This Project is not specific to Greece. For more details, please visit OpenAIRE Explore.
Link with research outputs.
Please log in first and try again.
Wellness In Digital Education
FunderEuropean Commission
Funder Contribution €267,213.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in vocational education and training
Project code2021-1-DK01-KA220-VET-000025080
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
<< Background >>The COVID-19 pandemic created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 19 countries on all continents. Education providers struggled to integrate Digital Learning into their curricula, i.e., how to reorganize their offer and delivery systems. The concerns were focused on the technical requirements of digital learning, how to exploit the opportunities offered by these systems, how to integrate them into the curricular activity (blended learning), and what kind of skills and competencies teachers and learners should have, to optimize the use of these new tools. The lockdowns in 2020 -21 made it evident that digital learning is changing our approaches and ways of organizing interaction and expression. It also demonstrated that the overload from prolonged internet use was extremely tiring, physically and psychologically. Digital learning implies the need to cope and adopt a so-called “digital mindset”, and the wellness of each involved person (Trainer/teacher, learner). The WIDE project addressed the need for a holistic approach to digital learning: from curriculum design to the methodologies employed that ensure the well-being of both teachers/trainers and learners.<< Objectives >>The objectives of WIDE were:-To address the personal and professional well-being of the educational process related to online/blended training which had been put at stake during endless hours of digital learning; - To develop a digital platform and a holistic methodology for online learning;- To improve the competencies of teachers/trainers in the holistic approach to digital education,;-To contribute to the reinforcement of inclusiveness of education systems in the digital era;-To develop innovation for education policies;-To foster participatory and multi-stakeholder approaches to innovation in education.: and -To integrate the dimension of well-being as a crucial one, evaluating the quality and the responsiveness of education systems, and the resilience of learners and teachers/trainers.<< Implementation >>•4 Transnational project meetings and 1 online kick-off meeting. •Monthly and ad hoc Zoom meetings: For providing status of activities, monitoring and quality control •1 Teacher Training: A WIDE Open teacher training session held in Modena, Italy where all partners invited teachers to participate in a 3-day course.•6 Local Multiplier Events: Each project partner, except Italy who hosted the final conference, hosted a local multiplier event for local stakeholders where the project and the concrete results were presented. •Final Conference: Consorzio degli Istituti Professionali hosted a final conference for teachers and project partners. The project and the concrete results were presented, and the participants also had the opportunity to debate and discuss the outcome and the future of the project with the partners. • Local networking with VET schools, teachers and professionals • Dissemination: organizations' website & social media, newsletters, and the project's FB page: https://www.facebook.com/projectwide- PR1 Wellbeing in online/blended education analysis: survey, data collection & analysis, desktop research, bilateral meetings-PR2 WIDE Methodological Framework - Developing methods, aligning theoretical framework with practice and the “Lov-e & Car-e-osity model” that was successfully implemented in Canada in 2020, pilot testing of the methodology among a total of 1,134 students -PR3 Guidelines for inclusive digital education: development of the guidelines, discussion among partners, desk research on good practice and on case studies-PR4 - E-learning path: development of the website and learning platform; defining the structure of the learning platform; development of the e-learning course -PR5 - Policy recommendation: analyses of feedback fromPR2, 3 and 4. Discussion among partners; desk research on the current policies << Results >>The project has produced the following: N.B: Please see attached reports.PR1: Wellbeing in online/blended education analysis report;PR2: The WIDE methodological framework, PR3: Guidelines for integrating well-being into inclusive online educationPR4: WIDE e-learning path and E-earning platform in in EN, DK, IT, CR, FR, ES, GR (https://academyofentrepreneurship.org/course/wellness-in-digital-education-en)PR5: Policy recommendation for healthy online education. A Project Management HandbookA Quality Assurance Plan & Reports: Project Outputs, Piloting of Activities, Partner Meetings & ManagementA Dissemination and Exploitation PlanTeacher training event (C1) in Modena, Italy6 Multiplier events 1 Final Conference in Genova, Italy Communication and Dissemination Strategy along with Dissemination posts on social mediaA project website (https://www.wide-project.eu/)An Interim ReportA survey and Report aiming at collecting information regarding perceptions of students/trainees, teachers/trainers, and parents related to long-term exposure to distance learning and The WIDE Project has reached a total of 2,700 composed mainly of teachers, students, local schools and VET schools, parents, and other stakeholders. These target groups were reached through the project's various activities such as the international training event, online teacher training courses, piloting among students, surveys, and general networking activities of partners. Its online social engagement via the WIDE FB account, partners' own FB account other stakeholder's accounts, Linked-in, Tweeter (X), Instagram reached approx. 43.192 people (40,460 people on FB through 193 posts; 1074 on Linked-in through 22 posts: 1521 on Tweeter (X) though 16 posts; and 137 on Instagram through 14 posts). A bonus result of the project is that WIDE was able to issue European E-badges for teachers who were able to complete the course or modules of the WIDE training course for teachers. The project partners deemed that it would be advantageous to teachers to have the European E-badges as proof that they have undergone the course on well-being in digital learning. T-HAP, the partner from Cyprus, has categorized the skills and competenciesacquired through the WIDE training path using the ESCO categorization (https://esco.ec.europa.eu) to identify the capacities to be certified. Following, e-badges have been issued to all those who have completed the path and addressed the assessment tool of WIDE.
Partners (8)
Start a new DMP in Loading
<< Background >>The COVID-19 pandemic created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 19 countries on all continents. Education providers struggled to integrate Digital Learning into their curricula, i.e., how to reorganize their offer and delivery systems. The concerns were focused on the technical requirements of digital learning, how to exploit the opportunities offered by these systems, how to integrate them into the curricular activity (blended learning), and what kind of skills and competencies teachers and learners should have, to optimize the use of these new tools. The lockdowns in 2020 -21 made it evident that digital learning is changing our approaches and ways of organizing interaction and expression. It also demonstrated that the overload from prolonged internet use was extremely tiring, physically and psychologically. Digital learning implies the need to cope and adopt a so-called “digital mindset”, and the wellness of each involved person (Trainer/teacher, learner). The WIDE project addressed the need for a holistic approach to digital learning: from curriculum design to the methodologies employed that ensure the well-being of both teachers/trainers and learners.<< Objectives >>The objectives of WIDE were:-To address the personal and professional well-being of the educational process related to online/blended training which had been put at stake during endless hours of digital learning; - To develop a digital platform and a holistic methodology for online learning;- To improve the competencies of teachers/trainers in the holistic approach to digital education,;-To contribute to the reinforcement of inclusiveness of education systems in the digital era;-To develop innovation for education policies;-To foster participatory and multi-stakeholder approaches to innovation in education.: and -To integrate the dimension of well-being as a crucial one, evaluating the quality and the responsiveness of education systems, and the resilience of learners and teachers/trainers.<< Implementation >>•4 Transnational project meetings and 1 online kick-off meeting. •Monthly and ad hoc Zoom meetings: For providing status of activities, monitoring and quality control •1 Teacher Training: A WIDE Open teacher training session held in Modena, Italy where all partners invited teachers to participate in a 3-day course.•6 Local Multiplier Events: Each project partner, except Italy who hosted the final conference, hosted a local multiplier event for local stakeholders where the project and the concrete results were presented. •Final Conference: Consorzio degli Istituti Professionali hosted a final conference for teachers and project partners. The project and the concrete results were presented, and the participants also had the opportunity to debate and discuss the outcome and the future of the project with the partners. • Local networking with VET schools, teachers and professionals • Dissemination: organizations' website & social media, newsletters, and the project's FB page: https://www.facebook.com/projectwide- PR1 Wellbeing in online/blended education analysis: survey, data collection & analysis, desktop research, bilateral meetings-PR2 WIDE Methodological Framework - Developing methods, aligning theoretical framework with practice and the “Lov-e & Car-e-osity model” that was successfully implemented in Canada in 2020, pilot testing of the methodology among a total of 1,134 students -PR3 Guidelines for inclusive digital education: development of the guidelines, discussion among partners, desk research on good practice and on case studies-PR4 - E-learning path: development of the website and learning platform; defining the structure of the learning platform; development of the e-learning course -PR5 - Policy recommendation: analyses of feedback fromPR2, 3 and 4. Discussion among partners; desk research on the current policies << Results >>The project has produced the following: N.B: Please see attached reports.PR1: Wellbeing in online/blended education analysis report;PR2: The WIDE methodological framework, PR3: Guidelines for integrating well-being into inclusive online educationPR4: WIDE e-learning path and E-earning platform in in EN, DK, IT, CR, FR, ES, GR (https://academyofentrepreneurship.org/course/wellness-in-digital-education-en)PR5: Policy recommendation for healthy online education. A Project Management HandbookA Quality Assurance Plan & Reports: Project Outputs, Piloting of Activities, Partner Meetings & ManagementA Dissemination and Exploitation PlanTeacher training event (C1) in Modena, Italy6 Multiplier events 1 Final Conference in Genova, Italy Communication and Dissemination Strategy along with Dissemination posts on social mediaA project website (https://www.wide-project.eu/)An Interim ReportA survey and Report aiming at collecting information regarding perceptions of students/trainees, teachers/trainers, and parents related to long-term exposure to distance learning and The WIDE Project has reached a total of 2,700 composed mainly of teachers, students, local schools and VET schools, parents, and other stakeholders. These target groups were reached through the project's various activities such as the international training event, online teacher training courses, piloting among students, surveys, and general networking activities of partners. Its online social engagement via the WIDE FB account, partners' own FB account other stakeholder's accounts, Linked-in, Tweeter (X), Instagram reached approx. 43.192 people (40,460 people on FB through 193 posts; 1074 on Linked-in through 22 posts: 1521 on Tweeter (X) though 16 posts; and 137 on Instagram through 14 posts). A bonus result of the project is that WIDE was able to issue European E-badges for teachers who were able to complete the course or modules of the WIDE training course for teachers. The project partners deemed that it would be advantageous to teachers to have the European E-badges as proof that they have undergone the course on well-being in digital learning. T-HAP, the partner from Cyprus, has categorized the skills and competenciesacquired through the WIDE training path using the ESCO categorization (https://esco.ec.europa.eu) to identify the capacities to be certified. Following, e-badges have been issued to all those who have completed the path and addressed the assessment tool of WIDE.
