This document provides an update from a project meeting focused on innovative and technology enhanced learning in European adult education. It discusses two case studies: 1) The T-Exchange Makerspace which uses technology as a focus for experiential and collaborative learning and 2) The Glasgow East Learning Network which provides access to online resources and support for skills development to address a lack of basic skills. It also reflects on compiling the project's compendium of case studies and how examples of good technology enhanced learning practices in schools and higher education could be applied to adult education with priority groups.

1. Innovative and Technology Enhanced Learning
in European Adult Education
Update from The University of Glasgow
Fourth Project Meeting
Suceava, Romania
6th
– 8th
May20134

2. HousekeepingTechnologies – where are we now?Our Objectives
• Advising on the research and methodology for the project;
• Contributing to the theoretical and conceptual discussion that is
emerging from our own and / or partners' examples and work
during the project;
• Working with our Grundtvig partners to develop the criteria for the
case studies to be used in our compendium;
• Producing the draft template for case study descriptions for
discussion with our partners;
• Production of two case studies.

3. HousekeepingTechnologies – where are we now?Case Study 1 – The T-Exchange (Makerspace Learning)
• Learning by doing / experiential and as a group on joint projects
using technology as a focus;
• Sharing of knowledge and experience;
• Learning styles suited to the individual;
• Supportive and informal learning environment;
• Collaborative learning;
• Easy access to others with different range of knowledge and skills.

4. HousekeepingTechnologies – where are we now?Case Study 2 – Glasgow East Learning Network
• The network is a regeneration project and is for every one to use -
to learn, to develop skills and to find information e.g. internet and
email services;
• Support for ICT and literacy skills development;
• To provide high quality community-based access to on-line and
other learning resources, which will enable young people and
adults to participate in lifelong learning;
• To address serious local issues related to the lack of basic skills (in
literacy, numeracy and information and communication technology
skills) and low-levels of certification and achievement.

5. HousekeepingTechnologies – where are we now?Compiling the Compendium
Thinking about compiling the compendium and what the case
studies tells us about our ITELEAD objectives and questions.
•TEL is far more evident in compulsory / school and Higher
Education;
•Some of the pedagogy is far behind the potential offered by the
technology. E.g. it is often used in a passive way, using
traditional didactic approaches rather than allowing learners to
creatively access and participate in the design of their learning.

6. HousekeepingTechnologies – where are we now?Compiling the Compendium
However, there are examples of technology helping learners to
participate and learn more effectively:
•Promoting access to types of courses and learning that would
otherwise be unavailable to groups, e.g. offenders, rural or remote
learners - e-inclusion;
•Allowing flexibility to learn at a place, time and pace that suits the
learner, therefore, helping to increase access and success;
•On-line Moodle style courses;
•Delivering blended learning content and assessment that is suited to
learners' needs.
•

7. HousekeepingTechnologies – where are we now?Some thoughts…
These factors can also promote learner motivation (see Rahela, Peter
and Kevin's conference papers).
One of our ideas is that examples of TEL good practice in school
education and HE can be appropriated for use in adult education with
priority groups.

8. HousekeepingTechnologies – where are we now?Reflection and Questions
School of Education
College of Social Sciences
University of Glasgow
www.gla.ac.uk