Úton a blended rendszerű oktatás felé, online-offline jógyakorlatok

<< Background >>Our project was motivated by the phenomena observed in education during the COVID period. Our goal is to handle the direct and indirect effects of the pandemic and similar events, which significantly affect and burden the actors of public education - teachers, students, parents - with the best knowledge and attitude.As a basic requirement we assessed the state of online-offline education at the start of the project: what was the effect when the children re-entered the offline (classroom) environment, how did they adapt to the situation of learning together again. What tools were there to catch up the back-lagging students, how can the accumulated back-lagging be tracked, how can it be noticed in time, without significant damage to the self-image of the pupils. What kind of segregation effects do homeschooling-online pandemic periods have, and what solutions do teachers have. We identified the need in the development and expansion of the toolkits - skills, competences and attitude.Gaining international experience, strategic cooperation, international training experiences were important for future educational developments, as well.<< Objectives >>By implementing the project, we looked for existing answers and good practices to educational questions that arose during COVID period. Primarly we assessed the after Covid educational situation. Digital and organic experiential pedagogy training for teachers were implemented. The teachers immediately started applying the new/reconsidered skills/knowledge. The primary goal was to provide new approach, knowledge and tools adapted to the real needs of the teachers. Therefore we continuously monitored the practical application, with questionnaires and analysis of reflective diaries. The aim was to map the effectiveness of differentiated education and blended education. Throughout the project we wanted to gain practical experience related to both the training and the immediate practical implementation, which - even without a major transformation of the existing education system - can be widely and effectively applied in the field of blended education. Our goal was that this knowledge - based on the Good Practices Handbook - could be easily understood and applied by external teachers as well.<< Implementation >>Teacher Training: -Digital skills and competences: mastering the TANLET educational development application; - Organic Experiential training: with soft and hard-skill techniques and methods; The acquired skills were applied almost immediately. -Questionnaire: In order to continuously monitor the impact of innovation, we evaluated both teachers and students. Beside the questionnaire, reflective diaries and in-depth interviews were implemented. - Good practices handbook: presenting pedagogical solutions and good practices. Its purpose is that the results provide added value to other external teachers who are not involved in the project, and to show a solution to any specific problem or situation that may have arisen.- Project closure - dissemination: project presentation at the HUCER 2022 Conference in May 2022. Continuous online dissemination throughout the project. ProjectClosure: Brassó - international hybrid conference. In April-May 2023: HUCER2023 Conference lecture and poster presentation; Gál Ferenc University and Toldi Kindergarten Nagyszalonta (RO)- workshop; An article about the project was published in the Óbuda University - Education Development Study.<< Results >>The first result is a set of 3-types of questionnaires examining the basic condition, which contains commonly used question types. (see Attachment). For intermediate measurements, we developed a reflective questionnaire. The training modules consisted of 2 training series, adapted to the identified teachers’ needs. During experiential training soft-skill and hard-skill skills and methodlogy were taught. (see appendix)The development of digital competence was realized through the TANLET. Teachers created their own teaching materials. The teachers applied the new methodology and new approaches in their daily practice. We have summarized the experiences in the Good Practices Handbook, which serves as a basic tool for the internal teacher training of a newly started alternative school in Békés County. A professional article was announced in the Óbuda University’s publication.New cooperative relationships were built between public education institutions - training institutions - universities; at both national and international level.