EU Project Compendium on Innovative Technology Enhanced Learning

I’m back! It’s been over a year since I last blogged. The last 12 months have been chaotic to say the least. I have been really busy and I’m finally getting around to updating my blog. Perhaps one of the most notable projects of my career to date saw me flying across to Sofia in Bulgaria (October 2013) and Suceava in Romania (May 2014), to work with an international partnership on a project compendium on adult learning and ICT.

The Grundtvig Learning Partnership includes partners from Bulgaria (AVO Bell), Croatia (WYG savjetovanje), Romania (Association of Consultants in Development of Communities – ACDC) and UK/Scotland (University of Glasgow). It aims to exchange knowledge and practice across key stakeholders involved in the policy, practice and theory of adult learning to assess how different types of partners such as public, private and voluntary organisations can work together and adopt innovative approaches to learning to address the challenges of promoting participation in adult education in the current economic situation.

Objectives of our partnership were:

  • To recognize innovative practices of adult education used in Bulgaria, Croatia, Romania and Scotland/UK and to ensure their transfer across countries involved by producing a project compendium and by disseminating project results through the website/e-platform, different workshops and seminars, and research papers;
  • To improve the quality of adult educators in partnership countries by broadening their knowledge on using ICT/TEL (Technology Enhanced Learning) and innovative methodologies in creating efficient pedagogies targeting the needs of people from vulnerable groups and marginal social contexts.

Each of the partners worked closely with an extended network of organizations and providers, many of whom were the focus of the research but also included other research projects (including other Grundtvig projects, where possible) and sources of expertise that could help the partnership to address our objectives.

Our approach consisted of the following:

  • Comparing learning approaches used in adult education in partnership countries that have been seen as effective in addressing the needs of the priority groups. Within this, specific areas for the research will include:
    – How can TEL and innovative pedagogies enhance learner access, engagement, motivation and achievement,
    – What particular learning and teaching approaches facilitate access to lifelong education for disadvantaged and marginalized groups, eg: people with disabilities, unemployed women, minorities, migrant and ethnic groups, people in rural communities;
  • Exchanging knowledge and good practice examples among partners in the project and broader communities. Partners will share their experiences in order to generate a supportive and functional framework which should permit collecting of knowledge, innovative practices, case studies and good practice examples meant to generate a project compendium.
  • Exploring the attributes and skills required by adult educators to identify good practice in educator pedagogy and approaches across a range of adult education contexts.

The final compendium can be downloaded here:


Academic Staff University of Glasgow and Author of Science Fiction

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