Presenting the ProjectDigital Literacy 2.0LINQ 2013Session: Learning Innovations and Quality: The Future of Digital Resources17 May 2013FAO Headquarters – Rome, ItalyBarbara BlumStiftung Digitale Chancenbblum@digitale-chancen.de
Founded: January 2002 Public-Private-Partnership located in Berlin and Bremenunder the patronage of the German Federal Ministry ofEconomics and Technology and the Federal Ministry ofFamily AffairsDigital Opportunities Foundation Founder: Universität Bremen, AOL Deutschland Co-Founder: E-Plus-Gruppe, Accenture GmbH, BurdaStiftung Our goal is to make people interested in the Internet and to support them withtheir first steps. We want them to become aware of the opportunities digital mediaoffer and to make use of them.
3Digital Literacy 2.0 international project funded in the European Lifelong LearningProgramme conducted by 8 organisations in 7 European countries, coordinatedby Stiftung Digitale Chancen (Digital Opportunities Foundation,Berlin) aims to empower socially and educationally disadvantaged adults tomake use of web 2.0 applications… … in order to help them organise their daily lives and participatein society more strongly… … by qualifying staff in non-formal learning settings asmultipliers of ICT skills
4Overview1. The Approach:How can Web 2.0 skills empower disadvantaged adults?2. The Project Partners:Which organisations are collaborating in order to achieve that goal?3. The Training Campaign:What does the two-step campaign „train the trainer & qualify the user“involve?4. The Course of the Project:What happens when?5. The Training Material:What material is used in the training?
5The ApproachInfografic: Telecentre Europe & WeAreWhatWeDo (2012)Statistic Data: Eurostat (Information Society Indicators)Disadvantaged Adults & the Internet
6Infografic: Telecentre Europe & WeAreWhatWeDo (2012)Statistic Data: Eurostat (Information Society Indicators)The ApproachDisadvantaged Adults & the Internet
7Infografic: Telecentre Europe & WeAreWhatWeDo (2012)Statistic Data: Eurostat (Information Society Indicators)The ApproachDisadvantaged Adults & the Internet
8Eurostat: Statistics inFocus, 66/2011→ strong correlation betweenthe Social Gap & the Digital GapThe ApproachDisadvantaged Adults & the Internet
9So Far: by teaching them basic internet & computer skillsDigital Literacy 2.0: by starting with web 2.0 applications directlyHow do you turn Nonliners into ONLINERS?The ApproachThe 2.0 Solution
10 passive role → active role(do instead of just consume) professional skills → basic skills(for doing more you need less skills) applications simplify many aspects of daily lifeWeb 2.0:Web Administrator EntrepreneurActive CitizenOnline Banking Online Tax Payment Online PetitionsThe ApproachThe 2.0 SolutionImage: greyweed, flickr.com, Creative Commons Licence
11 Web 2.0 applications can help approach socially and educationallydisadvantaged adults because they offer easy solutions to everydayproblems Web 2.0 applications are more accessible than many other channels ofsocial participation Web 2.0 applications are easy to handle, if there is someone who canshow you how, which will generate a sense of achievement Successful participation via web 2.0 can lower the threshold to moreparticipation in general, as well as improve the attitude towardseducationThe ApproachThe 2.0 Solution
12Organisation Type of Organisation CountryAga Khan FoundationSocial institution working with socially disadvantagedpeople (urban community support)PortugalBibliothèque publiquedinformationLibrary FranceBiblioteka Publiczna im. W.J.Grabskiego w Dzielnicy UrsusLibrary PolandBibnetInstitution for empowerment of local libraries in thedigital age (technologies & new media)BelgiumNational Institute for AdultContinuing Educationnon-formal adult education institution UKPublic Library Cologne Library GermanyRegionalna biblioteka“Pencho Slaveykov”Library BulgariaStiftung Digitale ChancenFoundation working on digital inclusion with differenttarget groupsGermanyThe Project Partners
13 Step 1 of the training campaign: Staff in non-formal learning settingsare qualified as ICT trainers who can teach web 2.0 skills to their targetgroups using the „Digital Literacy 2.0“ method and material These non-formal learning settings are, a) libraries, and b) welfare andsocial organisations in all seven partner countries In total, more than 500 staff will be trained. Step 2 of the training campaign: The trained staff will impart theirweb 2.0 skills to disadvantaged adults among their clienteleThe Training CampaignTrain the Trainer & Qualify the User
1. stock-taking & analysis of the situation in the partner countries: of staff training campaigns and learning offers for disadvantaged adultsthat have already taken place of the internet use of the population and media offers in libraries2. development of a training curriculum for adult learners and allaccompanying training material for both “train the trainer” and “qualifythe user” sessions in seven European languages3. staff trainings (train the trainer) = step 1 of training campaign4. web 2.0 learning sessions for disadvantaged adults (qualify the user)= step 2 of training campaign5. evaluation of the staff trainings6. dissemination of the projects strategy and approach7. final project conference in January 2014 in Berlin8. exploitation of the project’s outcomes throughout EuropeThe Course of the Project
15 at the centre of the DLit2.0 training material: the Learner-Based Curriculum consists of 4 thematic blocks: E-Citizenship, Collaboration, Social Networkingand Communication Each block is further divided into sub-blocks (e.g. E-Citizenship →E-Democracy, E-Government, E-Commerce), and two extra blocks for basicskills (hardware/systems & internet skills). Each sub-block contains small modules or tasks which can be worked at bythe learner(s) in counselled self or group learning situations (e.g. module 1: setup a Facebook account, module 2: add a friend, module 3: create a photoalbum). Each sub-block also contains a simple self-evaluation instrument.The Training Material
16 allows curriculum to be adapted to learners‘ individual needs andinterests (and also to specific requirements in different countries) gives learners high level of control of own learning progress is low-threshold: because many modules are small and easy to do,learners will quickly develop a sense of achievement and willing to trymore modulesThe Modular Structure of the Curriculum:The Training Material
For further information please visit:www.digital-literacy2020.euor contact:Stiftung Digitale ChancenKatrin Schuberthkschuberth@digitale-chancen.dehttp://www.digitale-chancen.de
Thank you very muchfor your attention!Barbara Blumbblum@digitale-chancen.de
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