DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
Breaking Barriers 5-day Peer Learning Activity
Adult Literacy and Digital Media
30th November 2015 – 04th December 2015
Report
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
Table of Contents
1.0 Research on Adult Literacy and Digital Media, 30.11.15……………………………..….……3
2.0 Existing Digital Media Tools for Teaching Literacy, 01.12.15….……………………….…….4
3.0 Educator and Learner Needs, 02.12.15………………………………………....………………6
4.0 Educator and Learner Needs, 03.12.15………………………...……………………………….7
5.0 Concluding Session, 04.12.15..................................................................................................…...8
6.0 Findings from the Workshops…………….…………..…………………………………………8
7.0 Peer Learning Activity Evaluation…………………………………………………………….13
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
1.0 Research on Adult Literacy and Digital Media, 30.11.15
During the first day, the objectives of the Peer Learning Activity were introduced, important
background information was given and a context for the research results was provided.
1.1 Daniela Blagojevic Vella, Assistant Director at the Directorate for Lifelong Learning and Early
School Leavers in Malta, introduced the seminar by giving the following presentation
Introduction to the Breaking Barriers Erasmus+ project. She indicated that the project has a
duration of three years and that it also has eight partners from eight different countries including
Malta, Cyprus, Italy, Macedonia, Netherlands, Norway, Poland and the UK. The aims and
objectives of the project include research and sharing of best practices in basic literacy, training
adult educators and creating an innovative digital media toolkit. A number of activities have
already taken place such as launching a workshop, conducting research in countries,
implementing study visits, and organising a PLA. Intellectual output such as the toolkit and 10
week course for adult educators is foreseen to take place. The timeline of activities so far were
explained and the activities that still need be held between December 2015 and 2017 are the inservice training and designing a digital media toolkit. The aim of the PLA is to research findings
about adult educators and learners, share best practices and to conduct case studies from our
partner countries and gather information through workshops to design a digital toolkit.
1.2 Vera Hutchinson, Professional Development Manager at UCL from the Institute of Education in
the UK, gave a presentation entitled Adult Literacy Research: Setting the Context. She claimed
that 1 in 5 European 15 year olds lack required literacy skills to function in society and that a
digital divide exists in the EU whereby 62% use internet daily and 20% never use internet. She
explained that one should be careful on the terminologies used since literacy and illiteracy are not
black or white and that a vast spectrum exists for example in relation to a first language or a
second language. The following quote ‘A beginner reader is not a beginner thinker’ was said in
order to respect those attending literacy classes. Technology has permeated all aspects of life
such as the workplace and government services. She stated that digital technologies can aid
teaching and learning. For example, it can motivate and empower young people to learn and it
can help with creating personalised and flexible assessment methods unlike paper based
assessment methods.
1.3 Vanessa Camilleri, Assistant lecturer at the University of Malta, gave a presentation related to
Digital Media Landscape: Challenges and Possibilities. Questions were raised regarding why
one wants to use technology and why one needs to be literate. She stated that it is important not
to lose sight of the why. She also said that new technologies take time to be adopted and become
mainstream because of fear of change - a resistance to change - machines take our jobs. For
instance, it took twenty years to sell one million telephones across the world. The media
boundaries are becoming more blurred as it seems they adapt from each other. One of the most
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
important aspects of new media is known as participation. This is why technologies are also
referred to as enabling technologies, they empower us and they make our voice heard. Both the
consumers and producers of media information are known as prosumers. The phenomenon of
illiterate people who still use social media is a fascinating aspect. Technology and society are so
interwoven that it is how it should be introduced in schools and other learning environments - it
should not be taught as a distinct subject.
1.4 The second part of the day was about a research conducted as part of an activity of the project.
The research was entitled Breaking Barriers Research - Educator and Learner Needs. It was
conducted in three different countries Italy, Malta and the Netherlands. Barbara Marchini gave a
presentation related to the research gathered in Italy. Rose Fava gave a presentation related to
research gathered from Malta and Ria Akkersdijk gave a presentation related to case studies
explored in the Netherlands. The sharing of results as part of the activities of the project was
done.
1.5 Vera Hutchinson followed by presenting a comparative analysis of the three case studies. Her
presentation was entitled Research Analysis - Adult Literacy Learning and the use of Digital
Media. She found that not much prior research had been done on adult literacy in the three
different countries. Most adults want to learn through digital media and there is a lack of training
for educators in both literacy methods for adults and the use of digital media and tools to enhance
learning. There is a lack of learning materials suitable for adults and a lack of technology in
schools in Italy. For instance in a centre in Italy only two computers with no Wi-Fi exist whereas
in Malta the resources are present but the adult educators do not know to use them in their full
entirety. Vera concluded that there might be a difference in language learning for native speakers
and migrants. In the Netherlands, both the learners are in the same class whereas in Malta two
are separated especially at the very basic levels.
2.0 Existing digital media tools for teaching literacy, 01.12.15
During the second day, summary reporting on previous day activities was held by Mandy, various
existing digital tools were show-cased both for adult learners and adult educators and a workshop
related to the various expectations of learners and adult educators was conducted.
2.1 Fr. Vince Magri from the Paulo Freire Institute (PFI), an NGO focusing on children and adult
literacy, gave a presentation about Literacy resources from analogue to digital: Iċ-Ċavetta. In
2014, Malta was able to tap European Social Funds and that was when PFI applied for a project
to create a toolkit. The “ċavetta”, the product of this project - allows people to use its resources
which are mainly: word formation, letter recognition and tongue twisters. The main objective of
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
this project is to enhance the employability of people in the working age bracket while promoting
an inclusive society. Mr Richard Borg, the technical application expert, stated that there are 32
exercises on the CD. Ms Veronica Camilleri, from the Vodafone Malta Foundation confirmed
this by saying that Fr Vince’s idea was well received by the foundation in view that they were
trying to bring technology to address social problems.
2.2 Ms Regina Eichen, from the German Adult Education Association, gave a presentation on
Digital Learning Environments for Basic Skills. She stated that her organisation has two portals
called ich-will-lemen.de (I want to learn) and an integration portal. The software was set up in
2004 and it commenced with literacy, numeracy and economics. Nowadays, the application has
31,000 exercises. A survey in 2012 showed that 7.5 million are functional illiterates in Germany
and there are around 60,000 of young people without a graduate degree. Thus, an important
aspect is to address youth unemployment to motivate them further to enter the vocational field.
Accessing the portal is fairly easy and one only needs to input a post code. Assessment is done
by the portal and exercises are given by the system - it was highlighted that 97% of the exercises
are analysed by the system. An avatar, Simona, supports the learner through the portal. In terms
of accessibility, she highlighted that 2/3 of the learners are employed and so they are able to use
the portal during the weekends. Another portal is the integration portal called - ich-will-deutschelernen. This was established in 2013 and offers a 600hrs online course for immigrants with
residential status. There are 16 languages to facilitate the explanation of the portal. In terms of
the development and the future of the portal the organisation envisions two applications: one
application will be delivered by the end of 2015 which will constitute an application to learn
German for new immigrants and a second application named deutsche, which will be more
functional.
2.3 During the second part of the day, Ria Akkersdijk, led a workshop related to the expectations of
learners and educators. She asked the participants about the various learners’ expectations and
an educator’s expectations. Both perspectives were delved deep into and discussed among the
participants of the workshop. They agreed that one has to make mistakes in order to learn and
that learning is more efficient when students feel the need to learn something.
2.4 Keith Aquilina, Daniela Vella Blagojevic and Mahira Sheikh Mifsud, from the Directorate for
Lifelong Learning and Early School Leavers, gave a presentation related to an online existing
platform known as Electronic Platform for Adult Learning in Europe (EPALE). Ms Vella
Blagojevic explained that EPALE is a community-based platform. It allows people worldwide to
unite and post information about adult learning, thus creating a forum. Therefore, it allows adult
learning to grow. Mr Aquilina, explained the technical aspect such as how the interface works,
how to upload the material and how to access information. The main aim behind the platform is
to increase participation in adult education from 7.2% to 15%. Ms Sheikh Mifsud showed the
participants how EPALE in practice works and registered new-users.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
3.0 Educator and Learner Needs, 02.12.15
During the third day, summary reporting on previous day activities was held by Christianne, two
adult educators shared their experience, a talk about digital media tools for adult literacy was held
and a discussion ensued during the workshop related to the needs of adult educators and learners.
3.1 Connie Dimech, an adult educator, gave a presentation related to The Educator’s Experience.
She explained that she teaches Maltese at Level 1 and Level 2, Maltese Core Competence and
Maltese for Foreigners. She continued expanding on the Maltese Core Competence subject where
she teaches literacy to adults. She claimed that it is no easy feat to teach a mixed ability class and
the lack of resources available are an important factor. Leaners enroll in her class to learn how to
fill in forms, to learn how to use the internet, ATM machine, to read street names and places, to
follow a recipe, to read for pleasure, to improve their jobs and to keep up with their children’s
schoolwork. She claimed that aiming to read and write is achievable and that learners should be
aware of it. She also emphasized that one should teach a little at a time and consonants are easier
to teach. Adults are not childish and they are proud and one needs to constantly point their
success rather than failures.
3.2 Christine Schembri, who works at Employment and Training Corporation, gave another
presentation related to The Educator’s Experience. She teaches adults who are unemployed and
who are ‘forced’ by the system to attend. She said that a learner has to attend three lessons every
week where each lesson has a duration of four hours. She continued by stating that these learners
are commonly referred to as the rejects and lazy. They have problems with communication. She
reiterated that literacy goes beyond elementary. She learnt how to teach literacy on her own,
through research and ‘experiments’ at school. For instance, she teaches adults how to hold a pen
and the difference between a marker and a pen. Successful stories of adult learners have kept her
going. She also mentioned a few pointers to keep in mind when teaching adult learners: a red pen
should never be used as it is a constant reminder of the school days and it might be hurtful and
that whatever is done with digital media should reflect the elementary learners.
3.3 Vanessa Camilleri, from the University of Malta, gave a presentation related to Using Digital
Media Tools for Adult Literacy. She compared dictation and gamification. In dictation, the
element is more competitive, one can get it either wrong and in gamification the tasks are more
enjoyable and fun. By making vocabulary a little more fun, learners get addicted to playing such
games. The enjoyment of doing something such as playing word games makes learning an
achievable aim. EU projects that have already invested in this area include: caldys2.eu and the
University of Bologna in Italy that introduced a game for students who are on an Erasmus +
programme and want to learn Italian. Technology should be used because it is necessary and it
makes it easier for learners to contribute.
3.4 A workshop entitled Establishing Educator and Learner’s Needs was held with three different
groups. The participants introduced themselves and discussed the various needs in relation to
adult educators and learners. The outcomes of the workshop can be found in section 6.1.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
4.0 Educator and Learner needs, 03.12.15
On the fourth day, summary reporting on previous day activities was held by Marie Rose, a hands-on
practical session was conducted in relation to Massive Open Online Learning Courses and a
workshop was held on the framework of a digital toolkit.
4.1 Dr. Maria Perifanou, Educational Consultant, ICT researcher and trainer gave a presentation on
Basic Language Literacy and Massive Open Online Learning Courses (MOOCs). Perifanou
explained the MOOCs (massive open online course) project and a hands on session was done
where the participants designed exercises for MOOCs. She stated that MOOCs have been
growing exponentially. MOOCs is a new format for distance learning. Lately there is a growing
number of online educational courses called MOOCs. They are massive, open, and participatory
and support the idea of distributed intelligence and lifelong learning. This was possible because
the UK universities united together and started designing such courses. This has led to a huge
growth, for instance in Spain, the company telefonica has made impressive progress and
nowadays they have around 350 MOOCKS. The EU has stated that it is a priority and they will
be heavily investing in this. The only concern is that there are various projects that have been
financed but what is happening after that? This aspect needs to be taken into consideration and
improve the legacy of the project.
4.2 A workshop entitled Designing a toolkit for adult educators was introduced by Vanessa
Camilleri. She briefed the participants about existing toolkits. She also showed concretely how
these toolkits can be used. The workshop concluded that adult educators need a user friendly
digital toolkit. A toolkit that can support them in teaching – ideally one that has a simple
interface, can be searched easily by topic, be of high quality and have levels assigned to them.
Adult educators should be able to share their resources and that a moderator would be needed to
check this. They all agreed that a digital toolkit should incorporate already existing fantastic
resources and that it cannot incorporate everything. Guidelines are needed on how to use toolkit
and also how to use resources for example, video, animations and podcasts. The participants
reiterated that quality should be put before quantity.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
5.0 Concluding session, 04.12.15
During the final day, summary reporting on the PLA was held by Klitos, Anna, Barbara and
Christianne, basic literacy and digital media were evaluated and workshops were held on the
project’s media toolkit, short term objectives and legacy.
5.1 Dr Doug Belshaw, from Dynamic Skillset, gave a presentation related to Basic Literacy and
Digital Media. He claimed that he prefers to use the words “basic skills” and “digital literacy” as
opposed to basic literacy and digital media. He also explained that there are various frameworks
already available on basic skills and digital literacy, such as ECDL, Go On and Mozilla Web
Literacy Map. Digital literacy cannot be easily defined and it is more appropriate to use the
words digital literacies. Digital literacies are context dependent and they incorporate four mind
sets: cultural, creative, constructive, communicative and four skill sets: confident, cognitive,
critical and civic. Essentially, these are the eight important elements for digital literacies.
5.2 The participants were divided into two groups and two workshops were held related to the
project toolkit, short term objectives and legacy. Rose Marie Fava and Angela Vella facilitated
the workshops. The workshops continued discussing aspects of the digital toolkit by following up
the discussion ensued during the workshop from the previous day. The participants also
discussed the project’s legacy.
6.0 Findings from the workshops
During the workshops, the participants were divided into three groups and the moderator asked
guided questions. The rapporteur in every workshop recorded the sessions and gave a brief summary
of the findings after every workshop. The three different workshops were useful as they provided a
good basis for establishing the educator and learners’ needs, for designing a toolkit for adult
educators and for the aspects related to the legacy of the project.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
6.1 Workshop 1: Adult Literacy – Establishing Educator and Learner Needs
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)
xi)
xii)
xiii)
xiv)
xv)
The various meanings of literacy: inclusion and importance of reading and writing to be
able to fit in society, a person may become illiterate at any age even though s/he might
have a Masters or PHD, literacy through creativity, for example, art and theatre.
IT and literacy: If teachers have no experience with digital formats and content it creates
an added problem of delivery.
Learner centred: Adult education should always be learner centred. The needs of the
learners attending the course should be taken into consideration. One has to listen, check
their backgrounds and evaluate their needs.
Diagnostic Assessment: Profiling the students so that the adult educator would know her
learners. Can take place as an online assessment. To take into consideration the skills and
not solely the level of the person.
Thematic learning: When one contextualises learning, students can relate to and they
can build their own experience on a particular theme leading to higher order thinking
skills.
Curriculum: Flexible not rigid. The curricula has to be tied directly to the mode of
assessment. If a test is assessed along the way, not at the end of the year, it would reduce
anxiety performance.
Accreditation: Accredit preliminary learning
Oral aspect: This particular aspect should be enhanced by combining the oral and the
visual element using digital technologies and teaching with the use of cvc (consonant –
vowel – consonant). Adult learners should not start by learning the alphabet but by
learning words.
Coach/mentor: The adult learners come from diverse backgrounds and have different
expectations. Therefore, a coach/mentor would be ideal to take on board the various
expectations of the learners.
Literacy elements: holding a pen, drawing doodles, formation of letters, words and
sentences that lead to communication, you tube channel where participants themselves
talk about their interests, social media such as Facebook, experts talking about their
interest
Context for adult learning: workplace, NGOs, open spaces, theatre forum, adult
community theatre, day centres, local band and sports clubs, tv programmes, polyclinics,
companies, restaurants, libraries, experts talking, local councils,
Categories: game for the Erasmus students (categories for travelling, transport because
they will need transport directions. Possibility to create categories for learners to allow
ownership to flourish.
Specific objectives: read materials for improvement of their daily life, express their ideas
logically, solve simple numerical calculations, demonstrates ability to help them face
Learning outcomes: It is difficult to create a learning outcome without knowing your
learners first.
4 elements of literacy: To give importance to all elements not just writing. For the
listening aspect: use pod casts to comprehend, give feedback, communicate effectively,
and recognise basic words. Speaking aspect: use tools such as video conference.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
xvi)
xvii)
i)
ii)
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
Reading aspect: digest information, interpret and critically evaluate. Writing aspect:
brainstorming activities, blogging
Course: Can be two-fold, either learners themselves design the course or else learners
will be told that at the end of the course they will be able to do a shopping list, write a
message, etc.
Diagnostic assessment: Analysing the student and the student’s needs
Professional development programmes: these programmes should increase so that adult
learners can have a choice based on quality.
Examples: collections.infocollections.org, a functional adult literacy curriculum for
people in Uganda, NWAR programme for family literacy courses, NALA, Embedding,
content integrated language like Erasmus + project, JISC list - joint information steering
community.
Workshop 2: Designing a toolkit for adult educators
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
Categories: The toolkit is envisioned to have categorizations by competences. The
competences are reading, writing, communication and listening skills. Content and
subject will be added according to each competence.
Resources: The resources uploaded are envisioned to be of various levels, from basic to a
higher level. The resources may be uploaded by the users themselves. The resources
could take the form of pedagogy for adult educators, hyperlinks for testimonials, articles
written by professionals, creative activities, tips to improve digital media usage and
different media (online dictionary, MOOCs, videos, and blogs).
Filtering system: the toolkit is envisioned to have an excellent and detailed filtering
system. The toolkit is envisioned to have a “full text search”. This will make it easier for
adult educators to find what they are looking for.
Guidelines: Guidelines are envisioned to be provided ranging from using the toolkit
itself, using a video, using social media to teach literacy and examples on how these
could be used.
Applicability: The toolkit is envisioned to be used by all partners. Thus, it has to be
simple, easy, useful, contextualised and applicable for the adult educator
Links: Since there are many already existing repositories and links, the toolkit is
envisioned to offer variations and links to various websites.
Updating: The toolkit is envisioned to be updated regularly
Peer Group Meetings: These should be held to monitor the toolkit and improve where
necessary.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
6.3 Workshop 3: Digital toolkit follow-up, short-term objectives and legacy
a)
Digital toolkit
i)
Constant teacher training: Training for adult educators is envisioned related to
the use of the toolkit and new and emerging digital media.
ii)
Literacy learners: Since the toolkit is targeted for adult educators that need to
teach basic literacy skills, the involvement of learners is seen as imperative for the
portal to be successful. This will ascertain the effective and specific design of the
kit and would actually help in reaching the goals of the project i.e. to make a
toolkit which effectively embraces literacy through digital media.
iii)
Audience: The need to know the audience before deigning a course/toolkit.
iv)
Pilot-test: The toolkit is to be tested in at least two different countries prior its
official launching date.
v)
Menu: Instead of having text, it can be hyperlinked with pictures.
vi)
Current affairs: Uploading current affairs resources that people can relate to
more easily.
vii)
Adapted resources: Resources that can be adapted for persons with a disability
viii) Embedded learning: The toolkit can then be used for specific scenarios such as
in the place of work, in non-formal learning environments or even at the comfort
of one’s own home.
ix)
Guide/helper: Possibility to have a guide/helper in order to give feedback, or be
present in a chat-room
x)
Comments/Reviews: Possibility for adult educators to comment and review the
resources.
xi)
Assessment: tips for assessment and how it can be conducted
xii)
Social Media links: It should include a link to twitter, websites and blogging
forum for sharing. It should involve all the adult educators in the different
countries.
xiii) Email updates: The possibility for members to receive email updates according
to their area of interest.
xiv) Checklist: The facilities and equipment needed for the lesson to take place should
be put as a checklist.
xv)
Rewards: Adult educators who upload the most relevant material and resources
should be rewarded.
xvi) possibility for student input and interaction
xvii) Hard copy: Possibility of printing the toolkit and providing a hard-copy just like
“Iċ-Ċavetta”
xviii) Accreditation: The function of basic skills courses is not only to award
certificates to people but to help to function effectively as well as to function
properly in today’s changing environment. So it is best not to couple such kits and
courses with MQF-level rating assessments.
b)
Hands-on experience For the adult educators including simulations
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
c)
Breaking Barriers II: Funds to keep the toolkit constantly updated
d)
Policy-making on adult literacy
i)
ii)
Educators and learners need to be considered as the central pillar around which all
decisions and way forwards are planned. Effective decision-making can only be
taken made when the people who are at the centre of the teaching and learning
process – educators and learners – are also at the centre of the decision-making
processes.
Financial support to implement programmes and projects that are useful for adult
educators.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.0 Peer Learning Activity Evaluation
Before concluding the Peer Learning Activity, the participants filled an evaluation sheet. Questions
asked ranged from the event organization, the content, the materials distributed, applicability of the
knowledge learnt throughout the five days of the Peer Learning Activity, the speakers’ know-how
and delivery-skills, the level of interaction and participation, about the location, venue and catering
facilities and about the overall event. An analysis of the responses from the participants will follow
below.
7.1 The event met my expectations
The participants stated that the Peer Learning Activity met their expectations. 46% of the participants
strongly agreed and 47% agreed. Only 7% felt neutral.
strongly agree
agree
neutral
7%
46%
47%
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.2 The objectives were identified and followed through
The participants unanimously agreed that the objectives of the Peer Learning Activity were identified
and followed through. 60% agreed whilst 40% strongly agreed.
strongly agree
agree
neutral
0%
40%
60%
7.3 The content was organised and easy to follow
53% of the participants agreed that the content was organized and easy to follow. Another 40%
strongly agreed whilst 7% felt neutral.
strongly agree
agree
neutral
7%
40%
53%
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.4 The materials distributed were pertinent and useful
50% of the participants strongly agreed that the materials distributed were pertinent and useful. 36%
agreed whilst 14% felt neutral.
strongly agree
agree
neutral
14%
50%
36%
7.5 I will be able to apply the knowledge learned
The participants unanimously agreed that they would be able to apply the knowledge learned
throughout the five days of the Peer Learning Activity. 60% agreed whilst 40% strongly agreed.
strongly agree
agree
neutral
0%
40%
60%
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.6 The speakers were knowledgeable
80% of the participants strongly agreed that the speakers throughout the five day Peer Learning
Activity were knowledgeable. 13% agreed whilst 7% felt neutral.
strongly agree
agree
neutral
7%
13%
80%
7.7 The speakers had good delivery skills
60% of the participants strongly agreed that the speakers had good delivery skills. 27% agreed whilst
13% felt neutral.
strongly agree
agree
neutral
13%
27%
60%
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.8 Participation and interaction were encouraged
46% of the participants strongly agreed that participation and interaction were encouraged. 46%
agreed whilst 7% felt neutral.
strongly agree
agree
neutral
7%
46%
47%
7.9 Adequate time was provided for questions and discussion
66% of the participants agreed whilst 20% agreed that there was adequate time provided for
questions and discussions. 7% felt neutral whilst 7% disagreed.
strongly agree
agree
neutral
disagree
7%
7%
20%
66%
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.10 The venue was suitable
47% of the participants strongly agreed that the venue was suitable. 40% agreed whilst 13%
disagreed.
strongly agree
agree
disagree
13%
40%
47%
7.11 The catering service was good
53% of the participants strongly agreed whilst 46% agreed that the catering service was good. 13%
felt neutral whilst 7% disagreed.
excellent
good
average
7%
43%
50%
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.12 How do you rate the event overall?
50% of the participants agreed and 43% strongly agreed that the overall event was good. 7% of the
participants felt neutral.
strongly agree
agree
neutral
disagree
7%
13%
53%
27%
7.13 What aspects of the event did you like most?
The participants were asked an open-ended question. They enjoyed the various presentations and the
speakers’ know-how and expertise in the subjects. They liked the fact that there was a willingness to
listen, share and network. The participants were grateful for the presence of real practitioners, for the
practical tools shared, peer discussions and for the professional development opportunity.
7.14 What aspects of the event did you like most?
The participants were asked an open-ended question. A participant stated that it was difficult to
understand the project during the first two days. More time should be dedicated to practicing
practitioners. A list of participants’ background should be collected to circulate beforehand. The
main area should be a movable set-up or the venue should be changed as parking was also a hassle.
The participants wanted more of the following: allocated time to adult learners giving talks, time for
the activities to take place in their full entirety, more invitations for international members, practical
approaches, and time during workshops. They also claimed that the daily session should be shorter to
avoid tiredness and boredom.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT
DIRETTORAT GĦAL SERVIZZI EDUKATTIVI
IL-FURJANA VLT 2000
MALTA
DIRECTORATE FOR EDUCATIONAL SERVICES
FLORIANA VLT 2000
MALTA
7.15 Other comments
The participants were asked to write any other comments. They stated that they liked the hospitality.
During the Peer Learning Activity they has time to think and evaluate the teaching toolkits. It was an
excellent way of sharing experiences and they would like to attend more Peer Learning Activities.
Since the venue was held in the capital city, Valletta, they would have preferred a venue with
adequate parking. They reiterated that more training is needed in digital literacy for adult learning.
MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL
MINISTRY FOR EDUCATION AND EMPLOYMENT