Authors: Aina Chabert, Monica Turrini.
The article presents results and recommendations from a Grandparents & Grandsons project, financed under the European Commission’s eLearning programme.
How to develop the ability of students to assess information from media and s...Council of Europe (CoE)
This document provides an overview of a project between Belarus, Georgia, Lithuania, and Russia to develop teachers' abilities to help students evaluate information from media and social networks. It discusses the importance of critical thinking skills in the digital era and the role of education in developing digital citizens. The project analyzed how each country addresses these issues in their laws, curricula, and teacher training. It resulted in lessons developed in each country on topics like intercultural communication, hate speech, and online censorship.
Frontier College Presents Critical CrossroadsSSENCA
This document discusses literacy programming for youth in conflict with the law. It notes that reading skills are important for success, but that these youth often have low literacy levels which can contribute to criminal behavior. Effective literacy programs can help reduce recidivism by improving education, employment opportunities, and social integration. However, there are challenges to providing such programs, including disruptions to learning, inadequate resources, and lack of community support. The document promotes a holistic, individualized approach incorporating employment training, cooperation across agencies, screening and tailored interventions, and short-term intensive programs to help youth develop skills and prevent reoffending.
1. The speaker discusses the Commonwealth of Learning, an organization founded to promote open and distance learning across Commonwealth countries in order to increase access to education.
2. He argues that while technology can enhance education, it does not replace human teachers. Educational goals should focus on developing individuals and creating a more compassionate society, not just economic outcomes.
3. The speaker advocates for open learning approaches and technology to increase educational access and opportunities across the Commonwealth, especially for those in developing countries, but cautions that approaches must be tailored to different contexts and build partnerships rather than take a paternalistic approach.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
Social and political impact of virtual communitiesMiia Kosonen
The document summarizes a case study of Vaikuttamo, Finland's first virtual community for local youth participation. Vaikuttamo was developed to encourage civic engagement among 13-20 year olds and increase voting rates. It provides discussion forums, learning materials, and tools for students to voice opinions on local issues. The community saw success due to its local focus, trustful relationships with schools, and active moderation. It serves as an example of how virtual spaces can strengthen e-democracy and youth involvement in local decision making.
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
How to develop the ability of students to assess information from media and s...Council of Europe (CoE)
This document provides an overview of a project between Belarus, Georgia, Lithuania, and Russia to develop teachers' abilities to help students evaluate information from media and social networks. It discusses the importance of critical thinking skills in the digital era and the role of education in developing digital citizens. The project analyzed how each country addresses these issues in their laws, curricula, and teacher training. It resulted in lessons developed in each country on topics like intercultural communication, hate speech, and online censorship.
Frontier College Presents Critical CrossroadsSSENCA
This document discusses literacy programming for youth in conflict with the law. It notes that reading skills are important for success, but that these youth often have low literacy levels which can contribute to criminal behavior. Effective literacy programs can help reduce recidivism by improving education, employment opportunities, and social integration. However, there are challenges to providing such programs, including disruptions to learning, inadequate resources, and lack of community support. The document promotes a holistic, individualized approach incorporating employment training, cooperation across agencies, screening and tailored interventions, and short-term intensive programs to help youth develop skills and prevent reoffending.
1. The speaker discusses the Commonwealth of Learning, an organization founded to promote open and distance learning across Commonwealth countries in order to increase access to education.
2. He argues that while technology can enhance education, it does not replace human teachers. Educational goals should focus on developing individuals and creating a more compassionate society, not just economic outcomes.
3. The speaker advocates for open learning approaches and technology to increase educational access and opportunities across the Commonwealth, especially for those in developing countries, but cautions that approaches must be tailored to different contexts and build partnerships rather than take a paternalistic approach.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
Social and political impact of virtual communitiesMiia Kosonen
The document summarizes a case study of Vaikuttamo, Finland's first virtual community for local youth participation. Vaikuttamo was developed to encourage civic engagement among 13-20 year olds and increase voting rates. It provides discussion forums, learning materials, and tools for students to voice opinions on local issues. The community saw success due to its local focus, trustful relationships with schools, and active moderation. It serves as an example of how virtual spaces can strengthen e-democracy and youth involvement in local decision making.
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
This document discusses the potential of online higher education and open online courses to transform traditional higher education models. It notes that open online courses (OOCs) allow thousands of students to access course content simultaneously for free online. While still experimental, OOCs could increase access to education and reduce costs. Experts argue that OOCs will require rethinking education's focus on knowledge delivery versus enabling self-directed learning and collaboration. New technologies afford opportunities to take advantage of online resources and communication capabilities to make education more flexible.
This document discusses bridging the generation gap between older and younger generations. It notes differences in how the generations dress, socialize, and form relationships. It also notes that traditional schooling has not changed much despite evidence of a digital world. The document discusses how ICT can help overcome borders and cultural changes brought by the information age. It stresses that teachers need to understand gaps between them and new digital learners to effectively teach technology skills needed for the future. Failing to respond to changes may cause students to lose appreciation for the educational system and increase drop out rates.
Social Media: Digital Content Creation & Sharing - Symposium Nov 2010Middlesex University
This document summarizes a research study investigating how three age groups (18-28, 40-50, 65-75) create and share digital content online. The study will use qualitative methods including questionnaires, interviews, and an online forum to examine differences in digital literacy and content creation across age groups.
The document discusses the generation gap between older and younger generations, particularly in the field of education. It notes that traditional schooling has changed little despite evidence of a digital world. A large generation gap exists in education that will widen unless schools change to adapt to new technology. While transition to digital education will take time for some areas, the rapid rise of information and communication technology means bridging the digital divide in society. The document stresses that educators must understand this gap and move beyond complacent, traditional approaches, or schools will become obsolete and fail to engage new learners.
What should Europeans do to buildpositive partnerships with Arab countries? Overview of results. June 5th 2012. Authors Ville Tapio and John Lageson.
This interactive, online brainstorming site gathered ideas and feedback from people in the Middle East and North Africa (MENA) about how to forge a new partnership with Europe, especially in light of the ‘Arab Spring’ developments of the past year.
The role of public libraries in promoting literacy in zimbabweAlexander Decker
This document discusses the role of public libraries in promoting literacy in Zimbabwe. It begins by defining literacy and outlining the value of literacy for individuals and societies. It then discusses how public libraries have employed strategies like storytelling sessions to help Zimbabwe achieve the highest literacy rate in Africa. Some of the strategies discussed include providing children's sections with books and materials to support literacy, as well as programs for parents. However, public libraries in Zimbabwe also face challenges, such as lack of funding. The document recommends that public libraries contribute to sustaining high literacy rates through innovative programs that engage people of all ages.
Access Under Siege: Are the Gains of Open Education Keeping Pace with the Gro...Don Olcott
Are the proliferating costs of HE out-distancing the benefits of growth of open and distance learning? The author concludes that access, indeed, is under siege by the gradual exclusion of qualified students from mainstream HE. Can ODL keep pace?
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding through higher education, held in Lebanon. It discusses the importance of universities promoting inter-cultural dialogue to overcome conflicts, and highlights some of the practical approaches discussed, such as empowering marginalized groups, respecting different perspectives, and recognizing all civilizations. The summary concludes by outlining next steps, including making conference materials available online and continuing this focus in IAU's work on internationalization and its 2010 conference on ethics and values in global higher education.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through dialogue. Key points included recognizing differences between cultures, empowering marginalized groups, and preparing graduates who can build understanding. Next steps discussed were making conference materials available online and continuing this focus in future IAU work on internationalization and values in higher education.
Walking through the Valley of the Shadow of the MOOCMark Brown
This document discusses two major worldviews regarding education and technology: one that views education as a commodity and driver of economic competitiveness, and one that focuses on education as promoting social cohesion and a just society. It also examines perspectives on open learning, online learning, unbundling education into micro-credentials, and new learning pathways enabled by technology. While technology provides opportunities to open access to education, concerns are raised about growing inequality and the need to ensure technology supports education for change rather than change for its own sake.
A BOLD New Future: The Changing Face of University EducationMark Brown
The document discusses the changing face of university education. It outlines 3 main points: 1) The changing landscape of higher education with the emergence of new models like MOOCs, OERs, and online/blended learning. 2) Potential future scenarios for universities including more standardized open/online options or customized blended/lifelong learning programs. 3) The implications for universities, including developing innovative programs aligned with their mission and brand that expand access through flexible online and blended options.
The document discusses the shift to a more participatory culture where everyday people have more communication power. It argues that developing skills for participation requires understanding relationships with media. It introduces new media literacies as a framework for core cultural competencies needed in today's media landscape. The document also discusses professional development programs for teachers that introduce participatory learning and focus on play as a key new media literacy skill.
This document discusses digital citizenship and social media use among students. It begins by noting that digital citizens are expected to act according to social norms online. While students are comfortable with technology, they may not be using it appropriately or understand their roles. The document then examines students' social media use and offers keys for schools to establish successful digital citizenship programs, including understanding students, embracing social media, and developing frameworks. It provides examples of social media platforms and privacy issues. The document advocates teaching the nine elements of digital citizenship to promote safe, responsible technology use among students. It concludes by sharing lessons learned about implementing digital citizenship programs.
Springeneration.eu - Overview of resultsVille Tapio
The document summarizes the results of an online survey called "Springeneration" that gathered ideas from people in the Middle East and North Africa about how to build partnerships between Europe and Arab countries. Over 70,000 people participated in the survey, identifying 6 main themes: education, cultural exchange, youth empowerment, economic cooperation, human rights, and democracy development. According to the survey results, education reforms and cultural exchange programs were seen as the most important areas for cooperation, while economic issues and human rights caused the most disagreement among respondents.
This document discusses a study on digital inclusion and participation among deprived children in Portugal. The study adapted questions from the EU Kids Online survey to interview 294 children ages 9-16 who use Digital Inclusion Centers. Key findings include:
- Deprived children have more access to the internet now through national programs, but use is still limited by the type of access and lack of digitally literate parents.
- Deprived children come from more unstable family situations and have less educated parents compared to national samples.
- While most deprived children have internet access at home or school, access is lower quality and less frequent than national samples. The Digital Inclusion Centers are important places of access for many.
-
Olivia Porter: Digital Research Presentationoliviaprter
The document discusses the history and evolution of hypertext and its implications for literacy. It outlines three waves of hypertext development and argues that traditional understandings of literacy are inadequate for digital discourse. The author advocates redefining literacy based on navigation through nodes and links in a hypertextual archive, rather than print-based definitions of literacy. Examples are provided of early and modern hypertext applications like Wikipedia and an online story. The document questions how education can enable critical participation in an increasingly mediated world.
Empowering Language Minorities through Technology: Which Way to Go?eLearning Papers
Author: Melinda Dooly
The term ‘Information Age’ has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another.
The document discusses the history and importance of information literacy. It describes how Paul Zurkowski first proposed universal information literacy training in 1974 to help people learn to search new databases and mainframe computers. It then discusses how a lack of information literacy skills can undermine democracy by allowing misinformation to spread and powerful groups to control information. Finally, it argues that information literacy can create a "New Era of Enlightenment" by empowering citizens to navigate information and make informed decisions about their lives and countries. Zurkowski proposes the Information Action Coalition to extend information literacy training globally.
Prof Dr Anne Bamford- Tread softly because you tread on my dreams: Closing…jeffpoulin
Through the innovative programmes of Ireland’s national cultural institutions large number of people participate in the making and sharing of arts, culture and heritage every year. Extensive bodies of research exist that show the benefits of arts education to the child, the school and the broader society. From a range of scientific and cultural fields, there has emerged a clear understanding of the characteristics needed within creative and cultural endeavours and the conditions that support favourable growth of knowledge, skills, attitudes and dispositions in these fields. Despite this, the gulf between policy and practice or lip service and action, have remained large. Having just completed a review of creative arts education within higher education in Dublin, it is clear that there is a gap between the aspirations of policy and of the people and the practices within the formal and informal educational world. It is time to re-think in educational structures in a way that reflects the latest research and the drivers within current and future society.
This is one of result of Rights for Young project, which was founded by Erasmus+ program. Contains the most important aspect of the project, activities and some facts about youth rights.
From Open Educational Resources to Open Educational PracticeseLearning Papers
Author: Ulf-Daniel Ehlers
Although open educational resources (OER) are high on the agenda of social and inclusion policies and supported by many stakeholders, their use in higher education (HE) and adult education (AE) has not yet reached the critical threshold.
Authors: Chiara Sancin, Valentina Castello, Vittorio Dell’Aiuto, Daniela Di Genova.
This paper focuses on research themes related to t-learning applications. It particularly deals with digital divide and social inclusion issues and the most relevant features of t-learning.
This document discusses the potential of online higher education and open online courses to transform traditional higher education models. It notes that open online courses (OOCs) allow thousands of students to access course content simultaneously for free online. While still experimental, OOCs could increase access to education and reduce costs. Experts argue that OOCs will require rethinking education's focus on knowledge delivery versus enabling self-directed learning and collaboration. New technologies afford opportunities to take advantage of online resources and communication capabilities to make education more flexible.
This document discusses bridging the generation gap between older and younger generations. It notes differences in how the generations dress, socialize, and form relationships. It also notes that traditional schooling has not changed much despite evidence of a digital world. The document discusses how ICT can help overcome borders and cultural changes brought by the information age. It stresses that teachers need to understand gaps between them and new digital learners to effectively teach technology skills needed for the future. Failing to respond to changes may cause students to lose appreciation for the educational system and increase drop out rates.
Social Media: Digital Content Creation & Sharing - Symposium Nov 2010Middlesex University
This document summarizes a research study investigating how three age groups (18-28, 40-50, 65-75) create and share digital content online. The study will use qualitative methods including questionnaires, interviews, and an online forum to examine differences in digital literacy and content creation across age groups.
The document discusses the generation gap between older and younger generations, particularly in the field of education. It notes that traditional schooling has changed little despite evidence of a digital world. A large generation gap exists in education that will widen unless schools change to adapt to new technology. While transition to digital education will take time for some areas, the rapid rise of information and communication technology means bridging the digital divide in society. The document stresses that educators must understand this gap and move beyond complacent, traditional approaches, or schools will become obsolete and fail to engage new learners.
What should Europeans do to buildpositive partnerships with Arab countries? Overview of results. June 5th 2012. Authors Ville Tapio and John Lageson.
This interactive, online brainstorming site gathered ideas and feedback from people in the Middle East and North Africa (MENA) about how to forge a new partnership with Europe, especially in light of the ‘Arab Spring’ developments of the past year.
The role of public libraries in promoting literacy in zimbabweAlexander Decker
This document discusses the role of public libraries in promoting literacy in Zimbabwe. It begins by defining literacy and outlining the value of literacy for individuals and societies. It then discusses how public libraries have employed strategies like storytelling sessions to help Zimbabwe achieve the highest literacy rate in Africa. Some of the strategies discussed include providing children's sections with books and materials to support literacy, as well as programs for parents. However, public libraries in Zimbabwe also face challenges, such as lack of funding. The document recommends that public libraries contribute to sustaining high literacy rates through innovative programs that engage people of all ages.
Access Under Siege: Are the Gains of Open Education Keeping Pace with the Gro...Don Olcott
Are the proliferating costs of HE out-distancing the benefits of growth of open and distance learning? The author concludes that access, indeed, is under siege by the gradual exclusion of qualified students from mainstream HE. Can ODL keep pace?
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding through higher education, held in Lebanon. It discusses the importance of universities promoting inter-cultural dialogue to overcome conflicts, and highlights some of the practical approaches discussed, such as empowering marginalized groups, respecting different perspectives, and recognizing all civilizations. The summary concludes by outlining next steps, including making conference materials available online and continuing this focus in IAU's work on internationalization and its 2010 conference on ethics and values in global higher education.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through dialogue. Key points included recognizing differences between cultures, empowering marginalized groups, and preparing graduates who can build understanding. Next steps discussed were making conference materials available online and continuing this focus in future IAU work on internationalization and values in higher education.
Walking through the Valley of the Shadow of the MOOCMark Brown
This document discusses two major worldviews regarding education and technology: one that views education as a commodity and driver of economic competitiveness, and one that focuses on education as promoting social cohesion and a just society. It also examines perspectives on open learning, online learning, unbundling education into micro-credentials, and new learning pathways enabled by technology. While technology provides opportunities to open access to education, concerns are raised about growing inequality and the need to ensure technology supports education for change rather than change for its own sake.
A BOLD New Future: The Changing Face of University EducationMark Brown
The document discusses the changing face of university education. It outlines 3 main points: 1) The changing landscape of higher education with the emergence of new models like MOOCs, OERs, and online/blended learning. 2) Potential future scenarios for universities including more standardized open/online options or customized blended/lifelong learning programs. 3) The implications for universities, including developing innovative programs aligned with their mission and brand that expand access through flexible online and blended options.
The document discusses the shift to a more participatory culture where everyday people have more communication power. It argues that developing skills for participation requires understanding relationships with media. It introduces new media literacies as a framework for core cultural competencies needed in today's media landscape. The document also discusses professional development programs for teachers that introduce participatory learning and focus on play as a key new media literacy skill.
This document discusses digital citizenship and social media use among students. It begins by noting that digital citizens are expected to act according to social norms online. While students are comfortable with technology, they may not be using it appropriately or understand their roles. The document then examines students' social media use and offers keys for schools to establish successful digital citizenship programs, including understanding students, embracing social media, and developing frameworks. It provides examples of social media platforms and privacy issues. The document advocates teaching the nine elements of digital citizenship to promote safe, responsible technology use among students. It concludes by sharing lessons learned about implementing digital citizenship programs.
Springeneration.eu - Overview of resultsVille Tapio
The document summarizes the results of an online survey called "Springeneration" that gathered ideas from people in the Middle East and North Africa about how to build partnerships between Europe and Arab countries. Over 70,000 people participated in the survey, identifying 6 main themes: education, cultural exchange, youth empowerment, economic cooperation, human rights, and democracy development. According to the survey results, education reforms and cultural exchange programs were seen as the most important areas for cooperation, while economic issues and human rights caused the most disagreement among respondents.
This document discusses a study on digital inclusion and participation among deprived children in Portugal. The study adapted questions from the EU Kids Online survey to interview 294 children ages 9-16 who use Digital Inclusion Centers. Key findings include:
- Deprived children have more access to the internet now through national programs, but use is still limited by the type of access and lack of digitally literate parents.
- Deprived children come from more unstable family situations and have less educated parents compared to national samples.
- While most deprived children have internet access at home or school, access is lower quality and less frequent than national samples. The Digital Inclusion Centers are important places of access for many.
-
Olivia Porter: Digital Research Presentationoliviaprter
The document discusses the history and evolution of hypertext and its implications for literacy. It outlines three waves of hypertext development and argues that traditional understandings of literacy are inadequate for digital discourse. The author advocates redefining literacy based on navigation through nodes and links in a hypertextual archive, rather than print-based definitions of literacy. Examples are provided of early and modern hypertext applications like Wikipedia and an online story. The document questions how education can enable critical participation in an increasingly mediated world.
Empowering Language Minorities through Technology: Which Way to Go?eLearning Papers
Author: Melinda Dooly
The term ‘Information Age’ has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another.
The document discusses the history and importance of information literacy. It describes how Paul Zurkowski first proposed universal information literacy training in 1974 to help people learn to search new databases and mainframe computers. It then discusses how a lack of information literacy skills can undermine democracy by allowing misinformation to spread and powerful groups to control information. Finally, it argues that information literacy can create a "New Era of Enlightenment" by empowering citizens to navigate information and make informed decisions about their lives and countries. Zurkowski proposes the Information Action Coalition to extend information literacy training globally.
Prof Dr Anne Bamford- Tread softly because you tread on my dreams: Closing…jeffpoulin
Through the innovative programmes of Ireland’s national cultural institutions large number of people participate in the making and sharing of arts, culture and heritage every year. Extensive bodies of research exist that show the benefits of arts education to the child, the school and the broader society. From a range of scientific and cultural fields, there has emerged a clear understanding of the characteristics needed within creative and cultural endeavours and the conditions that support favourable growth of knowledge, skills, attitudes and dispositions in these fields. Despite this, the gulf between policy and practice or lip service and action, have remained large. Having just completed a review of creative arts education within higher education in Dublin, it is clear that there is a gap between the aspirations of policy and of the people and the practices within the formal and informal educational world. It is time to re-think in educational structures in a way that reflects the latest research and the drivers within current and future society.
This is one of result of Rights for Young project, which was founded by Erasmus+ program. Contains the most important aspect of the project, activities and some facts about youth rights.
From Open Educational Resources to Open Educational PracticeseLearning Papers
Author: Ulf-Daniel Ehlers
Although open educational resources (OER) are high on the agenda of social and inclusion policies and supported by many stakeholders, their use in higher education (HE) and adult education (AE) has not yet reached the critical threshold.
Authors: Chiara Sancin, Valentina Castello, Vittorio Dell’Aiuto, Daniela Di Genova.
This paper focuses on research themes related to t-learning applications. It particularly deals with digital divide and social inclusion issues and the most relevant features of t-learning.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
The challenge of quality in peer-produced eLearning contenteLearning Papers
The document discusses the challenge of ensuring quality in peer-produced eLearning content. It notes that peer production is becoming an important method for creating eLearning content, but the decentralized nature can undermine quality if not properly managed. The document introduces the QualityScape method developed by the European QMPP project as an important approach for assuring quality of peer-produced eLearning content. QualityScape views quality as the result of the interplay between peer production and peer validation processes, taking a holistic approach to enabling effective peer content creation while maintaining standards.
Open Educational Resources for Management Education: Lessons from experienceeLearning Papers
Authors: Cécile Rébillard, Jean-Philippe Rennard, Marc Humbert.
“Open movements” have gained increasing importance in various areas. In this paper we are interested in the particular case of Open Educational Resources (OER) and more specifically in the use of OER in Management Education.
Net4voice: new technologies for voice-converting in barrier-free learning env...eLearning Papers
Authors:Elena Luppi, Raffaella Primiani, Carla Raffaelli, Daniela Tibaldi, Ivan Traina, Anna Violi.
The Net4Voice project aims to increase the quality of learning opportunities promoting the adoption of barrier-free learning environments and the development of innovative methodologies which use speech recognition (SR) technologies.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
Authors: Vojko Strahovnik, Biljana Mećava
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.
This document summarizes an issue of the eLearning Papers journal from February 2009. It contains six articles related to digital literacy:
1. The first article discusses how digital literacy can help sustain identity for seniors in an uncertain world by focusing on meaningful digital goals and activities.
2. The second presents the UOC's proposal for a compulsory digital literacy course in all degrees to provide ICT competencies for academic and professional contexts.
3. The third explores how t-learning through digital television can promote social inclusion by providing interactive learning materials to those without internet access.
4. The fourth presents e-tivities to teach personal knowledge management skills and increase learning-to-learn abilities using internet
Globalization has both positive and negative impacts on education. Positively, it has led to growth in educational facilities and developments in technology and communication. However, it has also led to education becoming more market-oriented and a reduction in human interaction as methods shift to electronic formats. While technology has increased access to education, it also risks marginalizing traditional teaching methods.
This document discusses adapting the EU Kids Online questionnaire for use with deprived children in Portugal. It summarizes the challenges of translating a questionnaire about children's internet use across 25 European countries. It then discusses adapting the questionnaire for use with children who access the internet at Digital Inclusion Centers, which are part of a public policy program for social inclusion in Portugal. Finally, it provides context about the socioeconomic situation of children in Portugal and the challenges faced by disadvantaged groups.
This document describes the Grundtvig Learning Partnership "Intergenerational ICT Skills" project. The project aims to address digital illiteracy among older adults who lack essential computer and internet skills. It explores models for intergenerational learning where younger people teach basic ICT skills to older generations. Through interviews about their lives, older and younger participants will jointly create "family stories" with text, photos, and videos to upload to a project blog. This intergenerational exchange aims to introduce older adults to basic ICT while teaching youth about cultural and social histories to promote tolerance.
- The speaker discusses the transformation of education driven by digital technology and the rise of a new culture of lifelong learning. She notes that knowledge has become the basic currency in today's global economy and that demand for higher education is fueling changes in attitudes and practices.
- Technology is empowering unprecedented global access to quality learning environments. It allows learners of all kinds to access education flexibly across time and space through online programs and platforms. However, digital divides remain, and cultural and linguistic differences also impact the effectiveness of e-learning.
This document outlines the agenda for a conference on citizenship education for the 21st century. It discusses the current interest in citizenship and lifelong learning due to societal changes like globalization, risk, and uncertainty. It explores the origins and forms of citizenship, European ambitions for citizenship education, and approaches like developing civic competences, informal and experiential learning, critical pedagogy, and linking citizenship to capabilities. It also addresses issues like social cohesion, diversity, policy focus, teacher training, and relating citizenship to the core purposes of learning.
Digital storytelling is an important participatory media method used in community settings to share personal stories. It allows people to explore their histories and reflect on their experiences in a safe environment. These digital stories have the power to make real differences in people's lives when shared for various purposes like education, social movements, policy advocacy, and research. The Center for Digital Storytelling has developed a model for utilizing digital stories from supporting individual healing to addressing broader issues of health, equity, and justice.
UCL Press Chapter Title Inequality Book Title.docxouldparis
UCL Press
Chapter Title: Inequality
Book Title: How the World Changed Social Media
Book Author(s): Daniel Miller, Elisabetta Costa, Nell Haynes, Tom McDonald, Razvan
Nicolescu, Jolynna Sinanan, Juliano Spyer, Shriram Venkatraman and Xinyuan Wang
Published by: UCL Press. (2016)
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128
9
Inequality
As one might expect, there is a considerable interest in the capacity of the
internet and social media to produce large- scale social change. Yet the
question as to whether internet access and social media have improved
the plight of the world’s most disadvantaged populations or have rather
exacerbated inequalities continues and is far from resolved. As previous
chapters have pointed out, social media has had an important impact
on education, work and gender relations, all of which are major com-
ponents of this wider question. Several of our field sites represent low
income and disadvantaged populations. Here we examine the ways in
which social media may impact on people who do not have easy access
to digital resources, and how their use may be a mode of change – or,
conversely, how it may sustain their current social positions.
The number of people using digital communication has increased
dramatically since the launch of commercial access to the internet in the
mid- 1990s. And it is not just the rich, cosmopolitan and educated; the
current combination of mobile technology and social media has created
a strong interest among various socially underprivileged populations,
including illiterate or semi- literate people, low- wage manual migrant
workers and migrants in places such as China, India and Brazil.1
As with all the chapters of this book the evidence will be presented
from our long- term ethnographic engagement with nine different popu-
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different ways, depending upon historical processes and current polit-
ical and social structures. Drawing comparisons, ther ...
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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).
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In this publication we explain our nice experience.
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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Grandparents and Grandsons: poetics of an intergenerational learning experience
1. Grandparents and Grandsons:
poetics of an intergenerational learning experience
Aina Chabert Ramon and Monica Turrini
SCIENTER
Summary
The article presents results and recommendations from a Grandparents & Grandsons project,
financed under the European Commission’s eLearning programme. The project has
investigated intergenerational learning and how it can promote the exchange of approaches
between older and younger students, enriching the needs of each collective. Through the
involvement of vocational training students and upper secondary schools in the role of volunteer
“digital facilitators”, the project intends to teach internet browsing and e-mail use to the elders,
fostering thus their active digital citizenship role.
Nowadays, learners over 55 years old have to fight with a total new panorama, where most of
their mental references have been modified, recomposed or disappeared. At the same time, the
young generations encounter a fickle society, where it seems very difficult to establish a sense
of belonging on a particular context, a fact that has direct consequences on the historical
memory and the identity construction.
The following article presents a set of reflections across the preliminary outcomes of the project,
emphasising its contribution to the improvement of the intergenerational learning process,
particularly in terms of political dimension, roles and methodology. Finally, this paper proposes
some recommendations, based on the previous results, not only for the improvement of the
learning process but also, and especially, with the idea of facilitating an intergenerational
learning model transfer.
Keywords: intergenerational learning, eInclusion, digital literacy, elder
1 Introduction
The elder cannot be an elder if there is no community to make him elder. The young
child cannot feel secure if there is no elder, whose silent presence gives him or her hope
in life. The adult cannot be who he or she is unless there is a strong sense of the older
people around. 1
Intergenerational learning is a name, a post-modern tag to call an ancestral process. Since the
concept of culture was born, the social knowledge has been transmitted from generation to
generation, from older to younger, through thousands of different ways. On the oral societies
the figure of the narrator guaranteed the survival of a whole culture through the tales. The
narrator, on his classic figure, was an old man who teaches and advertises the young
generations about the ethical secrets of their common context. This approach to the
transmission of knowledge is, in fact, intergenerational learning.
1
Somé, M.P. (1993) Ritual Power, Healding and Community. Portland, OR: Swan/Raven&Co. p.2
1
eLearning Papers • www.elearningpapers.eu •
Nº 8 • April 2008 • ISSN 1887-1542
2. Nevertheless, this primary canal of the teaching-learning process, found its first revolution on
the post-Guttenberg societies. The writer became the referent point replacing with its words the
ancestral voices. This first moment of changes on the methodologies for the access to the
information discredited inevitably the importance of the experience and, consequently, the
prestige from elder teaching younger. As Walter Benjamin writes on its brochure, El Narrador 2
(1936):
«(...) la cotización de la experiencia ha caído y parece seguir cayendo libremente al vacío.
Basta echar una mirada a un periódico para, corroborar que ha alcanzado una nueva baja, que
tanto la imagen del mundo exterior como la del ético, sufrieron, de la noche a la mañana,
transformaciones que jamás se hubieran considerado posibles.» 3
Despite this, we can’t stop here. Alvin Toffler published “The third wave” in 1980 where he
posed a third revolution moment on this processes of transmission of knowledge. With the
appearance and the popularisation of the ICT the roles between elder and young have been
changed. Actually, when we talk about Intergenerational learning, we use to keep in mind
certain initiatives where young people help older people to acquire the competences and skills
for managing themselves on the information society. Of course, that’s also an intergenerational
learning approach, however, we can’t consider a whole intergenerational learning process if we
deny the reciprocity of this exchange of information.
We could say that, for the first time, we have got the possibility to equilibrate the balance
between younger and elder in terms of teaching-learning processes. Elder people, in our
contemporary society, are following “faustian models” where to live again a second life full of all
those new experiences that born everyday and, who could be better for help them to realise this
than a younger? In the meantime, younger people, as Somé (1993) suggest at the beginning of
this conclusions, need the silent presence that keep the hope in their life.
2 The G&G Project
G&G, supported by local authorities, associations and public and private organizations, is
addressed to people aged over 55. It is intended, through the involvement of students of VET or
upper secondary schools in the role of volunteer “digital facilitators”, to teach Internet browsing
and e-mail use to the elders, fostering thus their active digital citizenship role.
The main goal of the project is to exploit and transfer at European level a low cost methodology
of intergenerational involvement aimed to increase adult digital literacy promotion.
G&G works on: the adult digital literacy improvement to promote and facilitate active
citizenship; the activation of a training environment able to encourage inter-generational
dialogue; the linguistic diversity and specific contents to address cultural issues; modular
approach to guarantee high rate of transferability and the low cost & local stakeholders vision to
allow high level of sustainability.
3 Political dimension
Digital literacy is considered nowadays one of the essential skills to allow citizens to effectively
take part in the modern society and to exercise full citizenship. Internet websites offer a wide
range of information: opening hours of public and private offices and hospitals, forms to be
downloaded and filled in without queuing at desks, lists of documents to be provided to submit a
request for services, information concerning the deadlines of payment of basic services, the
possibility to file a complaint for theft, home banking and many other services that allow people
2 Benjamin, W. (1936) El narrador. Found on: [mimosa.cnice.mecd.es/~sferna18/benjamin/benjamin_el_narrador.pdf] 4th April 2007
3 quot;(...) the quotation of the experience has fallen and seems to continue falling freely through the emptiness. It is enough to watch briefly a newspaper to
corroborate that it has reached a new loss; that as the image of the exterior world like the one of the ethical one, suffered, overnight, transformations that never
had been considered possible.quot;
2
eLearning Papers • www.elearningpapers.eu •
Nº 8 • April 2008 • ISSN 1887-1542
3. not to leave their home to gather information in order to obtain services and/or have better
access to them. Against this effort, often fostered and supported by EU policies and
programmes, there is a large group of people aged over 55 unable to draw advantages from
these new opportunities/services.
Social cohesion is one of the key objectives of the European process, as mentioned in the
Single European Act, the Amsterdam Treaty and the Lisbon Declaration.
The European “cohesion funds” (mostly ESF) support a lot of initiatives aiming at tackling e-
exclusion in order to preventing digital exclusion and exploiting new digital opportunities for a
better inclusion of socially disadvantaged people.
E-inclusion is one of the dimensions of overall inclusion and cohesion policies. In the meaning
of the European Commission, e-inclusion means a twofold approach:
Preventing digital exclusion, i.e to prevent that disadvantaged people and
disadvantaged groups could be left behind of the information society
Exploiting new digital opportunities for a better inclusion of socially disadvantaged
people or groups, or less-favoured areas
However, although in Europe a lot is done to decrease the digital gap between the generations
the number of older adults using the Internet in the framework of seniors’ education is still quite
small.
There are various reasons for this, amongst the most important being:
The group of older learners is not homogenous and has various interests and
competences. The Internet teaching concentrates often on technicalities rather than on
mediating contents attractive to the learners.
There are sometimes barriers already within the organisations of senior’s education,
where, even in large and well-equipped organisations, the Internet is not considered or
is not yet recognised as an important tool in the education of seniors.
The motivation of older people to learn and use ICT depends mostly of the number of
relevant projects oriented specially for that target group. Countries like Denmark,
Iceland, Sweden, where there are a lot of older people who actively use computers and
Internet have organized special training for older people during 9 years or even more.
The cost of courses offered use to be expensive.
The schedule proposed for including elder in intergenerational learning activities doesn’t
use to match with their needs.
4 Pedagogical dimension
The fear to the unknown is an intrinsic characteristic of the human being. That’s the first barrier
that one can find working for the first time with new technologies. Newcomers are often
paralyzed by the idea of use a computer: How it works? Why I’ve to use it? The fearsome
“delete” option… I can’t do it!
This feeling is not related to an age matter, it happens everyday to everybody: first day at the
nursery school –or at job-, first date, first driving class, etc. Every emancipation process requires
a certain degree of self-confidence. It means not only to have the competences for doing it, but
also to believe that you have got those competences. The only difference between an over 55
man and a teenager when they sit in front of a computer is that, while for the younger it should
be a quotidian ritual, extremely likely, for the older it is his first time.
In that sense, it doesn’t seem a secret that, in order to obtain a good pedagogical approach, a
tutor may understand that people often bring these frightening thoughts to their first session.
While educating older people, pedagogical approaches should make use of students life
experience. Ways should be sought to identify, acknowledge, value, use, share and build on
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4. this experience for the benefit of both individuals and groups of older learners 4 . It has proved to
be the case that successful learning for older people is informal, social and fun. Strict direction
and formal evaluation should be avoided to make the feeling relaxed and thereby the situation
not scary for participants. The concept of experiential learning conceptualised by Rogers 5 can
be taken as a good framework for teaching ICT to older people.
Learning to use a computer it’s a practical skill process that involves a series of repetitive
moves that are assimilated by practice until they become automatic. Nevertheless, learning to
include ICT on the classical pedagogical paradigms implies a whole mental structure
reorganisation. More than “how” to use a computer, what really stops older people is a
motivational problem based on the “why” to use a computer.
Meaningful learning is a key point on this process. As far as new technologies are
fundamentally a tool, they need to be filled with a content. This is a good opportunity to
transform the ICT learning process into a really reciprocal intergenerational learning action.
Meaningful intergenerational learning means to work on determinate topics where older can
return this teaching to younger.
One of the most relevant issues that strengthen the bonds of the intergenerational learning is
the historical memory. This common cultural heritage situate younger and elder under the same
umbrella. Filling up the container that a tool as ICT creates with this topic is a very good way to
start working on intergenerational learning.
The selection of content is not only important for the over mentioned meaningful learning, but it
becomes essential from a methodological approach. A teaching-learning process based on a
suitable content allows elder to feel more comfortable on their new adventure through ICT, and
so, more willing, more useful and less afraid to learn. On that sense, a learning proposal based
on Decroly’s interest centres 6 , could be a good starting point for introducing both elder and
younger to a meaningfully common intergenerational learning path.
According to Rogers all human beings have a natural inclination to learn; the role of the teacher
or facilitator is to facilitate such learning. On that sense, the role of the tutors – young people, in
G&G case- starts with the aim to show beginners that they are capable of making a start and
that using a computer is something they will enjoy and find valuable. However, their role should
be, as well, based on the disposition to learn from elder about those specific topics that engage
each generation.
That’s why the staff for intergenerational courses must be specially trained not only
methodologically but also psychologically.
5 Recommendations
Following these outcomes, G&G proposes a number of points to be taken into consideration for
the future steps of the project:
1. A powerful start-up system with the 'buddy' way of learning is needed. The one-to-one
relationship between the young tutor and the trainee helps the latter begin pleasurably
using the PC, emails and Internet in a hands-on way. Practising using the mouse, typing
in an email address or an URL and doing a simple search can all be achieved in a short
time (often only in one single session), thus inspiring confidence, a sense of amazement
and a powerful desire for more.
4 http://www.uni-ulm.de/LiLL/5.0/E/5.3/practice.html Good Practice in the Education and Training of Older Adults. Prof. Keith Percy and Dr. Alexandra Withnall,
Lancaster University, Great Britain
5 Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
6 Muset, M. (2001) Ovide Decroly: La pedagogía de los centros de interés y los métodos globales. In: Trilla, J., et. al. (2001) El legado pedagógico del siglo XX
para la escuela del siglo XXI. Grao. Barcelona. Pg. 95-122.
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5. 2. The contents of the training should be attractive and meaningfully to the learner. It’s
necessary to promote older learners’ motivation to start to use ICT. Elder’s expectation
has to be checked out by asking encouragingly what she/he hopes to gain, so the
session has to be tailor-made.
Common answers are 'How to' questions: How to find websites of general interest How
to find the sites to book Flights or Holidays, How to send emails, How to use Search
Engines, How to compile and print a letter, and store it in a folder, etc. The learners
decide to a great part if, what and when, how and with which goal will they learn.
3. The learning experience should point out for the trainees also those potentialities linked
to the use of ICT that go beyond their expectations and can be considered as
“unexpected answers to real needs”, with the result of enhancing their motivation for
learning.
4. The contents of the training should be immediately transferable and applicable in the
trainee’s everyday life: the usefulness of the contents learnt should be self-evident.
5. The learning process should combine the one-to-one tutor-trainee relationship, based
on the concepts of scaffolding and empowerment, with a collaborative learning
approach.
6. The training path should provide the trainee with new possibilities/tools to
establish/maintain contacts with other people: these elderly people should eventually
not only be able to use Internet and e-mails to maintain contact with family and friends,
but they should also be able to develop new contacts with peers through net-based
facilities for contact and dialogue.
7. Specific strategies and activities must be made to ensure that people continue to use
computers and Internet on their own after the course, so that the knowledge and
experience gained during the learning activities will not be lost.
8. Most successful and effective initiatives and teaching programs seem to be those
targeted and tailor-made specifically for older people. It’s fundamental to take into
account their background, previous experiences, learning speed, special needs and
social context.
6 Considerations for the transfer of an intergenerational model
As in every specific teaching-learning process we can’t forget the importance of the context. All
the actors involved in any pedagogical process come with their own learning traditions, values,
and beliefs. We can’t deny either the social and institutional systems that describe their own
learning problematical, nor the peculiarities regarding the different languages intended as
idiomatic diversity but also as a generational lexical difference.
These are reasons enough strong to take into account some considerations about the better
way to transfer the up mentioned recommendations to each specific European context.
The social model of learning is part of the culture of each country. Educational barriers are
cultural barriers. When compared to the rest of the world, Europe has its own cultural
dimension. Nevertheless this dimension is second to national identity, which preserves context
specific traditional values and beliefs such as:
the relationship with authority;
the relationship between the individual and the group;
the concept of elder and young;
the role of the learners (active and passive);
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6. the control of the emotions;
the management and perception of time.
The next generations are liable to relate differently to authorities like teachers: they learn as
much from another as from course materials or from the interjection of a tutor, by starting to
collect information by themselves.
Nevertheless, learning is readily associated with constraint. All self-learning systems require
great motivation and autonomy from the individual learner’s side.
It is important to remember that motivation is one of the most relevant factors for any training
activity: a well adapted product will not meet the aims and objectives if both elder and young
people are not interested in the subject, if they feel constrained to attend the course or if they
are not able to perceive the direct benefit of the training activity.
Regarding the social and institutional systems, there are obvious differences from one country
to another, in terms of structure, administration, curriculum, regulations, etc. at any level in
education or training.
There are also differences in teaching and pedagogical methods used in various national or
regional contexts. These vary according to the cultural background and the importance given to
factors such as attitudes towards tradition, authority, etc.
Differences like these necessarily have an impact on the way people are accustomed to learn:
for example, systematic use of an “affirmative” teaching method such as a lecture leads to less
autonomy and a less critical mind than systematic use of “co-operative” methods such as case
studies or group discussions.
It is essential therefore, to carefully consider the type of teaching methods to which the target
group are accustomed.
Talking about the transfer of a model, there is not one right and single way to proceed, so all the
outcomes captured on this document must be taken as suggestions. It will be always necessary
to review every suggestion in relation to the context where the model has to be applied.
References
Somé, M.P. (1993) Ritual Power, Healding and Community. Portland, OR: Swan/Raven&Co.
p.2
Benjamin, W. (1936) El narrador. Found on:
[mimosa.cnice.mecd.es/~sferna18/benjamin/benjamin_el_narrador.pdf] 4th April 2007
http://www.uni-ulm.de/LiLL/5.0/E/5.3/practice.html Good Practice in the Education and Training
of Older Adults. Prof. Keith Percy and Dr. Alexandra Withnall, Lancaster University, Great
Britain
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Muset, M. (2001) Ovide Decroly: La pedagogía de los centros de interés y los métodos
globales. In: Trilla, J., et. al. (2001) El legado pedagógico del siglo XX para la escuela del siglo
XXI. Grao. Barcelona. Pg. 95-122.
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eLearning Papers • www.elearningpapers.eu •
Nº 8 • April 2008 • ISSN 1887-1542
7. Authors
Aina Chabert Ramon
SCIENTER, Italy
AChabert@scienter.org
Monica Turrini
SCIENTER, Italy
mturrini@scienter.org
Citation instruction
Chabert Ramon, Aina & Turrini, Monica (2008). Grandparents and Grandsons: poetics of an
intergenerational learning experience. eLearning Papers, Nº 8. ISSN: 1887-1542
www.elearningpapers.eu
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eLearning Papers • www.elearningpapers.eu •
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