1. have a substantial and mutual exchange with adult educators, as well as a reflection on the topic of Informal Moments (IM) as part of learning journeys and adult educational didactics. We wanted to deliver a definition of IM in professional educational contexts, as well as an explanatory bibliography in support of our research. We also wanted to create a set of guidelines that could highlight the areas to keep into account for framing IM and that could show practical examples of what can be offered during these moments. 2. enhance the quality of digital learning environments of both learners and educators. Moreover iMOtion responds to the framework's emphasis to ensure learners physical, psychological and social well-being while using digital technologies. 3. connect with marginalized and discriminated people by involving experts working with marginalised groups and people with fewer opportunities in the Lab phase of the project. Thereby taking steps towards conducting more inclusive learning opportunities in the future. 4. Increase the partners’ competences by learning how to produce and deliver podcasts.
After the boom of online learning due to Covid-19 restrictions of the past two years, we realised that what was missing the most in the learning process was the informal time made available to participants through coffee breaks. Informal Moments (IM) are vital for networking and for creating deeper connections with other learners, which allow for a more open, trustworthy and creative learning environment. Besides being a social playground where individuals can develop and practise their social skills and their leadership potential, IM are spaces where individuals can process their insights into further learning. This is because learning is a holistic process that involves thinking, feeling, and doing and that hardly exists independent of the social context. We saw the need to raise awareness on how important these moments are and wanted to create guidelines on how they can be framed for them to speak to as many senses, aptitudes and talents as possible. As we all work with target groups that are at risk of exclusion (unemployed, migrants and LGBTQI*), we wanted to find ways on how to make IM more inclusive either online or onsite courses, highlighting that IM are valuable for participants’ as well as trainers’ wellbeing.