Competences for Collaboration and Knowledge Sharing in Digital Society

COMPETENCES FOR COLLABORATION AND
KNOWLEDGE SHARING IN DIGITAL SOCIETY
A case study with an Erasmus Intensive Programme
INTED2014
Valencia, Spain
10-12 March 2014
Inês Messias | Ana Loureiro
School of Education - Polytechnic Institute of Santarém, Portugal

Inês Messias | Ana Loureiro | INTED2014
COMPETENCES FOR COLLABORATION AND KNOWLEDGE SHARING IN DIGITAL SOCIETY
New Student’s Profile
Use simultaneously
diverse types of media
More Proactive
Web 2.0 & 3.0
State of the art

Communication
evolution
& New Media
Live conferencing
Video sharing
Social Networking
Collaborative tools
Allow:
• To contribute to the
web
• Work collaboratively
• Direct communication
with peers and
teachers
• Create a PLE or a PLN
State of the art

P.L.E. (Personal Learning Environment)
Responsible for managing, selecting the tools and
the contexts of their own learning environment.
Students become…
State of the art

PLEs
agregate
Live conferencing
Video sharing
email
bookmarking
RSS feeds
Websites of interest
pinboards
Digital portfolios
Personal website
Collaborative tools
Social Networking
State of the art

studentsneed to develop and enhance…
• Information literacy • E-skills • Soft skills • Social skills
Research
Select
Reflect
Collaborate
Create
Share
Gather information
Learn
Achieve Knowledge
State of the art

State of the art
e-Business
Skills
ICT practitioner
skills
ICT user Skills
Digital Literacy
Capabilities needed to exploit opportunities
provided by ICT, ensuring more efficient and
effective performance in conducting and/or
establishing new business
Capabilites required to research,
develop, design, plan, manage,
produce, consult, maintain and
support ICT Systems
Capabilities required to an effective
application of ICT Systems and devices
to support work, by using common
software tools as they cover “digital
literacy”.

State of the art

State of the art
“all learning activity undertaken throughout
life, with the aim of improving knowledge, skills
and competences, within a personal, civic,
social and/or employment-related perspective”
(E.C., 2003)
research
collaborating
achieving
participating
watching
&
listening
reflecting
reading

State of the art
Change in Education…
Traditional teaching + VLE or PLE/PLN
Virtual Learning
Environment
Change in the teacher’s role… To give students networking competencies

Where How What
Information to select
Teachers’ role
Competences to understand
State of the art

Allows more
conectivity &
socialization
Focused on the
self
Allows sharing
with a broader
community
Allows
independent
learning
(acording to
our own needs)
[described as the learning
theory for the digital age]
Connectivism
Motivation
By creating their own personal networks, and engaging in different services, communities, groups and
networks, according with their needs, interests, likes and motivations, students are leading us into a
modern learning approach: Connectivism.
State of the art

The e-skills IP
Partnership
Portugal – coordinator (Instituto Politécnico de Santarém)
Denmark (UC Syddanmark)
Germany (Paedagogische Hochschule Schwaebisch Gmuend)
Romania (Universitatea de Vest din Timisoara)
+
+
+
18 students
4 teachers
The target group were higher education (HE) students (social work, health, teacher training -
primary, ICT secondary teachers).

The e-skills IP
Objectives
Provide students with digital literacy competences for a networked society in six steps:
1. Identification of students’ competencies in ICT;
2. Present students with different available collaboration tools by exploring the
web 2.0;
3. Selection of specific tools to create students' personal learning environments
(PLE);
4. Acquire necessary knowledge to master the selected tools;
5. Work collaboratively with the web 2.0 tools;
6. Establish methods for instruction and course design based on Web 2.0 (teacher
education) with the goal to integrate technology enhanced learning and
individual knowledge management in educational processes.

The e-skills IP
Outcomes
Students should be able to use, master and select the most adequate web 2.0 tools to
create and manage a PLE.
Also:
1. Scientific papers – to disseminate the project results;
2. Blog - to help students and tutors to create, develop and maintain a community of practice around the
IP course theme;
3. Seminar with plenary and poster sessions - students have the opportunity to present their work to the
community;

The e-skills IP
Outcomes
4. Define a set of web 2.0 collaborative tools (e-skills pack) to serve as a model to other students
interested in collaborative work in digital society; the e-skills pack will be prepared to serve as training
module so that in the future more teachers can use it with their students in classroom and workshop
situations;
5. Wiki (as a community of practice);
6. Website of the IP [http://eskills-ip.weebly.com/].

The e-skills IP
Methodology
1. Coherence – background and prerequisites;
2. Goals – what will we achieve;
3. Signs – how do we see hear or sense that we are on the way towards the goal;
4. Actions – what will we do to reach the goal. After every practical lesson with some ITC tool, each
student was invited to produce short essay, using Wordpress, showing what they understood and
they could use that specific tool for their PLE. Their work was then assessed by a teacher or a
group of fellow students as respondents. In the end all their essays were collect in Wordpress, as
digital logbook (a blog), shared with the teachers, and which can later be published after the IP
course.
5. Evaluation – students' outcomes were assessed by teachers by reading the essays on Wordpress
and analysing the developed materials. Also the students were given a questionnaire about their
expected and real outcome in ICT, in European understanding, their own work attitude and how
they expect to utilize the outcome of the IP in the near future.
Based in a Danish model called SMTTE to assess whether students have achieved the
intended learning outcomes, it translates in English to CGSAE which stands for:

The e-skills IP
Methodology
Curricular activities – 6h30 per day during 14 days (except 2 afternoons for social activities)
Full contact
81,6 hours + Pre-course
10 hours + Follow up
20 hours
http://eskills-ip2013.weebly.com/workshops.html

The e-skills IP
Selected tools:
• Wordpress – Logbook to register each day
experiences and impressions;
• Scoopit, Slideshare, Pinterest - Content
Curation: search, make sense, share;
• Pixlr & Animoto – Image: edit, create, share;
• Smilebox - Invitations, Collages, Slideshows
and Scrapbooks;
• Google Drive – Collaborative work tool to
create and share online documents,
presentations and spread sheets;
• Wix - Website creation;
• Prezi – Collaborative cloud based
presentations;
• Mendeley – Referencing managing to
collect, organize and share;
• Storyjumper – storytelling;
• Piktochart - Infographics: data visualisation;
• Facebook, G+ & Twitter - social networks
for online socialization, communication and
interaction;
• Netvibes – content aggregator: personalized
homepage to allocate and access the
selected tools.

The e-skills IP
Results:
Aims and objectives of the IP achieved 
Romanian partner: This IP allowed students to incorporate ICT in their future work
since that in their own country they don't have ICT tools in their
curricula.
German partner: Students were used to work with the ICT in a standard national way
and with the IP they had the chance to contact with new tools and
learn how to use and apply it to their professional needs.

The e-skills IP
Results:
Positive impact in the participants
Digital, language and social skills enhanced

“Well organized IP, a wonderful country, very nice people, very good
teachers. I have been very pleased with everything”; “I think that this IP
was very good. Personally, believe that it was too much hours of teaching,
but I like very much the teachers.”


The e-skills IP
Results:
Evaluators have considered it:
“as a good example of a course that could be continued enabling an
application to strategic partnerships in the next Erasmus+”
Leading to…
e-skills IP 2014 edition in Universitatea de Vest Timisoara (Romania)
29 March to 15 April 2014
5 teachers and 18 students

The e-skills IP
IP e-skills 2013 edition Links:
IP e-skills Video - http://www.youtube.com/watch?v=ckj28_DHDJs
IP e-skills Photos - http://www.flickr.com/search/?q=eskillsip
IP e-skills webite - http://eskills-ip2013.weebly.com/

The e-skills IP
Ana Loureiro - is an Assistant Professor at Polytechnic
Institute of Santarém & a Researcher at Research Centre
Didactics and Technology in Education of Trainers
(CIDTFF/University of Aveiro) in the field of
Communication, media & Digital and virtual environments
in education. She holds a Ph.D in the Scientific Areas of
Didactic, Communication Sciences and Technologies. Her
main research interests include digital and information
literacy, e-learning, TEL, virtual worlds and web 2.0 tools
for collaborative and social learning (with an impact in
lifelong learning and adults learners).
Website:http://accloureiro.com
Email: accloureiro@gmail.com | Linkedin: http://pt.linked
in.com/in/accloureiro
Inês Messias - is a Lecturer at Polytechnic Institute of
Santarém and a member of the Investigation Unit of the
Polytechnic Institute of Santarém (UIIPS) – research field:
Distance education. She is a PhD Student a Lisbon Open
University, currently researching in the field of
Educational Sciences, with a focus on e-learning. Holds a
Master degree in Communicational and Educational
Multimedia and a Graduated in Education.
Facebook:https://www.facebook.com/ines.mess
Email:ines.mess@gmail.com
Linkedin:pt.linkedin.com/pub/inês-messias/48/b53/729/

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