Training in Food Law through an innovative methodology using new information and communication technology tools

<< Background >>We applied to this project because we identified an important need in the area of food law and modernising higher education. From our point of view, one of the most important priorities of the European Union is to ensure food safety and the protection of consumer rights. TRIFLIM addresses the need for professional development of technicians and professionals in the agri-food sector and related industries. This project fills a significant gap in the area of food legislation. This lack of knowledge is a matter of concern for food companies or for people working in the field of food legislation. In addition, the lack of knowledge of the legal requirements means that these target groups may encounter barriers when introducing their products on the market, as they do not follow the requirements and daily activities are much more difficult. We have contributed to solving the problem of lack of knowledge in this area. In previous preparatory works for the project we were able to identify that the lack of awareness of operators regarding changes in food law negatively affected the key priority for the European Union: food safety and the protection of consumer’s rights.<< Objectives >>The main objective of the project implementation was the development of an innovative e-learning programme on EU food legislation. We incorporated the latest ICT tools and content gamification design into TRIFLIM to encourage user motivation.We wanted a more innovative and engaging learning process. The objective has been achieved thanks to the clarity, integrity, and quality of the work programme, including the appropriate phases of preparation, implementation, monitoring, evaluation, exchange and dissemination.TRIFLIM’s goal has been achieved. An innovative and motivating digital training has been designed and developed, including the latest technologies and learning approaches based on gamification and storytelling, to make the whole process more modern and attractive, adapted to the training needs and the preferences of the attendees.This project has provided the partners with a deeper knowledge of digital tools that contributes to a better transfer of this knowledge to agri-food entrepreneurs, especially those in rural areas with fewer opportunities.Finally, TRIFLIM project has appropriately targeted the education sector to increase the quality of education in line with the Sustainable Development Goals (SGD4 is «Quali<< Implementation >>The activities carried out in this project were as follows:Activity 1-Management. AINIA, as project leader, has established a management plan for the correct achievement of all milestones during the development of the project.Activity 2-Design, development, and implementation of a Quality Plan. To ensure that the implementation of the project is of high quality, completed on time and within budget, a quality control plan has been implemented. This activity has been led by CRETHIDEV. The consortium has carried out activities and procedures that have been properly used during the project to support its quality management, establishing quality required for the success of results. There have been two main axes of the quality audit: Quality of Results and Quality of Procedures. All partners have contributed to the quality monitoring declared and checked during all Consortium Meetings. Activity 3- Communication, Dissemination, sharing and promotion activities. This activity has been led by AINIA. The participants have actively contributed to the dissemination of the course in their own countries. Activity 4- Exploitation. This activity has been led by IZS with a plan to ensure the sustainability of the project. The developed program and platform were introduced in the partners’ training portfolio and transferred to other areas.<< Results >>The project has focused on achieving the two objectives set at the beginning:•ICT Tools for the E-learning platform•E-learning programmeThese two main objectives have been divided into several specific outputs. In the case of ICT Tools for the E-learning platform:R1/A1 Analysis of existing development tools and resources and associated copyright issues, giving priority to open-source tools. We have studied several approaches to the platform. Existing open learning platforms have been useful in the process of customising the project platform.R1/A2: Design of the platform environment. Context, graphic design aspects, modes of use. Design of the gamification model, analysing the intrinsic and extrinsic motivation of the target audience and relating it to the gamification elements to be included in the methodology.R1/A3: Platform development or customisation and translation of platform commands. This task resulted in an initial prototype of the game platform with all the tools integrated with the possibility of language choice, user registration, etc. The gamification elements were then integrated into the platform. R1/A4: Alpha testing so that results can contribute to an upgrade of the platform. Users were asked to fill an evaluation questionnaire with their observations and assessments of the platform (learning, attractiveness, interest, relevance, appropriateness, graphical qualities, etc.). R1/A5: Corrective actions concerning the platform. Based on test results and feedback received, potential problems were solved. Development of support tools (manual, guides) for trainers: toolkit, pedagogical guidelines for using the platform. Development of support tools for students: user guides, pedagogical guidelines. These tools have been developed in various formats: text files, video tutorials, technical sheets, multimedia presentations and testimonials. R1/A6: Review of E-learning tools. The e-learning tools for the e-learning programme have been evaluated on the basis of the results of the pilot course. Students have given their opinions through an online questionnaire and feedback form. The data obtained were collected through Moodle.We have worked with ICT Tools for an E-learning platform, not only we have developed an E-learning platform. Further uses of these tools in other fields and subjects are foreseen.Contents have been developed so that they can be used in different projects with other EU partners. Synergies between different fields of education and training and new opportunities for collaboration have been created.The main impact of this output has been the creation of tools that are implemented in e-learning programs, providing good quality training in food law and facilitating the acquisition of knowledge in the European Union.In the case of E-learning programme, a number of specific outputs have been achieved:R2/A1 Production of the guidelines. We have defined the specific design and content of the document. AINIA, CRETHIDEV and IZS have contributed to the elaboration of the guidelines. All partners have contributed to the elaboration and revision of the different sections of the guidelines. R2/A2 Preparation of the E-learning programme. CRETHIDEV has coordinated this activity in direct collaboration with AINIA. AINIA and CRETHIDEV have defined the contents and duration of the these in the food legislation.R2/A3 Production of the E-learning materials. The materials produced include, among others, an e-learning platform, documentation (publications, videos, etc.), links to ICT-based resources (websites, YouTube, etc.), virtual tools, game activities and online questionnaires and decision support tools.R2/A4 Review of the E-learning materials. The e-learning programme materials have been evaluated in the light of the findings of the pilot course. The students who participated in the pilot course gave their opinions through an evaluation questionnaire. The data were collected via Moodle (online questionnaire and feedback form).The main impact of this outcome has been the creation of the basis of an e-learning course which is a good quality training in food law providing knowledge acquisition in the European Union. This has improved skills and qualifications to facilitate personal and professional development.