 |
Facing crisis: games,
simulations and popular ICT in language teaching Leonardo da Vinci project 2013 |
Partners
Uniwersytet Wroclawski Uniwersytet
Trzeciego Wieku PL-Poland
Association M3_MCube FR-France
UNIVERSIDAD DE ALMERÍA ES-Spain
DEMOKRASIYI SEVEN GENÇ EGITIMCILER DERNEGI TR-Turkey
NAZILiI HALK EGITIMI MERKEZI VE AKSAM
SANAT OKULU TR-Turkey
Hackl
& Kienel-Mayer OG AT-Austria
DI Summary
The aim of
the project is to define and compare the most useful supportive techniques for
language learning, used in work with adults. The first step will attempt to
find games and simulations (virtual and real), which could be useful in
language teaching. The partners of the project will arrange experiments, which
will examine the effectiveness of games/ simulations in different
organizational cultures. The final result will be a book about the project and
experimental research. By this project twelve European institutions will try to
modify the way teachers teach languages in order to make topics more attractive
for adult learners by using inexpensive and accessible tools. Therefore, the
project will be focused on 2 connected areas of interest: finding games and
simulations useful in language teaching (GAMES AND SIMULATION) and using ICT
devices as supportive learning tools (TOOLS). Our project will join the
different educational competences and the personal teaching strategies in the
mobility of adult learning staff. The partnership also will strive to develop a
platform to further build bridges between training institutions and other
providers of education, to compare and lead the way to integrate good examples
into the process. The results of this partnership will be shared through the
organization of a seminar for adult teachers and trainers. The final product, a
compilation of results, will be published on the project website. The project
website will exist after the end of this Learning Partnership, and then it will
not only be used to present this Learning Partnership, but also to inform about
the ongoing future cooperation between the partner organizations.
D3 Project objectives and strategy
The aim of
the project is define and compare the most useful supportive techniques for
language learning, used in work with adults. More specifically, we have defined
the following objectives:
A. GAMES
AND SIMULATION – to find games and simulations useful in language teaching
A.1. To suggest which games can stimulate the mind
A.2. To suggest how games for memory training can be applied in
language teaching
A.3. To demonstrate how the andragogical model could improve
language courses for older people
A4. To
suggest simulations for VET learners
A5. To show
how role playing could be useful for the study of languages for adults
A6. To
suggest games to improve entrepreneurship
B. TOOLS -
to research which ICT tools can be used as supportive learning in the language
learning process
B.1. To
suggest which technology can be used in learning for the elderly
B2. To
demonstrate the innovative use of ICT in the lifelong education of adults
B3. To
suggest how make the ICT courses for people from disadvantaged groups more
efficient
B4. To
demonstrate how the mobile applications for tablets and smartphones can be used
in the study of languages
B5. To
demonstrate the effect of audio-visual objects in language teaching
B6. To
suggest easy-to-learn and easy-to-use Web 2.0 tools and mobile learning
applications for collaboration and communication in distance learning of adults
The approaches
taken to achieve these objectives are:
- seminars and workshops as basic methods for the project
- collection of aspirations, ideas, and opinions of adult
teachers/ trainers
- intergenerational workshops on specific topics
- intergenerational ITC and language courses
- cooperation between involved organizations: sharing
information, discussing problems and finding solutions.
D4
Results and outcomes
Minutes
of la fête de la Dépanne 5th of April 2014
Workshop of the 6th of November 2014
Presentation of project for Blue Week 2014
Workshop of the 27th of November in Paris
Workshop 20th of February 2015
Minutes of the workshop (20/02/2015)
Minutes of the workshop 09/03/2015
F Prohject implementation
F1 Distribution of tasks
The
seminars and workshops will be the basic method of work in the project.
ACTIVITIES
IMPLEMENTATION:
P1/ U3/ PL
(public institution for seniors’ education)>Task: To demonstrate how the
andragogical model could improve language courses for older people (GAMES AND
SIMULATION - objective A.3)
P2/ M3/ FR
(Laboratory for creating concepts for new ideas) > Task: To suggest how
games for memory training can be applied in language teaching (GAMES AND
SIMULATION - obj. A.2)
P3/ Ala /
Portugal (specialized in interactive education) > Task: To suggest which
games can stimulate the mind (GAMES AND SIMULATION - obj. A.1)
P4/ UA/
Spain (public university) > Task: To suggest which technology can be used in
the learning of the elderly
(TOOLS - obj. B.1)
P5/ UV/
Italy (public university) > Task: To demonstrate the innovative use of ICT
in the lifelong education of adults (TOOLS - obj. B.2)
P6/
Languages Link/ UK (international language training organization) > Task: To
suggest simulations for VET learners (GAMES AND SIMULATION - obj. A.4)
P7/ AYELD /
TURKEY (NGO organization specialized in educational activities) > Task: To
suggest how make ICT courses for people from disadvantaged groups more
efficient (TOOLS - obj. B.3)
P8/ US/
Spain (public university) > Task: To show how role playing could be useful
for the study of languages for adults (GAMES AND SIMULATION - obj. A.5)
P9/ BAIBUK/
Ireland (a research and development company focusing on application of
innovative technologies) > Task: To demonstrate how the mobile applications
for tablets and smartphones can be used in the study of languages (TOOLS – obj.
B.4)
P10/ HEM/
Turkey (offer language, ICT, and leisure courses)> Task: To demonstrate the
effect of audio-visual objects in language teaching (TOOLS – obj. B.5)
P11/Palmenia/Finland
(public university)> Task: To suggest easy-to-learn and easy-to-use Web 2.0
tools and mobile learning applications for collaboration and communication in
distance learning of adults. (TOOLS - obj. B.6)
P12/
DCoach/Austria (SME consulting, training & coaching) > Tasks: To
collect/ develop games that improve entrepreneurship (GAMES & SIMULATION -
obj. A6)
The
effective cooperation and communication will mainly be held using a common
project web site with forum option, blogs, e-mails, fax.
The cooperation during the project will be supported by meetings in project partners institutions, which are usually better for
stimulation of activities and exchanging ideas.
F2 Cooperation and communication
This
partnership was build upon contacts and partnerships in previous and present
European projects between the participant organizations. The contacts and
communication in the preparatory phase were easy and fluent using e-mail, to
gather all information and contribute to the design and the writing of this
proposal. All partners had the opportunity to pronounce themselves about the
content and give their contributions. We intend to continue using a
participative methodology during the project in order to ensure an effective
cooperation, communication and involvement of all partners and participants.
This methodology is based on previous needs analysis and expectations,
elaboration of draft proposal by coordination, debate and integration of
partners contributions,
monitoring, adjusting and final evaluation. To achieve this, in
the 1st partner encounter, the communication system and networking tools will
be established. This activity will be led by a project coordinator; partners
will be asked about their habits and online distance working methods and tools,
and also about their expectations and suggestions. With this information, the
coordinator will draft a communication system, suggest the
networking/collaborative tools and establish a plan for their use; this draft
will be discussed and the partnership will make an agreement. In subsequent partners encounters, this agreement will be monitored and
any necessary adjustments introduced and there will be a final evaluation. We
would like to highlight that the activity plan (with partners responsibilities,
distribution of tasks and results to achieve) and also the partner encounters
calendar will contribute to the cooperation and communication efficacy process,
because all partners have agreed to them and know what and when is expected to
be done/ happen/ be achieved. The communication system and network tools will
be based on a collaborative, open source and free web systems, such as e-mail,
google documents, groups, skype, msn, blogger, flickr, Youtube, Facebook. At
the beginning of the project we will launch a project website for the
publication of news about the project. Formal documents (e.g.: meeting and
workshop agendas, newsletters and all deliverables), and reports (partner
encounters activities and evaluation reports), will be elaborated by the
responsible partner and validated by the partnership; they will have a
digital/online version and paper one and will be distributed to partners.
F3 Participants’ involvement
One of the
main principles that rules this project is, along with
partnership cooperation, a participative methodology to engage all partner's
staff in all steps of the project. As the objectives, strategic steps,
activities and results are already defined, all member
staff will always participate in planning, executing and monitoring of the
activity plan execution and results/deliverables attendance. Tasks are already
assigned and calendar established, so most important is to define how to implement activities
and obtain results. To do so, all staff will be involved and motivated to
participate; in each partner encounter there will always be a time to have a formal
project meeting, to deal with planning, execution and monitoring issues. For
every partner activity and responsibility it is foreseen to always start with a
needs analysis and expectations identification, establishment of a draft plan,
discussion and integration of partners contributions, design and validation of
final version, continuous monitoring in all partners meetings, introduction of
necessary adjustments and final evaluation at the project’s end. This way, all
partner staff will have a real opportunity to contribute to project
implementation, monitoring and evaluation.
All
management issues and all major decisions to be taken will be decided by
consensus between all partners, during the partners meetings. After each
meeting there will be an activity report, validated by all partners that will
be used as a
planning and monitoring instrument and also verification and description of
results/deliverables attendance.
We would
also like to highlight that at the inaugural project meeting there will be an
extended time devoted to promoting
institutional and personal relationships ;in
this way, we expect to strengthen bonds, trust and understanding between
each other, which surely contributes towards better personal and institutional
relationships. Bearing this in mind, we also intend to include cultural and
social activities in all partners encounters, reinforcing these relationships in
more informal ways.
Other very
important principles that will rule this project will be respect for cultural
diversity between partner institutions and staff, so issues like tolerance,
mutual respect and understanding will have a strong relevance in the way the project will be
developed.
F4 Participation into outgoing activities
In our
Partnership public educational providers are represented (University of
Seville, University of Venice, University of Almeria, University of Helsinki)
and NGO organization in the field of research, training and guidance of adults
(AYELD, M- CUBE, Ala Nun'Álvares), here called “private sector providers”. Will
join us and support the community-based organizations (University of The Third
Age, NAZİLLİ HALK EĞİTİMİ MERKEZİ VE AKSAM
SANAT OKULU) and representatives of the SME sector (BAIBUK TECHNOLOGIES
IRELAND, LTD, Hackl & Kienel-Mayer OG, Language
Link).
Education
providers represent key stakeholders in the process of adult education. They
are the basic key solution for the necessity to provide further education in
response to existing demand. It is essential that they base and adapt their
educational offers to the needs of learners. They also have to convince adult
learners to participate in their programs in order to achieve a return on their
investments. Moreover, both public and private sector providers of learning and
training services bring a wealth of experience of direct interaction with
learners and potential learners. They will share their experiences in reaching
and interacting with other stakeholders: our partnerships with other education
facilities as well as key players in the field will therefore enable them to
facilitate the exchange of adult learning teaching staff, course content and
best practice.
Non-profit
organizations in the education sector are the organizations participating/
belonging to wider EU project networks cooperating with other institutions to
improve teaching quality, encourage exchange of staff and know-how, and
implement different scale and scope projects for direct or indirect adult
learners’ engagement (eg. through inter-generational learning), the same as the
community-based organizations.
Partnerships
with NGOs and businesses will provide course developers with feedback regarding
current skills demand and possible work experience placements. In this project,
we will explore much further all the possibilities offered by games and related
digital technologies as a stimulus to learning and communication.
F5 Evaluation
Close
attention will be given to partnership processes and outcomes throughout the project
lifespan. Formative evaluation will be important to examine the process,
identify key learning points and improve the cooperation and performance of the
partners. It will be done through a mid-term review using a questionnaire
administered in a project meeting or via email and focusing on such aspects as:
organizational learning in the partnership; involvement in partnership
activities; and sharing and exchange practices. Normative evaluation will be
crucial to assess the partnership outputs using as references the project
objectives and the criteria set by the European Commission, most likely
considering aspects such as relevance, effectiveness, efficiency, impact and
sustainability. It will be implemented using a focus group approach and a
questionnaire sent out to all partners and focusing on such aspects like:
organizational matters (planning and management, partnership composition,
commitment and involvement, leadership, cooperation and communication, etc.);
processes and methods (working methods, innovation, dissemination procedures,
etc.); outputs and products (tools, training activities, dissemination events,
etc.); valorisation and sustainability (new projects/funding, network
visibility and impact on stakeholders and users, transferability, stability of
relationships, etc.). The evaluation efforts will be coordinated and
facilitated by one of the partners.
F6 Dissemination and use of results
A
dissemination plan will be established at the inaugural meeting within the
first partner encounter. A participative methodology will also be used to
establish this plan, starting by analyzing partners needs and expectations,
establishment of a draft plan, discussion and integration of partners
contributions, design and validation of final version, continuous monitoring,
introduction of adjustments and final evaluation, at the end of the project.
This plan will define: types of results to disseminate, their support (paper,
digital), form (leaflet, presentation, photo album, video, newsletter, report,
blog, etc.), targets for each one (who will receive the results), means of
communication (in events, by e-mail, by post, on line access), and calendar
(when and how many times/periodicity). Every partner will use their personal
contact data base in each country and also search for other adequate
dissemination targets in their country or other countries. It is already
envisaged to have 6 partners encounters, based on pre-accepted general
objectives; after each we will produce: an activity encounter report, an evaluation
report and a newsletter; the reports will be distributed among partners and
newsletters will be disseminated to each partners contacts, according to the
dissemination plan. For each partner encounter there is a pre-defined plan
related with project activity plan, including some already defined outreach
activities, such as organizing workshops (with participation of invited
experts, students, trainers, consultants) and dissemination tools such as
newsletters. Project results will be disseminated in accordance with the
established diffusion plan, using tools such as blog, YouTube and others. We
would like to stress that we will have a environmental
attitude, always preferring dissemination supports and means that will consume
less energy and resources; for that on line web versions, e-mail and digital
versions will be preferred whenever it is shown to be more adequate. ICT
collaborative tools and supports will give a strong contribution in this
objective. We will create a final document for the Learning Partnership, in
which the association and its activities and results will be described in
detail. In addition, a prospectus will be created with important information
about this Learning Partnership. Besides, we will create an option to download
the final document and the information leaflet from the website of the project.
G2 Work programme
