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This company develop courses in Prague, London, Paris, Barcelona and Helsinki. It has a large experience in international project s and in Erasmus+ in particular. Here you are the link:
http://www.itc-international.eu/

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Course in ITC-International in Prague (July 11-15)

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Course in ITC-International in Prague (July 11-15)

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The 5-day course was focused on new tendencies in methodology. We worked on the main aspects in education in this 21st century. Here you are a video that can help you to figure out the new challenges we face:

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Formative vs. summative assessment: here you are a summary.

New tools for evaluation: portfolios, rubrics, checklists, graphics, etc.

Changing the role of the students: peer and self-assessment.

evaluation

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We reviewed different learning styles based on the student's skills (as the ones showed in the diagrammes below), and then we focused our attention to three methodologies:

Project based learning

Inquiry based learning

Task based learning

What they have in common is to emphasize an active role of the student, a dynamic concept of the class and the importance of collaborative work, social skills and the use of IT for research.

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Task-based language learning focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such TBLT can be considered a branch of communicative learning teaching (CLT).

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Inquiry-based learning (or enquiry-based learning in British English) starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator; that is the role of the teacher. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning. The inquiry-based instruction is closely related to the development and practice of thinking skills.
There is an organisation oriented to this method:

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One of the goals of AIBL is to improve undergraduate math education via increasing the use of IBL methods across a wide range of courses and institutional environments. We support instructors interested in teaching IBL courses and support a community interested in adapting IBL to suit specific, local needs of instructors, students, and institutions.

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Project-based learning is a student-centred pedagogy that involves a dynamic classroom approach in which students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem.
Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered, instead of traditional, teacher-led classroom activities. Students often must organize their own work and manage their own time in a collaborative or individual way.
Project-based learning also gives students the opportunity to explore problems and challenges that have real-world applications, increasing the possibility of long-term retention of skills and concepts.

Here you are an interesting article on PBL for adult English students