1. L eading E lderly and A dult D evelopment -LAB Grundtvig Project 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

2. Associated partners: Who we are: Project partnership Hellenic Regional Development Centre

3. Priority 2: Improving the quality, attractiveness of and access to adult education  motivating individual learners to commit to learning, including through guidance services and partnerships with enterprises;  reinforcing digital competences and using ICT to widen access to adult learning;  improving the identification of learning needs of teachers, trainers and other staff;  developing joint approaches to improve quality in qualifications of teachers, tutors and other staff in adult education, and to adapt their training in consequence. Operational objects: (b) to improve the quality and to increase the volume of cooperation between organisations involved in adult education throughout Europe; (d) to facilitate the development of innovative practices in adult education and their transfer, including from a participating country to others; (e) to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning; (f) to improve pedagogical approaches and the management of adult education organisations. (a) to respond to the educational challenge of an ageing population in Europe; (b) to help provide adults with pathways to improving their knowledge and competences. Specific objects:

4. Intermediate:  Institutes and organisms which offer Lifelong Learning pathways  Teachers/trainers working in these organisations.  Adults in guidance pathways Final: Adult learners (adult and elderly people) Target groups Project considers as target 4 groups of a dozen teachers and trainers from different Adult Education Centres (IT,F,D,ES). LEAD-LAB results address properly to their needs, suggesting the introduction of new models of pedagogic approach.

5. LEAD-LAB intends to create an integration between the different models of personalization of learning in Adult Education and promoting a model of self-directed learning in training and guidance pathways, empowering adult trainers’ competences. Principal activities: the investigation of status artis of personalization and self-learning techniques in reference contexts the editing of best practices the mapping of necessaries competences for the self-learning trainer. LEAD-LAB will provide to elaborate the modeling and the experimentation of the guidelines emerged from the action-research activities. Project idea

6. Duration: 24 months

9. Aims An andragogic paradigm based on personalization and self- learning approaches allows to develop NVEA paths that improve adult partecipation in Lifelong Learning and to promote successful learning outcomes. LEAD-LAB aims to support european NVEA system by developing a new andragogic approach integrating personalization and self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in possession of the strategic competences to guide and scaffold adult learners, the "Learning Personalization Trainer" (LPT). An andragogic paradigm based on personalization and self- learning approaches allows to develop NVEA paths that improve adult partecipation in Lifelong Learning and to promote successful learning outcomes. LEAD-LAB aims to support european NVEA system by developing a new andragogic approach integrating personalization and self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in possession of the strategic competences to guide and scaffold adult learners, the "Learning Personalization Trainer" (LPT).

10. Expected results  to identify a shared definition of "personalization" in education;  to gather the european best practices about personalization, self-learning and other successful strategies in adult education;  to develop an andragogic integrated NVAE model, the LEAD-LAB model;  to produce the Guidelines for the application of the model;  to define the competences of the LPT;  to develop and test an experimental course to train the LPT;  to validate the effectiveness and the efficiency of the model and the course;  to create local nets and disseminate the results of the project.

11. The adoption of the outputs of the project by:  Partners  Key actors of the local nets  Experts  Adult education institutions  Policy makers of the involved countries Expected impact With the perspective of the improvement of the quality of european NVEA system.

12. Innovative features New opportunities in innovation of approaches, methodologies and tools. The experience of the involved countries will add value to the project activities through the gathering and valorization of the best practices.  to develop a new breed of professional the LPT - Learning Personalization Trainer, a profile that is complementary to the LEAD-LAB integrated model, a teacher/trainer with strategic competences to lead a scaffold adult learners in LEAD-LAB approach  to adapt and transfer the personalization approaches and strategies already existing, like the french "Ateliers de Pédagogie Personnalisée", the german "Selbsgesteuert lerner" activities, the italian "@robase of self-learning", integrating them all in the "LEAD-LAB Model”

13. Impact The impact of the outcomes will be produced in terms of facilitating development and transferring of innovative praxis in the field of adult education. NVEA teachers and trainers will be involved in all diffusion activities: focus groups, workshops or seminars organized in trans-national meetings, the virtual community in the webspace or other events of association involved (APP, A-GRAF, educommunity, CECE) will enable to fully reach the target of reference and guarantee the necessary impact. Involvement of some key-institutions in the events (municipalities or other public bodies referred to adult and elderly training): experts, key actors, learners, stakeholders, policy makers will be able to replace some good practices.

14. adult learners, who can access to personalized learning pathes; teachers/trainers, who can acquire strategic competences, skill and professional tools; NVAE systems, institutions, decisione makers of involved countries. Foreseeable impact: transformation and shifting of teaching’s methods and in terms of wider involvement of adult learners of contexts of reference. long-term indicators  acquisition of knowledge and the development of new skills by adult trainers;  really application in every-day professional context;  bigger involvement of adult in training courses. short term indicators  correct spotting of concept, concrete integration of personalization models;  sharing of experience and knowledge;  correct application and experimentation of the model conceived. The project impacts to:

15. www.learningcom.it www.learningcom.it leadlab@learningcom.it www.learningcom.it