The labour market is being seriously affected by the global pandemic, which has not only become a great threat to public health, but also, economically and socially, has led to an unprecedented collapse. The European Union’s (EU) unemployment rate rose to 7.1% in June, according to Eurostat, and the upward progression of the data does not suggest a favourable shift in the nearest future. Distance education, remote teaching, and online instruction are not new approaches to pedagogy or curriculum design, but they have taken on renewed salience. As the new competence required in the 21st century, digital capability, particularly digital pedagogies, has become even more prominent during this unprecedented Coronavirus pandemic. How to apply the innovative digital pedagogies? How to effectively motivate the online students to study proactively? How to use various digital pedagogical tools to ensure teaching quality, efficiency and engagement? How to collaborate online with colleagues in curriculum design, planning, evaluation? How to manage the online education offer according to the standards? All these are the actual problems encountered by C_VET teachers and centers. Taking into account that the Continuous Vocational Training (C_VET) is the set of instruments and tools, aimed at providing workers (both active and unemployed) and companies, the necessary tools to adapt themselves to changes in the labour market and maintain employment, today takes more prominence than ever.C_VET, key to guaranteeing the employability of workers, faces the challenge of dealing with a new approach in which it is necessary to adapt different dimensions such as: pedagogical, organizational, coordination, communication and training. But in this new scenario, where online training has become in the present and in the future, C-VET teachers have been forced to readjust themselves in record time, within the framework of a still uncertain scenario, which has highlighted the lack of Digital Pedagogy skills of teachers. What is more; one of the main challenges of the trainers of training for employment is that they have to face the training of very heterogeneous groups, with very different technological skills, and this means that the solution is not only to invest in more educational technology but in training the trainer in the creation of content flexible enough to be adapted to the different technological realities of the students. In the digital reality in which the online offer is contextualized, digital pedagogy takes on enormous relevance. And this is even more important taking into account that it is one of the main handicaps when evolving from face-to-face training to 100% online. Therefore, it is essential not only to invest more in technology but also in considering how to develop educational content adaptable to different technological realities. For this reason, our main objective will be to equip trainers with the necessary skills to use digital technology in a creative way in order to giving an answer to the trainees needs in terms of digital competence, improving for that their Digital Pedagogy competences, because Digital Pedagogy is too much that introduces the technology in the Classroom. Digital pedagogy It is not about the technology, although clearly digital delivery requires technology, it is about the way we want to teach, and the way students want to learn, being facilitated by technology. The technology should not be the master. C-VET trainers want to be able to use new technologies effectively and they want to know ways that will result in positive learning outcomes. This is where a digital pedagogy comes in. It provides them with the ability to meet new digital technologies and be able to use them effectively icontributing to mitigate the impact of Coronavirus crisis.
O1: To consolidate the role of the trainer, which is key to promoting interaction, participation and the teaching community. The aim is to provide trainers with an offer that not only addresses technical aspects, but also delves into the pedagogical skills needed to meet the challenges of this new training area. O2: To make the qualitative leap from distance training to online training that differentiates itself in the design of learning experiences that allow the best of different methodologies to be fused: blended experiences, virtual classrooms, online classes, flexible tutorials... all combined to make learning truly virtual. O3: To consolidate the trainer as the axis of the necessary human factor that responds to the needs of connection and interaction in learning. O4: To equip trainers with the necessary skills to be able to design and create digital training content adapted to the new reality, taking advantage of their digital skills and digital training methods. O5: To discover innovative tools and approaches to increase learners' motivation, also with the innovative use of digital technologies.
Education and Training are two basic pillars for guaranteeing two dimensions as important as employability and social cohesion. Training is a right for everyone, and that is why demanding quality training means not losing sight of the role of new technologies and of the teacher in its planning and development. The main reason for requesting the project was therefore to address the needs of the new digital ecosystem, resulting from the post-pandemic scenario, responding to the educational gaps detected among the teachers of the VET system. Hence, the needs addressed by the project revolve around consolidating the role of the trainer as a key figure in consolidating new pedagogical skills that respond to the needs of this new era of training, providing them with the necessary skills and resources to do so.Because online training is more than just transferring face-to-face training to digital media...