CRITICAL – Active Learning for critical thinking and digital safety and inclusion Erasmus Project

Project Title

CRITICAL – Active Learning for critical thinking and digital safety and inclusion

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for adult education

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; ICT – new technologies – digital competences; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Our connected society is full of promises, but the online world also brings dangers related to cyberbullying, social exclusion, fraud, false information, and many other potential problems. In general, population is aware of these risks, as outlined but a recent study from European Parliament on Cybersecurity: an 86 % of Europeans feel increasingly exposed to the risk of falling victim to cybercrime. The same document states that, in some Member States, 50% of all committed crimes are cybercrimes.

But not only security is a risk to consider. The misinformation and generalization of the so-called fake news are becoming a serious problem, affecting all citizens, and representing an attack on the foundations of democracy. The Eurobarometer from April 2018 confirmed that more than 85% of respondents think that the existence of fake news is a problem in their country, at least to some extent, and a similar proportion (83%) say that it is a problem for democracy in general.

But are adult Europeans able to identify and protect themselves from these risks? As a reference, only a 15% of respondents in the mentioned Eurobarometer felt very confident about being able to identify fake news; and according to the EC data, 44% of Europeans aged 16-74 do not have basic digital skills.

According to these figures, adult people in general lack the ability to identify these issues and, furthermore, especially young adults are overly confident on their online and social media skills which leads them to adopt practices that are risky and uncritical of the received information. If not shown and convinced to adopt safe and critical approaches they will become passive recipients of “fake news”, unable to identify valid sources and easy preys of radicalisms, extremisms, and snake oil sellers.

Adult trainers can play a key role on helping this collective explore the opportunities of digital technologies by providing them the means to adopt safe and critical views of the online content. But trainers must be themselves confident and comfortable to use and apply online tools. The objective of the CRITICAL project was therefore to work with and empower trainers to help their students be prepared for the online world.

This was achieved through active and collaborative learning methodologies whereby students engage in activities that promote higher order learning skills like critical analysis, synthesis, and evaluation. These learner-centered methodologies use advanced ICT tools like serious games and interactive simulations that the new technologically savvy students understand and master so that they can feel comfortable and motivated. This way, adult learners develop critical thinking, creativity, problem solving, teamwork, collaboration, leadership, communication, and others through an online digital platform that includes multiple advanced ICT tools.

The project results therefore fight against digital exclusion, improve social participation and cohesion, and increase online confidence and trust. The project addresses directly the priority of open and innovative practices, by promoting active and innovative learning methodologies and by developing learning materials that support the effective use of ICTs in adult education, therefore promoting the new technologies as drivers of improvement in education policies. It also addresses the strengthening of the profile of teaching professions by supporting teachers in adopting the previously mentioned collaborative and innovative learning methodologies.

O2. CRITICAL platform: a motivating learning environment where learners will be challenged to solve different problems linked to the digital security and information.

The objective of the project was twofold: on the one hand, and considering the group of adult trainers, to provide them with the knowledge and resources so that they can use ICT-based active learning methodologies. On the other hand, and from the point of view of adult students, enable them to recognize, identify, act, and manage against the risks of online information (cyberbullying, fake news, post-truth, radicalism, online violence, etc.). They learn to face these threats in a responsible and critical way, which favors their security and digital well-being.

The two pillars of this project (active learning methodologies and competencies for the security and digital well-being of adults), fit perfectly. From the central point of view of the use of new technologies in which both realities are supported, but also from an andragogic pedagogical approach, offering a practical learning environment. The adult student puts their digital competences into practice from the beginning of the learning process, through close activities, based on reality, and highly motivating.

Project Website

http://www.critical-project.eu

EU Grant (Eur)

Funding of the project from EU: 128938 Eur

Project Coordinator

MEDIA CREATIVA 2020, S.L. & Country: ES

Project Partners

• FOLKUNIVERSITETET STIFTELSEN VID LUNDS UNIVERSITET
• Social Cooperative Enterprise Drosostalida
• FONDATSIYA NA BIZNESA ZA OBRAZOVANI
• VIRTUAL CAMPUS LDA