This document summarizes several European projects aimed at developing ICT and assistive technology skills for people with disabilities. The projects include ViPi, eMentoring, ATLEC, SGSCC, and DICE. They focus on enhancing basic ICT skills, employability skills, and assistive technology skills through blended learning approaches including games and mobile learning. User involvement is a key part of the projects. Pilots involved people with various disabilities in multiple countries and showed improvements in engagement, skills, and confidence with ICT.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
Edtech 2.0: Tokenizing and Gamification of the Education SystemVeronica Andrino
In line with the Government's goal of promoting and enhancing Education in The Philippines, there are other factors that also need to be addressed such as managing the enrollment system every semester and year. With limited manpower in each and every University, accommodating a large number of students is a tough challenge, not to mention managing the data and funds, both sent and paid, which are still mostly manually processed. The situation in the Philippines is similar to many other countries.
Unifinity Application is an Edtech at its core where the Application is created to help the other institutions who can’t afford to pay for expensive software cost. Unifinity aims to provide the solution to Government schools which relatively host 87% of the population of the students are enrolled on a Government institution while the rest of the students are enrolled in Middle-Class schools which are Semi-Private and the rest will be in a Private Class where the population of the students belongs to the First Class.
Unifinity aims to support the Institutions and Students who can't afford to pay for their school fees by giving them access to an application that offers accessibility by using their mobile phones and they can still attend the class, study even at home, making sure that the students will never miss a single lesson submitted by the teachers and the students can still study at home without the need of downloading an application.
Unifinity aims to create the first blockchain-based decentralized application (Dapp) built to enhance security, operational efficiency, cost-effectiveness, and transparency in the entire value chain of educational institutions.
Blockchain technology can be used as a powerful tool to improve the current education system by creating a simplified process and automation of all administrative processes including the authentication of data and identity of users as well as Tokenizing the traditional grading system by utilizing the smart contract on issuing remarks using ERC777 Tokens.
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
SGSCC a look and a view
SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation.
http://games4competence.eu/
The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Edtech 2.0: Tokenizing and Gamification of the Education SystemVeronica Andrino
In line with the Government's goal of promoting and enhancing Education in The Philippines, there are other factors that also need to be addressed such as managing the enrollment system every semester and year. With limited manpower in each and every University, accommodating a large number of students is a tough challenge, not to mention managing the data and funds, both sent and paid, which are still mostly manually processed. The situation in the Philippines is similar to many other countries.
Unifinity Application is an Edtech at its core where the Application is created to help the other institutions who can’t afford to pay for expensive software cost. Unifinity aims to provide the solution to Government schools which relatively host 87% of the population of the students are enrolled on a Government institution while the rest of the students are enrolled in Middle-Class schools which are Semi-Private and the rest will be in a Private Class where the population of the students belongs to the First Class.
Unifinity aims to support the Institutions and Students who can't afford to pay for their school fees by giving them access to an application that offers accessibility by using their mobile phones and they can still attend the class, study even at home, making sure that the students will never miss a single lesson submitted by the teachers and the students can still study at home without the need of downloading an application.
Unifinity aims to create the first blockchain-based decentralized application (Dapp) built to enhance security, operational efficiency, cost-effectiveness, and transparency in the entire value chain of educational institutions.
Blockchain technology can be used as a powerful tool to improve the current education system by creating a simplified process and automation of all administrative processes including the authentication of data and identity of users as well as Tokenizing the traditional grading system by utilizing the smart contract on issuing remarks using ERC777 Tokens.
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
SGSCC a look and a view
SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation.
http://games4competence.eu/
The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Dr Alinda Gillott & Dr Michael Craven: Mental health and DementiaKarel Van Isacker
Dr Alinda Gillott, Consultant Clinical Psychologist, Intellectual and Developmental Disabilities Service, Nottinghamshire Healthcare NHS Foundation Trust and Dr Michael Craven, Senior Research Fellow, University of Nottingham & NIHR MindTech Healthcare Technology Co-operative
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
Corporate Social Responsibility Towards the Disadvantaged: Mentoring as a Way...Karel Van Isacker
PhoenixKm presented at ECLO's 16th International Conference at the HQ of the KPC Groep in Hertogenbosch, Netherlands on June 18/19, 2009. The session entitled "Corporate Social Responsibility Towards the Disadvantaged: Mentoring as a Way to Human Success" tackled the issue of employing people with disabilities, and more specifically the way mentoring can assist in this.
9 M-CARE: Дневна грижа в дома на клиента
http://mcare-project.eu/?lang=bg
Този проект (M-Care - 539913-LLP-1-2013-1-TR-LEONARDO-LMP) е частично финансиран от Европейската комисия. Настоящата публикация излага само възгледите на автора, като Комисията не носи отговорност за изчерпателността и верността на информацията, посочена тук, нито за възможните начини за нейната употреба.
Co-design of a Prostate Cancer Serious Game for African Men (Georgina Cosma, ...Karel Van Isacker
Co-design of a Prostate Cancer Serious Game for African Men (Georgina Cosma, David Brown, Nicholas Shopland, Steven Battersby, Sarah Seymour-Smith Seymour-Smith, Matthew Archer, Masood Khan and Graham Pockley)
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
As part of the presentation “Inclusive educative gaming: a holistic view”, ViPi was presented on Friday 13 at 15.15 to 16.30 in room G2 Cailliau in the session “Video Games for Learning” at the Media and Learning event.
The event took place at the Flemish Ministry of Education Headquarters (Hendrik Consciencegebouw, Koning Albert II-laan 15, 1210 Brussels).
The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT. This presentation reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The role of digital technologies for career guidance - 16 May 2023EduSkills OECD
The presentations from the launch of the OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY). ODiCY is an open-access repository that makes it quick and easy to see how education systems around the world are using innovative techniques to help young people approach their working lives with confidence and choice. We here from 4 contributors to the case studies looking at virtual reality career modules in Canada, virtual work experience in Finland, e-mentoring program in France and an AI chatbot that was developed in the UK.
An outline of the EU DISCOVER Skills for Carers ProjectDigital Birmingham
Presented by Nikki Spencer, Digital Projects Manager for Digital Birmingham, to an audience of researchers, academics and City Council figures as part of the Birmingham City Council Celebrating Research event on 16 October 2014.
This script expands on the Can Learning Be Accessible to All slides from the 2015 Athabasca University Graduate Student Conference September 25-27, 2015.
Track 11 - Project presentations
Authors: Anabela Mesquita, Paula Peres and Luciana Oliveira
https://www.youtube.com/watch?v=AkopNc4jG8E&index=2&list=PLboNOuyyzZ867BwkvLFh1dw-Unlut9Uhe
Inclusive ICTs in Education_Techshare India 2014BarrierBreak
Presentation at Techshare India 2014 by Amy S. Glodman, Co-Executive Director, Institute on disabilities, Temple University, Philadelphia, Pennsylvania USA.
A model policy framework developed by UNESCO and G3ict with the European Agency
Similar to ViPi, eMentoring, DICE presentation (20)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Palestine last event orientationfvgnh .pptxRaedMohamed3
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
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1. YES, I CAN! ICT AND ICT-AT
SKILLS DEVELOPMENT FOR ALL
FINAL SYMPOSIUM OF THE VIPI &
ATLEC PROJECTS – 04/12/2013
ViPi, eMentoring and DICE
David Brown (NTU) and Karel
Van Isacker (PhoenixKM)
1
With the support of:
2. THE START: … A MOSAIC OF NEEDS AND
INITIATIVES
ICT skills,
digital inclusion
ICT AT
competences
Empowerment
Social
competences
Efficient Caregiver
support
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
2
3. MANY INITIATIVES TOWARDS ICT TAKE-UP
ViPi (Virtual Portal for Interaction and ICT Training for
People with Disabilities)
e-MENTORING (European Mentoring Network for
Disadvantaged Adults)
ATLEC (Assistive Technology Learning Through A Unified
Curriculum)
SGSCC (Serious Games for Social & Creativity
Competence)
DICE (Digital Inclusion Champions in Europe)
Future initiatives that are in the pipeline:
M-CARE (Mobile Training for Home and Health Caregivers For
People with Disabilities and Older People)
ACAD2 (Accessibility in Accommodation & Catering Sectors
for Disabled People)
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
3
4. OVERVIEW
Aims of the various projects
Involvement of end-users throughout entire project
duration: user requirements, testing and validation,
exploitation
Why we adopt a blended games based and mobile
learning approach in many of aforementioned initiatives
Approach to the creation and use of the curriculum,
training content and supporting ICT
How to use the project results – e.g. ViPi blended
educational and pedagogical framework.
Importance of mentors, peer supporters
4
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
5. AIMS VARIOUS PROJECTS
Enhancing
(basic) ICT skills: ViPi, eMentoring,
DICE
Enhancing ICT –based AT skills: ATLEC
Enhancing employability skills: ViPi, ATLEC,
eMentoring, SGSCC
Game-based learning: ViPi, SGSCC
Mobile based learning: ViPi, ATLEC, SGSCC
5
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
6. INVOLVEMENT END-USERS &
STAKEHOLDERS ACROSS ALL PROJECTS
1
•Collection user requirements
2
•Implementation and Testing
3
•Validation
4
•Exploitation
6
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
7. 7
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
8. VIPI - VIRTUAL PORTAL FOR INTERACTION AND
ICT TRAINING FOR PEOPLE WITH DISABILITIES
8
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
9. WHY WE ADOPT A BLENDED GAMES BASED
LEARNING APPROACH
The value of learning through playing
computer or video games
Earlier work on computer games tended
to focus on the negative aspects
Play and games had been recognized as
having an important role in early
learning
More recently, the positive aspects of
games in formal education have been
explored
The ability of games to engage the
learner voluntarily in sufficient
repetitions
They provide immediate feedback - an
activity is easily linked with a learning
outcome
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
9
10. ….AND A MOBILE LEARNING APPROACH
The significance of this particular technology
and the status it carries with peers
First uses of mobile devices was in prompting
individuals to complete everyday tasks
As part of a programme to improve
employability iPhone app to teach fire safety
Supports learning in any environment the
learner chooses
Particularly important for a target audience
described as ‘concrete thinkers’:
Moving the environment of learning to a real
world context might also help to compensate
for the poor memory skills
Recognizing the social dimension of learning
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
10
11. VIPI AIMS
Creating accessible and flexible basic ICT skills training,
designed to meet the specific needs of people with
disabilities, and their trainers.
Project outcomes are especially designed for people with
disabilities who wish to acquire practical ICT skills and SEN
trainers and learning facilitators who are willing to introduce
user oriented approaches in ICT training.
Secondary target groups are:
disability officers
company training departments
supported employment and pre-vocational projects, day care
centres
bodies providing counselling and services to people with
disabilities, etc.
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
11
12. APPROACH TO THE CREATION AND USE OF A
CURRICULUM, TRAINING CONTENT AND SUPPORTING
VIPI GAMES
Curriculum with games forms a blended Unit 1: is the most
learning approach
basic level for complete
beginners
Combines face-to-face methods with an
online elearning platform
Unit 2: adds more
detail and further
ViPi curriculum has three levels
content - creating docs
Allows identification of appropriate entry
and spreadsheets,
level to balance challenge with progress
email, the internet,
Used with additional components to
being safe online.
create personalised learning pathways
Unit 3: more detailed
Can be easily transferred into other
approach – covers
accessible formats
12
specific packages and
VIPI blended educational and pedagogical exercises.
framework
13. VIPI BLENDED EDUCATIONAL AND
PEDAGOGICAL FRAMEWORK.
Trainees will vary
considerably in needs &
abilities and we cannot
be prescriptive
The framework provides
dimensions that can
generate directives and
questions
There are four
dimensions to the ViPi
blended educational and
pedagogical framework
1.
2.
3.
4.
Social - issues related to collaboration and
group working. D: students should be
encouraged to engage in social activities
Educational - factors that have a bearing on
learning and teaching. Q: Can some peers
act as tutors?
Organisational - the way in which the
institutions involved deal with introduction
and use of ViPi. Q: what is the optimal ratio
of trainers to trainees?
Technological - factors related to access,
implementation and maintenance of the
tools and services. D: ensure sufficient
support in use of technology to avoid 13
demotivation.
14. PILOTING: DATA AND METHODS
RQ: Can the ViPi components improve ICT skills in people with
disabilities?
Materials Tested: ViPi training curriculum, exercises, games and
platform
Data for each Participant – collected at each pilot site (Age,
Gender, Disability, …)
Competences and Skills Progress Radars - to record changes over
baseline measures after repeated intervention (Basic ICT Skills,
Physical interaction with ICT, Confidence in use of ICT, self esteem,
numeracy, literacy, timekeeping).
Observational Checklist: identifies remaining usability/accessibility
issues, engagement, cultural appropriateness etc.
Likert Scale Questionnaire: effectiveness of each element of all
14
ViPi resources and how it met their needs.
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
15. PILOTING SITES
Country
Period
Target group(s)
Training course units Games
BE
May-November
2013
People with learning
difficulties, mixed
with intellectual
disabilities (18+),
teachers, trainers
People with vision
and mobility
impairment (16+),
teachers, trainers.
People with mobility
impairments (18+),
teachers, trainers.
People with
intellectual
disabilities (18+),
teachers, trainers.
Unit 1 (and 2)
CY
GR
LT
UK
May-October 2013
May-October 2013
May-November
2013
Online and offline
Unit 2 and 3
Online and offline
Unit 2 and 3
Online and offline
Unit 1
Desktop and mobile
games
Desktop and mobile
games
Desktop and mobile
games
Desktop and mobile
games
Local end-user
organisation
In cooperation with
various end-user
groups
School for the Blinds
“Ayios Varnavas”, G.E
English Center and
individuals
Disability Now /
ΑΝΑΠΗΡΙΑ ΤΩΡΑ
Valakupiai
Rehabilitation
Online and offline
Centre, the
association of
people with mental
retardation “VILTIS”
(“Hope”).
May-October 2013
People with
Customised version Desktop and mobile Older students and
15
intellectual
of unit 1
games
ex students from
disabilities (16+),
Oak Field School &
Online and offline
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
teachers, trainers.
Sports College.
16. PILOT DETAILS: UK & BELGIUM
In
In
UK:
17 Participants at Oak Field School, key stage 5 and
ex-students, 16-19 years and 2 in mid 30s with
severe/moderate intellectual disabilities
Voluntary participation, up to 4 sessions, and
1hr/session
Belgium:
20 trainees and 6 teachers/trainers, mostly in
sheltered work schemes, moderate-severe
learning/intellectual disabilities
Bi-weekly sessions 50 mins. each (3 sessions per day
combined with lunch)
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
16
17. HEADLINE RESULTS
Enables
retention of information,
increased measures of engagement and
confidence and communicational skills
Identification of barriers to use of ICT and
methods to overcome these
Improved evaluation Methods for those
with severe intellectual disabilities
17
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
18. CASE STUDIES - UK
Case
Study 1: 17 with Downs Syndrome – learnt
to turn on a tablet, start apps, take photos; use
input technology on a PC and improve confidence
Case Study 2: 16 with physical disabilities, and
intermediate ID – was engaged by the games,
retained info between sessions, and used TTS
Case Study 3: 18 with mod ID – used games to
maintain focus, retained information between
sessions and could identify peripherals and
remember procedures
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
18
19. CASE STUDIES - BELGIUM
Case
study 4: 37 with Williams Syndrome – very
focussed on Facebook and training developed
email, doc creations and editing skills. Training
also developed awareness of online security
Case study 5: 47 mod/severe ID in sheltered
workshop, lacking confidence – prospect of new
PC at work was causing anxiety. Training
developed skills needed and overcame anxiety
and become more confident, and supported other
members of the group
19
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
20. E-MENTORING - EUROPEAN MENTORING
NETWORK FOR DISADVANTAGED ADULTS
20
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
21. (E)MENTORING IN SUPPORTING BASIC ICT
SKILLS TRAINING
Mentor:
A person guides trainees in their ICT training,
but also towards employment
A confidence person
Identifying
need for mentoring
Selecting mentors
Matching mentors and mentees
ICT
training and mentoring employed in
all Belgian pilots
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
21
22. DICE - DIGITAL INCLUSION CHAMPIONS IN
EUROPE
22
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
23. PEER SUPPORT AND ICT SKILLS TRAINING
DICE aims to:
help people with disabilities build the digital literacy skills
needed to transition from VET centre training to mainstream
education and employment,
by creating an online community based on a peer support
model,
promoted and sustained by Digital Inclusion Champions.
Target groups:
People with disabilities
VET digital skills trainers
Mainstream educators
Employers
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
23
25. CONTACT DETAILS
Prof.
David Brown
Computing and
Technology Team
Nottingham Trent
University
Clifton Campus
Nottingham, NG118NS
david.brown@ntu.ac.uk
www.ntu.ac.uk
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
25
26. CONTACT DETAILS
PhoenixKM
Overall project management
BVBA
karel@phoenixkm.eu
Project management support,
research
maria@phoenixkm.eu
bernard@phoenixkm.eu
Amersveldestraat
189, 8610
Kortemark, BELGIUM
www.phoenixkm.eu
Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
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