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EPALE - Euroopa täiskasvanuhariduse veebikeskkond


EPALE kogukond: jaga oma häid praktikaid ja edukaid projekte digitaalse täiskasvanuõppe teemal

looja EPALE Keskus Eestis

/et/file/good-practice-examples-digital-adult-learningGood practice examples in Digital adult Learning

Good practice examples in Digital adult Learning


Osana EPALE digitaalse täiskasvanuõppe teemafookusest tahame kuulda teilt - EPALE kogukonnalt - teie häid praktikaid ja edukaid projekte, mis on seotud digitaalse täiskasvanuõppega. 

Kas oled kokku puutunud või loonud uuendusliku metoodika täiskasvanute õpetamiseks IT kaudu? Võib-olla oled osalenud või kuulnud edukast projektist, mille eesmärk on kasutada täiskasvanuõppes digitaalseid vahendeid? Jaga oma lugusid, näpunäiteid, juhtumiuuringuid ja hea praktika näiteid all olevates kommentaarides vahemikus 25-28 veebruar ja aita inspireerida täiskasvanuhariduse professionaale üle kogu Euroopa.

Kasuta vajadusel teiste kommentaaride lugemiseks sisseehitatud Google Translate funktsiooni. Oma kommentaare võid kirjutada ka eesti keeles! 

Kõik jagatud projektid ja algatused saavad kajastatud meie igakuises üle-Euroopalises uudiskirjas! 


**Kommentaarid on avatud 25-28. veebruaril 2019. 

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Kasutaja Chris BUGEJA pilt
Participating schools have noticed the love for the subject diminishes as the students get older and are worried about the fact that exams may have an influencing fact over this phenomenon. Furthermore, it is being noted that unfortunately, the teaching has become more textbook-based and somewhat mechanical. Hence, the need of this project is for the schools to encourage the teachers to: i) implement more practical activities and group work. ii) invite people from outside into school including parents. iii) engage teachers in activities that help students to find out what prior knowledge students already had of a topic before teaching it iv) teachers need to engage actively with students' existing capabilities. v)contextualized learning would help students to connect concepts with things they were familiar with. vi) tasks that foster a stronger sense of ownership that would then promote their growing sense of independence and maturity. vii) promote more collaborative learning that in turn would promote greater discussion and work together on shared tasks.


• Improved the competences of primary teachers in the field of Mathematics; 

 • Broadened the understanding of practices, policies, and systems in Mathematics Pedagogy across countries; 

 • Increase the capacity to trigger changes within participating schools in relation to Mathematics; 

 • Developed a greater understanding of the interconnections between formal and non-formal Mathematics education;

 • Improved the quality of their professional work and activities to favor the students; 

 • Supported teachers in the acquisition of Mathematics based learning outcomes with a view to improving their personal development, their involvement as considerate and active citizens in society, and their employability in the European labor market and beyond; 

 • Supported the professional development of the teachers with a view to innovating and improving the quality of teaching; 

 • Raised participants' awareness and understanding of other cultures and countries, offering them the opportunity to build networks of international contacts, and to develop a sense of European citizenship and identity. 

Kasutaja ŞEHNAZ SAKICI pilt

Dear colleagues,

I am very happy to announce that Timeline Travel is ready for your use:

This website and its content are the first intellectual outputs of Erasmus+ KA203 project “Timeline Travel: An Alternative Tool for Architectural History Learning and Teaching”. You may use Timeline Travel in order to discover architectural histories of project’s two prototype cities, Istanbul and Ravenna, or you may create your own timelines. You can use it during your lectures as a digital teaching companion, encourage your students to use it as an interactive tool, assign them Timeline Travel projects through learning-by-doing approach, or you can even use it for research purposes. More information about the usage of the tool can be found on by clicking “?” or you may learn more about the project by clicking “i”.

You can also check Timeline Travel e-Learning Platform by following the link on the same page. Though the graphic user interface design of the e-learning platform is still in progress and the whole system will be upgraded soon, you can explore the contents of “Ottoman Architecture in Istanbul” course by enrolling the course with password “testgroup". You can use this free e-learning platform to prepare your own lectures, or you can assign it to your students. As another intellectual output, we are currently conducting test lectures at Gaziantep University’s Department of Architecture by using Timeline Travel Tool and e-Learning Platform besides conventional lectures. We will soon share the results of these test lectures with you.

You may watch our lecture videos on our YouTube channel and you may follow Timeline Travel on social media:  

Instagram: timelinetravelproject

Twitter: TimelineTravelP

Facebook: timelinetravelproject

You can also visit the project website in order to learn more about the project and the team.

Kasutaja ŞEHNAZ SAKICI pilt
Dear EPALE Users,
As Gaziantep University and under the project 2017-1-TR01-KA202-045736 we are proud of to announce our e-learning platform
This platform will contribute to the Occupational Health and Safety Learners. You may kindly find the contents related to OHS and get certificate at the end of the lessons.
Please kindly contact with us if any of your questions
Kasutaja Iliana Taneva pilt
The first stage of the free of charge training of ICT teachers under the Cisco Networking Academy program has finished on the 8th of February 2019.
In October the Bulgarian Association of the Networking Academies, as an official coordinator of the Cisco Academies in Bulgaria, in partnership with the Bulgarian Industrial Association started a program for establishment of 20 Cisco Academies in vocational schools all over the country, as well as training for 90 instructors.
The “IT Essentials – a Basis for Information Technologies” course for 43 teachers consists of an overall review of information technologies, introduction to the networks, computer maintenance, safe work with computers, computer assembly, installation and re-installation of various software, including operational systems, localization of problems and their solving. 

The “IT Essentials” training course ended with a final examination for all teachers and they received training certificates with qualification credits from the Bulgarian Industrial Association, the latter being authorized for continuing teacher’s training for professional development by the minister of education and science.
Most of the teachers will continue their training in the course for Cisco Certified Network Associate Routing & Switching (CCNA) – "Cisco-certified Assistant for work with networks", which will be held until the month of September 2019.

Kasutaja Liesbeth De Paepe pilt
Practising Dutch as a second language skills through online tasks: NedBox At the Centre for Language and Education (Centrum voor Taal en Onderwijs – KULeuven), we developed NedBox (, a digital platform which aims to offer adult learners of Dutch as a second language (DSL) online practice opportunities in a fun, non-academic way during their leisure time. NedBox ( is a dynamic, learner-driven online environment in which learners can choose and perform meaningful tasks, tailored to their needs and interests, based on appealing and authentic online input; in which they are provided with online support and in which they get immediate online feedback. Considering the group of low-educated learners, with low digital skills, special attention was given to the accessibility of the platform. Innovative to NedBox is that it builds on the success factors for second language acquisition as well as online learning to create a powerful and motivating online learning environment. A first principle is that adult second-language learners must have a diversified language offer, with stimulating and authentic online input. More specifically, the training activities on NedBox start from up-to-date visual, text and sound material. It offers various themes that tie in with the roles of newcomers: work, children, consumers, leisure, social contact, life in Belgium, health, the world and 'really happened'. The platform is fed with new items every week. Secondly, NedBox offers functional tasks, tailored to the needs and interests of adult second language learners: filling in a form, reading and understanding invitations, writing a card, .... Thirdly, it is the learner, not the system, who chooses which fragments will be viewed and which tasks will be performed and in which order. Next, the learners’ motivation also increases due to the immediate and targeted online feedback. In addition, the learner can interact with other users, with native speakers and with the outside world, for example via a Facebook community. And last but not least: considering the user group of NedBox, which consists of both highly-educated and less-educated learners, special attention was paid to the general design of the online learning environment, which should be as intuitive and accessible as possible. Acknowledgements: NedBox was developed with financial support from the European Integration Fund. 
Kasutaja Simon BROEK pilt
Thanks a lot for the valuable contributions provided this week.
I have been overambitious I must admit. I wanted to draft a short overview blog on the projects and comments posted this week, but with more than 60 contributions, 38 different projects and a number of further reading comments and reflections, I simply cannot get through in one weekend!

There will be an overview blog, but please be patient. In the meantime please continue further posting projects or explore the other dedicated pages of EPALE on digital learning such as:
/en/blog/epale-podcast-february-2019-digital-adult-learning /en/blog/self-reflection-schools-digital-age-selfie-relevant-adult-learning
Kasutaja Brikena XHOMAQI pilt
In the New Media Age we are constantly surrounded by all kinds of information, from political issues to advertisements and marketing, which gets to us with no filter other than our own capacity to critically assess its validity. Biased information appears to be particularly difficult to decode for the less media-literate demographics; while the rates of digital literacy have proved to disregard age or educational level, the Open Your Eyes project targets specifically adult learners and educators and seeks to improve their digital literacy by providing them with tools to identify fake news and fight the spread of disinformation online

The project intends to deliver two main outputs: 
  • “Check IT Out” Database: after thorough comparative research, the partners will compile a collection of best practices and initiatives that will enable users to develop a critical approach to news consumption and hopefully trigger their critical sense towards this issue. Research will be conducted in a selection of European countries interested by phenomena such as separatism and rising disinformation, particularly around the time of national and European elections, and will allow future users to design individual strategies to confront disinformation based on what worked best in other countries. 
  • “Check IT Out” Labs: held by especially-trained adult educators and based on the previously developed database, the Labs target groups of 10+ adult learners in partner countries with the objective of developing their critical and digital skills, bringing them closer to the concept of fake news and ultimately spreading awareness about the topic within their network. 

Programme: Erasmus+ KA2 

Reference: 2018-1-BG01-KA204-047871 

Coordinator: Nikanor – Bulgaria 

Partners: OpenEurope – Spain; UPI – Slovenia; ADR Nord-Est – Romania; EU DisinfoLab – Belgium; LLLPlatform – Belgium; DLearn - Italy  
Kasutaja Aisha SMITH pilt
This looks like a very interesting and worthwhile project, which could also be relevant to EPALE's next theme on Citizenship Education for adults to be ore critically aware, and recognise 'fake news'.
Kasutaja Beata Tarnowska pilt
Jestem bibliotekarką i trenerką z Polski. Od ponad 6 lat współpracuje z Fundacją Rozwoju Społeczności Informacyjnych (FRSI). 
Projekt "O finansach ... w bibliotece" realizowany jest od 2012 roku (obecnie przygotowujemy VI edycję projektu!) Z Narodowym Bankiem Polskim w ramach programu edukacji ekonomicznej. W tym celu warto poświęcić więcej czasu. Z myślą o tym, co się dzieje, należy: Z ra Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life Life 
Innowacyjność projektu "O finansach ... w bibliotece" uczenie się. Łączymy kurs e-learningowy i inne narzędzia IT innovative związanie edukacji (webinaria, konsultacje online, forum internetowe wymiany doświadczeń na platformie dedykowane bibliotekarzom itp.). Z tych źródeł połączenia bibliotekarze, trenerzy, uczniowie i nauczyciele, uczniowie, nauczyciele, uczniowie, nauczyciele i nauczyciele.

Szkolenia stacjonarne zajmują zasoby online (według cyklu Kolba). Aby ułatwić sobie korzystanie z nowoczesnych technologii informatycznych, takich jak technologie informacyjne, technologie informacyjne i komunikacyjne, technologie informatyczne i komunikacyjne (np. platforma dedykowana dla bibliotekarzy itp.) 
Jakie kursy e-learningowe proponujemy jako bazowe Narzędzia IT w rodzinie finansów:
o 10-modułowy interaktywny kurs e-learningowy dla dorosłych mieszkańców - do podstawowych programów z zakresu finansów, oszczędności, inwestycji, ubezpieczeń, e-biznesu itp. dla dorosłych mieszkańców gmin. 
o 6-modułowy kurs e-learningowy dla bibliotekarzy-instruktorów prowadzących ich zajęcia w nauczaniu i pisaniu.

Platforma e-learningowa projektu "O finansach ... w bibliotece":

O mnie wiadomość można zrobić na blogu:
Opis projektu na stronie FRSI:
Dodam fakultatywnie na zakończenie, że od grudnia 2018 roku FRSI, bazując na swoim 5-letnim doświadczeniu w realizacji projektu "O finansach ... w bibliotece", realizuje w ramach programu ERASMUS + projekt "Wiedza o finansach poprzez biblioteki publiczne", dzięki realizacji jest gwałtownie podnoszony poziom wiedzy (Finlandia, Belgia, Bułgaria, Słowenia, Rumunia). Badanie projektowe zostało zaplanowane do etapu 2021 roku.
Konsorcjum organizacji, które realizują projekt: 
Fundacja Rozwoju Społeczeństwa Informacyjnego (FRSI)
Global Libraries Bulgaria Foundation (GLBF)
Biblioteka Narodowa i Uniwersytecka (NUK)
Biblioteka Judeteana Ovid Densusianu Hunedoara (BJHD)