• Institution: University of Granada
• Country: Spain
• Lecturer: Mirian Hervás Torres 

• Curriculum:
• Course level: BSc
• Credits: 1 ECTS
• Number of students participating: 17

The E-MAD Programme is a training proposal aiming to increase the appropriate use of new technologies to improve the digital skills that help them in the search for employment and their full incorporation into the new knowledge society. All this through innovative methodologies, such as E-Service-Learning and E-Mentoring.

The entities with which they collaborated were: Fundación Acción Contra el Hambre, Asociación Engloba, Centro Comarcal de Tratamiento de Adicciones de Loja y Centro Guadalinfo de Diezma.

They receive training on the subject and then develop e-mentoring sessions aimed at improving digital skills and job search.

They put into practice knowledge of different subjects with which they improve their professional skills.

Follow-up sessions are held where they explain how the e-sessions are developing and share their doubts or suggestions for improvement. They also prepare an e-mentor notebook where they include the objectives of the different sessions, whether they have been achieved or not, and justification, as well as what are the aspects that they should continue working on.

Digital empowerment is reflected in making appropriate use of technologies to look for a job through virtual sessions. For example, in the case of users, develop a video CV, register for job offers and monitor them, use social networks such as LinkedIn to contact companies, etc. For e-meters, learn about the technologies and resources to help with during e-sessions, or integrate digital tools and resources to promote learning capacity and creativity.

tisfaction after their participation. The recommendation of the program to other students, the interest in the topics covered, the good relationship and atmosphere with the user, the attention and respect with which they have been treated, the motivation for the program, or the attention on the part of those responsible for the program are highlighted. On the other hand, in relation to user satisfaction, they express a high level of satisfaction, where they indicate a high level of motivation and interest in the program, as well as an improvement in the level of learning of the contents covered or greater preparation to face professional issues and recommendation to other users to participate in it.

With respect to the social skills of the e-mentors, changes for improvement are recorded in the subscales of expression of anger or disagreement, or making requests. While in aspects related to motivation and learning strategies, once the program is over, changes of improvement have been observed in subscales such as task value, self-efficacy, elaboration, organization, critical thinking, or regulation of effort. Regarding digital competence, improvements have been observed in different areas, such as in Factor 1 (Technological literacy), increasing the use of digital image, audio and video processing tools, using communication tools based on client-type email and webmail services, developing online conversations through synchronous communication tools via the Web or effectively using e-learning/b-learning platforms to Online training and collaboration. In Factor 2 (Access and use of information) there are changes for improvement with regard to the item giving back to the community in terms of digital information resources the solution to a problem. On the other hand, in Factor 3 (Communication and collaboration), there are slight improvements in terms of forming inter and multidisciplinary work teams for the development of projects or problem solving, as well as an increase in creating and energizing networks and professional communities of knowledge for collaborative work in virtual environments and sharing experiences on social networks. While Factor 4 (Digital Citizenship) does not include improvements, Factor 5 (Creativity and Innovation) increases aspects such as demonstrating the integration of ICT knowledge into professional practice, creating original work as a means of personal or group expression using ICT, as part of their lifelong and reflective learning, using models and simulations to explore complex systems and topics using ICT, or integrate digital tools and resources to promote learning capacity and creativity. Finally, the data collected concerning e-mentors indicate a high level of satisfaction after their participation, with an average of 4 points out of 5. The recommendation of the program to other students, the interest in the topics covered, the good relationship and atmosphere with the user, the attention and respect with which they have been treated, the motivation for the program, or the attention on the part of those responsible for the program are highlighted.

The relationships that were established were adequate and the objectives proposed by the participating e-mentors were met since there was predisposition and motivation on the part of the users, as well as the responsibility to respect the schedule established for the sessions. The conditions for them to occur were to create a link between e-mentor and user through an analysis of needs and interests, as well as a routine with the establishment of what would be the objectives to be achieved in the short term.

Difficulties were observed in completing the sessions due to lack of time, time compatibility or family problems, for this other means of communication were used such as the use of WhatsApp, phone calls, use of e-mail, making reminders to the user, adapted to the rhythm of each user, or use of role-play.