Sitemap
- K2 items
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Technology enhanced and web-based learning
- Validation of Informal Learning
- Working on lifelong learning projects
- Member Posts
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Technology enhanced and web-based learning
- Validation of Informal Learning
- Working on lifelong learning projects
- Documents
- CONNECT - Building Urban Ecosystems for Lifelong Learning
- Creativity and innovation
- Developing skills and transversal key competences, bridging the world of work
- Education transitions, school to work transitions, life transitions and pathways
- Learning Region | Learning City
- Lifelong Learning - General Themes and Topics
- Lifelong learning policies
- Migration & ethnic diversity
- Project development, implementation and evaluation
- Promoting social and economic cohesion through advanced adult education opportunities
- Quality Assurance in Education & Training
- Senior and intergenerational learning
- Validation of Informal Learning
- Videos
- Entrepreneurial Education
- Developing basic skills and transversal competences
- Quality in Vocational Education & Training
- Lifelong Learning Thematic Areas
- Developing basic skills and transversal competences
- Technology Enhanced Learning & Virtual Mobility
- Lifelong Learning Thematic Areas
- Entrepreneurial Education
- Quality in Vocational Education & Training
- Lifelong Learning Thematic Areas
- Validation of Informal Learning
- Promoting social and economic cohesion through improved adult education opportunities
- Validation of Informal Learning
- Transparency of qualifications
- Quality in Vocational Education & Training
- Promoting social and economic cohesion through improved adult education opportunities
- Promoting social and economic cohesion through improved adult education opportunities
- Validation of Informal Learning
- Lifelong Learning Thematic Areas
- Lifelong Learning Policies
- Open educational resources
- Lifelong Learning Policies
- Photos
- DISCUSS team group avatar
- 9th DISCUSS Online Partner Meeting event cover
- PASCAL Conference Catania
- DISCUSS team group avatar
- Φωτογραφίες για Εικόνα Προφίλ
- Φωτογραφίες για Εικόνα Προφίλ
- Φωτογραφίες για Εικόνα Προφίλ
- Enter.Mode Munich Meeting
- Enter.Mode partner meeting in Munich
- Φωτογραφίες Ροής
- Assessment session in Italy: New Phase “European Qualifications Passport for Refugees (EQPR)”For the first time, an assessment session of the European Qualifications Passport for Refugees (EQPR) was held in Italy, in Sardinia. From 2 to 6 July, forty-two refugees were interviewed by credentials evaluators from the national recognition centres (ENIC/NARICs) of Armenia, France, Germany, Italy and Norway and of the universities of Cagliari and Sassari.During this assessment session, both refugees claiming higher education qualifications and refugees claiming secondary education qualifications were interviewed. The interviews took place at the premises of the University of Cagliari and the University of Sassari. Eleven EQPRs were issued as a result of the assessments held in Cagliari, the final assessment of the candidates interviewed in Sassari is still on-going.This is the second assessment session organised in the new phase of the EQPR, which will last three years (2018-2020). During the first assessment session that took place in Athens from 11 to 15 June, forty-eight refugees were interviewed and forty-three EQPRs were issued. The next assessment sessions will take place in the autumn in Greece, Italy and the Netherlands.The EQPR is the only international instrument developed to facilitate the recognition of refugees’ qualifications in the absence of full documentation that could be used also if refugees move to new host countries in Europe without the need to undergo additional assessments.Read more at: https://www.coe.int/en/web/education/newsroom/-/asset_publisher/ESahKwOXlcQ2/content/assessment-session-in-italy-?inheritRedirect=falseThanks to I@[[3713:contact:Isabell Gru]]for sharing on FB.
- DISCUSS team group photos
- Dear all,
we changed the landing page of our platform for the following reasons:
from my conversations with community building experts I learned that it is bad practice to explain the purpose and features of a platform right on the welcome page. Visitors may have various reasons to join an online community, and the chance to anticipate people's expectations is quite limited. Some even may have reasons we haven't thought of so far. Thus, instead of explanations about what we expect people to do on our platform I would like to suggest an iconographic representation of the community features, which leaves it up to new members to develop their own meaning of the platform and how to make the best out of the tools offered.
Secondly, the way we presented the title of our project so far caused some ambiguity. Some visitors from the frontpage text seem to have learned that our project is one primarily concerned with the building of "communities of practice", and "lifelong learning" as one of many possible concretions. As a consequence some people started to raise questions about general aspects of community building, rather than lifelong learning. In order to avoid further misunderstanding we changed the weighing of words, now emphasizing "lifelong learning" as major domain of our work.
What do you think? - Dear all,
yesterday I visited the PACE platform, which is planned to act as future community of practice for project managers working on European education projects. The K4 project, which is conducted by the Austrian organisation "Die Berater", started parallel to DISCUSS, and like ours is now about to enter into the final phase.
Different to our approach, the project partners decided for an already existing, cloud based solution, rather than developing the platform features by themselves. The platform offers 4 major areas of activity: project planning, management, evaluation and dissemination. For each of those categories a discussion group has been set up, and learning materials are offered. Moreover, users can watch a 50 minutes video, which explains the major tools of the platform and how to use them.
As far as I can see from the figures displayed, the community currently has 116 members. However, it's only 4 to 5 core members who post or comment on a regular basis. The community seems to struggle with the typical problems of overseas based cloud services, such as extremely long loading times, and occasional timeouts cause by this.
Best
Randolph
- Stream Photos
- Dear all,during our online meeting we agreed that users who want to join the HEI - business network shall be provided with an own registration form. So, we can clearly separate them from other members. We implemented this today (see attached screenshots).The registration steps are:1) Users provide name and contact information2) Users select profile type "EnterMode Network" (radio button)3) Users provide information on the type of organisation they are associated with (HEI, company and other)4) After succesful registration users are automatically forwarded to the Enter.M community of practice (no more join button needs to be pushed)Please let me know if this solution is ok for you, or if we expect members to provide further information.BestRandolph
- Dear all,during our online meeting we agreed that users who want to join the HEI - business network shall be provided with an own registration form. So, we can clearly separate them from other members. We implemented this today (see attached screenshots).The registration steps are:1) Users provide name and contact information2) Users select profile type "EnterMode Network" (radio button)3) Users provide information on the type of organisation they are associated with (HEI, company and other)4) After succesful registration users are automatically forwarded to the Enter.M community of practice (no more join button needs to be pushed)Please let me know if this solution is ok for you, or if we expect members to provide further information.BestRandolph
- Dear all,during the April meeting I promised that we will keep you updated on latest achievements towards building the Enter.M CoP / network. Until end of May 90 persons had registered for the Enter.M CoP. During April another 7 persons have joined the CoP, summing up to a total of 97 persons. The attached graphics shows memberships per country. As you can see from the figures most members are from countries represented in the partnership. In order to expand the geographical coverage I now will contact colleagues at Alternative University in Romania. The University maintains a countrywide network of entrepreneurship students, mentors and business partners. The figure also shows, that up until now there is no members from Scandinavian countries. So, if you should have contacts to Scandinavian HEIs who you think would be interested to join the Enter.M network, please let them know about us.BestRandolph
- Dear all,here is a second graphics, which again shows partners' engagement in the Enter.M CoP. But this time including estimations on the time and effort partners have put into CoP activities. Each activity has been weighed according to the "complexity" of activities. The weighing factors used are listed on top of the graphics.BestRandolph
- Dear all,here is a second graphics, which again shows partners' engagement in the Enter.M CoP. But this time including estimations on the time and effort partners have put into CoP activities. Each activity has been weighed according to the "complexity" of activities. The weighing factors used are listed on top of the graphics.BestRandolph
- Dear all,please find attached my suggestion for the project logo. Tried out various ideas, but finally found thisone the most convincing. CLC stands for "Connected Learning Cities". What do you think?
- Dear all,please find attached our analysis of partner engagement in the Enter.M CoP up until 5. May 2020. From the graphics you can see, that four partners contributed the majority of activities. Another five partners contributed to a smaller extent, while 5 partners have not been active so far. I kindly would like to ask those 5 partners to join in, and start with contributions to the CoP.Moreover, the findings from analysis show that only us so far shared OER materials. However, as sharing of OERs in the application is pointed out a key activity, I would like to ask all partners to start uploading OERs. Please note, that those OERs can be also in partner languages. If you should need support, please don't hesitate to contact me. Or just leave a message here in the group.
- Dear Thomas, Wolfgang, Paul, Brian, Graham, Ana, Natassa, Xenia, Isa, Grigoris, Nefeli Magda, Miruna, Ciprian and Cristina,I wish you a joyous christmas filled with peace, love and prosperity. My best wishes for a healthy new year.Randolph
- Stream Photos
- http://www.donaukurier.de/nachrichten/bayern/Asylbewerber-Ingolstadt-2017-Endlich-studentisch;art155371,3447057
Unsere Lokalzeitung berichtet regelmäßig über das Projekt "Integrationscampus". Hier ein neuer Artikel über die aktuellen Projektaktivitäten sowie die Situation der Migranten / Flüchtlinge.
Ich bleibe da am Ball. - IDEC participates as partner in the project DEMAL that developed two e-learning courses for staff in adult education sector: • Design of adult learning• Evaluation of adult learningThe first course on Design has been launched and will run until the 20th of May 2018. The course consists of six units of learning outcomes, plus a closing and requires approximately 24 hours of self-learning, spread over a period of eight weeks. The participants that will complete the course and pass all assignments successfully will get a certificate of attendance. If you are interested to register and attend the course, follow the instructions below: 1. Go to http://thalys.gr/course/view.php?id=3 2. Go to Create a new account, fill-in the form and create your account. Remember to keep your username and password, as you will need them to access the e-learning3. An e-mail will be sent to your e-mail address, with instructions to validate your account. Click on the link. 4. You will access the course as student. The enronlemt key for student is Demal_design_student5. You can now access the course and start your learning journey.The course is structured in units. Each unit includes an introductory presentation, the core learning material, additional learning material, a closing presentation and one of more assignments. Some assignments are compulsory and you have to complete them, before the end of the course, before 20 of May. After that, you will still have access to the course material, without the option to do the assignments and get a certificate. The course language is English and it will be attended at the same time by participants from five countries. It will give you the opportunity not only to access the learning resources, but also to discuss with other participants and exchange your experiences in adult learning. The second e-learning course on Evaluation is expected to start in April and there will be a separate invitation.
- DISCUSS team group photos
- Stream Photos
- Paul Butler just submitted an article on the VtECoach project, which has developed a new kind of self assessment tool, based on a 360 degree evaluation system.
VtECoach invites learners to hold a mirror up to themselves and have a quick look to see what is being reflected back.
"As well as looking at yourself, it also asks your peers, classmates and teachers to help out, to give their feedback to help you get a more rounded picture" of your skills and competences.
Link to project article:
https://www.discuss-community.eu/validation-of-informal-learning-3/item/165-vtecoach-assessing-soft-skills-in-vocational-education-training-a-360-evaluation-system.html - Picture of workshop location: Martiusstrasse 4.
- Recognition of Informal Learning in Germany and the UK
by Graham Attwell, Wales
There is increasing recognition in most European countries of the importance of informal learning. Informal learning can provide a bridge between formal subject based learning and occupational practice. Furthermore, informal learning may be important as a tool for the continuing or lifelong learning seen as economically important in a period of rapid economic and technological change. And informal learning is viewed as a way of assisting socially excluded and under-qualified individuals to re-enter formal education and training or gain access to the labour market.
Integration of informal learning
But if there is increasing recognition of the importance of informal learning, there is less convergence in terms of how informal learning is integrated in vocational education and training practice. The differences may be ascribed to the different histories of vocational education and training, to different cultural practices and to different institutional and systemic structures within different countries. This short article will look at activities in Germany and the UK to illustrate different possible approaches to recognising and valuing informal learning.
How can we recognise that learning has taken place? The most general measure is taken to be a change in behaviour. In vocational education and training that change in behaviour or acquisition of new abilities is usually expressed in terms of competences. Competences refer to the practical ability to perform an occupational task or tasks. Whilst the word competence exists in most European languages, our understanding of the meaning of competence differs widely.
Readmore: http://www.dji.de/index.php?id=40908
- Stream Photos
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- Three different attempts for the graphic of the ecosystem. I personally prefer the second one that represents elements of the ecosystem but no relations or characteristics.
- Three different attempts for the graphic of the ecosystem. I personally prefer the second one that represents elements of the ecosystem but no relations or characteristics.
- Three different attempts for the graphic of the ecosystem. I personally prefer the second one that represents elements of the ecosystem but no relations or characteristics.
- Warmest wishes and thoughts for you on Christmas. Just wanted to let you know that it's a great experience to working with you. Merry Christmas and a Happy New Year.
- Zeitungsartikel zum Integrationscampus Ingolstadt
http://www.donaukurier.de/lokales/ingolstadt/Asylbewerber-Ingolstadt-2017-Studierende-Gefl-uuml-chtete-ziehen-in-Schulzentrum-S-uuml-dwest;art599,3451629