<< Objectives >>The biggest problem in online education activities is communication barriers.E-learning activities lacking in interaction and communication;It gives less opportunity for individuals to see different perspectives and approaches among each other.The aim is; In e-learning environments; to introduce techniques that involve greater interaction, integrating youth workers and young people, and raising the perception of social presence in online learning communities<< Implementation >>3 LTTS:LTT-1: Web 2.0 Tools in youth workLTT-2: Online tools for Collaborative learningLTT-3: Non-formal techniques in online collaborative learning.3 particioants per partner (total 24 participants per activity) will attent the LTTs. A traner will lead each activity. The participants will create an online guide for collaborative learning in youth work.For project management, 3 online meetings will be held.<< Results >>Youth workers will be familiar with online collaborative learning environments. Interaction and higher-order thinking of youth workers will develop their skills such as analysis, evaluation, and inference. In e-learning environments; to introduce techniques that involve greater interaction, integrating youth workers and young people, and social presence perception will increase in online learning communities. More active participation of young people in e-learning activities will be ensured

"<< Background >>When we look at the situation of persons with disabilities (PwDs) in our societies, they have been marginalized and denied basic rights that most of the population benefit. As it’s stated in European Disability Strategy, 1 in 6 people in EU has a disability that ranges from mild to severe making around 80 million who are prevented from taking part fully in society and the economy because of environmental and attitudinal barriers. When we narrow our research to better understand the situation in our partner countries; %9.1 in Greece, %10.3 in Romania, %13.8 in Poland and %12.3 percent of whole population of Turkey are consisting of PwD.In the light of these statistics, EU and its Member States have a strong mandate to improve the social and economic situation of PwD. EBAGEM regularly implements local&international activities to conduct inclusive and sustainable approaches to raise the social engagement of PwDs. Our key priority is providing the most proper standards for PwDs to reach the education and increase the resources&capacity for more inclusive trainings. One of concrete example for such work is our previous implementation “Peer to Peer Trainings for Mothers with Special Kids” under Erasmus+ KA2 Adult Education. We strongly believe that first teachers of PwDs are their family members/caregivers but especially their mothers. If mothers competences can be raised, then these kids can express themselves in more comfortable ways, can be healthier and their self-esteem can be raised. It shouldn’t be forgotten that mothers/caregivers are as disadvantaged as PwDs in our societies. To support these mothers/caregivers in family education, our project provides comprehensive approach to raise the capacities of NGOs,Adult Educators working in disability field. The selected methodology is Game-Based Learning (Gamification) Methodology to Adult Educators& mothers to create joy and information-based tools for their kids at home.However, our implementation showed us the need the techniques in NFE methodology have some missing parts to respond the educational need of PwDs and their families for family education. As well as with the pandemic, PwDs have been fall into vulnerable categories in our societies and has significantly affected the PwDs and their family members to be more isolated and family members have been spending more time together at home than before. It also created a greater need on mothers/caregivers to play more intense roles to respond the social needs of PwDs in educational and social dimensions.Another common issue that we see the effect on our works with partners is evaluated as the post-pandemic circumstances. The pandemic disrupted the lives of all children, but it has caused additional stress for those with disabilities. And parents and child experts alike are not only worried about their emotional state, but also how the lack of in-person instruction will affect children with special needs in the long run. “Children with higher needs will need more consistent care,” said Brooke Ingersoll, a psychologist at Michigan State University. “Major breaks in services could lead to a loss in the skills they acquired. Without daily therapies, there could be some backsliding.” By raising the operational capacities of involved organization through LTT and 2 results; we aim to increase the methodological competences of adult educators and it will create a development for their further works with mothers/caregivers and PwDs.Our project has been created to respond the needs of mothers who have special kids, caregivers/family members who have individuals with disability nearby them.<< Objectives >>Expected Impact & Results of our project during & after the life-time project- Min. 15 representatives from 5 organizations have increased their operational capacities by implementing EU-funded project.- Min. 270 local stakeholders (including managers, trainers, people with disabilities and their relatives) have increased their awareness about Erasmus+ Program.- Each country has established structured and sustainable dialogue in cooperation with their silent partners and enriched further collaboration opportunities at local level.- The methodological capacities of 20 Adult Educators from 4 countries will raised on gaming in inclusion.- 25 organization representatives in C1, 20 Adult Educators in C2&C3, 30 mothers with special kids in C4 have received Participation Certificate.- Min. 200 mothers of people with disabilities, caregivers / personal assistants have participated in local trainings awareness of local communities have been raised on social inclusion and family education.- Gamification for Adult Educators working in Disability - Web Page & Guide is created as a result of 18 months cooperation and have been disseminated with national - Europe wide networks to reach more beneficiaries- Tool Kit on Game-based Learning in Family Education is created as a result of 18 months cooperation and have been disseminated with national - Europe wide networks to reach more beneficiariesThe impact of our project beyond the life time can be seen as;- Involved organizations have increased their reputation at local level by successfully implementing EU-funded project.- The website and guide are created on Gamification in Adult Education has been shared with min. 10 networks at European wide and min. 20 networks national wide.- 60 tools developed and created Tool Kit has been shared in the further works of organizations and reached more mothers/caregivers in 4 countries.<< Implementation >>In the scope of 18 months project lifetime, there will be 1 physical Transnational Project Meeting in Turkey and complementary online partners meeting, 4 Learning Teaching Training Activities, 2 Project Results, 4 Multiplier Events and local implementations such as Round Table Meetings, Local Trainings, Dissemination Campaigns. In the scope of project management & transnational meetings: - Online Kick Off Meeting will be held in Dec'21 and monthly online meetings will be set afterward.- Half Day Partners Administrative Meeting will be implemented at the same with C1 in Greece in Apr’22.- Online Mid-term evaluation meeting will be held in Oct’22 to ensure the quality in local trainings. - Final Evaluation Meeting in Turkey will be held at the same time with Final Conference in Turkey during Disability Week in May’2023.In the scope of Learning Teaching Training Activities:- C1 “Structured Dialogue Essentials Training” will be implemented in Apr’22 with the participation of NGOs & Public Bodies’ representatives with total number 25.- C2 “Gamification for Adult Educators in Disability Field Training” will be implemented in Jun’22 in Turkey with the participation of 20 Adult Educators + 5 Expert Trainers.- C3 “Gaming for Family Education Training” will be implemented in Oct’22 in Poland with the participation of 20 Adult Educators and 5 Project Coordinators.- C4 “Raising Key Competences of Mothers with Special Kids - Game Fair"" will be implemented in Mar’23 in Romania with the participation of 30 mothers/caregiversIn the scope of Project Results:- R1: Gamification for Adult Educators working in Disability - Web Page & Guide by leading of EBAGEM and participation of all organizations between Mar’22 – Oct’22- R2: Tool Kit on Game-based Learning in Family Education by leading MG and participation of all organizations between July’22 – Nov’22In the scope of Multiplier Events: - E1 “Tool Fair” will be implemented in Oct’22 at the same time with C2 in Poland with participation of 50 local stakeholders- E2 “Game Fair” will be implemented in Mar’23 at the same time with C4 in Romania with the participation of 60 local stakeholders- E3 “Final Conference” will be implemented in May’23 during Disability Week in Turkey with participation of 120 stakeholders- E4 “National Seminar in Greece“ will be implemented in May’23 to share the project results with local stakeholdersIn the scope of PMI Activities:- Creation of Admin Guide, PR & Dissemination Guide, Quality Assurances & Quality Standards Guide, Evaluation & Monitoring Guide for administrative management of project in Dec’21- 2 Round Table Meeting in all countries 1) Targeting 15 Adult Educators 2) Public & NGOs ; both working in the field of disability in Feb’- Local Trainings with min. 40 mothers/caregivers in all countries, at total 200 people will be reached between Nov’22 – Feb’23- Promotion & Dissemination of Project results in all months but Dissemination Campaigns in particularly starting from the beginning of local trainings with the contribution of mothers/caregivers<< Results >>Our project focus on three dimensions: 1) To ensure more inclusive and sustainable collaboration in Adult Education among civil and public organizations in the field of disability 2) To increase methodological capacities of Adult Educators to implement game-based learning methods in the field of disability 3) To increase gaming competence of Caregivers / mothers to bring joy and knowledge in family education The expected Results of the Project:- 15 Civil and Public Representatives have come together in Round Table Meetings in 4 countries to talk about the efficiency of local and national level structured dialogue process in disability field. - 15 Adult Educators have been reached in Round Table Meetings in 4 countries have more insights about their learning needs and the most challenging situation they faced during their regular activities in disability field.- As result of realization two Round Table Meetings, results have been collected under “Inclusive Dialogue Meetings in Adult Education” Report. - NGO Staffs (Managerial and Operational Staffs) and Local Public Body Representatives have come together in “Structured Dialogue Essentials Training Course in Greece. - ""www.gamingwithoutbarriers.net"" web page related to Gamification for Adult Educators in the Field of Disability has been created within leading role of EBAGEM and contribution of all involved partners. - 20 adult educators have taken place in the “Gamification for Adult Educators in Disability Field” Training Course in Turkey.- 20 Adult Educators have found opportunity to increase their methodological capacities on game-based learning according to various types of disabilities.- 20 Adult educators have received Participation Certificates after their participation in two training courses in Turkey and Poland.- 20 Adult Educators have increased their competences about how to design game-based learning activities for mothers with Special Kids/Caregivers. - 60 Tools on gaming techniques for mothers with special kids to support them in family education have been created and implemented with min. 40 mothers in 4 countries.- “Gaming in Family Education” Tool Kit has been created and 60 Tools have been collected and shared with all beneficiaries.- 200 mothers with special kids (including the relatives of PwD) have received gaming trainings in 4 countries, 30 of them will participate in C4 in RO.- 270 stakeholders have been participated in multiplier events and raised their knowledge about the importance of Gaming in Adult Education for PwDs have been promoted in 4 countries."

The preliminary discussions that is defined and identified the barriers to the active participation of individuals in society took place in the late 1960s and early 1970s. Social exclusion, often referred to in social sciences and policy documents, is the multi-layered process of individuals or groups to break away from social relations, ties or institutions and not to participate in social spaces and activities.Youth work is an important area of social exclusion debates. Peter Lauritzen summarizes youth work as a social, cultural, educational and political work that is carried out for young people and with young people outside of the school, through non-formal methods. Young people, with their subcultures, habits, needs and demands, often fall outside of the norm or wandering around the area of a norm. Therefore, they face legal, structural and cultural barriers to their participation in society. In this context, youth work is defined as an important tool for the social participation of young people in different periods.Within the scope of the project, it is aimed to establish concrete resources for increasing the social impact of youth work on the international platform, supporting institutions and experts working in this field with quality management and innovative methods and for sustainable studies in the field.Therefore we summarize following NEEDS to be targeted by the Project, which demonstrate at the same time the overall objects we want to achieve and results we aim to achieve:1) to develop a scientific approach to intercultural communication and understanding, including general findings on the skills needed by young people and especially youth workers in the skills needs of them and development of guidelines for the trainings. At the same time to collect transnationally information on best practice especially to integrate different cultural, generational and gender aspects on the issue. These facts shall be respected in the intellectual outputs) - IO12) a train the trainer handbook providing information on how to develop the competences needed to be able to encourage and motivate young people in exploring diversity as important value and foster their intercultural understanding and skills in communication and conflict resolution - IO2 implementation of the trainings with youth workers (transnational and national)3) a handbook including a curriculum for youth workshops which will provide information and best practice for youth workers on how to guide young people in the issue of intercultural understanding and conflict resolution and how to enable them to improve their skills dealing with these issues. Workshops will be based on an experience based approach which will help the young people to experience the effects by themselves and thus improve the learning results. 4) The videos will offer a special possibility for training institutions involving blended learning concepts in their curricula. They target youth workers and shall provide them a possibility to include this approach to their repertoire by self-learning. So, the target group of IO3 will be in this topic experienced youth workers. 5) a distance learning platform for Youth workers to promote the learning outputs and tools to a broader audience, especially to targets living in communities apart for which f2f trainings might not be that easily accessible. This platform contents will be prepared by the YP themselves in the workshops of IO4 like:- Youth Information outreach to disadvantaged groups- Digital Youth Information and Counselling- Youth Participation and Empowerment- Planning & Management- Gaming and using material in youth workDirect targets: 1) Youth workers and social workers in youth care, Organisations and stakeholders in the field of youth work.2) Young people with different cultural backgroundActivities/Results:IO1: Comparative research and assessment of current needs, study report on youth work - 20 youth workers involved each country= 20x6= 120 in totalIO2: Designing training modules in youth work and piloting - 20 future youth workers and 10 additional youth workers (who has potencial to be youth worker) in further training trained per country = 180 totalIO3: Training videos for blended learning implementation - 2 videos per country = 12 videos totalIO4: Designing a distance education program and LEVEL5 program in the field on youth workers - 20 youth worker (for 1.Piloting: 10 Youth worker & for 2.Piloting: 10 Youth worker) from other organisations in each country (total = 120 youth workers )IO5: Guidelines for Inclusion of the Methodology in settings for Youth Workers - 15 decision makers/service providers reached in focus groups per country = 90 in totalLTT (C1: Palermo, C2: Innsbruck, C3: Malaga): From each country 5 youth workers (90 youth workers in total) who participated in LLT.

<< Objectives >>The biggest problem in online education activities is communication barriers.E-learning activities lacking in interaction and communication.It gives less opportunity for individuals to see different perspectives and approaches among each other.The aim is (in e-learning environments) to introduce techniques that involve greater interaction, integrating youth workers and young people, and raising the perception of social presence in online learning communities<< Implementation >>The use of online cooperative learning methods, online non-formal techniques, and web 2 toolsWeb 2 tools: Cahoot, Canva, Menti Mentimeter, Padlet applicationsCollaborative Techniques: Fish Bone Techniques, Speech Ring Method, Online Learning Stations, Six Hat Thinking TechniqueNon-Formal Techniques: Zoom Friendly Energizers, Virtual Yoga, Virtual Pictionary, Sound Ball Game<< Results >>Youth workers will be familiar with online collaborative learning environments. Interaction and higher-order thinking of youth workers will develop their skills such as analysis, evaluation, and inference. In e-learning environments; to introduce techniques that involve greater interaction, integrating youth workers and young people, and social presence perception will increase in online learning communities. More active participation of young people in e-learning activities will be ensured.