26 August 2018 | AGH Team The partnership gathered 19 test users from France, The Netherlands and Poland. Almost 60% of the test users were employed and nearly 40% were students. Such a proportion let us verify our assumptions on the two most important target groups for us. As 100% of the test users uses Internet everyday the service seemed a useful and valuable option to accompany their everyday online activities. Despite the fact that English was not a native language for the test users there were no major problems reported with the English interface. The service was generally perceived as useful and interesting for the test users of various backgrounds. In general 67% of the test users were interested in using MyLK. 65% of the respondents were positive that MyLK could help to showcase skills and experiences achieved in the informal or/and non-formal setting. 89% understood MyLK usefulness for following and managing informal and non-formal learning resources. 61% understood MyLK usefulness and interest in providing advice about changing or finding a new job. 28% were not sure about the good visibility to recruiters in my job search while 39% were rather positive about that feature. As such the service is regarded more to support personal learning than professional life towards job recruitment. 72% thought it was rather easy to MyLK dashboard (interface, navigation, ergonomics, user help) but 41% were not sure how to use the MyLK Dashboard and only 37% were rather sure how to use it. 50% thought it was complicated to manage learning resources with the MyLK Dashboard and only 33% thought it was rather easy. 83% thought that more time is needed to understand the use and particularly its interface functions. That is consistent with the the overall impression that the beta version of the service requires more development towards user experience and online support for the users (eg. elaborated tutorials, hints, text-overs etc.). Apart from usability issues MyLK’s idea was well received as tracking online learning, sharing resources and creating online CV were perceived as interesting and useful for the test users. However the connection between formal, structured formats, such as EBSCO data base of professions, EQF standard for evaluation of the skills and resources and Europass CV format and informal learning was difficult for the test users to grasp. Even for those with strong academic background and thus familiar with EQF on a daily basis such a system of self-validation is difficult to apply.