Pilots

augMENTOR will be deployed and thoroughly tested in four real-life pilots representing diverse educational and training settings.

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Emerging technologies in Adult Education and Life-Long Learning settings

Lead partner: IASIS, Greece

This pilot aims to address major problems encountered in the field of Adult Education and Life-Long Learning, such as the inexperience of adult educators in Greece with emerging technologies as well as diverse cultural barriers, and meet the priorities mentioned in the EU agenda for Adult Education, namely:

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Increase the availability and demand for high-quality adult education, particularly in the areas of digital skills;

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Provide appropriate outreach, guidance, and incentive techniques to adult learners;

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Provide people with more flexible learning options and greater access through increased workplace learning, the use of ICT, and so-called “second chance” qualification programs;

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Improve the training offered to adult educators and the overall quality of adult learning.

Innovative Training Programmes for Pre-service Teachers

Lead partner: UPAT, Greece

Over the last years, diverse Learning Management Systems have been incorporated in higher education pedagogy to support the design and implementation of courses. In this pilot, we aim to investigate how AI technology can transform and further develop these systems as dynamic tools in the training and learning process of pre-service teachers, by supporting all actors involved (teachers/trainers, educational leaders and learners/trainees) with the necessary skills for using technology in a creative, critical, competent and inclusive way.
Specifically, this pilot targets the following goals:

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Evaluation of the augMENTOR pedagogical framework for the adoption of emerging technologies;

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Enhancement of collaborative learning, critical/design thinking and creativity of pre-service teachers;

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Suggestions about diverse policy making issues with respect to pre-service teachers’ training.

STEAM-based Programs for Environmental Education in a Network of Eco-Schools

Lead partner: EASD, Serbia

This pilot will deploy and evaluate the augMENTOR solution in STEAM-based programs running in the Eco-Schools network in Serbia, which consists of more than 150 educational institutions, including preliminary, primary, secondary and vocational schools.
More specifically, the purpose of this pilot is to improve the quality of STEAM education in the Eco-Schools network, by incentivising young students to familiarize with emerging technologies. In particular, this pilot will:

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Enable a dynamic classroom environment where instructor capability interacts with group process and behavior to thoroughly augment learning outcomes;

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Enable the collection and elaboration of the associated data and actions;

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Promote the activities to be implemented;

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Broadly disseminate the results achieved;

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Inform policy makers about the actions to be taken and trigger them to participate in their design and implementation.

Leapfrogging Industry 4.0 technologies for Civic Society watchdogs and EU Civilian Missions

Lead partner: KTU

Emerging technologies have become deeply interwoven into the making and shaping of governance and policy (e.g., Smart Cities, Industry 4.0, e-Governance); however, civil society actors and international organizations are still lagging behind in important technology skills.
This pilot aims to examine the most effective methods for triggering a leapfrogging effect when learning about Industry 4.0 enabled technologies, such as artificial intelligence, machine learning, which can boost the efficiency of non-technical experts.
Specifically, this pilot targets the following goals:

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Development of appropriate pedagogical methods that foster non-linear progress for civil servants, NGOs and CSOs involved in watchdog and governmental oversight roles;

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Evaluation of the augMENTOR pedagogical framework for the uptake of ICT skills using cohorts;

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Enhancement of novel technology uptake of EU Civilian Common Security and Defense Policy (CSDP) Mission members;

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Development of a repository of the extensive list of Innovative Technologies and relevant skills needed to master them for the use of different watchdog and governmental oversight roles;

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Mapping a learning taxonomy to the learning outcomes as to systematize leapfrogging;

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Provision of recommendations about ICT pedagogical methods with respect to EU Civilian Missions.