A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia
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A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia

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Informe de Avance del proyecto "A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia". Financiado por el programa FRIDA.

Informe de Avance del proyecto "A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia". Financiado por el programa FRIDA.

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    A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia Document Transcript

    • Programa FRIDA INFORME DE AVANCEIdentificación del ProyectoTítulo: A Web 2.0 Journal to Improve Digital Communicative and No. A000 Methodological Skills of Disadvantaged Youth in BrasiliaOrganización CEFE – Associação Centro Formativo Educativo, BrasiliaProponenteJefe de Proyecto Luciana Almeida dos SantosPeríodo Informado Mes/ año Sitio Web http://projetofrida.com/cefe/ 02.2010Dirección del Isabella RegaProyectoInvestigadores Luca Botturiparticipantes Milena Nunes
    • Contenido 1. Actividades Realizadas (Resumen de los avances) ................................................. 3 2. Objetivo general ....................................................................................................... 4 3. Objetivos específicos: .............................................................................................. 4 4. Avance de Actividades al mes/año (presente informe)............................................ 5 5. Indicadores de Avance: Verificación de Resultados ............................................... 6 6. Participación efectiva de todos los intervinientes en el proyecto. ........................... 7 7. Reuniones de Coordinación ..................................................................................... 7 8. Actividades de Difusión ........................................................................................... 7 9. Anexos ..................................................................................................................... 8
    • 1. Actividades Realizadas (Resumen de los avances)This project aimed at investigating how web 2.0 technologies can be used to improvemethodological and communicative skills in young people attending publicdisadvantaged schools in Brazil. The project duration is of 12 months, during which apilot experience of integrating web 2.0 technologies in the curriculum of a study supportcentre in the neighbourhood of Brasilia has been carried on. The project was run at CEFE– Centro Educativo e Formativo, a centre serving a large disadvantage area in Brasilia,helping high school students to achieve better academic results.As a result of the project, CEFE students gained the technological, methodological andcommunicative key skills to enter the knowledge society, both in the university and in thejob market.The CEFE - Associação Centro Formativo Educativo (Brasilia) is an educational centrefor youth living in disadvantaged conditions, aiming at supporting teens in their studypath in order to enabling them to access higher education institutions or qualified jobplaces. The project will take place in the suburbs area of Brasilia, in Brazil, in an areacalled Nucleo Bandeirante, where CEFE is placed.CEFE teachers highlighted three main gaps within students attending public schools inthe Nucleo Bandeirante and in the surrounding neighborhoods (Candangolandia,Samambaia, Riacho Fundo, Cruzeiro, and Ceilandia and hindering opportunities of abetter future:  Lack of methodological skills: students did not acquire necessary methodological skills to face the study effort required in universities, they are not enough able to self-organize they study agenda and to work in teams to achieve given objectives;  Lack of communicative skills: students did not gain a good level of knowledge of Portuguese, to be able to work in offices and to study at university. Furthermore, they do not have sufficient knowledge of means of expressions such as photography or multimedia;  Lack of digital skills: students do not have enough digital competences to fruitfully use them in their study tasks at high school, nor to be able to work in the knowledge society in the future.The following problem tree highlights causes and effects linked to the aforementionedlack of skills, in grey are highlighted the elements affected by this project:
    • School Drop-outs and University Entrance Job Search Failures Failures Exam Failures EFFECTS Lack of Communicative, Methodological and Technological Skills MAIN PROBLEM Lack of Technological Low Quality Education in Training at School Communicative and Methodological Techniques at School Lack of Teacher Training Lack of technological Low Quality Teacher Too Many Students in a in the use of digital laboratories at school Training in Communicative Classroom technologies for and Methodological educational purposes Techniques Lack of technology enchanced educational activities at school CAUSESIn the framework of these deep educational limits found among public school studentsattending CEFE, this pilot project aimed at offering local youth the possibility to learnnew work and study methods and to better their expression skills through the use of ICTsand, in particular, of web 2.0 tools.The project wanted to investigate how the new generation of web technologies can beused, not only as subjects to be taught within a digital literacy training program, but alsoas tools to foster the acquisition of communicative and methodological skills.The idea of the project was to develop a web 2.0 journal, through which students, whilebeing involved in a playful and challenging activity, are able to (1) approach digitaltechnologies (digital literacy gap); (2) learn how to edit written and depictedcommunication formats (communicative skills gap); (3) acquire self-organization andgroup work skills (methodological skills gap).2. Objetivo generalInvestigating how educational activities based on web 2.0 can improve methodological,communicative and technological skills of teenagers living in disadvantaged conditions.3. Objetivos específicos: 1. Increasing technological skills of disadvantaged teenagers attending CEFE activities. 2. Increasing methodological skills of disadvantaged teenagers attending CEFE activities through web 2.0 tools and group works
    • 3. Increasing communicative skills of disadvantaged teenagers attending CEFE activities through web 2.0 tools and group worksFecha de inicio según propuesta inicial: 1/12/2008Cuadro con plazos de ejecución programados: 1 2 3 4 5 6 7 8 9 10 11 12M1: Training and tutoringM2: Web 2.0 Journal PublicationM3: EvaluationFecha de inicio real del proyecto: 01/01/2009Objetivo específico 1 Increasing technological skills of disadvantaged teenagers attending CEFE activities.Objetivo específico 2 Increasing methodological skills of disadvantaged teenagers attending CEFE activities through web 2.0 tools and group worksObjetivo específico 3 Increasing communicative skills of disadvantaged teenagers attending CEFE activities through web 2.0 tools and group works4. Avance de Actividades al mes/año (presente informe)Activity Date OutputM1: workshop (teacher March 2009 - journal/blog planning (seetraining) annex) - list of participants (see annex) - link to the blog developed during the training: http://projetofrida.wordpress.com/M1: blog/journal design April 2009 http://projetofrida.com/cefeand development http://projetofrida.com/creche/M2: posts on the May 2009 – December http://projetofrida.com/cefeblog/journal 2009 see annex: Blog ReportM3: Evaluation session February 2010 See annex: Evaluation Session Report
    • Cuadros por actividadesActividades para el cumplimiento del Plazo de Plazo deObjetivo Específico Nº 1, 2 and 3 ejecución ejecución planificado realizado Mes/Año Mes/Año 12.08 02-03.09M1: Training on the design of a web 2.0 journal, (workshop) + (workshop) +editorial planning and tutoring ongoing tutoring ongoing tutoringM2: Web 2.0 Journal Publication 01.09-09.09 05.09-11.09M3: Evaluation 11-12.09 02.105. Indicadores de Avance: Verificación de ResultadosTwo website have been created:  http://projetofrida.com/cefe  http://projetofrida.com/creche/The second website is the blog/journal developed by students and teachers of theAssociação Nossa Senhora Mãe dos Homens, an association working with children from0 to 13 years, who participated to the workshop as well and decided to do a Project tointegrate technologies in their activities.All the parteners in the Project agreed in allowing Associação Nossa Senhora Mãe dosHomens to enter the Project: this does not imply any further cost for FRIDA, only aincreased impact of the Project itself. Nº Nº Indicador Medio de Verificación Actividad Resultado M1: 1. Two blogs created, materials http://projetofrida.com/cefe workshop developed before and during the http://projetofrida.com/creche/ (teacher workshop training) journal/blog edirotiral planning (see annex) list of participants (see annex) link to the blog developed during the training: http://projetofrida.wordpress.c om/ technical manual Evaluation plan
    • M2: posts 1. See the blog See the blog: on the http://projetofrida.com/cefeblog/journa See the annex Blog Report blog access analysis l M3: 1 See the annex Evaluation Session - Focus group with CEFE Evaluation Report teachers and director session - Focus group with CEFE pupils - Questionnaire to CEFE teachers and pupils - Focus group with CRECHE teachers and director - Focus group with CRECHE pupils (+drawing) - Questionnaire to CRECHE teachers M0: 1 The Project leader and the director Skype meetings manageme of the Project meet on skype every nt two weeks.6. Participación efectiva de todos los intervinientes en el proyecto.All participants actively participated to the Project. Furthermore educators of anotherassociation, Associação Nossa Senhora Mãe dos Homens, participated to the training andare setting up a blog/journal for their students.This is a big not foreseen institutional achievement because it strenghen the collaborationbetween the two institutions and allowed an increased impact of the project itself,doubling the students involved in the experience.7. Reuniones de CoordinaciónThe Project leader and the director of the Project met on skype every two weeks to keepthe pace of the Project.8. Actividades de DifusiónTo have an extensive overview of the diffusion that the blog had on the internet and thetarget it reached, please see the annex (Blog Report). However, we anticipate here fewdata:
    •  Unique visitors: 492  Visits: 936  Countries from where the blog has been accessed: Brazil, Switzerland, Italy, Portugal, Denmark, Belarus, United States, United Kingdom, France, Senegal  Within Brazil the blog has been visited from: Brasilia, Sao Paulo, Salvador, Rio de Janeiro, Belo Horizonte, Goiania, Fortaleza, Belem9. Anexos - Evalution Session Report - Blog Report
    • ANNEX: EVALUATION SESSION REPORTPrograma FRIDA - A Web 2.0 Journal to Improve Digital Communicativeand Methodological Skills of Disadvantaged Youth in BrasiliaThe evaluation session took place in February 2010 and involved the following instruments:- CEFE: o Focus group with CEFE teachers and director o Focus group with CEFE pupils o Questionnaire to CEFE teachers- CRECHE: o Focus group with CRECHE teachers and director o Focus group with CRECHE pupils (based on a drawing session) o Questionnaire to CRECHE teachersCEFE and CRECHE teachersLooking at the questionnaire results teachers positively consider the experience: 1
    • Teachers think that, in comparison to the previous year, students involved in the FRIDAproject improved in:And they think that the FRIDA project allowed them to improved in: 2
    • Furthermore, their attitude towards technologies is the following: 3
    • Teachers think that the experience was useful and new, but they mentioned some difficulties,such as technological ones, organizational ones, and involvement ones. They considered theexperience very important to start considering the computer and ICT in general as aneducational tool. They discover a new tool that can be use to support their didactic activitiesday by day. Furthermore, they think that the past year and the FRIDA project helped them tostart reflecting on how to face difficulties and on how to better plan and design their classes.Teachers found very useful the possibility to have an in depth evaluation of the project notonly focused on the developed activity but also aiming at finding ways of improvement andcontinuation.If looking at aspects to improve they regret the lack of interest of pupils, also caused by alack of planning and integration between moments in class and in the informatics lab and bythe lack of a support from the informatics teacher, who is more a technician than a personinterested in the teaching activity of the institution (both at CRECHE and at CEFE). Otheraspects regards the not complete confidence in the informatics tool and the poverty of theequipment (computers are not up to date and internet is slow).Teachers think that the difficult part was to create, to plan activities more then put them inpractice.Teachers appreciated:- the possibility they had to open a new range of possibility, of acquiring new knowledge and skills, to be spent with their students- the final results: posts and comments, they are sort of brave of the developed work- the creativity of their students, and their interaction to work in groups- the visibility given to the institution by the blogTeachers suggested to spend more time in the planning of the activities and on managing theintegration of the blog in the class activities. Furthermore, they would like to have a betteraccess to internet, and to have refreshing courses on technological matters, also viavideoconference.When they were asked to mention positive things happened during the activity, theymentioned the relationship built among students and between students and themselves, thehappiness of the kids in seeing their work on the internet and their excitement in discoveringnew things, and the interest showed in the project from less motivated teens.About things to improved, they stated that students are distracted by the internet, lack ofadequate infrastructure (computers out of date and slow internet connection) and technicalproblems 4
    • Teachers agreed to go on with the development of the blog also for 2010, they focus on theneed of more technical and instructional support, in order to fully integrate the blog in theinstitution activities, and working on it in groups of teachers.Teachers started to be aware of the need of planning their classes and of managing the time ofeach activity; furthermore, some of them, started using the blog as an instrument also inother schools where they work. Other two aspects mentioned are the work in equipe, to beable to plan blog activities and the use of creativity to design classes. They also mentionedthat they were able to get to know better their students as individual.Everyone agreed that it is an activity to carry on also in 2010. Teachers think that theexperience gained during the last year now can be used and exploited during the next year.CEFE – teachers:The project is evaluated as an excellent experience, both from a professional and a personalpoint of view; however teachers still perceive some technological difficulties and did notperceived an effective support from the responsible at CEFE of the informatics lab, whoworks as a technician more than a person involved in the didactic offer of the institution.Teachers perceived that the informatics lab is not adequate to implement activities withstudents: computers are out of date and internet is slow, this also hinder the interest of thestudents.Lack of time was another perceived problem, and also the need of learn better how toorganize time and classroom activities.CRECHE – teachers:The blog has been a good experience but also for CRECHE teachers there is the need tobetter organize time management. Furthermore, the same problem we found at CEFE arose:the informatics professor did not involve himself and did not support the teachers in theproject, he acts more as a technician than as a person involved in the educational activities ofthe institution.Pupils were very interested in the project and participated enthusiastically in the suggestedactivities. The design and the implementation of the activities about the city of Samambaiawas very successful and creative.The project gave to teachers and to students the possibility to gain a new vision of world,students were able to gain new knowledge, and overall ICT has been considered as a goodtool to involve students.Three things have been suggested: 5
    • - To have an informatics professor more involved in the educational offer of the institution- To introduce the blog in the informatics classes so that the teacher of informatics can design the experience together with the other teachers- To better integrate activities developed in class and in the informatics lab- A nearer support personAnd few openings have been stated for the work in 2010:- To introduce the blog in the educational offer- To work with the blog on the topic of reading/writing through fairy tales- To work with more students of different ages- To improve the participation of the informatics teacher- To tackle more topics in the blogAccording to the teachers involved in the blog project, the project helped them to discovernew possibilities of activities with students. Furthermore, it supported teachers to discovernew ICT tools by their own.CEFE StudentsStudents like the blog experience, they considered to have learnt new things, such as the useof the computer, the awareness of having writing difficulties, and the expression of ideas andopinions.They stated that they would like to go on using the blog as educational tool, since it is asupport to improve their knowledge and skills. They were happy to have learnt about specifictopics, such as ornithorhynchus, and that in another activity “Desafio” the ones who thoughtto be more in trouble won the competition at the end.Finally, the blog has been an occasion to pay more attention to CEFE as an institution.CRECHE StudentsKids were very impressed by the school trip they did to get to know their city (Samambaia)and to discover the origin of its name. They like the blog and the informatics lab very much.The attached drawings, explained activities done by kids with the blog and how theseactivities allow them to know more about their environment.Final RemarksFinally, we would like to sum up stressing some of the elements emerged from the evaluationthat we think are very important: 6
    • - Teachers, especially at CEFE, and the direction understood the importance to plan instructional activities: this is very important for offering high quality curriculum to students. The FRIDA project has been the occasion to discover this crucial factor.- The need of a better informatics lab, especially at CEFE. This problem has already been solved, the company viaggiare.it donates around 10.000 euro to Brasilia CEFE to refurnish their informatics lab- The need for a person in loco, not only able to maintain the informatics lab, but interested in educational activities and in the institution mission- All the people involved in the project (teachers, students, direction) think that the experience was very positive and will continue to work with the blog, even after the end of FRIDA funding: the blog is actually being integrated in the educational offer of the institution 7
    • cefe.seedlearn.org 01/apr/2009 - 11/mar/2010Dashboard Rispetto a: Sito Visite30 3015 150 0 6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 febUso del sito 936 Visite 40,60% Frequenza di rimbalzo 4.537 Visualizzazioni di pagina 00:05:41 Tempo medio sul sito 4,85 Pagine/Visita 52,03% % visite nuovePanoramica visitatori Overlay mappa Visitatori 20 20 10 10 0 0 6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb Visitatori 492 Visite 1 796Panoramica sulle sorgenti di traffico Panoramica dei contenuti Traffico diretto Pagine Visualizzazion % 434,00 (46,37%) i di pagina visualizzazioni di pagina Motori di ricerca 412,00 (44,02%) /cefe/ 1.081 23,83% Siti di riferimento 90,00 (9,62%) /cefe/?cat=24 435 9,59% /cefe/?cat=0/ 223 4,92% /cefe/?page_id=2 220 4,85% /cefe/?tag=leitura-de-mundo 195 4,30% 1 Google Analytics
    • cefe.seedlearn.org 01/apr/2009 - 11/mar/2010Panoramica visitatori Rispetto a: Sito Visitatori20 2010 100 0 6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb492 persone hanno visitato questo sito 936 Visite 492 Visitatori unici assoluti 4.537 Visualizzazioni di pagina 4,85 Media visualizzazioni di pagina 00:05:41 Tempo sul sito 40,60% Frequenza di rimbalzo 52,03% Visite nuoveProfilo tecnicoBrowser Visite % visite Velocità di connessione Visite % visiteInternet Explorer 549 58,65% Unknown 557 59,51%Firefox 315 33,65% DSL 258 27,56%Chrome 32 3,42% Dialup 51 5,45%Mozilla 22 2,35% T1 46 4,91%Safari 13 1,39% Cable 24 2,56% 2 Google Analytics
    • cefe.seedlearn.org 01/apr/2009 - 11/mar/2010Panoramica sulle sorgenti di traffico Rispetto a: Sito Visite30 3015 150 0 6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 febTutte le sorgenti di traffico hanno generato complessivamente 936 visite 46,37% Traffico diretto Traffico diretto 434,00 (46,37%) Motori di ricerca 9,62% Siti di riferimento 412,00 (44,02%) Siti di riferimento 90,00 (9,62%) 44,02% Motori di ricercaPrincipali sorgenti di trafficoSorgenti Visite % visite Parole chiave Visite % visite(direct) ((none)) 434 46,37% nosso mundo cefe 52 12,62%google (organic) 406 43,38% projeto frida cefe 17 4,13%webmail.seedlearn.org 25 2,67% projetofrida.com/cefe/ 16 3,88%blog.seedlearn.org (referral) 11 1,18% projeto frida 13 3,16%br.mc452.mail.yahoo.com 9 0,96% cefe 11 2,67% 3 Google Analytics
    • cefe.seedlearn.org 01/apr/2009 - 11/mar/2010Overlay mappa Rispetto a: Sito Visite 1 796936 visite provenienti da 15 Paesi/zone Uso del sitoVisite Pagine/Visita Tempo medio sul % visite nuove Frequenza di sito rimbalzo936 4,85 52,14%% del totale del sito: Media sito: 00:05:41 Media sito: 40,60% 100,00% 4,85 (0,00%) Media sito: 52,03% (0,21%) Media sito: 00:05:41 (0,00%) 40,60% (0,00%)Paese/zona Visite Pagine/Visita Tempo medio % visite nuove Frequenza di sul sito rimbalzoBrazil 796 5,02 00:05:57 54,40% 39,95%Switzerland 81 4,91 00:05:25 24,69% 33,33%Italy 33 2,91 00:03:57 36,36% 48,48%Portugal 13 1,77 00:00:07 100,00% 84,62%Denmark 3 4,00 00:04:13 0,00% 0,00%Belarus 1 1,00 00:00:00 100,00% 100,00%United States 1 2,00 00:00:28 100,00% 0,00%United Kingdom 1 1,00 00:00:00 100,00% 100,00%France 1 1,00 00:00:00 100,00% 100,00%Senegal 1 1,00 00:00:00 100,00% 100,00% 1 - 10 di 15 4 Google Analytics
    • cefe.seedlearn.org 01/apr/2009 - 11/mar/2010Panoramica dei contenuti Rispetto a: Sito Visualizzazioni di pagina300 300150 1500 0 6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 febComplessivamente, le pagine di questo sito sono state visualizzate 4.537 volte 4.537 Visualizzazioni di pagina 2.779 Visualizzazioni uniche 40,60% Frequenza di rimbalzoContenuti più visualizzatiPagine Visualizzazioni di pagina % visualizzazioni di pagina/cefe/ 1.081 23,83%/cefe/?cat=24 435 9,59%/cefe/?cat=0/ 223 4,92%/cefe/?page_id=2 220 4,85%/cefe/?tag=leitura-de-mundo 195 4,30% 5 Google Analytics
    • cefe.seedlearn.orgDettagli Paese/zona: 01/apr/2009 - 11/mar/2010Brazil Rispetto a: Sito Visite 1 408Questo Paese/zona ha generato 796 visite provenienti da 76 città Uso del sitoVisite Pagine/Visita Tempo medio sul % visite nuove Frequenza di sito rimbalzo796 5,02 54,40%% del totale del sito: Media sito: 00:05:57 Media sito: 39,95% 85,04% 4,85 (3,51%) Media sito: 52,03% (4,55%) Media sito: 00:05:41 (4,67%) 40,60% (-1,60%)Città Visite Pagine/Visita Tempo medio % visite nuove Frequenza di sul sito rimbalzoBrasilia 408 6,23 00:07:53 35,54% 18,87%Sao Paulo 145 6,78 00:08:05 46,21% 43,45%Salvador 49 3,49 00:04:13 75,51% 46,94%Rio de Janeiro 23 2,13 00:00:40 82,61% 65,22%Belo Horizonte 13 1,38 00:02:26 100,00% 76,92%Goiania 9 2,89 00:03:46 100,00% 33,33%Fortaleza 9 1,56 00:00:11 100,00% 88,89%Salvador 7 2,57 00:00:41 100,00% 71,43%Belem 7 1,14 00:00:05 100,00% 85,71%(not set) 6 1,00 00:00:00 100,00% 100,00% 1 - 10 di 76 1 Google Analytics