Emotional Distance Learning. Emotional management to support the social and individual challenges of distance learning

Due to the COVID-19 pandemic, distance or online learning has become a new normal. The pandemic has reminded us how difficult it is for learners to juggle their training with uncertainty in different domains, while facilitators have to manage a workload that multiplies stress and anxiety. Thus, and especially in the context of distance education, the importance of socio-emotional skills in the transmission of content is clear, especially in adult education or andragogy. This term is coined by Malcolm Knowles to distinguish the principles and practices of teaching adults and to contrast it from the theories and practices used to teach children (pedagogy). In this sense, emotional management (whether intrapersonal or interpersonal) in adults is also different from that in children, and although especially during the pandemic much research has been done on the effects of confinement and distance education at school level, little has been said about adult education. The big difference is that while in schools there is a gradual return to face-to-face education, in adult education the trend is definitely towards an online universe. It is essential to increase the success of the training process under such particular conditions.

The EDL project aims to develop a training programme for facilitators and students to learn how to manage the flood of emotions, generated by online training, in an appropriate and operative way. The main goal of EDL is to generate a positive impact on the mass of European trainers and trainees in the online training industry, improving the management of this situation, which in most cases is anomalous and has been forced in recent months. In this sense, EDL will pay special attention to both intrapersonal management aspects (stress, anxiety, uncertainty, sleep problems...) and interpersonal aspects (social, family and couple relationships, loneliness...). Moreover, we have the following specific objectives: -Raising awareness of the mental and emotional effects of online training. -To take on board the need to emotionally manage the effects of online training. -To understand the implications of online training from both a personal and social point of view. -In relation to the previous point, to understand the intra- and interpersonal areas of emotional intelligence. -To know the points of improvement of emotional intelligence applied to the formative process. - Improve professional/family conciliation.

Project was divided into 2 types of work packages: 1. PROJECT RESULTS (PR), responsibility for PRs lies with the Results leader. 2. TRANSVERSAL WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration and are realised at two levels: EDL aims to develop a training program for facilitators and students in formal and non-formal adult education to learn how to manage the flood of emotions generated by online training in an operative way. Crucial for achieving this objective was how partners collaborated and how the project plan was designed including consecutive steps and methods. We used an open sharing environment for partners to showcase their own work and learn from other partners sharing the same. There was an equally strong commitment to valuing equality, diversity and inclusion, building organisational capacity to increase quality of collaboration and quality of results at the end. High level of cooperation was combined with strong engagement of stakeholders (target groups, focus groups, experts, etc) in the process of developing results. That was crucial for the project to achieve results that tailored to the needs of target groups and this way sustainability and potential impact raised. Active participation of end users, constant feedback analysis, and the circulated process of designing and prototyping resonated with high quality of products not only in the perspective of content but also in practical aspects and visual attractiveness. Also, the project plan, following stages assumed and types of actions were designed in a way that addresses the needs of users (target groups) and translated into specifics of the adult training sector. The KOM set the bases of the project, going through the goals and dividing tasks and responsibilities. In this way, it was a key point in the establishment of the Executive, Promotion and Quality Committees. Transversal work packages covered aspects such as: project management, monitoring and evaluation, promotion and former exploitation of the results and contents of the project. They lasted the whole duration of the project as described in the dissemination section of this application. The PRs were the key elements of the project regarding the creation of learning and training materials: In PR1 the project consortium identified 12 emotional menaces for teachers/trainers in their online activity, and checked them with a self-assessment tool. PR2 developed a training system for trainers/teachers based on the findings of R1. PR3 created a toolkit with 36 tools for adult learners on their emotional management while learning online. Anyway, the series of four transnational meetings facilitated cooperation and partnership working amongst the project partners and support the management and delivery of key project activities and outcomes. A series of Multiplier Events (one per partner) were designed to promote the PR created by the project and facilitate ongoing engagement with target groups in order to maximise the impact of project activities in general and PR in particular. All the results, conclusions and information of the project are available online on the website and platform. Finally, our project is fully aligned with the environment as well as the fight against climate change in the procedures we followed from the start. This is in line with the priorities, which encourage creative approaches to help learners and teachers/trainers become true changemakers (save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). As a result, all parties involved in the project have agreed to protect the environment by taking all available measures.

The tangible project results were: PR1. SELF-ASSESSMENT TOOL ON EMOTIONAL DISTANCE TEACHING. Before the design of PR1, questionnaires for adult trainers/teachers on emotional management in online teaching were distributed. The results of the questionnaire were analyzed by focus groups consisting of 10 national experts in each partner country. A Common Report, based on the results received by the focus group experts in each partner country, has been created. The Self-Assessment Tool was tested by more than 20 adult trainers from each partner organization. PR2. TRAINING SYSTEM FOR ADULT TEACHERS/TRAINERS IN EDL comprising 24 modules (12 from the intrapersonal point of view -self-management- and 12 from the interpersonal point of view -emotional management in social sphere). PR3. Innovative training Ecosystem for Emotional Distance Learning consisting of 36 online tools. - Six Multiplier Events (E1-E6). IMPLEMENTATION OUTCOMES: -agreements between the partners, -Gant chart, -the detailed project plan, -distribution of responsibilities between partners, -budget plan, -overview of qualitative and quantitative indicators, -dissemination strategy, -risk register, -communication and collaboration agreements. OUTCOMES RELATED TO WORK PACKAGE MANAGEMENT: -Managing guidelines; -Reporting procedure and administrative guidelines; -4 Transnational meetings + meeting minutes. -4 Intermediate online meetings. OUTCOMES RELATED TO WORK PACKAGE QUALITY AND EVALUATION: -Evaluation plan and tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire. -Evaluation Reports: mid-term and final evaluation report, Project Results reports; -Project Risks Analysis (PRA). OUTCOMES RELATED TO WORK PACKAGE SHARING AND PROMOTION: -Project graphic design; -Project website; -Project mailing list; -4 Newsletters; -33 blog articles on the project website -EDL project information on EPALE -EDL poster presentation at the 4th Bamberg Forum “Adult education in transition – visions and impulses for future-oriented education” in cooperation with the National Coordination Office of the ePlatform for Adult Education in Europe (EPALE), 25th of November 2023 in the city of Bamberg, Germany. -EDL Workshop at ACEIA Online Training Day “Together Leading The Way”, 24th of March 2023, more than 190 participants attended it. -3 publications in scientific journals, -1 publication in conference proceedings, -3 presentations at international scientific conferences, -Informative brochure, -e-leaflet, -EDL Facebook.