Embrace dementia in an online environment

The project aligns with key European educational priorities as outlined in the Osnabrück Declaration, incorporating the Council Recommendation on VET and the European Skills Agenda. Emphasizing re...

The training courses aimed to establish a foundation for advancing distance learning, emphasizing technical skills and fostering a positive attitude within education teams. Meanwhile, the dementia project focused on enhancing digital skills for 24 expert teachers, enabling the creation of online modules for formal and non-formal training programs. Targeting family caregivers and trainees in dementia care, the project sought to improve understanding and provide insights into effective care, with the goal of better preparation and support. Efforts included upgrading learning materials, involving teachers in creating interactive content, and testing its application. The project aimed to strengthen collaboration with the Dementia Competence Centre and other organizations, sharing outcomes to extend impact. Additionally, it addressed a need for interactive English materials and explored vocational training practices in other European countries. The project facilitated new partnerships for teacher training and created opportunities for students to acquire knowledge and skills through KA1 projects. The initiatives aimed at improving education practices, supporting caregivers, and fostering international collaboration in dementia care.

We organized two training sessions for teachers/trainers, with each group consisting of 12 individuals from both the formal and non-formal sectors, aiming to enhance their digital skills. During these sessions, we utilized the TPACK model, the ABC design method, and the 12 building blocks for effective didactics. The 12 instructional principles, grounded in scientific research, were explained, and participants were provided with examples of their application in their daily roles as teachers and/or trainers. The TPACK model, developed by Matthew Koehler and Punya Mishra, incorporates three knowledge domains: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). CK encompasses central facts, concepts, theories, and procedures of a subject area, while PK involves understanding how students learn, managing learning resources, evaluating learning, and class management. TK focuses on knowledge of media and how it can be integrated into teaching. This model guides teachers in effectively incorporating ICT into their teaching by combining subject content and didactic knowledge. The 'ABC curriculum design' methodology, originating from University College London, was employed, allowing didactic teams to collaboratively design a first prototype of the course interactively. Katholiek Onderwijs Vlaanderen used this methodology to develop online interactive material, involving an analysis phase, a design phase, and a final design phase. Following the training, teachers/trainers applied their acquired knowledge in developing three high-quality interactive online modules centered around the theme of dementia. These modules were then evaluated by end-users, consisting of family caregivers in the home environment of persons with dementia and trainee caregivers preparing to work in a care facility for persons with dementia post-graduation. The development process of these modules involved co-creation among all project partners in the consortium, with each contributing their expertise, knowledge, skills, and networks of interested stakeholders to ensure the success of the project.

At the conclusion of the project, 24 expert teachers/trainers from both the formal and non-formal sectors had successfully upgraded their digital skills. The impact of this initiative extended beyond the direct participants, as these 24 individuals disseminated their knowledge within their respective organizations. The project aimed to develop three modules, each addressing specific aspects related to dementia. The first module covered fundamental topics such as the nature of dementia, symptoms, various forms of dementia, stages of the condition, observation and understanding of changing behavior, and strategies to improve the day-to-day functioning of individuals with dementia. It also delved into the environmental impact on people with dementia and effective approaches to dealing with changing behavior, communication, and interventions in dementia. The second module focused on providing essential care, support, and guidance for people with dementia, both in their home environment and within a care facility. The content aimed to equip caregivers with the necessary knowledge and skills to enhance the well-being of individuals with dementia. The third and final module emphasized empowerment, aiming to ensure that individuals with dementia were recognized and addressed to their full potential. This module sought to promote a holistic approach within the project context, encouraging family caregivers and professional caregivers to perceive and interact with individuals with dementia not only within the care setting but also in broader societal contexts. The development of these modules contributed to the formal Vocational Education and Training (VET) sector, as well as training in the informal sector. This endeavor was designed to meet the growing demand for individuals with prior knowledge of dementia, fostering a more informed and compassionate approach to dementia care in both formal and informal caregiving settings.