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AXESS GUIDELINES FOR FUTURE TRAINING

Content:

1. Introduction ..………………………………………………………………………………………………………………………….………….12. Project AXESS ……………………………………………………………………………………………………………………………………..1

2.1 Aims of the project …….………………………………………………………………………………………………………………..22.2 Target groups…………………………………………….………………………………………………………………………….………22.3 Project results ……………………………………………………………………………………………………………………….……..22.4 WHY AXESS? …………………………………………………………………………………………………………………………………3

3. AXESS Training - Courses overview ……………………………………………………………………………………………………..34. AXESS OER Platform & Virtual Community …………………………………………………………………………………………..5

4.1 The AXESS Training Platform Functionalities ………………………………………….…………………………………….54.2 Online, Face to face, and Blended learning Mode ………………………………………………………………………….6

5. Recommendations for future training ……………………………………………………………………………………….…………76. Useful AXESS Links ……………………………………………………………………………….………………………………………………87. AXESS Project Partners ……………………………………………………………………………………………………….………………..8

1. Introduction of the Guidelines

These AXESS Guidelines present a manual for the use of the project AXESS products. This document is intended for the project target groups (educators and users) to help them to use the AXESS learning resources both in efficient and effective way.The Guidelines consist of several parts that offer an overview of the project in general, the project goals, partners and the project deliverables.The AXESS courses are the most important outcome from the AXESS project – a two year Erasmus + project. There is a brief description of each course.There is a section which explains the online, face to face and blended way of learning model. Given that AXESS e-resources can be used in different learning ways, the participants, educators and trainers will be able to decide which method is most appropriate in accordance with the characteristics of the target group, technical possiblities and the level of language and ICT skills possessed by students.The ten courses developed within the AXESS project are accessible through a AXESS training platform. Training platform functionalities, access and how to navigate through the courses are presented in this document. There is a section with recommendations for the future trainings and final remarks.The Guidelines for future training are produced based on the feedback from pilot trainings (AXESS IO4 Pilot and Validation). This document refers both to practical and organizational aspects and to pedagogical issues, such as guidelines for trainers, students, structure and content of the training courses, etc.

2. Project AXESS

AXESS is a European project co-funded by the Erasmus Plus Program of the European Commission, Key Action 2, with the aim of developing and validating innovative trainings to improve digital competences of European adults, with a particular focus on low-skilled adult women.

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AXESS Consortium is composed of 8 partners from 7 European countries (Belgium, Greece, Italy, Republic of Macedonia, Romania, Slovakia, Spain).The competences developed in AXESS (sense of sense of initiative and entrepreneurship, social and civic competences, digital competence) are among 8 Key Competences of Lifelong Learning formulated by the European Commission. The international survey (PIAAC) of problem solving in technology-rich environments, among other things, revealed that women in some countries have less developed digital skills than men.AXESS addresses the needs of target groups (adult women) by developing and deploying concrete training and educational resources (OER, open educational resources) for adult women to advance their digital competencies and skills. Project AXESS is the concrete answer to specific needs in the field of upskilling adults, with focus on Digital Skills for educated women (ISCED3) with low level of digital skills. The choice for the topic (Digital Skills) is due to the relevance of digital skills in modern social and economic environment.

Something to reflect on..“Education makes sense because womenand men learn that through learning they

can make and remake themselves,because women and men are able totake responsibility for themselves as

beings capable—of knowingthat they know and knowing that they

don't.”[P. Freire, (2004). Pedagogy of Indignation. Boulder: Colorado, Paradigm. p. 15]

2.1 Aims/Goals of the projectThe ultimate goal of the project AXESS is to enhance employability of women through developed and more

proactive social and civic engagement. In today´s world this is firmly linked with the level of digital skills.The phrase "digital skills" throughout the project encompasses also the civic and social competences as well as the sense of initiative and entrepreneurship.

AXESS is specifically designed to:1) foster the development of civic competences (including digital media literacy and critical thinking) also combating discrimination against women; 2) enhance access, participation and learning performance of disadvantaged learners, where the disadvantage is represented by the gender dimension.

2.2 AXESS Target groups: 1. Primary target group: educated women (at least ISCED3) with low level of digital skills, staff of adult education providers, facilitators of social inclusion and economic empowerment (also career guidance system).2. Stakeholders: members of the “adult education ecosystem” - public agencies, policy makers, AE providers (formal and non-formal), users’ groups, etc. Among the stakeholders, we include the media (especially the local media) that will allow to provide visibility to the AXESS project. 3. General public: the general public that is affected by and interested in digital inclusion, digital skills and competences.

2.3 Project results=> IO1 OER Platform and project website in 7 languages (Online interactive platform as an Open Education Resource specifically tailored to women).=> IO2 Baseline report on training needs

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=> IO3 OER-AXESS training courses developed in 7 languages (Online multi-language training solutions and tools to help users identify concepts and terms in everyday activities, thus boosting their social and economic empowerment/Face-to-face tailored learning materials and courses) => IO4 150 Low-skilled women trained in 7 Countries - Test and Validation of OER AXESS 

2.4 WHY AXESS?

From 2005 to 2010, ICT policies in the EU were outlined into i2010, a 5-years strategic framework. After the 2007 economics crisis, the need of focusing on digital skills and competences of European citizens arose and the development of ICT was perceived as a way to offer a new impulse to the European economy. Digital policy was therefore included into the “Europe 2020”1 strategy as one of its seven flagship initiatives, bearing the name “Digital Agenda for Europe"2.The Digital Agenda consists of 7 pillars:I. Digital Single Market; II. Interoperability & Standards; III. Trust & Security; IV. Fast and ultra-fast Internet access; V. Research and innovation; VI. Enhancing digital literacy, skills and inclusion; VII. ICT-enabled benefits for EU society.The most relevant pillar for the AXESS project is VI. Enhancing digital literacy, skills and inclusion, which calls on Member States to define appropriate actions to enhance digital competences and social inclusion through digital training and digital literacy.

AXESS training courses covers these topics:

1. Problem Solving2. Digital Skills3. Sense of Initiative4. Civic and Social Competences in Digital Age

3. AXESS Training – Courses Overview

The AXESS courses are the most important outcome from the AXESS project.The content is carefully selected based on the needs for the project target groups determined in the first stage of the project - mapping of situation.Online learning forms the foundation of the AXESS training. This is uniform across all project partner countries (Slovakia, Greece, Macedonia, Spain, Italy, Romania) and also across all European countries who will equally benefit for the resources. Each online course exists in the languages of all partner countries and in English.

AXESS – Available Training Courses:1. Problem identification: how to identify the real issue. Define the settings, context and objective. 2. Time scheduling and project management 3. Creatively using digital technologies 4. Managing information5. Digital Skills6. Interacting through digital technologies

1 http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf2 https://ec.europa.eu/digital-single-market/en/europe-2020-strategy

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7. Employability, self-employment and entrepreneurship 8. Job opportunities on Social Media 9. Education for Sustainable Development 10. Awareness raising on Open Government

Each course consists usually of three modules broken down into units.

1. Problem identification: how to identify the real issue. Define the settings, context and objective. The aim of this module is to explain to the participants what is problem solving in general and in digital environment, how to identify the most common technical problems and possible solutions which could improve their computer skills. There are two units with divided structure to achieve this aim. The first unit is designed to explain the definition of problem solving and the level of knowledge depending on the user’s skills. Also, this unit emphasizes on the most common problems that they face on a digital environment. The second unit is focused on how to solve a wide range of problems through digital skills. After this module, learners will improve their skills on how to identify, understand and solve technical problems.

2. Time scheduling and project management This module provides knowledge and introduces topics of relevance towards project management, definitions, elements of project management and time scheduling. It provides general information, definitions. Characteristics of a project are presented as well as useful general information about project time scheduling. This module explains the 5 steps/elements of Project Management Life Cycle. It provides knowledge about Project Time scheduling with general information, definitions, importance and key elements for effective time scheduling as a part of project management.

3. Creatively using digital technologies This module is meant to help you develop a new mind set so you can boost your inner creator and equip you with a set of basic hands on tools to start with and build on. The first module provides the information on the key aspects that influence success in creatively using ICT tools. The second module is bringing into the light a few tools you can start with to bring your ideas to reality. Finally, the third module provides insights on the most important aspects of online marketing.

4. Managing informationIn this course you will find some interesting suggestions on how to browse, search and filter data on the net, as well as some hints on how to make the most out of internet. At the end of this module you will gain: 1. Ability to conduct online research and assessing information on net; 2. Understanding the power of Data.

5. Digital SkillsIn this course, you will find basic information on Digital skills and in particular you will learn how to make the most of smartphones. You will also find some insights on digital communication and digital contents which are useful for communicating via digital contents. At the end of this module you will gain: 1.Ability to use smartphones; 2. Harmonization with digital environment.

6. Interacting through digital technologies In this course, we will introduce the concept of netiquette on the net and its rules. In the second unit, we will present some tips and recommendations to protect your devices, and finally in the last unit we will explore some interesting sharing options based on digital solutions. At the end of this module you will gain: 1.Acceptable use of online resources; 2. Ability to recognize the threats on internet; 3. Knowledge on sharing through digital technologies.7. Employability, self-employment and entrepreneurship

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The module is aimed at putting forward the general concept of EU funding and support for self-employability. It also provides an overview of the EU programmes managed centrally by the EU Commission in support of entrepreneurship and resources to access ESF programs and projects in the countries represented by the project. 8. Job opportunities on Social Media The module aims to develop the ability to write proactive description in CV and seek opportunities in the labor market. Furthermore, it shows key aspects of digital job-hunting: immediacy of communication, identifying job resources, profiling skills and competences.9. Education for Sustainable Development The goal of the course is to provide information on the ways how economic growth and social progress can go hand in hand with a full conservation of the environment. In the first part we will define the main features of sustainable development. Later we will discuss how sustainable development can be reached in the future by very concrete examples of sustainable behavior of citizens published on the internet. It seems that innovative and intelligent production will promote sustainable development. Automated production of Industry 4.0 requires increased digital competences of employees/citizens. It is then important to develop and improve digital skills by using various on-line tools.10. Awareness rising on Open GovernmentThis module introduces the concept of open government as a precondition for modern democracy. Openness of government gives chance to citizens to participate in policymaking and it creates opportunities for governments to build trust in governments. Traditional ways of interacting with government are changing due to the introduction of modern technologies. Use of ICT can promote social inclusion but on the other hand it can deepen the digital divide. Since today´s world is becoming more digital - digital literacy is precondition for better employment, education, civic engagement, leisure and entertainment, it is important to ensure equal access to ICT as well as to digital skills.

4. AXESS OER Platform & Virtual Community

AXESS Training resources are accessible through the AXESS training platform. The materials on the platform are structured in modules and units, from which you access the content, downloadable material, links to electronic resources, multimedia content and other relevant material for the purpose of the AXESS project.There is a search option in the Training section of the platform - you can search topics covered by the courses.

The AXESS platform is supported on PCs and laptops, tablets, as well as the smart phones. All content on the AXESS Platform exists in 7 languages: English, Slovak, Greek, Italian, Macedonian, Spanish and Romanian language.The Virtual Community is created by the Associated Partners who joined the project and who are ready to help disseminate and exploit the project results.

4.1 The AXESS Training Platform Functionalities

The AXESS courses can be accessed through in one of the following ways: By selecting the link: http://www.axesslearning.eu Using the QR code - scanned to your device Through the AXESS partners websites (you can find the links in Section 8 of these guidelines)

AXESS Platform functionalities:1. On the Homepage you can find a short summary of the purpose of the AXESS Project.2. Through Project tab you can learn all details about the Project and the aim of it.

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3. Under Partners tab you can find all the members of this Project, who they are and what they do.4. Under Community tab you can find associated partners, those who have voluntarily joined the Project

once created.5. Under Mapping tab you can learn what the Key Findings from mapping the situation in partner countries

with regard to digital skills are as well as the resource information in so-called Country Snapshots.6. In the Training section you can find two types of material:

- the courses and - the case studies

7. Inside a course you can see that it is divided in different tabs/sections8. In the Course content you can find the main part of the course, which you can access from the pull-down

menu or through a computer graphics beneath9. The Objectives and Descriptions section has a short summary about the purpose of the course10. Inside Data you can find the basic information about the course: the title, key words, author and the

language11. Results section contains the skills and knowledge you will obtain from that course12. On the ‘References and links’ tab you can find the bibliography used for the course. In addition you can

find the downloadable main documents - the PPT presentation, access to the glossary and a list of related courses. Here you can download also all the course with accompanying information in a pdf format.

13. In the ‘Training survey’ you can fill out a short survey and give a feedback on the viewed/enrolled course14. The ‘Extra tab’ is available in some courses and has a link to extra content about the course.15. Inside the submenu toolbar you can find several options:

“Play audio” : you can listen to the content of the courseYou can download the PPT file with the content of the course.It is also possible to download the Training Fiche in Word version that contains all the main information about the course.Moreover you can find here the “AXESS Workbook” which helps to go through the course and get the most of it.Axess Workbook encourages learners to reflect upon what they’ve learned, and it was designed to increase the involvement of participants, to encourage them actually using the knowledge they acquired and embed it into their daily lives. It foresees activities that involve both using the recently learned information (therefore improving the level of retention) and reflecting upon the impact of the information on their own person. Taking a small step such as making a basic action plan magnifies the chances of making more significant positive changes and acquiring new habits in the near future. It supports the whole AXESS approach which aims at providing hands on tools that learners can start using right away. It is also useful for the trainers, as, during face-to-face activities they can develop more meaningful activities. It is the learners’ choice to either keep the filled workbook for themselves or share it with the trainers and get feedback.You also have the option “Top 5 key facts”, a clear graphics with the 5 key aspects of the course.“Top 5 key facts” aims to give learners a glimpse on the most interesting concepts approached in the module in just a few minutes, but also to improve the level of the information they retain.

16. Inside the tab ‘Glossary AXESS’ you can find a list with words or explained concepts, which have been used during the courses. This is very useful for a better understanding of the courses and case studies.

17. In the last section ‘News’ you can find the latest news linked to the AXESS Project.18. All previously mentioned contents are available in 7 languages: English, Slovak, Greek, Macedonian,

Italian, Spanish and Romanian. You can select the language you prefer.19. You can learn more about the training platform in our video tutorial!

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The AXESS Demo Video is available on the following link: https://www.youtube.com/watch?v=kjqCIP0roUs EN version

4.2 Online, F2F, Blended Learning ModelAXESS Courses can be taken in Face to Face, online or blended mode – according to the participant/group preferences and possibilities / limitations.

Face to face learning mode means that the training is held in a classroom with a trainer presenting the module, uses the ppt presentation, AXESS Platform resources, examples, role plays and materials which support the efficient presentation of the topic. Example: The training is held in a classroom guided by educator. The educator will structure the training in accordance to the student’s abilities: language abilities, ICT abilities etc. The training can start with a discussion on the topic, examples and can be accompanied with a prepared presentation, Top 5 key facts

. The educator can use the links from the relevant course to deepen the students’ knowledge. The AXESS workbook can be used in printed format, as well as the evaluation forms. All links to the offered materials can be found in the section 6 of this Guidelines.

Online learning mode – means that the participant visits the platform and opens any of the courses. It means that you take courses online instead of in a physical classroom. It saves time as a student does not need to travel to the training venue. Participants navigate themselves into the content of the available AXESS e-learning resources. Example: The training is held fully online by self-enrolment by the students. They can go in the course they want from the AXESS website and can use all materials offered on the platform. The content in the courses structured in modules and units is independent of each other. The students can start the course from the section they prefer, stop and to continue again from where they like. All courses have a glossary section and links for better understanding and deepening the knowledge. Participants can use the AXESS Workbook and section Top 5 key facts. They can use the online evaluation form to provide their feedback on the course they visited. All offered materials can be found in the section 6 of this Guidelines.

Get the education you want, from anywhere in the world, on your own schedule.

Blended learning mode combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. Blended learning encourages collaboration through one-on-one and small-group interventions. Blended learning is effective because it allows students to learn at their own pace and their own ability level. By including a virtual environment, learning is not limited to a physical classroom.

Example: The training can be held in the classroom, with relevant ICT equipment. The participants can be guided by the educator who facilitates the learning, through discussions, examples and offering facilitation to the students.AXESS Workbook, Top 5 key facts, AXESS Demo video, links for deepening the knowledge can be used according to the structure of the training depending on participants abilities: language abilities, ICT

abilities etc. The evaluation forms for providing feedback can be offered to the participants in online or printed format. All materials offered can be found in the section 6 of this Guidelines.

5. Recommendations for future training

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Education provides a foundation for development, the groundwork on which much of our economic and social well being is built. It is the key to increasing economic efficiency and social consistency. A good education makes an individual develop personally, socially as well as economically. Education helps us to acquire new skills and knowledge that will impact our development in life.Lifelong learning can enhance our understanding of the world around us, provide us with more and better opportunities and improve our quality of life. There are two main reasons for learning throughout life: for personal development and for professional development.Project partners´ ambition was to produce good quality learning resources, that are interesting, relevant and useful for target groups. Moreover, the users can can easily navigate through the AXESS Platform and easily acquire the knowledge.

Recommendations: The courses can be taken fully online, face to face or in blended mode – combination of online and face to

face activities (with support of educator). The participant’s previous knowledge and adequate language or ICT skills are important while choosing the right mode of learning.

The participants can go through the course on their own or with support of educator. Choose the section you are most interested in, instead of completing activity one by one from the

beginning. The course can be taken by jumping between modules because they are independent from each other.

The combination of text, examples and videos is an effective way of gaining knowledge. You are invited to learn more about the subjects by following the links that are provided in the courses.

Following the structure within a course is however advised, because it gives a complete overview of the most relevant information.

We believe it is effective to spend at least one hour on the course which is approximately how much you need for studying one unit.

Each course has the ‘AXESS Workbook’, which is useful for retaining the gained knowledge from the course. It helps to get the most of it.

Each course has ‘ Top 5 key facts’ section, a clear graphics with the 5 key aspects of the course. Some of the courses have section "Extra” – where the users can find additional sources created by AXESS

partners. To assist the users, there is ‘AXESS Glossary’ to increase the understanding of the main concepts. You can

find a list of terms which have been used during the courses with explanations. The courses can be printed. Print or write down the most useful notes to have them at your fingertips

when needed. Motivation in the learning process is essential. Participants should be self-motivated while doing the

courses on their own, and be supported and motivated by the educators and trainers while using the blended learning mode.

We encourage you to use the AXESS learning materials,contents and resources proposed by the AXESS Partners,

complementing it with all the materials that motivates you to deploy your skills and achieve professional and personal progress.

Lots of courage and good luck!

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6. Useful AXESS links:

AXESS homepage: http://www.axesslearning.eu/index.phpAxess project: http://www.axesslearning.eu/project.phpAxess digital skills mapping: http://www.axesslearning.eu/assessment.phpAxess training: http://www.axesslearning.eu/training.php(inside the AXESS training section in each course you can find AXESS Workbook, Top 5 key facts, evaluation forms, training fiche, play audio, AXESS Demo video, downloads, references and links for the related course, data, training survey etc.)Axess glossary: http://www.axesslearning.eu/glossary.phpCommunity section: http://www.axesslearning.eu/community.php

7. Project partners:

Academia Istropolitana Nova (AINOVA), Slovakia Community Development Institute (CDI), Macedonia IDP SAS, Italy EEO GROUP, GreeceInstitut de Haute Formation aux Politiques Communautaires asbl (IHF), Belgium INTERNET WEB SOLUTIONS (IWS), SpainKLEINON, RomaniaUnion of Mother Centres (UMC), Slovakia

Pictures: © Shutterstock, Unsplash

More about project AXESS:www.axesslearning.eu

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