The development of the four avec skills  - awareness, visualisation, emotion management, creativity - takes place by 'stealth' learning. Several definitions exist, and two are presented here:

• when the learners are so caught up in their goals that they don't realise they are learning or how much they are learning or where they actively seek new learning

Professor James Gee,
What Video Games Have to Teach Us About Learning and Literacy (Palgrave Macmillan, 2003)

• ...training function becomes almost invisible, learning is embedded in the job with learning centered work

John Cone, president of Global Education, Dell University

In the avec esprit project, stealth learning has two dimensions:

• an overt dimension where all partners and stakeholders in the learning exchange can identify what the activities are set to achieve
• a covert dimension that includes a wider set of objectives running in tandem with the overt operation that may or may not be obvious to the learner.

The learning objective may be, for example, the development of self-awareness. It would be difficult to prepare a lesson that dealt directly with the topic, so other ways are needed. Students doing the design and ICT projects go through a 'selection' process that includes several online assessments. These assessments are the overt dimension - reading the questions, making a selection, and considering the results. The activity also contains a covert dimension in that the teacher is aware that by discussing the results, the student may gain a greater insight (awareness) into their personal characteristics. The fact that the student didn't realise this during the process of doing the test, is of no real consequence.