Schools Harnessing Inclusive
Facilitator Technology

Evaluation of the transfer of training on digital
competences by teachers and educational
support staff to foster inclusion in the classroom

About the project

SHIFT project is an innovative, inclusive project which addresses both professional and social priorities: the strengthening of the profiles of teaching professionals and educational support staff and the tackling of early school leaving and disadvantage through fostering inclusion. Different inclusion needs will be taken into account such as students with special educational needs associated with physical, intellectual or mental disabilities; students of foreign origin with educational needs derived from the late incorporation to the educational system; students with educational needs derived from particularly disadvantaged socio-economic and sociocultural situations; students with learning or communication disorders and students at risk of early school dropout.

Within the context of inclusive education, where the diversity of needs and abilities is not seen as a problem but rather as an added value, the new professional challenges faced by teaching staff and educational support staff and the relevance of the use of ICT in the classroom become a priority. Towards this direction, SHIFT project has three main objectives:
-To evaluate the transfer of the training on digital competences by teachers and educational support staff into the inclusive classroom.
-To evaluate the multidisciplinary competencies, collaboration among all the agents involved in the classroom: teaching staff and educational support staff (teachers, special education teachers, physiotherapists, speech therapists, educational psychologists etc).
-To improve the training received by teachers and educational support staff on digital competences in order to foster inclusion and tackle disadvantage and early school leaving.

SHIFT is expected to generate results that enable the evaluation of the transfer of digital competences in the setting of the inclusive classroom and provide guidance upon the learning paths to be followed for the acquisition of digital competencies that foster inclusion. This will be achieved through very efficiently organized activities such as identification of inclusion needs, development of different evaluating methods and indicators so as to measure the transference of the training received in digital competences , identification of the digital competencies that have a positive impact on inclusion, establishing a relationship between training received and transfer, measuring and evaluating the Competency Gap between the Requested Competences and Owned/Transferred competencies and evaluating multidisciplinary competencies in the context of the inclusive classroom. The involvement of schools for implementation pilot is one of the most important activities of our project and will provide the opportunity to test the outputs of the project in real settings and gain more insight on the needs of educational staff and students with inclusion needs. The multiplier events related to the intellectual outputs, our dissemination activities and our sustainability plan will guarantee the upscaling and continuation of the outcomes far beyond the project´s life span and EU funding.

Start: 01-09-2019
End: 31-08-2022

Project Reference: 2019-1-ES01-KA201-064444

EU Grant: 242.950,00 EUR

Programme: Erasmus+

Key Action:
Cooperation for innovation and the exchange of good practices

Action Type:
Strategic Partnerships for school education

Link to Erasmus project card:

Partners

Institut de Formació Continua IL3-UB (project coordinator)

IL3-UB is the life long learning Institute of the University of Barcelona and it’s one of the most experienced and pioneer educational centres in on-line training. For 25 years, it has sheltered a network of more than 1,500 associated experts, it has collaborated with more than 2,000 companies from the main economic sectors and has been an educational reference for more than 60,000 students worldwide. It offers a variety of masters, postgraduate courses, and training programs in Education, Health and Pharmacy, Engineering, Technology and Environment, Economics and Business and Culture and Communication.

The International Projects Unit of IL3-UB has been involved in the past few years in different European Projects offering its expertise in instructional design and evaluation, designing learning paths for learners, instructional design and evaluation, blended training offer, quality and management.

IL3-UB as the coordinator of the SHIFT project will be in charge of the timely. Efficient and transparent implementation of the project and will be participate in the design and production of the two Intellectual Outputs.

STAFF PARTICIPATING IN THE PROJECT:
Marsia Ellina (Coordinator): mellina@il3.ub.edu
Natasha Yefimenko: nyefimenko@il3.ub.edu
Adreea Madalina Floricel: amadalina@il3.ub.edu


Åbo Academy University

An internationally acknowledged research university with responsibility for providing higher education in Swedish in Finland. ÅA has a total of 1100 employees, of which 700 are working in education and research, 5500 undergraduate students and 950 postgraduate students.
A cross-disciplinary digital experience lab of 8 people is based at ÅA university involved in both research, development and commercial projects. It focuses on the meeting between humans and digital technology, including user experience research, usability, user-centered design and new technology. Their methods include eye-tracking, psychophysiological measurement, EEG, questionnaires and interviews.
https://www.abo.fi/en/experience-lab/our-methods/
Examples of new technology we are currently studying in both educational and health care settings include: the humanoid robot Pepper, virtual reality and augmented reality.

Åbo Academy University will lead WP1 for the identification of ICT competences of teachers and support staff, inclusion needs and multidisciplinary competences in the inclusive classroom. They will participate actively in the pilot implementation and data gathering from 6 schools in Finland.

STAFF PARTICIPATING IN THE PROJECT:
Anette Bengs: anette.bengs@abo.fi
Emmanuel Acquah: emmanuel.acquah@abo.fi


The Department of Education. Generalitat of Catalonia

The Department is responsible for the design of the educational policy, in the field of non-university education and vocational training and qualification (FP). In the field of non-university education, the Generalitat has the exclusive, shared competences and of execution established in article 131 of the Statute of Autonomy of Catalonia, which have been developed by the Law 12/2009, of July 10, of education.

The functions of the Department are the following:

  • a) The educational policy in the field of non-university education.
  • b) The action in the matter of curricular organization and innovation of the educational system.
  • c) Evaluation of school performance and the establishment of corrective measures.
  • d) The management and evaluation of the public schools of the educational system of Catalonia.
  • e) The supervision and relation with the private schools of the educational system of Catalonia.
  • f) Planning the educational offer of education centres.
  • g) The management of teaching staff and staff at the service of public schools.

The Department of Education will have a leading role in the implementation of the pilot in 6 schools in Catalonia where data will be collected regarding the transfer of ICT competences by teachers and support staff in the inclusive classroom.

STAFF PARTICIPATING IN THE PROJECT:
Maica Gil: mcarmen.gil@gencat.cat
Eva Revilla: erevilla@gencat.cat
Elisabet Maseras: elisabet.maseras@gencat.cat
Amparo Sota Antoñanzas: masota@gencat.cat


University of Nicosia (UNIC)

Established as a university on October 4, 2007. It started back in 1980 as a private college by the name Intercollege, offering bachelor and master degrees (since 1996, university status accredited degrees). The University has 6 Schools (Business, Education, Humanities and Social Sciences, Law, Medical, Sciences and Engineering), 20 Departments and a Centre of Modern Languages. It’s educational offer includes 40 bachelor’s degrees, 37 master degrees,20 doctorate degrees and 34 distance learning programmes.

With very high standards on quality the University of Nicosia is aligned with The Quality Assurance and Accreditation of Higher Education and the Establishment and Operation of an Agency on Related Matters Law of 2015 , The Private Universities Law 109(1) of 2005, the Cyprus NARIC Law as well as with European Guidelines and Standards for Quality Assurance – 2015.

University of Nicosia will lead work package 2 which will consist in the establishing indicators and tools for evaluating teachers' competency in creating an effective and inclusive learning environment enhanced with technology. They will also lead and monitor the pilot implementation in the schools of Nicosia.

STAFF PARTICIPATING IN THE PROJECT:
Andri Vrioni: vrioni.a@unic.ac.cy
Melpo Iacovidou: iacovidou.m@unic.ac.cy


University of Barcelona

Since it was founded in the year 1450, the University of Barcelona has been a leading centre of education, science, and critical thought. The quality of its teaching and research, which have won recognition both inside and outside Spain, complements the UB’s commitment to serving the interests of local society and the country as a whole and combines with a demonstrably dynamic, constructive and humanist character that permeates the daily activities of the institution. Demand from prospective students consistently exceeds the offer of places, with more than 64.000 students enrolling each year at one of the UB’s six campuses. In the academic year 2017-2018, students were distributed across 73 bachelor’s degrees, 153 university master’s degrees, 48doctoral programmes, over 700 postgraduate courses, and 597 on-site and distance lifelong learning courses. A broad selection of courses in offered, covering the many disciplines that make up the principal branches of knowledge: humanities, health sciences, social sciences, experimental sciences, and engineering.

The University of Barcelona will lead the 4th work package of the project which consists in analyzing the results of the evaluation of transference during the pilot phase. This results will be used for the second Intellectual Output "2.Learning Paths for teachers and educational staff for acquiring digital competencies that foster inclusion".

STAFF PARTICIPATING IN THE PROJECT:
José Luís Medina: jlmedina@ub.edu
Ignasi Puigdellivol: ipuigdellivol@ub.edu
Trinidad Mentado: trini.mentado@ub.edu
Gabriel Hervas Nicolás: ghervas@ub.edu
Isaac Calduch Pérez: icalduch@ub.edu
Andrea Jardí: ajardi@ub.edu
Beatríz Jarauta Borrasca: bjarauta@ub.edu


The map of the project

Activities

Recruitment of participating schools

Finland

Borgaregatans skola

Haga skola

Korsholms högstadium

Övningsskolan

Smedsby-Böle skola

Catalonia

Escola Els Quatre Vents

Escola Joan Salvat Papasseit

Escola Santiago Ramon y Cajal

IES Andreu Nin

Institut-Escola Baldomer Solà

Cyprus

2o Primary School, LATSIA

3o Primary School, LATSIA

4o Primary School, LATSIA

News & Events

VIRTUAL MEETING WITH THE SCHOOLS PARTICIPATING IN THE PILOT
3 February 2021

Organized by the Department of Education of Catalonia.

2ND TRANSNATIONAL MEETING
16 October 2020

Universiry of Nicosia

Status and Quality of the Project’s Development

WP2: Indicators and tools for evaluation.

  FRIDAY, 16 DAY, OCTOBER 2020
10.00 Welcome - Opening words
Professor Philippos Pouyioutas. Rector of UNIC
10.15

Status and quality of the project’s development
Natasha Yefimenko. Head of International projects unit Marsia Ellina. Project’s Coordinator (IL3-UB)
-Financial update
-Communication and dissemination
-Quality control questionnaire

11.00 WP2: Presentation of the methodology and work plan by
WP leader, UNIC

From WP1 to WP2: Transforming results to evaluation tools
Dr. Andri Vrioni
-The type of Tools -Rational
-How the tools will look like: The indicators of evaluation and the level of performances
-How the evaluation Rubric will be used
-How to create new information from the existing research: The new research questions that will lead to the indicators of evaluation

Methodology of Work: Working with Delphi Procedure
Dr. Andri Vrioni
-The four phase procedure: Design, Developing, Testing Phase, Evaluation
-Two Delphi Rounds for Indicators
-Two Delphi Rounds for Level of Performance
Dr. Andri Vrioni (UNIC)
Dr. Melpo Iacovidou (UNIC)

12.00 Coffee break
12.15 IO1: Inclusive Evaluation Manual
-Structure
-Content
-Requirements Marsia Ellina. Project’s Coordinator (IL3-UB)
12.45 WP2: Tasks and roles of each partner

-Tasks
-Roles
-Timeline
Dr. Melpo Iacovidou (UNIC)
Dr. Andri Vrioni (UNIC)

13.15 Discussion
All partners
14.00 End of meeting

KA2: Cooperation for Innovation and Exchange of good practices

KA201: Strategic Partnerships for School Education

Project no.: 2019-1-ES01-KA201-064444

Project Duration: 36 months

Project Title: Evaluation of the transfer of training on digital competences by teachers and educational support staff to foster

Project Name: SHIFT

PRESENTATION AV RESULTAT FRÅN FÖRSTUDIE INOM PROJEKTET SHIFT
14 September 2020

Åbo Academy University. Turku. Finland

Plats: virtuellt via länken https://aboakademi.zoom.us/j/62944014537

  PROGRAM
15.00 Inledning
15.10 Presentation av resultat från vårens förstudie i skolorna
10.35 Diskussion
15.50 Avslutning

PRESENTATION AV RESULTAT FRÅN FÖRSTUDIE INOM PROJEKTET SHIFT
14 September 2020

Åbo Academy University. Turku. Finland

Plats: virtuellt via länken https://aboakademi.zoom.us/j/62944014537

  PROGRAM
15.00 Inledning
15.10 Presentation av resultat från vårens förstudie i skolorna
10.35 Diskussion
15.50 Avslutning

MEETING WITH STAKEHOLDERS IN FINLAND
27 January 2020

Åbo Academy University. Turku. Finland





1ST TRANSNATIONAL MEETING
24-25 October 2019

Institute de Formació Contínua- IL3. Barcelona. Spain

  THURSDAY 24th OCTOBER 2019
09.30 Registration
09.45 Welcome opening words
Maria Carol. Institut de Formació Continua -IL3
10.00 Presentation of the Project
Marsia Ellina. Institut de Formació Continua -IL3
10.15 Brief presentation of each partner
Elisabet Maseras. Departament d’Educació
Dr. Melpo Iacovidou. University of Nicosia
Dr. Emmanuel Acquah. Abbo Academy
Dr. Ignasi Puigdellivol. University of Barcelona
Maria Carol. Institut de Formació Continua -IL3
11.00 Coffee break
11.30 Administrative Issues (GA, financial, CA)
Marsia Ellina. Institut de Formació Continua -IL3
13.00 Lunch Break
14.30 Presentations of WP leaders WP1: Abbo Academy. Annette Bengs
WP2: University of Nicosia. Dr. Andri Vrioni
WP3: Departament’Educació. Eva Revilla
WP4: University of Barcelona. Dr. Ignasi Puigdellivol
WP5: Institut de Formació Continua -IL3. Marsia Ellina
16.30 End of first day
   
  FRIDAY 25th OCTOBER 2019
09.00 Internal communication and dissemination of the projects
Marsia Ellina. Institut de Formació Continua -IL3
09.30 Different legal and methodological contexts Cyprus, Finland, Spain.
Dr. Andri Vrioni. . University of Nicosia
Dr. Emmanuel Acquah. Abbo Academy
Elisabet Maseras. Dept. d´Educació
Eva Revilla. University of Barcelona
11.00 Coffee break
11.30 Where do we take it from here? Next steps.
Discussion. Dr. Emmanuel Acquah
13.30 Lunch Break
15.00 End of meeting

KA2: Cooperation for Innovation and Exchange of good practices.

KA201: Strategic Partnerships for School Education

Project no.: 2019-1-ES01-KA201-064444

Project Duration: 36 months

Project tittle: Schools Harnessing Inclusive Facilitator Technology

Project Acronym: SHIFT

Publications

PRESS RELEASE
15th of November of 2019

The first transnational meeting of the SHIFT Project is held in Barcelona

The Åbo Akademi University (ÅAU) of Finland, the Nicosia University of Cyprus, the University of Barcelona, the Department of Education of Catalonia, and the Lifelong Learning (IL3-UB) participate together in the Erasmus+ Program

The launch of the SHIFT project (School Harnessing Inclusive Facilitator Technology), a three-year program that will be coordinated by the Institute for Lifelong Learning (IL3-UB), was held in Barcelona on October 24 and 25. This project will be co-financed by the EU Erasmus+ Program, which in Spain is managed by the Spanish Service for the Internationalization of Education (SEPIE).

Throughout these days, professionals from the involved partners, the Åbo Akademi University (ÅAU) of Finland, the Nicosia University of Cyprus, the University of Barcelona, the Department of Education of Catalonia, and the Lifelong Learning (IL3-UB), worked together to lay the groundwork for the development of this project.

This program’s main aim is to foster inclusion in schools and avoid early dropout. In order to meet this goal, it contemplates the making of a system for evaluating the transfer of ICT skills of teaching and non-teaching staff that contribute to inclusion in the classroom, and also design learning paths for these professional in order to be able to create an inclusive environment.

Marsia Ellina, who is in charge of the coordinating role on behalf of the IL3-UB, highlighted the importance of inclusion as being the core of the SHIFT Project: “With this project, we are committed to deliver results that will foster the acquisition of skills and interdisciplinary work between teachers and non-academic staff in the inclusive classroom.”

Different perspectives, same goal

The SHIFT project will be carried out in four stages focused on the identification of digital competences that enhance inclusion, the creation of evaluation tools, the implementation of a pilot in schools from the different countries and the analysis of results. Although each phase of work will be assigned to one of the partners as a responsible leader, all of them will work together in a coordinated manner.

The first stage aims to identify the ICT skills of teachers and non-academic staff for inclusion that were acquired in previous training, and analyze to what extent they are effective in the classroom. The sample used to collect this information will be made up of inclusive schools for each of the three participating countries, with very different socioeconomic backgrounds and educational contexts, to obtain a diverse and precise representation.

Regarding this approach, Emmanuel Acquah, from the Åbo Akademi University (ÅAU), pointed out that: “Not many researchers analyze the connection and synergy between digitalization and inclusion, and how they are applied in real classrooms practices. Having the opportunity to work this issue is unique and the impact we will make in society is also very special”.

The second work package will focus on establishing indicators and tools to assess teachers’ ability to create effective learning environments for inclusion through the use of technology. To achieve this, evaluation, self-evaluation and co-evaluation rubrics of teachers' performance will be developed, based on quality criteria. “We are very committed to social inclusion. Participating in this program will give us the opportunity to contribute to the development of practices to enhance this inclusion”, said Dr. Andri Vrioni, from the University of Nicosia.

The third stage consists on the implementation of a pilot in primary and secondary schools of the three countries involved in the project, to evaluate how teachers and support staff transfer ICT skills acquired in previous training in the classroom to promote inclusion. "We expect to obtain evidence on the impact of the training they have received, and identify how they can be improved to help achieve the expected educational results," said Maica Gil, of the Department of Education of Catalonia.

In the last stage, the results obtained in the different countries that participate in the project will be synthesized and the two main outputs, that consist on a manual for evaluating the transfer of ICT skills and a guide for learning paths and good practices that favor inclusion for teaching and non-teaching staff, will be prepared.

In addition to ensuring the project’s proper development as coordinator, the Institute for Lifelong Learning (IL3-UB), as an education expert, will also participate in the design of the learning paths.

A strong impact on different levels

The SHIFT project aims to produce a great social impact through a set of high quality results that will be stated through a communication and dissemination plan. This impact is intended to work at different levels, to contribute to a change not only in practices within the classrooms but also in the educational system as a whole. In this sense, the participation of policy makers is essential.

On this matter, Ignasi Puigdellivol, from the University of Barcelona explained: “The impact of this project is guaranteed by the fact that it’s developed and applied in schools from different backgrounds. It’s not about conducting a theoretical research, but providing practical tools to ensure that the ICT skills acquired by teachers are transferred to the classroom and support inclusion. Also, having different countries and perspectives enriches our work and allows us to addresses different needs at a European level".

In this sense, the internationalization is key to the added value of this program. Dr. Emmanuel Acquah, from the Åbo Akademi University (ÅAU) of Finland, stated: “It’s important for our different countries to work together to solve a common problem, which is being able to include immigrants and students with special needs, so that they can feel part of the same classroom. This is the future of education”.

The project SHIFT is co-financed by the Erasmus+ program of the European Union. The content of this press release is exclusively the responsibility of the author and neither the European Commission, nor the Spanish Service for the Internationalization of Education (SEPIE) are responsible for the use that may be made of the information diffused herein.

For more information on SHIFT please contact: mellina@il3.ub.edu

You can also visit the following link:
https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2019-1-ES01-KA201-064444

Outcomes & Results

At the completion of the project, two main results are expected:

Evaluation Manual with instruments of evaluation and methodologies to evaluate the transfer of digital competences in the inclusive classroom.
Learning Paths for teachers and educational staff for acquiring digital competencies that foster inclusion.

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