1 Universitat Jaume I (SPAIN)
2 Centre for the Innovation and Development of Education and Technology (SPAIN)
About this paper:
Appears in: ICERI2016 Proceedings
Publication year: 2016
Pages: 1437-1446
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1326
Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain
This paper is framed in Ed-Way Erasmus+ KA2 project of the European Union ( In this project we propose an educational methodology by means of information and communication technologies (ICT) that could be applied by teachers, trainers and professors in their courses, independently of the subject. We aim the recognition and use of informal and non-formal learning in the field of adult education and training, especially to the acquisition of personal, social and formal skills and qualifications by integrating digital tools in the learning.

In the Ed-Way project we wanted to know first which were the soft skills and competences that adult learners acquire in a transversal way while using ICT during their learning activities (arts, history, economy, languages) and in different contexts (online, blended, independent learner…). Secondly, we aimed to know, which where the processes (activities, tools, methods) that most suited their own needs and interests. Finally, we wanted to understand the impact that the learning had in their life or work and their relations with others. In this last aspect we were interested in the training dynamics and informal learning (unintentional learning, not the courses contents but the process).

The research has been conducted with skilled adult and senior ICT learners (a qualitative survey and quantitative focus groups interviews). A total of 42 adults were able to explain how they feel, the motivation and what the learning experience has contributed to their lives. Interviews with 7 trainers were aimed to extract their methods to teach adults, how they integrate ICT in their subjects, and the method for competences’ validation.

After the research conducted, we found out which transversal competences and soft skills learners now can acquire thanks to the use of the technology; control, autonomy, leadership, self-improvement, teamwork, flexibility, initiative, creativity, among others. We propose the states we can guide the learner to reach those competences: awareness, active learning, collaboration, complex thinking, networking, power, adaptation. To facilitate the non-formal acquisition of skills, values and attitudes through the integration of ICT tools in formal and non-formal education methodologies requires to mix emotional and motivational activities, we propose several methods based on force-field analysis theories of humanism (Kurt Lewin) and Gestalt psychology.
ICT, technology, adult, training, soft skills, motivation, emotion, informal.