For marginalised young people living in some of London’s most deprived communities, access to technology, education, skills development and employment can be hindered by barriers to learning, which may include low literacy levels; low numeracy skills; short attention spans;...
Young people tend to acquire a range and variety of skills and competences through processes of non-formal and informal learning. These skills may be developed when they take on certain responsibilities within their own family, when they meet up with friends, or when they get involved in sport, music-making, through involvement in employment or indeed as a result of voluntary or community work...
eScouts final publication: Intergenerational circle for community serviceAlba Agulló
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
Presentation includes information on the Scottish Information Literacy Project based at Glasgow Caledonian University. Part of the Digital literacy in an e-world 2008: the 8th Annual E-Books Conference which took place on Thu 30 Oct 2008 organised by the Scottish Library & Information Council [SLIC]
Young people tend to acquire a range and variety of skills and competences through processes of non-formal and informal learning. These skills may be developed when they take on certain responsibilities within their own family, when they meet up with friends, or when they get involved in sport, music-making, through involvement in employment or indeed as a result of voluntary or community work...
eScouts final publication: Intergenerational circle for community serviceAlba Agulló
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
Presentation includes information on the Scottish Information Literacy Project based at Glasgow Caledonian University. Part of the Digital literacy in an e-world 2008: the 8th Annual E-Books Conference which took place on Thu 30 Oct 2008 organised by the Scottish Library & Information Council [SLIC]
A lot of projects in the field organize social activities to display the skills of social, economical and cultural disadvantage people. The projects organize an activity where young and talented people can perform and show their talent to the public...
ICT-Go-Girls! is a European Project which aims to promote Entrepreneurship among Secondary School Girls through ICT. This project is coordinated by Galicia Supercomputing Centre (Spain). + info: https://www.facebook.com/ICTGoGirls
Presentation delivered at the Cultural Leadership Forum in Taipei on December 1st 2018. It deals with cultural leadership issues based on my experience at DesignLab, Waag Society, V2_ and Tetem.
Presentation by the National Media Museum of their Learning Circle testing at Assist Social Capital's conference on the Nopros Grundtvig Project in Edinburgh, 1st of July 2011
A lot of projects in the field organize social activities to display the skills of social, economical and cultural disadvantage people. The projects organize an activity where young and talented people can perform and show their talent to the public...
ICT-Go-Girls! is a European Project which aims to promote Entrepreneurship among Secondary School Girls through ICT. This project is coordinated by Galicia Supercomputing Centre (Spain). + info: https://www.facebook.com/ICTGoGirls
Presentation delivered at the Cultural Leadership Forum in Taipei on December 1st 2018. It deals with cultural leadership issues based on my experience at DesignLab, Waag Society, V2_ and Tetem.
Presentation by the National Media Museum of their Learning Circle testing at Assist Social Capital's conference on the Nopros Grundtvig Project in Edinburgh, 1st of July 2011
Syncapse Increasing Campaign Effectiveness With Social MediaEM3
Indeed, social media has clearly become a very effective way to drive consumer awareness and campaign effectiveness. But our survey went one step further. We identified a critical segment of the social media audience who carry a disproportionate level of influence on consumers. This group, who we call Social Media Producers, also tend to spend more on the brands they recommend. Activating this segment of the consumer audience will provide incremental benefits to those brands that understand how to engage consumers through social channels. To help them, Syncapse conducted an extensive study of more than 4,300 consumers across North America.
A broad overview of "how-to" use the top 4 social networks to benefit your business. A good overview for beginners and intermediate social media users. An excellent resource to share with people in your company who are still getting up to speed on social media.
Presentation of W@ve 2.0 – Meeting the Social Needs of Senior Citizens through Web 2.0 Technologies (www.wave2project.eu) given by Peter Bartal from MFKK Invention and Research Center Services, Hungary during the Links-up Final Conference in Budapest in September 2011.
Žhavé trendy v mobilním marketingu v roce 2015 (rozšířená verze prezentace z ...eMan s.r.o.
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A lot of projects in the field of promoting migrants deal with the deficit oriented approach e.g. in which field are the weaknesses located or in which area do we have to train and promote pupils. This kind of approach very often leads to frustration and demotivation of adolescents with a migration background...
eScouts final publication: Intergenerational circle for community serviceFundación Esplai
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
This document was humble tribute to the society (by Dr. Vijay Page Director General MET, Mumbai), which has richly contributed to the metamorphosis of our
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The empowerment of minorities and migrants as media agents is a key issue since these groups have been rarely actively involved in the process of representation in the mainstream media...
Schome Park was an element of the Open University’s Schome research initiative, and was active from 2006-2008. It was established as a means of putting into practice some of the new learning theories and pedagogies proposed by Schome research staff at the Open University...
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
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Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
A lot of projects in the field organize social activities to display the skills of social, economical and cultural disadvantage people. The projects organize an activity where young and talented people can perform and show their talent to the public...
The importance of digital skills for both social inclusion and employability has been made an high priority by the European Commission, hence several initiative such as Digital Agenda, Grand Coalition for Digital Jobs, Eskills for jobs campaign, EU Code Week and reinforced in the recently published “Eskills Manifesto” introduced by Vice President Ansip. Ansip also note that Commissioner Andrus ANSIP “the ICT skill gap is growing to unacceptable level”.Equipping citizen from all background with relevant digital skills is a responsibility shared between governments, industry, academia, and individuals. Youngsters, often called digital natives are most concerned. They are regular users of technology but research shows that they often not have the relevant skills to be savvy or competent users. Furthermore as youth unemployment is a major issue all other Europe, mastering these skills is becoming critical to fill the huge gap created by the digital revolution. Education is the tool used by eSkills for Volunteers (EFV) project, not only to contribute to training and to foster digital skills, but also to promote social inclusion, tolerance, respect for diversity and non-discrimination. Our main objective is to reinforce ICT digital knowledge/literacy in order to reinforce social inclusion give and uniform the basis of work of ICT-active organisations, sharing best practices, understanding better the relation with volunteers, and better preparing youth workers and volunteers engaged in this field to improve the expected impacts, according to the European objectives. Therefore, this transnational project is aim to develop a common European framework inside the project in order to boost digital skills for volunteering and promote the exchange of knowledge and best practices among countries, the interculturalism, the encouragement of a European sense of belonging and the respect for the principles of the EU Treaties
The project concerns the exchange of practices in the field of effective incorporation of the activities realized by local and regional administration. In the digital age of today, there are more and more opportunities for citizens to become involved in using the available e-services. On the other hand, local and regional authorities are increasingly facilitating the citizens' cooperation with various types of applications and virtual platforms. They care about the fact that public institutions have ceased to be perceived as hostile institutions for residents, hindering their daily life and dealing with administrative matters. Moreover, often in the context of such e-services they offer opportunities for participation, e.g. in the public consultations or in forms of civic participation. Unfortunately, this offer is still very inaccessible to people with low competences and digital skills. Due to the lack of effective ways in terms of learning using e-government services, some part of the population is even more excluded socially. For this reason, the project handle the issue of social inclusion through using the open and innovative practices related to new technologies. Therefore, the main objective is using the idea of e-governance and e-government as a tool for more effective social inclusion of EU citizens. Through the development of good practices in adults teaching effectively, especially for those who have low educational competences, we can change this situation and take advantage of the potential of e-government fully.
The publication presents the effect of cooperation within the project from the Erasmus + program "E-citizen - effective inclusion through e-governance services". The project involved entities from such countries as Poland, Turkey, the Czech Republic and Spain.
The main problem with data collection in this case was lack of co-operation from key project stakeholders. The user SAQ was translated from English to Spanish and placed online via a link with the project website. However, the project...
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The Assistive Technology Wiki is an initiative developed and implemented by AbilityNet. AbilityNet is a national UK charity that has been running for over 20 years. Their main mission and objective is to promote better design and diffusion of ICT for people with disabilities, and to support disabled adults and children in using them...
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BREAKOUT is an innovative learning initiative aimed at addressing problems in offending and drug-related offending. It helps ‘at risk’ groups and offenders, particularly young offenders and offending drug users, to ‘break out’ of a vicious circle of bad experiences and low expectations of education, and...
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Case study FreqOUT
1. CASE STUDY
FreqOUT!
by
Clare Cullen
This document is part of the overall European project LINKS-UP - Learning 2.0 for an Inclusive
Knowledge Society – Understanding the Picture. Further case studies and project results can be
downloaded from the project website http://www.linksup.eu.
Copyright
This work has been licensed under a Creative Commons License:
Attribution-NonCommercial-NoDerivs
http://creativecommons.org/licenses/by-nc-nd/3.0/
This project has been funded with support from the European Commission. This
publication 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.
2. For marginalised young people living in some of London’s most deprived communities,
access to technology, education, skills development and employment can be hindered
by barriers to learning, which may include low literacy levels; low numeracy skills; short
attention spans; unidentified learning disabilities; issues faced when living in care or
leaving care; care commitments; domestic violence; alcohol misuse; drug abuse; finan-
cial difficulties; homelessness; lack of male role models and lack of health education.
Vital Regeneration community regeneration is an independent charity which aims to
promote economic development through programmes in learning and skills, and em-
ployability. One of their projects, FreqOUT!, is an initiative which focuses on the poten-
tial of new technologies to enrich and empower communities.
Case profile – FreqOUT in a nutshell
FreqOUT! - Using emergent technologies and social media to
help young people tell their stories
Website http://vitalregeneration.org/our-projects/freqout
Status Active/running (2005 – 2010)
Interviewed person Jenny Irish, Project Manager
Managed by Vital Regeneration. Funding providers have included
Funded and promoted by… Westminster City Council, Arts Council, CityWest Homes, BT,
NESTA
Location of the Learning Activities Combination, community-based (informal)
Marginalised young people (13-25 yrs), not in education, employ-
Target group(s) ment or training (NEET), young ex-offenders and Black, Asian and
Minority Ethnic (BAME) groups, refugees, immigrants.
Number of users 541 (2005-2009)
Educational Sector(s) Primary education, secondary education
Category of the Learning Activities Non-formal, informal
Social networking, media-sharing (YouTube, Vimeo), mobile tech-
Web 2.0 technologies used...
nology, blogs
To give excluded young people a voice through the use of social
Methods to support inclusion technologies.
To improve learning and employment prospects of young people.
Short description and key characteristics
FreqOUT! is an initiative which aims to help young people from marginalised groups
overcome the barriers to learning by using emergent technologies and social media. The
initiative works with influential artists on a project-by-project basis to provide engaging
and innovative workshops which use technology creatively to engage disadvantaged
2
3. communities and sign-post them to learning and employment. The FreqOUT! vision is to
push the boundaries of technology in order to:
| Establish learning and enterprise opportunities for young people
| Break down barriers between industry, communities and the arts
| Improve social cohesion and quality of life
| Explore new possibilities for the arts
| Consult meaningfully with young people
| Innovate public service delivery1
FreqOUT! targets young people aged 13-25 years old from marginalised groups in the
local area: young people who are not in education, employment or training (NEET),
young people from Black, Asian and Minority Ethnic (BAME) groups, ex-offenders, those
at-risk of offending, refugees and immigrants. The initiative also helps young people be-
low the age of 13 and adults. From 2005-2009, FreqOUT! has worked with 541 young
people, which has increased from an initial 31 beneficiaries reached during the initiat-
ive’s first year. Some of the projects have an intergenerational focus, bringing together
socially excluded people of all ages in the community.
FreqOUT! is based in Westminster and works with communities and initiatives in the
local area. The initiative currently operates throughout London on a project-by-project
basis working in some of the top 20% most deprived neighbourhoods nationally 2. So far,
the project has focussed on the boroughs of Westminster, Hammersmith, Fulham, work-
ing with partners including Marylebone Bangladeshi Society, Churchill Gardens Youth
Group, the Cardinal Hume Centre (for homeless and temporary housed young people),
the Centrepoint Charity, the Stowe Youth Centre, North Fulham New Deal for Com-
munities. The project team have also worked on a national level through projects with
BBC Blast.
FreqOUT! is managed by Vital Regeneration, an independent charity working with de-
prived communities in London, and partners such as City of Westminster Council, CityW-
est Homes, corporate partners, such as Vertex, Capgemini and BT, as well as a number of
new media artists. It is funded by City of Westminster Council and The John Lyons Char-
ity, and by commissioning agencies such as The Science Museum, The National Portrait
Gallery and North Fulham New Deal for Communities. Since 2007, funders have in-
cluded Vertex, Capgemini, Paddington Development Trust, BBC Blast, Firstlight Movies
and Watermans Arts. Initial funding for the project was obtained from the Arts Council
in 2005.
Dimension of learning and inclusion
The learning and inclusion aims of the project are to reach out to marginalised youth
and other socially excluded people in deprived communities across London and engage
them in creative learning activities through the use of emergent technologies and social
media. Using a mix of social networking tools and digital technologies, FreqOUT! sup-
ports users in developing narratives of their experiences. The activities are mostly in-
1
http://vitalregeneration.org/our-projects/freqout/about
2
FreqOUT! Impact Report 2008
3
4. formal, but the project links to Learning Centres in Westminster and provides access to
technology and computers. User-generated learning is also supported through work-
shops. Some of the courses lead to bespoke, ‘light touch’ OCN and AQA accreditations,
for example level 1 accreditations in ‘introduction to video cameras’ or ‘midi keyboard
skills’. In total, 100+ accreditations have been achieved from 2005-093, which can be
used by young people on their CVs and help them to identify their skills and creative
strengths.
Some of the barriers to learning faced by beneficiaries include: low levels of prior learn-
ing, with low numeracy and literacy and ICT skills levels; short attention spans; unidenti-
fied learning disabilities; issues faced when living in care or leaving care; care commit-
ments; domestic violence; alcohol misuse; drug abuse; financial difficulties; homeless-
ness; lack of male role models and lack of health education. At an individual level, evid-
ence suggests that involvement in FreqOUT! projects can lead to improvements in ICT
skills; soft-skills and hard-skills (self-esteem; confidence; planning; team-working; pub-
lic-speaking; project-management); bridging to formal learning participation.
The project has grown into a much more sustainable community-based regeneration ini-
tiative from its initial roots, focusing on getting artists to work with the community. It
has gained a reputation for proving that innovative things can be done in deprived com-
munities. At present, anecdotal evidence suggests wider social impacts in terms of: re-
ducing ‘silos’ between groups in estates, promoting greater respect and tolerance; rais-
ing awareness of issues around things like crime; developing community networking;
inter-generational learning; awareness of issues around crime.
Innovative elements and key success factors
From its beginnings, the FreqOUT! project has attempted to access and utilise both ex-
isting and emergent technologies. In 2005, the initiative made use of an existing wire-
less network implemented by Westminster City Council in 2005 originally intended to al-
low street-based employees such as housing officers and traffic wardens to access the
council’s server whilst not in-office. Vital Regeneration saw the potential in this techno-
logy as a tool for learning, to provide marginalised young people with less traditional
and more creative learning experiences.
3
FreqOUT! Impact Report 2009
4
5. Figure 1: Image from LDA Transitions, a film made by young people without school places
The initiative implements a series of specialised creative media and technology projects
which most young people, regardless of their background, would not usually have ac-
cess to, for example: mobile movie making; urban biomapping; sound recording; radio
transmitter building; film-making. Crucial to the success of these projects is contact with
experts in these fields, and the workshops are centred around the expertise of artists
who use emergent technologies, rather than just existing digital and social media. This
differentiates the project from other similar initiatives and gives young people the op-
portunity to work alongside creative professionals working in non-traditional fields.
One of the key findings of FreqOUT!’s 2008 Impact Report states that providing young
people with specialist knowledge, such as skills in Web 2.0 technologies and advanced
ICT skills (e.g. editing skills in specialist programs such as Final Cut Pro), or other techno-
logies such as GPS, helped to improve self-esteem and confidence in their learning abil-
ity and helped them to overcome feelings of inadequacy in traditional subjects learned
at school.
Alongside the practical work undertaken in FreqOUT! projects, using mobile phones;
video cameras, MP3 players, Bluetooth and CCTV to tell their own stories, young people
are also taught to use social media and technologies, uploading content onto the Fre-
qOUT! website and other media-sharing sites, e.g. YouTube. The project team has found
that this social media has given marginalised groups real power to articulate their opin-
ions and experiences to a wider audience.
Project findings also revealed that the use of social media and technology could enable
young people who were confined to a particular geographic area (especially inner-city
youths) to learn about communities outside of their area and encourage integration into
5
6. wider society. Equally, they could be used to demonstrate the everyday experience of
these young people in their own community, as was illustrated through the GPS drawing
project in which young people worked used GPS receivers to map their journeys around
their own housing estate. This data was mapped onto Google Maps (see below) and also
programmed into an animation program to create a visualisation of the project.
Figure 2: Using GPS receivers to map journeys around the
Churchill Gardens estate in Westminster
The use of Web 2.0 in the project has mainly been to allow users to distribute their
work. There is a FreqOUT! Facebook group to encourage networking amongst benefi-
ciaries, Google Maps and GPS encourage users to get ‘out and about’, the Broadcast Ma-
chine is an online, open-source platform used to disseminate film, audio and other me-
dia that convey narratives about users lives, the FreqOUT! blog is also used to distribute
work that has been produced and enable feedback and commentary on it. The focus of
the initiative is using media creatively to get users to communicate their experiences
and Web 2.0 is mainly used in a facilitative capacity to disseminate and review work. Vir-
al marketing and social networking have been used to help raise the profile of the pro-
ject, and which helped Vital Regeneration to secure funding from NESTA.
Problems encountered and lessons learned
Funding: One of the main problems for the initiative has been finding sustainable fund-
ing, especially from sources that would support ‘exploratory’ educational work and
would not “constrain learning potential through innovation” 4. The co-ordinators found
that smaller funding streams (below £15,000) put pressure on staff resources and had a
4
FreqOUT! Impact report 2008
6
7. negative impact on the effective delivery of learning aims, whereas larger funding
streams (above £15,000) could facilitate learning and allow participants time to bond
with the project team.
Recruitment and ‘buy-in’: Strict funding output targets also had significant impact on re-
cruiting hard-to-reach groups, as the project team feel that longer intervention is
needed to reach these groups. The project team found that forming partnerships with
existing youth groups and outreach programmes could facilitate access to hard-to-reach
young people. Young peoples’ ‘champions’, key support workers or mentors, were also
invaluable in engaging them and marketing the projects through one-to-one contact.
The project also used lots of advertising campaigns to reach the target audience, al-
though older people were reached more by word of mouth.
Barriers to learning: Project staff have sometimes faced difficult challenges in helping
young people to overcome their barriers to learning. Strategies to overcome these barri-
ers involved using differentiated teaching methods, using qualified and experienced
support staff and employing multiple session objectives at different levels.
Demonstrating impacts: It has taken five years to collect enough relevant data to
demonstrate the impacts of the initiative. Funding from NESTA enabled a systematic
evaluation of the project to be undertaken in 2008 and 2009.
Fragmentation: FreqOUT! involves lots of bespoke project, working with numerous dif-
ferent artists and freelancers, project partners and funding sources. This has been diffi-
cult to co-ordinate. The funding from NESTA enabled this fragmentation to be synthes-
ised and the most successful projects to be mainstreamed.
Technical: Lack of funding has meant a reliance on equipment that is often second-hand,
outdated and subject to technical malfunction so there have been quite a few technical
issues which have hindered development on some projects. There is also a lack of tech-
nical support to help users overcome these problems.
7
8. Collaborating institutions in LINKS-UP
Institute for Innovation in Learning, Friedrich-Alex-
ander-Universität Erlangen-Nürnberg, Erlangen,
Germany
www.fim.uni-erlangen.de
Arcola Research LLP, London, United Kingdom
www.arcola-research.co.uk
eSociety Institute, The Hague University of Applied
Sciences, The Hague, The Netherlands
www.esocietyinstituut.nl
Servizi Didattici e Scientifici per l’Università di Firen-
ze, Prato, Italy
www.pin.unifi.it
Salzburg Research Forschungsgesellschaft, Salzburg,
Austria
www.salzburgresearch.at
European Distance and E-Learning Network (EDEN),
Milton Keynes, United Kingdom
www.eden-online.org
8