PROJECT: “A Family Learning Model to Promote Financial Literacy”
- PROJECT OVERVIEW
- MAIN ACTIVITIES
- M1: First project meeting in Ireland
- M2: Second project meeting in Spain
- M3: Third project meeting in Croatia
- M4: Fourth project meeting in Portugal
- M5: fifth project meeting in Czech Republic
- IO1: Comic Book
- IO2: Online Educational Escape Rooms
- IO3: Compendium of WebQuests
- IO4: Induction Training Programme
- IO5: In-service Training Programme and Handbook
- IO6: Online Learning Platform
- C1: Training event in Cyprus
- E1-7: Multiplier events
The objective of this strategic partnership is to extending and developing the competences of educators and other personnel who support adult learners, open education and innovative practices in a digital era and social inclusion.
For this PIGGY BANK project, it is the intention of partners to create financial literacy resources for 4 different sub-sets namely:
(1) children between the ages of 6 to 12 (comic book).
(2) teenagers between the ages of 13 to 18 (Online Educational Escape Room)
(3) youth between the ages of 19 to 25 (WebQuest challenge)
(4) parents and guardians (induction training programme)
1. A short-term joint staff training event will be held in Cyprus to pilot the in-service training
programme for adult educators
2. Each partner will host a PIGGY BANK Family Learning Symposium in their local area with the specific task of demonstrating the tools and resources developed and engaging families
3. A final conference will be held in the Czech Republic to present the full suite of resources
developed to adult education managers, families, etc.
1. 2 adult educators from each partner country will attend the short-term joint staff training event in Cyprus. This event will support the realisation of a cascading model of training and a minimum of 8 adult educators will complete the first iteration of the in-service training in each partner country during the project life-cycle with support from the staff who participated in the transnational training event.
2. 12 families in each partner country will be engaged in the PIGGY BANK Family Learning
programme using the full collection of learning resources to support raising financial literacy
3. 20 people will attend the PIGGY BANK Family Learning Symposium in each partner country
4. 50 people will attend the final conference in Czech Republic. Partners believe that this financial literacy family learning educational programme will only be successful in the long-term if the skills of adult educators are also developed to allow them to produce their own comic strips and challengebased educational resources and if parents and guardians are properly trained to understand financial literacy and help embed sustainable financial practices in their families.
-Objective: give a comprehensive overview of their organisation; an overview of current financial literacy provision in their country – where it exists at all; an overview of adult education provision and in particular family learning; a synopsis of attitudes to online learning and challenge-based educational resources within adult education.
-Objective: Partners will review all prototypes presented and agree a schedule for the development of the remaining Comic Books, Online Escape Rooms, WebQuests, and Induction Training Programme.
-Objective: The submission of the interim report will be discussed and all partners will ensure that all documentation required by the National Agency is provided to Reintegra. The 12 Comic Books, 12 Online Escape Rooms, 12 WebQuests and Induction Training Programme will be presented for testing.
-Objective: Partners will focus on dissemination and exploitation actions to ensure that the full benefit of the tools and resources developed can be enjoyed by the target group.
-Objective: At this meeting partners will complete all reporting requirements and review the second impact assessment.
Targeting young family members between the ages of 6 and 12 years, a new Comic Book that addresses raising financial literacy will be developed. The suite of comics developed will comprise 12 monthly themed comic strips where a financial literacy “Superhero” deals with issues related financial
literacy. The monthly narrative of the comic strips will be adapted to ensure that age appropriate content is presented. The narratives for the comic books will be written by FIP and Permacultura Cantabria who together will produce the visual elements to make the comics attractive to the young
While the proposed comic strips are being developed as part of an holistic family learning programme they will also be extremely relevant to schools seeking to introduce financial literacy into their range of services. The comics will be available in PDF for printing and as flip-books for online
use. All comic books will be available in all partner languages and will be accessible to any education provider through the project website and learning portal. The comic books provide an opportunity to introduce the key ideas and concepts that are central to the development of financial literacy to young family members and it is expected that the impact of these resources and the message they portray will be significant.
The online escape room challenges that comprise this innovative learning resource will address key themes related to financial literacy. Scenarios for each resource will be developed that adequately address key financial literacy issues in both positive and negative financial circumstances.
Resources developed will be pitched at introductory and intermediate levels to introduce best practice in financial planning, debt management, dealing with financial institutions, etc. These resources will lead on to more challenging tasks in the WebQuests that follow. Designing the financial
literacy resources from scratch allows partners to introduce different levels to ensure that learners can engage with the tools developed regardless of prior educational history and that a sustainable educational experience for learners is provided allowing them to build their skills by advancing
through available levels. A minimum of 2 resources will be developed by each partner. This will allow partners to provide gender specific resources where necessary. A typical introductory online educational escape room will have 3 individual challenges that get incrementally more difficult. While
an intermediate resource will have 5 individual challenges that get incrementally more difficult.
Each escape room challenge will attract an appropriate award as a recognition of achievement. The precise nature of this award will be agreed by partners at the first partner meeting and incorporated into the escape room challenge. Each end-user who engages with the resources through the online portal will have the opportunity to create an online portfolio as a record of their learning achievements.
Although educational escape rooms are beginning to attract the attention of educators in formal educational settings they are still regarded as being at the cutting-edge of pedagogic innovation. The provision of online escape room challenges specifically targeting family learning to build financial
literacy levels is a definite first in a European context and therefore represents a significant innovation.
The primary target group of the project are parents, guardians families and siblings While there are many reasons and circumstances that can lead to financial problems a common factor in many cases is low educational attainment levels. Designing bespoke game-based educational resources that can be directly accessed on smart-phones and other mobile devices significantly increases the chances of making a lasting impact on the target group in all partner countries and building high-value skill sets that are much sought after in the labour market.
The resources developed will be fully mobile and therefore fully transferable to any family members in any country. The fact that a wide selection of resources will be available in 6 partner languages and as open educational resources increases the potential transferability. These resources will be
designed for access through all of the most popular social media platforms where today’s young people ‘hang-out’. While partners have decided to focus on the development of resources to support the acquisition of financial literacy skills the model developed could easily be applied to the
acquisition of other key competences.
WebQuests are a structured learning experience that uses links to essential resources on the World Wide Web and an authentic task to motivate learners’ investigation of an open-ended question for the development of individual expertise and participation in a process that transforms newly acquired information into a more sophisticated understanding. The best WebQuests inspire learners to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own meta-cognitive processes. WebQuests are frequently described as ‘scaffolded’ learning structures to support learner performance beyond their capacities.
The PIGGY BANK WebQuest challenges will be designed to support family members between the ages of 19 and 25 years to build their knowledge and understanding of financial literacy. A typical WebQuest has an introduction and 5 essential parts: task, process, resources, evaluation, and
conclusion. The WebQuests will present real-world scenarios related to financial literacy and financial management in both positive and negative financial scenarios and set tasks for learners to complete. It is important to understand that these are challenge-based exercises and the challenges
can be themed to address specific topics or subjects that have specific local resonance in partner countries Each partner will develop the learning content for 2 WebQuest challenges at advanced and expert levels to build on the skills developed in the earlier online escape rooms. The same thematic concepts will be addressed in the WebQuests as were addressed in the Escape Rooms just at a higher level of complexity. This will help to ensure that a progression between the levels is easily facilitated and that the development of the specific theme is coherent. The compendium of resources developed will therefore comprise 12 WebQuest challenges. Each end-user who engages with the resources through the online portal will have the opportunity to create an online portfolio as a record of their learning achievements. AEVA and Callidus will share the task to review the WebQuests developed and asses their quality against an agreed WebQuest Evaluation Rubric (see sample
attached as an appendix).
Although WebQuest learning is beginning to attract the attention of educators in formal educational settings they are still regarded as being at the cutting-edge of pedagogic innovation. The provision of WebQuest challenges to develop financial literacy education in a family learning setting represents a significant innovation in all partner countries and perhaps throughout Europe.
The primary target group of the project are families with young digital natives who have mobile technologies embedded in their daily lives. Designing bespoke game-based educational resources that can be directly accessed on smart-phones and other mobile devices significantly increases the
chances of making a lasting impact on the target group in all partner countries and building greater understanding of the financial literacy concepts and themes selected.
The resources developed will be fully mobile and therefore fully transferable to any learner in any country. The fact that a wide selection of resources will be available in 6 partner languages and as open educational resources increases the potential transferability. These resources will be designed
for access through all of the most popular social media platforms where today’s digital natives ‘hangout’
The final element of the proposed educational materials for the PIGGY BANK Family Learning Methodology to promote financial literacy will be an induction training programme for parents and guardians. This induction training will have two key objectives as follows:
(1) To develop the financial literacy capacity of parents and guardians
(2) To support parents and guardians in their role as facilitators of family learning
Resources to address the first objective will comprise a series of workshop lesson plans for use in small group settings that are based around information provision followed by role playing exercises.
These exercises will focus on a minimum of 6 negative financial scenarios and 6 positive financial scenarios. These workshops will play a crucial role in developing an understanding of financial literacy issues among the parents and guardians who participate. The training will comprise 6 halfday
Resources to address the second objective will be presented in 2 half-day workshops. These workshops will introduce the (1) basic concepts of pedagogy (2) how to manage the learning of siblings in online environments. A series of tip sheets will also be provided as reference tools for
Responding to the specific challenges that the new resources will provide for adult educators and supporting their continuous professional development so they can take full advantage of the new resources and develop their own challenge based resources – Led by Callidus and CARDET
A bespoke, fully mobile, collaborative online learning environment that supports smartphone and tablet access which, as partner research has confirmed, are the most common technology platforms available to the target group and the most popular media devices providing access to all the proposed resources – Led by CARDET.
-Objective: establishing of a transnational group of like minded education professionals who will support each other and further develop their working relationships into the future.
The project work-plan envisages one major multiplier event in each country to coincide with the completion of all development work. This event will specifically focus on engaging families in the new PIGGY BANK Family Financial Literacy Programme. Partners will also host a Final Conference to coincide with the last partner meeting in the Czech Republic when all project outputs will be presented. An appropriate key-note speaker will be invited to officially present the comprehensive suite of learning resources developed. All planned events are relevant to the project and essential to achieve the desired outcomes.