Digital Approaches for Intergenerational Cultural Education Erasmus Project

Project Title

Digital Approaches for Intergenerational Cultural Education

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 : Partnerships for Creativity

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Creativity and culture; Intercultural/intergenerational education and (lifelong)learning; ICT – new technologies – digital competences

Project Summary

Learning in old age is becoming increasingly important due to demographic trends (changing age balance), social, economic, and health challenges that are being addressed by Active and Healthy Aging policies. This includes learning in old age through different educational activities, in different places and settings, offering different contents and learning tools. Since the introduction of the concept of lifelong learning in the 1990s, new challenges for learning have been found precisely in demographic change and the use of advanced digital
technologies (White Paper). Trying to integrate digital tools opens many opportunities and challenges for organizations involved in the senior education. The important question is what are the benefits of using digital technology and what are its limitations? How to assess where the limit is on using digital technology and when it cannot replace immediate contacts, direct physical activity, actual movement and tactility. We have faced some of these challenges in previous projects (e.g. cooking), but have not dealt with it systematically.
Digital Approaches for Intergenerational Cultural Education (DAICE) will share experiences regarding advantages and disadvantages of using digital tools and content in learning in later life. Focus will be on sharing experiences of using digital tools and content in culture/creative and education programs that play an important role in senior education, especially in COVID-19 pandemic period. Culture/creative and education programs will cover different forms such as art, literature, handicraft, cultural heritage, music, dance, etc.
Different learning approaches – from clasical lectures (about tradition, national culture etc) to face to face contacts are the reasons why we choose culture/creative programes and similar activities to study the advantages and disadvantages of e-learning. Two essential dimensions are included. The first is cultural, identity. It can be seen as part of the intangible cultural heritage, it contains part of the urban and rural tradition, national and regional identity. This can be learned as a cultural, social, anthropological fact important for our national or local cultural heritage. In that view, the results of scientific and professional analyzes are transmitted to the participants (they can actively participate by adding their own experiences)..
For the second approach, we will se what is the importance of implemented culture/creative programes in real environment. For example dance is not only a cultural and social fact, it is a relation to one’s body. It can be pure recreational activity and a simple endeavor to get active and healthy aging and may take a more ambitious approach (somatic education being a discipline using methods of body consciousness within a given space). Body is not understood only as an »organism«, but as a place of feeling, experiencing and changing oneself. The programme is meant for improving body flexibility, coordination of movements, maintaining equilibrium, resistance and body understanding. Partners will be able to choose other culture/creative programs to present digital tools/contents advantages and disadvantages.
Partners would gather and share different experiences about the using of digital tools and content available so far, and how can they be used when immediate physical contact and closeness are irreplaceable, how much blended learning can help, exchange experience about how these tools and content can achieve personal goals (wish fulfillment, cognitive curiosity, desire for healthy and active aging, need for self-actualization, emotional and social contacts needs), how these tools facilitate goals for enabling active and healthy aging, and to identify compensatory mechanisms that can remedy the digital limitations in times when no physical contact is possible but the need for physical activities remains.
Advances in sharing experiences about how different groups (e.g. older people) learn and how neurolearning knowledge is used are opening up new dimensions of learning in old age and are looking at the role of digital devices in a new way. The project is aimed for people who organize programs for seniors.
Several competencies will be improved: responsibility for further adult learning development; using different learning methods, styles and techniques (new media) and awareness of new possibilities and e-skills assessing them critically; able to deploy different learning methods, styles and techniques in working with seniors; designing and constructing study programmes as a programme developer.
It is necessary to use experiences (lesson drawing method) of partner organisations to understand all the possibilities and dimensions in specific programs that have intellectual outcomes, physical activities, health and identity dimensions. Richard Rose lesson drawing model will be used, learning about solving certain problems from other countries communities and organization

EU Grant (Eur)

Funding of the project from EU: 80375 Eur

Project Coordinator

Pucko otvoreno uciliste Zagreb & Country: HR

Project Partners

• Asociatia “Liga Scriitorilor” Filiala Timisoara Banat
• Zavod za proucavanje kulturnog razvitka
• UNIVERSITY OF RUSE ANGEL KANCHEV
• Slovenska univerza za tretje zivljenjsko obdobje, zdruzenje za izobrazevanje in druzbeno vkljucenost
• UNIVERSITAET ULM