Erasmus + SPARKLE Project
It is a pleasure to present you SPARKLE Flyer for project promotion and dissemination. It contains basic information concerning the project, its objectives, activities undertaken and description of project results. It is available in 5. language versions.
“SPARKLE – Sport & Art for key competences improvement of marginalised young people” project address the gap in the non-formal education of marginalised youth in 4 EU countries, reflecting on the importance of extra-curricular aspects of the arts and sports as tools for improvement of the youth key competences required by the contemporary multicultural European society. The project aims to facilitate the inclusion of young people in any disadvantaged situation (immigrants, refugees, NEETs, ESL, rural youth, ethnic minorities) and improve their employability.
The main output delivered will be a Training Toolbox for Youth Educators, meeting the needs of marginalised young people. Joint staff training gathered youth workers from BG, DE, ES & PL to exchange best practices and acquire knowledge on sport & art approaches, which later will be applied in pilot seminars with young learners in each country.
As long-term benefits are expected the empowering & re-skilling of marginalised young learners in the 4 partners’ regions and other EU countries, thanks to the transferability of the developed outputs; equipping youth educators with new tools, using sport & art approaches; supporting the social inclusion of vulnerable youth, providing quality tailored education; networking at EU level for development of key competences and improvement of the basic and transversal skills of the young EU citizens.
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DigiAdults Project
“Digital inclusion of adults – let’s learn from examples of good practices”
Erasmus+ Strategic Partnerships for adult education
Duration of the project: 1.09. 2019 – 31.05.2021
Summary
DigiAdults project intends to explore end evaluate the impact of the use of digital tools and the Internet in the empowerment of a variety of categories of learners at risk of social marginalisation, then drawing out implications of findings in terms of guidelines for trainers involved in formal, nonformal and informal education, and generating a collection of case studies and best practices, assembled on an online resource center.
Website: http://digiadults.europeanproject.eu
Find us on Facebook: https://www.facebook.com/digiadults19
Articles on the EPALE platform:
EN: https://epale.ec.europa.eu/en/content/digital-inclusion-adults-lets-examples-good-practices
“New Teaching Methods For Adults”
Grundtvig Learning Partnership Project
Duration of the project: 1.08. 2013 – 31.07.2015 (24 months)
Website: www.newmethods.europeanproject.eu
The main aim of this partnership was to find and explore new methods for teaching adults. That is, to find new ways to motivate learners so that they can obtain the degree to continue studying or to access the work market. During the project the participating organizations have explored how to best utilise tools such as films, e-learning, mobilities and team work. That is, creative ways to present traditional contents in order to help learners to acquire the basic competencies of the different educative curricula and to develop some of the necessary skills for employability that will enable learners to adapt to a wider range of working contexts.
Each organization has chosen one method and has worked in depth with the chosen tool (e.g. creating and using films for didactic purposes, e-learning and blended learning, mobilities for didactic purposes and team work). All presented methods have been discussed, analyzed in depth and then each institution has chosen at least one method, to adapt and implement it within their own organization. The project has been be divided in two phases:
- It was dedicated to research, find information and develop ideas related to the different didactic methods. At the end of this period a first draft manual has been created.
- The ideas reflected on the draft manual were put into practice and also applied in classrooms. Corrections and improvements were made in order to finish a definite final manual.
“Tools to Fly”
Grundtvig Learning Partnership Project
Duration of the project: 1.08. 2013 – 31.07.2015 (24 months)
Website: www.toolstofly.europeanproject.eu
TOOLS TO FLY intended to explore end evaluate the impact of the use of digital tools and the Internet in the empowerment of a variety of categories of learners at risk of digital marginalisation, then drawing out implications of findings in terms of guidelines for trainers involved in formal and informal education, and generating a collection of case studies and best practices, assembled on an online resource center.
The Partnership intends to address this issues by:
- a) Exploring the way digital tools can be used to empower people, in a personal and professional perspective, and as citizens and consumers;
- b) Exploring new approaches and methodologies to promote digital inclusion through the identification of individual motivations and needs, followed by effective steps to improve technical abilities;
- c) Drawing out implications of findings in terms of guidelines for trainers involved; d) Creating an online resource center hosting a collection of case studies and best practices.
“Moodle E-Learning Platforms and Technologies Project”
Leonardo da Vinci Learning Partnership
Duration of the project: 1.08. 2012 – 31.07.2014 (24 months)
Website: http://www.europeansharedtreasure.eu/detail.php?id_project_base=2012-1-TR1-LEO04-35486
The Moodle E-Learning Platforms and Technologies Project concerned mainly the issue of open source education platforms and applications. The e-learning systems are increasingly becoming a major actor on education systems and platforms. On e-learning, the most common platform that is being used is Moodle. Moodle is an e-platform that is built on AMP Servers (Apache-MySql-PHP), which can be run on both Windows and Linux operating systems. Since Linux and AMP Servers are open source, this makes Moodle open to develop and free to use.
With these reasons, Moodle has become a major actor on e-learning platforms. One of the most important questions at this project is that where people can use Moodle. The area of usage for Moodle is so common and wide. It can be used at schools, training and information centers and especially universities. Online lectures, exams, homework and assessments can be done via Moodle. This makes it so attractive for the schools and universities. Therefore, the aim of this project was to increase and disseminate the usage of Moodle Platform.
The project was a good sample for both establishing new partnerships and transferring new technologies and best practices between countries involved.
“eLearning in Use”
Grundtvig Learning Partnership Project
Duration of the project: 1.08. 2011 – 31.07.2013 (24 months)
Website: http://www.europeansharedtreasure.eu/detail.php?id_project_base=2011-1-PL1-GRU06-19407
The main objective of this project was to enhance the skills of adult educators in the area of e-learning so that learners may benefit from the educational benefits of this medium. We wanted to involve educators as much as possible through participating on the Internet online course, which was created as part of the project.
The theme of this course is “Moodle in use”. The course shows teachers how to prepare and run an e-learning course through the use of the Moodle platform and then how to create their own e-learning courses using the skills they have acquired. The online course helped teachers to acquire the basis of digital literacy necessary and sufficient to develop their own web based course for their individual learners and enhanced web training materials as well.
These skills would enable educators to act with greater flexibly in their curriculum delivery and served to increase the level of interest amongst adult learners in the subject being covered by the course. In the modern world there is a need to use not only traditional methods of teaching, as in the partner countries there are many adult students that live in distant regions (or countries in cases where students emigrate), but also a need to develop and use more flexible teaching methods that reach out to the target groups.
The starting point can was experience of educators (teachers, tutors, authors of the courses, other educationalists) who already developed and delivered such a courses. The good practice gained by partners already engaged in e learning was shared with other educators who wanted to develop their competences in this area.
“Development of good practice and innovative teaching methods of adult and citizenship education ADULT-CITIZEN”
Grundtvig Learning Partnership Project
Duration of the project: 1.08. 2009 – 31.07.2011 (24 months)
Website: http://www.europeansharedtreasure.eu/detail.php?id_project_base=2009-1-LT1-GRU06-01483
Project aimed at developing partnership between several countries that have similar problems. Firstly, there are many adult students that drop out from schools or live in distant regions or countries that they emigrate, thus, there was a need to develop innovative teaching methods that reach out target groups and to use various techniques of active learning in order to improve motivation of learners.
Secondly, transfer of innovative teaching pedagogies and sharing of good practice was needed to develop the skills of adult educators. One of the results of this project is enhancing the skills of adult educators in the area of e-learning so that learners may also benefit from the educational benefits of this medium.
Thirdly, the purpose of projects was to solve specific problem of citizenship education, which involves development of teaching and learning skills that are needed for learners to become not only active members of labour market, but civil society as well.
Citizenship education, learning of being active member of EU contributed to the European integration and added to the European dimension of the project.