Due to migration movements , the influence of globalization and diversification tendencies in society, there is a need to strengthen inclusion in Europe to avoid social disharmony. It is important to encourage intercultural awareness and to create social cohesion within our diverse societies helped via digital and thinking tools. Language learning through digital tools and critical thinking fosters social inclusion and integration of citizens with different cutural, religious and educational backgrounds. Also, it helps people to exchange and to converge as well as to broaden their way of thinking and to increase employability. This project helps to achieve digital literacy based on the information we get from technical devices, which are shaping how adults and youth interact with each other in school, at home, and at large. How youth use multiple forms of media and technology, in concert with their commitments to community dialogue and social justice, as they learn to be participants in civic and democratic practices. Students can become aware of how to process the immense load of information we are facing nowadays and how to deal it efficiently. Three Adult Education Institutions from Spain, Austria and Italy took part in the project and all 3 have a very diverse learner groups and many immigrants: 1.- EOI Ronda, an Official Language School , which offered the efectiveness of blending learning and generational gaps teaching approach. 2.- Institut für Interdisziplinäre Bildung: Offered THINK Innovativ,THINK Interdisciplinary, THINK outside the Box. They support schools in the development and implementation of an eEducation school concept for the school location. 3.- Euroform RFS: Offered its experience and contribution in innovative learning methods towards visually impaired people using IT aids, and specific devices meant to cope early leavers and also with adult learners with the aim of filling the gap between traditional training methods and the ones related to visually impaired people. They are specialized in training and career guidance a wide range of courses, as IT and languages, in several sectors. Each partner organized a schedule of LANCET meetings to work in three spheres: digital tools, critical thinking and blended learning. partners from Italy presented he digital tool KIALO, a Visit to “World International School of Torino”, International private school, promoter of critical thinking development, and the Management meeting @ Euroform RFS office was explained. Also, they presented the tool Animaker (https://www.animaker.com/). A platform for beginners, non-designers & professionals to create Animation and Live-Action videos (linked to visual thinking concept). It helps to team up our students into multiple workgroups, share projects and get instant feedback, and it instantly tracks our students’ progress with creative assignments. Austria presented a virtual lesson on BEEBOT'S, A SIMPLE TOOL TO LEARN NOT ONLY CODING where we got an insight into elementary robotics and programming with the help of codes. Learnig Coding encourages the analytical & foresighted thinking. Partners from Spain predented G-Suite & Moodle:• Google tools and services tailored for schools and homeschools; Manfred Spitzer´s reseach which shows that society changes due to the use of TV, Video, Computers and Mobiles, digital gadgetsin general, for instance, the more TV children watch the less (and lower) education they get, plus less attention by theirparents; blended learning, Technology approach: benefits and drawbacks. We increase our competence in the above areas, through learning from each other, from organizing and participating in workshops and from participating in the language classes of our partner institutions. We want to focus on learners as well as teachers and want to increase the intercultural and digital competences of adult educators and their qualifications in the area of social inclusion. Blended learning offers a new field to improve digital skills for adults with little time to attend formal learning. Comparative analysis given by each partner´s experience teaching in these fileds has enhanced the European dimension of our transnationality. And with critical thinking skills we can be trusted to make decisions independently, and will not need constant handholding. The participation in project implemention results in self-confidence, self-esteem , opportunities to gain enjoyment and satisfaction from joint work for the favour of the Educational Institutions. The project builds the use of digital media, thinking tools and blended learning to develope different types of intelligence as well as the individual identity and pride of success. By implementing the porject´s goals we acquire various skills necessary for the current job market and in interpersonal contacts and ongoing projects.

podano w języku angielskim

At application time Europe had a large stream of refugees that came across the Mediterranean. It was a challenge for the European countries to handle the refugee flow as we did not have any systems in place. This was a reality for the partners Germany, Norway and partly Spain could relate to.So it became a necessity to develop good practices for adult language learning. The refugee should have language training and they should start or complete an education in the new language. These schools have also adults who have previously fallen out of the school system and need more education.The aim of the project has been to develop adult-adapted methods where new knowledge is based on the resources that the adult students possess. Adult students have acquired knowledge throughout their lives, and they have experiences that are important to explore. Their background and ability to reflect have been an important part of the project. Gaining new knowledge through reflection creates understanding and in-depth learning. The new knowledge becomes part of the learner and not just something that is memorized and reproduced. In this project, it has been important to work with methods that make new learning lasting knowledge. In this way, students expand their horizons and grow as human beings.Methods that create understanding and commitment in mathematics have also been a part in this project, as many of the adult students struggle with maths. Those who must learn math in a new language also have language challenges, as it is not just the mathematical skills they need to acquire. They should be able to understand texts and read mathematical problems, which indicates that language understanding is also important in this subject.The three organizations involved in this project are:Oslo Adult Education Centre Sinsen has several vocational and general programmes. There are 1400 adult students ranging in age from 20 to 60 with the majority aged 25-30. About 50 % of the students undertake a general education course, the others are enrolled in vocational programmes. The Centre is responsible for providing official assessment of real competences in accordance with national learning objectives and national curricula. Our students come from all over the world: 80 % of them have foreign backgrounds with some still needing help learning the Norwegian language. The Centre's aim is to help the students complete their upper secondary education and pass the relevant final exams. At Schule des Zweiten Bildungswege Damne-spreewald, students get a second or third chance to succeed. One of the ultimate aims is - by improving their basic literacy and numeracy skills as well as thinking capacities - to best prepare them for working life and college or university studies. Die Schule is a government school dedicated to providing the best quality courses possible to students making their second or third attempt at completing a secondary school course in order to graduate with a certificate recognised across the country, thereby enabling them to enter a particular career or move on to college or university. The school has more than 300 pupils aged 17 to 45.Escuela Official de Idiomas Ronda is a vocational School to teach both German and English to their students during a practical in-country internship in either Germany or England. Such in-country immersion enables successful social and cultural integration with their host country. The institution is state-run and certifies the level of language skills our students attain according to the Common European Framework of Reference. The focus in our common project has been Thinking Matters and the methods related to it. Topics directly connected to teaching are such as.Systematic writing by using mind maps, collaborative learning, critical thinking, use of online learning, reflective conversations, concept stretchingTo be truly prepared to teach and develop skills needed further into the 21st century, we as schools have developed teaching methodologies to ensure students acquire the right valuable practical thinking skills and associated cognitive and metacognitive strategies. As time progresses, we and our successors will need to be constantly pro-active in ensuring an awareness of the correct practical skills called for as technology and society develop, and exactly how to design courses around the relevant teaching methodologies to guarantee such best teaching practices are maintained with all our various student groups.In this project, the overall goal has been to identify, develop and share effective motivational methods and best teaching practices which can make adult students more pro-active in taking responsibility for their own learning, thereby leading to better performance. Concrete results centre around our project portfolio comprising detailed descriptions of newly developed innovative teaching methods, motivational and other thinking tools.