Entrepreneurship4All is an innovative digital learning ecosystem designed to enhance the skills and capacities of current and aspiring entrepreneurs across Europe. The platform aims to support small and medium-sized enterprises (SMEs) by providing engaging, learner-centred experiences that tackle the real challenges faced by entrepreneurs. By focusing on the experiences of users, the ecosystem offers tools, resources, and community engagement opportunities that help individuals navigate the complexities of entrepreneurship in today’s dynamic landscape. 

This second stage of Entrepreneurship4All will build upon developments since 2021, offering innovative learning solutions that promote entrepreneurship and SME growth. With a strong emphasis on community engagement, the platform will deliver interactive learning modules that focus on the needs of both established and aspiring entrepreneurs. The project will work in synergy with existing initiatives to maximize its impact across Europe and beyond. 

Entrepreneurship4All will provide flexible, modular learning experiences that cater to the needs of entrepreneurs across various sectors. The content will focus on resilience, digitalisation, financial literacy, and sustainability, helping users build stronger and more adaptable business models. Through this approach, the platform will contribute to the green and digital transition while addressing challenges such as the ongoing energy crisis, inflation, and the aftermath of the Covid-19 pandemic. The platform will empower entrepreneurs to transform these challenges into opportunities for growth and success. 

EXPECTED RESULTS: 

• Increased awareness and understanding of the skills and challenges faced by entrepreneurs across Europe
• Improved entrepreneurial skills, including resilience, digitalisation, financial literacy, and sustainability
• Enhanced capacity of SMEs to adapt to the green and digital transitions, fostering long-term sustainability
• Strengthened networks for entrepreneurs, providing peer support and collaboration opportunities
• Increased engagement among underrepresented groups in entrepreneurship, including youth, women, migrants, and visible ethnic minorities
• Creation of a more inclusive and resilient entrepreneurial ecosystem across Europe, with tailored learning resources for diverse target audiences
• Improved entrepreneurial mindset and skills, preparing individuals for venture creation, business growth, and leadership in challenging economic environments 

PROJECT PARTNERS:

1. Bantani Education AISBL 
2. ReadLab – Research Innovation and Development Lab 
3. EIT Food 
4. Materahub 
5. EEEC – Enterprise Evolution Education Consultancy 
6. PEEP 
7. Old Continent 
8. All Digital 

The post Entrepreneurship4All appeared first on All Digital.

To date, though, there is a lack of strategic plans through holistic systemic approaches and practices (EC, 2022; Rumbley, 2020; UNICEF, 2021) for developing digital HE systems that are resilient and cater to the needs and well-being of disadvantaged groups. Upon the aftermath of the pandemic, the digital mode of teaching remains, in the format of blended, online, and distance learning. The European University Association’s vision for 2030 directs towards universities “designed in a holistic way to accommodate the different needs of a diverse university community and allow for flexible and blended approaches” (EUA, 2021, pp. 5-6).

To respond to the emerging needs, Digital4ALL project aims at strengthening universities’ readiness, faculty and staff’s skills in supporting all learners to equally participate in digital learning experiences.

The project will support higher education institutions in offering digital learning experiences that are inclusive and equitable for all, through appropriate strategies and practices.

Digital4All aims to:

• • Build the competences of academics, learning designers, and teaching staff in designing inclusive elearning courses.
  • Develop a Toolkit, a training course, and an online OERs repository on designing digital inclusive curricula in higher education
  • To raise awareness on the need to be inclusive in the new digital era
  • Improve the supply of quality digital higher education opportunities for all

The project supports a digital transition where participation of all students is established, especially those at risk of marginalisation due to diverse needs, with resilient educators in terms of the digital and pedagogic competences needed to provide student-centred experiences.

Main results:

• Toolkit with 25 best practices, a practical guide and self-assessment checklist
• Training course with pilot implementations with more than 100 HE staff and academics
• E-learning platform with online course and more than 50 OERs
• General awareness raising throughout EU about how to use Universal design to tackle digital exclusion in HE
• Improved competences of HE faculty and staff to follow inclusive practices during digital teaching and learning

Project partners:

Abo Akademi University (Finland)

University of Nicosia (Cyprus)

University College Dublin  (Ireland)

International Hellenic University (Greee)

Innovade Li Ltd  (Cyprus) 

ALL DIGITAL (Belgium) 

The post Digital4All – Building the capacity of universities to develop digital strategies to serve all learners appeared first on All Digital.

Namely, adult educators will be trained to incorporate the principles of andragogy in their teaching methods, focusing on the following topics:

• Green skills and sustainability,
• Employees’ rights in teleworking in the post-covid era
• Specific digital skills for adult educators.

The training material will be further structured as a scenario-based serious-game in which the trained educators will practice the gained knowledge and skills in a 3D virtual environment, ensuring an immersive and realistic experience.

The specific objectives of the project are:

• To improve the qualifications of adult educators in providing learner-centered educational content.
• to equip adult educators with up-to-date material about current topics such as employees’ rights; green skills and digital skills enriched with the principles of andragogy.
• To foster the digital skills of adult educators through the provision of an innovative 3D virtual world learning environment in which they can perform gamified activities.

EAGLE’s main target groups are:

• Adult educators of all categories (provide formal and no-formal adult learning)- who will enhance their teaching skills and gain a deeper understanding of the significance of andragogy in comprehending educational content through interactive and engaging learning experiences in a 3D Virtual World environment resulting to become familiar with these types of learning and acquire the necessary skills to teach them to their students.
• Actors and educators related to adult learners (Career guidance experts, Tutors, Professors, Mentors, HRs, etc.) – who will reinforce their training methods toward promoting human-centered interactions and play for learning.

Main Activities:

• Creating learner-center educational content by incorporating the principals of Andragogy
• Creation of the gamified activities
• Development of the gamified learning environment
• Disseminate, Pilot Testing and evaluate the produced training method

Results:

• 3 Training Modules – written following the principle of Andragogy – focusing on digital skills, green skills and sustainability, and employee rights
• 6 Game-based Learning educational scenarios based on the training modules
• 1 3D Virtual Word Gamified Platform hosting the training modules and GBL Scenarios
• 1 pilot test with 120 testers
• National dissemination events

Project Partners:

• ALL DIGITAL AISBL, Belgium
• ISTURET, Bulgaria
• Computer Technology Institute and Press “Diophantus”–CTI, Greece
• MTÜ Euroopas, Estonia
• Business Foundation for Education, Bulgaria
• SmartUp, Spain

The post EAGLE – New educational methodology for adult educators appeared first on All Digital.

The consortium combines:

• DIESIS
• ALL DIGITAL
• TIRESIA
• OPEN IMPACT
• SOGA
• PRIZMA

The post Social Economy Transition Skills appeared first on All Digital.

This initiative focuses on addressing the challenges and opportunities associated with the green and digital transition in Europe, aiming to make green job opportunities more inclusive and accessible to people in vulnerable situations. The project addresses the pressing needs of the European Commission’s agenda for a cleaner environment, green economy, and digitalization, aligning with initiatives like the European Green Deal and the EU Digital Strategy. The project recognizes the urgency of supporting affected social segments, adapting labour policies, promoting mobility, and developing educational frameworks to bridge occupational shortages and skill gaps, as outlined in the New Skills Agenda and the Green Employment Initiative.

GREEN AT YOU focuses on empowering women, people with migrant backgrounds, young NEETs (Not in Education, Employment, or Training), and long-term unemployed individuals by equipping them with the essential skills needed to seize the opportunities emerging from the shift towards green and digital economies. The project is centred around five key sub-sectors within the green economy: renewable energies, sustainable construction and building rehabilitation, agriculture and food production, circular economy, and forestry.

The project will develop and pilot a series of micro-credential certified training modules based on key transversal competences across the EU Competence Frameworks: EntreComp, GreenComp and DigComp.

Partners:

Fundación Acción contra el Hambre (ACH)

Universidad Politécnica de Madrid (UPM)

Fundación Ecología y Desarrollo (ECODES)

European Grants International Academy (EGInA)

ALL DIGITAL (AD)

Next Nuova Economia per Tutti (NeXt)

ORGANOSI GI (ORGEARTH)

Additionally, GREEN AT YOU  collaborates with a network of 12 associated partners, further expanding the reach and impact of the project.

Newsletters

April 2025

June 2025

October 2025

December 2025

The post GREEN AT YOU – Social Innovations for Inclusive Green and Digital Jobs appeared first on All Digital.

The project offers a series of online training courses aimed at teachers, trainers and facilitators as well as staff members of ALL DIGITAL member organisations who are providing skilling resources and training at all levels to mainly adult learners in local communities, and who are interested in integrating GenAI into their practices while taking ethical considerations into account. A basic familiarity with digital technologies and understanding of educational practices is recommended.

GenAIEdu training program, the related resources and additional services will be offered through ALL DIGITAL Academy, which ensures tracking all learning activities and verifying the completion of courses, by successfully completing the assessment tests and earning badges. The training program consist of seven self-contained courses, each lasting approximately four hours:

• Course 1: Introduction to AI
• Course 2: Introduction to Generative AI
• Course 3: Generative AI and Digital Resources
• Course 4: Generative AI in Teaching and Learning
• Course 5: Generative AI in Assessment
• Course 6: Empowering Learners with Generative AI
• Course 7: Facilitating Learners’ Digital Competence with Generative AI

The training program provides teachers and trainers with the knowledge and competences necessary to effectively leverage GenAI technologies in adult educational settings.

The courses will be offered in English language, but some learning contents will be available in other languages.

The post GenAIEdu – Integrating Generative AI in Adult Education: Empowering Teachers, Trainers and Facilitators appeared first on All Digital.

This study aims to support the implementation of Action 9 of the Digital Education Action Plan 2021-2027 by carrying out a feasibility study of the EDSC. By exploring different scenarios for the certificate, the study will allow for the selection and analysis of the option that best responds to the needs of the EU, while ultimately generating valuable insights and recommendations for the implementation of the EDSC.

MAIN AIM

Guided by a highly participatory approach the study will aim at fulfilling the following specific objectives:

• Map the existing digital skills certification and digital competence development landscape in the EU;
• Analyse the demand for an EDSC to understand the role and added value of an EU Digital Skills Certificate and how it could support the recognition of digital skills in Europe;
• Identify the minimum requirements for the EDSC;
• Co-design the definition and operational model for the EDSC;
• Carry out a feasibility analysis of the EDSC, taking into account considerations related to demand, strategy, technicalities, finance, governance, operations and implementation while ensuring alignment with other existing European initiatives and tools in the field of skills and employment;
• Develop strategic recommendations for the EDSC implementation and define the purpose, scope and steps of a pilot of the EDSC.

TARGET AUDIENCE

Stakeholders affected by the introduction of an EDSC range from Public Authorities, over providers of education and training, providers of certifications, IT and technology developers, innovators and providers, employers, and labour market intermediaries, to recipients of certificates.

EDSC ecosystem:

1. final recipients or users of the EDSC (i.e. job seekers, students, workers);
2. employers or labour market intermediaries for which the EDSC would indicate the actual digital skills of workers;
3. certificate owners and training providers that verify and award the EDSC;
4. public authorities that would, at different levels, determine the prerequisites of the EDSC itself, the conditions at which certificate owners and/or training providers can operate and supervise them.

A consultation strategy has been defined in order to understand how stakeholder categories can be optimally engaged in the different consultation activities:

• Semi-structured interviews: One hour maximum semi-structured interviews, targeted at specific audience to collect information on various topics related to EDSC, such as existing certification schemes, national digital competence development policies and training offers, and insights on the demand and potential requirements for an EDSC.
• Large-scale surveys: Two online large-scale surveys to respectively understand the demand for an EDSC and identify gaps with respect to the current offer of digital skills certification schemes as well as the expected benefits of an EDSC; gather inputs for the definition of requirements for an EDSC; and a short survey aimed at collecting complementary information on digital skills certification usage across EU countries (e.g. usage purpose(s), key advantages and disadvantages, etc.).
• Targeted survey: One online survey targeting policy-makers and public authorities – at the different levels – from all 27 EU Member States as well as digital skills education and training providers, to gather data on the existing digital competence development policies and training offer leading to a certification.
• Working groups: Five thematic working groups will be set up along the different dimensions of the feasibility analysis framework for the selected scenario. These working groups will allow for continuous collaboration with involved stakeholders throughout the implementation of the feasibility analysis. Coordination and engagement mechanisms (e-mail consultations and the creation of a collaboration space in Teams) will be defined by the research team.
• Workshops and events: Four online sessions with key stakeholders will be organised with the aim of collectively brainstorming and/or validating project outputs. The workshops will be mainly organised to respectively co-define the minimum requirements for the EDSC, validate and select a scenario for implementation, and define the objectives, scope and implementation steps for an EDSC pilot proposal.

OUTPUTS

At the end of the feasibility study, strategic recommendations for EDSC implementation and the definition of purpose, scope, and phases of an EDSC pilot project will be defined.

PARTNERS

NTT Data – Coordinator

empirica

All Digital

Web site

https://edsc-consultation.eu/

The post European Digital Skills Certificate (EDSC) appeared first on All Digital.

The “Inclusion Box” project aims at ensuring more inclusive education and training organisations, more inclusive education approaches and actions, through a capacity building process to better face and respond to current and future societal challenges.

The project consists of an interdisciplinary, bottom-up process, involving key stakeholders in the design of innovative training resources collected in an online platform with the goal of supporting the digital transition, access and participation in learning processes and inclusion and diversity strategies in the sector. These are key issues the consortium will work on to foster inclusive and innovative management methods and pedagogical approaches among educational staff and managers.

TARGET GROUP

National, regional, local adult educators and staff working in the education and training sector, including different profiles: managers, officers, volunteers, educators and trainers

OBJECTIVES

• To support the DIGITAL TRANSITION: Support learning providers to adapt to the digital transition
• To support the ACCESS and PARTICIPATION in LEARNING PROCESSES: Support learning providers to promote active participation and civic engagement through learning
• To support INCLUSION and DIVERSITY STRATEGIES: Support learning providers to improve and remain more inclusive and diverse

PARTNERS

• LIFELONG LEARNING PLATFORM, Belgium – Coordinator
• ALL DIGITAL AISBL, Belgium
• LEARNING FOR WELL-BEING FOUNDATION, Netherlands
• CENTRES D’ENTRAINEMENT AUX METHODES D’EDUCATION ACTIVE, France
• EUROPEAN UNIVERSITIES CONTINUING EDUCATION NETWORK, Belgium

The post IBOX – INCLUSION BOX appeared first on All Digital.

It is the opportunity to create synergies and bring together existing and new audiences relevant to or already engaged in implementing EntreComp. To work across sectors and partners to develop their capacity and engagement through innovative and participatory learning events, network and collaborate within online communities of practice and recognise their progress and impact through an international EntreComp Champions awards scheme.

This will serve as a concrete basis from which to establish a sustainable community and associated actions, bringing these partners together as members within an open, inclusive and democratic network organisation.

TARGET GROUP

Educators, trainers, employers, professional bodies and policy-makers across sectors.

OBJECTIVES

This project will engage, connect, grow and sustain the entrepreneurial learning community, bringing together different actors from diverse sectors who are interested in, inspired by or already using EntreComp to underpin entrepreneurial learning. In order to achieve that EntreComp Synergies will develop:

Communities of Practice

Seven thematic online Communities of Practice (CoP) will be created and facilitated by the project partners. Within these communities, members can start or join discussions, share updates and take part in community challenges.

• EntreComp for Entrepreneurial Mindsets – a community for all levels of EntreComp users looking to develop their entrepreneurial skills and mentality
• EntreComp for Digital – a community for digital skills development
• EntreComp for Circular and Green Economy – a community aligned to the European Commission commitments for a sustainable future
• EntreComp for Food Systems – a community for innovative food systems using EntreComp
• EntreComp for Women and Girls – a community not only for women and girls but also those actively working to promote opportunities for women and girls through EntreComp and entrepreneurship
• EntreComp for Social and Creative Industries – a community to integrate approaches for social and creative industries through EntreComp
• EntreComp for Champions – a community for members recognised through the EntreComp Champions scheme (Coming soon)

For more information, visit the Communities of Practice page.

The EntreComp Champions Series

The EntreComp Champions Series will recognise individuals and organisations working to develop entrepreneurial competences through use of the EntreComp Framework across different initiatives and levels. A jury of peers will select champions who will then be invited to participate in a special awards ceremony and become members of the EntreComp for Champions Community.

More details coming soon.

EntreComp Guide

The EntreComp Guide to Action for a Systemic Impact will be published in towards the end of the project, following workshop sessions to facilitate content development.

More details coming soon.

EVENTS

For more details about interesting events related to entrepreneurial education, visit the EntreComp Community Events Calendar.

PARTNERS

• PEEP
• All Digital
• EIT Raw Materials
• EIT Food
• Materahub
• Thinqi.

The post EntreComp appeared first on All Digital.

The AI4AL project aims to facilitate the mindful adoption of AI technologies in ALE. AI4AL will develop a methodology and a tool for direct involvement of adult educators in the process of adopting AI-based technologies. The project will also offer training to adult educators on the use of the AI4AL tool and the application of AI technologies in ALE.

You can follow the project news on LinkedIn and by subscribing to the AI4AL newsletter here.

BENEFITS

AI-based solutions offer several benefits for the ALE sector:

• AI puts the educators and learners in the centre of the adult learning and education process by offering better assessment of skills and making it possible to provide resources tailored to their needs.
• AI can help adult educators save time by automation of repetitive work and standardisation of results
• Educators can keep their teaching skills up to date hanks to new resources and training opportunities offered by AI

Furthermore, involvement of educators in the development and use of AI-based solutions for adult learning is key for the wide and effective use of AI in adult education.

OBJECTIVES

The project is based on three specific objectives:

• To develop an Engagement Kit for the direct involvement of educators in the process of adopting AI-based technologies in the ALE sector, both formal and non-formal. The kit contains a Methodological Guide and an Online Scenarios Repository.
• To develop “AI4AL”, a matching tool that uses AI technologies to link the assessment of the need for basic digital skills to the offer of micro-credentials to facilitate the construction of highly personalised training offers by adult educators.
• To train educators on the use of AI4AL and the application of AI technologies in the ALE sector through a self-paced learning path.

The project will  highlight the key role of teachers and educators in the development and use of assistive technology, demystifying the supposed threat posed by AI.  And finally, the project will also contribute to the digital transformation by testing and upscaling the use of AI in  skills assessment.

PARTNERS

The post AI4AL – ARTIFICIAL INTELLIGENCE 4 ADULT LEARNING appeared first on All Digital.

Objectives:

• Design a key soft skill model for the entrepreneurship and improvement of employability in various profiles and sectors, especially the technological-digital and STEM;
• Propose an innovative methodology for training and development soft skills using commercial video games data from players’ interaction;
• Demonstrate the developed soft skills’ model, video games methodology and intelligent software platform in target groups and assess their usefulness;
• Ensure both stakeholders and policymakers draw lessons for the decision making.

The post MEGASKILLS – MEthodology of Psycho-pedagogical, Big Data and Commercial Video GAmes procedures for the European SKILLS Agenda Implementation appeared first on All Digital.

The partners will work together to design, develop and implement a multi-level learning journey that aims at enhancing CVET capacities in supporting digital and social entrepreneurial skills targeting youth who aspire to become entrepreneurs, young entrepreneurs and early startups. By empowering them to use digital transformation tools and models in order to either expand and improve their operations, or to initiate a social enterprise.

This will be achieved by:

• Defining the future skills needs for social entrepreneurs in the digital era, aligned with the local unique Palestinian context.
• Upskill teachers/trainers and mentors on innovative tools, online teaching techniques and pedagogies, cutting-edge technologies and trends in digital social entrepreneurship.
• Promote the co-creation of a blended course on Digital Social Entrepreneurship. To be piloted with aspiring youth entrepreneurs and early startups. Empowering them to use digital transformation tools and models in order to either expand and improve their operations, or to initiate a social enterprise.

In addition to the website, the project also has a LinkedIn page.

The post EPISODE – Enhancing Palestinian Social and Digital Entrepreneurship appeared first on All Digital.

The project builds on DigComp. First launched by the European Commission in 2013. It has become a key reference tool for the development and understanding of digital skills in Europe and beyond. As well as a best practice of the development of competence frameworks.

The project wants to set up, test and evaluate a Hub providing the following integrated services to adult learning centres, in collaboration with other digital education stakeholders:

• DigComp Community of Practice (CoP) – builds on the existing DigComp CoP, managed by ALL DIGITAL. It offers its members the possibility to share and learn from others. Creating and stimulating synergies between different actors and sectors in the field of education and training.
• DigComp short-training and mentoring online programme – addressed to adult training providers (trainers and teachers) willing to adopt the Competence Framework in their activities.

The post DigCompHUB – Promoting the adoption of the European Digital Competence Framework for Citizens appeared first on All Digital.

In the DIGI-BREAKER vision, “comprehensive guidance and counselling are essential to  provide support in bringing people back to safe and inclusive learning or working environment (CEDEFOP, 2019).

DIGI-BREAKER proposes a multimedia toolkit that facilitates the access to relevant information for taking benefit from orientation services, and the tools that are supposed to improve the provision of services for skills and qualification, based on digital technologies. Moreover, the project aims to facilitate self-aware access to interactive job-related information, as well as new opportunities for learning, validation, and recognition of knowledge and competencies.

The project’s main target groups are:

1. Unemployed adults
2. Adult Education Providers/Employment Counsellors
3. Authorities and institutions

OBJECTIVES

DB+ will respond to the selected Adult Education priorities by:

•  supporting unemployed adults – those with low skills and qualifications – in entering new guidance and motivation pathways, built on an increase of their career management skills, thanks to the creation of a set of digital tools that will foster their self-awareness and understanding of what options they have for entering new learning or career opportunities.
• extending the competencies and tools of employment counsellors, career guidance, and adult education providers, providing them with new innovative digital solutions that could enrich the methods they use for supporting unemployed adults in finding new learning and job opportunities.

PARTNERS

• ALPHABET, Belgium – Coordinator
• FONDAZIONE MONDO DIGITALE, Italy
• ALL DIGITAL AISBL, Belgium
• IMOTEC, Lithuania
• IGITEGO, Sweden
• GLOBALNI BIBLIOTEKI – Bulgaria

The post DIGI-BREAKER PLUS – BREAKING BARRIERS AND BUILDING COMMUNITY FOR AN EFFECTIVE, SUSTAINABLE AND INCLUSIVE DIGITALIZATION OF ADULT GUIDANCE SERVICES. appeared first on All Digital.

Thus, the project tackled a specific and not yet fully covered area of digital literacy, i.e. visual media literacy, which influences how people learn, communicate and interpret reality. A typical feature of online communication in the digital age is the pre-eminence of visual over textual communication, which requires a deeper understanding, and the start of a new dialogue among qualified Higher Education institutions, and between the academy and society at large.

The project’s main target groups were:

• First and second-level HE students, and students of any level, were equipped with more sophisticated digital media literacy and fluency competencies.
• Professors and researchers shared analytical tools and piloted the implementation of the project in their universities.
• Academic staff
• Stakeholders in the field of Education, Training, Life-long Learning, VET

OBJECTIVES

1. Raise awareness of the role played by higher education in Europe to enable the fair and resilient digital transformation, tracking disinformation and bias in visual communication through education and training.
2. Increase the digital fluency and critical consciousness about visual media of European students and faculties, both within communication study communities and transversely across subjects, nourishing misinformation-resilient behaviours and providing them with the practical skills to detect image bias as well as stereotypes in visual artefacts.
3. Enable academic staff, senior management and communication staff at the universities to develop sustainable strategies for integrating visual media literacy at all levels of course offering

PROJECT OUTPUTS

• The Report on Visual Media Literacy in Europe, which critically integrates the challenges imposed by visual media illiteracy, the competences to be developed to support visual media literacy, and a set of tools that can be used to track misleading visual information.
• The Micro-learning course in critical visual media literacy and fluency is a 50-hour online course available in English, Greece and Italian. It aims at providing participants with a deep understanding of the significance of images in present societies. Through a series of four modules, learners develop the ability to detect images and recognize stereotypes in visual artefacts. They also learn to navigate the visual landscape, discerning the credibility of the pictures they come across in their daily lives.
• The scalability and transferability toolkit containing operational guidelines and recommendations for implementing a learning offer on visual media literacy in HE.

PARTNERS

CLIP brings together four partners from three countries (Italy, Belgium, and Greece) with vast ranges of complementary expertise in education, (digital) participation and network cooperation.

• UNIMED (Unione delle Università del Mediterraneo) – Coordinator, Italy
• IULM (Libera università di lingue e comunicazione), Italy
• ALL DIGITAL, Belgium
• HOU (Hellenic Open University), Greece

The post CLIP – CRITICAL VISUAL MEDIA LITERACY AND EMPOWERMENT appeared first on All Digital.

MAIN AIM

The main aim is to support and empower adult learning centres across Europe, in the provision of basic digital skills and competences, specifically the knowledge and understanding of key emerging digital technologies, such as AI and IoT, and related issues, such as data literacy, privacy and protection. Both the ADA Community of Practice and the training resources (including the MOOC and webinars) aim at supporting the implementation of a joint strategy to introduce peer learning activities, exchange of best practices and experiences at European level to facilitate learning centres and organisations in cooperating for digital transformation processes.

More specifically, ADA is aimed at achieving the following objectives:

• Upskilling adult educators working in the field of digital inclusion, through the provision of high-quality online training on key emerging digital technologies and related issues.
• Strengthening the capacity of adult-education organisations in informing and educating adult citizens on emerging digital technologies (opportunities and risks to be aware when interacting with services that use these technologies), through online formative and informative webinars, resources, tools, and recommendations.
• Promoting transnational cooperation and exchange through the nurture of a Community of Practice as main hub for digital competence stakeholders from all sectors to connect and share information on DigComp and digitalisation as well as engage with EU activities on these topics.

The ALL DIGITAL Academy is strongly linked with the objectives of the Digital Education Action Plan (DEAP). The Academy sits at the cross section of education, innovation and digital. It contributes to the DEAP Strategic Priority 1 “to foster a high-performing education ecosystem” by training educators and training staff in operating confidently and digitally competent when delivering training activities with their audiences. Through the proposed training activities, the Community of Practice and the capacity building activities, the project is also addressing DEAP Strategic Priority 2 “to enhance digital skills and competencies for the digital age”, by supporting the provision of basic digital skills and competencies, including a good knowledge and understanding of data-intensive technologies, such as AI and IoT.

TARGET AUDIENCE

The first target group is educators and trainers operating within adult learning centres and/or independently across Europe that are already and/or are willing to offer educational activities on emerging technologies and related topics.

The second target group is the staff of learning centres, especially managers and decision makers, and stakeholders, policy makers and change makers across Europe focused on emerging technologies education and digital transformation.

The secondary target is European adult citizens to whom educators and learning centres address their educational activities on emerging technologies.

Objective impact on beneficiaries

ADA expects at least 500 educators from at least 10 European countries registered in the MOOC, at least 100 educators completing it and at least 300 practitioners, educators, experts joining the CoP and at least 50 resources, including reports, OERs, self-assessment tools, best practices on the platform.

The consortium expects at least 100 organisations from at least 10 European countries joining to the at least 10 capacity-building webinars; at least 100 organisations interested in receiving the Toolkit on the readiness of introducing educational activities within the learning centre.

EXPECTED IMPACT

From the 15 deliverables (reports, content based and digital tools) planned, the expected impact in short-term for educators and trainers results from their upskilling on emerging technologies and related topics, with the immediate impact in them starting and/or increasing the educational offer for European adults (secondary target) on such topics.

For learning centres, the short-term impact results from the upskilling of their staff, internationalisation of their activities thanks to the networking opportunities within the ADA digital environment, the support received in implementing educational activities on emerging technologies adopting the DigiComp framework, the exchange of processes, formats, solutions and needs (in a problem-solving perspective) within the Community of Practice forward looking innovation and overall facilitating digital transformation at local, national and international level.

At long-term, ADA project has the aim of continuously providing training activities on several emerging technologies (expanding the ADA digital environment beyond AI and the IoT); being up to date on them thanks to the Community of Practice; supporting learning centres and territories in implementing and innovating in the education field for digital topics.

OUTPUTS

Educators and trainers will benefit from the educational outputs present in the ADA digital environment:

• Online training (MOOC and OERs).
• DigComp-based resources and tools (self-assessment tools; learning and teaching methodologies and contents; hadbook for trainers; best practices etc.).
• The Community of Practice (CoP) of practitioners and stakeholders to share practices and experiences in adult education and training.

PARTNERS

• ALL DIGITAL AISBL – Belgium, Coordinator
• UNIVERSITA DEGLI STUDI DI NAPOLI FEDERICO II – Italy
• HELLENIC OPEN UNIVERSITY – Greece

The post ALL DIGITAL ACADEMY (ADA) appeared first on All Digital.

The TRANSVAL-EU project addresses the complex issue of validation of transversal skills. On one hand, employers place an increasing importance on transversal skills. On the other hand, transversal skills are only an implicit part of the existing validation and guidance processes.

There is a need to make the validation processes of transversal skills acquired in non-formal and informal settings explicit and to embed the lessons learned in validation and guidance policies.

TRANSVAL-EU proposes to experiment innovative approaches for the validation of transversal skills acquired through non-formal and informal learning (VNFIL) in five pilot countries – Austria, Italy, Lithuania, Poland and Belgium.

TRANSVAL-EU addresses the insufficient knowledge and awareness of counsellors and practitioners on innovative VNFIL methods and transversal competences; the limited professionalization and experience of VNFIL staff in the field of validation of transversal competences. The project builds the capacity of practitioners and counsellors, as well as, when relevant, of other stakeholders on innovative VNFIL and transversal competences; and strengthen cross-sector cooperation between practitioners, policy-makers and other stakeholders in order to build coherent VNFIL systems.

TRANSVAL-EU intends to be one of the largest European policy experiments on VNFIL. The project has 16 partners from 7 countries. The project started on February 28, 2021, it will last 30 months and is funded by Erasmus+ KA3 Policy Reform – Policy Experimentations.

The project is currently in its second year of implementation.

So far, the partners have achieved the following outcomes:

• the European state-of-the-art report “Validation of transversal skills across Europe” was published in December 2021.
• Based on the report findings, a Database of Tools and Methods for the validation of transversal skills, including all the practices mapped during the research, was set up and is freely available for others to use.
• the Common Transversal Competence Framework encompassing 11 transversal competences and their descriptors was agreed by the partners.
• together with the Framework, the Guidance and Validation Practitioners’ Competence Profile defines the general transversal competences of guidance and validation practitioners, as well as competences specifically used for validating transversal skills.
• based on a selected number of best practices, a curriculum with 6 training units was developed, together with a Toolkit (a box of educational resources and materials).
• the European Training was carried out in Perugia in May 2022.
• National training sessions with validation and guidance practitioners in Austria and Italy took place in June, while training sessions in Poland, Belgium and Lithuania are being prepared for September 2022. This is the first part of the field trials where the training curriculum will be tested.

Expected outcomes after the national training sessions:

• • Project partners in each of the piloting countries will test the tools with end users by the end of 2022. This is the second part of the field trials.
  • The final activity in TRANSVAL-EU is the translation and implementation of the project results, if positive, into the practice and policies in the field trial partner countries.

PARTNERS

1. Federal Ministry of Education, Science and Research through Austria´s Agency for Education and Internationalisation, Austria – Coordinator
2. Consortium for the validation of competences (CVDC), Belgium
3. Qualifications and Vocational Education and Training Development Centre (KPMPC), Lithuania
4. Regional Agency for Active Labour Policies of Umbria (ARPAL), Italy
5. Lifelong Learning Platform (LLLP), Belgium
6. European Institute of Education and Social Policy (EIESP), France
7. Educational Research Institute (IBE), Poland
8. 3s research laboratory (3s), Austria
9. Vrije Universiteit Brussel (VUB), Belgium
10. Nordic Network for Adult Learning (NVL), Denmark
11. Lithuanian education and science trade union (LESTU), Lithuania
12. ALL DIGITAL, Belgium
13. FORMA.Azione, Italy
14. Pluriversum, Italy
15. Chamber of Labour for Salzburg (AK), Austria
16. Austrian Institute for Vocational Education Research (öibf), Austria

The post TRANSVAL-EU – Validation of transversal skills across Europe appeared first on All Digital.

To this end, ACTIon adapted good practices that utilise offline and online training models and tools – the Popular Opinion Leader (POL) and online participation and education tools (OPIN platform and F.I.R.E. – From Idea to Reality and Execution). Based on these good practices, two training programmes were developed:

• • • • MOLA – Model for Opinion Leaders’ Online Activation
      • DigiPAC – Digital Participation and Active Citizenship

     

Both programmes have their distinct features. MOLA was designed to be implemented over a period of 5 months, while DigPAC is a three-module programme that can be carried out over a span of 3 days – 1 day for each module. The timeframe for both programmes can be adapted to the demands of each learning environment.

The project is currently in its piloting these in formal and non-formal, community-based education settings in four partner countries – Bulgaria, Germany, Greece and North Macedonia.

The project’s main target groups are adolescents and young people (aged 14-25), youth activists, volunteers and informal peer leaders in non-formal education and community settings like youth organisations and community education centres.

ACTIon brings together six partners from five countries (Belgium, Bulgaria, Germany, Greece, North Macedonia) with vast ranges of complementary expertise in education, (digital) participation, and network cooperation.

OBJECTIVES

• To enhance the acquisition of social and civic competences, fostering knowledge, understanding, and ownership of values and fundamental rights.
• To foster digital skills and competences of digitally excluded groups (migrants and young people from disadvantaged backgrounds)
• To enhance critical thinking and media literacy among learners, parents, and educational staff.

The benchmark of the approach is highly innovative: participatory engagement of adolescents and young people from socially underprivileged regions, ethnic minority/Roma youth and young migrants/refugees that experience the greatest barriers in terms of social inclusion in the fields of health and general education, the labour market and public life.

The project’s immediate beneficiaries will be roughly 100-120 young leaders trained as role models during the piloting phase, 50-60 of which according the Popular Opinion Leader (POL) model. The trained POLs will have the capacity to reach a further 300 to 500 community peers from their immediate social environment and networks. Around 120 youth activists are expected to become engaged with education e-participation projects through the online tool and digital application (app).

The expected impact is that active and deliberate digital youth participation will help strengthen the resources of young disadvantaged learners, newly-coming migrants and Roma/ethnic minority communities, empowering them to engage in pro-active social (online) participation through self-organised piloting projects with the digital tool. Ultimately, the results of this project will inform practice-driven policy recommendations, targeted at a European level to support policy advocacy for social inclusion through (digital) citizenship education.

OUTPUTS

• • Desk research and analysis of the theoretical framework and existing educational offers and approaches.
  • Modular curriculum with two training programmes covering civic education, digital skills, media and health literacy
  • Piloting, assessment and re-adjustment of the good practice models in Bulgaria, Germany, Greece, and North Macedonia with case studies from effective piloting (Expected publication date: July-August 2023)
  • Evaluation Report: Executive summary with policy factsheet outlining the innovative value and impact potential of ACTIon models (Expected publication date: October-November 2023).

PARTNERS

• Nexus Institute for Cooperation Management and Interdisciplinary Research e.V, (nexus), Germany – Coordinator
• Health and Social Development Foundation (HESED), Bulgaria
• Open Space Foundation (OSF), Bulgaria
• ALL DIGITAL, Belgium
• Action Synergy S.A., Greece
• Coalition of Youth Organizations (SEGA), North Macedonia

The post ACTIon – Promoting active citizenship through civic education and active online participation of youth role models appeared first on All Digital.

Digital technologies have changed the way we see and understand the world, especially for young people. Their perception and interactions have been shaped by audiovisual contents and the dynamics of the virtual dimension. Generation Z are the so-called “digital natives” – young people who grew up in the digital age. But even though they are in constant contact with technology and have access to an unlimited amount of information, they sometimes lack the abilities to analyse and evaluate the veracity of the messages they receive from the media.

In order to enhance their media literacy skills and provide them with the tools they need to understand the world they live in, to cultivate students’ critical thinking and help them understand the responsibility and the power of their voice, seven partners from Belgium, Croatia, Greece, Italy, Lithuania, and Spain have joined forces in the CrAL project. Their goal is to enhance critical thinking and media literacy among learners, parents and educational staff.

The project scales up the good practice “Creative audiovisual writing and reading”, developed and already tested in Italy, to five different education systems and contexts in Croatia, Greece, Italy, Lithuania, and Spain. In the words of Annio Gioacchino Stasi, Italian film director and educator, and author of the good practice, “the methodology is trying to show the link between images and words. We see the effects of the images that confuse, lie, destroy, and unfortunately, at times convince”. CrAL aims to create an audiovisual literacy programme that is not a training in marketing but fosters critical and out-of-the box thinking.

CrAL addresses young people (14-19 years old) by involving them in reinterpreting and producing audiovisual content. Secondary school teachers and trainers working in non-formal environments will be trained how to educate their students in creative audiovisual reading, writing and production. Parents and members of the community will also be involved as active protagonists in order to maximise CrAL’s impact on a local, national and European level.

Specific objectives of the project are:

• To provide school teachers and trainers with the necessary knowledge and skills on audiovisual education and the “Creative audiovisual writing and reading” methodology via a blended course with online video lessons accessible via the CrAL online platform complemented by f2f workshops organised by partner organisations in each country.
• To empower students (aged 14-19) in the critical reinterpretation and production of audiovisual content, promoting the acquisition of critical thinking and media literacy competences and skills

What have we done so far?

• We have designed an innovative training path for teachers and trainers;
• We have produced the training course with multilingual and multimedia educational contents for teachers (video lessons and EduPacks);
• We have trained 23 tutors in the transnational training;
• We have set up the CrAL online platform;
• We have developed a project leaflet with more info about the project.
• We organised a pilot of “Creative audiovisual writing and reading” methodology in five European countries through 1. a blended course for teachers and 2. workshops with students led by the teachers and supported by our tutors. This led to the production of audiovisual content (films) by young people.
  • 60 teachers were trained in a 5-week blended course starting from September 2022 (expected: Sep-Dec 2022);
  • 250 students (50 per partner) were involved in the creation of audiovisual contents following the course for teachers (expected: Jan-Jun 2023).

What’s next?

• We are currently working on creation of the international Community of Practice on the CrAL online platform to exploit the results and maximise the impact of the project. In addition to the online course for teachers, the platform will contain all audiovisual products developed during the pilot experimentation (expected: Sep 2022-Dec 2023).
• We will produce policy recommendations on the use of audiovisual contents for inclusive education (expected: Nov-Dec 2023).

PROJECT PARTNERS

• ALL DIGITAL, Belgium – Coordinator
• EGInA, Italy
• Istituto Centrale per I Beni Sonori e Audiovisivi (ICBSA), Italy
• Universitat Autònoma de Barcelona (UAB), Spain
• Hellenic Open University (HOU), Greece
• Centre of Technical Culture Rijeka (CTC Rijeka), Croatia
• Association Langas į ateitį (LIA), Lithuania

The post CrAL – Creative Audiovisual Lab for the promotion of critical thinking and media literacy appeared first on All Digital.

Facebook: @equalseu
Twitter: @Equals_EU
Instagram: @equalseu
LinkedIn: /company/equals-eu/
YouTube: Equals-EU Regional Partnership

The EU’s Gender Equality Strategy 2020-2025 calls for a Europe where women and men, girls and boys, are equal, where diversity is a recognized asset to the economy and society, and where women have equal opportunities to participate and thrive in society. The EU has committed to improving the structural inequality between men and women, and empowering and promoting the social, economic and political inclusion of women and girls and EQUALS-EU project aims at contributing to this challenging agenda.

EQUALS-EU project aims to promote gender equity in social innovation by:

1. Building capacity through multilateral partnerships that strengthen existing and formalize new networks for social innovation and entrepreneurship.
2. Creating smart, sustainable, and inclusive social innovation ecosystems in local communities and cities in Europe and in non-European countries in the Global North and South.

These aims are complemented by the following specific objectives:

• Develop hands-on activities through interdisciplinary, inter-sectoral, innovation camps and hackathons focused on digital inclusion and with a specific focus on sustainable gender equity practices.
• Hold high-level seminars in conjunction with existing flagship initiatives at the UN and EU, including the World Summit on the Information Society, Generation Equality Forum, Women in Digital, Girls in ICT Days, and European Development Days.
• Conduct a combination of online and face-to-face mentoring, training, and lifelong learning programmes and courses focused on business and professional development and hosted by successful social entrepreneurs, advocates, and experts, including both men and women.
• Co-innovate and implement gender-inclusive policy and business development tools in conjunction with stakeholders in the public, private, and civil society sectors.
• Increase entrepreneurial competences through international academic cooperation including the development of joint international summer school, digital learning materials and tools that promote research collaboration, student mobility, and work placements.
• Inspire the next generation of innovators by elevating a new group of leaders, role models, and advocates for gender equity in social innovation and entrepreneurship.

In pursuit of these objectives, EQUALS-EU is structured around an ambitious work programme based on six work packages:

• WP1: Appraise Gender Equity Social Innovation Ecosystems (led by Swedish Program for ICT in Developing Regions)
• WP2: Create New Solutions for Gender Equity and Digital Inclusion (lead by Missions Publiques)
• WP3: Transform Gender Inequity into Sustainable Social Impact (lead by Global Universal Design Commission Europe)
• WP4: Exchange Knowledge and Transfer Technology for Gender Equity (lead by GSM Association)
• WP5: Communication, Dissemination, and Exploitation (lead by ALL DIGITAL)
• WP6: Management and Coordination (lead by OSLOMET)

The full scope of EQUALS-EU network activities covers 29 EU Members States and Associated Countries and 9 non-European countries in both the Global North and Global South.

CONSORTIUM

EQUALS-EU represents a Consortium of 19 organisations from 15 EU Member States (MS) and Associated Countries (AC). EQUALS-EU benefits from two non-European Consortium members from the Global North and Global South, which provides a rare opportunity for the exchange of knowledge and good practices and the transfer of technology and innovations.

Members of the Consortium:

• OSLOMET – Storbyuniversitetet (OsloMet), Norway – Coordinator
• Swedish Program for ICT in Developing Regions) (SPIDER), Sweden
• Missions Publiques (MP), France
• Global Universal Design Commission Europe (GUDC-EU), Norway
• GSM Association (GSMA), United Kingdom
• ALL DIGITAL, Belgium
• Kharkiv National University of Internal Affairs (KhNUIA), Ukraine
• Fondation Pour L Institut De Hautes Etudes Internationales Et Du Developpement (IHEID), Switzerland
• Latvijas Zinatnu Akademijas Ekonomikas Instituts Sia (IE LAS), Latvia
• Universitat de Valenci (UVEG), Spain
• Klinikum Der Universitaet Zu Koeln (UHC), Germany
• Middle East Technical University (METU), Turkey
• University of Haifa (UH), Israel
• BLITAB Technology GmbH (BLITAB), Austria
• Havelsan Hava Elektronik Sanayi Ve Ticaret (HS), Turkey
• Kentro Merimnas Oikogeneias Kai Paidiou (KMOP), Greece
• Centre for Science and Innovation (INTERSECTION), Serbia
• United Nations University (UNU-IIST), Japan
• Korea Advanced Institute of Science and Technology (KAIST), Korea

The post EQUALS-EU: Europe’s Regional Partnership for Gender Equality in the Digital Age appeared first on All Digital.

THREE-D-Print project provided support for the educational and training challenges related to equipping the future workforce with relevant and needed skills to participate in the 3D printing revolution. The key focus was on providing an entry-level, easily accessible course that could motivate adults with fewer qualifications.

In THREE-D-Print we saw the (introductory) knowledge and (basic) use of 3D printing as a tool that can motivate, enable and empower adult learners. In terms of motivation and inspiration, it allows the user/learner to experience a rapid and easy materialization of the envisioned objects, it enables the production of parts that can be used in robotics training and ultimately empowers the user to master the skills that will be relevant and needed in the field of New Age Technologies. Finally, it can be used to foster creativity, innovation, experimentation and a DIY maker mentality that can be usefully employed in an entrepreneurial as well as an industrial setting.

Project partners have developed a 3D Printing Toolkit, which includes 3 main aspects:

1. INTRODUCTION TO 3D PRINTING: The Partnership has produced a guide on how to introduce 3D printing in adult education e.g. type of equipment required, 3D printers ‘best buys’, how to virtual 3D modelling in a PC and how to export the models to the 3D printer how to maintain the equipment, where to buy the materials etc. Published in March 2021.
2. TEACHING MATERIALS FOR TRAINERS: The Partnership has created a training programme on 3D printing for trainers, in order to provide them with the needed knowledge tools to develop a teaching programme on 3D printing in adult education. Published in January 2022.
3. PRACTICAL TOOLKIT FOR TEACHERS ON 3D-PRINTING: The Partnership has developed a teaching pack to enable adult educators to learn more about 3D printing and provide course materials for their adult students e.g. assignments, quizzes, general learning materials. Published in July 2022.

This was an important opportunity to give adult learners the expertise and competencies needed for societal development and individual development. We anticipate that over 1,000 institutions and adults can benefit from the outcomes of the project.

PROJECT PARTNERS

• EU15, United Kingdom – Coordinator
• ALL DIGITAL, Belgium
• I. P. CITIZENS IN POWER, Cyprus
• CEPROF, Portugal
• Polo Europeo della Conoscenza – IC Bosco Chiesanuova, Italy

The post THREE-D-PRINT appeared first on All Digital.

AMeLiE addresses the issue of online hate speech, a topic that is increasingly discussed in public debate. The aim of the project is to train teachers and representatives of school communities (school managers, digital facilitators, but also parents) on the specific methodology of addressing online hate speech in the classroom. The methodology goes a step further in the direction of “digital citizenship”, in line with the next Digital Education Action Plan and the Digital Decade, going beyond basic computer skills and focusing on advanced media literacy skills for those in educational roles.

The project offers an innovative approach and provides tools involving the whole educational community, in order to reach not only teachers, but also families, who need to be involved in the process of awareness of these issues and then transmit to “digital natives” that the Internet is not a reality separated from the world (Bookmarks: A manual for combating hate speech online through human rights education, Council of Europe).

The project is based on three Intellectual Outputs:

• • a blended training course for teachers including ca. 40 worksheets available upon registration on the Online Platform;
  • a Virtual Network of schools hosted on the online platform which currently has 240+ members (teachers, trainers) and is growing every day. The Virtual Network was initiated through Coaching Circles with selected teachers  and the activities culminated with the competition for School awareness-raising campaigns “Kind Speech Day” available under “School campaigns” on the online platform.
  • Policy Recommendations for policy makers and educational institutions (expected date: December 2022).

Completed activities

AMeLiE is structured on a three-level training (partner trainers -> initial teachers and representatives of the schools involved -> more teachers involved through a peer-learning path). In particular:

• • in November 2021, 12 trainers with different backgrounds, but above all experts in media literacy of the partner organisations were trained on the specific methodology of AMeLiE and on innovative techniques for training and teaching;
  • in the second phase, a core group of 25 teachers from the associated partners schools tested the methodology and used the worksheets in their classroom;
  • in the third phase, teachers invited their colleagues or people from the school community, thus reaching more than 240 people who are now part of the “Virtual Network” of schools against online hate-speech and can use the worksheets.
  • Kind speech day competition – interested schools organised Kind speech day communication campaigns, which are now being evaluated by an international July and will be awarded at an award ceremony in Prague on 29th September 2022.
  • International workshop in Prague on 28-29th September 2022.
  • Policy recommendations gathering the experience from piloting the AMeLiE methodology in pilot countries and drawing conclusions for improving policy and practice on addressing online hate speech and improving media literacy.

In addition to the partner countries (Italy, Greece, Romania and Germany), ALL DIGITAL, through its pan-European network of digital competence centres, has directly involved trainers and teachers from Serbia and Bulgaria, thus, reaching two more countries beyond the project.

The project, offering innovative pedagogical tools and approaches, intervenes at transnational level in the professional development of teachers, creating the conditions for promoting correct, aware and responsible behaviour in the virtual world. Because “Virtual is real” (from the Manifesto of Parole Ostili).

PARTNERS

• European Grants International Academy (EGInA), Italy – Coordinator
• ALL DIGITAL, Belgium
• Fundatia EOS – Educating for an Open Society, Romania
• Hellenic Open University (HOU), Greece
• Stiftung Digitale Chancen (SDG), Germany
• Parole Ostili, Italy

The post AMeLiE – Advanced Media Literacy Education to Counter Online Hate-Speech appeared first on All Digital.

Facebook:  @RayuelaH2020
Twitter: @rayuela_h2020
LinkedIn: @rayuela-h2020

Cybersecurity is one of the Commission’s priorities in its response to the Coronavirus crisis, with a constant increase of cyberattacks and different types of risks within the digital environment. RAYUELA project addresses this sensitive issue, offering a research-based response aligned with the key objectives of the Commission’s Research and Innovation framework programmes, focusing on young audiences.

RAYUELA brings together Law Enforcement Agencies, sociologists, psychologists, anthropologists, legal experts, computer scientists and engineers to develop innovative methodologies for enhanced cybersecurity. The stakeholders involved are achieving a better understanding of the factors affecting online behaviour related to cyber-criminality aiming at raising the awareness of young adults on toxic behaviours they might encounter online.

RAYUELA’s main goal is to better understand the drivers and human factors affecting cyber-criminality, thus empowering and educating young target groups to a more conscious and aware use of the Internet through gaming, in a preventive and mitigating action to reduce cybercriminal behaviour.

RAYUELA is focused on cybercrimes that are prevalent among young target groups:

• Online grooming: being harassed by adults who may take advantage of their vulnerability aiming at sex abuse, online distribution and/or live-streaming of child sex materials.
• Cyberbullying: young people turning into offenders who spread fake and/or personal information, photos to threaten and blackmail classmates.
• Human trafficking: digital communication technologies are widely used for trafficking for sexual exploitation.

The work plan includes some key activities:

• Building a knowledge base on cybercrime drivers for children and young adults.
• Technology assessment and IT threat.
• Development of an interactive story-based videogame.
• Implementation of pilot studies to collect and monitor data on users’ behaviour and online activity through gaming.
• Data analysis to identify patterns for profiling and analysis of online habits of potential young victims and offenders.
• Capacity building for cybercrime prevention and awareness: communication and dissemination actions to facilitate the prevention of cybercrime and foster awareness among young target groups.

The project will be implemented by 17 partners from nine European countries: Spain, Belgium, Slovakia, Estonia, Portugal, UK, Latvia, Greece, and Germany.

ALL DIGITAL will support the delivery of the project dissemination strategy and exploitation activities at the EU level, through its international channels, networks and partnerships.

Take part in the raising awareness campaign following the project on social media channels.

PARTNERS

1. Universidad Pontificia Comillas (Spain) – Coordinator
2. Universidad Politécnica De Madrid (Spain)
3. Tecnalia Fundation Research and Innovation (Spain)
4. TIMELEX SCRL (Belgium)
5. Bratislava Policy Institute (Slovakia)
6. University of Tartu (Estonia)
7. Polícia Judiciária (Portugal)
8. Policía Local de Valencia (Spain)
9. Police Service of Northern Ireland (UK)
10. Ghent University (Belgium)
11. Tilde Sia (Latvia)
12. Ellinogermaniki Agogi Scholi Panagea Savva (Greece)
13. UC LIMBURG (Belgium)
14. ALL DIGITAL (Belgium)
15. Zabala Innovation Consulting S.A. (Spain)
16. Police and Border Guard Board (Estonia)
17. NEC Laboratories Europe Gmbh (Germany).

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under Grant Agreement No. 882828.

The post RAYUELA: Empowering young people on cybercrime threats through playing appeared first on All Digital.

During piloting, 140 care-givers will take part in the program and improve their skills. After the training that is based on the project’s curriculum, care-givers will have at their disposal a Toolbox with exercises and a Handbook with methodologies that will help them assist their beneficiaries (end users of the project), the seniors, to create their own stories and recreate them by working together through the techniques of artistic means. The training materials (Curriculum, Toolbox and Handbook) were finalised and tested by the partner trainers in May 2022, and are now being translated into partner languages while the partners are running the training sessions with the care givers.

OBJECTIVES

• • To develop an educational material for the care-givers on how to support the elderly people they work to overcome the barrier of age and the feeling of being unnecessary and, help them in handling responsibilities. The methodology has storytelling as its base, and uses the stories as the core material which is translated into a variety of artistic forms, such as performing arts (dance/video dance, theatre/documentary theatre) visual arts (digital narration, stop motion video) and creative writing (e-book). Digital tools underpin the creative process, so that the elderly people acquire essential digital skills while creating and having fun.
  • To provide seniors with the opportunity to take over high-responsibility positions by being part of a working team, that will help them regain the feeling of being part of social activities.

TARGET GROUPS

• • Care-givers working with seniors (professionals);
  • Institutions and services working with seniors (VET organizations, counsellors, etc.);
  • Communities.

OUTPUTS

• • Focus Groups’ methodology guide for identifying needs, artistic potential and preferences.
  • Curriculum for care-givers working with storytelling techniques (expected date: November 2022).
  • Toolbox with educational exercises (expected date: November 2022).
  • Handbook with the theory and methodologies behind the techniques and the exercises (expected date: November 2022).
  • An open online platform with the handbook, the toolbox and all the IT & cultural products (expected date: November 2022).
  • Recommendations for policy makers and training providers (expected date: November 2022).

PARTNERS

• • University of Peloponnese (UOP), Greece – Coordinator
  • ALL DIGITAL, Belgium
  • IASIS, Greece
  • EDRA – Kinonikes Sineteristikes Drastiriotitesefpathon Omadon, Greece
  • IRIPS – Institut Régional d’Insertion Professionnelle et Sociale, France
  • AEVA – Associacao Para A Educacao Evalorizacao Da Regiao De Aveiro, Portugal
  • CSI – Center For Social Innovation Ltd, Cyprus
  • Asociación La Bien Pagá Espacio Escénico, Spain

The post ReStory: ReWrite Your Story appeared first on All Digital.

The #hackAD project fostered digital skills and competences of young people from disadvantaged background by implementing collaborative educational activities based on the Social Hackademy co-creation methodology.

The project aimed to empower young people (age 16-29) from disadvantaged backgrounds by helping them acquire and develop digital skills to find digital solutions to social challenges and improving trainers’ capacity to foster digital skills of youth at risk of social and digital exclusion. This was done through the setting up of Social Hackademy Labs and the organisation of Social Hackathons in four European countries: Croatia, France, Greece, and Italy.

The project focused on digital co-creation, technology and education for empowerment and social mobility of disadvantaged young people, through the scaling up of the Social Hackathon Umbria (SHU), a good practice implemented at local level by project partner EGInA since 2016.

The #hackAD project was implemented by partners from five European countries (Belgium, Italy, Greece, Croatia and France) and produced the following key results:

1. Social Hackademy methodology addressed to teachers and youth workers
2. Trainers Handbook for the implementation of Social Hackademy Methodology
3. Course outlines on Native Mobile App Development, Web Design, and Visual and Graphic Design
4. Social Hackademy Online Platform featuring the online training services and tools
5. At least 19 trainers working in the field of digital skills with young people trained in the Social Hackademy Methodology
6. Social Hackademy Labs established in Italy, Greece, France, and Croatia through multi-stakeholder local and national partnerships
7. At least 272 young people aged 16-29, most of which from disadvantaged background, trained in at least one of the three courses (Native Mobile App Development, Web Design or Graphic design).
8. Social hackathons organised in four project countries involving young people and multidisciplinary teams using a co-creation methodology
9. 18 digital solutions to local challenges matched to the Sustainable development goals developed by the co-creation teams during the hackathons

PARTNERS

• ALL DIGITAL, Belgium – Coordinator
• European Grants International Academy (EGInA), Italy
• Hellenic Open University (HOU), Greece
• Centre for Technical Culture Rijeka (CTC), Croatia
• Public Libraries 2030 (PL2030), Belgium
• Simplon.co France

The post Social Hackademy #HackAD appeared first on All Digital.

Twitter:  @STEAMonEdu

Follow the project news by using the hashtag #STEAMonEdu

The STEAMonEdu project aimed to increase the adoption and impact of STE(A)M education by investing in the community of practice and the professional development of educators.

The approach of the project was to nominate educators as the pillars of implementation of STE(A)M education policies and support their professional development through the developed blended training programme and their participation in a community of practice. The training programme and the exchange of experience, collaboration and creative work of the community were supported by an online peer learning and crowdsourcing platform.

As a result of research conducted by the consortium, the STE(A)M education framework, Educators’ profile and Self-Assessment STEAM have been developed, including competencies, policies, methodologies, learning objects, etc.

These findings have the core elements of the design of the training curriculum for STE(A)M educators, addressing the overall training programme: the MOOC “STE(A)M education for educators: Design, orchestration and implementation of STE(A)M education” and the blended training. The MOOC is available to everyone interested in the topic, and more than 500 people have already enrolled. Also, 50 MOOC graduates have been selected for the blended training to focus their attention on the production of learning activities templates, STE(A)M education projects and policies to strengthen their competencies in adopting and further developing and promoting STE(A)M education at both local and national level.

The project has been piloted in Germany, Greece, Italy, Romania, and Spain.

The overall project has adopted a bottom-up participatory approach when delivering:

• The online community of educators, collecting good practices and STE(A)M education policies.
• The STE(A)M education framework, including the body of knowledge, template curricula and learning activities, with a focus on diversity.
• The STE(A)M competence framework, detailing the competencies needed to design and implement STE(A)M education activities (STEAMComp will specialize Digital Competence Framework for Educators – DigCompEdu with STE(A)M-specific competencies).
• The ST(E)AM educator profile, designed on the principles of ESCO (European multilingual classification of Skills, Competences, Qualifications and Occupations).
• The training programme, targeted STE(A)M educators and delivered online on a MOOC (with OERs contents) and blended training.
• The guide of STE(A)M educational good practices.
• The guide on STE(A)M Education policies.
• The STE(A)M policy influence toolkit.
• The guide for STE(A)M education policy makers (Policy recommendations).
• The STE(A)M readiness self-assessment online tool for educational organisations that implement STE(A)M education policies based on SELFIE.

ALL DIGITAL was the lead partner of the project dissemination & exploitation activities. It also contributed to the “Establishment of European community of STE(A)M educators” through the collection and analysis of best practices and the analysis of national STE(A)M education policies and educators’ needs in Europe.

PARTNERS

1. DAISSy Research Group Computer Technology Institute and Press “Diophantus” (CTI) – Greece, Coordinator
2. ALL DIGITAL– Belgium
3. Stati Generali dell’Innovazione (SGI)– Italy
4. Helliwood, 21st Century Competence Centre – Germany
5. EOS Foundation– Romania
6. Colectic –Spain
7. Regional Directorate of Primary and Secondary Education of Western Greece/Ministry of Education Lifelong Learning and Religious Affairs – Greece

The post STEAMonEdu – Competence development of STE(A)M educators through online tools and communities appeared first on All Digital.

DocEnhance aims to enhance transferable skills intelligence and integration into PhD programmes by:

1. Involving the non-academic sector in developing a more employment and innovation-oriented curriculum for PhD programmes;
2. Facilitating work-based learning and business-education partnerships through developing PhD courses;
3. Tracking of PhD graduate career paths.

The major outputs of the project:

• a recommended transferable skills curriculum for PhD programmes;
• a novel course concept and material;
• an open-access career tracking survey.

The project is focused on transferable skills, considered key skills to facilitate young researchers and recent doctorates to being employed in any field of interest. All project outputs are freely available as Open Educational Resources through the DocEnhance Platform that includes the training materials, the community of researchers and provides a networking digital environment to foster the community beyond the project lifetime.

DocEnhance builds on a large, diverse and experienced consortium, several existing EU-projects and other initiatives to achieve these ambitious goals. The Advisory Board and the Industry Reference Group represent the major stakeholders and end-users of the project outputs, and their involvement is ensured through a co-creation approach that includes project evaluation and validation events.

PARTNERS

1. The Arctic University of Norway, Norway – Coordinator
2. ALL DIGITAL, Belgium
3. University of Chemistry and Technology Prague, Czech Republic
4. Tampere University, Finland
5. European Science Foundation, France
6. Tree of Science SAS, France
7. Technical University of Munich, Germany
8. University of Ghana, Ghana
9. Aristotle University of Thessaloniki, Greece
10. European University Foundation, Luxembourg
11. Maastricht University, Netherlands
12. Confederation of Norwegian Enterprise, Norway
13. NOVA University of Lisbon, Portugal
14. Matej Bel University in Banská Bystrica, Slovakia
15. Fundación Universidad-Empresa, Spain
16. University of Alcalá, Spain
17. Karlstad University, Sweden
18. InnoExc, Switzerland
19. The Aduah.es/enecco Group, Switzerland

The post DocEnhance – Broadening PhD expertise through transferable skills appeared first on All Digital.

Follow the project news by using the hashtag #DigitalBiblio

The Biblio (Boosting digital skills and competences for librarians in Europe) Project is funded through Erasmus+ KA2: Cooperation for innovation and the exchange of good practices – Sector Skills Alliances.

The project addresses the skills gap in the library sector due to digital transformation that is changing the role of libraries and library professionals. The project targets library professionals and unemployed people in the library sector by enabling them to offer innovative services for users.  It facilitates the acquisition of digital and transversal skills for library professionals by setting up a system for skills assessment, learning offer, validation, and recognition.

PROJECT OBJECTIVES

• To identify the existing and emerging skills needs for the library sector, mapping them to EQF and NQFs feeding these findings into the European Skills Panorama;
• To identify the Europe-wide emerging job profiles in the library sector of the 21st century;
• To support the development of highly skilled, qualified and mobile workforce in the sector, addressing the mismatch between formal education and labor market;
• To develop a European VET curriculum that can be adapted to national needs;
• To support the recognition of the new VET qualification at EU level, promoting quality assurance of VET curricula using EQAVET system;
• To promote work-based learning and intergenerational learning in VET.

WHAT HAS BEEN DONE?

The project started with analysing the training needs and offers in the library sector. On this basis, partners identified two emerging job role profiles – Community Engagement and Communication Officer and Digital Transformation Facilitator. For each profile, a modular VET curriculum addressing EQF Level Five was designed, applying a VET methodology based on learning outcomes and on the blended learning principles. The curricula is based on a set of digital OERs (Open Educational Resources) supporting the acquisition of 40+ digital and transversal competences.

Based on the identified training contents, the partners developed:

1) A MOOC addressed to European library professionals which ran during 8 weeks in October-November, releasing 3-4 modules per week and including a weekly webinar to complement the content of the OERs and online learning platform. The course was a great success and involved 1200+ registered users!
2) A Specialization Training course (240 hrs total; 25 trainees per country), including: face-to-face (20 hrs/5 days), online learning (160 hrs), project-based learning (40 hrs) and work-based learning (165 hrs) phases.
Specialisation course – full course description – DIGY English
Specialisation course – full course description – CECO English

The project is currently in the phase of running the Specialisation course and participants are started their work-based learning. The course is scheduled to end in December 2022.

• • Training is delivered via an online platform that stimulates sharing and exchange of knowledge, experiences and best practices. The training has 38 modules:
    • 18 modules for transversal competences (communication, entrepreneurship – mapped to EntreComp, leadership, etc.)
    • 20 modules for digital skills mapped to DigComp related to application design and development, electronic resource management, data access, blockchains, text and data mining, ICT quality strategy developments, etc.
  • Work-based learning is based on the principle of inter-generational learning.
  • European instruments are applied: EQF – European qualifications framework, ECVET – European credit system for vocational education and training, and EQAVET – the European Quality Assurance in Vocational Education and Training.

The training programme is being tested in four piloting countries: Bulgaria, Greece, Italy, and Latvia.

RESULTS

1. Reports on skills gap in the library sector and on job role profiles
2. Methodology and Training Toolkit
3. VET Curricula – CECO and DIGY
4. Standards
5. MOOC and Blended training course
6. Online platform
7. National sector skills alliances, including learners, libraries, VET organisations and other stakeholders
8. Dissemination materials
   1. MOOC trailer
   2. Specialisation course promotion – CECO and DIGY
9. Communities of practice
10. Policy recommendations addressed to policy makers, VET providers, libraries and other key stakeholders which summarise the experience from implementing the project and provide policy recommendations for its adoption in different contexts. (expected March-April 2023).

PARTNERS

1. University of Bari Aldo Moro (UNIBA), Italy – Coordinator
2. The Central Institute for the Union Catalogue of Italian Libraries and Bibliographic Information (ICCU), Italy
3. European Grants International Academy (EGInA), Italy
4. Center for vocational training at University of Library Studies and Information Technologies (ULSIT), Bulgaria
5. Global Libraries – Bulgaria Foundation (GLBF), Bulgaria
6. SIA DMG – Data Media Group, Latvia
7. Culture Information Systems Centre (KISC), Latvia
8. Hellenic Open University (HOU), Greece
9. ALL DIGITAL, Belgium
10. Public Libraries 2030 (PL2030), Belgium

The post BIBLIO – Boosting digital skills and competences for librarians in Europe appeared first on All Digital.

The DREAMS project aimed at fostering the social, civic and intercultural competences of Roma parents through digital education in order to promote their social inclusion and tackle discrimination in schools, segregation, racism, bullying or violence.

The idea was to strengthen the collaboration between schools and families to help Roma parents understand the problems their children face in schools, to learn and talk about their rights as parents in the school, to be listened and involved in school activities.

This was achieved through digital storytelling technique with low-skilled Roma parents. Digital storytelling was used to highlight a societal problem, the drop out of Roma children from schools, discrimination, segregation, lack of opportunities. Digital stories aimed to create empathy from the educational environment towards Roma children and will be calls for action to think about changes and pathways that help resolve these problems.

During the project, in each country involved, Roma parents learnt about how to tell and edit digital personal narratives based on a personal life experience as a digital illustration.

The project was based on exchange of adult education methodologies of involved countries. DREAMS was implemented in Romania, Bulgaria, and Belgium.

The Main activities were:

1. Training of trainers in February 2020
2. First pilot: the learners told story about the school issues of their children
3. Local events to show the stories – at least 10 for each country – to peers and family members. Some of them were affected due to the restrictions of COVID-19.
4. Digital stories were disseminated in social media and website
5. Meetings with the schools showing them the stories, with the possible involvement of the storytellers
6. Second pilot: Roma parents came together to evaluate the whole process making a digital story, with the possible involvement of teachers
7. A methodology was developed and elaborated into a toolkit for social workers, teachers and participants of the educational system
8. The toolkit is disseminated and discussed with interested social workers at four webinars
9. A final was planned to present and discuss the methodology and tools used in this process, however, due to the restrictions cause by the COVID-19 situation, the project coordinator produced this video instead:

DREAMS Partnership:

• MAKS vzw (Belgium)
• ALL DIGITAL (Belgium)
• HESED (Bulgaria)
• INSTITUTUL INTERCULTURAL TIMISOARA (Romania)

The post DREAMS – Digital Education Among Roma Minorities in Schools appeared first on All Digital.

The project aim was to develop an item bank and methodology, and then pilot a self-assessment tool for digital competence for foundation, intermediate and advanced levels among individuals in 3 Member States of the European Union, based on Digital Competence Framework for Citizens 2.1.

The Item Bank

A self-assessment / self-reflection tool to:

• make users aware of what is digital competence in the DigComp perspective;
• highlight their strengths and weaknesses in different areas of digital competence;
• encourage further competence development, by providing useful feedback to be discussed with expert counsellors.

Tool should be easy to understand and self-administer by the user, in a reasonably short time.

 COMPLETED KEY STAGES

1. Developed methodology and draft Item Bank across all 21 competences of DigComp2.1.
2. Validated and refined item bank with panel of experts during validation workshop in Brussels.
3. Made a first test on the initial item bank among 150 individuals in Ireland.
   • Participants: 16-65 years old, native English with preliminary expected digital skills level from foundation up to advanced users.
4. Carried out psychometric and statistical analysis (including factor analysis) of results and refined item bank as necessary.
5. Made a second test on the revised item bank among 400 individuals in Spain and Latvia (with localized languages) with same participant demographics.
6. Carried out statistical analysis of reliability of second pilot results and refine item bank again as necessary.
7. Produced final report of methodology and item bank (published during year 2020).

PARTNERS

1. Irish Computer Society (ICS), Ireland
2. Ibermatica, Basque Country Government, Spain
3. Baltic Computer Academy, Latvia

The post DigCompSAT appeared first on All Digital.

Get Your Facts Straight! project provides media literacy education through workshops about disinformation and fake news on social media to young people and their parents.

The aim of the project was to provide media literacy education to students and young people from socially and economically disadvantaged backgrounds, as well as to their parents and/or grandparents. With the Coronavirus outbreak and the related proliferation of disinformation, the need for media literacy has become even more pronounced. In this context, the partners decided to open the training to young people and adults alike and allow anyone who is interested in learning the basics of how to recognise and tackle disinformation, to take part.

The training programme is 10 hours long and consists of three modules:

1) What is disinformation

2) Why are disinformation and propaganda vastly present on social media and how does social media make money.

3) How to recognise and react to disinformation

The pilot training activities were implemented mostly online due to Coronavirus restrictive measures between March-June 2020. They involved over 700 participants and across 7 EU countries. By finishing the training participants became more aware of the nature of the content they come across on social media. In particular, they learned to discern what is real, what is false and what are the commercial or political reasons that this misleading content is deliberately being published online. In other words, participants gained an understanding of what disinformation is and how to identify it online.

Our aim is to raise their awareness about these issues and, through accessible resources, give tools to educators to equip and empower citizens with the media literacy skills to tackle them.

A part of the project was also awareness raising campaign about disinformation and fake news on social media (Facebook, Twitter). It was implemented in 8 countries and reached over 1 million people.

Target groups

Young people and their parents/grandparents, as well as anyone interested in tackling disinformation and acquiring media literacy skills.

Project results

The main results of the Get Your Facts Straight! project is a Toolkit for trainers and educators which includes learning objectives, training outline, learning materials (open educational resources) and recommendations and lessons learned from the piloting of the training. Since the training was piloted during the COVID-19 lockdowns the project partners transformed face-to-face activities to online learning activities and the the Toolkit also describes this process and experience. The training activity (10 hours long) is split into two sessions to accommodate different needs and profiles of the target groups (young people and their parents/grandparents) The first 5-hour session is implemented separately for each target group while the second session is a joint one.

The Toolkit that has been translated to English, Bulgarian, Catalan, Croatian, German, Italian, Latvian, Romanian and Spanish language and is available on the Get Your Facts Straight! website together with the Training Methodology Report that describes the development of the training outline and includes a list of categorized open educational resources (in 8 languages) used in the training and a piloting report that describes in detail how the project partners implemented training activities.

Project partnership also organized a Get your facts straight! social media campaign that was aimed at raising the awareness about disinformation and the threats to democracy, as well as about the media literacy opportunities that can help everyone to understand, avoid and combat the disinformation. Project partners published 273 (objective: 90) posts on social media platforms. The vast majority was published on Facebook (176), followed by Twitter (71) and Instagram (26). The campaign reached over 1.2 million people on three platforms (FB, Twitter, IG).

>> Learn about the project results in this post

PARTNERS

• ALL DIGITAL AISBL, Belgium – Coordinator
• Centre of Technical Culture Rijeka, Croatia
• Fundatia EOS – Educating for an Open Society, Romania
• Stiftung Digitale Chancen (Digital Opportunities Foundation), Germany
• European Association for Viewers Interests (EAVI), Belgium
• Colectic sccl, Spain
• Global Libraries – Bulgaria Foundation, Bulgaria
• Ventspils Digital Centre, Latvia
• Open Group Societa’ Cooperativa Sociale Onlus, Italy

The post GetFacts – Get Your Facts Straight! appeared first on All Digital.

The DEVOPS project aimed at closing the gap between today’s and future’s skills demands of municipal workforce by emphasizing on the exploitation of emerging employment paradigms such as DevOps and had the ultimate goal to develop a job profile for Smart Cities DevOps professionals.

Smart-DevOps project addressed the shortage of digital and transferrable skills in the municipalities’ smart cities sector and supported this sector’s employees in their professional development. The obtained results are expected to benefit smart cities and municipalities which aim to adopt the DevOps culture, principles and practices by introducing DevOps professional profiles.

It is a Sector Skills Alliance where universities, VET providers, companies and national standardisation bodies came together to define and develop the skills needed in an emerging and very dynamic sector: Smart Cities.

It addressed those working on Smart City strategies and tools, i.e. ICT and technical staff in municipalities, and will apply the DevOps approach to their work.

WHAT IS DEVOPS?

DevOps is a compound of “development” and “operations”, and in software development it is methodology that combines the development phase (Dev) and the operations phase to shorten the development life cycle of a software product.

It established an agile and iterative approach where development and operations specialists work closely together since the beginning to continuously develop, deliver, test and improve the product.

WHAT IS SMART CITY?

There are many definitions of what a Smart City is, but we propose the following: “A smart city uses digital technology to connect, protect, and enhance the lives of citizens.”

Development and operation specialists that are behind the development of Smart Cities are: Technical staff, Managers, Support staff. With this project, we proposed a methodology for implementing the DevOps approach in Smart Cities.

PROJECT KEY ACTIONS

1. 1. Map skills needs of smart cities Development and Operations professionals (ICT project managers, coders, technical writers, web-designers, system administrators, technicians, etc.) working in municipal ICT departments.
   2. Design and deliver a VET curricula combining digital and transferrable skills, including a MOOC, open educational resources (OERs), e-learning, face-to-face training and work-based experience.
   3. Pilot the developed curricula in Cyprus, Germany, Greece, and Italy and valuate the experience.
   4. Disseminate and exploit the project results beyond the partnership.

IMPORTANT PROJECT FEATURES

• • The project strengthened the collaboration between VET (vocational education and training)  providers, municipalities and smart cities IT vendors.
  • eCF (European e-Competence Framework) was used describe the profiles
  • a mapping exercise to ESCO-ISCO08 has been done (European and International Standard Classifications of Occupations)
  • EQAVET (the European Quality Assurance in Vocational Education and Training) has been used to ensure quality of training provision
  • the project related to EQF / NQF (European and national qualifications frameworks) and ECVET (European credit system for vocational education and training) to facilitate mobility and recognition.

PROJECT OUTCOMES

• Project deliverables – from mapping skills supply and demand; developing the MOOC and its courses; to final project outputs. Outputs are available either in English or also in other partner languages.
• MOOC course: Become a DevOps Smart Cities Professional – the course was developed to take on this challenge and offer high quality educational course that will enable the participants to develop and acquire essential competencies needed to tackle the challenges of managing and evolving of smart cities.
• Digital Open Educational Resources (OERs) – collection of module descriptions, knowledge domains, learning objectives, and handbooks for 40 competences covered in the MOOC.
• Smart DevOps Community of Practice (CoP) – We established Smart DevOps Community of Practice in beginning of June 2021. In few weeks the CoP grew to over 100 members and has started to shape into a vibrant and knowledgeable community active on daily level. It is hosted in the framework of Smart DevOps Facebook page which makes it easily accessible and familiar in terms of how to use the platform.

PARTNERSHIP

• University of Thessaly (UTH), Greece  – Project coordinator
• Hellenic Open University, Greece and its DAISSy Research Group – ALL DIGITAL member
• Ethniko Systima Ypodomon Poiotitas (Elot), Greece
• Digital Cities Of Central Greece, Greece
• University of Nicosia, Cyprus
• Associazione Centro Studi Citta Di Foligno, Italy – ALL DIGITAL member
• Nicosia Development Agency (ANEL) LTD, Cyprus
• Associazione Stati Generali dell’Innovazione, Italy – ALL DIGITAL member
• Europaischer Verband Beruflicher Bildungstrager (EVBB), Germany
• Hochschule der Wirtschaft für Management, Germany
• Bundesverband der Träger beruflicher Bildung e.V, Germany
• ALL DIGITAL AISBL, Belgium
• K-DIGITALE SRL, Italy

The post SMART-DEVOPS – DevOps competences for Smart Cities appeared first on All Digital.

The project scaled up a best practice of the same name developed by Stati Generali dell’Innovazione (General States of Innovation, SGI). “Crowddreaming” was born as a contest for Italian schools, promoted by Stati Generali dell’Innovazione and the Digital Cultural Heritage, Arts and Humanities School. Its third edition took place in 2018. It aimed to encourage the awareness to both teachers and young people about the epochal challenge upon which new generations are called, they were the first in history to find themselves passing down a purely digital cultural heritage. The competition aimed to raise awareness of the difficulties of this challenge and to stimulate the adoption of the new paradigms of thought required to operate in the digital dimension.

The Crowddreaming project took this concept and scaled it up into schools around Europe wherein students were invited to create a virtual/augmented reality “digital scene” as a class. The project created a formal version of the Crowddreaming methodology and curriculum for the first time, allowing it to be scaled up across Europe. The digital scenes developed by students participating in piloting countries were put together in a digital square, a digital monument – Europa Square.

Based on a principle of content-based learning, each edition invited the participants to contribute to the construction of a digital monument, placing them on the challenge of generational transmission of digital cultural contents.

The project developed a curriculum which was piloted in Italy, Croatia, Latvia, and Greece. Trainers were trained in the curriculum and supported teachers who will learn the course contents through MOOCs. At the end of the project a digital monument (Europea square) was developed.

The project aimed to reach 400 secondary school students per piloting country, creating 20 digital scenes per country. The project platform, Europa square hosts at least 80 digital scenes from the students across Europe.

Project results

The project delivered the following results:

• • • Training Needs Analysis Report and Transfer Framework (translated in Latvian, Croation, Italian and Greek)
    • Training Toolkit (translated in Latvian, Croation, Italian and Greek)
    • Curriculum for Teachers (translated in Latvian, Croation, Italian and Greek)
    • CDDC Massive Open Online Course (MOOC) (including 6 modules)
    • Report on Design, implementation and delivery of the MOOC
    • Experimentation report (translated in Latvian, Croation, Italian and Greek)
    • Policy recommendations (translated in Latvian, Croation, Italian and Greek)
    • The Art of Crowddreaming

Partners

All project partners are members of the ALL DIGITAL network

• ALL DIGITAL, Belgium – lead partner
• Stati Generali dell’Innovazione, Italy
• LIKTA, Latvia
• Hellenic Open university with its DAISSy Research Group, Greece
• Centre of Technical Culture Rijeka, Croatia

The post CDDC – Crowddreaming: Youth co-create digital culture appeared first on All Digital.

The purpose of the Digital SkillShift project was to reskill and upskill unemployed citizens facing the challenges of the digital transformation in their professional career. This project aimed to support participants to develop new digital skills and attitudes required to succeed in today’s labour market, with a pilot supporting 150 adults into good jobs in France, Germany and Italy.

The project worked to mobilise employers to support a new way of thinking about employment and recruitment. It promoted the idea of employers’ ongoing engagement in the process of preparing their (future) employees through tailor-made training programmes, rather than simply going to the market when they need to fill in a position.

The JPMorgan Chase Foundation supported Digital SkillShift as part of their philanthropic commitment to drive inclusive economic growth and advance skills-based training.

The project proposed an innovative learning programme.

Firstly, Basic digital and soft skills for employability. This training was mapped to the five competence areas of European Digital Competence Framework for Citizens (DigComp): Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem-solving.

Secondly, specific ICT project assistance skills. The digital competences selected for the training were based on the outcomes of our discussions with employers from the ICT and service sectors, where the re-skilled beneficiaries were meant to find a job after the training. These included project management software, such as tools for project planning, research, team work and collaboration. Moreover, the project included and highlighted the benefits of a joint digital and soft skills training for employability in the current (European) economic context (the major digital skills gap).

The project aimed at supporting 150 participants into work in digital jobs. This training model was shared with other digital competence centres to support more adult workers access to digital up-skilling opportunities. The project offered training and job placement support mainly for short-term unemployed (below 12 months), low-skilled adults. This project sought to equip trainees with digital and soft skills that are needed by the ICT and services industry to access quality jobs.

RESULT: Digital SkillShift course for learners, that is available in English, French, Greman, and Italian.

Partners

• ALL DIGITAL led this project
• Stiftung Digitale Chancen (Digital Opportunities Foundation), Germany – ALL DIGITAL member, a foundation working since 2002 whose aim is for the digital inclusion of all societal groups and counteracting the digital divide.
•  Fondazione Patrizio Paoletti, Italy – develops scientifically based educational programmes that can help the new generations to deal successfully with change.
• Simplon.co in France (Paris), a former ALL DIGITAL member, a network of social digital factories in France and abroad, that have trained more than 3000 people in the digital sector since 2013.

The post Digital Skillshift appeared first on All Digital.

Open AE had three priorities:

• to promote access and learning through open educational resources (OER);
• to promote Open Source (OS) technologies in the non-formal educational sector to support the upskilling of adult educators and learners;
• to address adult trainers working in the non-formal educational sector to reinforce digital skills and competences.

Open AE addressed key challenges and generate best practices based on these needs identified by ALL DIGITAL members in developed sustainable curricula for adult education, particularly with a focus to upscale low-skills unemployed adults. OPEN-AE wants to support European digital competence centres in becoming innovative training hubs.

The twofold aim of Open AE was to:

• contribute to the development of e-facilitators competences to deliver high quality and relevant digital skills training to adults;
• contribute to the promotion of open source technologies and open education in non-formal adult education.

Expected results and outputs:

• Open-AE-Curriculum in four languages (English, French, Italian, and Spanish) training scheme on open source technologies addressed to e-facilitators working in non-formal adult education, mapped on the DigCompEdu Framework (led by CSF)
• Create an online toolkit for e-facilitators in five languages (English, Dutch, French, Italian, and Spanish) by adapting open educational resources already available. It will serve as guidance for adult education strategies, tools and approaches for developing digital skills training. (led by Ynternet.org)
• Develop a modular blended course of 60 hours in open source technologies and pilot it with 40 e-facilitators from four countries to improve their knowledge of open digital learning technology, tools, platforms and using them (led by Colectic)
• Produce guidelines for transferability and upscaling of project results and recommendations for non-formal education providers and policy makers (led by ALL DIGITAL)

Project partners:

• ALL DIGITAL. Belgium – coordinator
• Ynternet.org,  Switzerland
• Colectic, Spain
• Centro Studi Citta Di Foligno Associazione (CSF), Italy
• Maks vzw, Belgium

The post Open-AE: Promote open source technologies in non-formal adult education appeared first on All Digital.

The e-Media Project has been labeled  “Good practice”

eMedia was an Erasmus+ KA2 Strategic Partnerships for Adults Education project. The focus of the project was to promote education by educating active and responsible citizens in the digital world. This was done through the production of educational booklets teaching digital practices, that were used for the training of the educators in non-formal and formal education centres.

OUTCOMES

The eMedia project developed three educational booklets to support the training of teachers and educators in media literacy and digital citizenship for all on:

1. Educational Robotics
2. Media Literacy
3. Online Expression

Each of these booklets provides a minimum of ten hours of activities. Educational booklets on Digital Media Literacy and Robotics have a complementary moodle/MOOC to facilitate the training.
To take part in the MOOCs, please create an user name at website and request the access to the e-Media Project MOOC on Digital Media Literacy and Robotics.

PROJECT RESOURCES

• Handbook on Educational Robotics (translated in English, Spanish, French, Latvian, and Italian)
• Handbook on Media Literacy (available only in English)
• Handbook on Online Expression (available only in English)

Watch the project closure event here

PROJECT PARTNERS

• La Ligue de L’enseignement France – Coordinator
• School of Robotics (Scuola di Robotica), Italy
• The University of Latvia, Latvia
• SOS Racismo Gipuzkoa, Spain
• Associazione Arci, Italy
• ALL DIGITAL, Belgium

The post eMedia: Media Literacy and Digital Citizenship for All appeared first on All Digital.

ICTs allow members of the growing elderly population to remain independent longer. The ICT 4 the Elderly project developed a pathway for up-skilling individuals between the age of 55 and 75 in digital competences and making them aware of some of the many opportunities that the Internet offers. They would then become ambassadors and train their peers (other elderly people) in digital skills that would facilitate their active ageing and inclusion in the (digital) society.

To do so, the project first collected best practices from other successful projects, and based on those, partners developed a training manual and an online academy. Then, individuals aged 55-75 were selected through a call for applicants to take part in the piloting as ambassadors of the project. Two pilot training sessions with 12 people each were foreseen to take place in Malta and in Berlin in Spring 2020, but just before the first one, the COVID-19 pandemic hit. Partners postponed the pilot training, hoping to organise it internationally. As the travel restrictions persisted, partners decided to organise the first pilot training session locally in each country. The pandemic also affected the possibility to organise face-to-face trainings locally. Some partners managed to organise those trainings in the Summer of 2020 (Switzerland), while others in Spring 2021 (Slovenia, Malta) The second piloting phase took place in Malta in September 2021 with 9 participants, as some of them were not about to travel due to COVID-19 restrictions.

Based on the results, Policy recommendations were produced for policy makers and training providers on how to improve policy and practice targeting elderly people.

PROJECT OUTCOMES

The project activities were divided into three Intellectual Outputs:

O1 – Collection of Best Practices and Open Educational Resources (OERs): the aim of the first output was to collect best practices, which have resulted from other projects, both EU and nationally funded. Every partner collected OERs resulted from other projects in their countries and beyond. Stiftung Digitale Chancen (SDC) lead this output.

O2 –  Training Manual and Online Academy:
-The resources collected in Output 1 were used to develop the Online Academy which allows participants to study further. Ynternet.org Foundation was responsible for the Online Academy.
-In addition to developing the online platform, Output 2 foresaw the production of training materials on information technologies to be used during the training. Simbioza had the task to put together the training manual.

O3 – Production of recommendations for stakeholders and policy makers: ALL DIGITAL was in charge of the policy recommendations based on the results of piloting activities for further transferability and upscaling of the project results.

Malta Communication Authority, as a project coordinator, was responsible for the overall project management and quality control.

TARGET GROUP

This project addressed older adults aged 55-75 and over who have minimal or no engagement with digital technology. They were selected based on a call for applicants. The minimum requirements were to be able to speak English, to travel and to be enthusiastic. These participants had the role of project ambassadors during and after the project.

PROJECT PARTNERS

• Malta Communication Authority, Malta
• Simbioza Genesis, Slovenia
• Foundation Ynternet.org, Switzerland
• Stiftung Digitale Chancen, Germany
• ALL DIGITAL, Belgium

The post ICT for the Elderly appeared first on All Digital.

Between 2007 and 2013, cultural participation has contracted in all European countries, where “low” level of participation went up from 30% to 34%. On the other hand, cultural heritage represents an extraordinary resource for growth: both from the point of view of cohesion and social inclusion, and as an economic and productive asset.

The concept of the DIGigital INVasions for the Promotion of Cultural Heritage (DIGINV) project was to valorize cultural interest and practices by engaging citizens, cultural institutions and using technology as a catalyst. In the end, citizens engage and experience culture in a new way.

The project scaled up the Digital Invasion methodology, which was developed in Italy. The methodology improved the digital and communication skills of cultural operators, helping them become promoters to and engage citizens in the valorization of cultural heritage. It also worked to improve the digital skills of citizens involved (from the youngest to the elderly) by using new technologies to promote and valorize a cultural point of interest.

ACTIVITIES

1) Training activities addressed to cultural operators that focused on the acquisition of digital, communicative and managerial skills. In this way they became promoters of the involvement of citizens in the enhancement of local cultural heritage, and on new techniques of audience development through the use of digital technologies.

2) Experimentation of the Digital Invasions in each project country: trained operators worked on the involvement of citizens in the promotion of local cultural heritage. Citizens were called to “invade” the most significant places in their cities, from a historical /artistic /cultural point of view: armed with smartphones, cameras and video cameras, they shared the experience to make their local cultural
heritage known through the web. Citizens participated in an “urban game”, useful to provide a different and collective vision of the cultural assets, giving them new life through the new communication technologies.

RESULTS

• Digital invasions in form of video mapping took place on following locations: 1) Larnaka, Cyprus – March 23, 2019; 2) Limassol, Cyprus – April 8, 2019; 2) Frenaros, Cyprus – every Wednesday and Thursday until June 19, 2019; 3) Csongrad, Hungary – July 24-26, 2019; 5) Szeged, Hungary – July 24-26, 2019; 6) Nicosia, Cyprus – October 19, 2019; 7) The Inquisitor’s palace, Malta – November 15, 2019; and 8) Bevagna, Italy – June 21-25, 2021.
• The digital invasions itself, allowed participants to learn the fundamental concepts in the field of digital communication, reducing the lack of digital skills among the participants. Digital invasions applied the principles of the digitalization of production systems, digital storytelling and web-marketing, to promote cultural heritage in order to make it more accessible and competitive at local and international level, enhancing the tangible and intangible cultural heritage itself and the participants’ development in a completely new way. The digital invasions were the holder of the good practice and of the strategic know-how necessary for its transfer to operators and abroad.
• The operators and partner organizations had new tools for community involvement in enhancing cultural heritage, as well as the consolidation of the dialogue with the local authorities. This dialogue, enhanced a common line of action at European level that was identified for the involvement of citizens in the promotion of cultural heritage.

PROJECT OUTPUT

• Reports based on the blended mobilities (digital invasion interventions) on how to apply the good practices on the involvement of civil society in the promotion and enhancement of cultural heritage in each country involved. The reports are not purely descriptive: on the contrary, they provide insights on the practical implementation of the activities, in order to make the experience in different contexts easily accessible and replicable.

TARGET GROUPS

1.Cultural operators who were involved in the training and organization of digital invasions:

• Operators of the tourist system (employees of the municipality and the main places of cultural interest, tourist guides, etc.);
• Educators;
• Digital facilitators;
• All those who performed an educational function within a company and who can carry out activities with the public.

2. New proactive actors/public in the dissemination of cultural heritage:

• Young people and disadvantaged adults;
• Seniors;
• Citizens of the places of invasions.

PARTNERS

• Municipality of Bevagna, Italy – Coordinator
• Invasioni Digitali, Italy
• CTK Rijeka, Croatia
• Cyprus Computer Society (CCS), Cyprus
• Malta Communications Authority (MCA), Malta
• Regional Telecottages Public Association of South Hungarian Plain (DTE), Hungary
• ALL DIGITAL, Belgium

The post DIGINV – Digital Invasions for the Promotion of Cultural Heritage appeared first on All Digital.

In our transforming society lack of digital skills in the elderly population is synonymous to social isolation; inability to access information and services, including health services; loss of autonomy; and an increased sense of inadaptability. ICTSkills4All – Empowering old citizens for a digital world aimed at fostering digital skills, self-confidence and online safety of old adults aged 55 years and over who have minimal or no engagement with digital technology. In order to do so, the ICTSkills4All project had developed an ICT Learning Programme, which included:

• A dedicated online platform with information, training tools and resources addressed to those who have low digital skills;
• Face-to-face support using the inter-generational and peer-to-peer approach addressed for those who have no digital skills. The aim of this phase was to provide these people with the basic digital skills that allow them to access the platform.
• the inter-generational approach, where university students help the elderly;
• the peer-to-peer approach, where the elderly with no digital skills are assisted by colleagues with more skills. The pilot activities took place in four partner countries: Portugal, UK, Latvia and Poland.

TARGET GROUP

This project directly addressed older adults aged 55 and over who have minimal or no engagement with digital technology. The short-term impact goal is to train at least 160 elder adults without digital skills. Two pilot groups, one testing the inter-generational approach and the other testing the peer-to-peer approach, was run in each pilot country (UK, Poland, Portugal, and Latvia). Each of them involved 20 adults, plus 5 teenager per group in inter-generational pilots and five old adults with digital skills in peer-to-peer pilots. Due to the vulnerability of our target group, to reduce the risk of spreading the infectious disease and in full adherence to the local public health restrictions, the face-to-face activities and the peer-to-peer pilots were replaced with digital initiatives, also addressing families in order to reach out to the elderly population.

RESULTS

1. At the end of the first year of the project, two reports were produced: one about best practice on online resources and the other about inter-generational and peer-to-peer educational programs dedicated to improving digital skills in old adults. These two reports were used by the ICTSkills4All project partners for the development of online contents and of inter-generational and peer-to-peer educational programs.
2. At the end of the second year, the online platform was launched including the open online courses/modules. Moreover, at the same time, the training materials were released to support inter-generational and peer-to-peer in-person pilot courses.
3. During the last year of the project, policy recommendations have been produced as well as the final version of the educational programs based on the evaluated results of pilots.

INTELLECTUAL OUTPUTS

1. Online resources to improve digital skills in older adults;
2. Intergenerational and peer-to-peer educational programs for older adults;
3. Development of Materials for online support and usability tests;
4. Development of materials for in-person support;
5. Piloting and Analysis of results of learning programs;
6. Recommendations and Exploitation Roadmap for transferability of ICTskills4All results.

PARTNERS

• University of Porto, Portugal – Coordinator
• HIPOKAMP, Poland
• Cybermoor Services, United Kingdom
• Rigas Aktivo Senioru Alianse, Latvia
• ALL DIGITAL, Belgium

The post ICTSkills4All – Empowering old citizens for a digital world appeared first on All Digital.

The “Coding for Inclusion” aimed at fostering STEM education of disadvantaged youth through an inclusive educational approach based on a peer-learning pedagogical method for formal and non-formal educational contexts in Europe.

The project adapted, disseminated and scaled up a inclusive learning good practice based on the Capital Digital project, implemented by project partner and ALL DIGITAL Member MAKS in Brussels, Belgium. Capital Digital successfully trained 15-18 year old youngsters from disadvantaged backgrounds, migrants and asylum seekers on how to teach coding and programming to their younger 10-12 year old peers in Brussels. The young “e-facilitators” learned to engage children in STEM and coding activities in a playful way. This first work experience enhanced the youngster’s confidence when starting their careers and finding a job. Moreover, the project effectively supported young people to develop critical thinking, creativity, digital and collaborative skills, and science capital. Most importantly, the Capital Digital peer-learning pedagogical method had a strong inclusive potential and had fostered the STEM education and the inclusion of disadvantaged students both inside and outside the classroom.

The “Coding for Inclusion” project adapted the Capital Digital methodology and training programme to different contexts and planned to apply them in 5 European countries, namely Belgium, Cyprus, Germany, Italy and Spain.

TARGET GROUPS

• Primary school students (10 to 12 years of age) and secondary school students (15 to 18 years of age), in particular from disadvantaged areas;
• Primary and secondary school teachers;
• Parents;
• Trainers working with young people (e-facilitators, youth workers, etc.) in formal, non-formal and informal settings (schools, telecentres, youth centres, NGOs, training centres etc.);
• Key stakeholders from formal and non-formal environments: families, youth organisations, civil society organisations, local communities, NGOs, educational institutions and learning providers, public authorities, policy makers, business, etc.

PROJECT OBJECTIVES

1. Increase and improve teachers’ and trainers’ capacity to foster the STEM education of disadvantaged youth through an inclusive educational approach based on peer-learning.
2. Empower disadvantaged young people in the acquisition and development of IT and collaborative competences as well as problem solving, self-confidence and creativity through a peer-learning training programme on Coding.
3. Foster the development of a European “Coding for Inclusion” learning community among different actors and across different sectors (formal and non-formal education and training) able to sustain project results and amplify their impact.

PROJECT OUTCOMES

1. The methodology – explaining how to engage students through a stimulating pedagogical methodology, specifically how secondary school students (aged 15 and over) can teach basic coding and STEAM education to their younger peers, pupils aged 8-12 years.
2. The training toolkit – we organised a 10-hour training for students of a secondary school. Every trained student worked with 5 pupils during 5 sessions from 2 hour each. The teachers of the secondary school were trained together with their students.

• 150 students in 5 countries were trained to teach coding to their younger peers;
• 150 students in 5 countries have gained 4 weeks work experience (which was first time for most of them);
• 480 pupils in 5 countries have learned the basics of coding, robotics and making apps in a playful way;
• 36 teachers in 5 countries were trained to develop coding activities in their schools.

After the first phase of the CODINC piloting activities and after receiving feedback from our partners, we can say that the project effectively helps young people develop their critical thinking, creativity, digital and collaborative skills and scientific capital. Most importantly, the peer learning pedagogical method has a high potential for inclusion and promotes STEM education and the inclusion of disadvantaged students inside and outside the classroom.

PARTNERS

• ALL DIGITAL, Belgium – Coordinator
• Media Action Kureghem City (MAKS vzw), Belgium
• Colectic, Spain
• Cyprus Computer Society (CCS) , Cyprus
• HELLIWOOD MEDIA & EDUCATION AT FJS E.V. (21ST CCC), Germany
• University of Naples Federico II (Universita degli Studi di Napoli Federico II (UNINA), Italy
• eduCentrum vzw (eduC), Belgium

The post CODINC – Coding for Inclusion appeared first on All Digital.