Comune mi pres(apr12)

459 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
459
On SlideShare
0
From Embeds
0
Number of Embeds
125
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Comune mi pres(apr12)

  1. 1. Web2.0-based virtual communities and social learning to strengthen competencies of people at risk of exclusion LIFELONG LEARNING PROGRAMME - Transversal Programme – Key Activity 3 Project Number: 505251-LLP-1-2009-1-IT-KA3-KA3MP Grant Agreement: 2009-11792 Italian Community Progress so far 26th April 2012 Frankfurt MeetingThis project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  2. 2. Italian CommunityRegistered users 81* registered members * 3 members are registered twice (dual role: administrator and end-user) 2 This project has been funded with support from the European Commission.This publication reflecs the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  3. 3. Italian Community81 Registered usersP1 Project Coordinator 6P2 Connect Technical Partner 7 4 technical staff (2 with dual roles as tutors ) 3 technical servicesP3 Czech Community 3 3 tutorsP5 Spanish Community 8 6 end-users; 1 tutor; 1 overseer not actively involved as tutorP6 Norwegian Community 1 partnerP7 German Community 8 6 end-users; 1 tutor; 1 overseer not actively iinvolved as tutorP8 Internal Evaluator 1 Transnational Community 2 2 end-users EU observer 1P9 Italian Community 36 end-users 8 7 tutors: 2 permanent; 5 supporting advice when needed; 1 overseer not actively involved as tutor 3 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  4. 4. Italian CommunityRegistered users (81) by role ProjectProject coordinator 6 coordinator Others , 6 ,6 TechnicalTechnical Staff 7 Staff , 7 Tutors , 12(3 technical services) Users , 50End-users 50Tutors 12 (14-17 if we include P1 and P2 staff acting as tutors)Others 6 (EU and internal evaluator; partners’staff not playing the role of tutors, ) This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  5. 5. Italian CommunityPeople “recruited” (Comune di Milano) *64 People who answered our call initially and sent us 20 stopped there some feedback (at least an email, most often a telephone call and/or filled in the initial questionnaire) 44 filled in the initial questionnaire (38 people) and/or 4 decided not to continue took part in at least one meeeting 4 did not subscribe to the Italian Community 36 Registered users (not all of them filled in the initial 28 since 11 February 2011 questionnaire) 8 between March and December 2011 * Not included in the overall figure of 64 are the people who were contacted before the testing phase set off (they were given the questionnaire and were presented the project, but they did not respond to any solicitation). This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  6. 6. Considering that: - 7 people who filled in the initial questionnaire are no longer members of the Italian Community (4 didn’t register; 3 signed a disclaimer note sent by email last October to check dropouts) + 8 new people registeredHow has the Community profile changed from the initial survey (38questionnaires) ? **Comparison (qualitative) with slides prepared in March 2011 - Prague meeting**the information given refers to people “rectuited by Comune di Milano, not to people from othercommunities. 6 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  7. 7. Personal DataAge Range and Place of Origin North South EU Africa America 2 1 4 5% 3% 10% over 50; 25-45; 17; 44% 16; 41% Italy 46-49; 6; 31 82% 15% 7 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  8. 8. Personal DataEmployment Status Retired Employed 1 2 Homemaker 3% 5% Employed 6 Free lancer; 15% 4; 10% working Occasionally 10 Employed ; 26% 4; 10% not working Unemployed 28 22 74% 57% 8 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  9. 9. Personal DataFormal Education Permitted School Leaving Tertiary Age education 1 2-3 years more 11 3% 5 29% 13% Secondary education 21 55% 9 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  10. 10. Personal DataFirst Language Spanish Arabic 4 1 10% 3% French Portuguese 2 1 5% 3% Italian 30 79% 10 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  11. 11. LanguagesEnglish (Self Evaluation 18; 42%; Entry Test 25; 58%) Self Assessment Entry test (self perception on a scale of 1 to 5) Level 0 7 C2 Level 4; 9; 16% Advanced 21% 2 A1 Beginner C1 Upper Level 1 8% 4 Intermediate 4 2 16% 9% 8% A2 Elementary B2 4 Intermediate 16% 4 Level 2 16% Level 3 B1 Pre- 14 9 Intermediate 33% 21% 9 36% 11 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  12. 12. Languages Potential communicationFrench, Spanish and German resources of the community German Level 3 Level 4 1 2 Level 2 3% 5% 2 5% Level 1 French 4 Level 0 Spanish 11% 29 Level 76% 4 Level Level 3 5 Level 2 1 Level 4Level 1 1 5 3% 1 3 3% Level 3% 13% 3% 10 026% 14 37% Level 1 2 5% Level 0 29 76%Level Level 2 1 11 129% 2% 12 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  13. 13. ICTsSkills and Use Skills Use E-mail 3,9 Sending an email 4,3 Mobile phone 3,7 Searching for information 4,1 PC/notebook 3,6 Consulting the Web for learning 3,7 Browser (e.g. Internet Explorer) 3,6 Reading online 3,6 Word processing 3,4 Searching for online learning 3,6 Instant Messaging systems (e.g. Skype) 2,9 Using online services 3,5 Web 2.0 based services (e.g. Wikipedia) 2,9 Job searching or sending a job Virtual communities (e.g. Facebook) 2,8 application 3,4 Spreadsheets (e.g. Excel) 2,5 Downloading files to read 3,3 Online video services (e.g. YouTube) 2,4 Using web radio/TV 2,8 Blog 2,1 Uploading images, etc 2,7 Podcasting 1,5 Playing or downloading games/music 2,4 Downloading software 2,2 Doing an online course 2,2  7/38 have ICT qualifications (ECDL) (4 Basic; 3 Advanced ) 13 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  14. 14. Easy and regular access to a PC with an Internet connection N. % Easy and regular access 38 100 At home 36 95 100% In a library 6 16 very rarely In an Internet café 5 13 At a friend’s house 5 13 Unemployed or occasionally At work 4 11 employed people Other (Mobile) 1 3 14 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  15. 15. Interests /Hobbies/ Voluntary work special interests other than work or study : 30/38 activities not part of paid work: 22/38 15 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  16. 16. ExpectationsShort-term aims (2-3 years) Further skills to develop, including self-taught ones N. % N. %Personal fulfillment 36 95 82 Create new personal opportunities 31To find a job 31 82 Improve my English 30 79Meeting people from other countries 26 68To improve access to online resources 25 66 Use a PC/upgrade PC skills 29 76Meeting new people 23 61 Obtain better access to local services and facilities 21 55To deal with bureaucracy 23 61 45 Prepare and write a CV and cover letter 17To be able to help my children/grandchildren 14 37 Find contacts for job searching 16 42To improve household matters (e.g. payingbills online, etc.) 14 37 Improve work-life balance 12 32To get a diploma / a degree 10 26 26 Improve the language of the country of residency 10To find a better job / maintain my current job 7 18 16 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  17. 17. Interest in the project  previous experience in e-learning sessions: 10/38;  interest in the project: 34/38;  willingness to dedicate time: 36/38;  time to dedicate to the project: N. % Daytime 23 61 In the evening / At night 20 53 Weekly (3-4 hrs) 17 45 Primarily at weekends 10 26 Every day 10 26 Once a week Occasionally 1 3 17 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  18. 18. Italian Community. Trying to build a cross-section profilePeople at risk of social exclusion. What do they have in common? “People at risk of social exclusion” identifies persons by problem, i.e. "finding a job or a stable job,“ which in itself does not identify a uniform target (i.e. with similar characteristics and needs) 18 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  19. 19. Italian Community. Trying to build a cross-section profile (profiling)A very heterogeneous group: personal, professional and needs differencesPeople very different are present in / have passed through the Community, e.g: people with issues of relationship /social communication and well-integrated people people with few "assets" compared to the labour market and highly specialized people people working in admin/business, and others in the creative professions (e.g. design)These differences in turn intersect with very diverse priority needs The rise of "interest groups" occurred in a piecemeal and often no spontaneous (= pushed / promoted by the tutor) manner Significant investment of tutors’ time and resources. to get online contributions. 19 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  20. 20. Italian Community. Profiling participantsThe most common observed profiles The community is an "indefinite" source of " possible opportunities People reading LO no clear goals / weak expectations (with respect to Connect) the community Plus factor new initiatives The community is an “open market” (once-off approach)People asking the LO focused /highly specific and very concentrated community Plus factor immediate and tangible benefits / free services The community is chance of social interactionPeople speaking LO no immediate goalsto the community Plus factor comments and feedback The community is gateway to broaden horizons/cultural relationships People “living” LO a long-term investment the community Plus factor learning opportunities 10 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  21. 21. Italian Community. Profiling participantsThe most common observed profiles People reading Passive / discontinuous the communityPeople asking the Active / occasionally community or intensively active, but for a very short/limited period of time)People speaking Active, but doesn’t stiimulate others’ follow-upto the community People “living” Active, interacts with others, activates communication flow the community 21 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  22. 22. Italian Community. Profiling the CommunityThe community as a whole: which are the recurrent/cross-cutting elements? Little or no time to spend; need for short-term time investments (urgent and immediate need to find a job); (very) low need to communicate with other members of the community; prevalent communication with tutors (very high); need for online “spaces” ensuring information protection and privacy; better response to Live online and private (mail, telephone) discussion; unwillingness to "do homework“; unwillingness to communicate in a language other than their own. 22 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  23. 23. Italian Community. Profiling the CommunityWhat elements resulted in an increase or fall-off in interest/participation?Higher Activity Lower ActivityTangibile benefit “Leverage perceived” Feeling of “being exploited” by:personal benefit the project (e.g. project evaluation activities);specific benefit (a specific person, a “friend”) the community in general (abstract benefit) (e.g. web resources / collaborative story ?); others participants, if benefit is too "unbalanced" (e.g. language tandem when “unbalanced”).short time long time(immediate benefit) (waiting time before receiving a benefit) 23 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  24. 24. Italian Community. Profiling the CommunityWhat elements resulted in an increase or fall-off in interest/participation?Higher Activity Lower Activity(requests, feedback, inclusion of additional information, evaluations with the option “like/distaste”; reports on other social networks).services offered (e.g. workshops, offering Lack of new “things to do”counselling services)information on local initiatives / opportunities Improving the community with content had no(especially if promoted Comune di Milano) perceptible activity recordedsocial events (Christmas, Easter, leisure time together);meetings in presence (group or individual; with tutors orbetween participants); Lack of personal support (mail, phone call, meeting proposed, immediate feedback in the forum) and/or Immediate/positivesessions in the live room feedback (comments/like/distaste option,)discussions in the forumpresence of a tutor online (see.”people online”) 24 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  25. 25. Italian Community. Profiling the CommunityTwo case-studiesCase-study 1 Case-study 2Workplace psychologist Homemaker 25 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  26. 26. Italian Community. Critical issuesUnfulfilled or inappropriate expectations? Interviews conducted since highlighted that decrease in online activity is not related to what Connect/the online environment: is / has not done (according to the original contract) but is related to what: is not that is ─ a job-search helpdesk (I was hoping it would help me find a job); ─ a model of formal training (I was expecting a course, all was fine until there was a training course - February-March 2011: Introduction to the platform) - ; I would like to continue face-to-face training,...); ─ an environment where only the partner institution to have an active role; ─ a social network like Facebook (with pages and tools just like Facebook , where I can chat with "friends", etc.). 26 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  27. 27. Italian Community. Critical issuesLearning/training time: a crucial issue The very heterogeneous ICTs skills of participants suggested, at the outset , to devote training time to the Connect environment communication tools and resources (how to manage personal pages and friends, how to write a post , how to use the Live room, web resources, tagging, etc.): ─ if we had not acted in this way, the already small community, would not have survived, ─ but, because of this "waiting period“ (the initial training took longer than expected), the interest of people with advanced skills has worn away. It is not a coincidence that there was a return of some users in autumn 2011. 27 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  28. 28. Italian Community. Critical issuesThe layout and structure of the online pages This is a controversial point: ─ some still believe the structure to be "cluttered" (I struggle to find what I seek, it is not intuitive and I lose patience, etc.) ─ others do not believe layout/structure/etc. to be problems. The different "fluency" in the use of ICTs takes into account, in part, for this difference in perception, but further investigation (with the experts of the project) needs to be made in order to understand what changes might make navigation more immediate. Changes have already been made in this direction, as indicated hereafter. 28 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  29. 29. Italian Community What has changed since the beginning of the testing phase? From ToLayout of pages , new sectionsDesign Co-designtutors’ / project ideas (Cv map, collaborative story, users ideas (see press release, testimonials, other-than-words,Tandem) Cv helpdesk, With A Little Help From My Friends)Home pageFixed design, “authoritative”, (referent, evolving design: small but continuous changesregistration, welcome)without links (news included) “console”: all is on the home page; links redirect to pages devoted to specific services/issues/discussions, etc.contents not evident Contents/themes/services evident 29 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  30. 30. Italian Community What has changed since the beginning of the testing phase? From ToApproachPrevalent in training that is: Prevalent in information and communicationvery driven by request to do things/tasks proposals basedassessment of what has been done (I tell you ’“open-market” approachwhat to do, I ask you if you did; see blogposts on CV) (I create the environment, the market-place):increase in content increase in proposals, i.e. proposals of new: consultancy services (Cvs, entrepreneurship, blogs , etc.) services in partnership (press releases, testimonials): to which they can contributefocus on: focus on:texts, photos, videos, links apps (google docs, voki, spicemaps photopeach, etc.)(blogposts , web resources, documents, discussion tools "how to" (see Live session with the Czech community -threads, "link of the week“) M.Folgado) experiences (Live with the Spanish community) cooperation "how to" (German Comm. tutor: recipe; With a little help from "your" friends)
  31. 31. Italian Community What has changed since the beginning of the testing phase? From ToApproachblog as "blackboard" for "homework blog as a diary, recounting experiences (e.g. Christmas)assignment" part of a scheduled programmeInclusive site Site as “hub” (to Comune di Milano services & other sites)Evaluation"formal" evaluation identifiable (to "on-going“/ ”embedded” (ie: performed at every opportunityplace, context, purpose, content) (see focus and in all situations )(tel. mail / live / meetings in presence)groups, interviews) participatory, (whats your opinion.about/ what if...) biographical and narrative approachretro-spective (what was done) pro-spective (what is going to be done)given on request more spontaneously given 31 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  32. 32. Italian CommunityWhat has changed since the beginning of the testing phase? From ToTutoringopening the site to "do things"(a post, a comment). site always openone content – one tool one content – more tools (e.g. Milan Design Week, news, blogs, forum v. Live sessions)prevalent actions: prevalent actions:- planning learning activities; - activating processes- enhancing motivation, - making things easier (e.g. use of tools,- getting feedback communication) - “brokerage” (to find resources in finding people with similar needs, research services); - improving layout 32 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  33. 33. Italian CommunityWhat has changed since the beginning of the testing phase? From ToMode of participation / interactionface-to-face meetings online meetings blended /different delivery methods (the primary benefit did not produce clusters of being “making and renewing contacts”; (cf. co-working communication as experience): expected seminars (face-to-face) Individual meetings (with tutors/(Live / face-to-face) Meetings in small groups (Live / face-to-face) promoting meetings between particpants (Live / face-to- face) and on other nerworks.group-paced learning self-paced learning 33 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  34. 34. Italian Community.Outcomes Being part of a social community (using its communication tools/resources: live, forum, blog, wall) has brought about the following outcomes: Table A (examples) Using web 2.0 learning/communication tools provided by the Connect environment has brought about: Table B (examples) 34 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  35. 35. Italian Community. What next?Food for discussionLayout/Design Services / “plus”home page as a consolesite ad a hub multilingual live (in cooperation with other communities)Mode of participation “how to” live (“let’s learn together how to…”;online, but meeting with an expert (if supported by the othersocial events (face-to-face and partners). Critical issue: language /language mediation);online) and occasional meetingsin presence online cv and job search helpdesk provided we find ways to protect privacy;Evaluation LaMiaImpresa (re. entrepreneurship): doubts about the evolution of this community.biographical and narrativeapproach 35 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  36. 36. Italian Community. What next?What next? Recruitment strategiesApart from continuing with what is already in use: Jobsearch back-up services (Comune di Milano): ! only occasional persons join Connect Adult education courses (Comune di Milano). The majority being language courses: ! registration of new participants conditional on the presence of an active international community) Comune di Milano websites (Council; Employment/Training Dept.; Foreign Languages training services)We are taking into consideration other possible targets/possibilitiesProspective teachers/trainers (area: Foreign Languages; target: women; age range: 25+; interests: the potential ofWeb 2.0 to: enhance language learning; finding a job). ! Not before: September / October [...] Basic problem Small communities are not a good presentation card 36 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  37. 37. Italian Community“A chicken-and-egg problem” [2007. D. Zinnbauer, p. 34] Kick-starting ICT-enabled networking among groups at risk-of-exclusion faces a chicken-and-egg problem. Motivation to learn ICT skills and get involved depends on the availability of practical uses and tangible benefits. At the same time the utility of online communities depends on high participation rates committed engagement. This requires a balanced approach for eInclusion to foster access, skills and application in tandem, in order to ensure a critical mass of users, uses and utility. 37 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

×