ELS (Education Learning Styles)

ELS was designed to raise awareness regarding the different learning styles, through non-formal activities and arts. "Everyone learns differently"

ELS, Education Learning Styles, was designed to address the growing levels of youth anxiety and disappointment regarding with unpleasant school experiences and grade failure. ELS was designed to raise awareness among European youngsters regarding the learning styles through non-formal activities and arts which offered them new skills
and abilities. The project’s activities not only showed the value of the arts in education but also promoted the differences among the learners, such as personal learning styles, core cognitive and emotional skills, different social and economic background, different opportunities, age, gender, social origin, personal experiences and characteristics.
All these factors affect the way of learning so the educational system should be influenced by them. In parallel with this awareness, we promoted an integration aiming to prevent individualism, discrimination, intolerance and violent radicalization. Bearing these in mind, the succeed objectives of ELS were the following:
- Provided opportunities for young people with fewer opportunities through non-formal educational methods, through diversity, intercultural dialogue, and common values of freedom;
- Raised awareness on the importance of variety in education methods and that from everyone and everything can teach you something new and important;
- Developed skills and competencies on youngsters who became active learners and European citizens;
- Reached out marginalized young people, youngsters from underprivileged backgrounds and people with fewer opportunities with the use of non-formal activities;
- Empowered youth, through communication as a strategic tool to nurture tolerance and respect of human rights, inciting active civic participation against violence, discrimination, and social exclusion.
- Participants are now more self-sufficient, independent, and capable of categorize themselves into the several learning styles in order to adapt their way of learning thus having better educational outcomes and results.
-Spread awareness that failure does not mean disability, but it means wrong teaching or studying method.
-Spread awareness that the role of arts is not only for pleasure but also, they are capable of teaching many things apart from musical notes. Through this example, participants can figure out that knowledge is everywhere around us, and everyone and everything can teach us something new and important.
- Spread awareness about the necessity of a variety of teaching methods due to the variety of learning styles which are existed.
- Be actively involved through social inclusion processes, in non-formal educational activities which are promoting the use and the importance of understanding the differences between the learning styles among youths. These non-formal educational activities were based on the use of arts in education with the help of ICTS. Skills such as patience, focusing, problem- solving, teamwork, adaptability, self-understanding, and self-confidence are some of the skills that participants improved.
- Spread the positive message of inclusion, equality, and self-understanding.
We developed a 7 days youth exchange, where participants got deeper into the topic and easily raised the desired awareness and they got inspired to be open-minded and think out of the box regarding the way of learning as well as the learning tools. After the exchange, participants have enough knowledge to identify their personal learning style, so they use it in their lives in order to have better results. Also, all the participants understood that there are many factors
which affect their learning styles. Everyone is different and everyone has something to teach you, something unique, this was the main aim of the project which was accomplished during ELS. We saw tendencies that there will be long-lasting impact both at a National and European level.
We had 3 different stages of evaluation, involving different scopes and extents before (pre mobility), during (mobility) and after (post mobility) the mobility. Through these evaluation stages we are sure that all the objectives of the project met the initial expectations.All partner organizations as well as TsaMpa had a common goal to inspire other organizations with the ELS’s outcomes, results and activities. So, TsaMpa and partners provided diversified content and opened windows to promote discussions with other organizations, so they would produce ideas find solutions for a more active life of all population as well as they would inspire more people with different backgrounds and opportunities, with educational difficulties, economic or social obstacles and even culturally different to integrate. All the involved organizations shared the ebook of videos with all the learning outcomes from the non-formal activities, which was created by the participants. Also, they shared with other organizations, a list of project ideas for social entrepreneurship endeavors addressing the project’s issues, creating a database to invite participants and partner organizations to reinforce contributes in the field. Finally, articles, newsletters, videos, photos, and leaflets which were made as dissemination and awareness material, were shared with local and non-local organization. The partners involved, did all the above, with μthe intention to keep on collaborating and contribute to new Erasmus+/international projects through enlarged networks and cooperation endeavors to allow young people from local communities to experience and benefit from similar activities. One example of article, which the partners did in order to disseminate the results and share participants’ experiences of ELS is this from the official website of the Italian partner Torre dei Giovani, https://torredeigiovani.eu/els-education-learning-styles/?fbclid=IwAR2xnN1FqesGyhN5Eyf2A-wLlKPLxYv4ndJOlfMkbrNNQ-qVRfhw4BQFi94 .
Also, during the mobility and after TsaMpa uploaded photos and articles related to the project on the blog of TsaMpa https://tsampanfg.blogspot.com

This project has been viewed 20 times.

Contact person: Eleana Tsakalaki


Website: https://tsampanfg.blogspot.com/

E-mail: tsampanfg@gmail.com


Project overview

ELS (Education Learning Styles) is a project by
taking place
from 2019-04 till 2020-03
This project relates to:
Youth Exchanges
and is focusing on:
  • Art
  • Children
  • Democracy/Active citizenship
  • European citizenship
  • Innovation
  • Integration
  • Intercultural dialogue
  • Music
  • Non-formal learning
This project can include young people with fewer opportunities like
  • Social obstacles
  • Economic obstacles
  • Educational difficulties
  • Cultural differences
  • Geographical obstacles
The age of the participants was between 18 and 30 years old, which is the age where we noticed that exists an increase in anxiety level and is the big step from school to university or work, from kids to adult life. Usually, is due to the fact that youths at that age are responsible for their education. As they engage in university courses in which they have to study many books and scientific articles in order to succeed. So, they need to adjust the studying method to their profile and personal learning style. Youths need to think out of the box and collect learning outcomes from everywhere. For ELS, partners selected 5 persons, 1 team leader, and 4 participants, according to the defined criteria above, showing motivation and interest on the topics of learning styles, the use of arts for educational purposes, the differences among European educational systems, the non formal methods as well as the good practices and learning techniques. They also tried that a gender balance among the participants and the participants' age is distributed, as well as personalities and life experiences. Although we knew, from previous experience, that not all partners would be able to do that, we selected 10 possible participants (5 male and 5 female), who showed their merit to participate in the project through the participation, involvement and motivation shown in local projects and actions, and according to the specific needs to guarantee the gender equality and age balance. The leader was responsible for their group safety, security and wellbeing always, and to communicate with TsaMpa and sending organization in case of any problem. This leader checked all the venues and spaces where the activities took place and validated them and gave feedback to TsaMpa. Also, all the leaders participated in the Skype meetings in order to be well prepared for the YE.The selection of participant was focused on those who had fewer opportunities, such as socio-economic obstacles, in order to offer them experiences across the border of their countries. We guaranteed their integration and involvement throughout the whole process. We had volunteers who were currently working in local institutions helping youngster from troubled families and they had the right experience on how to deal with possible situations that may occur. With the help of the hosting organizations from each country and the selected team leaders, we requested every oiformation that could be important for the logistics and within our team made sure that we had all the material and certified personal to accompanying the participants. The partners and team leaders had the task to transmit every specific situation of each participant and accordingly we adapted the agenda, the activities and got our staff prepared for any needed intervention. During all the exchange we promoted the intercultural dialogue and sharing of experiences in order to make the participants feel comfortable talking to each other while learning new ideas and concepts. Also, everyone was challenged to speak and to share their experience and knowledge with other participants, so they improved not only their self-skills but also the peer-to-peer learning. In similar activities we already had experiences working with persons in several situations, for example, someone with educational and cultural obstacles so we adapted every activity to involve everyone in everything.

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