The project ELDeM YOU is launching the testing phase. On January 13th 2025 we have presented the Digital Tool to our Dutch youth workers. The idea is that the participating youth workers participate in the evaluation of the ELDeM YOU online tool! The insights as a youth worker are critical for us to understand how well this Life Design resource supports both the teaching experience and the learning journey of young participants.

Feedback for YOU

The feedback of the youth workers will guide us in refining the tool for future use. Ofcourse we will also test the tool with our young people. This will be done in the period January 13th – January 31st. ELDeM YOU is specifically designed for young people who are making their career choices and planning their next steps in life. If you are unsure about which path to take next, this tool will help you understand your strengths and interests, explore career paths and make informed decisions about your future.

What can ELDeM YOU do for you?
Help you understand yourself better:

• Discover what motivates you and what challenges you face
• Map your strengths: Realize what you are good at and how you can use these strengths (in the job market).
• Set inspiring goals: Learn how to set realistic goals that reflect your personal passions and professional ambitions
• Help you explore your options: Try out different (career) scenarios and paths through practical exercises
• Support your growth: Take small, achievable steps towards your future and build confidence and motivation along the way
• Encourage reflection: This tool grows with you. You can come back to it at any time to adjust and refine your path.

Do you want to look for yourself: ELDeMYou

The project ‘Alliance for Green Entrepreneurship’ (AGE) will address adult learners and will work on fostering sustainable entrepreneurship education by creating a specialised, learner-driven educational materials and resources, dedicated to the development of competences for creating circular economy models, green start ups and digital enterprises for promoting social innovation and strengthen the third sector entities.

AGE Objectives

The specific project objectives of the ‘Alliance for Green Entrepreneurship’ are:

• To enhance the evolution of ecofriendly mind-sets among individual learners by strengthening the educational offer and providing opportunities for building skills in the field of green entrepreneurship;
• To raise awareness about the existence of specific tools for development of green start-ups, such as the ECO Business Model Canvas (for circular economy) and numerous best practices in Europe that could be reproduced in other countries;
• To support green entrepreneurship education through the elaboration of an OER as tangible outcome, offering a specific guide for the development of circular economic model for 3rd sector entities, in particular based on
  initiating green enterprises and innovation;
• To raise competences, exchange and disseminate good practices related to education to green economy and training on sustainable entrepreneurship among educators, mentors, trainers within adult educational entities;
• To support quality improvements and extension of the offer of learning opportunities tailored to individual learners, thanks to establishing cross-sectorial cooperation among various stakeholders.

2-Day Meeting Sofia

On January 20th-21st 2022 the AGE partnership kicked off in Sofia, Bulgaria. Denitsa presented the time line of the 2-year project.

The project will produce 3 tangible outcomes that refer to – research report on the state of the art of green entrepreneurship and sustainable education in the partner countries, educational content on topics relevant for teaching sustainable entrepreneurship, OER
that will gather the necessary information and will be an interactive resource for adult learners interested to develop green start ups and to become entrepreneurs thanks to the model of circular economy. – testing phase of the outputs ( local work) Learners having entrepreneurial idea relevant for green economy will be able to test the educational materials and deliver feedback on their improvement and userfriendliness.

The partnership ‘Alliance for Green entrepreneurship’ (AGE) is co-funded by the Erasmus Plus Programme of the European Union.

The partnership Social Media Savvy 2 takes young people on a interactive and challenging journey of social media creativity; enhancing their digital skills, providing an evironment: SMS Platform, to learn. Finally we will also provide a Passport to Success, using personal branding (brand ‘I’) and acquiring soft skills to make it easier to progress into work. SMS2 will be targetting on young people still in school (potentially to graduate within 2 years) and/or or recent graduates (aged 14-25). The idea is that all those young people have a lack of work experience, but have a lot of smartphone experience. So We will teach train them to own their personal brand: The brand ‘I’.

Brand I

A professional digital identity, the ‘brand I’, is the first step to gain any kind of formal work experience which will lead to a substantial improvement of career development. The Learning, Teaching and Training activity in Campobasso, Italy focused on the ‘brand I’ and took place in the period January 2nd- 7th 2022 is a very important stage in the project, getting feedback from the target groups. The young people had the opportunity to mirror our work in progress, add value and manage the social media savvy expectations.

LTT Campobasso

The Learning, Teaching and Training activity (LTT) in Italy was very valuable. The blended mobility was very intensive and had a lot of added value to the SMS 2 project, contributing to achieving the overall project objectives. The study days in Campobasso have been the key articulation between the SMS team & the construction of the Social Media Savvy Journey for the young people and what kind of support should be given through the website, the platform and passport for young people. It enables the staff to explore and fine tune their social media savvy content and strategy to SMS team members, young people as well as other relevant experts/specialist/professionals.

The Social Media Savvy blended learning activities were tailor made, and included:
* Peer learning workshops, sharing social media savvy experiences from similar projects (such as Transnational Business Groups, Linking Education and Business, NetMe-In and ofcourse social media savvy part 1, etc.) * Presentations of trainers (Pieter van Schie, Paola Pietrangelo and carla de Vreij) & their day-to-day work activities and workshops regarding Good Social Media Practice in their region; * Presentations Massimiliano (ARES), “Social Media talk about you!” – a game to explain web reputation (Parts 1 & 2), ”Video CV – a useful way to search for job online”
* Lectures SMS2 e-tool assessment Pieter (such as EGuide, EguideApps) and Rebecca use of Professional e-tools & apps and Social Media networks (e.g. LinkedIn, Twitter, Facebook, etc.) and constructive sharing of good practices;
* Testing of the social media savvy IOs The SMS Platform and the Social Media Savvy Passport (work in progress at LTT stage);
* Discovery of the local context and situation, meeting with local actors and stakeholders;
* Presentation Sharing is caring, Annamaria (ARES);
*innovative ideas and practices to take back to be implemented in the local context (regarding upcoming ME, the final SMS Event);

General Update Social Media Savvy

The ReConnect data analysis has the aim to develop a new pedagogical approach. The presentation by Pieter van Schie went through the ReConnect data, which has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Watch the Data Analysis MP4 video, on which we have based our new developed training programme for better digital teaching and learning.

Work-Based Learning (WBL) is an effective teaching approach used to engage students in real-life occupational experiences. It incorporates structured, work-based learning activities into the curriculum, allowing a student to apply knowledge and skills learned in class and connect these learning experiences in the workplace. Work-based learning provides students with the opportunity to engage and interact with employers, while learning to demonstrate essential employability and technical skills necessary for today’s workforce. The purpose of the DTQ Manual is to provide guidance and direction for schools when developing and implementing the components of work-based learning experiences outlined in the Digital Tourism Qualification. You can watch the video or read the PDF of the manual below.

DTQ Manual Chapters

The guidance and tools included within this resource are critical to all teachers, tutors, supervisors and administrators involved in the coordination of the Digital Tourism Qualification work-based learning program. The Digital Tourism Qualification Manual has 6 parts:1. Description and professional profile Digital Tourism;2. Syllabus DTQ;3. SDQ Learning Modules;4. DTQ Learning Plan;5. DTQ Assessment (specification of the learning outcomes (4.3); competence, knowledge, skills);6. Cesure and Rating Report. The partnership and stakeholders have evaluated the Manual on November 12th in a live stream and can still watch the recording on the forum, or evaluate the video (a new version is in production) or PDF below. Evaluate and enjoy !

The project “Early Digital Diagnosis and Intervention(EDDI)” aims to improve student retention rates. On 13-14 October we officially held our 3rd Transnational EDDI project meeting by a digital Teams meeting. The problem of early school leaving (ESL) affects societies, economies and higher education as underscored by UNESCO, Sustainable Development Goals (2019). With schools struggling with a significant number of students who give up on education before finishing secondary school, the aim of the EDDI consortium is to find a way to keep students in education.

EDDI e-Platform

After the feasibility study carried out in the project partner countries, the factors causing early school leaving were determined and effective strategies were determined. Currently the partners are developing content for the EDDI Platform. 4 models, with units and tools are in development. Read more about the EDDI Platform here. The initial testing of the platform will be done during Mobility in February 15-18th in Tahiti with help of local focus groups.

EDDI Catalogue

The EDDI catologue, c.q. Guide will consist of the contents below:
-Description of the methodology of the good practice about pedagogical model and the role of ICT in teaching to prevent early drop out
-Implementation stages of using the e-learning training programmes addressing the issue of classroom diversity used both in formal and non-formal education and using the adapted materials to an innovative system of teaching
-Evaluation of the ongoing quality improvement process, indicator monitoring and ongoing data collected and reviewed. Structure,process and outcome, evaluation relevant to early drop out.
-Strengths and weaknesses of the good practices by means of adaptation and implementation
-Sustainability strategy will comprise a summary of the courses developed during the project.

EDDI Android Application

The EDDI android application will create a typical environment that can be exploited by teachers, administrative staff to reach any possible signs of ESL. The application will have a flexible structure. In our next article we will tell you more about ÉDDI App Work in Progress: Click here

Training Mobility Tahiti

The Learning Mobilities in Tahiti will take place 15-18 February 2022. The 4-day Learning, Teaching, Training activity will include:

– Informative seminars to be conducted by the experts from Universities and successful enterprises from the host country and also by the experts from the other partner countries joining via interactive tools like skype, zoom etc.

– Role-plays that represent the NEET youngsters and the employers to give a message to possible drop-outs about the situation of the real world in case of leaving their schools. Those scenarios and role-plays would be distributed and watched by all stakeholder partner schools in participating countries that is about 1000 of schools in total.

– An overall discussion and future plans to be made on the last day of the training.

– at least 2 teachers/experts/trainers per partner will participate in the training.

– The results of the training will be published and broadcasted by all the partners via videos on Youtube, Website of the project, booklets, brochures, and the local media of the partner countries.

Work-Based Learning (WBL) is an effective teaching approach used to engage students in real-life occupational experiences. It incorporates structured, work-based learning activities into the curriculum, allowing a student to apply knowledge and skills learned in class and connect these learning experiences in the workplace. Work-based learning provides students with the opportunity to engage and interact with employers, while learning to demonstrate essential employability and technical skills necessary for today’s workforce. The Validation Committee of the European Partnership Digtal Tourism approved all Work Package documents during the Final Meeting in San Sebastian.

Final Meeting San Sebastian

On 20th, 21st and 22nd the Final Meeting of the KA3 project Digital Tourism took place in San Sebastian, Spain. During the meeting the DT Qualification Validation Committee approved all Work Package 4 documents. The 20 Work Based Learning documents are the basis for the internships and apprenticeships. Further the WBL Manual and Cesure and Rating Report were discussed. Soon more news on our Digital Tourism products developed

A Video Snap Shot DT Manual / Cesure and Rating Report

The ReConnect data analysis has the aim to develop a new pedagogical approach. The ReConnect data has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Our conclusion is that the questions in the questionnaires and focus groups are valid. On the basis of the Data Analysis outcomes our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and than make the train the trainer training.

Author: Pieter van Schie – Dutch Foundation of Innovation Welfare 2 Work

ReConnect – A new Pedagogical Approach

The ReConnect data analysis has the aim to develop a new pedagogical approach:
1. To make better use of digital technology for teaching and learning;
2. To develop relevant digital competencies and skills for the digital transformation; and
3. To increase students’ media literacy

The ReConnect data has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Our conclusion is that the questions in the questionnaires and focus groups are valid. In general, the questions and follow up questions were done consistently. All respondents were chosen according the criteria and the procedures were fully followed and we are confident that the patterns and conclusions of our data analysis are valid. We did not find any errors in data editing. After identifying the patterns and connections we have identified the themes, looking for the most common responses to the questions, and identified the patterns which answers the ReConnect project questions.

Learning Styles

The classroom environment is initially a good place to start up the pilot ReConnect training/workshop. This should be a blended approach which will cover the 3 learning styles;

1. Visual (visual, image, reading, writing)
2. Auditory (hearing)
3. Kinesthetic (feeling, doing)

It is clear that both teacher and student find that using more internet and digital tools in classroom environment is a good development and is also enjoyable. Teachers are prepared to use online tools and actually already use them as support teaching tools.

The term reality is a bit diffused as regards to the meaning as we know the learning style from each student differs. Thus, it is important that we keep in mind the different learning styles. Furthermore, for many students, most of the time, reality is the smartphone. Thus, one of our remarks here would also be that this area needs to be explored further when we go into this direction: The social media usage, the use of smartphone of the target groups (teachers and students) must be upgraded for both categories to a more professional level and is maybe very interesting and appropriate when we are going to teach through smartphones.

Following up the data analysis, our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and then make the Train-the-Trainer Course. The pilot training should have more emphasis on the internet and digital tools and we should take into consideration that we could make more use of the smart phone of the student. The current class room situation is a good point to start digital teaching. The morning suits best as the most appropriate time to learn for most students (although it would be very handy that the pilot would be accessible during each moment of the day (rewind).

The pilot should have elements of ‘working alone’, but also in ‘groups’. Elements of practice by doing needs to be included (leaving the actual class room) as well. Fact-checking is an important component when we
use the internet and this should be included as part of the pilot approach as well. The visual and auditory
nature of videos appeal to a wide audience and allows each student to process information in a way that’s
natural: videos are good teachers, but a teacher cannot be replaced in our opinion. The teacher is very
important to moderate and to be a bridge with the use of the online tools.

The pilot must be attractive and engaging. Science and social studies were mentioned as most liked lessons. This is a good to know fact and can be a starting point when adding ‘more fun’(with a more funny presentation, adding cartoons, jokes and/or using storytelling, or some kind of technology – e.g. virtual glasses, an app) and/ or practice by doing, experiments, excursions and team work in place. Playing (educational) games or online tests was also mentioned as a good support tool. It is important to ensure that with the created content, the teacher has enough time to give attention to his/her students and to prepare a ‘good lesson’. The teachers are prepared to improve themselves and upgrade their digital skills. This is needed as well to make ‘technology’ and ‘online teaching’ work and support their students appropriately. Finally, it is important to note that it does not matter which approach / learning style it is implemented as long as it is ensured that the teachers have enough time (for preparation and implementation) and that the class size is doable as well. Also, it is important that students and teachers are facilitated (the use of smart
phone can solve this). It would be very handy that the pilot would be accessible during each moment of the day (rewind / replay), when not consumed live. A Train the Trainer Course must be the follow up for the teachers to help them be more digital savvy and equip them to make the digital teaching / ‘online teaching’ work. Last but not least it is very important that making (digital) mistakes is normalized:

Recommendation: Blended Learning
Our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and than make the train the trainer training.

The project Reconnect has done the final edit and design of the Data Analysis Report. Before we publish the full report we will write about the conclusions of the Teacher focus Groups in part 4 of our ReConnect blog series ‘Better Digital Teaching and Learning’. Previously we already published articles, explaining the results of the student questionnaires and Focus Groups (Click here for Part 1 and here for Part 2). Click here for Part 3, explaining the results of the Teacher Questionaires. Below part 4, which explains the Teacher Focus Group results.

Conclusions Teacher Focus Groups

Four Teacher Focus groups from Malta and Turkey, consisting 18 teachers in total were involved in the focus groups. The definition of Success is usually connected to good grades… But teachers conclude that success is connected when you get your students motivated, grab their attention, keep it interesting for your students. The use of Smart Board and NetSport are mentioned as tools which actually help with getting more effective results with teaching and ask more easily questions (NetSport). Overall teachers say that making lessons more fun (4) (e.g. jokes), through games(3), visualize the lessons through video’s(4) (e.g. documentaries) story telling(3) and practice by doing (3) (e.g.  experiments) will get more engagement and success.      

The competition element was also mentioned as a important tool to engage students.

Carla de Vreij

Teacher Challenges

Challenges teachers faced were:

• Lack of technological materials (number of good computers, no smart board, sound system difficulties were mentioned)
• To get a good relationship with the student: e.g. prejudice about the lesson, or personal issues, lack of trust, unwillingness of the student/ no motivation (attention seeking students)
• Too crowded / too big classes: ”It’s hard to experiment in a crowded place”; ”No time for personal development’‘
• Lack of time: ”I cannot use technology due to lack of time”
• The Syllabus is to vast: ”There is not much room for personal development of the student”; ”It’s hard to make the lesson more interesting if we need to stick to the syllabus all the time”; ”What is taught needs to be meaningful, related to the world of the student”
• Lack of technological knowledge teachers: Not all teachers are convinced that technology is an advantage: ‘’Technology also does harm (and creates laziness)’’

Teachers say that to engage and connect the lessons to real life, their student life , their interests and passions, make them feel seen, get to know them, make them feel loved, to get them motivated… Tools and instruments that you can use are more computers, using applications (like Magic by Code, Screech), more visual content (e.g. video, animation like English cartoons and images), audio tools and practice by doing (dance games, motivation by example, e.g. conversation lessons, group sessions, activities like games.

About the tools they would use some teacher stress that not having enough time, and the class size remains an issue, even when you can train yourself.  Teachers want to invest and improve themselves for themselves and for their student: They want to do a training in: ‘’Digital education, thus there are a lot of points I want to learn. But we can do it only up to a point; everything remains in theory. You have to transform it to practice. The atmosphere of class, number of them, the physical conditions of the class…’’

A lot of teachers want to invest in their own human capital: Course mentioned are: digital (approaches on) education/online teaching and doing a technology (e.g. web tools, programming, coding and building using apps) course. Training course in Teaching methods and techniques , communication , mental health, balance work and life and psychology are mentioned as well. Their aim is be more easily of service for their students. There is a big demand, they need a course on technology/ online teaching.

A side note is of course that students also have to be facilitated with tablets and/or computers to be able to work properly, otherwise you cannot practice what you have been trained in. Also that missed classes should be able to be (digitally) revisited when missed. Further they would love to be taught more on tips and tricks to get more equipped to facilitate and support their students.A Maltese teacher says: ‘’I would like to know how to tackle every situation or at least give them ways to reach out, it would be easier’’

The use of video’s is mentioned a lot by teachers as an online tool which they currently use during teaching:  By using videos students are more engaged and understand better. Using songs, interviews, quizzes and other visuals (e.g. use of the interactive white smart board and presentations (e.g. web-2 tool like e.g. powerpoint). Kahoot, Microsoft cartoon maker, hoplit, padlit and interactive games, such as Kodla Büyü’(an app  in which students can see both theirs and their friend’s level. The lesson is fun because they learn by playing games. That’s why I find it very useful). EBA (2), Morpa Campus (2) were also mentioned as  very useful.

Most teachers think the lessons are still engaging and fun without online tools and/or games. But it’s clear that a teacher has to present  well anyways to engage with his/her students, even when you use OnLine tools.  When teachers don’t use OnLine tools they would go out of the classroom (outdoor education):’’The perfect lesson would be where the students practice everyday life skills.’’, do Group work, more games. Access to different tools applications make learning permanent for the students because they have a lot of visuals, and you are able to reach out to more students, virtual tours, interactive sites, laptops, sound systems, videos (YouTube).

A lot of teachers still don’t use online tools (due to e.g. lack of information): ‘’I observe that they listen to the lesson well. Students are mostly interested in virtual tours: ’’If I think about taking them on a trip, before going, for example, I bring the students who will join this trip together and watch them these places by virtual tour. This is very attractive for the students and very effective’’. Sometimes it seems it would be a good idea that the students study apart at home with a smartphone app including grammar, vocabulary, online studies; of course I can only recommend them.

The teachers would use the following tool s if they could:

• More project-based training
• Practice by doing (in e.g. a well-equipped lab) (3), or by using e,g,  ‘DAYNED’ app or though virtual reality glasses or virtual tours
• Use more online technology: Very important , because the technology will make my lesson more effective and efficient.
• Do more Group Work:’’ I would make group work in necessity. These are areas which they can learn by themselves: The teacher should be a guide, not the one who gives the information.’’
• Use of games:’’ There are very good games. Playing math games with students is very important, but we have this exam oriented mind’’
• Elimination memorization event(s)
• Make sure there was more time
• Make sure there were Less students in class
• More extracurricular activities (Syllabus should be in a thematic approach)
• More critical thinking(students need to learn how they think and be critical)
• More self-assessment and teaching how to give feedback on each other’s work.
• More  Interactive lessons:  These are always good lessons but they do not need to include online tools.
• Students should not just be taught through online tools, but they need to learn about them: ‘’The majority of students spend a lot of time online but still do not know how to send an email or an attachment. They have the tools but they are not trained to use them’’.

The project Reconnect had a catch up on Zoom on the 3rd of June 2021. The Zoom celebrated the finalisation of the Data Analysis Report. Previously we already published articles, explaining the results of the student questionnaires (Click here for Part 1 and here for Part 2) of the ReConnect Blog series ‘Better Digital Teaching and Learning’. Today we publish part 3, with the results of the Teacher Questionaires.

Analyzing the Teacher Questionnaires

The Teacher Questionnaire were taken by 109 teachers from secondary schools from Malta and Turkey. The objective of the 15 questions of this questionnaire is to understand better the perception of students and teachers with regards to their education process and methodologies used. 66.3% of the teachers who have filled the questionnaire come from Malta. The other 33.7% were Turkish teachers. We did not see a significant change of opinion between teachers of Malta and Turkey.

All teachers think it is very important to take into account the knowledge of the student when lessons are given.
Only 1 teacher does not really use online tools. 14.7% of teachers always use online tools. On average we can state that teachers still can make some technical development and should consider using more online tools during their lessons. When we relate this question to the focus groups, we know that a lot of teachers want to educate themselves on ‘technology’ and ‘online teaching’.

Conclusions Teacher Questionnaires

Below we have put the ReConnect conclusions of the ‘Teacher Questionaires’ in two infograpics: