Innovative Learning Environments for Adult Digital Education and Resources
The innovation that network technologies and social networks have brought to the media system is also having strong repercussions on education. Each connection, whether voluntary or not, corresponds to a concrete learning opportunity. Every search on Google, every visit to a Wikipedia page or a tutorial on Youtube represents an act of intentional learning, made possible by other members of the network. Traditional learning, which is the responsibility of the institutions, is also facilitated every day through Twitter, Facebook, Youtube, Linkedin, Pinterest and countless other services. Smartphones and tablets are increasingly used as devices for searching for information rather than as simple communication tools. In this scenario, educational practice must take into account the opportunities offered by new technologies and the changes required by the knowledge society. The importance that the use of ICT has in learning and teaching is also underlined by what the European Commission provides in the Action Plan for Digital Learning through the support of policy initiatives to modernize the education sector for the development of new digital skills and competences. In addition, a European research on ICT in education is planned for early 2019 to measure the progress and level of digitization in schools (https://ec.europa.eu/digital-single-market/en/policies/digital-learning-ict-education).
It has therefore been demonstrated that social media and the reasoned use of digital resources and tools bring benefits to schools:
- users: promoting inclusion, involvement and motivation;
- learning process: reducing distances, time and promoting active learning and the development of transversal competences;
- educational structures: strengthening, enriching and integrating the educational offer and activity
The progressive digitisation of daily life, and of educational life in particular, poses a double challenge to trainers in the field of adult education. First, they themselves must have media literacy in order to orient themselves both privately and professionally in a digital world and to have the right opportunities for employability. Secondly, they need to develop their media education skills to meet the changing needs of educational practice at various levels.
The aim of the ILEADER project is therefore to involve 3 internal resources of the TIA Training staff (see section “Training”). F) who, as part of a specific training programme abroad, made up of complementary meetings with each other, can first of all refine their media literacy and consequently develop a better awareness of these tools and methods by promoting the acquisition of skills and improving their ability to use simulation environments, educational games, applications and disciplinary software in their work and allow TIA Formazione to operate both locally and internationally as an actor that promotes innovation in the field of education. It is expected, in fact, that the project will have a strong impact both on the participants, in terms of development of specific knowledge and practical skills and from the point of view of professional and personal development on TIA Formazione as regards the services offered by TIA as a structure that operates for the training of the adult sector and finally on both territorial and virtual networks with which TIA collaborates directly or in which it is involved.
This project follows and continues the experience of the previous EMISEI project (2016-1-IT02-KA104-023731) trying to promote the acquisition of knowledge and skills for adult trainers allowing them to stay constantly updated on the innovative practices to be used during their work and consequently allow TIA Training to use the skills of individuals to benefit the growth of the entire structure through a peer-to-peer approach.
Finally, the ILEADER project pursues the European Commission’s guidelines and activities in the field of digital skills and the enhancement of opportunities for adults, contributing to the development of future-oriented education and training adapted to the needs of European society so that it can truly become more competitive and inclusive.