The AGILE-2-VET project aims to strengthen the digital skills of vocational education and training (VET) providers through a three-step process. Step 1 involves analyzing the skills needed for online learning. Step 2 develops a holistic training model addressing competencies like resilience, perception, flexibility, and autonomy. Step 3 experiments the model by implementing training courses and collecting feedback in a manual. The goal is to enhance VET staff's ability to provide high-quality, inclusive digital training.
Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University
- Identify the factors which will ensure that a similar educational development activity in their HEI is effective.
- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.
- Articulate the benefits of professional development activity.
Digital education challenges for development are rarely related to the lack of technological solutions, but rather to the management of disruptive innovations among different organisational stakeholders.
VETProfit project that is aimed at developing VET teachers professional and digital skills by upskilling them to design and implement micro-courses for their students for better péreparing them to meet jobmarket demands, published the 2nd project newsletter. It details the topics of the modules designed for the teachers as well as the methodololgy applied.
Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University
- Identify the factors which will ensure that a similar educational development activity in their HEI is effective.
- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.
- Articulate the benefits of professional development activity.
Digital education challenges for development are rarely related to the lack of technological solutions, but rather to the management of disruptive innovations among different organisational stakeholders.
VETProfit project that is aimed at developing VET teachers professional and digital skills by upskilling them to design and implement micro-courses for their students for better péreparing them to meet jobmarket demands, published the 2nd project newsletter. It details the topics of the modules designed for the teachers as well as the methodololgy applied.
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The presentation is focusing on demonstrating different ways that the Digicampus platform is used to deliver multi-competence training to youth and university staff for future employability
Description: IQAIST: Improving Quality and Accessibility in In-Service Trainings for Teachers
Project number: 2014–1–IT02–KA201–004226
In Service Training for Teachers: project funded with support from the European Commission through Erasmus+ Program
Erasmus+ Key Action 2:
This project is a Strategic Partnership in the field of school education. The new Erasmus+ programme aims to support actions in the fields of Education, Training, Youth and Sport for the period 2014- 2020. The Key Action 2 supports the development, transfer and/or implementation of innovative practise at organisational, local, regional, national or European levels.
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The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
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Today I contributed to the panel together with distinguished colleagues in the European workshop on Navigating the Future: Bridging Smart Education around the World. The host is UNESCO IITE and Beijing Normal University, China.
How Resilience Academy and GeoICT4e project uses DigiCampus to deliver 21st C...Msilikale Msilanga
The presentation is focusing on demonstrating different ways that the Digicampus platform is used to deliver multi-competence training to youth and university staff for future employability
Description: IQAIST: Improving Quality and Accessibility in In-Service Trainings for Teachers
Project number: 2014–1–IT02–KA201–004226
In Service Training for Teachers: project funded with support from the European Commission through Erasmus+ Program
Erasmus+ Key Action 2:
This project is a Strategic Partnership in the field of school education. The new Erasmus+ programme aims to support actions in the fields of Education, Training, Youth and Sport for the period 2014- 2020. The Key Action 2 supports the development, transfer and/or implementation of innovative practise at organisational, local, regional, national or European levels.
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
BNU Navigating the Future- Bridging Smart Education around the World_Ossianni...Ebba Ossiannilsson
Today I contributed to the panel together with distinguished colleagues in the European workshop on Navigating the Future: Bridging Smart Education around the World. The host is UNESCO IITE and Beijing Normal University, China.
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
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SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
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SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_The four pillars for higher education and trends.pdfEbba Ossiannilsson
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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
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
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
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.
21.
22.
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.
24.
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.
26.
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.
28.
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.
30.
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.
36. Microlearning
• A set of digitalresources, including links to open
educationresources, that align to the areas defined in
the Agile2VET training model.
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.