About “Eu Made 4ll”

What this project is about

Activities, Methodology & Outcomes

1. Development and implementation of a joint syllabus that includes (a) a common set of core notions, reading materials and learning activities, (b) a series of workshops, each focused on a specific digital text type and carried out through teachers’ mobility among the participant organizations, (c) assignments that enable the assessment and peer-assessment of students’ learning outcomes, and (4) evaluation of the course effectiveness.
   The joint syllabus has been implemented through courses in Messina, Aarhus, Florence, Leeds and Rome-Tor Vergata by combining home teacher’s core session and guest teachers’ workshops.
   Students’ assignments will consist in (1) the production of one digital text type, (2) the analysis of their design choices applying the notions of multimodal digital literacy, and (3) students’ peer-assessment.
2. Creation of an open access online environment for e-learning and for storing and sharing the learning materials and students’ anonymised assignments; The online platform will be adapted by Hannover-L3S by drawing on the results from previous pilot projects.
3. Evaluation of the outcomes of the joint courses and refinement of the joint syllabus, through the methodology of peer-assessment. Any criticalities in current peer-assessment methods (i.e. skewed results because students know their peers) has been overcome thanks to students’ anonymous contributes. Assessment of the students’ assignments involved the home teacher, the guest teachers and the results of the peer-assessment. Evaluation and testing of the joint syllabus has been carried out through students’ anonymous evaluation forms and analysis of the students’ assignments.
4. Students’ mobility within the dissemination of the project’s results;
5. Development of a Common Framework of Reference for Digital Literacy (CFRDiL). This document will be drawn through the combination of data and descriptors will be tested and validated empirically.

Criticalities in current peer-assessment methods (i.e. skewed results because students know their peers) will be overcome thanks to students’ anonymous peer-assessment. Assessment of the students’ assignments will involve the home teacher, the guest teachers and the results of the peer-assessment. Evaluation and testing of the joint syllabus will be carried out through students’ anonymous evaluation forms and analysis of the students’ assignments. CFRDiL will be drawn through the combination of data and descriptors will be tested and validated empirically.

Results, Impact and longer term benefits

The joint syllabus, together with CFRDiL, will be made available as open educational resource to EU and non-EU higher educational institutions. Its adoption at a broader European level will update students’ digital literacy for international communication, and consequently enhance their employability.

The dissemination of the project’s results will promote education and modernization by offering feasible methods for introducing transversal competences that combine digital literacy and language learning in HE curricula; it will prompt changes in the current European language education policies, to update them to the contemporary media for international communication.

We work to achieve these goals:

• students’ increased confidence and competence in international communication by means of digital technologies;
• students’ experience of international teaching practices;
• students’ enhanced motivation for language learning and digital literacy;
• teachers’ increased experience in international and teaching and coordination of joint courses;
• a tool for teaching, learning and assessing digital literacy (CFRDiL).