Erasmus (64)
Providing Learning Skills about Generating Solutions of Refugee Parents Facing to Educational Problems of Their Children
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Providing Learning Skills about Generating Solutions of Refugee Parents Facing to Educational Problems of Their Children
Start: 01-09-2017 - End: 31-08-2019 Project Reference: 2017-1-TR01-KA204-045870 EU Grant: 134678 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for adult education
Project Summary
Due to the war that started in Syria in 2011, our country was heavily exposed to the migration of refugees. Gaziantep city, which is one of the most refugee cities in this region, closely witnesses their life struggles. As people living in Gaziantep, we are witnessing their proplems in this harmonization and adaptation process since we can see them closely and have the opportunity to watch them. In addition to the economic, social and cultural problems that they have experienced, refugees have faced many problems in the field of education. When a society has to migrate to another country from a long-lived country, it is inevitable that there will be a variety of problems in other places where it has gone before, if it is directly exposed to the cultures. The most important aspect of this problem is that the individual internalizes the situation in which they are and can not control their feelings in the face of the situation and enlarges their problems more in their eyes. The other side is that in the face of the problems it has experienced, it does not know the operating system of the institutions of the country and the resources of the applicants. For example, if a refugee parent interprets the success of the child in his / her school in different ways and thinks that the child is being kicked out of the school by starting the crying or thinking that the parent may be exposed to social exclusion, the fear that the parent will be unacceptable to contact with the school administration, the failure of the child to adequately deal with his / her educational life or the lack of healthy communication with the child and the school, the failure of the community to empathize with the immigration process, the indifference to personal development programs as a parent, etc. We can list many problems such as this. For this reason, our project is a logical solution to the problems faced by the children of refugee parents who are children in school age in their educational life, and at this point the new gathering aims to integrate easily into this area. The target groups must be able to minimize their problems by participating in events such as trainings, conferences, panellas that may be useful for both themselves and their children in the collective adaptation process they are coming from. At the same time, the parents who will best understand the emotional dimension of their children who have to leave the country and have to study in another country, and who will solve the problems are also their parents. Our project will take 24 months starting on 1st September 2017 and ending on 31th August 2019. The project coordinator is Gaziantep University/ TURKEY and we have partners from Spain, Greece. Our project aims to create an applicable training module including social adaptation, integration and providing to increase the learning skills such as communication, empathy, social exclusion, cooperation with the environment and etc of Syrian and other refugee groups' in Europe (especially in the partner countries). This training module will be created and then implemented during the project to target groups then will be disseminated in local, ntaional and in Europe in the related organization and institutions. For this reason, we will give them the necessary support during the process of integration, with the thought that we can contribute to this sociological problem and at the same time taking them away from the point of their arrival and moving them to the target point. Work will be done to motivate their existing potentials and thus to lead them to the best, to increase individual productivity, to give them self-confidence, to prioritize their personal performances and to establish a planned development relationship to achieve their desired performance. One of our most important goals is to support refugee parents towards the goals we set and to ensure that they learn to overcome their problems on their own. We will contribute to the development process by creating awareness of what they should do in the face of their problems. While preparing our project for refugee parents, one of our most important main targets is to raise healthy generations and to contribute to them and to the people of the world. As a result of the research we conducted within the scope of our project, individual trainings, conferences and meetings, websites, etc. We aim to reach the target group and communicate with them in the best way and give them the trainings necessary for this process. In doing so, we aim to get support from all sectors, institutions and organizations of the society to be among our most important principles and reach our project goals in the most perfect way. The Syrian adult parents, who are the targets of the project, have a target language in Arabic and some of them speak English. Although most of them know Turkish language, we aim to increase our communication with our Arabic-speaking students and interpreter support.
Project Material: IO3 - AWARENESS DEVELOPMENT APPROACHES FOR REFUGEE PARENTS TRAINING MODULE AND IMPLEMENTATION GUIDE
Coordinator:
- GAZIANTEP UNIVERSITESI - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- ASOCIACION CULTURAL Y DEPORTIVA LAHOYA - SPAIN
- Kayra Yoneylem Egitim-Arastirma-Muhendislik-Danismanlik Ltd. Sti. (Kayra Yoneylem education-research-engineering and consulting company) - TURKEY
- Aile, Calisma ve Sosyal Hizmetler Gaziantep Il Mudurlugu - TURKEY
- European Center for Education, Science and Innovation - BULGARIA
Game-based Learning for Adults
Start: 01-09-2017 - End: 31-08-2019 Project Reference: 2017-1-TR01-KA204-046822 EU Grant: 136174 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for adult education
Project Summary
We focus on the development of an innovative non-formal game-based education simulation tool to enhance and improve communication and presentation skills with a focus on entrepreneurship for adults and through play and practice, teach them basic presentation and communication skills, the objective on finding employment or become an entrepreneur so they can be applied effectively in real life, in particular enhancing their self-confidence in presenting themselves thus increasing their chances of finding and maintaining suitable employment and abilities to communicate in an effective way.
It will be an interaction game that makes the social dimension the main element of one’s mechanism. In general games which are not competitive can be considered interaction games, where there are no adversaries to beat, but where the goal of the game is essentially merely fun and interaction among the participants.
The main objective is to create a learning environment (game/simulation) which simulates the communication and presentation skills process and stimulates the development of entrepreneurial attitudes and competences of adults. As the main learning outcome of this game/simulation is situated in the field of attitudes, it permits the expansion of the primary target group (young people), aspiring entrepreneurs, to include training specific target groups; marginalised groups such as migrants and unemployed, are more likely to have self efficacy difficulties. Setting up a new partnership with this project will stimulate the exchange of local and international experiences, expertise and vice-versa.
As an ideal complement to the realization of the project, the participating countries will focus on intercultural learning and non-formal working methodologies development in a multicultural context. Major milestones will be:
- to design and develop a specific game-based learning method for simulation training of adults with an aim of encouraging their entrepreneurship skills;
- to test and evaluate the impact of a game-based approach in formal teaching and pedagogic methodologies for adults;
- to validate the proposed approach as a means of learning and evaluate its impact on adult learners.
The project will be carried out transnationally because the synergy between international organizations and adults, will guarantee the knowledge and comprehension of different cultural realities and stimulates intercultural dialogue.
Coordinator:
- Aydin Efeler Halk Egitim Merkezi ve ASO Mudurlugu - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- aydin kulturel gelisim dernegi - TURKEY
- Associazione Let's Keep Learning Onlus - ITALY
- Foxpopuli - SWEDEN
- Agena proje egitim ve danismanlik A S - TURKEY
- ARTEMISAWORLD, S.L. - SPAIN
Designing a 3D Virtual Environment For Teaching IoT
Written by Super User
Designing a 3D Virtual Environment For Teaching IoT
Start: 01-12-2017 - End: 30-11-2019 Project Reference: 2017-1-TR01-KA203-046672 EU Grant: 120910 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for higher education
Project Summary
Our project depends on a detailed background from the literature and a clear needs analysis. It also contains the requirements of the latest technology and the needs of modern education systems. The project offers important outcomes for both pre-service teachers and our educators at the partner institutions.
The partnership includes three foreign partners from Poland, Spain and Greece. Moreover, a local partner is also included in the project as this partner has a key role in implementation and production of the intellectual output. The roles of each partner are defined in detail and a clear task sharing has been accomplished among the partners. In order to reach the stated aims, a project management and implementation team is established at every partner institution. These teams have important responsibilities such as conducting preparation duties, evaluating the quality of activities during the visits and so on. For the intellectual output, multiplier event is also planned.
To manage the implementation of the project flawlessly, a contract among partners is planned to be signed before starting the project activities. Three project management and implementation meetings are planned. One of them is at the very beginning of the project and this meeting is important for reviewing the form, signing the contract and making all responsibilities clear. The second meeting is planned to discuss the process of the output and to evaluate the general progress of the project. Apart from these, another management meeting is planned at the end of the project with the aim of analysing and reporting the project results and outcomes, and more importantly, working on the final documentation.
This project has local, national and international impacts and a dissemination plan is presented for dissemination of the impacts. There are also potential longer benefits thanks to the intellectual output. After the project, its impacts do not end as the virtual classroom, the R&D (Research and Development) Centre will be available for pre-service students at IT department and educators at the institutions, and they will be suggested to the other universities and the other relevant institutions to use for their programming classes and programming courses.
Development of these virtual environments will create important added value not only to the partners in this project but also to other institutions which give education on programming, as currently there is not such a virtual platform to be used in classes and courses like the one we want to create. Development of these virtual environments will have enormous impact on the quality of education in our respective partners. The target groups will benefit in terms of improving the level of learning / teaching, linguistic skills and entrepreneurial approach. In addition, the deeper cross – cultural understanding and transnational cooperation will be brought about. It will trigger modernization of our teaching techniques and will be successfully used after the project conclusion. We anticipate that by means of this project will establish very good working relationships between the institutions engaged in the learning activity, as key-decision factors, and that this partnership will continue beyond the period of the project implementation as well as all the invented educational tools.
Coordinator:
- MARMARA UNIVERSITY - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- SPOLECZNA AKADEMIA NAUK - POLAND
- Gebze Halk Egitimi Merkezi - TURKEY
- LANCASTER UNIVERSITY - UNITED KINGDOM
A warm Touch to The Cold Heart
Start: 03-09-2018 - End: 02-09-2019 Project Reference: 2018-1-TR01-KA101-052532 EU Grant: 43266 EUR Programme: Erasmus+ Key Action: Learning Mobility of Individuals Action Type: School education staff mobility
Project Summary
Our project was prepared under Erasmus+ KA1 School Education. Consortium members are Atatürk Anatolian High School, Amasya Anatolian High School and 12 June Anatolian High School.
In our country refugee/immigrant number is explained as 3 million 551vthousand 78 people on 15 February 2017. Only about 800 thousand refugees from Syria are at school age and about %45 of them can go to school.
According to province migration authority data there are 2 thousand 987 registered foreign guests in Amasya and 2 thousand 264 of them are covered by international protection.
The total number of refugee/immigrant students studying in our schools is 623 according to Provincial Education of Ministry. There are 55 students at Kindergarten, 275 at Primary School, 172 at Secondary School and 121 at High School.
Except for Temporary Training Centres, public schools’ not having an appropriate separate training program, registration and equivalence problems, other students’ and especially parents’ reluctance about refugee/immigrant students’ school registration and teachers’ not having enough skill to deal with troubles are basic problems.
With this project, we aim to help refugee/immigrant students (in our schools) integration into both education environment and social life to help teachers and managers have more emphatic view to refugee/immigrant students’ lives. So we aim to communicate with students properly and find solutions about their social and psychological problems. Also providing high academic success, regular school attendance, a wish for staying happy place, increase in their success and social capacity and more healthy plans for future are our aims.
While determining staff from schools, firstly guide teachers then teachers and managers teaching refugee/immigrant students were selected. It was paid special attention to select teachers having most communication with refugee/immigrant students.
A responsible teacher tries to support his/her students by having more information about students’ lives, feeling and ideas. By means of this project, our teachers will have a chance to win a more emphatic view towards refugee/immigrant students’ lives. So they will be able to help them and make them participate in education life with full capacity.
With these trainings refugee/immigrant students’ school absences will decrease, academic success will increase, they will increase their knowledge and skills required in the future by having a better education today and consequently their and their families’ life quality will increase. Staff involved in the project will see different cultures and with cultural interactions, interaction between communities will increase.
Thanks to language training in this project, refugee/immigrant students’ education and social life integration courses and seminars; our teachers will be more cultured and chief architects for building a peaceful society.
All preparations necessary for European Mobility Activities (before and after), airfares, insurance, airport transfers, other transportation and passports will be organized by travel coordinator.
With completion of our project, refugee/immigrant students’ academic performance will increase by connecting proper communication, their school absenteeism will decrease, more realistic solutions will be found to their social and psychological problems, education and social life integration will take place faster, both they and their families will be happier and more successful.
Teachers involved in the project will make cooperation with teachers from other schools. Also with seminars after mobility activities, 150 teachers from all schools in the province will benefit from information, skill and experience. After mobility activities, effective communication seminar will be given to 200 teachers from all schools in the province and participation in this seminar will be provided. Thanks to this seminar, these teachers’ communication with refugee/immigrant students and other students will increase.
The total number of participants in our project is 18. They will have course and examinations about refugee/immigrant students’ integration into education system and social life as groups up 6 in Greece, Italy and Netherlands for 7 days in each country as part of mobility activities.
Coordinator:
- Amasya Il Milli Egitim Mudurlugu - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- Compass Education - NETHERLANDS
- EUROPE FOR ALL - ITALY
LIFELONG SPECIAL EDUCATION
Start: 01-10-2018 - End: 30-09-2019 Project Reference: 2018-1-TR01-KA104-055976 EU Grant: 27360 EUR Programme: Erasmus+ Key Action: Learning Mobility of Individuals Action Type: Adult education staff mobility
Project Summary
It is aimed to increase the education quality as the teachers of the Public Education Center can have the opportunity to learn the applied special education and training methods and techniques in Europe and to apply these methods and techniques in their courses. Within the scope of the project 12 teachers were attended the course which was held between 11/3/2019 till 17/3/2019 in the premises of Anaptixiako Kentro Thessalias.
Coordinator:
- AVCILAR HALK EGITIM MERKEZI - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
GELECEĞI KODLAYAN NESIL
Start: 31-12-2018 - End: 30-12-2019 Project Reference: 2018-1-TR01-KA101-052734 Programme: Erasmus+ Key Action: Learning Mobility of Individuals Action Type: School education staff mobility
Project Summary
The aim of the project is to learn coding, robotics and arduiono and to can learn to the children easily. Five teachers from the kindergarten were attended to the course in the premises of Anaptixiako Kentro Thessalias from 8/4/2019 till 16/4/2019.
Coordinator:
- Sarikiz Anaokulu - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
ÖNCE ÇALIŞ SONRA YARIŞ
Start: 01-12-2018 - End: 30-11-2019 Project Reference: 2018-1-TR01-KA102-053373 Programme: Erasmus+ Key Action: Learning Mobility of Individuals Action Type: VET learner and staff mobility
Project Summary
The aim of the project is to learn coding, robotics and arduiono and to can learn to the children easily. Five teachers from the kindergarten were attended to the course in the premises of Anaptixiako Kentro Thessalias from 8/4/2019 till 16/4/2019.
Coordinator:
- Ali Tunaboylu Mesleki ve Teknik Anadolu Lisesi - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
99.85 % OF THE WORLD POPULATION DOES NOT LIVE IN SWEDEN: LEADS TO BROMANGYMNASIET INTERNATIONAL RELATIONS IN VET
Written by Super User
99.85 % OF THE WORLD POPULATION DOES NOT LIVE IN SWEDEN: LEADS TO BROMANGYMNASIET INTERNATIONAL RELATIONS IN VET
Start: 03-09-2018 - End: 02-09-2020 Project Reference: 2018-1-SE01-KA116-038998 Programme: Erasmus+ Key Action: Learning Mobility of Individuals Action Type: VET learner and staff mobility with VET mobility charter
Project Summary
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Coordinator:
- Bromangymnasiet - SWEDEN
Partners:
Let's Create Chances for Future Prosperity for Our Children from Broken Family
Written by Super User
Let's Create Chances for Future Prosperity for Our Children from Broken Family
Start: 31-12-2017 - End: 30-12-2018 Project Reference: 2017-1-TR01-KA101-040955 Programme: Erasmus+ Key Action: Learning Mobility of Individuals Action Type: School education staff mobility
Project Summary
The aim of the project is to reduce inequality between children from broken families and these children's peers to try to help them as guides. Furthermore, by the help of course, we will be able to help students from broken families to overcome prejudges owned by their peers and people in their immediate environment. As a result, we will be able to support our students from broken families academically, cognitively and personally.
Coordinator:
- Birinci Inonu Ilkokulu - TURKEY
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
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Education for Zero Waste and Circular Economy
Start: 01-10-2018 - End: 30-09-2020 Project Reference: 2018-1-EL01-KA202-047749 EU Grant: 240340 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for vocational education and training
Project Summary
The transition to Circular Economy (CE) is an essential contribution to the EU efforts of developing a sustainable, low carbon, resource efficient and competitive economy (Closing the loop – An EU action plan for the CE, 2015). Such a transition represents the opportunity to transform our economy, generate green jobs and build up sustainable competitive advantages for Europe. This project aims to fill a gap in Vocational Education and Training (VET) programmes dealing with zero waste and circular economy.
Skills and competences for Zero Waste and Circular Economy (ZW&CE) are becoming extremely important. In Europe, we are using per person 16 t/a (tons per year) of material, of which 5 t/a become waste. Although waste management continues to improve, the EU economy still loses a significant fraction of potential 'secondary raw materials' in waste streams. The CE package, adopted by the Commission in 2015, has created an important momentum to support the transition towards a more CE in the EU. CE gained more significance in 2018 when the new CE Action Plan and a series of more restrictive waste and product policies have been adopted (eg, plastic policy). Transition to CE may only be successful if the corresponding awareness, competences and skills are deeply embedded in the knowledge and daily routine of EU professionals and companies and from this perspective VET education for ZW&CE is critical.
The primary goal of EduZWaCE Strategic Partnerships is to supporting exchange of good practices, enabling stakeholders to deepen and spread out knowledge, develop and reinforce networks, increase their capacity to operate at transnational level, and share and confront ideas, practices and methods. The project aims to create new VET programmes dealing with waste and circular economy, and focuses on developing the interdisciplinary skills needed for the jobs of the future that are tailor-made for the needs of the employers/SMEs.
With this project we would like to build up a common approach for VET Teachers and learners across EU to respond to the requirements of the future and flexible job market.
The project will focus on the following specific objectives:
- Develop partnerships amongst educators, businesses and stakeholders with the purpose of supporting VET learners in acquiring and developing skills and key competences in CE and foster employability
- Facilitate recognition and validation of competences for new jobs: the ZW&CE Manager and the ZW&CE Technician, by building two Skill Card Sets, structured in accordance with the standards and designed based on the ECVET requirements.
- Make education in ZW&CE available for all, by setting the EduZWaCE as an Open Education Resource (OER)
The project will be implemented based on a collaborative approach: cooperation between the project partners and collaboration between the consortium and the stakeholders at the local, national, and international level. EduZWaCE will respect the Sociocracy 3.0 collaborative approach. The project outcomes will be delivered using free, open, collective purpose based framework of patterns, will support exchange of good practices allowing organisations to develop and reinforce networks. It will increase their capacity to operate at transnational level, share and confront ideas, practices and methods whilst respecting co-creativity principles, fostering transparency and guaranteeing the equivalence of all participants in decision making.
Through its deliverables: (1) EduZWaCE Knowledge HUB; (2) EduZWaCE Skill Card Sets for two jobs roles; (3) EduZWaCE online collaborative platform; (4) EduZWaCE course and (5) EduZWaCE diagnosis tool, the project will foster cooperation between companies, stakeholders and VET educators. It will increase motivation of VET Teachers to use/re-use, adapt and/or modify the training materials, with the aim to improve the acquisition of key competences for their learners/students and to raise awareness of the local and regional policy makers on the importance of taking measures for promoting best practices and flexible learning pathways in VET from an interdisciplinary perspective.
On long term the project will have a strong impact on the creation of better interdisciplinary competences directly used for current or future professions and to the adoption of more circular economy solutions.
The project involves an appropriate mix of complementary participating organisations with the necessary profile, experience and expertise to successfully deliver all aspects of the project. They will become the facilitators of the EduZWaCE platform, support its utilization and the co-creation of CE solutions through cooperation and exchange – this will empower them as main stakeholders of ZW&CE application in the countries and will contribute to their organisational development.
Coordinator:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
Partners:
- UNIVERZA V MARIBORU - SLOVENIA
- ENVIROS SRO - CZECHIA
- PROSPEKTIKER INSTITUTO EUROPEO DE PROSPECTIVA Y ESTRATEGIA SA - SPAIN
- EKOrast - SLOVAKIA
- Laboratorio Nacional de Energia e Geologia I.P. - PORTUGAL
- STADTLABOR INNOVATIONEN FUR URBANELEBENSQUALITAT GMBH - AUSTRIA
- Asociatia Centrul National pentru Productie si Consum Durabile - ROMANIA
- Global Reach Astiki Mi Kerdoskopiki Etaireia - GREECE
- ATMOTERM SA - POLAND
Digital Innovative Media Publishing for All
Start: 01-11-2018 - End: 31-10-2020 Project Reference: 2018-1-FR01-KA202-048220 EU Grant: 281568 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for vocational education and training
Project Summary
Digital skills are today as important as being able to read or write in order to remain employable in a more and more digitalized working place. They are used and expected in more than 90% of jobs, in every professional sector. However, European Union is facing a huge digital skills challenge. According to a factsheet released in September 2017 by the European Commision (“A Digital Europe needs Digital Skills”) only 56% of Europeans aged from 16 to 75 have at least basic digital skills.
One big trend of the digitalization of the labor market, that impacts all sectors, is the massive publishing of multimedia digital contents, gradually replacing traditional printed documents or opening the door to new kinds of publication.
Augmented reality, virtual reality, 360° video, enriched publications are conquering our screens, our cultural and professional practices and thus revolutionizing the way we produce and consult content.
However, if professionals come into almost daily contact with these new forms of enriched content in their professional and personal lives, few of them know their means of production, their cost, their use....
These new technologies are often perceived as complex, expensive and reserved for specialists and often cause reluctance or even anxiety when we are asked to use or implement them within a company. The lack of knowledge of easy-to-use creation tools increase the gap between “specialists” or “geeks” and the whole of professionals.
In order to tackle this issue, we intend to create the first European training on the practices and tools of 6 main technologies involved in enhanced contents publishing and dissemination: EPUB 3, Augmented Reality, Virtual Reality, Video 360°, Interactive Video and augmented printed materials.
Practically, the Digital Innovative Media Publishing for All project will gather:
- A MOOC on the new technologies of enhanced content publishing
- Toolkits on tools of production and database of resources
- Reusable models
- Explanatory sheets
- A training implementation guide
The project will target learners of all age involved in the VET sectors, including the trainers and teachers. To do so, we intend to create a MOOC (Massive Online Open Course) that will be accessible by all and to collaborate with VET providers in order to integrate the content of this course to their curricula.
In addition, we will pay a special attention to make the content available for all in order to avoid leaving learners on the side. Therefore, the content that will be created will be designed to be adapted as much as possible for individuals with Specific Learning Disorders (SLD) which represent 8 to 15% of the population in Europe, depending on the sources.
As the digitalization of the professional world is a global process and all european countries are facing the same issue, our consortium gather VET providers and trainers in ICT in order to answer globally at vocational transversal needs that go beyond national and sectoral borders.
We will provide a learning certification for our learners : this certificate will be worth 1 ECVET.
During the program, we aim at gathering for the research, testing and use of the contents:
- More than 100 professionals in their respective network contacted and linked per partner (20 per partner)
- At least 500 learners attending the MOOC
- A completion rate of 20% of the MOOC (double the average of online course)
- More than 500 users of the Open educational resources
In terms of dissemination, we aim to reach directly:
- 80 people attending the International multiplier event
- 200 (40x5) people attending the national multiplier events.
- More than 500 VET institutions contacted
- More 2.500 people reached through the dissemination campaign
The DIMPA project has the practical objective to provide learners with operational tools, enabling them to define a digital strategy relying on enhanced contents production. In that way, we will improve their digital skills. Their professional curriculum will have a genuine added value to answer the imperatives of evolving professional practices and the expectations of employers and audiences. The will be able to reuse immediately a set of practical tools providing by the training within their daily professional practice, and thus improve their working tools.
We intend that the DIMPA training will be an asset to increase participant employment not only at local job market, but also at international level.
The DIMPA project is designed to function independently at the end of the project. By developing an easy-to-use platform and providing the training implementation guide, we expect VET community and trainers to appropriate the platform after the EU financing.
Coordinator:
- Rhéatis - FRANCE
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- ASSOCIACIO PER A LA CREACIO I ESTUDIS DE PROJECTES SOCIALS C.E.P.S. - SPAIN
- SCS LogoPsyCom - BELGIUM
- BERUFSFORDERUNGSINSTITUT OBEROSTERREICH - AUSTRIA
- Les Apprimeurs - FRANCE
Tutorbot for VET
Start: 01-10-2018 - End: 30-09-2020 Project Reference: 2018-1-FR01-KA202-048229 EU Grant: 275698 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for vocational education and training
Project Summary
The advances of technology in the modern world has dramatically changed how we live our day-to-day lives including the learning processes. However, according to the data provided by the Commission, 37% of the EU workforce has low digital skills or none and only 20-25% of them are taught by teachers who are confident using technology in the classroom. Early 2018, the Commission adopted a Digital Education Action Plan which includes 11 initiatives to support technology use and digital competence development in education, one of its key action focuses on supporting the digital readiness of both general and vocational schools by strengthening their digital capacity.
This is why the partners created this project that aims at designing and testing an innovative digital methodology for VET that combines Conversational Agent Technology or chatbot with an ad hoc designed modular learning path. /p>
Chatbots are computer programs that use artificial intelligence and machine learning to conduct conversation via auditory or textual methods. It is a form of a dialog system of virtual assistant, giving them the ability to, for example, small talking or engaging in casual conversations unrelated to the scopes of their primary expert systems. Its usage has increased enormously in the last 5 years with the internet of things but also with their integration on massive messaging platform (Facebook Messenger, WeChat or Kik). Instead of downloading yet another app, users are comfortable using their messaging apps to complete other tasks, like booking a table or checking the weather.
Adapted chatbot systems can offer students a range of advantages and act as a digital form of tutoring based on their ability to respond to their needs in an immediate and natural manner, particularly where interaction occurs within the broader context of an integrated learning environment. Furthermore, chatbots exhibit the capacity to create informal connections with users that they can be leveraged to support ubiquity and self-directed learning as well as personal and professional development. These characteristics are extremely important in the learning process and the benefits of the tutoring of students has been demonstrated on many occasions in the scientific literature for all learners, and especially for the disadvantaged ones.
This is why we offer to create together a Tutor Chatbot to support the students in their learning process and the trainers in their training. To do so we intend give the tools to trainers to create their own chatbot in the form of a chatbot creator platform, but also 4 different chatbots, filled with content and connected to the learning outcomes of the VET centres involved in the project, as well as a chatbot design guide and a chatbot creation training module to support trainers and VET organisations in developing their own chatbots.
Coordinator:
- EDULOG - FRANCE
Partners:
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- ASSOCIACIO PER A LA CREACIO I ESTUDIS DE PROJECTES SOCIALS C.E.P.S. - SPAIN
- Grone-Bildungszentren Berlin GmbH -gemeinnützig- - GERMANY
- SCS LogoPsyCom - BELGIUM
- ISTITUTO FORMAZIONE OPERATORI AZIENDALI - ITALY