[ACTIon-Maillist] ACTIon EE inception report

Gabriela Ruseva gabriela.ruseva at all-digital.org
Mon Feb 28 14:13:57 UTC 2022

Dear Colin,

Thanks for sending the inception report. I have read it and believe that it is very comprehensive. I have just two small comments:

- I would like to suggest to elaborate a bit more on ALL DIGITAL’s description "All Digital are experts in dissemination, policy advocacy, and exploitation activities, and will be overseeing this aspect of the project.” Could you please re-formulate as follows: “ALL DIGITAL is a European network of digital competence centres - training and community organisations, research institutions, foundations, associations with a common goal to promote digital skills and digital inclusion among all Europeans. ALL DIGITAL is based in Brussels, and one of its roles as a network is to build connections to European institutions, and influence policies in such a way that digital skills and digital inclusion are given a prominent role. Being a network, ALL DIGITAL is specialised in dissemination, policy advocacy, and exploitation activities, and will be overseeing this aspect of the project.” 

- In the table addressing the evaluator’s comments, "the resources spent on design printing dissemination materials will also be exploited for creating additional promotional visuals, both for on- and off-line use”

Hope this is useful and looking forward to 

Gabriela Ruseva
Project Officer
Rue du Commerce 123, 1st floor,
1000, Brussels, Belgium
Office: +32 2 893 0201
Mobile: +32 489 508 314
gabriela.ruseva at all-digital.org 


> On 28 Feb 2022, at 12:08, cisham at ishamedu.com wrote:
> Hi all
> Ahead of tomorrow’s meeting, please find attached the draft inception report for your comments (still needs proofing – ignore typos). In tomorrow’s meeting I’d like to cover:
> The recommendations – inserted below and based on the SWOT and my own observations – recommendations are in bold text, and open for discussion – please bear with me if I have misinterpreted anything in the SWOT – we can clarify tomorrow.
> Agree data collection tools, ready for use
> I look forward to seeing you tomorrow
> Colin
> 1.1      Project management <>
> The project includes multiple strands of activity and time-sensitive dependencies in order to progress smoothly. 
> Partners should take the initiative for ensuring tasks in their work package are carried out systematically, and alert the project lead partner if delays are anticipated
> At times, it is felt that online meetings could be concluded more efficiently and be more focussed. Equally, in all cases work package lead partners should take the lead to reference the plan and timeline for their work package to better support the project lead partner.
> At the next project meeting, review how meetings are conducted, invite suggestions for improvements, and make changes where there is consensus for these
> Work package leads should refer to the plan and timeline for their work package during project meetings, ensure actions are taken to keep to these, and demonstrate how this has been achieved in subsequent meetings.
>  <>1.2      Recommendations for project delivery at partner level <>
> The GP models are extensive in terms of the competences and skills they aim to develop among young people, the content and time required for planning and delivery. 
> Partners should take advantage of the modular composition of the GP models and introduce them in stages, with training and support for practitioners interspersed to facilitate adoption and implementation
> In addition, partners need to ensure the practitioners who will be delivering the GP models are fully engaged, and should apply features of effective transfer and professional development[1] <x-msg://3/#_ftn1> when setting up delivery in their own country. This includes the following.
> Ensure leaders of organisations are involved in delivery, training and implementation
> Discuss with practitioners explicitly what the issues are they are facing, and their professional development needs, and make explicit connections between these and implementation of the GP models
> Provide practitioners opportunities for co-construction of the intervention, including them in decision-making of focus and tools to be used
> Engage practitioners meaningfully in data collection and analysis of young people’s developing skills and outputs
> Ensure ongoing support of practitioners during delivery, and debrief at the end
> The extensive range of 
> 1.3      Recommendations for  <>implementation of the methodologies
> The analysis of MOLA and DigiPAC (appendix A) highlights the many features of the models which align with the evidence of good practice in teaching and learning. The recommendations below are a prompt for additional activities which have the potential to increase impact: <>
> Clarify, share and ensure learners understand learning intentions and criteria for success
> This can be stated at the beginning of the session, for example, the trainer declares this session will have been successful for me if..., and invites young people to do the same if appropriate. This can then be revisited at the end of the session. When young people are preparing their online interventions it will be helpful if they are similarly explicit about what they aim to achieve through posting messages and sharing items. Trainers should also share the objectives for sessions as set out in the handbooks, so young people are aware of and can monitor their progress in developing competences
> Provide feedback that moves learning forward
> As well as receiving feedback from peers, it is also important young people received timely, expert feedback from trainers, reinforcing learning, in particular in their developing competences and indicating areas for further development. This can be done at the same time trainers are monitoring/ moderating content
> Activate learners as owners of their own learning (metacognition)
> When planning young people’s online engagement with peers, ensure they explicitly state success criteria / what they aim to achieve through their engagement, which can then form part of the evaluation at the end of their project / activity. Allow young people broad opportunities to make decisions on about the focus and activities they adopt for their projects, so it is meaningful for them personally and their lives.
> Involve parents in their children’s learning
> This is not explicitly mentioned in the methodology guides, but is nevertheless an important learning and ethical consideration. Parents may naturally take an interest in their children’s activities, but partners can also encourage this by, for example, sending information to parents via young people, schools or community organisations. These could include prompt questions to ask young people about their engagement with ACTIon
> 1.4      Recommendations for transferring GP practices to new contexts / practitioners <>
> An opportunity for the project is to make sure under-resourced organisations have access to the methods and resources. For this to happen and the dissemination of ACTIon to be effective, the website needs to be attractive and easy to use.
> Review the website, and invite suggestions for improvements from stakeholders. The partnership should consider these and agree an action plan for changes.
> The identification of other organisations / projects that ACTIon enjoys synergies provides an opportunity for wide reach / adoption
> At project meetings, review the synergies list and provide an update on how the network is being exploited to promote ACTIon
> Lack of interest among policy makers was identified as a threat to ACTIon during the SWOT analysis. 
> As policy reform is a focus of this KA3 project, partners should in any case be engaging policy and decision makers as stakeholders in their activities. Partners should identify legal requirements and policy priorities which ACTIon can address, in particular with regards to online safety, and ensure they raise awareness of this among policy makers at local, regional and national level. 
> Where possible, partners should engage policy makers in material support for the project, for example, by brokering access to key stakeholders, or advising on policy that ACTIon can support.
> [1] <x-msg://3/#_ftnref1> The principles of effective transfer are available at www.ishamedu.com/mainstreamingpractice <http://www.ishamedu.com/mainstreamingpractice><Inception and formative report ACTion.docx>

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