FLOW aimed at helping adult learners in their learning process. A large variety of strategies and tools were provided to adult educators to meet learners’ expectations in the classroom. After receiving recognition for Quality Erasmus+2019 in the adult sector, EOI SAN ROQUE was ready to coordinate this ambitious and complex Project that comprehended a large partnership and a series of different fields. This variety of disciplines was integrated into the classroom to promote the figure of the inclusive teacher. Teachers for adult learners wanted to increase adult learners´ well-being, creativity, and productivity. For this reason, we wanted to cultivate FLOW, a concept describing those moments when you are completely absorbed in a challenging but doable task. In 2019 STUDIUM (Croatia), DANTE(Croatia) EDUCA(Czech Republic), ACTA(Romania), and EOI SAN ROQUE(Spain) got in contact through the EPALE platform. We all had the same educational profile,- language centers- and we have been in contact since then. Three more institutions were selected and invited to take part in this project: EOI ESTEPONA(Spain), STEP(Slovenia), and EFEM(Turkey). The 8 institutions, in this new Strategic Partnership, were a point of reference for different necessary fields to carry out this Project. These institutions, to successfully implement the FLOW concept, offered: educational coaching (EOI SAN ROQUE), nonformal activities for learning (EFEM), applied theatre techniques (DANTE), collaborative work (EDUCA), emotional intelligence (STEP), managing emotions (ACTA), new technologies(EOI ESTEPONA)and gamification(STUDIUM). All the partners agreed with the idea that EOI SAN ROQUE should be the coordinator. We felt excited and motivated, and this project was a big step forward in offering a new methodology inclusive to adult learners. This action aimed to encourage learners to continue their lifelong learning. Dealing with adult learners of different abilities in class is an issue of major importance. This heterogeneity was the most challenging part of working as teachers today as it makes it a difficult task to support every learner´s individualised learning. There was a lack of,- and need for useful strategies to put into practice in a heterogeneous classroom to deal with individuality. Considering this fact, an educational methodology that included creativity and emotional intelligence, along with other features, was necessary. In the 21st-century classroom, teachers are facilitators and coaches of productive classroom environments where learners develop the necessary skills to become highly motivated and empowered learners. This is a challenge teachers face in their learner-centered classes. This Project aimed to make institutions advance steadily in adjusting teaching to meet the needs of adult learners. By updating educational methods and implementing the FLOW concept, both teachers and adult learners reached the goal of participating in an excellent educational experience. We headed for an inclusive and equitable quality education that created a suitable workplace where learners overcame their fears, anxieties, and difficulties. By implementing motivating activities the learners “flowed” and the institutions ensured and promoted lifelong learning processes. The class made them comfortable and happy and created a sense of connection and classroom belonging. By acquiring new strategies the learners not only reached their educational goals, but they developed personal growth. The eight institutions are specialized in foreign language teaching for adult learners. Proficiency in other languages is a vital skill to expand the job pool and allow adult learners to climb the career ladder faster. Incorporating new technologies in teaching and learning languages was an added value to educational processes. One of our goals was to help bridge the digital divide so that adult learners acquired the necessary technological skills they needed to be successful in their learning processes. Improving technological skills and becoming digitally adept active citizens was another important challenge for teachers and learners. We trained each other, and we agreed to analyse situations that were difficult to handle in the classroom. They proposed new methodologies to turn negative emotions into positive ones, reached empowerment, and achieved a flow state. We wanted to develop and strengthen networks, grow on the international level, share good practices and methodologies, to confront points of view; in short, to reach academic excellence as a characteristic of good educational institutions to be a European reference in longlife learning and innovative education. It was worth it to consider the value of the multiplier effect of our education not only in our educational community but also in the rest of all citizens to reach a high-quality educational system.
In the short term, the objectives of this project were to keep emotions under control and empower learners to communicate effectively. The strategies carried out were: -Changing the symptoms: we practiced techniques such as relaxation and role-plays. -Changing the situation: we promoted collaborative work, group dynamics, and gamification. In the midterm, to achieve the main goal of this project, it was necessary to provide an education based on cutting-edge programs that met adult learners´ expectations: -A classroom where everyone had fun and felt welcome. -A classroom where the learner improved and felt appreciated. -A classroom where the learner made use of ICT thus overcoming the digital divide as this was more perceptible among adult learners. In the long term, our goal was the creation of a net as a point of reference for European teachers in adult education. The website www.ka204flow.eu is being adapted to provide information about the different trainings, and job shadowing hosted by the eight institutions. It will be also a point of reference related to new methodologies and advances in adult education. As a result, we´ll get an educational framework that can promote modernization inside the institutions.
This project didn`t intend to give a global answer to adult learners when they are in the learning process but to put a distinct education forward that considers learners' diversity as the fundamental goal. The needs addressed were: For institutions: A knowledge of how to dynamize and lead groups. -Avoid school dropout by implementing a high-quality education that creates a sense of classroom belonging. -An education program that meets the expectations of adult learners. -Promote employability by identifying market needs. For adult educators: Training aimed to avoid negative situations in the teaching-learning process. -Innovative teachers must have enough educational tools to make their classrooms a place where learners can learn and manage their emotions in order to yield effective learning outcomes. For learners: -Access to innovative personal and professional development. By acquiring new strategies the learners would not only reach their educational goals but also develop personal growth. -Overcome fears and difficulties that appear in second language acquisition. -Help bridge the digital divide so that adult learners can acquire the necessary technological skills they need to be successful in their learning processes.