EduTeach is an international, interdisciplinary and collaborative project funded by the European Commission under the Erasmus+ program.
The aim of the EduTeach project is to design, test and implement a modular training program adapted to the needs and interests of those responsible in education and care for young children (0-6 years) across Europe. To allow both flexible and individual learning, the training offers will be based on ICT and incorporate a fair balance between interactive and self-study learning activities. Using results from a user needs analysis and evaluations of the implementation of trainings, EduTeach further tends to forward research and development on models, methods, and didactic strategies for effective online training to educators, preschool teachers and education directors.
The set of individual project objectives serves the aim above, and includes:
The online modules and learning sessions will consist of:
1. Self-study: Participants will be reading and watching material provided in an digital Learning Management System, based on ILIAS 5.1.
2. Storytelling: Integration of educational problem cases that are in line with the module topic and which professionals from all over Europe share.
3. Webinars: Each webinar will be moderated by a partner and senior experts from the field will be invited to give keynote speeches. The recorded contextualized problem case will be played and jointly discussed online.
On this webpage you will find all relevant information about the project, its outcomes and the partnership.
Rooms to VET aims to maintain and increase the competitiveness of the European tourism industry through the development of an e-learning platform of 6 Modules to support the upskilling and professionalisation of tourism services provided by owners of private accommodations, small residences and family arrangements. This platform aims to become the ultimate guide for making use of all opportunities and tools available at national and European level in this respect.
Rooms to VET - Upskilling and Professionalisation of private tourism accommodation services is a 24-month
(September 2015-2017) EU co-funded project under the Erasmus+ programme, implemented by 9 partners from 5 EU countries (Croatia, Cyprus, Greece, Slovenia, Spain), experts in the fields of tourism and VET.
Are you a private tourism accommodation service provider?Europe is the world's no. 1 tourist destination, with the highest density and diversity of tourist attractions. Private rented accommodation in Europe covers as much as 13% of the total of holiday accommodations. Many tourists nowadays opt for private rooms, apartments, residences, looking for more freedom, privacy, interaction with nature as well as with local businesses and cultures, low cost vacation, etc.
Are you a VET trainer in the tourism industry?
Are you a tourism association, policy-maker, authority?
Get an insight on sector needs, challenges & prospects
The eFinLit project (Developing Financial Competencies for EU Citizens Utilizing Online Learning and Digital Literacy) aims to promote the financial literacy of disadvantaged young EU adults (18-35), covering numeracy, language, reading, collaboration and communication skills.
Intrapreneurship and the intrapreneur have entered the business vocabulary quite recently, but in a short time they have managed to attract interest, especially in the leading sector and industry of ICT. Competition, the need for the development of new ideas, the ever changing business and corporate environment, leave no options to simply overlook creativity wherever it comes from. Companies and businesses need all too often to rely on the innovative entrepreneurial potential of their human resources. What organisations have to do is allow intrapreneurship to flourish, stimulating and supporting potential intrapreneurs.
The rapid adoption of internet-enabled phone and tablets has revolutionised the way we live and work, but not yet in too many cases the way students are taught in vocational training or higher education. Although digital and mobile resources are proven to increase adult learner engagement and information retention, yet only 1 in 5 students are taught by digitally confident and supportive teachers. This absence of integration of digital learning tools is mainly caused by lack of confidence and training and as a result, very few students across Europe are taught material aided and supported by digital supports.
The aim of this project is to open university studies for virtual mobility (VM) by training teachers and academic staff on how to design master study program curricula, using OER and applying correct licensing, how to establish collaborative trusted relationships in curriculum design for multicultural exchange and how to integrate these opening education innovations in everyday practices. In order to reach this aim, the following objectives will be met in the project:
While digital divide and digital literacy have entered into common use the term digital inclusion is still quite new. The term describes a number of interrelated concepts, such as widening access to digital technology and services, the acquisition of digital competencies and literacies necessary to make smart use of technologies and services, empowering people in using technology for both, self-determined life and as means to participate in society.
The Erasmus+ strategic partnership UPTAKE ICT is promoting actions, at national and international scale with the purpose of strengthening digital inclusion through building contents, digital instruments and analyzing the impact of ICT in a global world.
e-Hoop aims to create a universal, dynamic and adaptable e-learning environment able to offer free personalised training solutions to all learners regardless of their learning, cultural and social background.
A Universal Learning Environment
The universal learning environment will be based on an open source training platform that will apply to different cultural and learning styles, and will allow the adaptation of learning content based on the individual learner characteristics via learners’ classification. The learning environment aims to fully exploit broadband technologies and paradigms. The e-Hoop Learning Platform is available at http://learning-platform.e-hoop.info.
The TALOE project intends to promote the internal consistency of online courses by using the ALOA model (Aligning Learning Outcomes and Assessment) and developing a web-tool to help teachers and trainers decide on the e-assessment strategies to use in their online courses.
This web-tool is aimed to raise teachers' awareness about the variety of e-assessment strategies in order to achieve better quality of the learning process. TALOE assumes that a teacher/trainer will describe the learning outcomes of the course or module and then use the TALOE web-tool online to analyse them and provide the most appropriated e-assessment strategy that is consistent with the set of intended learning outcomes.
ReSoLVe aims at developing the German video platform draufhaber.tv to European usability. draufhaber.tv is aimed to become a European video platform which is used by young people during their vocational orientation or training in order to explain how to solve occupational tasks. Thereby it provides a module in European information space as well as in European space of lifelong learning. By applying highest European standards of data security, draufhaber.tv offers young people appropriate space for their self-produced videos. The platform will be translated into English, French, Spanish, Portuguese, Italian, Polish, Romanian and Russian.
The project is developing and implementing a pan-European Internet Radio platform, incorporating Web 2.0 functionality, linked to innovative community based pedagogies – addressing employability, inclusion and active citizenship in an original and exciting way. The Internet Radio provides an innovative way to engage, retain and develop those who are excluded or at risk of exclusion, and its low-cost, extensibility and sustainability, compared with fm radio for example, is a key dimension in ensuring the success of this project.
A key output of the first TACCLE project (www.taccle.eu) was a handbook for teachers wanting to introduce e-learning into their practice. There was also a series of training events for teachers based on the handbook. Both the handbook and the courses were rated highly by teachers but feedback from readers and from course participants was that there were still ‘gaps’ that needed to be filled.
Firstly, although teachers across the subject range said they found the both the courses and the handbook useful for developing generic technical skills there were many who still found difficulty in translating that into specific learning activities within their subject area or sector.
Secondly, although many teachers, as a result of reading the handbook or attending the courses, now feel confident about designing learning objects or using web 2.0 applications, they are less confident about engaging pupils in producing and publishing their own. TACCLE 2 addresses these issues by providing a series of 5 supplementary handbooks (in Dutch, English, German, Italian, Spanish, Portuguese and Romanian) written in the same style as the original, around specific subjects.
The strategic partnership will promote actions, at a national and international scale with the purpose of building contents, digital instruments and analyzing the impact of ICT in a global world. It will pay special attention to learners that have never used the Internet and with disadvantaged backgrounds. It aims to help people facing the process of civilizational change (social, political, economic, and cultural) and, consequently, to shape the needs of future generations.
The main outcomes of the project will be:
A multiplatform embedded with augmented reality (mobile, tablet)
An e-book regarding “good practices guide in ICT”
Multi-trans-disciplinary e-modules about “Academia Equity and Inclusion – disadvantaged backgrounds”
An interoperable and multi-platform website
Digital educational content (MOOC)
Modular compilation of OER content about “learners with disadvantaged backgrounds”
Market based resource-scaling tools to employability
Providing context aware services for a Digital labour-market life-cycle
Market-based resource scaling policies for cloud applications
Be it because they lack the knowledge or because they lack motivation or opportunity, older people are traditionally excluded from Information & Communication Technologies (ICT). So a partnership was created to encourage senior citizens motivation and knowledge about ICT, thus helping to overcome the exclusion of elder people in the field. The project made use of non formal education and innovative methods, to address older people’s learning needs.
A partnership was made up of two Local Authorities (Spain and Portugal), a French organization working in the field of education and training (GIP) and a Greek organization working in the field of the new technologies (IDEC) was created to encourage senior citizens motivation and knowledge about ICT, thus helping to overcome the exclusion of elder people in the field. The Senior TICs project lasted 18 months and reached directly 110 people over 50 from elderly centres in Spain and Portugal and developed an innovative training methodology specifically oriented to older people and ICT.
A major characteristic of European societies might be seen in the rapidly growing differentiation of educational pathways, opportunities and biographies. This increase in complexity from learners requires great effort into initiative taking, creativity, problem solving, risk assessment and decision taking. Through the past years various structures have been developed in order to support students in mastering educational transition. However they have been often formulated in an institutional perspective, counting out learners' experience and creativity skills as well as new opportunities of technology enhanced learning.
G8WAY was based on the idea, that the growing availability of web 2.0 allows for bridging this gap through learner centred and connective approaches, with a chance to more effectively manage educational transition. Following this idea, G8WAY developed web 2.0 enhanced learning environments, which enable learners to reflect and develop creativity potentials and transitional skills in the light of self and others' learning experience, made visible through a variety of media sets and PLE tools, each of them designed to meet the requirements of transition envisaged, and all of which have been mapped into one single pedagogy framework.