1 Centre for the Innovation and Development of Education and Technology (SPAIN)
2 Open University of Catalonia (SPAIN)
About this paper:
Appears in: INTED2017 Proceedings
Publication year: 2017
Pages: 9528-9531
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.2251
Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain
This paper is framed in Ed­Way Erasmus+ KA2 project of the European Union (www.ed­ In this project we propose an educational method, tools and services by means of information and communication technologies (ICT) that could be used by teachers, trainers and professors in their courses, independently of the subject. At the same time we aim the recognition and use of informal and non­formal 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 Ed­Way project we analysed 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 extracted, 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 (two focus groups of 9 and 10 students in two sessions). Notice that those learners were students that were participating in ICT courses for more than 5 years, so they had not only ICT expertise, but also experience as learners. Those learners were able explain how they feel, the motivation and what the learning experience has contributed to their lives. Interviews with 4 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 the main ICT-based skills the students learnt, but we went deeper on what those skills impacted they life and daily routines, related to communication, getting information, participation in networks, chatting with friends, social contacts, …We propose the states we can guide the learner to reach those competences based on their states: awareness, e-adoption, e-inclusion. The last step was demonstrated to be the most complex, requiring ICT-based social skills that in fact, required technical but humanistic capacity, witch lead to experience, with high emotional involvement. This last stated could be the first step to keep learning other specific skills and competences useful also in ICT-based life: collaboration, creativity, discussion, communication, entrepreneurship, responsibility, leadership, etc.
ICT, technology, adult, training, soft skills, motivation, emotion, non-formal.