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EPALE Community: Share your good practice examples and successful projects on digital adult learning

objavil EPALE Moderator

/is/file/good-practice-examples-digital-adult-learningGood practice examples in Digital adult Learning

Good practice examples in Digital adult Learning


As part of our thematic focus on digital adult learning, we want to hear from you – the EPALE community – about any good practice examples and successful projects related to digital learning for adults.

Have you come across or designed an innovative methodology for teaching adults through IT? Perhaps you have been involved in or heard of a successful project that aimed to use digital tools in adult learning? Share your stories, tips, case studies and good practice examples in the comments below between 25-28 February and help to inspire adult learning professionals across Europe.

Don't forget to include links to the resources, projects and project outcomes mentioned, and explain briefly why you consider this resource/project to be a good practice example.

All the stories shared here will be included in our monthly newsletter!

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The Directorate for Digital Literacy and Transversal Skills in collaboration with St Margaret College embarked on the Family Project which was organised for the first time in Maltese schools. The concept of the Family Coding programme, which focuses on the creative use of the school tablet as part of the One Tablet per Child initiative, is to invite parents/guardians together with their children who are in Years 4, 5 and 6, to discuss how these can be used in computational thinking processes. In these sessions, parents/guardians and their children had to collaborate together to plan and create a digital story from scratch and availed themselves of a spherical robot to engage in problem solving activities. Unplugged activities were also carried out to acquaint parents/guardians and children with the aforementioned thinking processes. This initiative also endeavoured to make our schools accessible to the wider community to foster the students’ digital competences while collaboratively working with their parents/guardians hence bridging the digital divide.  

The Directorate for Digital Literacy and Transversal Skills and Malta Libraries have partnered up to offer Parents/Guardians the opportunity to participate in several coding workshops together with their children (age 8 - 10). During the workshop, adults are assisted by their children to help discover ways in which they can learn to code through play! These sessions form part of Malta Libraries' programme for EU Code Week Malta 2018.
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I like that this involves the parents/carers, given that research has showed that many parents do not feel confident in helping their children with homework (never mind coding!). It is a good way for families to learn together, and increase the confidence and skills of adults in digital.
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Association "Edukacja-Młodzież" has completed the project "Gastronomy and Hotel-Activity on the Labor Market TRIO" financed from the Operational Program Knowledge Education Development (PO WER) co-financed from the European Social Fund. As part of the project, two types of mobility were organized: - mobility of graduates of gastronomic and hotel and related departments from the Pleszew poviat, ie graduates up to one year after graduating from a school, ie a vocational school or technical school, and neighboring poviats (Krotoszyn, Jarocin, Ostrów Wlkp.). Trainees left in 5 groups of 5,11,11, 2 and 2 people, in total 31 people left - mobility of the staff (10 persons) - teachers of vocational subjects, vocational counselors and managerial staff - ZSZ and Middle School with Adaptation Units to Work in Pleszew. Mobility of both groups was preceded by pedagogical and cultural-linguistic preparation. The project was carried out from September 1, 2016. until June 30, 2018 in cooperation with two partner organizations: Azzura Società Cooperativa Sociale and Umbria Training Center. The objectives of the project are: exchange of European experience, promotion of innovative working methods, establishing direct international cooperation, learning about different organizational solutions, comparison of Polish and Italian vocational education system, acquiring new professional qualifications, learning about Italian culture, acquiring freedom in international communication, learning topics related to issues professional education of pupils / students, learning innovative solutions in teaching content and managing a vocational training institution. The results of the project are: professional and personal development of project participants, adaptation of best practices and transfer of knowledge, establishing international cooperation, deepening knowledge in the field of vocational education, increasing language competences. Participation in the project contributed to obtaining additional skills: experience in a multicultural environment, strengthening adaptive and personality skills. All these factors in the long-term will increase the mobility of all participants and improve their functioning on the open European labor market.
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Dear colleagues 
Thank you for that interesting discussion and a valuable set of information. 

The focus of my academic research has been teenager tutors and their tutoring behaviour by facilitating the acquisition of e-skills by older learners. The information about young non-professional tutors, their tutoring techniques and styles is still relatively limited. The main focus has been on measures of satisfaction after intergenerational learning interventions. 

Usually, both parts – young and older – involved in such programs express rather positive feelings. But the subjective emotional feedback about the final results of the project gives little knowledge about real interaction and its features during the tutoring-learning process. 

I have found out that teenagers tutoring style tend to be rather authoritarian and descriptive in nature and therefore the efficiency of such tutoring is questionable. The tutors, while mediating tacit knowledge without transferring them to implicit form, risk exaggerating with demonstration. The demonstration is a style which requires a big cognitive capacity (especially short term memory) from the learner. The tutoring dialogue tends to be rather non-interactive. Therefore the interactive tutoring techniques, including scaffolding should be introduced to young tutors before such tasks. 

I post here three pieces of this research in case of deeper interest. 
1. The text which sums up my article „Teenaged Internet tutors’ use of scaffolding with older learners“ published on the web of The Education Lab of Teachers College Columbia University

2. Full text of the article „Young Tutors Facilitating the Acquisition of Basic E-skills by Older Learners: The Problem of Selecting the Learning Topics“;

3. Full text of the article „Teenaged Internet tutors’ level of interactivity by sharing tacit and explicit knowledge with older learners. 
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short summary in English:
blended lecturing at two universities in Afghanistan: academic symposium held by means of online digital-media lecturing combined with traditional lecturing methods at the university venues (performed by ICUMEDA Intercultural Mediation & Art, state-registered mediation in Austria and Afghanistan). 
for visual image see ICUMEDA Twitter link:

more details in German:
Auf der Fachtagung in Weimar des PAD/Kultusministerkonferenz am 15. Mai 2018 wurde über Erfolgsmomente in der Förderung von Toleranz und Bildung berichtet, die in Afghanistan durch Kunst- und Forschungsprojekte der akademischen Mediation ICUMEDA erzielt wurden. Vorgestellt wurde auf der Fachtagung u.a. das Vorhaben, ausgewählte Einheiten des akademischen Lehrmoduls "Konfliktmanagement" des WS 2018/19 der Sigmund Freud PrivatUniversität an der Universität in Zentralafghanistan darzubieten, konkrete Vorbereitungen dafür starteten im Sommer 2018. 

In vier digital übertragenen Echtzeit-Vorlesungen sowie einer abschießenden Präsenzvorlesung wird an den zentralafghanischen Universitäten Bamiyan und Daykundi den Teilnehmenden derzeit das akademische Symposium dargeboten. 

Durch die akademische Mediation ICUMEDA wurden drei ehrenamtliche afghanische Bildungsmediatoren eingesetzt, die im Zeitraum der Online-Vorlesungen vor Ort an den Universitäten für einen reibungslosen Ablauf sowie vorab für die schriftliche Übersetzung des Lehrstoffs in Persisch sorgen. Um ihre Aufgabe als Schnittstelle zwischen Dozent und Teilnehmenden des Symposiums wahrnehmen zu können, wurden sie im Vorfeld mit IPads und Internetmodems ausgestattet, die die Kommunikation und Koordinierung ermöglicht sowie eine zusätzliche (aufgrund des noch andauernden schwelenden Kriegszustandes örtlich unabhängige) Möglichkeit zur digitalen Echtzeit-Übertragung der Vorlesungen bieten. 

Das Symposium stellt sicher, dass neben jahrzehntelanger Realität des Krieges auch traumapädagogische Maßnahmen auf akademischem Niveau Realität werden dürfen, die wiederum den Weg zur Weiterbildung im Rahmen der Ur-Mediation durch Bildungsmotivation und partizipativer Erwachsenenbildung ebnen. Es ist anzunehmen, dass digitale Bildung(-svermittlung) dabei weiter eine große Rolle spielen wird: Universitäten in Afghanistans Hauptstadt sind inzwischen dabei, die ersten Online-Studiengänge einzuführen.

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We have organized trainings in the library where young people from Youth Centre teach elderly people to use smartphones and tablets. The most interesting thing is that young people are very happy in doing so because they get a teaching experience. 
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Good example, Merle. Often we underestimate the role of libraries in adult education and specially in teaching digital skill to disadvantaged learners in which group also elderly people belongs. 
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Meaningful and successful personal and professional life of today and the future requires the person’s ability to adjust to the constantly changing environment, the ability and inclination to constructively react to changes, act in accordance with constantly renewing and increasing information. The ICT are very useful here, but we need to able to learn, more exactly to manade our learning; therefore, the idea of lifelong learning is raised as one of the most important educational aims and one of the essential expected outcomes. Learning to learn is understood as the person’s wish and readiness to take up new tasks, the ability to control cognitive and emotional processes while learning and apply acquired abilities in various contexts. for this purpose we also could use ICT. 
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We would like to share with you two good examples of E-learning initiatives implemented by the Ministry of Education and Vocational Trainning in Spain: That's English (English language online learning) /es/blog/el-programa-thats-english-una-experiencia-e-learning    and Aula Mentor (Online courses for adults) /es/blog/un-buen-ejemplo-de-iniciativa-e-learning-aula-mentor

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I‘m librarian and EPALE ambassador from Lithuania. I want to share one example of successful project from our country. Family Digital activity Hubs in four Latvian and Lithuanian libraries were established by implementing a cross border cooperation project. Family Digital Activity Hubs (DigiHubs) started working in Utena, Zarasai, Daugavpils and Preili libraries in February of 2019. Special DigiHubs’ spaces were established in 4 libraries and equipped with all the needed equipment: computers, interactive screens, 3D printers, Lego robots, Kinect, virtual reality and interactive bicycle sets. Attractive educational content has been developed: virtual reality and interactive bicycle tours, Kinect quizzes, mobile applications, Lego robots, and 3D programming workshops. Mentors for the DigiHubs have been trained and are able to provide assistance and training for DigiHubs users. Today, these hubs serve as technology cognition centers where all people can come and get acquainted with the advanced technologies and interactive educational content. Families, young and old people can learn together continuously acquiring important technology skills. More information on developed methodologies is available online: