FINAL ASSESSMENT eFLIP

e-FLIPFINAL ASSESSMENT

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2021-1-SK01-KA220-VET-000034712

Introduction

Introduction

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Sustainability

Trainings

Dissemination

Coordination

Results

We used qualitative and quantitative indicators to assess both the quality of the project and the achievement of the objectives we had set. We focused on:

• the project results
• the coordination of the project (Transnational Project Meetings)
• the trainings (L/T/T Meetings),
• the intellectual outputs and results
• the dissemination
• and the sustainability

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Introduction

Sustainability

Trainings

Dissemination

Coordination

Results

Coordination of the Project

26

Number of people who answered the survey

The coordinationof the project was vital. It ensured efficient resource use, goal alignment, smooth communication, and timely adjustments, ultimately leading to project success and impact. The relevant information for this assessment was extracted from the TPM surveys and the reports.

Survey Sample

Coordination

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Introduction

Sustainability

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Dissemination

Coordination

Results

The meetings were moderated effectively

The communication among partners was fluent.

I have a clear understanding of my tasks and duties

Place your mouse on the chart to see the value

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Introduction

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Coordination

Results

I have a clear understanding of the organizational procedures and the documentation

The coordinator gave an answer to all the needs and doubts

The time management during the meetings was effective.

All the participants in the meetings were engaged in the process

Coordination

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Introduction

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In general, the meeting objectives were met.

The time management during the meetings was effective.

Coordination

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Introduction

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I1. Number of tasks timely carried out / n. of tasks planned * 100

Is the schedule being respected?

I2. N. of online and face-to-face coordination meetings carried out

Are the meetings held?

Coordination

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Introduction

Sustainability

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I3. Average number of attendants per meeting

Are partners attending the meetings?

Results

I4. Participants’ satisfaction for the communication channels

Is the communication fluent?

Coordination

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Introduction

Sustainability

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Coordination

Participants' comments and suggestions

Results

The whole meeting was very good and productive. Additionally I liked the meeting at Fundació Bofill in Barcelona very much.

A lot of agenda was solved and the content of project results was clarified.

Excellent meeting! Our teamwork made it productive and efficient. Thanks to the hosting organization for their efforts for this meeting.

We are so happy with the Project Outputs, especially Platform and e-Book. It would be great to have the Platform translated into German

We are so happy with the Project Outputs, especially Platform and e-Book

This was an intensive and wonderful meeting!

Coordination Assessment

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Introduction

Sustainability

Trainings

Dissemination

Coordination

Results

Gaziantep - Turkey

TPM1

Manresa - Spain

TPM2

Zilina - Slovakia

TPM5

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Introduction

Sustainability

Trainings

Dissemination

Coordination

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The Trainings (L/T/T Meetings)

131

Number of people who answered the survey

The training conducted within the e-FLIP Erasmus project was highly satisfactory. Participants gained valuable knowledge and skills, meeting the intended learning outcomes. Feedback and evaluations consistently reflected a positive experience, confirming the effectiveness and success of the training initiatives in advancing the project's objectives. We conducted initial and final surveys (both to participants and teacher candidates monitoring the platform) to assess the project's overall impact and outcomes. In addition to these, we implemented partial surveys after all L/T/T meetings to monitor progress along the way. These interim assessments provided valuable insights into the evolving dynamics of the project and allowed for timely adjustments to ensure its successful trajectory.

Survey Sample

1. Quantitative Indicators

I6: N. of people who receive the training

Are the teachers being trained?

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Introduction

I7: N. of study visits

Are good practices from the different countries provided?

Sustainability

Trainings

Dissemination

Coordination

Results

I8: Participants’ satisfaction with the trainings

Are the teachers satisfied with the trainings?

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Introduction

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2. Initial vs. Final Survey Results

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Introduction

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On an scal from 1 to 10, how much do you know about...

Results

The Flipped classroom approach

The e-FLIP approach.

The main features of effective online teaching.

The development of digital materials.

Supporting inclusive practices in digital settings.

Lesson planning for digital settings.

Collaborative practices in digital settings.

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Introduction

Sustainability

Trainings

Dissemination

Coordination

Results

Edmodo

Class Dojo

Mantimeter

Sutori

Padlet

Trello

Basecamp

Popplet

Cacoo

EdPuzzle

Flipsnack

eStory

Sway

Nearpod

Kahoot

Quizlet

Socrative

Plicker

Crwdsignal

Canva

Participants' Comments

01

I have heard some of them for the first time and I think I will benefit much in my further teaching. At different stages of the lesson, including planning and assignment activities, I can use these tools.

02

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The infographic was really and excellent way to summarize what has to be done in order to create a proper e-Flip lesson plan. It helped me to fully understand what a teacher was expected to do in order to take the most advantage of the model.

Introduction

Sustainability

Trainings

It was very helpful and it helped me reflect on how to efficiently use the tools in relation to the different parts of the lesson; I better understood the idea behind flipped classroom, how I can integrate it into my own classroom curriculum and how to make the flipped classroom more effective for my lessons

Dissemination

A great way to have interactive, communicative and collaborative flipped classes on the internet. Some of the major issues in traditional and flipped learning are addressed in this model.

Coordination

The e-FLIP model was really helpful. Especially, in the pre and post stages, being collaborative and interactive among students, could be useful. Using these tools can make our lessons more effective and in the classroom we may spare more time to practice and carry out tasks with students.

Results

I could have an overall on different tools that I didn’t know; I learned new educative tools that can be very useful for my subject and for the Projects that I run in my School involving students; it helped me reflect on how to use some educative tools in an inclusive way, and reflecting about which tool is the most effective in relation to different educative situations.

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04

05

06

Links to L/T/T Assessment

Volos - Greece

C4

Reykjavik - Iceland

C2

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Introduction

Cuneo - Italy

C3

Sustainability

Trainings

Dissemination

Coordination

Results

Berlin - Germany

C1

Intellectual Outputs and Results

The outputs of the project are really significant as they represent the tangible results of our collective efforts and hard work. They serve as a valuable resource for the intended beneficiaries, stakeholders, and the wider community, contributing to knowledge enrichment and digital skill development.

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Introduction

Sustainability

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Coordination

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Results

Number of people who answered the survey (Partner coordinators)

Intellectual Outputs and Results

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Introduction

Sustainability

Trainings

Dissemination

I10: Number of pilot schools, students (including disadvantaged ones)..

Is the project scope large enough?

Coordination

I14: Teachers’ satisfaction with the outputs

Are the outputs effective?

Results

1. Quantitative Assessment

Is the project producing enough teaching material with web 2.0 tools?

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Introduction

Is the project producing enough lesson plans?

Sustainability

Trainings

Dissemination

Coordination

Is the project producing enough assessment intruments?

I11: Number of teaching activities created

I12: Number of teaching lesson designs created

II13: Number of teaching assessment instruments created

Results

2. Qualitative Assessment

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The project results relevant to the e-FLIP model underwent scrutiny by educators including teachers, school administrators, prospective teachers, and teacher trainers. This extensive evaluation allowed for a holistic understanding of the model's effectiveness and its potential implications in the learning environment. Additionally, the e-FLIP module, the associated digital platform, and the suite of digital tools were also under the spotlight. A significant emphasis was laid on the usefulness of digital tools and instruments, aiming to gain a deeper understanding of their impact and relevance. Feedback and evaluations played a critical role in finalizing the project results, namely model, module, and platform. These insights informed adjustments, ensuring the optimization of the model, module, and platform to best serve its users. Below, we provide qualitative analyses based on these evaluations and feedback. These analyses are instrumental in understanding how the e-FLIP model and its associated components have been evaluated by actual users. In this regard, we provide our findings from the analyses regarding the following issues: 1. The evaluations and feedback from a diverse group of educators, shedding light on their perspectives regarding the e-FLIP model. 2. A focused evaluation of the e-FLIP module, capturing its nuances and highlighting areas of strength. 3. An in-depth analysis of the e-FLIP platform, examining its user experience, functionality, and alignment with educational goals. 4. An assessment of the digital tools and instruments, emphasizing their relevance, usability, and contribution.

Results

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Introduction

Sustainability

Trainings

We have prioritized a structured approach in presenting our findings, aiming to facilitate easy navigation and comprehension for the readers. Feedback from participants who were engaged in face-to-face training, as well as those who were enrolled in the e-FLIP digital platform, served as the primary data sources for these analyses. Insights from over 150 participants were gathered, providing a deep understanding of the project's influence in both traditional and digital educational settings. Within this report, detailed information derived from the mentioned user experiences will be presented. The e-FLIP model's general evaluations by various educators, in-depth reviews focused on the e-FLIP module, assessments of the digital platform's user experience and functionality, and the usability and contributions of digital tools and instruments in education are topics covered in these analyses.

Dissemination

Coordination

Results

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Introduction

Sustainability

Trainings

Qualitative Assessment

Dissemination

Coordination

Results

The e-FLIPModel

The e-FLIP Module

The e-FLIP Platform

The Digital Tools

Many participants highlighted the structured approach of the e-FLIP model, which aids in better planning and delivery of lessons. A Slovak teacher mentioned how e-FLIP helps in planning and also gives students a clear learning path, making them more involved. Similarly, an Italian teacher found it beneficial for mapping out flipped classroom activities. Another advantage of the e-FLIP model is its systematic format for feedback and evaluation. A Spanish teacher liked the clear planning template and emphasized the model's ability to conduct detailed evaluations with students. Teachers also mentioned how the e-FLIP model addresses current challenges in education, like the various ways flipped classrooms are being implemented and concerns about the tools used. An Italian teacher appreciated the model because it lets teachers focus more on content. Its flexibility was another point of praise. A Slovak teacher liked how it can be adapted to different subjects and topics. The model also gives students more control over their learning, allowing them to cover theory outside the classroom and use class time for practical work. Several teachers mentioned how the e-FLIP model encourages continuous learning. An Italian teacher said it promotes lifelong learning, while another highlighted its clear steps that can be tailored to different class needs. In our digital age, students need strong digital skills. A Spanish teacher noted how the e-FLIP model helps students develop these skills by letting them study theory at home and practice in class. To summarize, feedback from different countries points to the e-FLIP model's strengths in structured planning, detailed evaluation, adaptability, and fostering continuous learning. The model is practical and effective, meeting the needs of teachers and students in today's digital world.

One of the salient features highlighted by educators is the module's ability to address professional development needs, offering flexibility without the usual constraints of time and location. This adaptability ensures that educators can delve into the content at their convenience, enabling them to create diverse and engaging teaching materials and activities. The courses are filled with examples and actionable advice, a feature that was particularly appreciated by many who felt it empowered them to make their lessons more interactive and engaging. Additionally, the module's comprehensive and clear content stood out. The depth of information, especially on topics like online teaching and the e-FLIP educational model, was lauded. What made this content even more commendable was its presentation in a clear and understandable manner, ensuring that educators could easily assimilate the knowledge regardless of their prior familiarity with the subject. The module was also appraised for its practical utility. It assists educators in the development of tools for formative assessment, providing tangible means to apply the knowledge gained. The inclusion of self-assessment features, notably the evaluation questions towards the module's end, was a well-received aspect. Such features allow educators to measure their understanding, and the corrective feedback ensures they stay on track with their learning objectives.In summation, the e-FLIP module, as per the feedback, appears to be a holistic tool that meets the various needs of modern educators. Its blend of rich content, user-friendly presentation, and practical assessment tools makes it a go-to resource for educators navigating the challenges of the digital age.

The feedback from educators spanning various nations provides critical insights into the e-FLIP platform's effectiveness and relevance in the current educational practices. One of the standout features of the e-FLIP platform, as noted by an Italian teacher, is its capability to act as a digital learning platform. With the e-FLIP model offering a selection of digital tools paired with a well-defined work strategy, the educator emphasizes the possibility of cultivating a collaborative platform within schools. This platform aids in creating potent content and acts as an essential support for teachers in lesson development. A recurrent sentiment, especially from Spanish educators, pertains to the platform's choice of Web 2.0 tools. The vast array of tools available online often overwhelms educators, but e-FLIP simplifies this by offering selected, tested, and reliable tools. Notably, the accompanying video tutorials are lauded as they substantially ease the user experience. Beyond just tools, the Spanish feedback underscores a shift in teaching methodologies. They opined that traditional approaches no longer align with modern student needs, which necessitates innovative methods like the e-FLIP model. This model fosters critical thinking, promotes significant learning, and facilitates an inclusive approach where every student can learn at their own pace. The Turkish educator's feedback draws attention to the platform's direct relevance to teachers, emphasizing the potential of the e-FLIP training module in extending the project to other educators online. This sentiment is mirrored by a Slovak teacher who pointed out the platform's versatility. The e-FLIP digital platform is suitable for a spectrum of VET subjects and can function as a teacher training tool. Its capability to provide real-time feedback and monitor student activity makes it indispensable in the contemporary educational milieu. However, it's essential to acknowledge the limitations too. A Slovak educator, while lauding the platform for its potential in teacher training and project dissemination, mentions an apparent drawback - the inability of educators to prepare their courses or add more presentations. This feedback is valuable as it offers avenues for improvement. Yet, the overall sentiment remains positive, with the same educator appreciating the platform for its pedagogical approach where the teacher acts more as a facilitator than a dominant figure. Lastly, an Italian educator's feedback underscores the platform's role in exposing them to newer teaching tools. Through the platform, they got acquainted with tools they hadn't used before, such as Socrative. This broadened their horizons, offering more dynamic tools for lesson preparation and fostering a stronger "learning to learn" environment for their students. In essence, the e-FLIP platform emerges as a comprehensive tool in the feedback. It's appreciated for its structured approach, innovative tools, and adaptability to the modern teaching environment. However, as with all systems, there's room for refinement, ensuring it continually aligns with the evolving needs of educators and students alike.

Incorporating digital tools into education is a clear indicator of the system's progression, as highlighted by feedback from educators. A Slovak teacher pointed out the convenience and ease of access to digital resources. Instead of relying on physical books, students can now quickly tap into information through their devices. A Spanish teacher further elaborated on the adaptability of these tools. They allow for customized learning experiences. If students struggle with certain content, they can revisit digital materials multiple times and even communicate directly with their teachers for clarification.An Italian educator mentioned the versatility of digital tools. They can be adjusted according to different student learning styles. This adaptability is especially beneficial for students with disabilities or special educational needs. The ability to adjust and remix digital content also ensures that different classrooms can benefit from a shared knowledge base. Another educator from Spain discussed the advantage of digital tools in accommodating various learning styles, such as visual, auditory, or kinaesthetic. These tools, from videos to interactive activities, offer diverse ways for students to grasp content. An additional point from a Slovak teacher highlighted the immediate benefits of these tools: students learn faster and find lessons more engaging. Several teachers, especially from Italy, emphasized their newfound appreciation for certain digital tools. They expressed the benefits of integrating these tools into their teaching approach and planning activities. Moreover, comparing these new tools with existing ones provided insights into their strengths and areas for improvement. In conclusion, the feedback from educators underscores the value of digital tools in modern education. They offer adaptability, inclusiveness, and efficiency, ensuring that the learning experience of each student is enhanced in today's digital landscape.

Links to Project Results and Outputs

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Introduction

Sustainability

Link to Project Outputs

Trainings

Link to Project Results

Dissemination

Coordination

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The Dissemination

The dissemination of the Erasmus project reached a diverse range of stakeholders and audiences. Regrettably, the search for pilot schools was thwarted by the ongoing pandemic. However, we successfully mitigated this setback by focusing on the piloting of the project within the three partner high schools. Besides, we managed to engage many representatives from different educational institutions at various levels, extending its impact to policy-making bodies and teacher training facilities. The multiplier events and network-building efforts, both at national and international levels, allowed for outreach to a significant number of professionals. Furthermore, numerous presentations, seminars, and conferences were organized at local levels, enhancing project visibility and knowledge sharing. Finally, key persons participating in multiplier events played a crucial role in disseminating project outcomes and insights.

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Are students with special needs taken into account?

Is the project reaching enough stakeholders?

I21: Number of representatives from different educational institutions operating at different levels (policy-making, teacher training, etc.) reached through multiplier events and networks (national and international).

I20: Number of students and special needs students involved in the pilot implementations

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Is the project reaching enough stakeholders?

Are the dissemination channels effective?

I23: Number of individuals reached through social media and website.

I22: Number of presentations, seminars, conferences at local levels

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Is the dissemination good enough?

I24: Number of key persons participating in multiplier events

Is the dissemination good enough?

I25: Number of project dissemination events

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Links to Dissemination Reports

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Introduction

Link to Dissemination Reports

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Sustainability and Impact

We meticulously ensured the sustainability and lasting impact of the project through several key measures. The development of the eBook and the digital platform will play a crucial role in consolidating project outcomes and knowledge. These tools will be integrated into the Europass Teacher Academy, facilitating broader access and encouraging more teachers to partake in the course. By embedding our project within established educational platforms, we've significantly enhanced the potential for continued utilization and extended reach, ultimately contributing to a sustained and meaningful impact within the educational landscape.

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Sustainability

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Introduction

Sustainability

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Dissemination

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Introduction

Sustainability

Trainings

Dissemination

Coordination

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Start

Introduction

Sustainability

Trainings

Dissemination

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https://www.e-flip-erasmus.eu/

https://www.instagram.com/e.fliperasmus/

https://www.facebook.com/efliperasmus/

Although we were unable to secure enough pilot schools (only 2) to directly implement the project due to COVID-19 restrictions, this limitation is compensated by the expertise and resources available within the three partner high schools. These institutions have a significant population of disadvantaged students, providing a valuable context for testing the project. Additionally, we successfully conducted piloting with teacher candidates, allowing us to gather valuable insights and feedback that will inform and enhance the project's effectiveness in supporting the target audience.