Our Current Erasmus+ Projects
Coding 4 Migrant Women Returners
The project C4MWR aims to support Women and those whose careers lie within adult education, community, and development work.
We will specifically provide top services to migrant women who are potential returners in the employment prospect, acquiring and developing their skills in Coding, Artificial Intelligence and Robotics.
There will be a massive focus on upskilling these essential (frontline) workers in enjoyable, game-inspired, informal educational methods; surrounding the area of coding.
This project will present innovative methods of utilising a range of methodologies to help increase access to affordable, high quality and relevant skills training within our digital age.
Python & Java for Teachers
The project ‘Python & Java for Teachers’ aims to support Primary and Secondary school teachers from Europe in acquiring and developing their skills in Advanced Coding Languages and Computer Science as a subject; to battle current issues of educating these STEM subjects within schools.
This project will focus on upskilling teachers in enjoyable game-inspired and informal educational methods in Python and Java programming languages.
This project presents innovative methods of utilising a range of methodologies to help increase the offering of Computer Science as a GCSE, A-Level, and BTEC subject within schools.
Ultimately, we will help increase the number of Computer Scientists across Europe, inspire new minds to take up the subject, create more opportunities for schools to educate further, and adapt to our technologically advanced world.
There will continue to be high demand for those who can code, and we are here to build the tech leaders of tomorrow.
CAIR 4 Youth
The UK and a range of areas of Europe have a powerful position within the ‘Creative Industries’. With a focus on Economic Intelligence, the new Creative Industries generation has been included in the reasons behind the rise of the fastest-growing parts of the economy and fastest-growing sources of employment over recent years. And the UK impressively has one of the highest shares of the workforce in Europe that are specifically employed in the creative industries.
The project ‘CAIR 4 YOUTH’ aims to support professionals in the youth sector by acquiring and developing their technical ‘Creative Sector’ skills. Ones that include working with Coding, Artificial Intelligence and Robotics.
With a focus on developing youth workers’ Sector skills, the development will occur with enjoyable, game-inspired, informal educational methods surrounding the industry.
Unfortunately, with our impressive part within the Creative Industries, our youth population is a particularly vulnerable group that lacks adaptation to emerging technologies.
Very little has been done to empower young people or critically engage the discourse surrounding the next generation of technologies that have a significant potential to shape their lives for better or worse.
By encouraging various stakeholders, including policymakers, youth workers, parents, and caregivers, we can reach our primary objective of learning how we can empower young people and encourage them to interact with AI-based technologies.
We can address the key challenges and concerns by pushing learning, creative expression, and well-being. The objective is skills development for youth workers and subsequently up-skilling young people through informal methods.
Quality Virtual Studies
The Europe Education Area is a support system that works to battle the barriers of unattainable education. This connects significantly with the enabling vision of the Digital Education Action Plan.
The European Commission (EC), defined as a branch within the European Union, acts with encouragement towards taking opportunities to provide support towards technologies, open education resources and virtual learning environments. The EC’s main education policy document emphasises the importance and development of Youth Mobility, pushing a scheme for 18-30-year-olds, and developing the growing talk of validating virtual mobility also.
When organising and expanding Information and Communication Technology (ICT) based teaching/learning studies, content preparation must surround a particular methodology. It must provide theoretical provisions that help ensure a certain quality of studies and address practical teaching/learning organisation issues. Preparation of content for the study of subject adapted to remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies.
Teachers today face challenges in selecting the most appropriate technologies and applying new tools. Yet what is essential for the learner is to engage with this course in all the varied aspects. The learner needs to be motivated to want to understand and progress in their new Virtual Learning Environment (VLE).
Additionally, it is vital that the VLE teacher/educator can select the most appropriate learning and assessment methods (upholding Academic Integrity). Teachers need to provide the necessary support system to steer learning in the right direction. Therefore, the need for methodology is evident in the organisation and reasoning for choosing appropriate tools and methods for virtual studies.
What must be remembered is the information provided must always be inclusive and understandable to all.
There is no generalised methodology to ensure the quality of this virtual course, particularly in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist in the Higher Education institutions (HEI) for various projects.
Therefore, the solution to these problems is extremely relevant for the entire higher education sector. We plan to use VLE Moodle in this project. Moodle (an open-source learning management system) is currently enabled by all organisations involved in the project.
Moodle holds the largest market share in Europe (57%), according to LISTedTECH.
Creating teaching/learning methodologies and implementing technological and educator innovations (teachers’ informative, digital competencies, gamification of the study process) will increase study accessibility and learners’ motivation.
This project is dedicated to educating staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and transferring good practices for cohesion in Europe.
Teachers with a deeper understanding of virtual learning, pedagogical methods and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows).
This project aims to increase the quality of teaching/learning in VLE and the study process by creating preconditions to recognise the acquired results during virtual mobility.
The aim of the project will be pursued through three objectives:
1. Creating the methodology for teaching/learning in VLE.
2. Improving competencies of academic staff.
3. Pilot testing of the developed teaching/learning methodology.
Three intellectual outputs will be developed through the project activities:
1. Analysis report of VLE teaching/learning and assessment methods.
2. VLE teaching/learning methodology
3. VLE methodology application practice report.
Partners:
KAUNO KOLEGIJA
FUNDACION UNIVERSIDAD FRANCISCO DE VITORIA
Poslovno veleuciliste Zagreb (Zagreb School of Business)
SAVONIA-AMMATTIKORKEAKOULUN KUNTAYHTYMA
