recommendations on exploitation of results

of previous projects






During the first project meeting in Udine, Italy, several projects were presented as best practice examples, which can bring the partners new ideas for training possibilities.

The presented project can furthermore deliver input for the design of “outdoor ICT” and support the exchange between the partners through sharing methods and content. Following that, this document contains descriptions of various projects, which were presented at this meeting. The first project was carried out by Università delle LiberEtà



GRUNDTVIG LEARNING PARTNERSHIP “A Sense of Place: presenting your locality”



This partnership between four residential learning centers has been targeting adults , including those who are socially disadvantaged through limited access to education. It addressed a common need to build confidence and self-esteem and it promoted a spirit of sharing and cultural learning, garnering enthusiasm to engage proactively with those from similar backgrounds in an international context.

Four groups of 16 eligible volunteers, typically over 40 years old, from communities near to each residential partner’s base each attended a 4 day Hosting Skills workshop at their respective residential colleges. This provided them with skills in presenting to others, help in finding out about the history, geography and popular culture of each locality.

Subsequently, each national group planned, organized and hosted a 5 day Guest Visit for 8 participants from each of three partners. These four transnational visits took place in April and September 2010, and in February and June 2011. At each guest visit, host group members acted as guides and facilitators for their guests, presenting what was of particular interest to them. In a residential setting, friendships have been formed and participants have shared and learnt about three other cultures, their languages and lifestyles.

It has been a really interesting experience on different regards and therefore we believe that the following information can be useful into the implementation of the Outdoor ICT project and other similar ones:



Within this project there has been an important social interaction, where the following best practices or key achievements can be highlighted:

           Receiving and giving encouragement

           Being critical and sharing ideas

           Building trust and valuing others

           Clarifying, negotiating, challenging, learning

           Enhancing self-esteem through ‘achievement’



Within this project individuals had the possibility to be independent, self-motivated and willing to participate in the programme, with a level of native language and social and life skills, appropriate to understanding information geared to the general public.  They have been able to complete clearly defined tasks with appropriate support. They have lived locally and therefore have had some knowledge and likely interest in their locality. They have been prepared to see things anew and keen to find out more about people and cultural legacy across Europe. What they were lacking and that they have gained through this experience



has been the self-confidence to work with others , the raising of their self-esteem and contributing to a sense of well-being.



Through working with similar target groups, Partners recognised the positive impact that experiential learning, particularly based in a learning setting, can have. The increased opportunity for meeting those from diverse backgrounds, traditions and experiences which this partnership provided, helped further broaden perspective, and learning insights into other localities and promoted more active citizenship and involvement in the participants’ own communities. Participation in these learning activities had the possibility to increase the chances of individuals seeking and taking advantage of further participation in their own learning development and to encourage others within their community. The project provided participants with a range of skills which would be transferable back into their community.


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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.



In this project, the partner saw the possibilitiy to employ and attach elderly persons to their cities, done through training. Also Outdoor ICT is involved and included.


Even though the following project of the Austrian partner “The Carinthian Folkshighschools”, takes place “only” in classrooms, it is mobile in rural areas.


LEADER PROJECT “Learning moves! Innovative forms of learning ICT for women in rural regions”



Learning moves is an open and flexible training offer that makes participants to learner. The target groups are educationally disadvantaged women, which are trained directly in their local communities. In order to reach out to the target group, we cooperate very closely with the community councils and the mayors. We ask them to send out invitations to the information-event “to all households“. Interested women can register for the information-event directly at the town hall, which also takes place in premises of the town hall.

The content of the workshops are ICT and learning competences, while the focus lies on the practical usage of the internet. Also learning how to learn and setting realistic goals is of importance.

Supported are the women by trainers which are also acting as learning-coaches.

At the first module the course content is transferred mainly by the trainer.

At the second module - through e-government - the women are made aware of the practicalities and benefits of the internet. The women are learning mainly through guiding texts and already materials, while the learning coach withdraws and only assists if all other supporting possibilities were used. The highlight of the course is the final presentation in festive manner. We present the participants in public and make them visible.





Making learners from participants


The women learn ICT-Basics and learning skills for independence by learning in the future.

We use playful methods for more fun in the courses and because of a better retentiveness.



Learning/training in local communities with regard to the structural conditions of the women.

Reach out the target group by cooperating with the local community councils and the mayors.



First results of our evaluation show that the women are more confident in working with the computer, that they buy new devices, install programs and in particular use the internet and e-mail. Moreover they are motivated to continue learning.

We implement the new methods in our classical courses and develop new course-concepts. We transfer the know-how to other trainers.


Who invented it?? The mobile-ICT workshop and the learning-network were invented by Prisma (Centre for training and jobs, Voitsberg) in the framework of an EU-Project and the development-partnership „learn forever“. It was transferred to the adult education centers Carinthia in 2008.


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The procurement of ICT-skills for older generations is also very relevant in the following project and linked with cultural and historical heritage.





HEURIT(AGE) deals with senior citizens learning groups, promoting their cultural and historical heritage and developing their European citizenship, in dialogue with younger generations and using new technologies.

During the project a multilingual searchable web tool has been developed. This tool "" offers local groups and communities a web platform to upload pictures, movies, documents from the past. By doing this, they built up a global local memory site from localities all over Europe. All local groups and partner organizations can share memories on community life and patrimony in a multilingual database web tool; pictures, stories and movies from the past.



Each partner organization worked on a own rhythm and structure with senior citizens groups: some partners organized computer courses how to deal with images, others organized on regular base workshops on the same theme or brought together small groups of seniors citizens on the theme of local heritage.

The web platform was the general outcome from the project, but besides that local partners developed publications and other forms of presentations on the local heritage, brought together by senior citizens.



The innovative character comes from the fact that we have a collection of very simple pictures whose subject is just real life but, because of the explanation which goes along with the photos, he becomes a testimony of the past for the BIG HISTORY and a transfer of memories for the next generation.



The Heuritage web platform is an ongoing process, open for all local organizations in Europe.


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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein



The following project presents something new for all partners: the intention to use ICT for transnational activities and also to research and as innovative in Natural sciences. This project is coordinated by the Senior University of Evora:




GRUNDTVIG LEARNING PARTNERSHIP “Project Natural Sciences for Adult Learners Natur(S)_AL”


All Institutions in the partnership work with adult education. The idea of a project considering natural sciences seemed very good idea considering specifically four main areas in which we intent to act: Community; intergenerational relations; gender and ICT.

Community, because we want to open the doors of our work and make it available to the community living around us.. Natural Sciences are the perfect aim for captivate new learners and explore realities around us and show them to the community.

Intergenerational relations are a path to relate adult learners with children and make profitable relations and atmospheres, considering the adults knowledge and life experience in opposite with children’s.

In the activities of the partners there are a highest number of learners’ women, meaning that men are not so available or motivated to participate in educational activities. Considering natural sciences we believe that it’s an area that allows both man and women to participate, but within we can see different subjects that are more specific for men and some for women.

We can use ICT in the learning of natural science as an instrument of research, knowledge, developing subjects and work in groups or individual. The use of ICT in adult learners can also be considerate a very innovative way of doing experiments. Transnational activities can also be done using ICT resources.



To execute this project, first we’ve identified the following problems:

  big distance and no relation between different generations

   low number of men in educational activities

   low interest in natural sciences area

   low interest in keep the environment around us

   difficulties using new technologies

To solve the mentioned problems we’ve chosen, as best practices to:

  Create and develop an activity that encourages learners to take an active role in the net. Gather and test different approaches to achieve this active involvement.



  To apply the concepts acquired from the partnership over one or more courses with our own learners.

  Write out new curriculum for the college on natural sciences, environment protection and sustainable development.

  To implement the good practices in the methodology of senior's teaching.

  Approach natural sciences considering some uncommon practices.

  Create, develop and update a website for the project activities.

  Do experimental workshop where master plans are carried out in the fields of the environment, welfare, cultural assets and environmental protection.

  Organize common learning activities for the children and old people - intergenerational relations.

  Share materials and experiences considering previous activities in Natural Sciences.



In this project we consider very innovative the possibility to work in four main areas, in order to solve some identified problems:

-          ICT

-          Age

-          Community

-          Intergenerational Relations



Logo Natur NET colorWithin our institutions our sustainable strategies are to make an approach to the community, to promote intergenerational relations, to allow both men and women to participate in educational activities, but especially men and finally to use ICT to transnational activities and also to research and as an innovative tool in Natural sciences.



This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.



The final project presented in this document, is carried out by the spanish partner, which carried out a needs assessement (with questionnaire) among the target group +45 and can therefore deliver very useful information for all partners. Furthermore Aula de Maiores de le Universidad de Malaga offers importatn inputs for a successfull design of outdoor ICT projects.  



GRUNDTVIG LEARNING PARTNERSHIP E-COM+45 “E-Competences and e-communication for People from their Mid-forties and Seniors”



We can state that the first aim of our project was to adopt a multidisciplinary approach to ICT (Information and Communication Technologies) education for people from their mid-to-late forties and seniors in order to analyze crucial aspects underlying this issue. In particular, we were interested in aspects such as: (a) how these people can integrate themselves in the current scenario designed by the application of ICT in new forms of work organization and new opportunities of employment or civil engagement, (b) how to encourage them to have a longer working life either as professionals or as volunteers, or (c) which pedagogical methods and practices can most effectively promote learning processes for that purpose. All in all, our aim was to give answers to the following research questions:



(1) What does this population segment want to learn regarding ICT to improve their skills in order to enlarge and improve their working or social life?

(2) Which are the main pedagogical methodologies and practices that the different partners use?

(3) How effective are such pedagogical methods and practices with our senior students?

The participants of the 7 institutions from all over Europe:

-  have explored subjects together,

-  have shared ideas on teaching methods and techniques,

-  have exchanged ideas on topics concerning the main interests of this population segment, and

-  have discussed about best practices carried out.

The research methodology has been extensively based on questionnaires. Moreover, participants have exchanged visits organized by the different participating teams alternatively which have proved invaluable in enabling the teaching/researching staff to experience first-hand other teaching techniques and models and thus improve their own practices. But central to this project has been the fact that the students themselves have been invited to play an active role in the development of it by cooperating to achieve the goals of the project. Students exchange visits and regular contact by the internet have enabled them to reach common topics of interest in ICT that have certainly nourished our own conception of the state of the art.

We were of the view that ICT learning and the development of e-competences on their part could facilitate both their integration and also a higher standard of living to this group of population in several ways:

1. It may enhance their everyday tasks (shopping, arranging medical appointment, general information search, etc.) even if they are physically handicapped.

2. It may strengthen their social links (social groups, blogs, chats, etc.) and hence improve their perceived quality of life at the realization that isolation does not exist any longer.

3. It may empower them to become familiar with and develop a new form of work organization, such us E-work, particularly useful for promoting the qualification of the weakest segments of the society1 .


Regarding the suggestions we would like to make, based on our previous experience with reference to aspects of innovation and sustainability aiming at succeeding, the following seem of particular relevance:



A good plan to disseminate the results through adequate means and events, enhancing access to reliable materials through the internet, and supporting it also with other mass media communication (printed press, TV, radio, Facebook, and so on) that may echo the conclusions achieved is also of importance.

Another aspect that should never be neglected is the attention to the materials created while the project is being implemented, whatever their nature: written materials, power point presentations, videos, etc. All of them must have a carefully designed layout (colour, aspect, typology of letters, images, etc.) so that it is motivating. Also, the information must be well organized and be reader-friendly with indexes, charts, summaries or mind maps. The interface is of remarkable importance in the case of on-line materials.



It is important to take into account the target group’s point of view, in this case, seniors with an open mind, flexible, and eager to live new leisure experiences and to improve their digital competences through geocaching. Passing questionnaires and making interviews, knowing their opinion first hand so as to include it in the implementation of the teaching materials are just about essential keystones to guarantee the success of any project. Interestingly, it seems to us essential to build a learning community so that we can interact with them all the time long while the project is being implemented. The feedback we can obtain is critical in order to obtain valuable and quality results.



Moreover, it seems essential to involve local institutions as much as possible so that they contribute to achieve the pursued goals. They can facilitate useful resources for the project (contacts, access to mass media, dissemination local events, etc.) as well. It is very important that the community surrounding the project appreciates not only the potential usefulness of it, but also the manifold benefits associated with it.









This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.





All these best practice examples are dealing with adults, especially with elderly generations and use ICT – skills as meas for communication and education. The project partners can use these ideas for their own educational programmes, as well as the ICT-examples for the “Outdoor ICT” project.












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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein