The DigiComPass project has a strong innovative background, which can be described as follows:
- Development of a concept (Flipped Instructional Design) for the implementation of the Flipped Learning Framework 3.0 (FL3) in adult education.
- Development of a training course with FL3, based on micro-learning and the intensive use of multimedia and interactive learning content.
These innovations are documented in detail as part of the project and publicised appropriately. One of these publication channels are international education and innovation conferences, at which the project team gives presentations and also publishes papers. These papers have been published during the project’s lifetime:
- ICERI2023: Digital Competences Recognition Framework for Adult Education
AbstractDigital Competences Recognition Framework for Adult Education (DigiComPass) is an innovative EU co-funded program that employs a Flipped Learning (FL) 3.0 instructional design in order to develop, implement and evaluate a 5-module training course on Digital Competencies for Adult Education. Meaningful, real-life tasks, autonomy, targeted support and increased learner engagement are but a few of the many advantages of FL designs.In this paper the modules that comprise the course and their respective units are presented. Individual and group learning spaces are essential aspects, providing the foundations for effectively implementing the FL 3.0 approach in this work. Furthermore, activities that could be designed in these two spaces to support and enhance the learning process, making use of Bloom’s taxonomy, are likewise introduced.
The DigiComPass course will be administered via Moodle, a Learning Management System (LMS) that is also ideal for competency-based training and adaptable in its flexibility for FL 3.0, addressing the needs of both learners and instructors. Moodle is also open source and carries multiple benefits for learners and instructors, including multimedia and community support, as well as a range of assessment tools. Moreover, it is easy to operate and aims to be fully accessible and usable for everyone, including users with special needs and disabilities, further promoting two of FL’s main building blocks, namely inclusion and diversity.
An accompanying Recognition Framework Model (RFM) will subsequently be developed, in alignment with good practices on validation in non-formal and informal learning. Current skills are identified and documented, progress is assessed via formative and summative means, and certification is awarded as per learner success. Assessment employs numerous tasks both individual and collaborative, including self-reflection, games and simulations, presentations, interviews and observations. As part of this accreditation system, open badges will be issued upon successful completion of each module, supporting a gamification element to engage the adult learners, while an online certificate will be awarded upon collection of all badges. In targeting sustained excellence and improvement, there is a need for the recognition criteria and the outlining RFM to be reviewed at regular intervals, resulting in revisions if needed. This will serve the purpose of keeping these updated and aligned with industry standards, emerging trends and changing needs. Recognition of learner achievements in such a verifiable manner, elevates motivation, enhances professional prospects and raises participation numbers for similar life-long learning courses.Keywords
Flipped learning, adult learners, recognition framework.
Link DOI to the IATED Digital LibraryDraft PDF documentHidden content - INTED2024: The DigiCompAss Training Course: A Flipped and AI-Based Approach to Content Creation
AbstractThis paper presents the results of an empirical study on the use of Generative Artificial Intelligence (AI) for content creation in the context of a Flipped Learning 3.0 training course on digital competences for adults. The study was conducted as part of the Erasmus+ KA2 project “Digital Competences Recognition Framework for Adult Education”, 2022-1-CY01-KA220-ADU-000085965.
The study found that AI can be a valuable tool for content creation in the Flipped Learning 3.0 setting. AI can be used to assist but not to automate tasks such as creating multimedia content, generating the concept of interactive training content, and creating assessment material for self-evaluation or formally testing learner progress. This can free up trainers to focus on more strategic tasks, such as designing learning experiences and creating concepts like storyboards for videos. The identified problem is the missing formats of AI output to fit to multimedia content-creating tools like H5P or Canva.
However, the study also found that there are some challenges associated with using AI for content creation. For example, currently available AI tools like ChatGPT, CANVA, DALL-E or AI-supported correction tools are only suitable to a limited extent and regrettably imperfect in the context of content creation. Additionally, AI tools can be expensive, time-consuming to learn how to use and the content supplied must be checked for hallucination, correctness and accuracy.Overall, the study suggests that AI has the potential to be a valuable tool for content creation in the flipped classroom setting. However, it is important to be aware of the associated challenges before making a decision about whether to use it. It should also be stressed that the work of the content developer cannot be taken over by AI. Finally, based on the insights of involved trainers and content developers, the study provides recommendations for people working on similar training courses.Keywords:
AI in Education, Flipped Learning 3.0, Digital Competences, Content Creation Challenges, Multimedia Tools Integration.
Link DOI to the IATED Digital LibraryDraft PDF documentHidden content - ICERI2024
(A) The DigiComPass E-learning Platform: An Inclusive E-learning Platform Based on Flipped Learning Methodology
AbstractThe DigiComPass course will be administered via the Moodle Learning Management System (LMS), making it ideal for competency-based training and adaptable in its flexibility for Flipped Learning (FL) 3.0. The course itself is divided into five modules, addressing the needs of adult learners across a wide age range, from 18 to seniors aged 65 and over: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem-Solving.Each module is broken down into Units, and further into Lessons. To ensure a comprehensive understanding and application of each lesson, the FL approach was considered, and the developed concept of the “Flipped Instructional Design”, using two different learning spaces: The Individual Learning Space (distance learning), where the learners can digest and reflect upon the information at their own pace, and Group Learning Space (collaborative On-site training), where they can practice and enhance their understanding through group activities and interactions.The Individual Learning Space is supported and implemented in the Moodle LMS. With the DigiComPass course targeting a wide range of adult learners, Moodle LMS carries multiple benefits in our pursue for inclusion. Designing learning content in diverse multimedia formats, offering community support and multimedia-based microlearning, as well as a range of assessment tools contributes to inclusion. In addition to designing accessible e-learning content, Moodle LMS also aims for accessibility, promoting two of FL’s main building blocks, namely inclusion and diversity. The DigiComPass course also has an accreditation system, i.e. open badges, which are issued upon successful completion of each module, supporting a gamification element to engage learners, while an online certificate will be awarded upon collection of all badges.The paper presents the DigiComPass e-learning platform, including its architecture, instructional design, front-end and accreditation system.
Keywords:
Flipped Learning 3.0, e-learning Platform, Accessibility, Inclusion, Accreditation.
Link DOI to the IATED Digital LibraryDraft PDF documentHidden content(B) The DigiComPass Course: An Innovative Flipped Adult Education Training Course
AbstractThe DigiComPass training course aims to improve digital literacy in line with the European Union’s DigComp framework. Drawing on the findings of the Flipped Adult Education project, the course is structured into five independent modules and is based on the Flipped Learning 3.0 (FL3) framework. An innovative instructional design based on the FL3 (“Flipped Instructional Design FID”), developed specifically for this course, addresses the needs of adult learners across a wide age range, from 18 to seniors aged 65 and over.
Another key innovation of the DigiComPass project is the Digital Competencies Passport (DigiComPass), which is awarded to learners who meet the specified criteria across the five modules. This certification confirms the attainment of well-defined competences according to the Recognition Framework. The course is delivered through an Individual Learning Space on a Moodle platform developed by the SEIT Lab of the University of Cyprus.Furthermore, the integration of multimedia-based micro-learning and a self-assessment based “learning by assessment” approach introduces novel elements to the training in Adult Education. In addition, the use of Klippert’s Method Change Approach provides varied and engaging learning content to develop learners’ knowledge, skills and abilities. The use of diverse multimedia content and the inclusion of various case studies ensure practical, real-life and realistic learning outcomes.
This paper also presents initial feedback from adult learners who participated in the pilot training, highlighting the effectiveness and reception of the DigiComPass training course as well as the evaluation of the trainers’ feedback.Keywords:
Flipped Learning 3.0, Adult Education, Digital Literacy, Micro-Learning, Multimedia.
Link DOI to the IATED Digital LibraryDraft PDF documentHidden content - DigiComPass Conference 2024