My presentation today 20 November 2023 at the National Skills Program, Lithuania on Frameworks used in the ERASMUS+ Project DI4all.eu

1. National Skills Program
DI4ALL Frame of references
KA2 2021-2-SE01-KA210-SCH-000050728
Project coordinator: Ebba Ossiannilsson
I4Quality, Quality in Open Online Learning (QOOL) Consultancy, Lund, Sweden
Project partner: Egle Celiesiene, and Neda Monstyté.
Lithuanian College of Democracy, Vilnius, Lithuania

5. General skills and transversal skills
• Transversal skills are those typically considered as not specifically related to a particular job, task, academic
discipline or area of knowledge but as skills that can be used in a wide variety of situations and work settings
(IBE 2013). These skills are increasingly in high demand for learners to successfully adapt to changes and to
lead meaningful and productive lives. Examples include:
• Critical and innovative thinking
• Inter-personal skills (e.g. presentation and communication skills, organizational skills, teamwork, etc.)
• Intra-personal skills (e.g. self-discipline, enthusiasm, perseverance, self-motivation, etc.)
• Global citizenship (e.g. tolerance, openness, respect for diversity, intercultural understanding, etc.)
• Media and information literacy such as the ability to locate and access information, as well as to analyse and
evaluate media content (UNESCO 2014c)

6. DigComp 2.2

7. DigCompEdu

8. DigCompEdu

9. SELFIE is a free,
easy-to-use,
customisable tool to
help schools assess
where they stand
with learning in the
digital age
Selfie for Shools

10. Selfie for teachers

11. MyDigital Skills

15. 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.

16. UDL to Change the World

19. Wellbeing,
caring and
emotional
literacy

20. 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.

21. 5 important
questions to
consider
How can you help children / young people to identify and gain a
deeper understanding of the feelings they regularly experience?
How can you help children / young people develop an emotional
vocabulary?
How can you help children / young people empathise with others
and become aware of how their personal feelings and behaviours can
impact upon others?
How can you encourage children / young people to be reflective and
to understand the consequences of their actions?
How can you help children / young people to develop a range of
strategies and encourage them to express emotions in appropriate
ways?

26. European Figures
in Distance and
e-Learning
Professors Börje Holmberg, Michael Moore and
Otto Peters (left to right),
at the EDEN conference, Barcelona, 2006. Photo
with permission from EDEN. (Tait, 2017, European
Figures in Distance and e-Learning, JL4D)

27. The Empathic
approach (Börje
Holmberg)
• Personal intrest
• Trustworth Communicatio
• processes which leads to
true internalized learning
https://www.icde.org/icde-blog/paragons-borje-holmberg

28. Guided didactic
communication
(B. Holmberg)
• Guided didactic communication includes: Simulated
conversation (one-sided, presentation of materials) and Real
conversation (two-sided between tutor and student).
Examples of simulated conversations are conversations like
presentations of learning matter, self-control exercises, review
questions with model answers and inserted questions. In
essence, Holmberg believes that by promoting empathy
between learning and tutoring parties through appropriate
one- and two-way interactions, learners are motivated and
encouraged to participate personally in their studies. It also
generally assumes that "genuine learning is primarily an
individual activity and can only be achieved through a process
of internalization". This assumption is one in which the theory
of distance education can be justified. The aim of his theory is
therefore to support individualized learning.
• https://www.icde.org/icde-blog/paragons-borje-holmberg

29. The
Empathic
approach(B.
Holmberg)
• ”I consider empathy and personal relationships
between the parties involved in the teaching and
learning process to be central to distance education.
Interactions, conversations, atmosphere, feelings
and trust are essential.
• … must examine the student's previous experience
and willingness to learn. Personal contact is
essential. Also, in the course materials it is
necessary to establish a personal contact and to try
to win interested parties.
• … the empathy approach and individualization are
guiding principles.
• Lifelong and learning throughout the lifespan are
also guiding principles.”

30. Michael Moore Interaktion
(Moore, 1989)
• Learner-content interaction
• Learner-learner interaction
• Learner-teacher interaction
Theory of Transactional Distance [6,3]. The theory
describes the relationship between course design
(structure), interaction (dialogue), and respect/awareness
of individual learner’s tolerance for autonomy (self-
direction). Essentially, the theory suggests that physical
and temporal distance between the learner and the
teacher gives rise to pedagogical issues that must be
mediated by structure of a course and by the interaction
between the learner and the teacher to minimize
miscommunication and misunderstanding. The theory
contributed significantly to the legitimization and growth of
distance learning and teaching online.
M. G. Moore, (Ed.) (2013). Handbook of Distance Education (3rd ed.), Chapter 2, New York: Lawrence Erlbaum Associates, 2013.
Moore, M. G. (1980). Independent study, in R. Boyd & J. Apps (Eds.), Redefining the discipline of adult education (pp. 16–31). San Francisco: Jossey-Bass.

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