European Partnership in Education & Training Funded through the Communicating Europe Initiative Cork Education and Training Board European Engagement Coordinator: Gerald Brennan 1 CORK EDUCATION AND TRAINING BOARD EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING Contents: Introduction Learning Mobility in Education and Training Inclusion and Diversity Cooperation Among Organisations and Institutions 7 | Educational Integration of Refugees (EIR) 9 | VETReality 11 | Values for Inclusive Dynamics (VALID) 13 | Way Back to School Digital Transformation 15 | The Learning Games 18 | Re-Evaluating Digital Technology to Enhance Learning 20 | DITOGA Sustainability 21 | Sustainability in Vocational Education 23 | Together For Sustainable Development Goals 2 3 5 7 15 21 Foreword “ Education is the most powerful weapon which you can use to change the world” Nelson Mandela The world we inhabit is a place no longer defined solely by national borders, to consider ourselves only in the context of national citizenship is no longer a possibility. As citizens of Ireland, Europe, and the world, developing our understanding of what it means to be a citizen in these contexts has become essential for everyone. Our actions have impacts that transcend national boundaries, understanding and being informed by the European and international experiences allows us to make better, more informed, decisions in our personal and working lives, to take greater responsibility for actions and decisions that can impact, positively or negatively, on this world we inhabit. As a provider of education and training, Cork Education and Training Board recognises that understanding what it means to be a European and global citizen can be fostered through engagement with individuals and organisations in other countries, through collaborative projects that provide learners with opportunities to work with their counterparts on shared initiatives and to experience the differences (and similarities) of what it is to live and work in a different country. Largely through projects funded under the EU Erasmus+ initiative, Cork Education and Training Board learners and staff have participated in a range of collaborations with partners in almost every European Union country, projects focusing on Inclusion and Diversity, Digital Skills and Transformation, Addressing Disadvantage, Virtual Reality, have provided the participants with the opportunity to share best practice, develop new ideas and gain a wider appreciation of the shared issues and opportunities. This publication gives an overview of Cork Education and Training Boards approach to international engagement, the experiences of some of the staff and learners who have participated on various projects, and the learnings that emerged from working with partners in other countries. I hope that it provides a stimulus for future projects, collaborations, and partnerships. John Fitzgibbons Director of Further Education and Training 2 3 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Cork Education and Training Board has set out in its Vision Statement that it aspires to Cork being recognised internationally as a model of excellence in Further Education and Training. In order to gain this recognition, it is necessary to both engage with, learn from, and contribute to the wider international dialogue pertaining to Further Education and Training, or, as our European partners refer to it, Vocational Education and Training (VET). Since its inception Cork Education and Training Board has been actively working with European partner institutes to give its students and staff the opportunity to actively engage with Vocational Education at a European level. This engagement has included learning mobility, exchange of best educational practice and involvement in educational Innovation and development projects. Much of this valuable work would not have been possible without access to funding from the European Union’s Erasmus+ programme and similar initiatives. This funding is administered through the Irish National Agency Léargas, whose support, encouragement and advice is a crucial element in the success of Cork ETB’s European activities. All too often the extent of this European Vocational Educational activity, and the importance of European funding in driving transnational Vocational projects is not fully appreciated by the wider public. This booklet aims to give a sample of the work being carried out by Cork ETB and our European Vocational partners with the intent of increasing public awareness as to the variety of projects undertaken and the impact such projects have at a local level. These projects include Vocational mobility projects for students and staff, and projects examining key educational areas such as, Inclusion and Diversity, Digital Transformation, and Sustainability. The European Union also provides funding for digital platforms through which Cork ETB teachers and students can engage in European educational projects, participate in transnational dialogue and courses, and share best practice ideas. These platforms include the Erasmus+ project results platform, eTwinning, EPALE and the European Youth Portal. In the area of vocational accreditation the European Union supports transparency and recognition tools to ensure that competences, skills and qualifications can be more easily recognised and are better understood, within and across national borders, in all sub-systems of education and training as well as in the labour market. These tools include, Europass, Youthpass, the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation System (ECTS) and the European Quality Assurance Reference Framework (EQAVET). Cork ETB learners benefit from these innovations and many former students are now engaged in successful careers in other European Union countries. In order to participate in Vocational Education at a European level Cork ETB has worked to create a network of quality Vocational partners across all European Union countries. We highly value our partner institutes and hope that our high level of cooperation in Vocational Education and Training will endure, and continue to provide educational opportunities for staff and students, well into the future. Introduction Learning Mobility in Education and Training Erasmus+ Vocational Education and Training mobility projects are the backbone of Cork Education and Training Board’s European Project activity. A mobility project is where Cork Education and Training Board sends its learners or apprentices to another country to take part in short or long-term works placements, or in skills competitions. Teachers, trainers and VET staff from the organisation can also travel to another country for job shadowing, teaching courses and training. The organisation applies for funding to prepare and manage the project, and for the costs of travel and participation. A VET mobility project is an opportunity to increase the quality of initial and continuing vocational education and training in Europe and strengthen the European dimension of teaching and learning. Students who participate on mobility projects have shown: • Improved learning performance • Enhanced employability and improved career prospects • Increased sense of initiative and entrepreneurship • Increased self-empowerment and self-esteem • Improved foreign language and digital competences • Enhanced intercultural awareness • More active participation in society • Better awareness of the European project and the EU values • Increased motivation for taking part in future education or training after the mobility period abroad For staff participating on mobility we have seen: • Improved competences, linked to their occupational profiles • Broader understanding of practices, policies and systems in education / training across countries • Increased capacity to trigger changes in terms of modernisation and international opening within their educational organisations • Greater understanding of interconnections between formal and non-formal education, vocational training and the labour market respectively • Better quality of their work and activities in favour of students, trainees and apprentices • Greater understanding and responsiveness to social, linguistic and cultural diversity • Increased ability to address the needs of the disadvantaged • Increased support for and promotion of mobility activities for learners • Increased opportunities for professional and career development • Improved foreign language and digital competences • Increased motivation and satisfaction in their daily work Mobility projects are generally managed and implemented directly by the Education and Training Boards constituent centres. This approach guarantees that the mobility activities available to students and staff match the teaching and learning needs of the individual centre and that there is an active engagement with project activity by the centre. Some of the colleges have been engaged in mobility project activity since the mid 1990’s and most of our partner institutes have worked with us on a long term basis. 4 5 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Upon their return from mobility projects students engage in a debriefing and evaluation process which allows the centre to gauge the success of the mobility activities. Samples of student comments from this formal process include: “ Ilearnedhowtocommunicatewithpeoplefromadifferentcountry,learnednewskills workingonbikes.IalsoimprovedmyGermanlanguage.” (Motorcycle Maintenance) Cork Education and training Board has mobility partners in every European Union country. Many of these partners also engage in other forms of cooperation including other Erasmus+ projects and direct cooperation between the individual centres. Cork Education and Training Board centres also host visiting students and staff from our partner institutes and organise work placement, training and cultural activities for the visiting groups. This is a key element of our internationalisation strategy as visiting staff and students allow those who are not in a position to travel to still actively engage in European project activity and learn from the experiences, competences and best practice of our European partners. “ Formesomeofthemostimportantexperienceswerelearningtousenewequipmentand learninginadifferentlanguage,thisdidofcoursemakeitmoredifficult,butitwasalsoanew andreallyenjoyableexperience.” (Engineering) “ ThepeoplewerelovelyandImadenewfriends.Formethemostimportantexperiencewas seeingnewthingsandlearning.IwasabletoseetheclothesLithuanianfashionstudents weremaking,andIlovedseeingthedifferenceinthewaytheyteach.” (Fashion Design) “ Ithinktheskillswegainabroadinphotographywillbeverybeneficialtomeinmyfuture career.Ialsoreallyenjoylivingaboardandgainingtheexperienceofbeingoutonmyown.” (Digital Media) “ DuringmymobilityperiodIwasworkinginLjubljanaZooinSlovenia.Ilearnthowtocorrectly maintaintheenclosuresfortheanimalsandwhatenrichmentwasnecessaryfortheir wellbeing.Ialsolearnedhowtopreparemealsfortheanimals.Experiencingthedifferent culturewasveryimportantandIfounditveryinteresting.” (Animal Care) “ Ihadtheopportunitytoworkonsnowmobilesandcarsusingdifferenttypesofequipment.I gainedcompetencesinusingdiagnosticmachinesandtools.Thementorswereveryhelpful inexplaininghowtousetheequipment.” (Motor Maintenance) Cooperation Among Organisations and Institutions Participation on Partnerships for Cooperation actions enables Cork ETB to gain experience in international cooperation, strengthen the organisations capacities and facilitates cooperation in the production of high-quality innovative deliverables. Partnerships for Cooperation can be of different sizes and scope depending on the objectives of the project, the organisations involved, and the expected impact. Current priorities applying to these projects include; inclusion and diversity, environment and fight against climate change, addressing digital transformation through development of digital readiness, resilience and capacity, and examining common values, civic engagement and participation. In the field of Vocational Education the following priorities also apply: • Adapting vocational education and training to labour market needs • Increasing the flexibility of opportunities in vocational education and training • Contributing to innovation in vocational education and training • Increasing attractiveness of VET • Improving quality assurance in vocational education and training • Creation and implementation of internationalisation strategies for VET providers It is clear that these priorities match very closely Cork ETB’s Vocational Education and Training policies and that participation on Partnerships for Cooperation can enrich the ETBs continued development in these areas. Participation on projects of this type helps Cork ETB to: • Adopt innovative approaches for addressing target groups, by providing for example: more attractive education and training programmes, in line with individual needs and expectations; use of participatory approaches and digital methodologies; new or improved processes of recognition and validation of competences; new or improved practices to cater for the needs of target groups with fewer opportunities and to deal with differences in learning outcomes linked to geographical and socio-economic disparities; new approaches to address social, ethnic, linguistic and cultural diversity • Provide a more modern, dynamic, committed and professional environment inside the organisation: ready to integrate good practices and new methods including digital capabilities into daily activities; open to synergies with organisations active in different fields or in other socio-economic sectors; strategic planning of professional development for staff in line with individual needs and organisational objectives • Develop increased capacity and professionalism to work at EU/international level: improved management competences and internationalisation strategies; reinforced cooperation with partners from other countries, increased quality in the preparation, implementation, monitoring and follow-up of EU/international projects 6 7 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Participation on these projects has also had an impact on the staff and students who have actively participated on them through: • Increased sense of initiative and entrepreneurship • Increased competence in foreign languages • Increased level of digital competence • Greater understanding and responsiveness to all kinds of diversity, e.g. social, ethnic, linguistic, gender and cultural diversity as well as diverse abilities • Improved levels of skills for employability and new business creation (including social entrepreneurship); • More active participation in society • More positive attitude towards the European project and the EU values • Better understanding and recognition of skills and qualifications in Europe and beyond • Improved competences, linked to occupational profi les • Better understanding of practices, policies and systems in education across countries • Better understanding of interconnections between formal, non-formal education, vocational training, other forms of learning and labour market respectively • Increased opportunities for professional development • Increased motivation and satisfaction in daily work The following pages highlight some of the projects that Cork ETB has actively worked on over the last few years. Inclusion and Diversity Educational Integration of Refugees (EIR) Human history has been marred by confl ict and many of these have resulted in the displacement and forced movement of people but the influx of refugees to the European Union and Turkey due to the confl icts in Syria and Afghanistan combined with the attempt by many thousands of refugees to access the European union by crossing the Mediterranean in boats often unsuitable to the task has given rise to increased public and political debate as to how best to cope with the refugees who arrive into the European Union. What is clear is that a suitable educational approach must form part of the plan if the refugees are to be integrated as fully functioning members of their host society. This of course will lead to the arrival of refugees into local schools and classrooms. Often teachers receive minimal or no training as to how best to approach the education of these new students. There is sometimes a lack of awareness to the degree of physical and mental trauma these students have suffered, the barriers presented by language and literacy issues, even in cases where the refugee may have had a good level of education from their own country and the fears and misunderstandings the individual refugee may carry to the educational environment. It is from here that this project begins. Through a series of short term joint training activities project participants engaged with refugee students, their families, teachers and other stakeholders in order to gain a greater understanding of the educational needs of the refugee students, the potential barriers to meeting these needs and the steps that can be adopted to achieve greater educational integration of the refugees studying in our centres. The primary focus of the first joint training activity was to allow teachers to engage directly with refugee students, to listen to their stories, allow them to describe their experiences of the education system and tell us how they felt the system could be improved. This event also allowed participants to meet with teachers, volunteers, government and nongovernmental organisations who work with refugees. The group also spent time with refugees who arrived into Europe as minors and many of their stories provided a clear insight into the hardships refugees endure before arriving into the European Union. During the second short term joint training activity the attention of the group shifted to examining how schools and other educational institutes work towards the integration of minority groups with the purpose of determining if some of these techniques could also be successfully adapted for use with refugees. The role of mediators working in schools with Roma students was particularly interesting as was the emphasis on music, dance and crafts in schools as tools to assist with integration. The primary purpose of the third joint training event was to try out some of the teaching techniques proposed from the previous meetings and to continue our engagement with refugees and the organisations who PROJECT ID: 2016-1-IE01-KA201-016869 PARTNER PARTNERS: - Esenler Ilce Milli Egitim Mudurlugu, Turkey - I.T. Giordani-Striano, Italy - Inspectoratul Scolar Judeatean Bacau, Romania - CETB, Ireland - Volkshochschule für den Landkreis Regen, Germany Project website: http://eirproject.eu/ 8 9 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD work with them. Each partner presented sample classes where the use of visual aids or activities supplemented the learning material with a view to moving the classroom emphasis away from just verbal delivery to more interactive alternatives. Throughout the duration of the project all partners were conscious of the need to disseminate the learning from the training activities to their colleagues and to the wider educational community. A project website was established and reports from each short term joint training activity were made available online. Short film clips were posted onto the projects YouTube channel highlighting interesting classroom activity and performances organised by refugees during visits to various institutes. In seeking to provide recommendations that may help to facilitate the Integration of refugees into the school and classroom we were conscious that the overall ethos of the school needs to be examined and inclusive policies put in place to represent and respect the cultural diversity of the students and staff within the educational establishment. Schools should work to meet the needs of the refugee student and should be careful not to engage with any activity that may further isolate the student. Activities that allow the school to engage with the family and build communication channels are very important. The issue of recognition of prior learning and indeed the need for reliable validation of such learning is also significant. Within the classroom teachers need to look for ways to include the refugee student into the learning process, taking account of the language barrier and probable initial isolation of the refugee. It is likely that there will be a greater emphasis on group activity such as project work, dance, music, games and sport so as to allow the refugees to integrate with the general student population and engage in a safe way with their peers. Group activities with low verbal communication requirements such as role play and project work can facilitate learning when language acts as a barrier to more traditional classroom activities. Cultural Integration is a long term process but the integration of the refugee student into the classroom and school is a significant step towards integration within the wider community. Such classroom integration is an enriching process not just for the refugee but for all of the students within the school as it allows non refugee students to engage with different cultures, banishes racism and promotes diversity and as such is worthy of support both in terms of money and time. VETReality Work Based Learning (WBL) is an integral part of VET but accessing this form of training can be challenging for some students, particularly those with Special Educational Needs (SEN). One potential solution to this challenge is to engage students with Virtual Reality based training prior to and during their period of WBL. As part of our wider integration strategy Cork Education and Training Board is participating in the Erasmus+ project, “Virtual Reality based training to upskill VET teachers and trainers and foster inclusion of SEN Students in WBL” (VETReality). The main aims of the VETReality strategic partnership project are: • Implementation of an investigative research using focus group methodology about available and emerging VR technologies (hardware and software) and its analysis for SEN students in initial VET as well as the necessary competences needed from VET Teachers and Trainers • Development of a e-Compendium of available hardware and software, their potential as learning tools in VET • Development of a training programme for VET Teachers and Trainers to gain the necessary competences on a technological, methodological/didactical perspective to foster the learning process of SEN students in initial VET, their participation to local work experiences and international mobility programmes and, ultimately, make real their inclusion in the wider society (realization of their own personal and professional life project) • Development of a Mobility web-based Compendium for VET Teachers and trainers, which will have the aim to motivate schools and families when deciding on SEN students’ participation on mobility (will create a Virtual Mobility path, including all steps and variables) • Professional development of Teachers and Trainers related to the new competence and mindset required for the concrete transfer of VR in the frame of WBL (at local and EU level/Mobility) • Promoting the smooth transition of SEN students from school to work • Boosting the use of digital resources by teachers working with SEN students in initial VET at a European level and contribute to the innovation and modernisation of VET Systems PROJECT ID: 2020-1-IT01-KA202-008380 PARTNER PARTNERS: - Consorzio CO&SO, Italy - Reattiva, Italy - Auxilium, Austria - Danmar Computers, Poland - CETB, Ireland - INSHEA, France - Tolosako Inmakulada Ikastetxea S.Coop, Spain Project website: https://vetreality.erasmus.site/ 10 11 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD The first phase of the project involved the creation of a VETReality e-Compendium for VET teachers and trainers. In order to create this e-Compendium project partners engaged in desk research investigating available hardware for virtual reality and augmented reality. The suitability of each hardware device as a training tool, degrees of freedom and required sensors, cost factors and potential problems were all examined. In addition existing software applications that may be relevant to supporting the learning process of SEN students engaged in initial VET, preparatory and preliminary to their access to WBL, were examined in detail. To complete the work on the e-Compendium, focus groups were convened in each partner country to assess the willingness of teachers to engage with virtual reality as a training tool, the current level of technical skill that teachers possess in this area and the staff training needs that would be required in order to make virtual reality training for SEN students a reality in VET institutes. These focus groups involved VET teachers and trainers, representatives from VET institute management, and VET experts, employers and stakeholders. This process allowed for an in-depth understanding of the current situation regarding the use of virtual reality as a training tool in each country as well as providing a clear indication of the teacher training needs that would be required if the use of virtual reality as a training tool in VET were to be expanded. The second phase of the project, draws on the learning from the e-Compendium to create a training course for teachers in the use of virtual reality in VET and specifically as a tool to help SEN students engage in WBL. The modules included in the training course are: • Introduction and Inclusive approach for SEN students • Virtual Reality: overview and state of the art of VR developments in education, its pros and cons • VR devices (glasses, tracking systems, navigation tools etc.); first exploration of the 3D-360° VR environment • How to use Virtual Reality in Vocational Education and Training, in particular with SEN students • Overview of VR applications identified in the VETReality e-Compendium (exploration of the most recommended VR apps identified as best practices to be used with SEN students) • How to foster WBL and EU mobility for SEN students through the use of VR applications • Educational potential and the future of VR (with a focus on work-based learning and work placements) This training course will be delivered in each partner country through a series of multiplier events. A series of webinars to support the training course will also be created and will be available on the project website. Values for Inclusive Dynamics (VALID) In 2018 the European Council adopted the Recommendation on Promoting common values, inclusive education, and the European dimension of teaching. It is paramount to underline that the EU is based on common values. These values form the fabric of the Union binding countries, communities and people together, as outlined in Article 2 of the Treaty of Lisbon. Education plays a key role in preserving the values of our European family for generations to come. Human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of minorities, are values which are shared by EU Member States. Value education and inclusion in schools provide for character and personality development and a more effective citizenship education for teachers and students as well as the whole community. With the integration of these values into the regular teaching framework, the moral awareness, enhancement of insights related to shared values and the cognitive ability of all students can be improved. The conscious planning of values education and inclusion is necessary initially for teachers and institutions in Europe as well as policy makers. Any decrease in values within our social structure can pose a threat for future generations and consequently steps should be taken so that education can achieve its goal of raising effective and responsible citizens. Values are part of the ‘whole-school approach’, where learners, parents, teachers and the wider community are all actively involved. With this project, we are working to train teachers to foster inclusive education and promote common values. To achieve this, VALID is: • Developing an online training course aiming to train teachers in the field of values education, create awareness of the resources and approaches related to it as well as stressing the importance of inclusion in education • Creating an Online Teacher Community which will bring together teachers from many countries for exchange of good practices and experience sharing • Conducting a deep research and needs analysis concerning the place of global values in education and how better to incorporate values learning into educational systems • Providing a website for teachers and students to learn about the project activities and giving access to all project related material PROJECT ID: 2021-1-IE01-KA220-SCH-000034368 PARTNER PARTNERS: - Paydas Egitim Kultur Ve Santa Dernegi, Turkey - CETB, Ireland - Kusadasi Egitim Kultur Santa Spor Ve Turizm Dernegi, Turkey - IES Ribera Del Tajo, Spain - Escola Básica e Secundária Padre Manuel Álvares, Portugal - 21 Knowledge, Portugal 12 13 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Given the subjective quality of values as personal choices and expressions of one’s personal view, teaching values is not easy. Values cannot be transferred in a mechanical way; students need to be able to understand and accept the values. Developing values thus requires active cognitive and affective activities engaging the students themselves, in which students enter into a dialogue with their teachers as well as their fellow students. Many studies show that dialogic teaching and learning methodologies help students to develop moral values and citizenship attitudes. Schools should give attention to democracy and tolerance in different activities as part of the curriculum. This project provides schools and other educational institutions with the resources, competences and tools they need to make common values a part of their curriculum in order to create a more inclusive environment and to embed these values into the school culture and into the lives of their students. Teachers will learn the most effective methods that can be used for values education and inclusion (classroom learning activities, practical activities, socialized techniques and incident learning) both through face-to-face and distant environments. Through teacher training and the subsequent impact on students, VALID aims to: • Promote common values at all stages of education • Foster more positive attitude towards European Union shared values • Provide opportunities for professional development support to teachers and educational institutions • Enhance the acquisition of social and civic competences, fostering knowledge, understanding and ownership of values and fundamental rights • Encourage a European dimension of teaching, while strengthening the competence of national administrations in this field • Offer a diverse range of support to teachers and educational institutions especially in the field of distant learning Students and teachers taking part in the development of the methodology and the course will: • Acquire in depth understanding of cultural values, reasons for conflict and prejudice • Understand the value of civic responsibility and activity • Experience the value of values and inclusiveness • Understand what values are at a personal, interpersonal, local and global level • Develop mediation and negotiation skills • Reflect on and create their personal values and standards • Learn how to defend their personal values and global values in an assertive yet collaborative manner The major impact of the project will be a new vision of values education as practical, valuable and an essential component of the curriculum. Way Back to School This project examined the issues surrounding early school leavers and school absenteeism with the intention of sharing best practice in dealing with these issues and examining supports that can be put in place to support students to stay in school. The project partners encompass schools with students from socially, culturally and financially disadvantaged backgrounds, students who suffer from family conflicts, are members of low income families or minority groups, have low levels of academic success, low self confidence and self respect. Over the course of the project all partners aim to reduce the level of absenteeism which in some of the partner institutes has climbed substantially in recent years. The project group attempted to identify at risk groups or individual, to get to know more about the child, the family and living conditions. From here a variety of intervention methods were adopted including, counselling activities, family visits, information exchange with the classroom teacher and where appropriate reorganisation of the classroom environment. Encouraging the at risk student to engage in extracurricular activities was also tried. In some countries students abandon school early as they start to work in menial jobs, sometimes as a necessary support to the family income, and in such cases there was engagement with the student’s family and with the student’s employer in order to gauge the family circumstances and see if social or financial supports can be put in place. It should be noted that the level of early school leaving is significantly different between partner countries and that countries where this is not as big a problem can give significant insight into how early school leaving and school absenteeism levels can be reduced. The project addresses a very wide target group including students of all ages, their families and other support networks, teachers and educational authorities at different levels. PROJECT ID: 2018-1-TR01-KA201-059025 PARTNER PARTNERS: - Germencik İlçe Milli eğitim Müdürlüğü, Turkey - CETB, Ireland - Himmet Condur Cumhuriyet Ortaokulu, Turkey - IC9 Cuocoschipa, Italy - Hasan Fatma Onal Anadolu Lisesi, Turkey - CPR Gijón-Oriente, Spain - Osnovna Škola Podturen, Croatia 14 15 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD In some countries the project group have worked to inform parents as to the importance of education and the benefits that their support and encouragement can give to the success of their child. It is very clear that many of the children who leave school early are caught in inter generational poverty traps and significant cooperation between the schools, social services and other bodies is required to break this cycle. Intervention methods are quite advanced in some of the partner countries and almost nonexistent in others and this allows project participants to see how robust intervention can support the child to stay in school. The importance of alternative educational pathways and lifelong learning is also important to the work of this project. The Learning Games It is a key element of good teaching practice that the teacher will begin from the place on the learning path that the learner is currently at and then help the learner progress further along that path. In order to achieve this goal the teacher must try to use tools and techniques that best engage with the learner and indeed provide the motivation and intellectual stimulation that learners at all levels of study and ability require. Technological developments, particularly in the area of communications, have very much changed the way learners react to educational stimuli. Engagement with the internet and the consequent access to information, social contacts, online gaming and other tools have modified the ways in which people learn and interact. Even though the concept of gamification is a relatively recent development in the field of business, the ideas behind it are not something strictly new in education. If we consider it carefully, we can even say that our western educational systems are instances of gamification: the students (players) are given a general mission (get a certifi cate) which they will achieve by overcoming different stages (years) gradually more complicated and integrating skills already acquired in previous stages. In order to keep them motivated to keep playing (studying), they get feedback (grades) at fixed intervals and intermediate rewards (promotion) or punishments (repetitions). In each of their subjects, they get points for doing activities to a certain standard (exam marks, for example) and are penalized when they don’t follow the game rules (lose behavior and attitude points or are sent off, for example). They even to have team up with other players (group assignments), develop new playing (learning) strategies to overcome unexpected difficulties, fight stronger enemies (final exams) and final bosses (like university entry exams). Digital Transformation PROJECT ID: 2015-1-ES01-KA202-016311 PARTNER PARTNERS: - Volkshochschule für den Landkreis Regen, Germany - CEPA Río Tajo, Spain - Budapesti Kommunikaciós és Uzleti Foiskola, Hungary - CETB, Ireland - I.E.S. Juan José Calvo Miguel, Spain - Hasan Fatma Onal Anadolu Lisesi, Turkey Project Website: http://www.proyectoscprgijon.es/tlg/ Project App: ClassQuest 16 17 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Gamification as a procedure to use video game elements in different non-gaming contexts in order to create increased motivation in real life activities, however, this is a very recent academic and practical development. We have just described our educational systems as gamified systems but they certainly lack the powerful engagement that videogames create, meaning a high number of students get lost along the way or become underachievers. So there must be something missing, something in the very core of our current teaching practice that fail to engage the students to fulfil their potential. What makes videogames so powerfully attractive and engaging then? What are the mechanics behind them that keep people playing relentlessly for hours? They’re challenging, yes, but sure too is education. They develop gradually over progressively more difficult stages, but academic years adopt the same approach. Videogames provide immediate feedback to players’ actions but our systems’ feedback is delayed, sometimes several months, in relation to our students’ actions. Videogames involve a narrative, a continuity, a story. They give players choices, making them protagonists, decision-makers, vital to progress. Players get rewarded for their actions and can compare with their friends. Apart from this, modern videogames in every platform rely on social interaction, the same way most of our students do in their everyday lives through their social media interactions. And, above everything else, they are fun. So it’s quite clear in which aspects games and education differ and which elements should be added in order to make education more engaging, motivating and, even, rewarding for the students. Immediate feedback, progression, meaningful choices, interaction, rewards, even a sense of fun and wonder is the methodological innovation we propose in this project; by bringing these familiar yet motivating