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De expertisecel [ed+ict] werkt rond onderzoek en dienstverlening met o.a. volgende projecten:

DOVOS - Digital Online Verification Of Skills (Erasmus+)

This project focuses on establishing a common ground for educational institutions to meet the needs of the industry, elaborating on the skills necessary for the graduates to be competitive and useful on the field of journalism, finding the ways of incorporating the skill training into already existing curriculum of participating educational institutions - both methodology and structure-wise, verifying and optimising the designed skillsets in practice with the participation of both academic and media institutions and developing ways of including the above mentioned skillsets into the digital systems of the institutions using open source software so that it could be easily modified by third party users to fit anyone’s needs. Since ECVET is designed to address the skills rather than academic progress, it is only natural for ECVET to become the cornerstone around which the project is built.

FIT - For Integration and Tolerance (Erasmus+)

This project focuses on: a) comparing the different literacy systems and/or strategies which are adopted by the teaching staff and trainers from the partner institutions; b) realizing multimedia support (videos, photos and etc.) reproducing and/or simulating the living and working conditions of immigrants. As well, gamification (game-techniques and game-mechanics) will be integrated to stimulate learners to learn. c) collecting and sharing the most significant experiences by divulgation on paper support.

PAL - Fighting discrimination and anti-Gypsyism in education and employment in EU (DG JUSTICE)

The PAL Project aims to develop a comprehensive approach and endorse a number of goals in education, employment in order to speed up Roma Integration and support the implementation of national Roma inclusion strategies and the Council Recommendation of Roma Integration. PAL project is co-funded by the Rights, Equality & Citizenship Programme of the European Union.

Meer info en projectdetails

Digitale tool “Risicotaxatie Instrument Partnergeweld”

Het Risicotaxatie Instrument Partnergeweld (RTI PG) is bestemd voor al wie beroepsmatig geconfronteerd wordt met (potentiële) situaties van partnergeweld. Vaak moeten professionals beslissingen nemen die de betrokken partijen beschermen en/of begeleiden opdat het geweld in de toekomst niet (meer) voorvalt. Om dit te bereiken, moeten zij inschattingen maken over de huidige situatie, hoe die kan evolueren en wat de best mogelijke aanpak is.

WANNAGOGO

WanaGoGo is een platform waar de Studio100-figuren tot leven kunnen komen in een virtuele 3D-wereld voor kinderen van 3 tot 10 jaar. Bedoeling is om een spelomgeving te bouwen waarin kinderen op een veilige manier kunnen gamen, video’s bekijken, muziek beluisteren samen met de populaire personages van Studio100. Wanagogo wil deze virtuele wereld uiteraard toegankelijk en interactief maken vanop diverse soorten toestellen, zoals computer, smartphone en tablet. [ED+ict] staat in voor de educatieve verantwoording van de spelomgeving. Daarnaast werkte de onderzoeksgroep mee aan de user-testing met de concrete doelgroep.
http://www.wanagogo.com/

KBC Beleggerskoers

Online beleggingsspel waarbij je op een virtuele beursvloer gaat beleggen in echte aandelen en fondsen (Google, Kinepolis, Microsoft, Nokia, KBC Interest Fund Cash USD cap, enz.). Je krijgt in de KBC-Beleggerskoers 100 000 virtuele euro. Dat kapitaal moet je zo goed mogelijk investeren. Samen met de andere deelnemers strijd je voor een reis naar New York voor twee personen voor twee nachten of een reischeque ter waarde van 1 500 euro, en andere leuke prijzen. Het spel bestaat uit drie aparte competities: een voor deelnemers tot 25 jaar, een voor deelnemers vanaf 25 jaar en een voor medewerkers van KBC. In de Kennisbank vind je in de bibliotheek meer uitleg over courante termen rond beleggen, en meer informatie over beleggen opgesteld door KBC, Bolero en UCLL. In het trainingslokaal kun je testjes doen. Zo weet je of je een onderdeel al onder de knie hebt.

MeToDi (IWT-TETRA)

Het Instituut voor Mediastudies (KULeuven) en [ed+ict] specialiseerden zich in onderzoek en ontwikkeling van gamification methodieken, (in)formeel en non-formeel leren, online risico’s en de mogelijke ondersteuning van ouders en leerkrachten daarbij. Onze expertise leidde inmiddels tot diverse samenwerkingen met de edutainment-industrie en onderwijssector voor onderzoek en ontwikkeling.
Ouders, leerkrachten en ontwikkelaars zijn vragende partij om digitale leermaterialen te ontwikkelen, die:

  • Samenwerking, flexibiliteit en creativiteit stimu- leren in een (in)formele context,
  • Rekening houden met de online-risico’s, zoals bv. onaangepaste inhouden, cyberpesten, verslaving, risico’s m.b.t. reclame, ....
  • Gestoeld zijn op de nieuwste inzichten, die blijven voldoen aan de maatschappelijke evo- luties op het vlak van onderwijs en technologie.

Blended Learning Module “Form A Chain To Safeguard Children”

The project talks about child abuse and domestic violence. About how you can work together to stop this violence and make families stronger. It will hopefully inspire many professionals, services or organisations involved with children and families that are affected by abuse and domestic violence.

Junior Game Academy

G.A.M.E., Gaming Als Motivator voor de Economie, is een project van de expertisecel [ED+ict] en Stichting Onderwijs en Ondernemen (UNIZO). Het project richt zich tot leerlingen en leerkrachten van het basis en secundair onderwijs. Een leerlijn game-ontwikkelaar wordt in de vorm van een leerplan ontwikkeld. De leerlijn game-ontwikkelaar brengt alle beroepen, die bij de ontwikkeling van een game betrokken zijn, in beeld. Games, van idee tot commercialisering, worden samen met leerlingen en leerkrachten uitgedacht, ontwikkeld en vermarkt. De leerlijn wordt opgenomen in de Junior Game Academy, die via game-bootcamps, gaming sessies op woensdagnamiddag/zaterdagvoormiddag en themadagen in scholen wordt uitgevoerd. Met software, zoals Game-Maker, Unity3D en de zelf ontwikkelde level-editor kan het volledige game-proces worden uitgevoerd. Het project wil jongeren, als digital natives, motiveren om voor gaming opleidingen, en -beroepen te kiezen en zelf game-bedrijven op te starten.
http://edict.khlim.be/jga/

Mood City

Een computerspel over respect & gezonde relaties Mood City is een project van de preventiedienst van de provincie Limburg, gebaseerd op het succesvolle Canadese preventieproject “The Fourth R“. Tijdens deze lessen doorkruisen de leerlingen met hun avatar een virtuele stad en moeten ze nadenken over onderwerpen als pesten, actief luisteren, geweld, machtsmisbruik, gebruik van sociale media enz.
Aangeboden pakket in http://www.skillville.be/

Plai (ESF)

PLAI is een nieuwe en speelse aanpak van de AI-methode (Appreciative Inquiry). Appreciative Inquiry (afgekort AI, vertaald: Waarderend Onderzoek) is een krachtige methode waarmee medewerkers en stakeholders in arbeidsorganisaties samen hun werk innoveren. Het doel van het PLAI-project is om diverse medewerkers actief te betrekken bij deze veranderingsprocessen, van laag tot hoog, ook zij die minder talig aangelegd zijn, de introverten, de kwetsbare groepen. Dit gebeurt via traditionele en digitale spelvormen in de 5 fasen van het AI-proces: Van probleem naar positief geformuleerd kernthema (‘affirmative topic’). Het afbakenen en geschikt formuleren van de focus. Discovery – vertellen: Het ontdekken van processen die goed werken, zoeken naar de positieve kern, wat zijn onze beste ervaringen rond het gekozen onderzoeksthema tot nu toe? Dream – verbeelden: Het verbeelden van wat mogelijk zou zijn in de toekomst, wat is de toekomst die we wensen? Design – vormgeven: Het ontwerpen en plannen van wat mogelijk zou zijn in de toekomst, waar willen wij binnen bepaalde tijd staan, hoe ziet dat er dan uit? Destiny – verwezenlijken: Het implementeren van het voorgestelde design, welke concrete acties en projecten zetten we op, waar beginnen we en hoe betrekken we anderen?
http://www.plai.be/

Serious game (Daphne)

CAVA is a part financed EU DAPHNE III project that focused on Changing Attitudes to Dating Violence in Adolescents through the use of an immersive and engaging video game (as the central learning object), designed to appeal to young people. The project started in February 2011 and closes in January 2013. The video game is considered the first of its kind in Europe according to research by the Serious Games Institute in the UK (part of Coventry University).

Big Step: Learning through gamification – Integration of the vulnerable groups

The priority of “BIG STEP: Learning through Gamification – Integration of the vulnerable groups” is to provide an innovative inclusive educational method, and to foster the integration process of refugees, immigrants beneficiaries of international protection, and other groups and minorities in refugee-like conditions into the European Union. Gamification is the application of game design elements and game principles in non-game contexts; in other words, it employs game design elements in attempts to improve user engagement, learning, flow, evaluation, organizational productivity, etc. of engaging participants through a digitally-based approach.
Our project aims to address the above listed priorities by designing and developing an educational two-dimensional (2-D) serious video game in the spirit of Gamification, which will be targeted to the most vulnerable groups of people in the European Union nowadays; refugees who need assistance to learn the language of their (new) country of residence, as well as to get accustomed with local cultural aspects that will help them integrate easier to the host community and coexist. The project is prepared in line with the selected Horizontal priorities and it is going to enhance the basic skills and competences of the participants in general.
More specifically, the project’s implementation will have the following effects: a) it will provide language learning and cultural education opportunities tailored to refugees and other groups with disadvantaged backgrounds, b) it will do so in an innovative educational context and through an alternative, motivating and fun method, c) it will reduce socio-economical disparities and enhance the access and participation of these groups into the learning and integration process, and d) it will promote and increase media literacy by improving the digital competences of participants. Lastly, e) all the above will take place in countries that have not implemented major policy changes in their educational practices since the Paris Declaration (apart from Belgium).
The majority of studies have found significantly positive effects from Gamification and it is envisaged that our project will enhance the literacy and media skills, and the cultural awareness of our target groups through this novel approach – groups who are currently not well, if at all, served with such opportunities.

Project PAL

The Project Pal is aiming to develop a comprehensive approach and endorse a number of goals in education, employment in order to speed up Roma Integration and support the implementation of national Roma inclusion strategies and the Council Recommendation of Roma Integration.
The project aims to support Roma youth participation of different levels, by gathering qualitative data about approaches and practices of Roma youth and supporting initiatives where Roma participation is key to long-term change.

http://projectpal.eu/

 

GARAGE 4.0

Het project ‘Garage 4.0’ nodigt KMO-ondernemers uit de automobielsector, samen met hun managers en medewerkers, uit om deel te nemen aan nieuw ontwikkelde trainingen, seminars, workshops en rondetafelgesprekken of lerende netwerken.

Bekijk project

WELKOM: Recognition of Qualifications held by Refugees

The project has been created as an answer to the growing needs for social, economic and educational integration of the refugees fleeing to the European countries during the last few years. The massive and continuing internal and external displacement of people, especially from Middle Eastern and Northern African countries, has had enormous social, economic and political consequences in these regions, derailing their development path and affecting the growth gains previously achieved. Based on the conclusions of the Council of Europe and the Action Plan on Building Inclusive Societies (2016-2019), the response to the refugees’ crisis is planned to be implemented based on 3 main pillars; the first and most important is the pillar of Education which stresses that focus should be given on (1) Language skills as an engine for integration, (2) Recognizing qualifications held by migrants and refugees, (3) Access to education for migrant and refugee children and young people.

Romani Ambassadors

European Commission fosters actions and initiatives oriented to social inclusion and integration of excluded minorities established in every country placed in its region. Roma community is one of the biggest disadvantaged social groups with a considerable population of 10-12 million people. Their every day struggles are unobtrusive, are rough to be undertaken and impossible not to be noticed.
European's Cohesion Policy is specifically addressing problems of Roma inclusion, as one of the main and core priorities of Structural and Investment Funds.
A large number of priorities have been addressed both in theoretical and legislative level. At EU level, several important legislative developments during the last 10 years have established frameworks for greater protection against racism and racial discrimination for EU Citizens, including Roma. Namely: the Directive 2000/43/EC (Racial Equality Directive), the Framework decision on combating certain forms and expressions of racism and xenophobia, the Charter of Fundamental Rights, and the Lisbon Treaty.
Commission orientation is favourable to initiatives and funding that fight social exclusion and promotes a non-discriminative and free of biases environment. More specifically, Operational programmes and other funding opportunities under the European structural funds are concentrating on youth and minorities education and enhancement of employment opportunities and entrepreneurship.
In the field of education, Roma community has a small representation. Children and teenagers are being distanced from education due to their unique lifestyle and the weakness of the educational system to integrate this uniqueness. Youngsters are being excluded from important educational activities and this exclusion results in their future lack of knowledge, skills and occupational capacity.  Representation in the higher educational levels is also disappointingly low, due to the previously described early school leaving situation. This common phenomenon in Roma educational reality has its roots to problems or lack of literacy, bilengual nature of Roma communicative ability, often movements and relocation, unstable working life, healthcare issues and traditions of the Roma community that promote a lifestyle with significant differences to any other youngster living and growing up in the European region.
As a rational result, employment rates for the Roma community are extremely low and are being an important indicator of the continuity of exclusion’s rough consequences. As already mentioned, Roma people have only less knowledge and skills to demonstrate and in many cases their future working reality is predefined due to their influences and the inability to take over more complex job positions. This inability is originate to the early school living and the extremely discriminative treatment of Roma people both in education and employment market.
The lack of opportunities and bias-based behaviour in employment market drives the Roma community out and away from inclusion, feeding youngsters with negative feeling and desire for isolation. As a result, Europe is leaving a great percentage of labour force unexploited, lacking itself a huge opportunity for growth, development and minimizing of unemployment rates. At the same time, Roma people are deprived of the chance to educationally and professionally evolve, to claim the right of successful job applications, to acquire healthy living habits and conditions and to be treated as equals in all kind of everyday life aspects.
Our project in a follow up of  previously implemented initiatives under Erasmus+ and other European funding initiatives , intends to continue the successful implementation of training opportunities that foster Roma inclusion and integration both in education and employment market.
Our main objectives are:
- To further enhance and improve training of trainers and mediators in the field of youth Romani education in terms of helping to policy reforming and implementing EU's ambition for inclusion of the Romani community. early school leaving, low educational capacity of the Romani community, low representation of it in the secondary and tertiary education, more inclusive curriculum and elimination of discrimination are among the most urgent issues that will be addressed during the training of trainers in the field of education.
- The second objective of training of trainers will be fulfilled by another training of trainers of youth Romani mediators and trainers that will be focused on the EU's ambition for Romani's employment opportunities. The emerging problems concerning the Romani community is the low level of educational skills, discrimination in the private sector against the Romani labor force and  the big gap between m,en and women romani representatives in the labor market. A guide and job-skills education are the key milestones of training initiatives.

PAL Push Entrepreneurship

The Roma is Europe’s largest minority, with an estimated population of 10-12 million. Socially and economically, the Roma are also one of the Europe’s most vulnerable and disadvantaged groups and frequently face intolerance, discrimination and exclusion. Many lack access to housing, healthcare, social services employment and education. European countries have both a national and a joint responsibility to address the discrimination and exclusion of the Roma; significant funding has been devoted towards improving the situation of the Roma.
The link between education and unemployment poverty is strong amongst Roma and Traveler communities in Europe. As indicated in many UNDP and FRA studies, unemployment rates for Roma men vary from 16% to 64%, and for Roma women from 35% to 79% in certain countries. Research data also suggests that, even when employed, Roma and Travelers experience disadvantage in the quality of the work itself. Alarmingly, the gap in unemployment between Roma and non-Roma seems to be the greatest amongst Roma youth. In the 2016 EU MIDIS II survey, data revealed that the proportion of young Roma aged 16 to 24 years who are not in work, education or further training (NEET) is, on average, 63%. The results also show a substantial gender gap where, on average, 72% of Roma young women aged 16 to 24 years are neither in work nor in education.

Small Business Development Centre

The general purpose of this project is to improve the managerial, financial and business competence of young entrepreneurs by the open access training modules. Equipped young entrepreneurs with core competencies will ensure the development of business life and of course their nations in EU standards.

Within the existing entrepreneurship trainings, entrepreneurs are introduced to business plan concept. This training consists of only 30 hours. During training, entrepreneurs, who are already stranger to concepts, don't get enough information to manage a successful enterprise. Theoretical training doesn't provide enough information and experience in order to prepare their feasibility plans. They should be trained not only in a class in a given period but also every time they need. Thus, by this project an e-learning platform will be constituted.

Beside this need, entrepreneurs aren't trained about foreign trade, e-commerce and social media marketing. These are big deficiencies. These arguments are indispensable in toady's globalising world. Each entrepreneurs should consider to interact with global world and social networks in order to enlarge his/her businesses. Therefore, entrepreneurship trainings should contain modules of foreign trade, e-commerce applications and social media marketing.

In order to achieve this goal it will be constituted a “Small Business Development Centre” including applied methods. It will be generated training curriculum, materials, documents and media in order to use in business life effectively. So, the professional qualifications of the youngsters will be developed and the differences will be reduced.

Target group of the project is young entrepreneurs who want to make an investment. By the outputs of this project youngsters can improve their professional qualities themselves via ICT tool and training materials.

Final beneficiaries of the project are; employees, grad / undergrad students, Ministry of Development, Ministry of Science, Industry and Technology, policy makers and NGOs specifically working for business life.