Contribution: 250,000 EUR

    "<< Objectives >>COMSUS AIM is strengthening of higher education institutions' capabilities in promoting the co-creating of resilient, inclusive and sustainable society through sustainable communications with key stakeholders in social media.<< Implementation >>WP1 Project ManagementWP2 E-courses “The power of social media in the professional development of teachers: personal brand, tools for educational products, promotion of sustainable development values” for HEIs teaching staff and WP3 “Sustainable SMM: sustainable communication in social media for higher education institutions” for communication managersWP4 Manual “Sustainable communication in social media for HEI: how to become a changemaker?”WP5 Hub of sustainable communications ""COMSUS""<< Results >>100 HEIs teaching staff and 100 HEI communication managers swill trained"

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