The need and necessity for lifelong and life-wide learning is still present in our society, not to say more than ever before, because of the constant changes in both people's private and professional lives. The exodus of baby boomers poses major problems for companies; it is this generation in particular that holds specialist positions in companies today, and colleagues who are also active are unable to take time off to gain further training. The search for a balance between family, work and lifelong learning is more challenging than ever. The increasing demand for blended and online learning is part of the transition to the life, learning and work of the future. Expert teachers were teachers who succeeded in creating an optimal learning climate in the classroom. using well-known teaching methodology, they succeeded in creating a safe learning climate and in supporting and guiding their learning community in their classroom. An optimal learning climate in the classroom means that an atmosphere of trust is created. This is a climate in which it is self-evident that mistakes can be made, because making mistakes is the core of learning. In this environment, mistakes are welcome, questions are free, involvement is the norm and learners show that they can learn effectively. Today's challenge is to do the same in an online environment. This project aims to create, guide and support online learning communities. We try to find out what the most ideal blends in learning are: a blend of online collaborative learning combined with collaborative learning in real life/in the classroom and a blend of individual online learning and collaborative online learning in a group. Over the past decades, teachers have built up a great deal of expertise in creating and support/tutoring professional learning communities within the four walls of the classroom. The change in the adult learner's way of learning is forcing teachers to adapt their way of teaching. More and more, the adult learner wants tailor-made lifelong and life-wide (co-)learning independent of place and time. An answer to this changing need and 'new' way of learning can partly be provided by using the possibilities of the 'new' technologies. But a new form of learning also requires a new form of teaching. One of the many challenges today is to also create and support professional learning communities in a blended environment or in a complete online environment. The implementation of such a learning management system not only involves substantive challenges, but also many practical and organisational challenges. The aim of this project is to learn with and from each other how best to facilitate such transition processes, how to create, guide and support online learning communities, what the differences are between the known didactics and the e-didactics, which in many cases strongly deviate from the familiar general and more specific professional didactics. By following a few courses, we want to investigate the differences between the known didactics and the 'new' e-didactics, between working in real life with a professional learning community in a classroom context and working with a professional online learning community in a virtual context. We look at how we can support and coach our employees in our own organizations to make this transition a reality and see with our students how they experience this. One of the many challenges today is to achieve the same in a blended environment or in a full online environment. This KA2 project aims to learn with and from each other how we create, guide and support online learning communities. This project involves organisations from Northern Macedonia, Spain, Iceland, Scotland and Belgium. A total of 6 peer evaluations will be carried out. Based on these peer evaluations we will make an inventory of our joint lessons learned and we will support each other in further optimizing each other's practice by searching together for answers to each other's learning questions and providing each other with some advice. Through the sharing of good practices, we want to explore the differences between known subject didactics and e-didactics, between working in real life with a professional learning community in a classroom context and working with a professional online learning community in a virtual context. We look at how we support and coach our employees in our own organizations to make this transition a reality and check with our learners how they experience this. Although this is not a KA2 project innovation, we still want to realize a certain output; at the end of this project we want to create an overview of our lessons learned as well as an overview of meaningful courses/workshops and tools for our employees. And possibly we will find a common basis/need to tackle in a follow-up KA2 project innovation.
The aim of this project was to learn with and from each other how to best facilitate digital transition processes. To investigate how to create, guide and support strong online learning communities. We wanted to detect the differences between the known didactics in live interaction and the e-didactics, which in many cases strongly deviates from the familiar general and more specific professional didactics. We wanted to familiarize the participants with theoretical methods (such as Bloom model of learning, TPACK, etc) to strengthen them in the implementation. ADULT EDUCATION: Extending and developing the competences of educators and other personnel who support adult learners. This project's objective was to facilitate mutual learning, exploring the essential support mechanisms and professionalization pathways that adult education organizations employ to assist their staff in navigating the ongoing digital transformation required to meet the evolving needs of modern learners through the adoption of cutting-edge technologies. HORIZONTAL: Innovative practices in a digital area. We examined which tools and/or virtual environments are already being used today to enable the adult learner to learn independently of place and time and examine the effects of this on the role of a teacher in adult education. HORIZONTAL: Supporting educators, youth workers, educational leaders and support staff. Through this project we wanted to give educational leaders insights in successfully initiating and leading a digital transition in their organization by learning with and from each other.
The need and necessity for lifelong and life-wide learning is present in our society because of the flexible correaltion between people's private and professional lives. The search for a balance between family, work and lifelong learning is more challenging than ever. The increasing demand for blended and online learning is part of the transition to life, learning and work balance of the future. We applied for this project in order to learn with and from each other how to create, guide and support strong online learning communities. Through the sharing of good practices, we wanted to explore the differences between known subject didactic and e-didactics, between working in real life with a professional learning community in a classroom context and working with a professional online learning community in a virtual context. The process a widespread digitization during adult education just started. This process accelerated in the corona lock down period. The need to be more capable in forming online learning communities was urgent and proved to be a good testcase for our project. The peer evaluation exercise helped us to move forward in engaging staff and learners in learning communities.