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Discussion EPALE : les compétences numériques comme moyen d'accéder aux opportunités de formation tout au long de la vie

20/05/2020
ag EPALE Moderator

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EPALE Online Discussion Digital Skills

Dans le cadre de notre focus sur les compétences numériques comme moyen d'accéder aux opportunités de formation, EPALE organise une discussion en ligne le 27 mai 2020.

Un grand nombre d'adultes dispose de faibles compétences numériques. Cela représente un obstacle majeur à leur inclusion dans la société, et plus largement à la réduction des inégalités sociales. Ainsi, trop peu d'adultes ont accès aux opportunités de formation tout au long de la vie, ce qui impacte fortement leur développement personnel et leurs perspectives d'emploi.

Pour assoir leurs pratiques et leur permettre de devenir plus efficaces, les formateurs ont eux aussi besoin de se former et de développer leurs compétences spécifiquement liées aux stratégies de formation des adultes.

De plus, la pandémie de Covid-19 a obligé tout le monde à adopter de nouvelles méthodes de travail. Elle a poussé les formateurs pour adultes à explorer de nouveaux outils et techniques en ligne, pour leur permettre de poursuivre leurs activités de formation et d'apprentissage.  

La discussion aura lieu sur cette page le 27 mai entre 10h et 16h. Elle sera modérée par le coordinateur thématique EPALE, Altheo Valentini, et par la chargée des contenus EPALE, Claudia D'Eramo.

► Partagez vos histoires, conseils, études de cas et bonnes pratiques avec la communauté EPALE !

De plus, si vous avez déjà participé à des projets réussis ou si vous avez développé des méthodologies pertinentes, partagez vos expériences avec les autres participants en ajoutant un commentaire ci-dessous !

La discussion du 27 mai portera sur les sujets suivants :   

- l'inclusion numérique
- les obstacles à l'accès au numérique
- la formation à distance
- comment repenser la formation des adultes à l'époque du Covid-19?

► Les commentaires sont ouverts dès le 20 mai, afin que les participants puissent se présenter ou poster leurs commentaires à l'avance.

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James Callus's picture
Hi Roseline,
I do agree with you that where possible blended learning is ideal since there are certain concepts which are very difficult to replicate in the online scenario.  It also depend on the context students are working in, that is, I think they must have ample time to create new learning opportunities by availing some of the tools used for content creation.  They can also collaborate online to create their project but the scenario is completely different.
Monika Drinkova's picture
Dear all, greetings from Slovakia.

I want to share with you our good experience from Slovakia - IT Fitness Test, which has already the 9-year tradition. The IT Fitness Test is the largest and most extensive testing of IT skills in Slovakia. It is a part of the European Commission´s initiative „Digital Skills and Jobs Coalition“, which is coordinated by the Digital Coalition-National Coalition for digital skills and occupations in Slovakia. The IT Fitness Test is supported by the Ministry of Education, Science, Research and Sports of the Slovakia Republic and the main partner of the test this year is Huawei Technologies Slovakia. 

Students, teachers and adult population can take part in the test. Over 10 000 respondents have taken the test, with an average success rate of 63%. The test consist of the practical questions aimed at solving IT-specific problems. The goal is not testing theoretical IT knowledge. In order for the respondent to answer the question, he or she must choose a suitable digital tool, application or Internet search for the answer online. The test takes into consideration the current pandemic situation, and it has shown more intensive use of online tools.

The IT fitness Test project was awarded by the EC in 2014 for a comprehensive and innovative approach to increasing the digital literacy of young people of Europe. The test is in the Slovak language, you can check the here, https://epale.ec.europa.eu/sk/content/testovanie-it-zrucnosti-ziakov-aj-...;

Kind regards, 

Monika/NSS Slovakia  
Frank Mc Girr's picture
Hi everyone, movies are a consistently overlooked resource in language learning. With record numbers of people now joining Netflix,Amazon Prime, etc, isn't it time we incorporated this existing 100 year old technology into learning? I'm an English teacher based in Germany. For almost 10 years, I've used feature length movies as the central component on my language course. I send students weekly homework 6 days in advance of a movie screening. The homework contains a plot summary, list of characters, key dialogue, 30 word gap fill exercise, idiom/phrasal verb exercises, background information, and any available youtube links containing interviews with the director,stars,etc. On average, students spend over 125 mins on homework every week. Before the current lockdown we met weekly to check homework, watch the movie and discuss it later in pairs. Now, we meet via Zoom (to check homework in pairs) watch the movie (Netflix/Amazon) before meeting up again via Zoom to discuss the movie in pairs. In my experience, the best use of online learning is to create courses that bled both aspects Online (individual learning) and Physical (group learning) Frank Mc Girr
Uros Velickovic's picture
One of system support for helping teachers in Serbia to adapt to working in new online environment comes in the form of online trainings developed by the Institute for the Advancement of Education and Upbringing (IAEU) of the Republic of Serbia.

For three years now, they have been developing a platform through which educators can attend online trainings designed with the aim of preparing them to work better with students. This proved to be very useful during the state of emergency caused by the Coronavirus pandemic. 

More information on this can be found on the following link: https://epale.ec.europa.eu/en/content/online-teacher-trainings-iaeu-serb...;
Frank Mc Girr's picture
Hi Ilze,

Sorry for the late response. It's my first time using this forum.

I have a library of DVDs dating back to the 1940s. I discovered early on that in order to access this wonderful resource I needed to also teach film appreciation-I don't mean academically, but in a way that helps learners appreciate the craft of movie making. I begin each term with a lesson that illuminates a specific area. I normally follow that the following week with a film related to that specific element. For example; last term we started with a 90 minute lesson on script writing. The following week we watched "Adaptation"a 2002 comedy-drama directed by Spike Jonze and written by Charlie Kaufman. The film is based both on Susan Orlean's 1998 nonfiction book The Orchid Thief and Kaufman's experience attempting to adapt the book into a screenplay while suffering from writer's block. Another example was using Martin Scorsese's film "Hugo" to hightlight how movies first began, and that many of the techniques still used to tell stories visually where actually invented by Georges Méliès in the 1890s.

I'm consistently surprised by how much my adult students love this aspect of the course.(learning about film as apposed to language-although the lesson is in English) I think it has helped challenged their perception of how a language course can be.

Frank
James Callus's picture
Hi Frank,
Your post is extremely interesting.  I like the idea of engaging learners to learn about particular film.  Moreover, they can further enhance the process by developing their version of particular episodes within the film.
Cath Harcula's picture
Hi  I'm finding the discussion so far really interesting.  From my experience of taking part in online training in the past and engaging in meetings and learning activities during lock down I'm interested to know your thoughts about the extent to which tutors can respond to the needs of individual learners in an online situation.  I feel that it is difficult for tutors because they have to prepare the content in advance and can't divert from their plan as easily s they can face to face.  Also it is easier for a learner who is struggling to understand or is not engaged to switch off (maybe literally) or to escape the tutor's notice in an online situation.
Dörte Stahl's picture
Hello, Cath,
for me as a tutor, the two things you describe are the big challenges. I have been involved in digital education (but also teaching face-to-face courses) for a long time and I always come back to it.
1. Digital education requires a lot of planning and preparation, especially when working asynchronously on learning platforms. It is difficult to deviate from the plan, because this quickly confuses the structure of the learning content and you cannot immediately adapt this structure (because everything is written and fixed). If you spontaneously deviate from the plan, you will confuse many learners. For example, if I say: "Some learners want to work on topic C. right at the beginning and not tomorrow because it is especially important for them - so let's do it this way", then others lack the structure. In face-to-face courses I can change the sequence of the topics very quickly and orally present and establish the connections again and again.
2. Learners are sometimes less involved because they are not always addressed directly (in asynchronous learning).  Over the course of time, I have developed a whole range of possibilities to reintegrate these learners. I ask (via chat or in forums) many open questions that anyone can answer and I send mails when someone hardly participates and ask the learners why they hardly participate at all. I also try to include small challenges that have nothing to do with the content of the course. These are challenges as we know them from Facebook or Instagram: photos of your life, your favorite object at home ... I do this because I have experienced that these side issues lead to a better involvement of the learners (even those who have difficulties understanding).
Such small, more private and funny actions, in my opinion, shorten the distance that many learners have to struggle with.
Sangeet Bhullar's picture

Hi Cath,

Good questions. I think to some extent it depends on how the online sessions are structured and facilitated. For example, are the sessions interactive? Are participants expected to keep their video on, or are they expected to take part in the online chat, where questions can be posed. In our sessions, we build in interactive activities, so participants also link in and provide reflections, or complete tasks using a Padlet before the webinar resumes. 

Best regards,

Sangeet