According to the background of the partner organizations, the main needs addressed were on the one hand to make adult education more flexible and, on the other hand, to optimize the programs offered by these organizations, As a consequence of this, it was important to address the specific needs of students in terms of accessibility of materials, as well as to create an inclusive and transnational learning community. All this arose at a time of growing migratory awareness that highlighted intercultural challenges in education. Besides, the change in perspective that has shifted the role from the teacher to the student in recent decades has also led to the development of types of learning, such as blended and flipped learning. For this reason, this project focused on enabling students to work at their own pace on important topics such as the role of women and other content areas, do collaborative work, and benefit from an innovative approach that research shows is proving to be effective and productive. Aware of the complexity of flipped instruction, it was necessary to explore different forms of flipped instruction, as well as to work collaboratively to improve teachers' knowledge and competence in this type of methodology. Objectives: - Create an inclusive learning community by means of Moodle with effective participation of students and teachers from the participating countries: - Systematically explore flipped instruction at a transnational and inclusive level. - Implement flipped instruction at a transnational and inclusive level. - Increase the intercultural competence - Increase awareness of the difficulties faced by people with disabilities in different areas. - Help to make the role of women in society more visible - Make videos and other intercultural materials, such as multilingual quizzes, multilingual texts, collaborative activities on different topics, made and presented by a transnational team of teachers. The videos would be based on the principle of accessibility and disability awareness. - Develop and disseminate a guide/handbook for teachers that includes real examples of flipped instruction for teachers both in the field of adult education and in other fields. Implementation: BEGINNING - design the project logo and platform, with space for 12 small courses and collaborative work - design the project webpage - planning, calendars, dissemination plans, evaluation/videoconference tools, staff/community informative work, opening of official calls for participation, etc. FOR MATERIALS - research and discuss on flipped instruction - establish criteria for the video content and courses - write the video scripts in the project languages - shoot and edit videos with chroma screen and mobile artifacts. For inclusion: a) activate subtitles, b) write multilingual "script books"; c) introduce a narrator for a better understanding; d) describe works of art (Visual Arts course); e) design content and activities with an intercultural and equilaty focus - elaborate multilingual multimedia questionnaires on the videos . enable student/teacher communication tools - test the videos - elaborate a handdbook for teachers on flipped instruction TRANSNATIONAL LEARNING COMMUNITY -teaching, observation and learning activity in flipped instruction DISSEMINATION/EVALUATION - participate in the main social networks, websites, press... - meet with local and educational communities - fill in/evaluate reports and questionnaires Impact: TANGIBLE - logo - panels - platform (open access) and 12 courses: Education, European countries & languages, Food & Toursim, Music & Traditions, Famous Citizens &History, Science, Sustainability, Women in Society, Sports, Interculturality, Visual Arts, Literature - Project website https://erasmusplus.ieslapuebla.com/k204tfc/ - erasmuslapuebla account on Facebook, Twitter, Instagram, Linkedin, Epale, Pinterest - dissemination: press, web pages and social networks of each partner - 12 intercultural videos and inclusive approach - 12 multilingual books: video scripts - 14 teaching-learning forums - 727 forum messages from students and teachers - 226 multilingual / multimedia quizzes for students - 68 management and coordination documents (reports, etc.) - 1 bibliographic review paper on inverted instruction - 12 videos + 22 bulletin board messages - 1 handbook on inverted instruction - 24 user satisfaction questionnaires OTHER - high satisfaction - more participant competences - change in teaching perspective by means of inverted instruction - more awareness on inclusion and disability - intergenerational learning - more intercultural competence - more visibility of women - more projects and tools
- Create an inclusive learning community by means of Moodle with effective participation of students and teachers from the participating countries: - Systematically explore flipped instruction at a transnational and inclusive level. - Implement flipped instruction at a transnational and inclusive level. - Increase the intercultural competence - Increase awareness of the difficulties faced by people with disabilities in different areas. - Help to make the role of women in society more visible - Make videos and other intercultural materials, such as multilingual quizzes, multilingual texts, collaborative activities on different topics, made and presented by a transnational team of teachers. The videos would be based on the principle of accessibility and disability awareness. - Develop and disseminate a guide/handbook for teachers that includes real examples of flipped instruction for teachers both in the field of adult education and in other fields.
According to the background of the partner organizations, the main needs addressed were on the one hand to make adult education more flexible and, on the other hand, to optimize the programs offered by these organizations, As a consequence of this, it was important to address the specific needs of students in terms of accessibility of materials, as well as to create an inclusive and transnational learning community. All this arose at a time of growing migratory awareness that highlighted intercultural challenges in education. Besides, the change in perspective that has shifted the role from the teacher to the student in recent decades has also led to the development of types of learning, such as blended and flipped learning. For this reason, this project focused on enabling students to work at their own pace on important topics such as the role of women and other content areas, do collaborative work, and benefit from an innovative approach that research shows is proving to be effective and productive. Aware of the complexity of flipped instruction, it was necessary to explore different forms of flipped instruction, as well as to work collaboratively to improve teachers' knowledge and competence in this type of methodology.