Seminar at University of Gjirokaster

4 and 5 September is coming!
A seminar will finalize WP4!
University of Gjirokaster welcomes representatives of Teavet partners and Albanian Erasmus Plus office and European Delegation in Tirana.
Teacher qualification programmes of training established and acreditated in every Albanian university LLL centres is the main focus of the meeting. Other objectives to be implemented in the next actions!

Final Agenda Gjirokastra 4-5th September 2019

LLL Network

Insights into module development

The Albanian partners are developing modules for further education for teachers in Albania. Danube University Krems supports and advises them. In this article, we will give a little insight into this work by examining two modules being developed in this project.

Module: Learning and assessment culture

In this passage, we talk about the module Learning and assessment culture.

When developing this module, it is important to make sure that the teachers and their opinions on the topic are addressed in detail. Teachers should have enough time in this module to think about and reflect on their own learning and assessment culture. After that, the teachers can compare them with learning and assessment culture of other teachers from Albania and other countries.

The topics teaching, learning, and assessment are strongly intertwined; they are interdependent. Therefore, it is important that literature on all three topics is included in the module. Each of the three themes can serve as a starting point for the theoretical background of the module.

Here are literature recommendations for all who are interested in module development in this area.


Baumgartner, Peter (2004). The Zen Art of Teaching – Communication and Interactions in eEducation. Proceedings of the International Workshop ICL2004, Villach / Austria 29 September-1 October 2004, Villach, Kassel University Press. Retrieved from

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi delta kappan80(2), 139-148. Retrieved from

Ghoneim, A. (n.d.). ATS2020 – Tools and Technology: bibliography + research – ATS2020. Retrieved November 5, 2018, from

Ghoneim, A. (n.d.). EUfolio Quality Assurance Plan for Assessment Operations – ATS2020-Mahara E-Portfolio. Retrieved November 5, 2018, from


Module: Teaching Methodology

Knowledge and understanding of teaching methods is a cornerstone of good teaching. This includes the ability to consider the needs of each student in relation to the curriculum to be taught. Therefore, it is crucial to select teaching methods based on didactic principles. In addition, exploring and trying out different teaching strategies and teaching aids is important to improve one’s own teaching.

For the module Teaching Methodology we can recommend you the following resources.


Bates, T. (2015). Teaching in a Digital Age. Guidelines for designing teaching and learning. Retrieved from

Economou, A., Constantinou, M., Hadjittof, P., Markidou, N., & Stefanou, A. (2017). ATS2020 TOOLKIT. How to implement the ATS2020 learning model in your school and your classroom. Retrieved from

Gill, E. (2013, January 5). Teaching Styles: Different Teaching Methods & Strategies. Retrieved November 12, 2018, from

Grundschober, I. (2018). How to Write Learning Outcomes. Rules of Thumb to Define and Write Learning Outcomes. Retrieved from

LLL Network

Communication and Mentoring network for newly-appointed teachers

Home. INDUCAS is a pilot project, launched in May 2017 and funded by the European Union. During the pilot phase of INDUCAS (2017-2018), newly-appointed teachers and mentors from Italy, France, Sweden and Romania are invited to join the platform and participate in eight communities (one community for each of the two networks in each of the four countries). They will be able to interact with other peers, share ideas, address challenges and learn in their own language.
How can beginning teachers be better supported through a targeted network that facilitates a dialogue amongst them? A similar network of mentors help them develop their practice within their own community and for the benefit of beginning teachers whom they are bound to support?