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Lifelong Learning

TToole supports the consolidation and improvement of professional skills within the framework of lifelong learning by meeting the training objectives set by the European Union.

Social skills are exercised during all training sessions with TToole, so as to encourage constructive, effective participation in pursuit of the group’s goals: each learner is asked to offer an opinion on the topic covered, to examine, share and discuss it with the others.

Learners are involved in all the stages of problem-solving activities, from analysing a question to identifying the salient features, as well as identifying possible strategies to solve the problems and coming up with some shared solutions backed up by literature and the group’s opinion.

In addition, as all the activities performed with TToole are recorded in the system, it is possible to use the data of each session for future assessments regarding group dynamics, behaviours and individual and collective decisions. Trainers can use this information as they see fit: for example to adjust their training programmes or to integrate assessments of the learners' performance, as well as to discuss with the group the most relevant issues that have emerged during the process; the opportunity to analyse their own behaviour during a group learning session heightens and enhances the metacognition thereof, thus helping to improving the organisation of the learning process, both for the individual and the group: in other words, “learning to learn”.

TToole has a simple, easy-to-use interface and requires no special skills in the ICT field on the part of learners or teachers. Training sessions with TToole can be a fun, pleasant way to get to know the technologies and start using digital expertise.

In addition, the scenarios offered by TToole can help training groups improve a number of skills that allow them to identify the processes underlying the actual application of knowledge (the so-called “cross-functional skills”). More specifically, the tool has the potential to help the teacher propose activities that stimulate the ability to control systems and manage resources, for example by reproducing a real situation, representative of the field being studied, where possible options for action gradually emerge relating to costs and benefits, time allocation and management. All these actions must be analysed and discussed within the group in order to reach a shared decision that is as clearly motivated as possible and compliant with the restrictions and requirements of the particular case.