Destineproject

DESTINE PARTNERS DEVELOP A TOLERANT, DIVERSE AND INNOVATIVE ONLINE ENVIRONMENT

  • Seven partners are joining forces to achieve the introduction of new ways that efficiently adapt traditional classrooms to the new digital learning environment, safeguarding the values of diversity and tolerance. 
  • DESTINE aims to achieve a tolerant and diversity e-environment through three stages: a social analysis of the VET gaps, the creation of tools that adapt to the requirements previously discovered, and the design and implementation of Peer learning activity.

The burst of Covid-19 precipitated the transference from the academic face-to-face environment to the online world. As a result, the e-environment adaptation could not take place progressively, and it hugely increased the gap between the people who live in more vulnerable environments, leading to greater inequality, exclusivity and intolerance. Against this backdrop, the DESTINE project will seek strategies for developing a new digital, inclusive and tolerance learning environment.

DESTINE is made up of  seven partners who are working deeply to achieve its goal trough a three steps research that would conclude with the design of a new virtual classroom curriculum that promotes diversity tolerance among students and inclusiveness. At the moment, the first phase of the research, which consists on the development of an innovative diversity tolerant and inclusive e-environment is completed at the 85%. An enquiry phase that has shed light on the main techniques and methods that would be advisable to use as well as the possible challenges and gaps it may lead.

SIX CONTEXTS, SIX OUTCOMES

The seven partners conduct the research inside their educational system, adaptation of teaching to new technological developments introduced in their country for both, students and teachers involving the e-learning environment. As well as, a social investigation in which they focused on addressing the needs of the most vulnerable environments in order to include tolerance and inclusiveness in this area.

FRANCE

Osengo, the leader of the project has identified gaps that should adapt the material to increase its attractiveness while adapting it to different paces and creating inclusive links between participants.

GREECE

For its part , AKMI and Symplexis, the greek’s partners aim to develop a deeper theoretical understanding of diversity and inclusion in education. In addition both partners propose the gamification of lessons as a magnetism solution that would provide the increase, interaction and cooperation in the classroom.

ROMANIA

The NGO CPIP proposes access to a greater number of free resources in the digital environment, encouraging discussion, complying with inclusivity and tolerance and with respect as a basis with special attention to each individual case.

GERMANY

BK Consult  GbR, from Germany outlines a different vision and outlines, the urgent necessity to change teachers attitudes towards the digitalisation of the classroom as a benefit rather than a challenge, so they could empower the optimal inclusive learning by giving a proper use of the digital tools.

SPAIN

In the case of Finnova foundation, its mains focus in the necessity of attend individual cases in order to avoid intolerant stations. Under this proposal, the Spanish investigation results aims to get in touch with the family in order to improve learning consciousness in the routine environment of students.

IRELAND

FIPLfocuses on  the need of attend the diverse backgrounds teachers and students have in their learning styles and needs. For that reason, FIPL proposes provide additional support  to learners transition from education to employment, and to teach the teachers to develop their digital and social skills in order to provide each student a better care according to their requirements.

About DESTINE 

In a context marked by recent technological changes, shifts in global economic power, accelerating urbanization and demographic changes, coupled with the importance of digital as recently highlighted by the COVID-19 pandemic; the DESTINE project, funded by the Erasmus + programme, responds to the challenge of addressing the issues of inclusion, diversity and tolerance in the online and distance learning environment. Specifically, the project aims to develop and improve the skills and competences of teachers, trainers and mentors in the field of inclusion and diversity as applied to e-learning.

About ERASMUS +

Erasmus+ 2021-2027 is the European Union’s renewed programme in the fields of education and training, youth and sport, offering opportunities for all people and in all education sectors (School Education, Professional Training, Higher Education and Adult Education). This new Erasmus+ is more international, more inclusive, more digital and greener, supporting digital transformation, inclusion and diversity, as well as the environment and the fight against climate change. With a budget of more than €28 billion, it will fund learning-related mobility and cross-border cooperation projects for 10 million people of all ages and from all backgrounds.

 “This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”

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