Multiplier event 5-6 February 2024 #DI4all.eu

1. Multiplier event DI4ALL.eu
5–6 February 2024, Vilnius, LT
Project coordinator: Ebba Ossiannilsson Quality in Open Online Learning
(QOOL) Consultancy, Lund, Sweden
Project partner: Egle Celiesiene, and Neda Monstyté Lithuanian College of
Democracy, Vilnius, Lithuania
DI4all
KA2 2021-2-SE01-KA210-SCH-000050728
https://di4all.eu/
National Life Skills Program, VMU, Lithuania

2. Professor Dr. Ebba Ossiannilsson from Sweden is an
independent consultant, expert, influencer, researcher and
international quality assessor in the field of open, flexible
online and distance education. Her focus areas are quality,
innovation, leadership, personalized learning, wellbeing,
the “new normal” in the context of SDG4, the future of
education and the new social contract. Ossiannilsson works
with the European Commission, the Joint Research Center,
the UNESCO OER Dynamic Coalition, ITCILO, ISO, OE4BW,
GO-GN, OECD, and ICoBC. She is a member of the board of
the International Council for Open and Distance Education
(ICDE). She has chaired the ICDE OER Advocacy Committee
(OERAC) since 2018. She is Vice President of the Swedish
Association for Open, Flexible, and Distance Education and
is a member of MeetingPlace OER Sweden and the Job and
Skills Coalition Sweden. She is a consultant for international
and national universities and national authorities.
Ossiannilsson has won several international awards,
championships and ambassadorships, most recently Open
Education Global’s Open Leadership Excellence Award in
2022, and OERAC was shortlisted in the Open Collaboration
category. In 2024 She became EntreComp Champion.
Ossiannilsson is regularly invited as a keynote speaker. She
is a member of the editorial boards of several journals and
guest editor of several special issues. She has published
more than 200 articles.

3. Agenda
Background and aim
of the ERASMUS+
project DI4All
Frameworks
Results
Practical interactivity

4. Participation in democratic life,
common values and civic engagement
The Programme supports
• active citizenship and ethics in lifelong learning;
• it fosters the development of social and
intercultural competences, critical thinking and
media literacy.
• Priority is given to projects that offer
opportunities for people’s participation in
democratic life, social and civic engagement
through formal or non-formal learning activities.
• The focus is put on raising awareness of and
understanding the European Union context,
notably as regards the common EU values, the
principles of unity and diversity, as well as their
social, cultural and historical heritage.
https://erasmus-plus.ec.europa.eu/programme-guide/part-
a/priorities-of-the-erasmus-programme

5. ERASMUS+
Prioritized areas
Active citizenship
Green sustainability
Inclusion and diversity
Digital transformation
https://erasmus-plus.ec.europa.eu/programme-guide/part-
a/priorities-of-the-erasmus-programme

6. Project aimed at improving the key
competencies, skills, and learning
performance of young people in schools,
by promoting quality improvements,
innovation excellence at the educational
level, and involving digital inclusiveness.

7. OBJECTIVES DI4ALL
1. To improve the key competencies, skills, and learning
performance of young people in schools, by promoting quality
improvements, innovation excellence at the educational level,
and involving digital inclusiveness.
2. To improve the competencies of teachers and educators to
promote digital inclusion and tackle disinformation through
education and training.
PROJECT PERIOD di4all.eu
2022-2023

8. The expected outcomes
di4all.eu
• PM and implementation
• Kick off meeting
• Final meeting
• IO1 Study on digital inclusiveness
• IO2 Good practices and case
studies
• Multiplier event 1
• Multiplier event 2

9. TARGET GROUPS
• Students
• School staff
• Schools
• Other educational
providers
• Public bodies
• National agencies

10. Activities di4all.eu
• Training of trainers for implementing digital inclusion,
developed from analyzed results and best practices from
teachers and trainers in the field of digital Inclusion.
• Guide for educators including materials from Intellectual
outputs of the project.
• Study of best practices and case studies.
• Online contest for schools to present their best practices in
digital inclusion of all learners.
• National Life Skills Program, LT
• Final Multiplier event/seminar.

14. ERASMUS+
▪ Participation in democratic life, common values and civic
engagement
▪ The Programme supports active citizenship and ethics in
lifelong learning; it fosters the development of social and
intercultural competences, critical thinking and media literacy.
Priority is given to projects that offer opportunities for people’s
participation in democratic life, social and civic engagement
through formal or non-formal learning activities. The focus is
put on raising awareness of and understanding the European
Union context, notably as regards the common EU values, the
principles of unity and diversity, as well as their social, cultural
and historical heritage.

15. ERASMUS+
Prioritized areas
Green sustainability
Inclusion and diversity
Digital transformation
Active citizenship
https://erasmus-plus.ec.europa.eu/programme-guide/part-
a/priorities-of-the-erasmus-programme

16. ERASMUS+ Prioritized area
Active Citizenship
The Programme supports active citizenship and
ethics in lifelong learning; it fosters the
development of social and intercultural
competences, critical thinking and media literacy.
https://erasmus-plus.ec.europa.eu/programme-
guide/part-a/priorities-of-the-erasmus-programme

17. ERASMUS+ Prioritized area
Green sustainability
The Programme supports the use of innovative practices to
make learners, staff and youth workers true actors of change
(e.g. save resources, reduce energy use, waste and carbon
footprint, opt for sustainable food and mobility choices,
etc.). Priority will also be given to projects that – through
education, training, youth and sport activities - enable
behavioural changes for individual preferences, cultural
values, awareness, and more generally support active
engagement for sustainable development.
https://erasmus-plus.ec.europa.eu/programme-guide/part-
a/priorities-of-the-erasmus-programme

18. ERASMUS+ Prioritized area
Inclusion and Diversity
Disabilities
Health problems
Barriers linked to education and training systems
Cultural differences
Social barriers
Economic barriers
Barriers linked to discrimination
Geographical barriers
https://erasmus-plus.ec.europa.eu/programme-guide/part-
a/priorities-of-the-erasmus-programme

19. ERASMUS+ Prioritized area
Digital transformation
The COVID-19 pandemic shed further light on the importance of digital
education for the digital transformation that Europe needs. In particular, it
emphasised the increased need to harness the potential of digital
technologies for teaching and learning and to develop digital skills for all. In
line with the strategic priorities of the Digital Education Action Plan (2021-
2027)4 , the Programme aims to support this endeavour to engage learners,
educators, youth workers, young people and organisations in the path to
digital transformation.
The programme will support the first strategic priority of the Action Plan, the
development of a high-performing digital education ecosystem
The programme will also support the second strategic priority of the Action
Plan, by supporting actions aiming at enhancing digital skills and competence
development at all levels of society and for everyone (including young people
with fewer opportunities, students, job seekers and workers).
In line with these two strategic priorities of the Action Plan, a European Digital
Education Hub was launched

26. Universal
design
UDL to Change the World
CAST created the Universal Design for
Learning framework, and it remains one
of our core levers of change to help
make learning inclusive and
transformative for everyone.

27. Wellbeing,
caring and
emotional
literacy

28. Promote
emotional
literacy
Emotional literacy involves having self-awareness and recognition
of your own feelings and knowing how to manage them, such as
the ability to stay calm when you feel angry or to reassure yourself
when in doubt. It includes empathy, i.e. having sensitivity to the
feelings of others.
Emotional literacy also includes being able to recognise and adapt
to the feelings of other people, whilst at the same time, learning
how to manage and express your own emotions effectively.
This is helpful in developing good communication skills and the
development and enhancement of relationships.

32. ● Multifaceted – Systems use a variety of quality measures
and often consider strategy, policy, infrastructure,
processes, and outcomes to arrive at a comprehensive view
of holistic quality.
● Dynamic – Systems are flexible enough to adapt to rapid
changes in technology and social norms. For this reason,
they rarely refer to specific technological measures, instead
focusing on the services provided to users through that
technology.
● Mainstreaming – While all quality tools aim to improve
quality at a high level, they are intended to permeate the
entire institution and be used by individual staff in their
daily work and reflective practice.
● Representative – Quality systems seek to balance the
perspectives and requirements of all stakeholders,
including students, staff, businesses, government, and
society.
● Multifunctional – Most systems have a triple function:
they provide a culture of quality within an institution,
provide a roadmap for future improvement, and serve as a
seal of quality for outsiders.

34. Considerations to ensure quality in digital
online education and training must also include
several principles, as follows:
• Increase in flexible learning approaches.
• A strong focus on student engagement and
satisfaction.
• A strong focus on learning outcomes and
the systematic assessment of these
outcomes.
• Increase in learning analytics as a basis for
assessing individual progress toward
learning outcomes and competencies.
• Changing methods of assessment of
earning and assessment for learning as
learning and of learning.
• A growing demand for the recognition of
courses and work-based learning.
• Since the outbreak of the COVID-19
pandemic, several characteristics have been
proposed to ensure the quality of open,
flexible, and digital education. During the
pandemic, it became clear that already
vulnerable people had become even more
vulnerable and struggled to continue their
education and training. (Ossiannilsson,
submitted 2024)

35. Some additional factors need to be considered
(Ossiannilsson, 2023), such as the following:
• Commitment
• Engagement
• Ethics
• Equity
• Inclusion
• Innovation
• Satisfaction
• Socioemotional dimensions
• Sustainability
• Well-being
• In addition, the internationally recognized
quality frameworks for open, online, and digital
education must be applied to ensure quality in
digital adult education, with particular emphasis
on (i) policy and planning, (ii) human resources,
(iii) internal management, (iv) program design and
development, (v) learners and learning priorities,
(vi) course design and development, (vii) learner
support, (viii) infrastructure, media, and learning
resources, (ix) student assessment, and (x)
research and community services.

36. To develop a culture of quality
Leading with strategy, hands, soul, ethics, actions, and mind
Communication
Leadership, involvement, and ownership

43. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gma
il.com
info@i4quality.se
CARING IS SHARING, SHARING is CARING
THANK YOU