ToC & ToT – Training of Creativity and Training of Trainers
The fourth intellectual output consists in the creation of a network of experts of various disciplines to share their knowledge in Universal Design methodology and strengthen student-centered approach. The training path will be implemented and tested during the C1 (ToT) and C2 (ToC) assuring the possibility to validate them through an evaluation process of the performance. The evaluation process will take into account the impact of the use of ULD (Universal Learning Design) and Entrepreneurial Mindsets approach on dyslexic students both at local and international level. At the end of ToT trained teachers will be asked to design lectures based on ULD and teach in the following semester within the last data collection of the Be Special. Besides, the experts of the two focus groups will design a Pilot Crash course for learners on Creativity and Entrepreneurship that will be tested during C2 and whose data will be integrated in BESPECIAL. The teaching materials realized within IO4 and for C1 and C2 will be available in the TOOLBOX OER Repository (IO3). The materials will be available in English, Italian, Spanish, French and Greek. Both ToC and ToT paths provides materials usable also in distance learning and using vr environments. Thanks to the common efforts of all HEIs, all partnership is well equipped to handle any distance learning.
The creation of the training path needs a preliminary analysis, through a mapping of the existing methodology among each HEI and acknowledge of methodology event though not used or used in different context.
ToT is planned for academic teaching staff. They will be learners of the linked training activities, that will be projected for face to face, blended and distance learning. ToC is a teaching path for students regularly enrolled in the HEIs. Modules and materials will be implemented face to face, blended and distance learning. During the project, both paths will be realized with the C1 and C2. Considering Covid Emergency and pandemic risks, all activities are well structured for being implemented in distance learning. Moreover, virtual reality environment can be developed if travel is not possible.
The development of a shared training path among HEIs, that focuses on ULD and Entrepreneurial Mindsets, is innovative since it overcomes the lack of competences. Also innovative is the possibility of putting oneself in the shoes of the dyslexic thanks to the implementation (as described in IO1) of experiencing their difficulties with virtual reality. The interdisciplinary approach that will see the cooperation of experts in AI, VR and psychologies will assure an integrated approach and development of a new training path.
Professionals will be able to educate themselves through their active participation in training courses and facilitate their collaboration with end users. They will also empower their competencies and will ensure their personal development by raising their knowledge and skills. Students with dyslexia will be able to increase their self-awareness and self-empowerment, learn new methodologies and techniques that can be applied to their daily requirements and enhance their access to training methods. They will also be motivated on undertaking more responsibilities and will be aware about good practices and initiatives applied to their local contexts. Partner organisations will have the opportunity to be members of highly experienced and leading consortia in the field of supporting professionals and individuals with dyslexia, expand their network in the national and transnational context, acquire knowledge and skills through educational and training tools aimed at strengthening the competences of the organisations’ staff members and update their portfolio with new projects, approaches and methodologies.
Training paths are characterized by scalability, repeatability and transferability that will permit to spread such approach to national and international universities and not only. In fact, the implemented training architecture can be taken as a model example for the development of similar pathways addressed aimed at students enrolling in schools of all levels. At the same time, it can be a starting point for the development of similar courses to support students belonging to vulnerable groups, making it possible to create an educational system that adapts to the diversity of its members.