The general objective of the project was to facilitate the training path for educators, to a new teaching model supported by the media & digital technology. The project wanted to develop the teaching, training course design skills of the participants. Within the project, we managed to make our participants: • familiar with the basic operations in the psychological, pedagogical, & methodological-didactic disciplines in relation to a prevalence of general training with particular applicative relevance in digital contexts • be specialised to support the development, implementation, management, evaluation of educational projects, to respond to the growing digital demand for education expressed by the social reality and services to individuals & communities • understand and apply the legal frameworks for understanding the assessment of the protection of digital citizenship rights. In conclusion, the course managed to develop the competences of the participants to support: • the design of educational interventions for the use of digital environments both individually & in the social sphere • the detection of risky behaviours & digital addiction • operational interventions in digital re-education processes.
ECRRED, when applied for this project, was a newly established organization, that had the need to train its staff in a new teaching model supported by the media and digital technology. Digitalization of non-formal education addressing adult learners seemed inevitable considering the great penetration of ICT in education, in general. Additionally, the outbreak of the COVID-19 pandemic made the need to uplift our staff competences in the media and digital training tools and methods inevitable, to meet the increasing needs of moving trainings online and using digital tools to remotely transmit knowledge. On the other hand, ECRRED had foreseen that the extensive use of technology could have also negative effects on adults, such as digital addictions and unwanted behaviours within the anonymity of the digital environments. As such, we wanted our trainers to come also in contact with psychological, pedagogical, and methodological-didact methods that could allow them to identify any of the negative effects and be able to train their trainees in preventions techniques andbe able to intervene when such issues occur.