The phase prior to the application was carried out prior to the request of this project, and was a continuation of the work developed since 2017 in the previous Erasmus Plus project: VIVAR.
The preparation stage is an essential step in this kind of projects, especially when the project is carried out by a new partnership. A good preparation stage allow us to avoid serious communication problems in the other stages of the project.
The implementation stage brings together a large and diverse number of activities aimed at creating all the project results like the intellectual outputs and the, tangible or structural results.
The dissemination and visibility have allowed us to make known the project, but also to promote the use of the project results. All this through activities aimed at the most appropriate multiplying agents so that the materials achieve a great impact.
The evaluation phase is transversal throughout the project and have allowed us to follow up to avoid problems with the quality of the results, with the adjustment to the budget or with the calendar.
The proposed methodological guide provides all the necessary indications so the teacher or trainer of adults can implement an innovative learning process that leads, first to effectively develop the educational skills of Users to overcome the educational challenges they face, and secondly to allow them promote and help other people through digital volunteering actions boosted by the needs of social entities.
A virtual environment that facilitates the implementation of the proposed methodology, meaning the collaborative and inclusive learning of adult persons based on digital volunteering; and offering the specific tools that enable a transnational and effective educational experience.
Learning Helping is one of the most useful educational tools for students and teachers. Using it, we can build a virtual educational system without borders, restrictions and barriers. Especially for our students around the world, it is very important that they can continue learning no matter where they are, working, studying or traveling. I am really proud to be part of this great work.
For all of us who have taught at an EPA center, it is obvious that there are two large groups among the students: those of a more advanced age who, besides learning, also look for spaces for socialization; and another, much larger group of people between 16 and 60 years old, with very unequal life stories with training needs and accreditation of knowledge that facilitate their socio-labor insertion. The learning processes aimed at these latter students must, due to their diverse needs, combine the aspects derived from formal and non-formal teachings. The proposal in this guide, in addition to meeting the objectives of acquiring knowledge and skills equivalent to level 1 of EU qualifications, proposes an innovative and highly appropriate method for diverse students. Cooperative and solidary self-learning in asymmetric but complementary pairs, tutored by the centers and organizations participating in the project, implies establishing new opportunities for students with special educational needs.
The initial test establishes the itineraries, the methodology for conflict resolution, self-assessment mechanisms, the search for learning materials (learning to learn), the use of ICTs… and allows to adapt the learning processes to individualized situations. One last very important issue to increase motivation, build loyalty in the procedures, and avoid dropout -quite frequent in EPA training processes- is the ability to obtain formal certifications of the process, with the express recognition of the skills and knowledge acquired.
In order to provide the teacher with everything necessary to help implement the proposed learning method, we will also generate an advice service for teachers of Adult Education Centers to help them make this practical learning system compatible with their teachings
