ERASMUS+ Project DI4All All Digital Weeks24

ERASMUS+ KA2 2021-2-SE01-KA210-SCH-000050728 Project DI4ALL dissemination at ALL DIGITAL WEEKS24

1. DI4ALl Learners
ERASMUS+ KA2 2021-2-SE01-KA210-SCH-
000050728
www.di4all.eu
Coordinator: Ebba Ossiannilsson Qualityin OpenOnline Learning
(QOOL) Consultancy, Lund, Sweden
Project partner: EgleCeliesiene, and NedaMons LithuanianCollege
ofDemocracy, Vilnius,Lithuania
ALL Digital Weeks202424 24 May 2024
https://oeweek.oeglobal.org/organizer/
qool-ldc/

2. OBJECTIVES DI4ALL
Funded by the European Union. Views and opinions
expressed are however those of the author(s) only
and do not necessarily reflect those of the European
Union or the European Education and Culture
Executive Agency (EACEA). Neither the European
Union nor EACEA can be held responsible for them.
1. To improve the key competencies, skills, and
learning performance of young people in schools,
by promoting quality improvements, innovation
excellence at the educational level, and involving
digital inclusiveness.
2. To improve the competencies of teachers and
educators to promote digital inclusion and tackle
disinformation through education and training.

3. TARGET GROUPS
Funded by the European Union. Views and opinions
expressed are however those of the author(s) only
and do not necessarily reflect those of the European
Union or the European Education and Culture
Executive Agency (EACEA). Neither the European
Union nor EACEA can be held responsible for them.
•Students
•School staff
•Schools
•Other educational providers
•Public bodies
•National agencies
.

4. ACTIVITIES
Funded by the European Union. Views and opinions
expressed are however those of the author(s) only
and do not necessarily reflect those of the European
Union or the European Education and Culture
Executive Agency (EACEA). Neither the European
Union nor EACEA can be held responsible for them.
•Training of trainers for implementing digital inclusion,
developed from analyzed results and best practices from
teachers and trainers in the field of digital Inclusion.
•Guide for educators including materials from Intellectual
outputs of the project.
•Study of best practices and case studies.
•Online contest for schools to present their best practices in
digital inclusion of all learners.
•Dissemination
•National Life skills Program Lithuania
•Multiplier events
.

8. ERASMUS+
Prioritized areas
Active citizenship
Green sustainability
Inclusion and diversity
Digital transformation
https://erasmus-plus.ec.europa.eu/programme-guide/part-
a/priorities-of-the-erasmus-programme

16. Universal
design
UDL to Change the World
CAST created the Universal Design for
Learning framework, and it remains
one of our core levers of change to help
make learning inclusive and
transformative for everyone.

19. ●Multifaceted –Systems use a variety of quality
measures and often consider strategy, policy,
infrastructure, processes, and outcomes to arrive at a
comprehensive view of holistic quality.
●Dynamic –Systems are flexible enough to adapt to
rapid changes in technology and social norms. For this
reason, they rarely refer to specific technological
measures, instead focusing on the services provided to
users through that technology.
●Mainstreaming –While all quality tools aim to improve
quality at a high level, they are intended to permeate the
entire institution and be used by individual staff in their
daily work and reflective practice.
●Representative –Quality systems seek to balance the
perspectives and requirements of all stakeholders,
including students, staff, businesses, government, and
society.
●Multifunctional –Most systems have a triple function:
they provide a culture of quality within an institution,
provide a roadmap for future improvement, and serve as
a seal of quality for outsiders.

21. Considerations to ensure quality in digital
online education and training must also
include several principles, as follows:
•Increase in flexible learning approaches.
•A strong focus on student engagement
and satisfaction.
•A strong focus on learning outcomes and
the systematic assessment of these
outcomes.
•Increase in learning analytics as a basis
for assessing individual progress toward
learning outcomes and competencies.
•Changing methods of assessment of
earning and assessment for learning as
learning and of learning.
•A growing demand for the recognition of
courses and work-based learning.
•Since the outbreak of the COVID-19
pandemic, several characteristics have been
proposed to ensure the quality of open,
flexible, and digital education. During the
pandemic, it became clear that already
vulnerable people had become even more
vulnerable and struggled to continue their
education and training. (Ossiannilsson,
submitted 2024)

22. Some additional factors need to be considered
(Ossiannilsson, 2023), such as the following:
•Commitment
•Engagement
•Ethics
•Equity
•Inclusion
•Innovation
•Satisfaction
•Socioemotional dimensions
•Sustainability
•Well-being
•In addition, the internationally recognized
quality frameworks for open, online, and digital
education must be applied to ensure quality in
digital adult education, with particular
emphasis on (i) policy and planning, (ii) human
resources, (iii) internal management, (iv)
program design and development, (v) learners
and learning priorities, (vi) course design and
development, (vii) learner support, (viii)
infrastructure, media, and learning resources,
(ix) student assessment, and (x) research and
community services.

23. To develop a culture of quality
Leading with strategy, hands, soul, ethics, actions, and
mind
Communication
Leadership, involvement, and ownership

24. Promote
emotional
literacy
Emotional literacy involves having self-awareness and
recognition of your own feelings and knowing how to manage
them, such as the ability to stay calm when you feel angry or to
reassure yourself when in doubt. It includes empathy, i.e.having
sensitivity to the feelings of others.
Emotional literacy also includes being able to recognise and
adapt to the feelings of other people, whilst at the same time,
learning how to manage and express your own emotions
effectively.
This is helpful in developing good communication skills and the
development and enhancement of relationships.

25. Wellbeing,
caring and
emotional
literacy

27. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gma
il.com
[email protected]
CARING IS SHARING, SHARINGis CARING
THANK YOU
Funded by the European Union. Views and opinions expressed
are however those of the author(s) only and do not necessarily
reflect those of the European Union or the European Education
and Culture Executive Agency (EACEA). Neither the European
Union nor EACEA can be held responsible for them