My presentation at the ERASMUS Days 9-14 October 2023 on the ERASMUS+Project Agile2Vet

1. AGILE-2-VET PROJECT
Ebba Ossiannilsson / SADE - Sweden
Serena Foracchia /Demetra Formazione -Italy

2. GENERAL OUTLINE
A. About the project
B. Step 1
C. Step 2
D. Step 3

3. 7 Partners from 5 EU Countries
Universities, Education Institutions, VET Facilitators and
Digital Learning Designers
A. About the project
01. The partners

4. The COVID-19 pandemic:
✓ impacted heavily on education and training systems;
✓ accelerated digital transformation;
✓ triggered rapid, large-scale change.
This pandemic exposed the need to:
• integrate digital technologies in training;
• rethink how training is designed and provided.
COVID highlighted the need for trainers and VET
staff to be more confident and skilled in using
digital technology.
AGILE-2-VET project has been structured on
these preconditions, reported by the European
Commission in the new Digital Education Action
Plan 2021-2027.
A. About the project
02. Background

5. AGILE-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.
The project addresses 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
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.
A. About the project
03. Overall Objective

6. 1. To enrich the skills of staff of VET providers (trainers and tutors) through the Creation of
a commoncurriculum :
• 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. To strengthen the collaboration between training institutions and companies providing
digital technology and experts in educational and pedagogical practices through 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.
A. About the project
04. Specific objectives

7. Strengthening the capacity of
VET providers to deliver
inclusive andhigh-quality
digital training
Creationof a common
curriculum between trainers
and tutors to support:
technical skills,facilitation
skills,managerial skills,
Strengthening the
collaboration between training
institutions and companies
providing digital technology
and experts in educational and
pedagogical practices
Mainfocuswillbe on
developingthe abilityto
implementonline, blended
and distance training and
learningin collaborationwith
digital technologyproviders

8. RESULTSTO BE ACHIEVED
Numbersdescribing the project, in relation to targetgroupsoutreach:
• Nr. of trainers/tutors/training designers/VET staff involved –50;
• Nr. of VET organizationsinvolved (partnersand other organizations) –5;
• Nr. of external stakeholdersinvolved (mainly in Multiplier events) – 200;
• Nr. of public administrations, local authoritiesand universities involved – 7.
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.
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.
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 upskilling/
reskilling
Creation of a collaboration model
–community of practice- for the
implementation of a network
among VET providers,
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 able to facilitate
the development of a shared
digital culture in adult training.
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.
OUTCOMES

9. PROJECTOVERVIEW
DeskResearchon
online/distance
learning mechanics
Questionnaires/
interviews/focus
groups and
analysis of
practices
Elaboration of the
Training model for
the development of
KEY DIGITAL
SKILLS OF TRAINERS
AND TUTORS
Elaboration of the
training model to
developthe KEY SKILLS
FOR BUILDING
EDUCATIONAL
SUPPORTS and
INNOVATIVE
PROPOSALS
EXPERIMENTATION:
implementationofthe
training course for
trainers,tutors,
designersandVET staff
Elaboration of the
Training proposal and so
the integration of the 2
skills' sets into a unique
training course.
MANUAL:
Elaboration of the
final version of
AGILE-2-VET manual
Main coordination:SADE
Strongsupportof universities
and VET
Main coordination:
DEMETRA
Commitment:all partners
Main commitment:
ILI/FAU and UNIBO
Contribution by all
partner.
Research scheme and
data analysis:
ILI/FAU and UNIBO
All partners involved
in collection of data.
RESULT 1
ANALYSIS OF THE MECHANICS OF DISTANCE LEARNING //
FROM STORYBOARDS TO PEDAGOGICAL PROTOTYPES
COORDINATOR: ILI/FAU
Definition of Key Features for developing
Models for training design and necessary
SKILLS
RESULT 2
TRAINING MODELON E-LEARNING TRAINING DESIGN
COORDINATOR: SADE
Main coordination:SADE
ContributionbyMOOKA
MEDIA
Main coordination:
DEMETRA
Commitment:all partners
RESULT 3
EXPERIMENTATION FOR AGILE-2-
VET MANUAL
COORDINATOR: DEMETRA
RESULT 1
April 2022 – Feb 2023
Duration: 10 months
RESULT 2
February 2023 – December 2023
Duration: 10 months
RESULT 3
Oct 2023 – May 2024
Duration: 8 months

10. Step 1: Analysis (Result 1)
Desk and field research to define the key features of online/distance learning
and related competencies for VET staff.
Step 2: Training model development (Result 2)
Defined competencies, structured training programme and methodologies,
addressed to increase competencies to foster the acquisition of a digital cultural
approach in VET.
Step 3: AGILE-2-VET experimentation and Manual (Result 3)
Testing the digital toolkit designed to support VET staff /professionals working in
adult education acquire relevant skills and competencies needed to provide
high-quality and inclusive adult training.
A. About the project
05. The main steps

12. GENERAL OUTLINE
A. About the project
B. Step 1
C. Step 2
D. Step 3

13. B. Step1
01. The analysis
Results were produced through the following
stakeholder input:
• Ireland Online Survey
• Sweden Group Discussion
• Spain Group Discussion
• Italy Group Discussion
• Germany Disseminated Results

14. • Training Needs
Analysis
• Engagement
• Collaboration
• Clear Objectives
• Make Virtual
Interesting
• Feedback Driven
• InteractiveContent
• Bringing New Ideas
and Concepts
• Adapting
• Analysing
• Collaboration
• Measuring Impact
• Make Learning
Transformative
• Technology capability
• Engagement with
mobile Learners
• Empathy to Manage
Learners needs
• Digital Content
Ability
• Competence in
Worksheets
• Creating Work
Groups
Spain Italy
Step1: Analysis –SkillsData
Ireland
Diversity
&
Inclusion
Diversity
&
Inclusion
Evaluate
• Flexibility
• Innovative Content
• Collaboration
• Learners Needs
• More engagement
between developers
and Teachers
• Digital Pace
Sweden
Evaluate
Diversity
&
Inclusion
Evaluate

15. ADDIE
SAM
SUCCESSIVE
APROXIMATION MODEL
SYSTEMS
APPROACH MODEL
KEMP
AGILE
MERRILS PRINCIPLES
All partners make use of a series of learning/holisticmodels as an inspiration
and as guidelinesto action, including prior planningwith structural elements
ADDIE has been criticized for being too inflexibleand too linear.
SAM solves the problem of inflexibility:it is a simplified version of ADDIE
designed to elicit feedback, improving the product in iterativeloops.
The Kemp model’s approachis circular, indicatingthe interdependency
among all core elements.
Step1: Analysis- Research on Methodologies
The Agile Methodologyshows VET programs must remain flexible despite
following a given framework, which inevitablycreates a tension
between flexibilityand rigidity

16. GENERAL OUTLINE
A. About the project
B. Step 1
C. Step 2
D. Step 3

17. C. Step 2
01. Training Model Development
Emerging from the primary data (focus groups and surveys)
and secondary data (the examined learning/holistic models),
the creation of a holistic VET online program the “Agile-2-
VET Holistic Digital Training Model”.
It includes precise steps (design, implementation and
evaluation) with a constantly open feedback channel. In a
sense, a VET online program is an adaptive system, altering
its components as a result of iterative feedback loops.
The proposed model also reinforces the need for constant
evaluation, a process in which all partners already thoroughly
engage
Design
Implementation
Evaluation

18. Planning Design
Delivery
Evaluation
The VET sector comprises of a mix of cohorts
including:
• Facilitators
• Teachers
• Designers
• Stakeholders
Adding a 4th “Planning” component to the Agile-2-
VET Holistic Digital Training Model provides
opportunity to build collaboration, engagement
and understanding of training needs, highlighted in
the data as important to the success of design and
development of training content.
Agile-2-VETHolistic DigitalTrainingModel

19. Planning Design
Delivery Evaluation

20. Resilience Perception
Flexibility Autonomy
Competencies:
The Competencies
The objective of Agile-2 VET is to develop skills and
strengthen collaboration.
To achieve this outcome, in a constantly
transformative digitalenvironment,there is a need
to understandreal-time levels of digital
competency, knowledge and skills.
With the variouscohorts within the VET sector and
based on the data,competencies were selected
that support an individualsabilityto adaptto a
changing digital learning environment.
These 4 competencies are Resilience, Perception,
Flexibility and Autonomy.

23. Resilience
Resilience is the abilityto adapt and adjust to change and to reach a positive outcome.
Being resilient enables you to bounce back from negativity.Resilience applies when you are adaptingto
an environmentwhich has unfamiliarroutines or processes or you are removed from a team environment
to an isolatedsituation.
In the Digital Learning environmentbeing resilient enables you to navigatedigitaltransformation
confidentlyby understandingyourlevel of digitalskillsand how you can developthem. Creating a safe,
comfortable and inclusivelearning environmentbuildsresilience.

25. Perception
Perception is how we see, hear or understandsomething. It is your human radarand how you perceive
things.
In the Digital Learning environmentthere is a need to focus on the context of the communication,
communicateaccuratelyand interpret information objectively. The digitallearning environmentcan lead
to perceiving problems when communicatingwith others that do not exist. Collaboration isimportant to
know who you need to engage with and what support or resources are available.

27. Flexibility
Flexibilityrequires and individualto be flexible in their approachand open to change.
In the Digital Learning environmentit is importantto recognise that you need to be open to how others
communicate,whether they are learners, facilitators,designers or stakeholders. Thinkabout the different
styles of communicationneeded to optimise engagement with others. Without the benefit of physical
presence you need to be tolerantand open to virtualbody language.

29. Autonomy
With personal autonomyyou have control over yourwork and delivering on expectations.
In the Digital Learning environmentyou will need to take responsibilityfor your actions and respect others.
Being autonomousincreases motivationand satisfactionin reaching the desired outcomes.
Evaluatingoutcomes, achieving set goals and knowing what worked and what does not work is autonomous
to you and enables you to evaluateeffectively.

31. Mapping the Content
Resilience Perception
Flexibility
Autonomy
Competencies:
Planning Design
Delivery
Evaluation
Self-reflection / self-assessmenttool
• Containinga series of questionsthat align to the
Agile2VET trainingmodel and the identified
digitalcompetencies and skillsneeded for online
learning in the VET sector.
Microlearning
• A set of digitalresources, including links to open
educationresources, that align to the areas
defined in the Agile2VET trainingmodel.
• Learners can select resources based on their
training needs/skills-gapsidentifiedthrough the
self-reflection tool.

32. GENERAL OUTLINE
A. About the project
B. Step 1
C. Step 2
D. Step 3

33. Testing the digitaltoolkit.
Step 3:
Experimentation

34. Using The
Competency
Tool

36. Microlearning
• A set of digitalresources, including links to open
educationresources, that align to the areas defined in
the Agile2VET training model.

38. An example of the micro
learning experience

39. Managingthe overlapat best
Experimentation
Composition of the
target group
Validation of the
reporting templates
Course definition
Implementation of
the 25 h / 24h
training
Feedback collection
Analysis of feed back
Group meeting
Individualforms
LMS background data
LMS forum
Developmentof training offer
Assessment tool
Competence and skills
matrix
LMS / micro leraning contents
Development of the LMS
Translation documents
Population of te resources database
Microlearning modules
Fine tuning
Secuty & contents
Check on contents in different languages
Management by different PP
Teacher role.
April 23 May 23 June 23 July 23 Aug 23 Sept 23 Oct 23 Dic 23 Jan 24 Feb 24
Nov 23

40. Experimenatation
Organization of training courses that
will take place in each partner country.
The Implementation of the training
courses will be addressed to trainers,
tutors, designers, and VET staff for the
development of advanced digital skills
Manual
Overall analysis of the pathway delivered
The feedback following the experimental course will be
collected in the manual allowing to verify the usefulness
of the proposed assessment/ tools / methodology
presented.

41. Become confident in
the use of the
Competency Tool !
https://agile2vet.com/

42. Follow Us!
www.agile2vet.eu

43. Thank You !
Ebba Ossiannilsson Ebba - ebba.ossiannilsson@gmail.com
Serena Foracchia – s.foracchia@demetraformazione.it