Distribution of tasks

Valkeakoski Lifelong Learning Centre was the coordinator of the partnership, and made sure that the cooperation was active and the flow of communication was prompt and regular. All partners contributed by organising a course in their  institutions, for their particular target groups.The partners implemented the activities in their respective countries according to the schedule. 

We ensured the active involvement of all partners in common activities by a detailed work programme in which each partner’s responsibilities were clearly laid out, and by monitoring how each partner:

1. Explored the current use of social media and PLEs in their country
2. Organized a training course for participating trainers
3. Organized a course for adult learners that used peer-learning with PLEs as a methodology
4. Exchanged best practices in the field of online training with PLEs

The partnership trained the trainers on the use of social media tools for PLEs. This means that each organization involved its trainers throughout the partnership. Trainers first participated in training to learn the necessary concepts and technologies. They then planned how to redesign their courses in order to integrate aspects of social media, PLEs and peer-learning through virtual communities. Thirdly, the teachers implemented the courses they had designed.

Adult learners were actively involved in all stages of the Partnership: firstly, through a needs analysis they had a say in planning course content. This increased their commitment and motivation to participate actively in the course. Secondly, the learners participated in online interaction and learned how to use social media tools. Thirdly, they were actively involved in the evaluation of courses by engaging in feedback discussions and filling in evaluation surveys. Finally, students were also involved in partnership meetings. This increased the participating learners’ awareness of European cultures and customs as well as people.

Integration into ongoing activities

The partnership’s content and activities were planned so that they coincided with all participating organizations’ current development needs. Therefore, the activities as they were formed an integral part of the partners’ ongoing activities.

The Partnership trained the staff of the participating organizations to use new technologies and look at both online learning and classroom learning together in a holistic way. As a result, this pedagogy and these technologies will be part of the pedagogical approach of the institution’s courses also in the future.

The participating organisations offered courses for their students, putting into practice the skills gained through training within the Partnership. Participating trainers and organizations decided how to integrate social media as PLEs into their courses. This resulted in a great variety of approaches and provided many points of view into the PLE methodology.

Results and dissemination

The results of this Partnership are readily available on this website to all those who are interested in learning issues. The course plans produced in the partnership will be used in the future course planning processes in the organisations and are freely available to all other interested teachers, trainers, training institutions and other stakeholders.

The results of the Partnership will be used in the partner organisations as tools to plan and implement pedagogical solutions in the future.