Grundtvig Learning Partnership

Project Compendium Innovative Technology Enhanced

Learning in European Adult Education

Contents Introduction .............................................................................................................................................. 2

Background and objectives of the project .............................................................................................. 2

Technology Enhanced Learning ................................................................................................................. 4

Methodology............................................................................................................................................. 4

Partnership process and meetings ......................................................................................................... 7

Policy context............................................................................................................................................ 8

Adult education context in Bulgaria ....................................................................................................... 9

Adult education context in Croatia ...................................................................................................... 10

Adult education context in Romania ................................................................................................... 12

Adult education context in Scotland .................................................................................................... 14

Overview of case studies ......................................................................................................................... 17

Case Study 1: “I can Perform Better”, Language Improvement Project (Bulgaria) ............................... 17

Case Study 2: Improving dialogical communication and behaviour ...................................................... 19

Case Study 3: RADIMO-UČIMO: Improving the employability of long-term unemployed People with disabilities (Croatia) ............................................................................................................................ 21

Case study 4: IT Training for Employment (Croatia) ............................................................................. 24

Case study 5: Bucovina ICT Academy (Romania) .................................................................................. 25

Case study 6: E- Facilitators for E-Inclusion (Romania) ..................................................................... 27

Case study 7: Learning through Makerspace (Scotland) ....................................................................... 32

Key themes arising from the case studies, discussion & conclusions ....................................................... 35

Introduction This compendium provides a summary and analysis of seven case studies selected during our Grundtvig Learning Partnership project: Innovative and Technology Enhanced Learning in European Adult Education (ITELEAD) which was conducted over the time period September 2012-July 2014. The case studies were selected from a range of examples studied across the partnership countries (Bulgaria, Croatia, Romania and Scotland) to represent innovative ways technology is being used in adult education. The compendium presents a description of each case study, but the main text focuses on key themes arising from our analysis of the case studies, highlighting the lessons learned which could ultimately influence policy and practice across the European Union. In particular, this discussion highlights some implications for using technology to engage with, and promote learning, for adults, particularly those from priority and vulnerable groups.

Background and objectives of the project The project emerged from an idea discussed during a previous Grundtvig event held in Croatia in 2011. This developed into a successful proposal for a Grundtvig Learning Partnership project that included partners from Bulgaria (AVO Bell), Croatia (WYG savjetovanje), Romania (Association of Consultants in Development of Communities - ACDC) and UK/Scotland (School of Education, University of Glasgow). The objectives of the partnership were:

• to identify and explore innovative practices of adult education used in Bulgaria, Croatia, Romania and Scotland/UK where Technology Enhanced Learning (TEL) and innovative pedagogies are enhancing adult learner access, engagement, motivation and achievement. A particular focus was placed on disadvantaged and marginalized groups, eg: people with disabilities, unemployed women, minorities, migrant and ethnic groups, people in rural communities;

• to identify the potential for the transfer of useful concepts and practices across these countries by producing a project compendium and by disseminating project results through the website/e-platform, workshops and seminars, and research papers;

• to conduct a knowledge exchange and transfer through the partnership’s links with the case study providers, as well as within and across the partnership organizations.

• Exploring the attributes and skills required by adult educators to identify good practice in educator pedagogy and approaches across a range of adult education contexts.

• to contribute to the quality of adult education in the partnership countries by sharing knowledge on using ICT/TEL (Technology Enhanced Learning) and innovative methodologies in efficient pedagogies, ultimately targeting the needs of people from vulnerable groups and marginal social contexts.

• To develop a Grundtvig Multilateral project proposal that builds on the concepts and learning of the project

Each of the partners worked closely with an extended network of organisations and providers, some of whom were the focus of the research and sources of expertise that helped the partnership to address its objectives. This process allowed to varying levels, the emergence of findings to organically inform the policy and practice of the participating organizations and thus impact on the priority groups. These findings also informed the partners of their own educational approaches and work.

Target group of the research were people from vulnerable social groups: persons with special needs and/or disabilities, unemployed, those with few or no formal qualifications, older learners, groups facing socio- economic disadvantage, minority ethnic groups, individuals living in rural or deprived inner city areas, refugees, migrant workers, offenders and ex-offenders.

The results of our project include recommendations for supporting and encouraging these groups to participate in adult education, based on good practice examples of efficient, technology-enhanced and innovative adult education pedagogies that are targeting exactly these groups of adult learners in our four countries.

While there have been numerous studies and initiatives regarding promoting participation in lifelong learning, our ITELEAD partnership project has placed specific focus on how different types of partnership and how innovative learning pedagogy and Technology Enhanced Learning (TEL) can combine to address the challenges of promoting adult education, within the context of economic recession and rapidly changing demographic situations across European countries.

As different kinds of institutions have engaged across Europe in adult learning with a focus placed on vulnerable, rural or disadvantaged groups they can have different approaches in using technology and innovation in order that learners achieve the best educational results. With this in mind, our motivation was to learn from each other and, in such a way, to enhance technologies and methodologies used in our work and that of the case study providers.

Technology Enhanced Learning Technology-enhanced learning (TEL), formerly entitled e-Learning, has the goal to provide socio-technical innovations that promote learning and associated practices that are challenges of time, place and pace. Building on descriptions of e-learning provided by HEFCE (2005 and 2009), the JISC (2010) definition of Technology Enhanced Learning is given as the provision of a reliable technology environment which provides learning opportunities wherever the learner chooses.

The need to equip European citizens with new skills is recognised in all the most recent documents of the European Commission (EC) as well as the importance of ICT in acquiring these skills (Europe 2020 Strategy, New Skills for New Jobs Communication, Innovative Europe strategy). There is therefore, great interest in exploring the potential of ICT and TEL as a facilitator for innovation and change in European lifelong learning and as a way to increase the digital and key transversal skills of European citizens.

There are many challenges facing this area of research and practice, especially in translating concepts into practice. While much research has focused on higher education and schools, it has indicated that the types of pedagogy used in many educational settings have remained unchanged when innovative technologies have been introduced (eg Gilly 2005). For many in society, particularly young people, technology is an everyday part of their lives, facilitating access to information, communicating with others and, potentially, empowering them. In contrast, technology, particularly in adult education, has yet to reach its potential in learning contexts (JISC 2004). The potential is great, however, for TEL to address inequalities in adult education through promoting adults’ access to learning via appropriate technologies. Our project case studies seek to address this issue.

Methodology Below we provide details of the methods used to identify potential case studies and to gather the required information to construct each case study. To summarise, the project partners used the proposal objectives as an initial framework to devise appropriate categories for the scoping phase that would identify appropriate examples of adult education provision that included a range of uses of ICT and TEL. Reflected pedagogies that promoted collaborative and interactive experiences were learner-centered and addressed the needs of one or more of the Grundtvig priority groups. The search also required that the examples had been externally evaluated or

had some rigorous evidence available to substantiate positive impact for learners. These examples would then provide a short-list from which the final case studies would be selected.

The mobilities allowed the team to visit some of the candidate providers, discuss further which ones should be included in the compendium and explore some of the emerging issues regarding ICT/ TEL and adult education. This process was also informed by existing literature of wider use of TEL in education.

An agreed template was devised to summarise the information that was collected about each case study. This described the type of provider; targeted priority groups; pedagogies used and use of ICT/TEL and important contextual factors and processes influencing the success and sustainability of the provision and any aspects of the provision that might be transferable to other countries. This information formed the basis of the case study sections in this compendium thus allowing our project to highlight important issues in the discussion section of the compendium. The final phase of the project included the gathering of information by the respective partners which was then collated and summarised using the template.

Criteria for including case studies of TEL/ ICT adult education provision and methodology for gathering information for the compendium

Main criteria for including case studies Our criteria for candidate examples sought to include adult education practice that:

• has used some form of ICT/ TEL in its approaches with learners and its educators

• has used ICT/ TEL in innovative ways and has not just used new tools for old processes. We asked: ‘do the potential case studies facilitate the emergence of innovative learning approaches by’:

- ensuring that learners, educators and managers are aware of their own potential

- developing and implementing tools that make use of all our senses and allow for richer, more collaborative and interactive experiences and facilitate questioning and challenging, foster imaginative thinking, widen the perspectives and make purposeful connections with people and their ideas

- supporting learners, educators and managers in curricula, teaching guidelines, and training

- facilitating the co-development of ICT TEL tools for learning and teaching to take into account both learner and teacher perspectives and support personalisation, this being important for improving the usability of technological innovations, especially for learners with disabilities or special needs

- acknowledging and encouraging innovations coming from individuals on different levels and develop their practices accordingly, thereby becoming reflective, learning organisations

- embedding new tools such as computer-based assessment in their teaching and learning approaches.

Also, as Barajas (2002) states, that good practice in TEL and ICT-based innovation in learning:

- Enhances student-centered learning approaches

- Facilitates the transformation of teachers traditional roles and functions

- Shifts towards more collaborative and participative forms of learning

- Promotes new competencies required for improving teaching and learning.

• has addressed the needs of one or more of our priority groups; i.e.: vulnerable groups/ persons at high social risk and those in marginal social contexts including minority groups, immigrants, rural communities and people with disabilities. EU research (e.g. Ala- Mutka 20081) has highlighted that ICT and TEL faces challenges in rural areas and for disadvantaged user groups so this was a particular interest for our project.

• has been externally evaluated or has some rigorous evidence available to substantiate that it is ‘good practice’ in terms of having a positive impact on promoting access to adult learning and the learners’ knowledge, skills and opportunities. There should be information/ data available on the impact of the provision and the processes involved that allows us to understand why it has made a positive impact. Our reporting will detail the evidence available for the candidate examples

• has been sustained for at least two years. Methods to gather information about the case studies Our methodology can be summarised as: Exchanging knowledge and good practice examples among partners in the project and broader communities. Partners shared their experiences in order to generate a supportive and functional framework which permitted the collecting of knowledge, innovative practices, case studies and good practice examples meant to generate a project compendium.

To address this, our approach and methods included:

‘Scoping’ activities

• Each partner conducted a limited literature review/ web search of adult education practice in their own country with a focus on examples that have used ICT/ TEL that accords with our criteria. The University of Glasgow team also conducted a wider search of this type of provision that exists more widely in other EU and non-EU countries.

1 Kirsti Ala-Mutka, Yves Punie and Christine Redecker (2008) ICT for Learning, Innovation and Creativity. Policy brief. JRC Technical Notes. European Commission. Joint Research Cenre. Insttute for Prospective Technological Studies JRC48707

• A simple email enquiry and/ or telephone interview was held with individuals who might have had a particular expertise or insights on this type of provision. This also helped highlight

• contextual issues and characteristics of ‘good practice’ regarding using ICT and TEL in adult education.

Production of the case studies

• Each partner collated and analysed information on about 3 to 5 case studies of good

practice selected from their list of candidate providers in their country.

• Each partner conducted a telephone interview and visited to discuss with a representative of each of our selected case studies to fill in any gaps in our understanding about the case. The main questions/ topics reflected our key criteria above.

• An agreed template was devised to summarise the information we collected about each case study. This described the type of provider, targeted priority groups, pedagogies used and use of ICT/TEL and important contextual factors and processes influencing the success and sustainability of the provision and any aspects of the provision that might be transferable to other countries. This information formed the basis of the case study sections in this compendium and allowed our project to highlight important issues in the discussion section of the compendium.

• During the project, the emerging information gathered across the partnership was shared and discussed during the mobility meetings but also via email. This helped to enable a reflective and critical look at the information gathered during the project and also allowed for refinements to be made to our criteria as we progressed through the project.

The final phase of the project saw the information gathered by the respective partners being collated and summarised using the template. This process was finalised during June 2014. Every partner contributed to the writing of the compendium, especially regarding drafting the countries’ own examples.

Partnership process and meetings The Project partners met five times using the Grundtvig mobilities to observe potential case studies and to conduct meetings and workshops to ensure progress of the project. The value of these meetings cannot be underestimated; the team established a high level of rapport and shared vision for the project from the outset. The visits sensitised the team to the various important cultural features, contextual issues and factors regarding the operation of the case studies and also illuminated aspects of the case studies from which transferrable lessons could be learnt.

While the various national teams had a division of labour regarding the project tasks, the overall approach was very collaborative and characterized by equity and respect. This and the strong rapport allowed the partnership members to discuss matters in a candid and critically reflective way. The internal evaluations that were conducted following each visit demonstrated the added value the process had regarding the partnership members’ own professional and personal development.

Policy context This section provides a brief overview of both the European and various partners’ national policy contexts regarding adult education, and demonstrates how our project objectives address some key European Lifelong learning targets.

The European policy context Finding innovative models for successful lifelong learning is an important issue to address. The recent economic crisis, the constant need for new skills and the demographic changes facing Europe have highlighted the key role of adult learning in lifelong learning strategies. As a result these have therefore helped to provide an impetus for measures that increase adult participation in learning and so improve economic competitiveness, employability but also social inclusion and active citizenship.

The European Commission highlights the key challenges facing adult learning:

The potential of adult learning has not been yet fully exploited: participation in lifelong learning varies greatly and is unsatisfactory in many EU countries and well below the EU target for average participation in lifelong learning (15% by 2020 for adults aged 25-64). In 2011, average participation was 8.9%... only six EU countries had reached or exceeded the target participation rate. Participation also decreases substantially in the case of low-skilled and older adults.

(http://ec.europa.eu/education/lifelong-learning-policy/adult_en.htm)

These concerns are reflected in the European Agenda for Adult Learning’s five priorities for adult learning in Europe for 2012-14 (Council of the European Union 2011, pp5-6) and range from promoting lifelong learning to promoting equity, social cohesion and active citizenship. For their fulfillment, the three core priorities of the European Agenda require the involvement of motivated learners.

A key issue underpinning the priorities is how do we design learning and motivate adults to participate in learning? This is particularly relevant for those groups that traditionally have proved difficult to engage in learning. As Steel (2006: 789) highlights, there is an extensive literature on what motivates learners and adults to participate in learning. These cover intrinsic and extrinsic motivation (Ryan & Deci, 2000), sociocognitive constructs, such as expectancy- value theory (e.g. Wigfield & Eccles, 2000) and self-efficacy (e.g. Zimmerman, 2000) and achievement goal theories (e.g. Ames, 1992; Dweck & Leggett, 1988; Meece, 1991). This compendium is not the place to debate the range of learning motivation concepts and theories. However, our related case studies draw on promising theories in this field including Attent ion, Relevance, Conf idence and Sat isfact ion model(ARCS) (Keller and Suzaki 1988) and a social constructivist theoretical framework pertinent to education (e.g. Nystrand, 1996,Corden, 2001, Matsumara, Slater & Crosson, 2008)

Our project can be seen as extremely salient to the transnational and national objectives of the Grundtvig programme and European priorities regarding lifelong learning. The outcomes and impacts from the work could contribute to greater understanding of how providers can meet the needs of various priority groups, facilitating access to lifelong learning opportunities and associated support within a time of great economic, social and demographic change.

We were also motivated by the fact that our project was in line with both European needs and policies for adult education, as evidenced by the Council Resolution on a renewed European Agenda for Adult Learning (November 2011). In its European Agenda for Adult Learning, Priority areas for the period 2012-2014, stipulated that: "in order to develop new pedagogies and creative learning environments in adult learning, as well as to promote adult learning as a means of enhancing the creativity and innovative capacity of citizens, Member States were invited to focus on" (among others): "making better use of ICT in the context of adult learning, as a means of widening access and improving the quality of provision, e.g. by exploiting new opportunities for distance learning and the creation of e-learning tools and platforms in order to reach new target groups, in particular those with special needs or who live in remote area", as well as on "intensifying research and in-depth analysis of issues relating to adult learning, extending the range of research to include new fields and encouraging more inter-disciplinary and prospective analysis.".

Adult education context in Bulgaria The Republic of Bulgaria (total population of 7.364.57, 2011) is characterized by a constantly decreasing population: by nearly 40,000 people per year according to the National Statistical Institute. The overall conclusion of the Statistical Institute is that "the current demographic situation of the country is characterized by decreasing and aging population, declining birth rates and sustained higher level of total mortality".

In the current situation when the country strives to overcome the consequences of the financial crisis in Europe and worldwide, preserving at the same time its national identity and cultural diversity in the course of implementation of the cohesion policies, lifelong learning, being a key factor in achieving the overall objective for the European Union - a competitive and dynamic economy based on knowledge - is addressed in a number of national programming documents: The National Development Programme, The Bulgaria 2020 Strategy, the National Strategy for Lifelong Learning 2014-2010, etc. The latter takes into consideration the fact that the long Bulgarian transition to democracy and market economy is yet to lead to the establishment of consistent qualifications systems, which would match the new economic processes. Amid conditions of high unemployment, the enterprises experience an ever increasing deficit of workers having the necessary qualifications, which, in parallel with the aging population and slow pace of the reforms in education, is seen as a significant impediment to economic growth and attraction of new investments into Bulgaria. The findings are that the vocational education and training system in Bulgaria still cannot provide the necessary knowledge, skills, and

competences which the labour market demands. A system for predicting the needs for labour force with certain characteristics is in the process of elaboration. This system should provide information for the labour market’s future expectations towards knowledge, skills, and competences, which would be accounted for adequately in the processes of planning the vocational education and training. It sets among all its objectives the following specifics ones that concern adult learning:

o Turn the (Vocational Education and Training)VET into an attractive and effective learning opportunity;

o Increase the employability of those completing VET;

o Increase the share of those attaining professional qualification degrees in the broad areas of Informatics, Technical Equipment, Manufacturing and Processing, and Architecture and Construction to at least 60% in 2020.

The overall conclusion is that the time is right for measures to be taken in regards to the need for new skills through changes in the education and training system, which would ensure building up the mind-set for lifelong learning.

Adult education context in Croatia The population of Croatia is estimated to be around 4,3 million people, the contemporary demographic picture of Croatia is in many respects similar to that of other European Union Member States, characterized by aging and a decreasing population which affects the education system and the image of human resources. Ageing index (the percentage of the population aged 60 and over in the population aged 0 –19) and age coefficient (the

percentage of the population aged 60 and over in the total population) crossed the limit of critical values of 40% and 12% as early as in the 1971 Census. In 2011, the ageing index was 115% and age coefficient was 24.1%. In the 2011 Census, the number of persons aged 65 and above outnumbered for the first time the number of population aged 0 – 14 (Statistical Yearbook of the Republic of Croatia, 2012).

Adult education in Croatia is as an integral component of the education system. One of the most important steps in the development of adult education was the Government's acceptance of the Adult Education Strategy in November 2004, the establishment of the Agency for Adult Education in May 2006, and adoption of the Adult Education Act in February 2007. In 2010 the Agency for Vocational Education and Adult Education was established (Živčić, 2013). The Adult Education Act establishes the regulatory framework and creates legal preconditions for further development of adult education as a fully-fledged part of the entire educational system in Croatia. The law stipulates that adult education is based on the principles of: lifelong learning, rational use of educational opportunities, proximity and accessibility of education to all on equal terms, in accordance with their abilities, freedom and autonomy in the selection of content, forms, tools and methods; respect for diversity and inclusion; professional and moral responsibilities of adult education; quality assurance of educational choices and respect the personality and dignity of each participant (Adult Education Act, 2007).

The European Union emphasizes the importance of the development of the adult education system. The European Council Resolution on a renewed plan for Adult Education (adopted in November 2011) emphasizes that the crisis in the EU pointed out the important role that adult education may have in achieving the Europe 2020 goals related to employability. The European Commission established a plan for adult education for the period 2012-2014 called "ONE STEP UP". The aim of this Plan is to encourage basic adult education and the acquisition of key competencies which creates a prerequisite for further lifelong learning and active participation of an individual in a society. Ministry of Science, Education and Sports (MSES) of the Republic of Croatia is actively involved in the implementation of the Plan in order to promote the acquisition of key competences, but also to prepare future activities in basic adult education after implementation of the project "For a Literate Croatia - the Way to a Better Future: Decade of Literacy in Croatia 2003-2012 ".

When looking within a European context, adoption of more measures to encourage adult education, is gaining momentum, for example, the inclusion of older people in educational activities can enable their activation in society after retirement. It has been shown that older people can actively contribute towards the progression of society which results in an improvement of their health and socioeconomic status. Education for those who are from minorities and immigrant groups contributes to their integration into society and employability. Education allows prisoners to use their free time to exploit acquisition of competencies and

qualifications that will enable them to reintegrate into society after serving their prison sentence. Therefore, the MSES recently planned on arranging different institutional support to the adult education system targeted to the mentioned adult learners’ groups (Lugarić, 2012).

Adult education context in Romania Educational reforms have been in process in Romania since the early 1990s, although with roots in the major political changes which began in 1989. Formal education changed considerably during this time; compulsory schooling was set for a period of 10 years, secondary education was diversified, and a minority language education was permitted. In the 1990s the Ministry of Education, Research, Youth and Sports also revised the curriculum to eliminate the previously highly ideological orientation of school programmes and textbooks. During this time the first drafts of a new Law on Education were also drawn up, based on national and international expertise and on concepts of education reform in South East Europe. The reform touched upon

the entire education system, its programmes, actors, underlying philosophy, and educational governance, and linked the education system to the market economy, the rule of law, and individual freedom in order to help the economic development of the country. These policy and legal reforms are continuing to this day, most notably with The National Development Plan 2007-2013 (NDP), which aim towards attaining the benchmarks set in the Lisbon Agenda for education, training and employment.

From 2007, after the accession of Romania to the EU, the CVT and other ALE measures have become eligible under the European Social Fund in compliance with the Sectoral Operational Plan Human Resources Development (SOP HRD). A substantial part of these projects are financed through SOP HRD and have a consistent component of professional education for adults. Another sector with increasing importance in Romania is that of adult vocational training, which includes initial vocational training and continuing vocational training, organised in the national education system. Initial adult vocational training is designed to ensure the training necessary for the minimum professional competences needed for obtaining a job. Continuous vocational training takes place after the initial training and either develops already existing professional competences or provides new ones.

The key ministries responsible for the organisation and accreditation of adult education are the Ministry of Education Research and Innovation, the Ministry of Labour Social Solidarity and Family, and the Minister of Culture and Cults - depending on the type of the programme provided. Overall there are three different levels of governance. As well as the central governance from the Ministry, responsibility is divided between the regional, municipal and local levels, particularly for the formal education system. The Ministry of Education has the overall responsibility for education in Romania, including ALE (Adult Learning and Education). More specifically, they coordinate, monitor and evaluate institutions and the programmes which provide educational and continuous training.

There are not any statistics available regarding all the kinds of ALE providers. The accredited CVT providers are public institutions, private bodies and NGOs. Some of the initial VET schools are accredited as CVT providers. The Ministry of Education, Research, Youth and Sports has input within the development of teachers and trainers. In almost all the public universities there is a department for methodical and psycho-pedagogical studies, running continuing training and specialised courses, with a market oriented offer.

The ICT instruments supporting the learning process are the most representative in the support of development pursuant to the completion of classes and for continuous training of citizens, as well as for facilitating digital inclusion. Such instruments provide flexibility to the learning and specialization process in time, entailing a new specialization when the economy of a country provides other possibilities and development of entrepreneurial sense related to the professional evolution of individual. Such approach is perfectly aligned to the strategy of economic development based on smart specialization which involves an approach of economic development and innovation in accordance with the specificity of area and competition advantage which may be developed.

Based on the priorities set forth by the European Commission and undertaken by Romania, the instructions to be followed related to ICT in education may be organized in 3 categories, in conformity to the specificity of learning process:

1. Education by curricular activity based on ICT

This kind of education relies mainly on Open Educational Resources (OER) and Web 2.0 on learning and evaluation based on projects and e-Portfolio of results of the pupil or student, on creation of original digital content and interaction. On national level, a similar exercise was performed for the development on the level of ICT in education of disfavored communities from Romania, identified and supervised within the project Knowledge Economy Romania.

2. Education by extracurricular activity based on ICT

The resources used within this project are the TIC technologies for the support of extracurricular networking activities (creation camps, experience exchange, visits of international study and e- Holiday project).

3. Continuous professional training - Life Long Learning with the help of ICT

The objective of continuous professional training consists in providing knowledge and skills necessary to adult individuals so they may have the perspective of a work place and to develop an individual professional career. In this respect, special attention must be paid to forming a politics in the field, based on national consensus obtained pursuant to social dialogue.

In recent years, ICT skills have become essential in the learning process, once with the development of technology and thus of e-learning products. Romania is part of the group of countries where ICT subjects are transversal, specific skills being developed and included into the teaching process of other subjects, thus the assessment not being conducted directly.

Based on the Eurostat data for 2011, only 1,6% of Romanian adults (25-64 years) continue to engage in education and professional training processes, with a slightly higher participation of female individuals, compared to 26 % in Iceland, 32% in Denmark, 11% in the Czech Republic and 4.5% in Poland. Moreover, Romania still has much to recover compared to the EU average of 8.9%. Although the tendency of increase of the number of individuals using internet to search for information and support of educational process is

obvious, the percentages registered in Romania in 2010 are almost half opposite to the average of EU27 (17% comparatively to 32%).

Adult education context in Scotland Scottish society with a total population of 5.2 million people, can be described by demographic change and ageing population. The number of people aged 65 and over has demonstrated a significant increase over the last 100 years, reaching 17% of the total population in 2011 compared with 5% in 1911 (National Records of Scotland, 2012, 7-8). Similarly, the number of older working-age adults (aged 40-64) has increased by 82%, from 21% of total population in 1911 to 35% in 2011 (National Records of Scotland, 2012, 7-8).

The policy context influencing adult education in Scotland is complex, and it includes several policy drivers and initiatives. The Statement of Ambition for Adult Learning in Scotland (2014, 16-19) has listed 31 key policy documents, strategies and initiatives that are shaping the context of adult learning and educational opportunities in Scotland. For example, some of the key documents describing the policy context are national drivers such as Adult Literacies in Scotland (ALIS) 2020: strategic guidance; The Adult ESOL (English for Speakers of Other Languages) Strategy for Scotland; Strategic Guidance for Community Planning Partnerships: Community Learning and Development; The Requirements for Community Learning and Development (Scotland) Regulations 2013. However, the list also includes European level inputs and influences such as European Association for the Education of Adults, Europe 2020 and EU High-level Report on Literacy

Current and future adult education developments and practices in Scotland are informed and guided by three core principles developed by the National Strategic Forum for Adult Learning and highlighted in the Statement of Ambition for Adult Learning in Scotland (2014, 6) as follows:

1. ‘’adult learning is lifelong beginning in the Early Years, supported by Curriculum for

Excellence and covering the whole age span of post compulsory education. 2. adult learning is life-wide. It covers the personal, work, family and community aspects

of living. 3. adult learning is learner-centered. The educational process builds around the interests

and motives of the learner.’’

The statement also recognises that adult learning takes place in a variety of contexts, including for example, educational establishments, communities, workplace, home and online environments (Statement of Ambition for Adult Learning in Scotland, 2014, 4). The most visible areas of development in adult education in Scotland seem to be taking place in the fields of adult literacies, community-based adult learning and English for speakers of other languages – these three fields are highlighted as priority areas on the Education Scotland website but are also clearly supported by the policies, strategies and surveys, among others Adult Literacies in Scotland 2020 (2011),the Scottish Survey of Adult Literacies (2009), Working and Learning Together to Build Stronger Communities (2004), Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012), and The Adult ESOL Strategy for Scotland (2007).

ITELEAD case studies: main findings

This section summarises the main findings and themes that arise from the case studies that we researched during the ITELEAD project. Each of the case studies is described in detail in standardised templates in Appendix 1. While the selection of the case studies followed a broad criteria linked to our project’s objectives, it is notable that while some share common features, such as certain pedagogies or the way technology has been used, each one is distinct in how it addresses local context and needs. Each case study offers insights into how technology can facilitate access and promote learning in adult education but the range of contexts and approaches raise important issues and questions for policy and practice.

The main target groups that the case studies addressed:

• Unemployed adults (CES, URIHO) • Adults with disabilities (Bucovina, URIHO) • Adults in rural areas (T-Exhange, Bucovina) • Minorities (RAIS4e) • Women (CWSP) • Socially and economically disadvantaged adults (Avo-Bell, Bucovina, CES, URIHO, CWSP,

RAISE4e)

The main funding bodies and partners involved:

• Public funding from European Union: ESF, LLP (RAISE4e, Avo-Bell,CES) • Public funding from the state/city budget (URIHO) • Private funding: membership fees, donations (T-Exchange, Bucovina) • Partnerships with nonformal institutions (facilities, expertise etc): URIHO, CES, T-

Exchange • Partnerships with universities: CWSP, Bucovina • Partnerships with international institutions: RAISE4e • Involvement of volunteers: Bucovina

Learning pedagogies applied:

• Blended learning: Avo-Bell, CWSP, CES • Traditional learning (direct contact): Bucovina, T-Exchange, URIHO • Distance/ online learning: RAISE4e

Technologies used:

Software (Moodle, Raspberry PI, Arduino, NETLAB+, Korwin, Skype) was used in most of the case studies to facilitate learning: CES, URIHO, T-Exchange, Avo-Bell, RAISE4e

Hardware (PC, printers, etc) and internet based case studies are CWSP and Bucovina Key themes and messages that emerged regarding ICT/ Technology Enhanced Learning (TEL):

• ICT / TEL is very much dependent upon the public funding; • It requires investment in hardware and teacher training – as a very first step

(RAISE4e, Bucovina); • It is rather used as an added value to traditional (face to face) pedagogies – blended

learning; • It has been used successfully with the disadvantaged groups of adults;

• It has been highly valued by the learners (feedback and satisfaction). Overview of case studies Our Grundtvig Learning Partnership Project selected seven case studies for this compendium to highlight examples of how ICT and TEL can be used in adult education to promote access to learning and / or enhance the learning for priority groups.

Full descriptions of these case studies are provided in Appendix 1, but in this section we present a summary of each to preface our discussion of the key themes and issues to emerge regarding the use of TEL in adult education. These summaries also provide illustrations and inform the recommendations later in this compendium.

Case Study 1: “I can Perform Better”, Language Improvement Project (Bulgaria) Name of provider: Avo-Bell Examination and Language centre (Sofia)

This project is an initiative of the Bulgarian Employment Agency and part of the “Human Resources Development” Operational Programme, co-financed jointly by the European Social Fund of the EU and the national budget during the programming period 2007 – 2014. It fits with the wider strategic aims of developing human capital in order to ensure higher employment, income and social inclusion. In this case study, Avo-Bell, as a language centre, has been using the Moodle online platform to deliver Blended English courses within the I can perform better scheme. There have been 1200 adult students since 2010. The I can perform better language courses provide 300 academic hours. For these hours, students complete three levels from the Common European Framework of Reference for Languages.

This particular provision focuses on social and economically disadvantaged adults and aims to improve the quality of life through ‘enhancement of the human capital, access to high-quality

education and strengthening the social inclusion’. The adults who take advantage of the I can perform better scheme receive practically free language education (as the project is financed jointly by the European Social Fund of the EU and the national budget). It incorporates innovative technologies in foreign language learning in order to motivate adults to learn and help them increase their knowledge and skills to promote their professional and vocational capacity.

The pedagogy of this English language course adopts a blended learning approach. Students have traditional face-to-face classes using a communicative British coursebook (English Unlimited series). In addition to this, the course involves self-study with interactive DVD-Rom and the Moodle Internet-based platform. In Moodle, students work at their own pace and upload language exercises. They also undertake additional online exercises uploaded by their teacher. These activities develop further learners’ reading, listening and writing skills as well as their grammar, vocabulary knowledge and speaking skills.

The blended approach of these courses guarantees that students have constant online access to their study materials. This has been shown to be particularly beneficial for working adults who are able to organize their distance studies at the most convenient time for them. The course leaders ensure that there is a supportive and informal learning environment which also helps to engage with and support adults.

Technology is used in the form of the Moodle platform software supplemented by English language teaching DVD-Roms. This allows the programme to be conducted as distance learning from home but learners can also attend the Avo-Bell premises to access the course content via the computer if they do not have the necessary equipment at home.

Importantly, as well as improving their language skills, most adult learners also develop their IT skills. Through careful induction, adults receive detailed guidance on the use of Moodle and on- line resources. If necessary, additional consultation hours are provided for those who have very limited IT skills. This improved IT skills, combined with the language skills they have improved, makes t mo adult learners more competitive within the labour market.

The courses are popular and adult students are highly motivated and available data demonstrates noteworthy results in learners’ final tests. The overwhelming majority of students in the I can perform better scheme have successfully finished the 3-level English language course.

This case study also demonstrates the challenges this type of provision can faces as well as the particular IT-related issues that need to be addressed. For example, the I can perform better scheme is financed by the European Social Fund and the national budget which can mean adults have to negotiate certain bureaucratic procedures in order to meet the criteria for enrolment in the course.

In the case of the I can perform better scheme, most students had their own computer with access to the Internet. However, those who did not have such access were able to arrange appropriate time to access the computer room on the provider’s premises.

Just as some learners require support to familiarise themselves with the technology, so do some of the teachers so that they can keep up to date and work effectively with the Moodle platform. Importantly, the language school ensures that the educators maintain their level of expertise in pedagogy and in using the Moodle technology through providing online training for teachers so that they can take full advantage of the benefits blended learning can offer. The training course has adopted a hands-on approach running Big Blue Button sessions for teachers every week.

The provider believes that the success of the course means that the range of activities and resources offered on the Moodle platform could be widened and more Big Blue Button sessions could be provided so that students can develop their language skills online.

Given that the Moodle platform is used in many countries by universities, colleges, schools and other providers, the lessons learned from this case study are transferable to other EU countries. However, the course is co-financed by the European social fund which highlights that such funding is often required to make such low cost or free programmes available to priority groups of adults.

Case Study 2: Improving dialogical communication and behaviour

Name of provider: Center of Women's Studies and Policies (CWSP) (Bulgaria) The mission of the Center of Women's Studies and Policies (CWSP) is to initiate and implement, independently or in partnership with other NGOs and civic associations, activities targeted to

guarantee gender equality in the political, economic, and social sphere as an integral part of the process of democratization in Bulgarian society. Its main aims are to consolidate and strengthen women’s NGOs, to support the women’s movement in Bulgaria, to promote women’s issues, to protect women’s human rights and to promote the development and adoption of policies which guarantee gender equality.

The aim of the Dialogue practice is to build confidence and new relationships in order to offer priority groups, in all sectors of society, particularly women, various possibilities to become competitive within the labour market and as such it has proved to have had a substantial influence over relations. The Center of Women’s Studies and Policies has achieved positive results mainly in turning participants’ political, social and religious diversity into a benefit through dialogue.

The overall purpose of the project, then, is to spread more of the dialogue methodology and dialogical behaviours and skills to facilitate the creation of a new culture of communication which leads to common creative thinking, new insights and creative solutions. Dialogue needs the development of core features and competences which have to be trained in groups.

The provider trains participants of different cultural backgrounds who wish to broaden their scale of activities to help people and teams with pathways to improve their knowledge and competencies to be proactive in and for necessary change processes. It is open to participants from different target groups and multicultural regions. The trained participants transfer their gained experiences and skills to target groups in their regions. The results of the project work are long-term and can be traced on an interactive website, in educational material to facilitate dialogue sessions, in the sample of a handbook for trainees, and in a further educational course for European participants.

Over the four training sessions participants are trained to facilitate dialogue processes and workshops in a gender sensitive way in English language and improve skills for reflection and self-evaluation. They are able to transfer these training experiences to different target groups. During the training they deliver examples of facilitating dialogue sessions in English as well as in their native language. The provision focuses on those groups who range from those with disabilities, unemployed, minorities, migrant and ethnic groups, people in rural communities and social and economically disadvantaged as well as those who work with these groups. Participants learn how to share knowledge and experience by; working in a team, developing psycho-social techniques for promoting inner development and to work with others to support groups and resolve conflict situations. These gains also promote their own abilities in regards to the labour market.

In this project, technology features in facilitating the Online Meetings (OM) via an online platform that is held monthly. All participants join as many Online Meetings as necessary. During the first year of the project it was planned to split the Online Meetings; for dialogues and for finding and accepting solutions to a problem or difficulty. The idea behind this is that virtual meetings will probably cause some fears and anxiousness which needs to be addressed. From the second year meetings were centred on actual questions and needs that were expressed by the participants, the structure employed was a “coaching ” process rather than a “lecture”. The time frame was 2 hours each. Every participant had the opportunity to clarify what he or she needs in the actual phase of the project. The ability for participants to explore their own strengths and weaknesses, to voice their problems, to expect help and advice from the group; Collaborative exercises worked particularly well in this case study

The Centre of Women’s Studies and Policies has identified a need for more online sessions with potential participants including groups from the smaller towns in the country. The Centre is considering fund-raising campaigns in order to deliver training sessions, which aim to promote a dialogue as a way of solving problems of various kinds – personal as well as professional in the world of a rapidly evolving business.

Case Study 3: RADIMO-UČIMO: Improving the employability of long-term unemployed People with disabilities (Croatia)

Name of provider: Institution for rehabilitation of disabled persons by professional rehabilitation and employment (URIHO)

This is a private/ public funded programme: URIHO is a public institution founded by the City of Zagreb and Croatian Association of the Deaf and Hard of Hearing with the majority of the ownership from the City of Zagreb (88%).

The case study consists of a virtual workshop, "RADIMO-UČIMO", which is designed to improve the employability of the long-term unemployed persons with disabilities. In the virtual workshop a “learn by doing“ model is adopted, simulating real-life situations that occur at the workplace, distributing jobs by departments which include: administration, purchasing, sales and marketing, production, finance and accounting. The main groups of adult learners include people with disabilities and the unemployed. Candidates for the virtual workshop are chosen from the Croatian Employment Service’s (CES) list of long-term unemployed people with disabilities.

The objectives of this virtual workshop firm are: • to enable beneficiaries to improve their knowledge and skills and gain work experience

essential for efficient integration into the real working environment • to improve beneficiaries soft skills, team work, efficient problem solving, search for

alternative solutions, communication skills etc

The main objectives of this learning program are to enable students to independently master all tasks and processes in a business organisation and to develop teamwork skills, responsible decision-making, to enable students to recognise and understand their own talents, abilities and preferences. Furthermore, the programme should develop an awareness of socially responsible entrepreneurship with the simulation of establishing and running a business to enable a better understanding of the market economy by applying their creativity necessary to encourage the entrepreneurial spirit and interest in self-management and performance in the real business world.

The virtual workshop firm has up-to-date IT technology and is networked with other practice firms in Croatia and abroad. This helps keep the activities in the workshop salient to the needs of the wider labour market. The internet is also used to provide information about the training firm as a business entity. This is done via a website that students produce, thus simulating work-related website creation.

In conducting the virtual workplace, the programme adopts a wide range of ICT that would be found in the workplace, ranging from computers and a range of business-relevant software, including the business system Korwin. During this programme, students work in groups of 15-

16. The teacher/leader of the training firm gradually transfers responsibilities and tasks to students/workers so that they become independent, safer and much more skilled in the performance of tasks using equipment and the necessary documentation.

The adult learners are supported by a professional team of special education teachers, psychologists and social workers. Once a month an individual assessment of users is undertaken. This is an important factor which then feeds back into their individualised learning programme by which the user is learning and its complexity and extensiveness.

In this case study, the technology is primarily used in the realistic simulation of real work situations, such as the use of hardware and software found in the modern workplace. This allows users to develop the knowledge and skills necessary for effective involvement in the working environment. Technology is also used in the sharing of knowledge and experience of the learners and their educators with other providers, services and employers.

There is evidence from the programme’s statistics that the majority of learners do progress to suitable further education, training opportunities or employment. Those that do not immediately progress to education or employment leave the programme with accredited skills ready to go into the labour market. Feedback from learners highlighted that the programme helped them to identify appropriate types of work and opportunities. Here, the ongoing monitoring and assessment from the multi-partner professional team is key. Learners also reported an increase in confidence and motivation.

As in the other case studies, the professionals involved with the programme, trainers and the leader of the virtual workshop, attend courses and programmes to maintain their skills. They have then successfully completed training and gained a diploma of ECDL operators. Trainers have also completed a five-day course on using the program Korwin.

The collaborative networking and success of the programme have helped ensure that the virtual workshop has continued to work as an integral part of URIHO’s rehabilitation programmess. The model is likely to be disseminated to other parts of Croatia.

Case study 4: IT Training for Employment (Croatia) Name of provider: Croatian Employment Service, Regional Office Zagreb (CES RO)

This provider is a public institution owned by the Republic of Croatia, constituted under the Law on mediation in employment and entitlements during unemployment, aimed at resolving employment and unemployment related issues in their broadest sense.

The main objectives of the programme are:

• to increase employability, job retention and self-employment in the Zagreb County by delivering adult education using most modern educational programs in the fields of IT, networking and entrepreneurship.

The main target groups of adults are the unemployed from social and economically disadvantaged groups

The course is internationally certified, it offers an opportunity to the unemployed and employed candidates from target groups for free training in the fields of IT, networking technology and entrepreneurship with the aim of better access to employment and self- employment.

The programme’s focus included training in IT and networking for better access to employment and self-employment organised for four groups of candidates from Zagreb County. The programme included 280 school hours of training (lectures, e-learning, laboratory practice etc). During the training four major areas were covered: Network Fundamentals; Routing Protocols and Concepts; LAN Switching; Wireless and Accessing the WAN. Also, training in entrepreneurship for three groups of candidates in Zagreb County was conducted. The training was conducted as a form of blended learning, specifically, a combination of e-learning and classroom training.

The technology involved using a high capacity NETLAB+® which is a server appliance system with integrated software. The course covered advanced technologies (voice, video, wireless, and security). The Routing and Switching component topics and concepts were grouped to allow for a higher level of flexibility in the course delivery. All routing topics were covered in the Routing Protocols Concepts course.

The pedagogy for all courses included advanced and challenging labs and activities that allowed students to visualize and gain a hands-on experience with the application protocols and services introduced in the course. Lectures lasted for 280 school hours during the course of 6 months and an international certification was presented to all candidates who passed their final exam. Up to 12 students were in each group, each student had their own PC and all the

required networking equipment. All educators had extensive experience and were trained CCAI certified experts.

The course has proven to be successful in that 96% of participants successfully completed it. Furthermore a total of 88% of unemployed students who finished the programme applied to a new job three months after the programme ended. At the end of the project an anonymous survey found that the majority of respondents (88%) had acquired knowledge which would be useful to them by participating in the project. 67% of respondents reported that the knowledge they had acquired during the project would be useful to them at work, starting a business or in the labour market. The learner surveys revealed high levels of satisfaction with not only the course content and approaches but also the impact on their lives.

Participants from the employed group were more likely to face problems with organising their time around their education given their other work-related commitments. However, with support of the provider, these problems were resolved by restructuring the educational groups. The provider was taking into consideration those aspects of provision in which participants faced problems with organising their time and was looking at more appropriate scheduling of educations within the project.

This course is seen as highly sustainable because the partner organizations will continue to submit the follow-up projects to the open calls for proposals issued by the European Commission, ensuring the sustainability of the project. Also, CES RO Zagreb in partnership with the Zagreb County will continue to provide help and support to beneficiaries thus enhancing their entrepreneurial and employment opportunities. The individual support in job search and use of active policy measures available to unemployed beneficiaries continued to be delivered after the implementation. Exercising its duties as technical secretariat, CES RO Zagreb will continue to disseminate good practice from this action to stakeholder partners at local level.

Case study 5: Bucovina ICT Academy (Romania)

Name of provider: Bucovina Institute / Bucovina ICT Academy (Suceava)

The Institute for Social Partnership Bucovina is a non profit NGO and the Bucovina ICT Academy is a project developed by the Association Institute for Social Partnership Bucovina in partnership with “Stefan cel Mare ” University from Suceava, D.G.A.S.P.C. Suceava, General Dynamics, Die Querdenker (Austria), CumparaturiSuceava.ro, Asociatia Regionala de Educare a Adultilor Suceava, C.E.N.R.E.S, ACDC Romania.

The objective of the project was to organise an ICT training programme using volunteers in order to develop ICT skills for 50 people with disabilities across several locations: Clubul Impreuna

Suceava, Complexul Blijdorp Suceava, CRRP Mitocu Dragomirnei, CRRN Costana and CRRN Sasca Mica. During 6 weeks learners were taught the basics of using PC, internet and social networks.

The key target groups of adults covered a number of inter-related categories: people with disabilities, the unemployed, people in rural communities and social and economically disadvantaged.

Available evidence reveals that the programme has had an impact on promoting the PC, internet and social network skills of participating adults. In facilitating greater technological literacy the programme has enhanced disabled learners’ ability to network, promoted their confidence in their learning abilities and developed new ICT competences. In addition, the programme has also developed the skills of adult volunteers working with disabled learners and promoted the capacity of three residency centres to provide ICT training services. Wider impacts have seen three SMEs working more closely with the programme to share their resources, a public-private-social-economic partnership and a pilot programme.

The learning programme was delivered to beneficiaries in their residency clubs and day centres, where the required computers and internet access was provided. Each group of students participated in the training for 4 hours/week. There was one volunteer that works with two beneficiaries per hour. The beneficiaries participated in the training for 6 weeks with 12 hours of theoretical and practical training. The method of training was especially designed for people with disabilities and is very practical in order for the students to learn how to use the necessary ICT skills including how to create and manage a Facebook account.

The skills of the trainers were important here, because of the special needs of the students. The educators (volunteers) were trained by a coordinator from Bucovina Institute who provided them with tools for training and guidance in working with the people with disabilities. The volunteers chosen for this training had very good skills in ICT so it was not necessary for special training in this area. Trainers had to adapt to the needs of the learners and also use a lot of education based computer games to maintain the interest of learners. The learning approach has had to explore a non-traditional method of training, volunteers worked with learners to develop interactive and innovative methods in order to suit the individual learning styles of the students.

The Bucovina ICT Academy case study is an example of ICT training developed with very few resources and funding which was delivered to a high priority group, people with disabilities, who previously did not have the opportunity to learn how to work with a computer and how to use the internet in order to connect with other people, to promote their social networking and employability skills and overall life chances.

In terms of impact, 59 learners with disabilities were successfully taught how to use a PC, internet and social media. In addition the volunteers used the Facebook page of the project to

disseminate positive outcomes of the training, the activities they developed and about their experience in working with people with disabilities.

The Bucovina Institute / Bucovina ICT Academy case study again demonstrates that technology enhanced learning programmes require a good level of interaction between the trainers, in this case the project volunteers, and the learners. Indeed, the high quality of collaboration between volunteers and learners, based on support and trust, was reported to have been a key driver in the success of the programme. An informal learning environment was also conducive to promoting learner engagement and helped the educator volunteers to establish communication and thus identifying learners’ needs.

Certain challenges arose that were related to technology in that some of the residency centres had problems with their internet access, whilst other difficulties were more generic to many community-based adult education programmes in that at the beginning of the training effort was required to inform and persuade the management of the residency centres of the importance of organizing this training as there was little funding available.

The project is not depending on funding in order to continue and the volunteers and the students are very willing to continue with the training. Therefore, the project is proposing a follow up programme that will entail:

• contracts for equipment to use • extension of the training • recruitment of new volunteers • promoting the concept “Bucovina ICT Academy”

Case study 6: E- Facilitators for E-Inclusion (Romania)

Name of provider: RAISE4e-Inclusion Project / E-facilitation for e-inclusion. (Suceava)

RAISE4e-Inclusion is a project financed by EU Leonardo da Vinci programme “Transfer of Innovation”, ACDC Romania being one of the partners.

E-facilitation for e-inclusion is a concept promoted by the project Reinforcing the Attractiveness, Impact and Skills of e-facilitators for e-Inclusion which implements its activities over a period of two years (2012-2014) in the framework of the programme LLP Leonardo da Vinci Multilateral Projects “Transfer of Innovation” and has the reference number 2012-1-FR1- LEO05-34330.

The objectives of the project refer to developing the competences of e-facilitators through specific e-training programs, by using the Moodle platform. The coordinator of the project is Institut National de Formation et de Recherche sur l’Education Permanente from France, and its partners are Associazione Recreativa e Culturale Italiana (Italy), Fundación Esplai (Spain),

Association of Community Development Consultants-ACDC from Romania, Foundation pour le Développement de l’Education Permanente (Switzerland), Actions Intégrées de Développement asbl (Belgium).

The course aimed to address the needs of a wide range of priority adult groups including: people with disabilities; unemployed; migrant and ethnic groups; people in rural communities and the social and the economically disadvantaged. The project adapts the methodologies, results and products developed under the VET4e-Inclusion project and it notably focuses on adapting online learning modules developed for e-facilitators for social inclusion. ACDC Romania developed 2 Moodle platform online courses addressed to e-facilitators: “Online procedures: facilitating access to online services” and “Sustainability of an ICT Centre”. Each course had 40 students enrolled who participated at the training for free, for a period of 6 weeks. Each training module included: an Introduction unit, four learning units and a closing unit and it was coordinated by a tutor.

Again, as with the other case studies, the e-tutors were crucial to the success of the programme during the pilot study because they had to coordinate the online courses; facilitate student’s participation; evaluate the work done by the students and participate in the monitoring process.

The technology involved comprised of laptop or Desk top PCs and Web server (Apache, IIS), PHP and Database server (MySQL, PostgreSQL). The learners were participating in the learning activity from their own computer, either from their work place or from home.

The programme has a particular focus on addressing European and national strategic policy aims. For example, the European Commission has proposed a digital agenda whose main objective is the development of a digital single market to lead Europe towards sustainable and inclusive growth. As cited in the context section of this compendium, Europe faces challenges of promoting skills required to perform regarding e-skills and e-jobs. In recent years, increasing attention has been paid to e-inclusion policies at European level, as the main prerequisite for development, active citizenship, social inclusion and employability. In this context, e-facilitators play a key role, they are not only trainers in ICT, but are also importantly socio-cultural mediators and promoters of digital inclusion of the users belonging to the disadvantaged groups.

This case study programme views Centres for public or private Internet access (tele-centres) as playing a key role in local companies, particularly small towns and villages, and became a reference point not only for new technologies and learning, but also for the development of social ties, feelings of belonging to socio-economic and cultural life of local communities.

The online training developed through the Moodle platform is an interactive learning method which allows students to learn at their own pace and to manage their own schedule. This is a

very important aspect as some of the learners were adults had jobs and did therefore if the training had been designed in a non-interactive manor some individuals would of not been able to attend. Another important aspect was the forum, this allowed them to interact with the other students and share experiences and best practices in a friendly environment. Each student had the opportunity to adopt his or her own learning style, express his or her opinions and his or hers feedback in order to improve the learning experience.

According to the results of the learner surveys, over 50% of the learners said that their expectations were 100% satisfied. The students also praised the structure of the course and commented that it had been the first training exercise where time management had not been a problem and they appreciated the combination of both the theoretical and practical element of activities.

The programme’s greatest challenge was that the tutors could not interact directly with the students, consequently meaning that it was sometimes difficult to involve all the students in the learning activity. It is here that the programme designers see areas of improvement for the future such as, designing an introduction to the programme, face-to-face or Skype sessions in order to have a more direct interaction with the students.

In this case study, one of the project’s Spanish partners organized a training session for the educators where they were taught how to work with the Moodle platform, what are its functions, the technical functionalities of Moodle and also they learned how to coordinate an online training activity.

There is confidence that the activity is sustainable as the Moodle platform developed by ACDC Romania will remain active after the project finishes and it can be used for developing future courses.

Case study 7: Learning through Makerspace (Scotland)

Name of provider: The T-Exchange

This is a private provider with planned charitable status, T-Exchange is an activity of the Moray Branch of the British Science Association and part of the Moray Cultural Hub. This is a rural, North of Scotland locality. There is regular funding, rather funding by member subscription with small annual and meeting charges and also by applying for small grants. There are no staff involved in the activity as such, rather the group manages and directs their own activities.

The T-Exchange is an example of a Makerspace or Hackerspace. These are community-operated physical places, where people can meet and work on their projects. Makerspaces exist all over the world and take many different forms. A common feature is that members work on practical technology projects in a collaborative environment where every member shares their expertise with other members of the group for the benefit of the whole group.

The T-Exchange is open to all levels of expertise and there is an emphasis on learning by collaboration and sharing of knowledge, skills and equipment. The groups stated objectives are:

• To grow a self-sustaining, open, community group with space for:

• the exchange of ideas and concepts

• the sharing of knowledge, particularly scientific, technical and economic

• acquiring of both practical and theoretical skills

• briefings and workshops by specialists

• the stimulation of creative ideas

• facilitating experimental investigations through the provision of tools

• the design and prototyping of high added-value products

• stimulation of and support for entrepreneurial action

• a friendly and fun environment

• While there is no active targeting of members/ learners, this case study example caters for people in rural communities

• The technology used varied but can be relatively advanced. For example:

• REPRAP 3D printer construction

• Arduino micro-controller applications: eg satellite tracking and robots

• Raspberry Pi and peripherals

• De-construction of recyclables for reuse, eg old printers

Software:

• Raspberry Pi programming: Python, Basic, HTML

• Arduino programming

• Skype for on-line visitors

The room is set up with focus tables and members can choose to move from table to table during the evening. Busy tables have a time limit, usually 20 minutes to give maximum access and allow those who are running tables to move about too.

The members of the T-Exchange have no other similar opportunity in the local area. There is a college based about 30km away with more formal courses including some for adults and also evening classes. Most courses lead to formal qualifications. Courses in an area related to the T- Exchange are: Introduction to computers and Computing for the terrified.

The use of technology in this case study facilitates:

• Shared knowledge and experience • Learning as part of a group on joint projects • Learning by doing ‘hands-on’ in an informal learning setting • Choice of project to suit the needs/wishes of the individual • Learning styles to suit each individual

The members have successfully built and tested a 3D printer. This was funded by member subscription and a grant for match funding has been awarded from the British Science Association. The impact on learners’ skills from this collaborative learning with quite advanced technology outputs can clearly be linked to employability but also generic skills and self- confidence. There have also been successful outcomes for several of the groups’ projects.

The ability for individuals to explore their own interests, sharing their broad range of skills and knowledge, in collaboration within a group that offers a supportive and informal learning environment is an important feature underpinning the success of this activity.

Extra funding has been secured from various sources for participation in several public educational ICT/TEL events including providing a workshop for local teachers. However, there are challenges facing the Makerspace, the hall space is rented for a few hours each month and is not a space dedicated to the T-Exchange. Furthermore, all equipment needs to be transported to/from the monthly meeting as there is no storage space for equipment and other resources in the hall. As a self-funding group, activities are limited to the funds the group either donate or raise themselves. However, any external links might limit the scope and flexibility which is the group’s strength.

While there is no official training of educators, and indeed there are no formal educators in this case study, this is a collaborative, self-directed and self-managed group therefore there is no

formal training to the participants. As such, there are no formal educators and the whole group might be viewed as the educators. However, a good proportion of the group have specialist skills at graduate and post-graduate level

The members believe that the activity is sustainable as long as motivated participants are willing to participate and offer their skills and knowledge to the group. Participants may join or leave the group and the group size can vary. The group shows net growth every month and is therefore very sustainable. This is perhaps one reason why maker spaces exist in many countries worldwide and are tailored to the local culture and aspirations.

Key themes arising from the case studies, discussion & conclusions The ways in which technology has been used across the case studies varies considerably. However, a number of key themes have emerged regarding how technology can be used in education to better meet the needs of adult learners. It is arguable that the majority of the following points would also be generic to all learners.

• Technology facilitates flexible learning that suits the learning pace and time available of learners. This is particularly important for adults who may have other commitments that impact their time, such as family and work responsibilities. For example, having access to learning resources at any time via an on-line portal or system such as Moodle which is supported by other on-line support and access to educators, has proven very successful in promoting access to courses for adults who are employed but are seeing to promote their prospects or who have a range of commitments that would make a timetabled course unsuitable.

• As might be expected, technology does not on its own offer the perfect solution to addressing the needs of learners. Several of the case studies, such as AVO-Bell (Bulgaria) and IT Training for Employment (Croatia), have shown how technology enhanced learning works best when it is supported by face-to-face and / or on-line interaction and support from educators. This blended learning approach allows learners to get support that is tailored to their needs and builds a rapport with the educators which, in turn, promotes their motivation to learn. Occasional face-to-face meetings with other learners also support learning when co-operative and collaborative learning via on-line is part of the course.

• The case studies suggest learners succeed when they have access to a supportive and informal learning environment that fosters collaborative learning.

• It is clear from every case study that, regardless of the technology used in the learning, that the programmes’ impact is driven by committed and skilled educators.

• The need to ensure these educators are kept up to date in the technology and pedagogical skills required for the learning programme they provide has also featured strongly across the case studies.

• Learning that is supported by technology appears to provide opportunities for learners to develop their wider IT skills in addition to the main focus of their study, and thus promotes their wider employability and lifeskills.

• Most adult learners involved in the case studies also develop their IT skills as they use this to access their learning and study. Where adults have limited IT skills, educators have worked to promote learners’ IT literacy and skills so that they are able to fully engage and benefit from the course. These improved IT skills means the adult learners are more competitive within the labour market.

• Much of what the case studies offer in terms of course content, pedagogy and their use of technology means that lessons learned in this project are transferable to other EU countries. However, some of these effective courses are funded nationally or through European programmes such as the European Social Fund in order to make them low cost or free to priority groups of adults. This has implications for the sustainability of such provision if these sources of funding become no longer available.

• There are examples of adult education providers working with universities to help develop the skills of educators, including those relating to ICT and curriculum design. Other collaborative networking includes partners from business and voluntary sectors. Here, the networking helps to maintain relevance of the course content and approaches as well as providing potential positive destinations into work or other training and learning. One such example is RADIMO-UCIMO case study in Croatia.

• The use of Moodle as a TEL platform to promote access to learning in flexible way that suits the needs of learners has featured in a number of the case studies. These appear to be successful not least because the structure, content and delivery of the Moodle courses are constantly under review by the providers who make evolutionary changes to meet the developing needs of the target groups of learners and the wider labour market. This tell us something about the need to maintain the relevance and suitability of the TEL provision but also highlights the importance of the education provider’s organisational culture and commitment to meeting the needs of adults.

• We have seen technology used to simulate the workplace and / or to develop ICT sills required for the labour market feature across the case studies for priority groups such as the unemployed, disadvantaged and disabled groups. The technology has also been used to share knowledge and experience of the learners and their educators with other providers, services and employers.

• There is some evidence that more novel TEL approaches are beginning to emerge as technology progresses but these are taking time to be appropriated by adult education providers or fully optimised into learning pedagogies. Moreover, the nature of more advanced technology is perhaps beginning to re-shape and even revolutionise the way learning can be conducted. For example, the The T-Exchange and MakLab cases are

helping to re-conceptualise learning approaches to better utilise the technology and people’s ways engaging with the learning process overall.

• The case studies also reveal the importance of the educator as an ‘e-facilitator’. For example, they are not only trainers in ICT, but importantly, they are also socio-cultural mediators and promoters of digital inclusion of the users, often from disadvantaged groups. It should be noted that the profile and status of e-facilitators differs greatly from one country to another, as does their access to formal and non-formal training.

• The examples provided in this compendium include provision that involves co- construction of learning, collaboration and equity in the course design and operation. This was supported by non-formal learning environments and interactive forum/ discussions, both face-to-face and on-line. Such approaches provide learners with an opportunity to influence his or her own learning style and have a say in their learning and so improve the learning experience. Technology supports this process.

• While ICT and TEL have been shown across the case studies to have contributed to adults’ engagement and learning, the examples also reveal a range of challenges. These have included ensuring sufficient and consistent Internet access in rural and remote areas, ensuring educator’s ICT skills are constantly kept up-to-date and maintaining learner engagement where there is a lack of appropriately timed face-to-face interaction opportunities. For example, in the AVO Bell case study tutors found that the longer there was lack of direct contact with learners then the potential for disengagement arose. Hence their efforts to build into the course measures to regularly keep in contact with learners both to progress their learning but also to offer encouragement to maintain participation.

While the case studies presented here are quite different in their focus and target groups of learners, they present insights regarding how we design and use technology to enhance learning approaches and promote access and success in learning.

Looking at the findings from a social constructivist theoretical framework we can argue that effective learning for adults, and arguably in general, occurs when learners are given opportunities to engage in shaping their own learning through practical experiences as part of the learning process and the learning and development is a social, collaborative activity. In the case studies the educators, used ITC/ TEL to create or enhance a context for learning in which learners could become engaged in interesting activities that encouraged and facilitated learning. Across the case studies, providers sought to engage the adults using a range of ITC/ TEL approaches tailored to the requirements of the learners and augmented with collaborative face-to-face sessions including practical activities. In the case of the more vulnerable groups this was often grounded in an interdisciplinary context that helped to promote their broader

life skills. We would argue that these examples indicate that ICT/ TEL facilitated the transmission of concepts and interactivity that leads to the social construction of meaning and learning. The active learning approach and dialogue facilitated by technology promoted learners motivation to learn and confidence to engage the education opportunities. This is in line with constructivist studies (e.g. Barab, Dodge, Thomas, Jackson, & Tuzun, 2007; Weber, Maher, Powell & Lee, 2008).

All case studies provided relevant course material, related to wider situated knowledge and promoted confidence via ICT/ TEL, interactive feedback and different learning experiences that reinforced one another. Given the varied nature of the learning programmes in the case studies, we can ask are there any common themes or issues regarding using ITC/ TEL in adult education, particularly to motivate and engage learners who are often different in their circumstances and needs? Firstly, one of the emerging findings is that although the programmes and their learners and contexts are quite different, The ICT/ TEL approaches have enabled learners to access learning resources in a way that suits their own time and circumstances (e.g. the Moodle courses in the Bulgarian and Romanian cases).

Another, and perhaps one of the most striking themes across the case studies, is that the various ICT/ TEL resources and learning strategies have also had to be supported by face-to-face sessions that can involve group work to reinforce their learning and facilitate social skills. Indeed, online courses without any blended learning components were seen by adults as a potentially cold, lonely and too virtual an environment. Discussion for virtual seminars and online facilitation can therefore be valuable when learners face difficulties in course activities. In the Croatian case study, the individual’s learning via the ICT platforms and programmes were augmented through face-to-face guidance from a range of professionals, an active learning group and teamwork to aid their problem solving and communication skills.

For vulnerable groups across the case studies, the focus of their adult learning was often on promoting access to sustainable, independent living including accessing the labour market. Here ICT/TEL was able to enhance their learning and outcomes in two vital ways. Firstly it provided platforms that allowed access to relevant learning content required to improve their skills and acquire qualifications recognised by employers and education providers. In these two examples, the ICT/TEL also facilitated adults’ ability to learn how to learn, using technology whilst enhancing their own digital literacy skills. Secondly, it allowed effective assessment and monitoring that informed guidance and mentoring.

Our case studies suggest that adult educators should look at their pedagogies to ensure that they take advantage of ICT / TEL approaches to maximise their potential to reach different groups of adult learners and facilitate their learning, their skills, motivation and confidence to pursue further learning and achieve their aspirations. However, it is

crucial to note that while ICT / TEL can play a role in facilitating learning and promoting motivation to learn, other factors that many of the adult educator’s will be familiar with are also extremely important. We suggest that ICT/ TEL approaches are not a solution alone, rather they need to be considered as part of a holistic learning and teaching package that is co-constructed with adult learners and other relevant stakeholders to reflect their needs, develop appropriate pedagogies and assessment procedures. As Professor Richard Noss, TEL Director, London Knowledge Lab states:

“Technology in itself doesn’t enhance learning, it depends on how the technology is designed and implemented; how educators are supported to use it; how outcomes are measured and what communities are in place to support it.” (http://tel.ioe.ac.uk/about-3/)

NOTE: This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.