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Swedish Association for Distance Education (SADE)

Country: Sweden

Swedish Association for Distance Education (SADE)

3 Projects, page 1 of 1
  • Funder: European Commission Project Code: 2017-1-ES01-KA202-038256
    Funder Contribution: 128,403 EUR

    The project developed VET and C-VET training materials and courses design for trainers in formal and in non-formal education. These courses and support materials use Blended Learning as a technology-enhanced method and focus on the use of multiple devices throughout the learning process (as used by the trainees in everyday life). The innovation in our project consists of the implementation of a trainee-focused pedagogical framework based on heutagogy, the development of an all-encompassing quality enhancement framework (including also the pedagogy) and the approach to the diversity of various technical equipment (multiple devices). The project is complementary to a Grundtvig Multilateral project by transferring the theoretical developed outputs to a practical implementation in a different (but similar in many aspects) educational sector. The project combines knowledge and experience from VET training institutions with the research and innovation potential of universities. The applicant, Fundación SAFA, is an important Spanish school foundation focusing on school and vocational education, both face-to-face and online;, EFQBL is a VET and trainers education organisation; DigiLab from the University La Sapienza and the University of Aveiro are specialised in innovation in technology-enhanced training and the related pedagogy; SADE is a specialist in Distance Learning and quality enhancement frameworks. These participants ensure a consortium well-distributed in Europe, with complementary expertise in the fields developed in this project. The activities performed are the development, implementation, performance and evaluation of pilot courses in C-VET, the programming of a supporting software tool for trainers, the implementation of a training course for trainers to learn about the new techniques and the creation of a transferability and evaluation guide for the use of the developed outputs.The four products or intellectual outputs are two special pilot courses fitting to the needs of the two training institutions SAFA and EFQBL using the tools described above; a new developed (web-based) software tool “Trainer’s Toolbox”, a trainers' training course (implemented as a MOOC on a Moodle server) and a transferability guide. The methodology used starts from ad is inspired in the analysis of the existing needs and the study carried out about the technical background. In a well-planned cooperation and experience exchange process the pedagogical framework is created (based on heutagogy) and the concepts of the Blended Learning courses. Supervised pilot courses (in a SME in Austria and C-VET course in Spain) are used for evaluation of the findings and processed for necessary amendment. The gained experience is compiled to the two trainer aids (Trainer’s Toolbox and MOOC). The transferability guide is created from the training experience by using the education field specific competences of the partners. The project results impact to the trainer community in Europe providing innovative and modern training (based on Blended Learning and including workplace-based training) with a technology-enhanced approach to training based on the use of multiple digital devices by the learners. The training institutions will use the new developed methodology implemented in practical courses as their future approach to offer courses for training in C-VET education (focusing on not hands-on based learning content). The close connection to other VET training organisations will offer the practical passing of the developed methodology and tool and the further use in these organisations. The developed outcomes have a longer lasting lifetime if they are adopted to the change of the technical devices.

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  • Funder: European Commission Project Code: 2017-1-ES01-KA201-038199
    Funder Contribution: 148,058 EUR

    The project aims to create a special virtual toolbox for teachers as a sophisticated tool for developing Open Online Distance Learning (OODL) courses which means open, online, flexible and technology enhanced education (OOFAT). The mixture of of the partners ensures the necessary competences, values, skills and knowledge for developing an innovative approach to OODL. This project uses a strategic cooperation between formal and non-formal/informal educational providers using ICT based teaching and the enhancement of digital integration in learning. It will be enhancing teachers’ professional development and support students‘ acquisition of values, skills and competences. The 5 consortium members are well distributed in Europe: University of Crete, GR (specialised in innovative education) will focus on supporting students‘ acquisition of skills and competences, EBI/EIE (AT) is a teacher training institution with experienced in Distance Learning impacts in enhancing teachers’ professional development and in OODL The I.T.E VITTORIO VENETO SALVEMINI (IT) and Colegio Internacional Costa Adeje (ES) are two high schools (offering a multicultural background) with different orientation in teaching and experienced in eLearning and modern teaching methods. The Swedish Association for Distance Education (SADE) has a special focus on OODL and OOFAT and provides experience in quality enhancement systems. The VVT-Box methodology focuses on items which are either not yet common or still missing in Open Online Distance Education as a * Innovative approach to OODL * Appropriate quality enhancement framework * Innovative and completely new motivating self-evaluation method for students (Mandala method) * New developed innovative tool for course creators * Special training course for teachers to implement the new methods in course creation * Transferability and evaluation guide to enable the transfer to other educational fields The activities during the project’s lifetime will develop (and provide as results) a 1. So-called “reverse pedagogical approach” by taking the viewpoint of students and supplement them best in learning. This pedagogical approach is based on self determined learning, called Heutagogy) and is a means for acquisition of skills and competences of learners, especially in science (so-called MINT subjects) and language teaching. 2. Completely new motivating self-evaluation method called the “Mandala Self-Evaluation”. This is a graphical method to define competence based learning outcomes and to evaluate the learner's’ success and to motivate students). 3. Virtual web-based toolbox as an Open Educational Resource (OER). This innovative public available tool enables teachers to enter the parameters of a planned course in an interactive user interface. The database driven service creates the required material and delivers it in digital form. The outputs are appropriate material like course structures, checklists, instructions for quality enhancement, timetables, and other helpful means for the course planning and implementing. 4. Special course (as a MOOC) for teachers available as a Online Distance Learning course with OERs. Tested and evaluated pilot courses for students (as examples of best practice) including all project-related innovation, practices and tools will also be available as OER sources. 5. Transferability and evaluation guide to transfer the developed tools, products, and methodologies to other educational sectors (Adult Education, Vocational Education and partly Higher Education) Approximately 1420 students, teachers, decision makers, researchers and other stakeholders will be impacted by the project. The dissemination is using web-based channels, like social media, Youtube, SlideShare, a Web Blog and symposium based events in the identified target group of teachers. EDEN - the European Distance and eLearning Network is also foreseen for dissemination. The sustainability of the products is ensured by the project partners with the necessary resources for the next years. The transferability and evaluation guide to other educational sectors is an added value. A longer lasting benefit is * To provide a first experience of an innovative teaching and learning way in School Education supervised by the University of Crete with the impact of the experience of SADE from Sweden, a country with one of the longest lasting Distance Learning experiences. * An impact to new research in Heutagogical pedagogy and to future studies and research * The new approach to open and innovative education, providing a fully embracing of the digital area * The boosting of open and digital educational resources So the project impacts to the target group, to the addressed learners, institutions and finally to the society. This impact to stakeholders is a necessary mainspring for further meaningful activities in development educational systems in School Education on a European level.

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  • Funder: European Commission Project Code: 2021-1-IT01-KA220-VET-000033037
    Funder Contribution: 293,241 EUR

    << Background >>The COVID-19 pandemic impacted heavily on education and training systems and has accelerated the digital transformation and triggered rapid, large-scale change. This situation puts VET sector, in particular, in front of both challenges and opportunities: VET providers need to use the lessons of last year to step up efforts and gradually evolve from emergency-focused remote training to more effective, sustainable and quality digital learning, as part of creative, flexible, modern and inclusive training model. This pandemic exposed the shortcomings that need to be tackled to successfully integrate digital technologies in training systems and requires to rethink how training, in all disciplines, is designed and provided to meet the demands of a rapidly changing and increasingly digital world, considering how all phases of training processes can purposefully and strategically embed digital technologies into educational practices. It has emerged as a key enabling factor for effective digital training, among others, the NEED FOR TRAINERS AND VET STAFF IN GENERAL TO BE MORE CONFIDENT AND SKILLED IN USING DIGITAL TECHNOLOGY to support their teaching and adapted pedagogy and be prepared to collaboration and the sharing of good practice and innovative teaching methods.Furthermore, specifically in training dedicated to adult learners, there is a need for high-quality training content to boost the relevance, quality and inclusiveness of lifelong learning. Digital technology should be harnessed to facilitate the provision of flexible, accessible learning opportunities, including adult learners and professionals, helping them to re-skill, upskill or change careers, especially now that the pandemic has affected all economic sectors and is requiring for transversal changes that mirror in the labor market asking for new skills and competences.AGILE-2-VET project has been structured on these preconditions, reported by EC in the new Digital Education Action Plan 2021-2027, wishing to meet the general objective of contributing to the innovation of VET sector by strengthening the capacity of VET providers to deliver inclusive and high-quality digital education, focusing on developing the ability to implement online, blended and distance teaching and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices.<< Objectives >>GENERAL OBJECTIVEAGILE-2-VET aims at contributing to innovation of VET sector by strengthening the capacity of VET providers to deliver inclusive and high-quality digital training. Main focus will be on developing the ability to implement online, blended and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices.SPECIFIC OBJECTIVESThe AGILE-2-VET project moves along two strategic lines for the innovation of the professional training system in a digital learning key:1.On the one hand, work on enriching the skills of staff of VET providers, specifically trainers and tutors, in relation to the transition from face-to-face to remote training. In distance learning, especially in the third generation, the figure of the tutor has assumed a fundamental role within the training process alongside that of the trainer, arriving, in some cases, to become confused with it. In detail, work will have to be done on the creation of a common curriculum between trainers and tutors that will fill specific skills gaps:•technical skills, that is the ability to use technologies, network and tools available to deliver training courses;•facilitation skills, i.e. methodological, communicative, psychological skills, to make learners feel comfortable with virtual environments and avoiding the generation of entrance barriers, especially for older learners not used to digital training;•managerial skills, i.e. management of activities to define times and methods, provide feedback and monitor learners’ path through available digital technologies.2.On the other hand, to work on strengthening the collaboration between training institutions and companies providing digital technology and experts in educational and pedagogical practices, to structure training design models that can be used in the context of professional distance/online training, primarily aimed at adults and workers, useful for the development of innovative training proposals in digital / e-learning format. It is therefore necessary to try structure models applicable to different types of targets, which allow a profitable use of the digital component, thus making it enabling both for training professionals, but above all for persons who need to be trained, contribution to the attractiveness and flexibility of VET.<< Implementation >>AGILE-2-VET will reach its objectives by supporting the development of learning-outcomes-oriented training proposals that better meet the learning needs of adults, while also being relevant for the labour market and consequent need for reskilling for every worker or unemployed, through the implementation of a trans-disciplinary approach and innovative pedagogies, dedicated to foster a digital cultural approach, such as research-based learning which support the acquisition of transferable forward-looking skills. To reach this goal the project is set around an integrated working methodology that combines analysis with qualitative best practices research and hands-on activities, based on a bottom-up approach that fosters active participation of all relevant stakeholders, at any stage, being partners’ organisations, professionals and other actors working in the field (universities, VET providers, etc.).The project will be implemented through different activities, each with a specific importance:TPMs – Transnational Project Meetings: the in-presence and virtual meetings have two purposes, on one side ensure a correct project management, giving room to each partner to assess their status on the project and monitor effective implementation of project activities (space will be left to discuss implementation obstacles and find strategies to solve them), on the other side to be real working session, so to say active laboratories through which all partners can share views and expertise and work on a shared approach concerning digital learning and the need to assure quality and inclusive training. Os - Results/Outputs: these are the core of AGILE-2-VET project and will contribute to reach its main objective – strengthen the capacity of VET providers to deliver inclusive and high-quality digital education, focusing on developing the ability to implement online, blended and distance training and learning in a cross-sectoral collaboration among VET providers, universities and experts in educational technologies and pedagogical practices. During the results’ realisation, all partners will involve stakeholders at local level, setting the basis to create a fruitful network among different actors that can benefit from project implementation and transferability of AGILE-2-VET training proposal.ME – Multiplier Events: these events will allow the partnership to reach one of the most important goals for the project, communicate products (Os) achieved and raise awareness on the subject and on the tools proposed by project partners. These moments are opportunities to extend the project and its results and put the basis to develop new partnership for future sustainability of the action.<< Results >>Project activities can be divided into 3 steps that will generate 3 main results:- Step 1: analysis (result 1), composed by a desk research and field research activating relevant stakeholders to define the key features of online/distance learning and related competences to be possessed by VET staff;- Step 2: training model elaboration (result 2). Definition of competences, structure training programme and methodologies, addressed to increase competences to foster the acquisition of a digital cultural approach in VET;- Step 3: AGILE-2-VET experimentation and Manual (result 3), toolkit to support VET staff and professionals working in adult education in acquire relevant skills and competences to be able to provide high-quality and inclusive adult training.Some of the numbers that describe the project, in relation to target groups outreach:Nr. of trainers/tutors/training designers/VET staff involved – 50;Nr. of VET organisations involved (partners and other organisations) – 5;Nr. of external stakeholders involved (mainly in Multiplier events) – 200;Nr. of public administrations, local authorities and universities involved – 7.Furthermore, the following OUTCOMES will be achieved:1.Creation of a common Training Model that will allow the acquisition of competences and skills by trainers, tutors, training designers and VET staff in general, on new approaches of digital learning and training, with innovative and practical methodologies. This training model will benefit VET providers, but not only, since they will have available a Manual that will support them in their training elaboration and realisation and assess the acquisition of skills by their staff.2.Experimentation in the participating territories (partners’ countries) of the model by involving the recipients of the training in the conception and implementation of concrete training projects through a project work activity that will be immediately put on site after the end of the project.3. Increase capacity (competences and skills) of VET providers to design training proposals that enable the acquisition of competences of adult learners, so elaborating training proposals that are not only of high quality, but also inclusive so allowing real participation of adults in online training, defining the right mix of tools, methodologies and mechanics which does not represent a barrier to entry, but on the contrary favours the participation of different target groups in need of up-skilling/reskilling seen the enormous changes of labour market requests, whether they are highly skilled workers, workers with lower levels of competence or unemployed.4.Creation of a collaboration model – a community of practice - for the implementation of a network among VET organisations, universities, organisations of e-learning practitioners and multimedia educational producers, to stimulate them to work together and cross-fertilize competences and skills to give a contribution in the development of professionals, of VET sector in particular, able to facilitate the development of a shared digital culture in adult training, that can valorise their carriers and impact for high-quality training.5.Increased capacity to work in European contexts and participate/manage EU funded project, furthermore, create a network of different organisations that could work beyond the lifecycle of the project itself.

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