Internal dissemination

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Actions 1-2

ACTION no.1: Staff meetings Referring to the internal target audience

Teaching staff of all faculties to be actively involved in the teaching activities, the planned actions are:

  • Staff meetings regarding the study areas of the Intensive workshops (ISPs), to raise awareness for the theme, coordinate didactic activities, the contents of the lessons, the topics of the workshops and the expected results. Such coordination is necessary to the students. Also, it is expected to collect reflections, best practices and other materials for the online course.
  • Online staff meetings to coordinate the Erasmus+ planned activities, to monitor their development and to evaluate their advances. These meetings are arranged periodically to provide frequent exchange of information and ideas among the staff.
  • Exchange of information and documents on a dedicated web platform, to create a common virtual dwelling space despite the physical distance between the various academic venues.

ACTION no.2: Selection of the course participants Referring to the external audience

National/international learners from various domains, the relevant tools of the innovative didactic methods are: virtual classrooms, wikis, and the learning management system. The dissemination should encourage their participation in the online course to enhance the development of knowledge and skills. The top priority is disseminating the online part of the module. It is not an open online course for an indefinite number of participants (i.e. 200+ active participants), because the size of the learning groups must be limited according to the characteristics of this learning process, which are: interaction, feedback and peer reviews. However, the online course is also available to the external audience OUT6 – National and international professionals can attend the lessons as auditors to learn a design methodology and improve their professional skills. For instance, professional bodies and associations can encourage the participation of their members in the online course in several ways, i.e. direct notices, website advertisements, grants for training credits to professionals who fulfil the planned activities (continuing professional development plans). The availability of the course will be communicated through various channels such as: project newsletter, press releases in multiple languages sent through the institutions’ distribution lists and the strategic use of social media addressing the related interest groups.

Each academic partner should announce the call for participation to the didactic module directly to its students, also informing the landscape schools regarding the content of the project, in order to widen the internal participation in the online activities. In fact, the curricular integration aspect is a key factor to enhance the overall programme. This can be implemented with the international mobility part of the blended learning activities (ISPs). Due to the budget, the participation in international mobility should be competitive, by opting for a selection process with specific criteria, to be clearly communicated to the interested subjects during their initial online course registration. Another advantage of introducing an online course within the academic curricula lies in its flexibility. The learning activities can either be embedded in a blended learning activity or they can be done completely online. Finally, as to be ready for further use, the constant updating of the online contents guarantee a stable basis for continuing the activities beyond the project’s timeframe.