Learning program design of vet4ei inclusion project

VET4e-inclusion
Project
Training curriculum for trainers of
efacilitators

VET4e-inclusion project
2
This document describes the training curriculum for trainers of
efacilitators that was developed during the VET4e-inclusion
project.
This curriculum is specialised in topics that concern the daily
work of promoters of digital competences (e-facilitators).
Some modules are dedicated to vulnerable target groups as
visitors of telecentres; some focus on technical others on
pedagogical skills.
Experience shows that some modules or units require more
processing time since the topics are very extensive. Therefore all
units give a mandatory and a recommended time frame according
to the experience of the pilot testing. Still, deadlines in which units
have to be completed are recommended in order to finish a
module in an appropriate time.
During the project VET4e-inclusion the curriculum was tested in
e-learning trainings.
1. Building a network culture
2. Auxiliary resources to optimize activities in telecentres /
ICT centres / libraries
3. Telecentre sustainability
4. Promoting ICT for elferly at the telecentre
5. Promoting ICT with migrants at the ICT centre
6. Getting familiar with Office tools (Open/MS) for
developing digital literacy workshops
7. Developing a digital photography workshop in the
telecentre
8. Facilitating job seeking in the telecentre
9. Planning a digital literacy workshop
10. Telematic Procedures - facilitating access to e-services

Module 1 & 12 Building a network culture
Position within the curriculum:
Stage 3 (mature) / Category 1 (management and organization)
Profile entrance of students:
Professional profile midium, minimum of 4 months being
an e-facilitator
Knowledge:
Knowledge of the telecentre.
Knowledge in working with groups and in the
management and implementation of the cross lines.
Skills:
Technology standard skills (office, multimedia)
Relationship skills in dealing with the groups
involved.
Competencies:
Standard telecenter management skills.
Skills in planning activities for key groups.
Skills in cross-project planning
Output Profile of students
Profile of a social network driver
Knowledge:
Knowledge of the importance of advancing towards in
developing a culture of networking in social
organizations and the key concepts in the way of
building a network.
Skills:
Acquire skills in the course of collaborative work.
Management skills of essential technological tools.
Competences:

2
Title of the
Learning Units
Duration Learnings aims/outcome Learning Contents
(What is taught)
Pedagogies and
Educational Methods
(How)
Techniques, Instruments and
Materials
Learning Unit
Actors (Who)
Evaluation
Opening
Module Unit
Introducing
Module
1 week Acquire knowledge and
abilities in managing the
learning environment
Information about how to
the use of the platform.
We offer to the student the
opportunity to access to the
platform a few days before the
start of the module in order to
provide him/her relevant
information about the course
and module in order to
facilitate the further
development of learning units.
The first action we ask to
students is to introduce
themselves to the group and
read messages from other
students.
Modules presentation:
Goals of the module.
Contents of the module.
Target of the module.
Module structure and methodology
Personal and technical requirements
Tutorship of the Module
Forums
Module plan
Information about how to the use of the
platform.
Short guide about the Use of Moodle
platform.
Guide to retouch the photo of your profile.
Bulletin board and news
 Forum presentation of the students and
tutors
Students and tutors It isn’t an evaluation
unit.
It serves to connect
students to the training
process.

3
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 1:
Network spirit
5 hours of
mandator
y
minimum
commitm
ent.
1 week
Acquire knowledge about the
significance of networking.
Assess positively the reasons
for incorporating the
networking to the task of the
telecenter.
Knowing a possible route to
build a network among
associations.
Learn about social
movements and their use of
networks.
Networking elements.
Reasons to incorporate a
culture of network in the
world of the social.
Charting the way in the
construction of associative
networks.
Linking social movements
and the Network
It is offered to the student an
individual task of reflection
and consciousness raising on
key aspects of networking.
Video "Three brothers"
Likewise, the student must
contribute with some news
related to networks into forum
of the course.
Reading and vídeo: “Los tres hermanos”
Introducing Forum where it is asked to the
student to answer why he/she think he/she
needs to do this course. It is also asked to
write some relevant information about the
organization where students work.
Reading: Diez Razones para trabajar en red.
URL: Web de Telecentre.org (english)
URL: Web de Telecentre.org (español)
Reading: El trabajo en red, tejer
complicidades y fortalezas.
Reading: Etapas en el camino de
construcción de redes asociativas.
URL: Crac, Centro de recursos de Cádiz y la
Bahía
Task: Analysis of experience in networking.
Forum of news (for exclusive use of the
tutor).
------------
Extra Reading: El deseo de enredarse y el
peligro de liarse.
Extra Reading: Movimientos sociales,
globalización, educación popular y trabajo
en red.
Students and tutors Task 1: Analysis of
experience in
networking.
Task 2: Introduce
oneself into the
Introducing Forum.
Task 3: Participation in
the Forum News.
Task 4: Access to
materials and readings.
Self Evaluation Unit 1

4
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 2:
Weaving the
net
5 hours of
mandator
y
minimum
commitm
ent.
1 week
Acquire practical knowledge
and skills in the use,
management and use of a
social network
Know the online social
networks and communities.
Practice in building a
community with a social tool.
Knowing the importance of
the blog.
Make the community
“Building a network culture”
take contact with the
community technology
training in Grouply, created
especially for that module.
The module invite the
students to interact in a real
social network:
• Build their own profile.
• Participate in the spaces
offered: open forums,
discussion groups, etc..
• Use this space to share
ideas, experiences and issues
overexposed in the reading
"Tareas fundamentales que
hay que resolver en una red".
• Use the spaces of
participation to know what
are the communities of
practice and collaborative
working groups on Internet.
The unit focuses on making
contact and enlarging the
acquisition of knowledge
about the use of social
networks based in Grouply.
Each student receives the
indication to entry. Part of the
activity is shifted from the
Moodle training to the
entertainment Social Network.
Reading: Tareas fundamentales que hay
que resolver en una red.
Task: Virtual Communities.
URL: Web Voluntariado.net
URL: Web IRC Hispano – Chat.
URL: Web Sindominio.net
Reading: Utilizar la comunidad virtual
Grouply.
URL: Wikipedia: Virtual Community
URL: Comunidad Virtual Redes Asociativas
------------
Extra-Video: ¿Qué es un blog?
Extra-URL: sedic.es
Extra-Reading: Taller de urbanidad y buenas
maneras en los blogs.
Students and tutors Task 1: To participate in
the entertainment
Social Network of the
module, edit a profile,
post into the blog,
participate into the
forum.
Task 2: Access to the
content and readings.

5
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 3
The potential
2.0
5 hours of
mandator
y
minimum
commitm
ent.
1 week
Understand the meaning of
the concept web 2.0
Participate in the social
network of the training
module.
List, explain and see
examples of the main ICT
tools.
Reflect on the use of ICT
tools in the field of social
organizations.
Develop an "ICT Toolkit" for
networking.
Enumeration, explanation
and examples of the largest
and most useful ICT tools.
Use of ICT tools in the field of
so-cial organizations.
Development of a "kit of ICT
tools" to work in a network.
The unit aims to analyze useful
resources for networking and
building with them an
essential toolkit 2.0.
Tutor proposes to students
building their own toolkit 2.0
and discuss about the process
in the social network module.
The intensity of work is
distributed between e-learning
platform and social network
module.
Video: La Web 2.0, la revolución social de
Internet
URL: Concept web 2.0 Wikipedia
Reading: Herramientas y buenas prácticas
para las organizaciones no lucrativas en el
uso de las tecnologías de la información y la
comunicación.
Task: Tools and Resources.
----------
Extra-Reading: El poder de las redes. David
de Ugarte.
Extra-URL: Blog de David de Ugarte
Extra-URL: Sociedad de las Indias
Electrónicas
Students and tutors Task 1: Identify which
tools and resources
from ICT (specially
social web or 2.0)
students can use and
develop in their
organization to enlarge
networking.
Task 2: Participate in
grouply network.

6
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 4
Building
Networks
5 hours of
mandator
y
minimum
commitm
ent.
1 week
Know and analyze real-world
examples of different types
of social network.
Acquire skills in evaluation
and diagnosis of a social
network.
Network of Organizations:
How does a Social forum
work?
Conversation with Jordi Calvo
from the Catalonia’s Social
Forum.
Involvement into the
community of Associative
Networks.
Questionnaire to evaluate
the student’s organization’s
network.
The unit tries to specific the
experience of students by
establishing a dialogue with
two active social actors with a
forum of questions and
answers with each of them.
Each represents a different
type of social network.
It also seeks to bring the
lessons learned to the
student's daily practice,
proposing an analysis of social
network next to the student.
Video: “Homenaje a Cataluña II", an
investigation about networks.
URL: Foro Social Mundial.
Reading: Social forums, from Jordi Calvo.
Asking & answering Forum with Jordi Calvo
from the Catalonia’s Social Forum.
Task: Evaluation of the situation of our
network.
-------------
Extra-URL: Link: Associative Networks
Virtual Community
Video: Web 2.0 and some fun.
Students and tutors
Representatives of
two social networks
Task 1: Diagnosis
questionnaire of a
social network.
asking & answering
Forum.
Closing
module Unit
Forum and
evaluation
questionnaire
1 week Become aware of the
achievements of the module
Evaluation Forum.
Evaluation Questionnaire.
Students will be proposed to
answer a questionnaire
evaluation of the module and
to participate in a dialogue-
forum evaluation.
Evaluation Forum.
Final Exam.
Students Final Exam

7
Module 2
Auxiliary resources to
optimize activities in
Telecenters / ICT Centers / Libraries
Stage 3 (mature) / Category 1 (management and organization)
Professional profile basic, minimum of 2 months being an e-
facilitator
Knowledge:
Knowledge of the telecentre, ICT center or
Libraries.
Skills:
Basic operational ICT skills.
Competencies:
Standard telecentre/ICT Centre/Libraries management
skills.
Skills in planning activities for target groups.
Knowledge:
Knowledge of the importance resources
Skills:
Acquire skills in the course of collaborative work.
Competences:

8
Title of the
Learning
Units
Duratio
n
Learnings
aims/outcom
e
Learning Contents
(What is taught)
Pedagogies and Educational Methods
(How)
Techniques, Instruments and Materials Learning Unit
Actors (Who)
Evaluation
Opening
Module
Unit
Introducin
g Module
1 week Acquire
knowledge and
abilities in
managing the
learning
environment
Information about how
to the use of the
platform.
We offer to the student the opportunity to
access to the platform a few days before the
start of the module in order to provide him/her
relevant information about the course and
module in order to facilitate the further
The first action we ask to students is to
introduce themselves to the group and read
messages from other students.
Goals of the module. / Contents of the module. / Target of
the module. / Module structure and methodology /
Personal and technical requirements / Tutorship of the
Module
Forums
Module plan
Information about how to the use of the platform.
Short guide about the Use of Moodle platform.
Guide to retouch the photo of your profile.
Bulletin board and news
Forum presentation of the students and tutors
unit.
process.

9
Title of the
Learning
Units
Duratio
n
Learnings
aims/outcom
e
Learning Contents
(What is taught)
(How)
Actors (Who)
Evaluation
Unit 1:
Introductio
n and Tools
5 hours
of
mandato
ry
minimu
m
commit
ment.
1 week
Acquire
knowledge
about the
determining the
resources
needed for daily
work in
Telecentre/ICT
center/Libraries.
Learn about
analyze, design
and develop of
main learning
and
representative
content.
Introduction to
organizational and
administrative
resources.
Using computer-based
technologies to
manipulate, create and
store of Word
Processing and
Graphics content.
technologies to locate,
access, evaluate, store
and retrieve
information and to
express ideas and
communicate with
others.
It is offered adequate training focuses on
preparing the trainee to implement ICT skills
and acquired knowledge in an instructional
setting.
Proactively harnessing the available
technologies and how they might be able to
influence further developments of content.
Likewise, the student must contribute with
some news related to networks into forum of
the course.
Introducing Forum where it is asked to the student to
answer why he/she think he/she needs to do this course.
It is also asked to write some relevant information about
the organization where students work.
Reading: Introduction.
URL: www.manualesgratis.com (English)
URL: www.solotutoriales.com (English)
URL: www.e-manuales.com (English)
URL: www.aulafacil.com (English)
Reading: Image processing
URL: gimp.hit.bg/gimp.html (Bulgarian)
uroci.net/uroci/12/Gimp.html.(Bulgarian)
Reading: Word processing
URL: www.openoffice.org (English)
URL: www.typetester.org (English)
URL: http://freelancefolder.com (English)
URL: uroci.net/uroci/20/Microsoft-Word.html (Bulgarian)
Task 1: Create an organizational document (schedule,
certificate, poster, calendar or other)
Task 2: Forum - What kind of services do you offer in
your Tcenter/ICT center/Library?
Students and tutors Task 1: Creating a
precise and functional
model of document.
the Forum.
Task 3: Access to
materials and readings.

10
Title of the
Learning
Units
Duratio
n
Learnings
aims/outcom
e
Learning Contents
(What is taught)
(How)
Actors (Who)
Evaluation
Unit 2:
Creation
of resource
s
5 hours
of
mandato
ry
minimu
m
commit
ment.
1 week
Acquire main
guidelines for
creating
effective docum
ents.
Understand
the different
file formats
and learn how
to select the
most
appropriate.
Knowing the
aspects
and combinatio
ns of computer-
based tools for
creating speciali
zed materials
Introduction to file
formats, purpose and
using.
technologies to
manipulate, create and
store of organizational,
learning and
presentation content.
technologies to locate,
access, evaluate, edit
and store of photos.
The unit focuses on creating sharable
components of content that would have
relevance and
applicability.
Each student receives knowledge about expands
the flexibility and features by adding more
elaborate text uses and shared curriculum
content capabilities.
Reading: Efficiency and usability.
Reading: Lay out the text in a document.
Reading: File formats.
URL: www.hellopdf.com/ (English)
URL: docx-converter.com/ (English)
URL: audacity.sourceforge.net/ (English)
URL: www.mediaconverter.org/ (English)
URL: www.zamzar.com/ (English)
URL: www.media-convert.com. (English)
URL: format-factory.en.softonic.com
URL: winff.org/html_new/ (English)
Task: Image processing
Students and tutors Task 1: Creating a
precise and functional
model of image.

11
Title of the
Learning
Units
Duratio
n
Learning
aims/outcom
e
Learning Contents
(What is taught)
(How)
Actors (Who)
Evaluation
Unit 3
Create ma
nuals,
tutorials
and exercis
es
5 hours
of
mandato
ry
minimu
m
commit
ment.
1 week
Understanding
the basics of
copyright and its
implementation
in the creation
of resources.
Developing man
uals
and exercises to
facilitate learnin
g process.
Know and
analyze
licensing
of content.
Enumeration,
explanation and
examples of most
usefully practical
guides, manuals,
tutorials and etc..
Using of Copyrights in
the field of learning
process.
The unit aims access and understanding of the
resources which contain a syllabus, course
readings or articles, innovative in their online
design and delivery
of online education.
Tutor proposes to students building their own
creative style and discuss about the process in
licensing of copyright.
Reading: Creating exercises and tutorials
Reading: Copyright and Licensing
URL: http://cc.isoc.bg/ (Bulgarian)
URL: http://creativecommons.org/ (English)
Task 1: Create a user guide.
Task 2: Forum - What is the way to get photos for your
exercises, tutorials, documents and etc.
Students and tutors Task 1: Identify which
tools and resources
from ICT, students can
use and develop in
their organization to
create content.
the Forum.

12
Unit 4
Specialized
tools and
resources
5 hours
of
mandato
ry
minimu
m
commit
ment.
1 week
Know and
learn how to
create audio-
visual lessons.
Acquire main
guidelines of
using of
computer-based
resources to
develop
new integrated
services.
Introduction to video
converters and
applications - purpose
and using.
technologies to
manipulate, create,
store, uploading and
sharing of video
tutorials.
Enumeration,
explanation and
examples of most
usefully practical
software on the
internet.
The unit tries to understand the role theory in of
learning the design and function of specialized
activities.
It also seeks constructivist approach employs
technology to engage the student, facilitate
reciprocal communication, and foster an
interactive learning environment.
Reading: Audio-visual resources
Video: Capture of desktop with WINK 2.0
Video: Installing of WINK 2.0
Video: Content folder and shortcut of WINK
Video: Camstudio - basic settings
URL: www.youtube.com (English)
URL: www.vbox7.com (Bulgarian)
URL: www.debugmode.com (English)
URL: www.screencastle.com (English)
URL: www.camstudio.org (English)
Reading: Useful software
URL: http://clic.xtec.cat/es/jclic (English)
URL: http://hotpot.uvic.ca (English)
URL: http://webardora.net (English)
Task 1: Forum - Create video tutorial to explain some
basic functions in the operating system and share it here.
Task 2: Wiki – Share here other online resources that
you already used in your work.
Students and tutors Task 1: Participation in
the Forum.
Wiki.
Closing
module
Unit
Forum and
evaluation
questionna
ire
1 week Become aware
of the
achievements of
the module
Evaluation Forum.
Evaluation
Questionnaire.
Students will be proposed to answer a
questionnaire evaluation of the module and to
participate in a dialogue-forum evaluation.
Evaluation Forum.
Final Exam.
Students Final Exam

13
Module 3 & 11 Telecenter sustainability
Stage 2 (consolidation) / Category 1 (management and
organization)
Professional profile midium, minimum of 4
months being an e-facilitator
Knowledge:
Knowledge of the telecenter.
Knowledge in working with groups and in the management and
implementation of the cross lines.
Skills:
Relationship skills in dealing with the groups involved.
Competencies:
Standard telecenter management skills.
Skills in planning activities for key groups.
Skills in cross-project planning
Knowledge:
Knowledge of the importance of advancing towards in developing a
culture of sustainability in social organizations and the key concepts
in the way of thinking, creating, opening and developing a
telecenter taking in account the future of the project and the
funding necessary for its operations.
Skills:
Acquire skills in the course of sustainable work.
Competences:

14
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Opening
Module Unit
Introducing
Module
1 week Acquire knowledge and
Information about how to the
use of the platform.
We offer to the student the
opportunity to access to the
platform a few days before the
start of the module in order to
provide him/her relevant
information about the course
and module in order to
facilitate the further
The first action we ask to
students is to introduce
themselves to the group and
read messages from other
students.
Evaluation and certification.
Forums
Module plan
Information about how to the use of the
platform.
platform.
 Forum presentation of the students and
tutors
unit.
process.

15
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 1:
The
commitment
to a
sustainable
organization
5 hours of
mandatory
minimum
commitment.
1 week
Our commitment is to build
sustainable organizations and
projects.
Our goal is to learn how to do
it on the term "sustainability",
learning it from sustainable
initiatives and reading
opinions of experts (and our
own) through an online tool.
Introduce the participants in
this training module and
recognize each other as
builders of the knowledge
that will be generated during
these weeks.
Define the concept of
sustainability and learn about
its history and currents.
Learn about the different
aspects or facets that make a
project sustainable.
Identify sustainable initiatives
in the social field and analyze
the cases.
Learn to use the Google Docs.
As staff, volunteer or manager
of a telecenter, whatever
position or degree of
participation, everybody in a
telecenter is an essential part
of it, one way or another, and
everybody can help to make it
up and keep running.
Reading: La apuesta por una organización
sostenible.
Reading: La importancia de la sostenibilidad
en las organizaciones sociales.
Task 1: Identify and analyze a case of
sustainable entrepreneurship.
Task 2: Put in Google Docs files from the
activity.
Forum of news (for exclusive use of the
tutor).
------------
Extra Video: Las cuatro ecologías de
Leonardo Boff.
Help documentation: Google Docs.
Students and tutors Task 1: Identify and
analyze a case of
sustainable
entrepreneurship.
Task 2: Put in Google
Docs files from the
activity.
Self-Evaluation Unit 1

16
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 2:
Telecentres
with future
5 hours of
mandatory
minimum
commitment.
1 week
Make a basic analysis of
students telecenters'
sustainability as well as
analyze the telecenter status
in order to look forward
seeking allies and resources to
improve the potential of the
telecentre.
Learn about the situation of
telecenter networks' in Spain
and also in other countries.
Understand the concept of
the telecenter, its types and
functions.
Approach the concept of
sustainability in the
telecenter.
Analyze the telecenter status
in regards to sustainability.
Reflecting on the figure of
telecenter facilitator as a key
element of the future of the
telecenters.
Learn about virtual
communities or social
networks of telecenters.
The experience of thinking,
creating, opening and
developing a telecenter must
look forward to ensuring the
continuity of the project, taking
into account that facilitators
are developing a social
initiative, aimed primarily at
people with special difficulties
in accessing ICT.
Reading: Telecentros, modelos y
sostenibilidad.
Task: Analyse your telecenter.
Forum: The facilitator role.
URL: Telecentre.org community.
URL: Comunidad Conecta community.
------------
Extra-Video: La sostenibilidad en el
telecentro.
Extra-URL: Telecentros POETA
Extra-Reading: “Las redes de telecentros en
España. Una historia por contar”. Karma
Peiró.
Students and tutors Task 1: Analyse your
telecenter.

17
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 3
Seeking
funding
5 hours of
mandatory
minimum
commitment.
1 week
How to be related to the
telecenter's environment to
get funding.
Identify potential
relationships and
contributors, as well as
various funding models for
social organizations and the
possible consequences of
implementing these models.
Focus on the importance of
diversifying the sources of
funding as a guarantee of
sustainability.
Provide the essential
knowledge to help students to
define a fundraising strategy.
Identify major sources of
funding for social
organizations.
Learn about the different
funding models for
organizations and the
consequences of
implementing these models.
Emphasize the importance of
diversifying sources of funding
as a guarantee of
sustainability.
Outline a plan to raise funds
in a telecenter.
One of the indispensable
conditions for telecenters is
having the funding necessary
for its operations.
Students will try to answer
some questions in order to
understand the goal of this
Unit:
What do companies want to
obtain from their relationships
with social institutions?, What
are the limits when working
with companies? What are the
different forms of
collaboration?, How can you
present your projects and make
them attractive?, Why is a
project supported or rejected?
What are the benefits for
companies?
Reading: Fuentes de financiación.
Reading: Comunicación y captación de
fondos.
Task: Funding Sources in your telecenter
from public and private entities.
Forum: Raise funds by holding events, the
sale of services and product sales.
Students and tutors Task 1: Funding Sources
in your telecenter from
public and private
entities.

18
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 4
Saving and
making best
use of
resources
5 hours of
mandatory
minimum
commitment.
1 week
Review the main points
related to the construction of
a green space, taking into
account that the telecenter is
a place similar to an office.
We'll begin from the motto
"Reduce, Recycle, Reuse",
which is the basis of
environmental sustainability.
Focus attention on recruiting
of volunteers in the telecenter
that will help us meet our
objectives with their solidarity
work.
Collect ideas and resources to
improve time management.
We'll elaborate further on the
issue of sponsorship with a
practical exercise that will
serve to exercise you in
searching resources.
Apply sustainability criteria to
each of the spaces and
resources of the telecenter as
a place of work.
Share ideas and resources on
time management at the
telecenter.
Learn about one resource for
seeking sponsorship and use it
for your project.
In the last learning unit of this
module we'll approach three
essential issues for sustainable
management of an
organization, a telecenter:
environmental sustainability,
time management and human
resources.
Reading: Cuidar el planeta desde el
Telecentro.
Reading: Gestión del tiempo.
Task: Presentation of your telecenter and a
project to a company.
Forum: Volunteering at the telecenter.
-------------
Extra-Reading: Conclusiones de los talleres
sobre voluntariado corporativo
Extra-task or ressource: Find sponsors in
www.tupatrocinio.com
Students and tutors
Representatives of
two social networks
Task 1: Presentation of
your telecenter and a
project to a company.

19
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
(How)
Materials
Learning Unit
Actors (Who)
Evaluation
Closing module
Unit
Forum and
evaluation
questionnaire
Evaluation Forum.
Students will be proposed to
answer a questionnaire
evaluation of the module and
to participate in a dialogue-
forum evaluation.
Evaluation Forum.
Final Exam.
Students Final Exam

20
Module 4
Promoting ICT for the elderly at the
telecentre
Stage 2 (consolidation) / Category 2 (Methodological skills in
working with groups of participants)
Entrance Profile of students:
Minimum 6 months experience in a
job/volunteer engagement with elderly
people and/or
Minimum 6 months experience as e-
facilitator for social inclusion
Knowledge:
Basic knowledge of ICT centres environment
Basic knowledge of elderly-related main issues
Skills:
ICT standard skills (office, multimedia)
Basic team-working skills
Competences:
Basic target-oriented/intercultural
communication skills
Capability to plan activities for vulnerable groups
Output Profile of students:
e-facilitator for elderly social inclusion
Knowledge:
Basic knowledge of elderly situation, needs, resources, opportunities
Basic knowledge on present data, information, analysis related to elderly people
Basic knowledge of the local context and elderly-related actions/opportunities
Knowledge of the potential role of an ICT center in promoting elderly integration
and personal development
Basic knowledge of ICT devices/programmes/software devoted to elderly people
Skills:
Ability to identify and analyze digital gaps/ICT barriers
of elderly people
Ability to perform e-facilitation tasks focused on
elderly-public
Ability to facilitate elderly access to services and
learning opportunities through ICT
Ability to use simple software focused on elderly
needs/interests
Competences:
Critical analysis of the available sources of
information on elderly-related topics
Design, realization and promotion of ICT
activities/digital literacy programmes addressed
to elderly people
Teaching to elderly people how to use ICT tools
for personal development and interests

21
Title of the
Learning
Units
Duration Learning aims/outcome Learning Contents
(What is taught)
(How)
Materials
Learning
Unit Actors
(Who)
Evaluation
Introductio
n Unit
1 week
available
1 hour of
mandatory
minimum
dedication
- To familiarize with the
learning environment:
- To familiarize with the
platform and its functions;
- To understand the overall
objectives, contents and
methodology of the module;
- To understand tutor's role;
- To understand the
evaluation system and
criteria.
- use of the platform
- how to complete student
personal profile;
- management of interactive
tools;
- relational skills for the
communication with students
and tutor.
starting of the module, in order to provide
him/her relevant information about the
functioning of the platform and the structure
of the module. The Introduction Unit is a start-
up unit aimed at facilitating the learning
process that starts with Unit 1.
The only mandatory tasks of the Introduction
Unit are: Introduce oneself in the
“Introduction Forum”; Complete ones personal
profile; Consult the Bulletin Board and the
Introduction forum to read the messages from
the tutor/other students.
Tutor's role: the tutor is present in the
platform and has to introduce him/herself in
the Introduction forum and to post a Welcome
message in the Bulletin Board. Nonetheless, it
is suggested to avoid direct interactions with
the students in order to encourage their
spontaneous participation (see also the
Evaluation column).
READINGS:
Methodologic readings:
- Goals of the module
- Target of the module
- Module structure and methodology
- Tutorship of the Module
Overview of the learning contents
readings:
- Module plan
- Contents of the module
Technical readings
- Platform users' guide
- Detailed instructions on how to
complete the profile
- Forums
- Personal and technical requirements
COMMUNICATION AND INTERACTIVE
TOOLS:
- Bulletin board and news
- Presentation forum
Students and
tutors
No evaluation is foreseen.
The Introduction Unit is a
start-up unit aimed at
facilitating the learning
process that starts with Unit
1.
It is also an instrument to
verify students' motivation in
order to prevent drop-outs.
Therefore, selected students
that don't access the platform
during the Introduction week
are substituted with enrolled
students in the waiting list.

22
Title of the
Learning
Units
(What is taught)
(How)
Materials
Learning
Unit Actors
(Who)
Evaluation
Unit 1
Our
elderly: a
general
overview
1 week
available
5 hours of
mandatory
minimum
commitment
- To provide a reference
framework on elderly
situation and needs
- To know better the local
context and
actions/opportunities
devoted to the elderly
- How to do a good context
analysis
- Elderly people:
characteristics, feelings and
needs.
- Presentation of the most
relevant information and
resources useful to support
old population
- Basic elements on
telecentre’s activities and
potential
- Present data on Italian old
population according to
CENSIS and IRP
- Basic elements on the Third
Age Universities: aims and
concrete examples
- Italian population and ICT:
main data and general
overview
This Unit is built on a three levels
methodological approach:
1.Theoretical/Didactic: it provides neutral
context-based information
2.Interpretational: it provides oriented
positions on the phenomenon and elements to
deconstruct them
3.Critical: it stimulates context-based
elaboration
Reading: Gli anziani: sentimenti e
bisogni (The elderly: feelings and
needs)
Reading: Il contesto e le risorse
disponibili (The context and the
resources available)
Reading: Il telecentro e le sue
potenzialità (The telecentre and its
potential)
------------
Optional Article: Anziani, una ricchezza
trascurata (The elderly: a careless
resource)
Optional Article: Anziani di ieri e di oggi
(Past and present elderly)
Optional Reading: Per vivere la terza
età (To live the third age)
Optional Article: Terza età: da forza
lavoro a forza cultura (Third age: from
workfroce to “cultureforce”)
Optional Reading: Indagine ISTAT 2010:
cittadini e nuove tecnologie (ISTAT
survey 2010: citizens and ICT)
Students and
tutors
Task 1: Il territorio e il
telecentro (Your territory and
the telecentre): individual
work aimed at describing the
local context, as related to
the elderly.
Forum: I bisogni degli anziani
nel tuo territorio (Elderly
needs in your territory):
sharing and exchange of
experiences and opinions.
Self Evaluation Questionnaire
Unit 1.

23
Title of the
Learning
Units
(What is taught)
(How)
Materials
Learning
Unit Actors
(Who)
Evaluation
Unit 2
Personal
and digital
competenc
es and
skills
1 week
available
5 hours of
mandatory
minimum
commitment
-To identify elderly people
digital gap/barriers
- To identify adaptation
procedures/opportunities of
ICT
devices/software/contents/re
sources for elderly people
- To develop strategies and
actions to promote ICT use to
elderly people
- To define role/tasks of the
e-facilitator for social
inclusion in this context
- Examples and ideas of ICT
uses for elderly people
- Main barriers between
elderly people and ICT
- Basic elements to customize
ICT
devices/software/contents/res
ources to elderly people needs
and difficulties
- Overview on facilitator’s
characteristics, skills and tasks
- Examples on elderly people
motivation to learn and use
ICT
- Examples of ICT learning
opportunities for elderly
people
- Examples of broadband use
for e-services access
Unit 2 contents are closely linked to practical
work in learning contexts with elderly people.
The pedagogical approach is practical-
theoretical and aimed at encouraging the use
of ICT to achieve personal development.
Reading: Non è solo il computer (It’s
not only the PC)
Reading: Superare i pregiudizi
(Overcoming predjudices)
Video: PC e anziani: qualche riflessione
(PC and elderly people: some
refelctions)
Reading: Il ruolo del facilitatore
(Facilitator’s role)
Reading: Semplificare i materiali
didattici (How to simplify didactic
resources)
------------
Optional Video: Ma ora si che ho
l’età...per il PC (It’s the good age to
learn ... the PC)
Optional Reading: Gli anziani e le
opportunità di apprendimento delle TIC
(Elderly people and ICT learning
opportunities)
Optional Reading: Gli anziani e la banda
larga (Elderly people and the
broadband)
Students and
tutors
Task 1: Incoraggiare gli
anziani (Encouraging elderly
people): individual work
aimed at define
strategies/ideas to encourage
elderly people in using ICT.
Forum: Pregiudizi e soluzioni
(Prejudices and solutions):
sharing and exchange of
experiences on how to
overcome prejudices and
identify solutions.
Unit 2.

24
Title of the
Learning
Units
(What is taught)
(How)
Materials
Learning
Unit Actors
(Who)
Evaluation
Unit 3
Training on
ICTs
1 week
available
5 hours of
mandatory
minimum
commitment
- To learn how to adapt
computer, hardware and
software to elderly people
abilities and needs
- To define a digital literacy
training programme
- To use simple software
devoted to elderly needs
- Basic controls and functions
to customize hardware and
software
- Basic elements of field
researches on elderly training
needs and abilities
- Basic elements and criteria to
design a training programme
- Practical elements for PC use
- Examples of software (ELDY
and Genealogia)
Unit 3 provides a logical scheme presenting
the process of designing targeted activities
starting from users' needs.
It encourages a customized use of the
resources available, stimulating personal
elaboration.
Reading: Adattare e configurare
hardware and software (How to adapt
hardware and software)
Reading: L’apprendimento delle TIC
per gli anziani (ICT learning for elderly
people)
Reading: Progettare un programma
formativo (How to design a training
programme)
------------
Optional Video: Eldy: il computer
diventa facile (Eldy: PC becomes easy!)
Optional Reading: Guida pratica al PC
(Practical guide to PC use)
Optional Link: Costruire un albero
genealogico (Building a genealogical
tree): free software to build
genealogical trees
Students and
tutors
Mandatory tasks
Task 1: Progettare un’attività
formativa per le persone
anziane (To design a training
activity for elderly people):
individual work aimed at
designing a
workshop/training
programme on ICT for elderly
people
Task 2: Wiki: materiali di
apprendimento per persone
anziane (Wiki: training
materials for elderly people):
find ICT learning
materials/resources, etc. and
add them to the Wiki, in
order to achieve a group
result
Forum: La formazione nel tuo
telecentro (Training in your
telecentre): sharing and
exchange of good practices of
training activities in the
telecentres
Unit 3

25
_______
Optional task:
Costruisci l’albero genalogico
della tua famiglia! (Build your
family tree!): individual work
using the software
“Genealogia”
Unit 4
ICT
training
programm
es for
elderly
people
1 week
available
5 hours of
mandatory
minimum
commitment
- To learn how ICT can
become resources for elderly
personal development
- To design an ICT programme
for the elderly
- Examples of ICT workshops
and projects in the Telecentres
- Guidelines of the project
“Grandfathers on-line”
- Examples of projects for
elderly digital literacy
Unit 4 moves a step forward toward the
process of designing targeted activities starting
from users' needs (practical and customized
application of the knowledge acquired)
Reading: Progetti sulle TIC per gli
anziani (ICT training programmes for
the elderly)
Reading: Nonni su Internet
(Grandfathers on-line)
------------
Optional Link: InformaNonni.it
Optional Link: Apprendere con le
tecnologie (Learning with technologies)
Students and
tutors
Mandatory tasks
Task 1: Il mio progetto sulle
TIC per gli anziani (My project
on ICT for elderly people):
designing a training project in
your telecentre for elderly
people
Task 2: Wiki: Progetti per gli
anziani (Wiki: projects for
elderly people): share in the
Wiki your experiences of ICT
projects devoted to the
elderly, in order to achieve a
group result
Forum: Altri progetti e
workshops (Other projects
and workshops): sharing and
exchange of ideas on
workshops and activities in
the telecentres
Unit 4

26
Title of the
Learning
Units
(What is taught)
(How)
Materials
Learning
Unit Actors
(Who)
Evaluation
Closing
Unit
10 days
available
5 hours of
mandatory
minimum
commitment
- To assess knowledge/skills
acquired
- To apply in a critical and
transversal way
knowledge/skills acquired
during the whole learning
path
- To evaluate the
adequateness of the learning
module according to students
- Final exam
- Feedback Forum
- Evaluation Questionnaire
The final exam consists in a
collaborative/cooperative learning exercise
allowing the assessment of students' capability
to use skills and competences acquired in each
learning unit in an integrated and transversal
way.
It is aimed at evaluating work related skills
(more than theoretical knowledge).
The exercise has to be realized in groups of 5.
The students themselves have to select their
"final exam mates" during the 4 weeks of
training (to foster interchange during the
training and allow the constitution of groups of
people sharing the same
interests/ideas/projects/work contexts).
After the deadline each group has to present
its product to the virtual class and the tutor in
the framework of a face to face session and/or
online interactive session.
Moreover, students will be proposed to
answer a evaluation questionnaire on the
module and to participate in a feedback forum.
Final Exam: Imagine to design "the ideal
centre for elderly people" and provide
its "business plan". In particular,
answer to the following points: a.
context analysis; b. target description
and target's expected needs; c. general
and specific objectives; d. activities to
develop; e. methodologies to use; f.
equipment/human resources/budget
requirements; g. expected results and
impact; h. sustainability and
transferability.
Feedback Forum: Students are invited
to share their final impressions on the
module and say good-bye to other
students and to the tutor.
Evaluation Questionnaire: Students are
asked to fill in a semi-structured
questionnaire evaluating the following
dimensions of the received training:
learning outcomes; role and career
development; overall satisfaction with
the module.
Students and
tutors
The final exam counts for 50%
of the final note. This 50% has
to be attributed on the bases
of the following criteria:
coherence with the learning
inputs (15 points),
valorization of ICT based
methodologies/tools (15
points), innovativeness and
creativity (10 points), quality
of the presentation (10
points).
The remaining 50% is
attributed on the basis of
participation during the
training (tasks submission and
forum interventions).

27
Module 5
Promoting ICT with migrants in the
ICT centre
Stage 2 (consolidation) / Category 2 (Methodological skills in working
with groups of participants)
Minimum 6 months experience in a job/volunteer
engagement with migrants/refugees and/or
Minimum 6 months experience as e-facilitator for social
inclusion
Knowledge:
Basic knowledge of ICT centres environment
Basic knowledge of immigration-related main issues
Skills:
ICT standard skills (office, multimedia)
Competences:
Basic target-oriented/intercultural communication skills
Capability to plan activities for vulnerable groups
e-facilitator for migrants social inclusion
Knowledge:
Basic knowledge of the international and national
migratory history and present context
Knowledge of the potential role of an ICT center in
promoting migrants' integration and intercultural
dialogue
Basic knowledge on conflict management in intercultural
contexts
Basic knowledge of immigration laws and administrative
procedures, integration processes and available services
Intermediate knowledge of migrant women integration
processes: difficulties, needs and opportunities
Skills:
Ability to analyze the available sources of information on
migration-related topics
Ability to perform e-facilitation tasks with an
intercultural approach
Ability to facilitate migrants access to services through
ICT
Ability to integrate a gender-mainstreaming approach in
performing e-facilitation tasks
Competences:
Critical use of the available sources of information on
migration-related topics
Design, realization and promotion of ICT activities
addressed to migrants
Teaching how to use ICT tools for immigration-related
administrative procedures and e-services

28
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Pedagogies and Educational
Methods (How)
Techniques, Instruments and Materials Learning
Unit Actors
(Who)
Evaluation
Introductio
n Unit
1 week
available
1 hour of
mandatory
minimum
dedication
- To familiarize with
the learning
environment:
- To familiarize with
the platform and its
functions;
- To understand the
overall objectives,
contents and
methodology of the
module;
- To understand
tutor's role;
- To understand the
evaluation system
and criteria.
- how to complete
student personal profile;
- management of
interactive tools;
communication with
students and tutor.
We offer to the student the opportunity
to access to the platform a few days
before the starting of the module, in
order to provide him/her relevant
information about the functioning of the
platform and the structure of the
module. The Introduction Unit is a start-
up unit aimed at facilitating the learning
process that starts with Unit 1.
The only mandatory tasks of the
Introduction Unit are: Introduce oneself
in the “Introduction Forum”; Complete
ones personal profile; Consult the
Bulletin Board and the Introduction
forum to read the messages from the
tutor/other students.
platform and has to introduce
him/herself in the Introduction forum
and to post a Welcome message in the
Bulletin Board. Nonetheless, it is
suggested to avoid direct interactions
with the students in order to encourage
their spontaneous participation (see also
the Evaluation column).
READINGS:
Target of the module
Tutorship of the Module
Overview of the learning contents readings:
- Module plan
Technical readings
- Detailed instructions on how to complete the profile
- Forums
COMMUNICATION AND INTERACTIVE TOOLS:
Students and
tutors
No evaluation is
foreseen.
The Introduction Unit is
a start-up unit aimed at
process that starts with
Unit 1.
verify students'
motivation in order to
prevent drop-outs.
Therefore, selected
students that don't
access the platform
during the Introduction
week are substituted
with enrolled students in
the waiting list.

29
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Unit Actors
(Who)
Evaluation
Unit 1:
Migration:
getting
oriented
and
developing
critical
thinking
1 week
available
5 hours of
mandatory
minimum
commitme
nt
- To provide a
reference
framework on
international
migration and to
introduce the
national situation
- To evaluate the
reliability of sources
of information and
analyse data and to
use of e-tools to
build a set of reliable
sources of
information
- To develop a
critical thinking,
distinguishing
“real/actual” facts
from
“mediatic/political”
ones
- History of migratory
phenomena, typologies,
trends, policies and
problems.
- National migratory
history and context,
highlighting similarities
and differences with the
international one
- Analysis of the
arguments most
commonly used “in
favor” and “against”
immigration
- Presentation of the
most common
stereotypes and
prejudices on
immigration/migrants
- Concrete elements,
data, facts to invalidate
each of these
stereotypes and
prejudices
This Unit is built on a three levels
1.Theoretical/Didactic: it provides
neutral context-based information
2.Interpretational: it provides oriented
positions on the phenomenon and
elements to deconstruct them
3.Critical: it stimulates personal
interpretation and elaboration
Reading: Il fenomeno delle migrazioni internazionali (The
international migrations phenomenon)
Reading: L'immigrazione in Italia (Immigration in Italy)
Video: Immigrazione in Italia: è una risorsa o una minaccia
(Immigration in Italy: is it a added value or a threat?)
Reading: Mandiamoli a casa, i luoghi comuni (Send them back
home, the prejudices)
Reading: I media e la guerra alle migrazioni (Media and war on
migrations)
Video: Tutorial Delicious
------------
Optional Reading: Manifesto del FSMM (Final declaration of the
WSFM)
Optional Video: La puntata “Migranti” del programma “Presa
Diretta” (the episode “Migrants” of the TV show “Presa Diretta”)
Students and
tutors
Task 1: Costruire un
network con Delicious
(Building a network
though Delicious): group
work aimed at bulding a
data base of reliable
sources of information
and useful links.
Task 2: L'immigrazione
nei media (Immigration in
the media): individual
work asking to explain
how the mediatic
perception of
immigration affects the
daily work in the ICT
center.
Forum: Le notizie più
attuali (The most recent
news): Select and share
the most recent news on
immigration
Self Evaluation
Questionnaire Unit 1

30
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Unit Actors
(Who)
Evaluation
Unit 2:
Let's meet!
1 week
available
5 hours of
mandatory
minimum
commitme
nt
- To develop
targeted promotion
strategies for the ICT
center
- To refine the role
of the e-facilitator
for social inclusion in
an intercultural
context/with an
intercultural
approach
- To promote an
exchange among
students on conflict
management
strategies
- Examples and ideas of
customized social and
cultural activities
- Techniques for
promotion and
advertising of the ICT
centre's activities
- Guidelines on how to
act as e-facilitator with
migrant users
- Techniques for conflict
management in
intercultural context
Unit 2 contents are closely linked to
everyday work in intercultural ICT
centre.
The pedagogical approach is practical-
theoretical and aimed at encouraging the
exchange of good practices and the
collaborative learning.
For each theme (promotion strategies,
role of the e-facilitator, conflict
management) the unit provides an
introductory reading presenting the
main concepts and concrete examples,
followed by a task and/or forum to apply
knowledge/skills acquired.
Reading: Elementi di marketing interculturale (Basic notions of
intercultural marketing)
Reading: Il cinema, un linguaggio multiculturale (Cinema, a
multicultural language)
Video: Intervista a Dagmawi Yimer (An interview to Dagmawi
Yimer)
Reading: I facilitatori, un supporto all'inclusione digitale (The
facilitators, a support to e-Inclusion)
Reading: da “Gestione dei conflitti e mediazione interculturale”
– Conflitti e comunicazione interculturale (Parte III): La gestione
dei conflitti in chiave interculturale e La comunicazione
interculturale attraverso il cinema (from “Conflict Management
and Intercultural mediation” - Conflict and intercultural
communication (Part III): Conflict management with an
intercutural view and Intercultural communication through
cinema.
------------
Optional Reading: L'educazione interculturale verso l'educazione
transculturale (The intercultural education towards transcultural
education)
Optional Reading: La musica: uno strumento per approcciare le
nuove tecnologie da una prospettiva interculturale (Music: an
instrument to approach ICT in an intercultural perspective)
Optional Reading: Radio 2.0, audio e podcast (Radio 2.0, audio
and podcast)
Optional Video: Introduzione ad Audacity (Introduction to
Students and
tutors
Mandatory tasks
Task 1: Promuovere il
centro TIC (To promote
the ICT Centre):
elaborating a targeted
strategy to promote the
center among migrants
Forum: Risoluzione dei
conflitti (Conflict
management): sharing
and exchange of good
practices
Self Evaluation
------------
Optional Task: Creare de
editare video (To create
and edit videos):
creating a video and
uploading it on the
module's youtube
channel
Optional Task: Podcast:

31
Audacity) uno strumento di
apprendimento (Podcast:
a learning tool): Realise
an activity with at leat 1
out of 4 podcast software
presented in the optional
reading
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Unit Actors
(Who)
Evaluation
Unit 3
Identify
and meet
migrants'
specific
needs
through
ICT
1 week
available
5 hours of
mandatory
minimum
commitme
nt
- To identify
migrants' integration
needs
- To elaborate viable
responses to these
needs within the ICT
center
- To use ICT to
simplify the e-
facilitator task of
supporting migrants
access to services
- Schematic process on
how to plan and design
the ICT centre activities
on the bases of users'
needs
- List of the most
common migrants'
integration needs,
related to administrative
procedures and access to
services
- List of e-sources of
legal/administrative
information
- Concrete examples of
ICT tools to be used by
the e-facilitator/the
migrant user
First of all, the unit provides a logical
scheme presenting the process of
designing targeted activities starting
from users' needs.
After that, the overall pedagogic
approach is based on the idea that
delicate issues as the immigration
administrative procedures and the
access to services imply the direct
involvement of the final user.
Therefore, the unit aims at giving to e-
facilitators:
 a general overview of the
immigration legislation and
administrative procedures +
sources of information
 suggestions on how to
systematize these information
through ICT
Reading: Identificare bisogni e difficoltà e modalità con cui il
centro TIC può contribuire a soddisfarli/risolverli (Identify needs
and difficulties and how the ICT centre may meet/solve them)
Reading: Il computer facilita il lavoro su cartaceo: 1. I bisogni
più comuni degli utenti migranti; 2. Procedure amministrative
che il centro TIC può accompagnare; 3. Strumenti TIC e fonti di
informazione online (How PC may help paper-based activities: 1.
Migrant users most common needs; 2. Administrative
procedures that may be addressed in the ICT centres; 3. ICT
tools and e-sources of information)
URL: Il blog del circolo Arci Thomas Sankara: esempio di come
spiegare le modalità di consultazione del portale immigrazione
del Ministero dell'Interno attraverso screenshots (The blog of
the Arci club Thomas Sankara: example of explaination of the
procedure to consult the immigration portal of the Ministry of
Interiors through screenshots)
Video: L'iniziativa di Africa Insieme: Intervista ad un operatore di
Africa Insieme relativa a un incontro di formazione volto ad
Students and
tutors
Mandatory tasks
Task 1: Opportunità del
territorio (Local existing
opportunities): on the
bases of the analysis of
migrants' needs, compile
a list of the existing
opportunities and
services to be used both
by e-facilitators and by
migrant users themselves
Task 2: La tecnologia
nella vita quotidiana
(Technology in daily life):
on the bases of 2
concrete situation, design
of an activity where ICT
learning helps to solve an
everyday problem

32
 instruments to make migrant
final users aware and
autonomous in the use of ICT
tools
insegnare a lavoratori migranti e datori di lavoro come accedere
alla procedura on-line del decreto flussi (The initiative by Africa
Insieme: interview to an operator of Africa Insieme relating
about a training initiative aimed at teaching to migrant workers
and employers how to access the online regularization
procedure)
Forum: Identificare
bisogni e difficoltà
(Identify needs and
difficulties): Sharing of
knowledge and practices
on migrant users' specific
needs and activities to
meet them
Self Evaluation
_______
Optional task: Attività per
apprendere le lingue
(Activities to learn
languages): Design of a
concrete activity to learn
Italian using ICT and list
of e-sources to be added
to the Delicious used in
Unit 1
Optional Forum: Kit di
strumenti per la ricerca di
lavoro (Kit of tools for job
seeking): Collaborative
learning exercise aimed
at realizing a kit of useful
instruments to facilitate
migrants' job seeking in
the ICT centre

33
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Pedagogies and Educational Methods (How) Techniques, Instruments and Materials Learning
Unit Actors
(Who)
Evaluation
Unit 4
Immigratio
n, gender
and ICT
1 week
available
5 hours of
mandatory
minimum
commitme
nt
- To integrate a
gender perspective
in the context of ICT
intercultural centres
- To become aware
of the non-neutrality
of ICT in a gender
perspective
- To explore the links
between migrant
women
employability and
ICT skills
- Overview of the history
of women rights in the
public and international
debate on human rights
- Analysis of the so-called
“feminilization” trend of
international migration
with a focus on the
national situation
- The condition of
migrant women: the
concepts of “double
exclusion” and “double
exploitation”
- Diachronic overview of
main schools of thought
on women and
technology
- Results of a cross-
country research on: 1.
ICT skills and socio-
economic integration of
migrant women; 2. The
role played by ICT
trainings in the
acquisition of other
socio-cultural key skills;
Unit 4 is based on the idea that a gender
approach is crucial in designing and
realizing any social and cultural activity.
Therefore, it provides a consistent historical
framework aimed at orienting and
supporting e-facilitators in integrating a
gender-mainstreaming approach in their
daily activities with migrant users.
For this reason, the Unit doesn't include any
content/task related to specific activities
addressed to migrant women. Otherwise,
the Unit intends to promote a spontaneous
debate among the students on how to
integrate the acquired knowledge in their
everyday practice.
Reading: I diritti delle donne sono diritti umani (Women
rights are human rights)
Reading: Donne migranti (Migrant women)
Reading: Genere e TIC (Gender and ICT)
Reading: Donne migranti, TIC e occupabilità (Migrant women,
ICT and employability)
Students and
tutors
Forum: Prospettiva di
genere (Gender
perspective): exchange of
ideas on gender,
immigration and ICT
Self Evaluation

34
3. The role played by
third-sector
organizations in the life
of migrant women
Closing
Unit
10 days
available
5 hours of
mandatory
minimum
commitme
nt
- To assess
knowledge/skills
acquired
- To apply in a
critical and
transversal way
knowledge/skills
acquired during the
whole learning path
- To evaluate the
adequateness of the
learning module
according to
students
- Final exam
- Feedback Forum
- Evaluation
Questionnaire
The final exam consists in a
collaborative/cooperative learning exercise
allowing the assessment of students'
capability to use skills and competences
acquired in each learning unit in an
integrated and transversal way.
It is aimed at evaluating work related skills
(more than theoretical knowledge).
The exercise has to be realized in groups of
5.
The students themselves have to select
their "final exam mates" during the 4 weeks
of training (to foster interchange during the
training and allow the constitution of
groups of people sharing the same
interests/ideas/projects/work contexts).
After the deadline each group has to
present its product to the virtual class and
the tutor in the framework of a face to face
session and/or online interactive session.
answer a evaluation questionnaire on the
module and to participate in a feedback
forum.
Final Exam: Imagine to design "the ideal job guidance
program" addressed to migrant women and provide its
"business plan". In particular, answer to the following points:
a. context analysis; b. target description and target's
expected needs; c. general and specific objectives; d.
activities to develop; e. methodologies and tools to use; f.
equipment/human resources/budget
Feedback Forum: Students are invited to share their final
impressions on the module and say good-bye to other
students and to the tutor.
Evaluation Questionnaire: Students are asked to fill in a semi-
structured questionnaire evaluating the following dimensions
of the received training: learning outcomes; role and career
development; overall satisfaction with the module.
Students and
tutors
The final exam counts for
50% of the final note.
This 50% has to be
attributed on the bases
of the following criteria:
coherence with the
learning inputs (15
points), valorization of
ICT based
points), innovativeness
and creativity (10 points),
quality of the
presentation (10 points).
training (tasks submission
and forum interventions).

35
Module 6
Getting familiar with Office tools
(Open/MS) for developing digital
literacy workshops
Stage 1 (entrustment) / Category 4 (Competence in the use of technical
tools as a basis and support of methodological actions)
Minimum 6 months experience in a job/volunteer
engagement within a telecentre or similar body
and/or
Minimum 6 months experience in organizing
workshops/laboratories within informal contexts (Third
Sector bodies)
Knowledge:
Basic knowledge of telecentres environment
Basic knowledge of animation
methodologies/techniques in informal contexts
Skills:
ICT basic skills (computer, Internet browsing and at-a-
distance communication tools)
Basic communication skills
Competences:
Capability to plan animation laboratories/workshops in
the telecentre and in the local context
e-facilitator for digital literacy
Knowledge:
Good knowledge of Open Office suite
Intermediate knowledge of Open Office suite’s
potential for personal and working needs
Skills:
Ability to facilitate digital literacy access in the
telecentres and/or similar bodies
Ability to design digital literacy workshop/laboratories
in informal learning contexts
Ability to develop communication tools to promote the
telecentre in the local context
Competences:
Ability to use and adapt the tools acquired to personal
and working needs
Teaching how to use Open Office to different target
groups
Ability to modify/adapt/integrate the learning contents
in relation to learners’ needs

36
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Actors (Who)
Evaluation
Introductio
n Unit
1 week
available
1 hour of
mandatory
minimum
dedication
- To familiarize
with the learning
environment:
- To familiarize
with the platform
and its functions;
- To understand
the overall
objectives,
contents and
methodology of
the module;
- To understand
tutor's role;
- To understand
the evaluation
system and
criteria.
- how to complete
student personal profile;
- management of
interactive tools;
communication with
students and tutor.
access to the platform a few days before
the starting of the module, in order to
provide him/her relevant information
about the functioning of the platform and
the structure of the module. The
Introduction Unit is a start-up unit aimed
at facilitating the learning process that
starts with Unit 1.
Introduction Unit are: Introduce oneself in
the “Introduction Forum”; Complete ones
personal profile; Consult the Bulletin
Board and the Introduction forum to read
the messages from the tutor/other
students.
platform and has to introduce him/herself
in the Introduction forum and to post a
Welcome message in the Bulletin Board.
Nonetheless, it is suggested to avoid direct
interactions with the students in order to
encourage their spontaneous participation
(see also the Evaluation column).
READINGS:
Target of the module
Tutorship of the Module
Overview of the learning contents readings:
- Module plan
Technical readings
- Detailed instructions on how to complete the profile
- Forums
COMMUNICATION AND INTERACTIVE TOOLS:
Students and tutors No evaluation is foreseen.
The Introduction Unit is a
start-up unit aimed at
process that starts with Unit
1.
verify students' motivation
in order to prevent drop-
outs. Therefore, selected
students that don't access
the platform during the
Introduction week are
substituted with enrolled

37
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Actors (Who)
Evaluation
Unit 1:
OpenOffice
Writer I:
the word
processor
1 week
available
4 hours of
mandatory
minimum
commitment
- To use Open
Office Writer basic
functions: open,
write and save
documents; how
to edit and format
texts.
- To do editing
basic operations:
cut, copy/paste,
correct.
- To understand
how to use Open
Office Writer as a
tool to develop
digital literacy
workshops.
- Basic knowledge on
Writer’s potential.
- Procedures to
download and install
Open office suite.
- Writer main window,
toolbars and their main
functions.
- Procedures to open and
save documents.
- Various editing
functions: correct
mistakes,
copy/cut/paste, format
texts.
This Unit is built on a theoretical/didactic
approach: it intends to provide the learner
with basic notions on the topic faced, in
order to help him to familiarize with it.
Reading: Cos’è Open Office Writer e cosa ti permette
di fare (What is Open Office and what you can do with
it).
Reading: Scaricare ed installare Open Office (How to
download and install Open Office).
Reading: La finestra principale di Writer (Writer’s
main window).
Reading: L’apertura ed il salvataggio dei documenti
(How to open and save documents).
Reading: Editing di base. Correggere gli errori (Editing
1: how to correct mistakes).
Reading: Editing di base. Copia, taglia ed incolla
(Editing 2: copy, cut and paste).
Reading: Editing di base. Formattare il testo (Editing 3:
how to format texts).
-----------
OPTIONAL MATERIALS
Reading: Esempio di documento elaborato con Writer
(Example of a document elaborated with Writer).
Reading: Un altro esempio di documento redatto con
Writer (Another example).
Reading:Comandi veloci da tastiera (Quick keyboard
functions).
Reading: Selezione testo (Text selection).
Students and tutors Task 1: Crea un documento
con Writer (Create a
document with Writer):
applying and testing the
knowledge acquired during
the Unit 1.
Forum: La lezione dell’unità
(Lesson learnt): share and
exchange with the other
students
difficulties/ideas/suggestion
s experienced during the
Unit 1.
Self Evaluation

38
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Actors (Who)
Evaluation
Unit 2:
OpenOffice
Writer II:
deeper into
the word
processor
1 week
available
5 hours of
mandatory
minimum
commitment
- To go deeper into
Writer functions.
- To understand
Writer templates
utility.
- To insert tables in
text documents.
- To practice with
fontwork.
- Use of TABS.
- Knowledge on styles
and formatting.
- Procedures to create
and manage tables.
- Utility, use and
customization of Writer’s
templates.
- Utility, use and
customization of
wizards.
- Utility, use and
customization of
fontwork.
- Basic knowledge of
Open Clip Art Library.
This Unit is built on a two level
1. theoretical/didactic, providing deeper
notions on the topic faced in the previous
Unit.
2. Practical and context-based, stimulating
a personal and contextualized use of the
skills acquired.
Reading: Tabulazioni (TABS).
Reading: Stili e formattazioni (Styles and formatting).
Reading: Tabelle (Tables).
Reading: Modelli (Templates).
Reading: Lavorare con le procedure guidate (How to
use wizards).
Reading: Cos’è fontwork? (What is fontwork?).
Reading: Creare e modificare oggetti (How to create
and modify objects).
Reading: Open Clip Art Library.
-----------
OPTIONAL MATERIALS
Video: Tutorial sull’utilizzo dei fontwork (Tutorial on
fontworks use).
Students and tutors Mandatory tasks
Task 1: Crea una brochure
per il tuo telecentro
utilizzando tutte le funzioni
di Writer apprise durante
l’unità 2 (Create a brochure
for your telecentre, using all
Writer’s function learnt in
Unit 2): individual work
aimed at applying, testing
and customize the
knowledge acquired during
the Unit 2.
Forum: La promozione del
telecentro: materiali
pubblicitari e informativi
(Telecentre’s promotion:
advertising and information
materials): sharing and
exchange of ideas, tools and
strategies to promote your
telecentre in the local
context.
Self Evaluation
------------

39
Optional Task: Crea un
manifesto pubblicitario del
tuo telecentro da affiggere
nelle strade della tua città
(Create an advertisement of
your telecentre to be put up
on the walls): individual
work aimed at deepen
communication strategies
for your telecentre.

40
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Actors (Who)
Evaluation
Unit 3
OpenOffice
Calc, the
spreadshee
t
1 week
available
5 hours of
mandatory
minimum
commitment
- To use Open
Office Calc basic
elements: rows,
columns, cells. The
concept of
“range”.
- To apply the most
common basic Calc
operations.
- To create graphs
with Calc.
- To understand
how to use Open
Office Calc as a
tool to develop
digital literacy
workshops.
Calc main screen.
Calc data typologies.
- Basic knowledge of the
concept of “range”.
- Procedures on how to
insert the most common
Calc operations.
format Calc cells.
create and customize
Calc graphs.
notions on the topic faced in the Unit.
2. Practical and customized, encouraging a
personal use of the skills acquired to
support everyday tasks.
Reading: La schermata di calc (Calc main screen).
Reading: Tipi di dati (Calc data typologies).
Reading: Il concettto di estensione (The concept of
“range”).
Reading: Le formule più comuni (The most basic
operations).
Reading: Formattazione celle (How to format cells).
Reading: Creare grafici con Calc (How to create graphs
with Calc).
-----------
OPTIONAL MATERIALS
Reading: Esempio di attività: come personalizzare un
foglio di calcolo di contabilità domestica (Activity
example: how to customize a household accounting
spreadsheet).
Video: Tutorial sull’utilizzo di Calc (Tutorial on Calc
use).
Task 1: Crea il tuo foglio di
contabilità domestica
annual (Create your own
household accounting yearly
spreadsheet): individual
work aimed at encouraging
a useful and conscious use
of the skills acquired.
Forum: La lezione dell’unità
(Lesson learnt): share and
exchange with the other
students difficulties and
suggestions experienced
during the Unit 3. If you
need, ask for help to the
most skilled students!
Self Evaluation

41
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Actors (Who)
Evaluation
Unit 4
Impress:
presentatio
ns with
OpenOffice
1 week
available
5 hours of
mandatory
minimum
commitment
- To use Open
Office Impress
basic functions:
open, modify and
save
presentations.
- To insert texts,
images and objects
in your slides.
- To personalize
and make more
attractive your
presentations.
- To understand
how to use Open
Office Impress as a
tool to develop
digital literacy
workshops.
- Overview of Impress
work environment.
- Procedures for creating
a presentation through
wizard .
- Knowledge on the main
operations to build
Impress slides.
- Procedures for inserting
images in your slides.
- Procedures for adding
and deleting slides.
slides effects.
- Procedures to export
your presentation in
other extensions.
notions on the topic faced in the Unit.
2. Practical, context-based and critical,
encouraging the learners to become more
and more independent in interpreting the
local context/networks.
Reading: L’ambiente di lavoro di Impress (Impress
work environment).
Reading: Creare una presentazione (How to create a
presentation).
Reading: Lavorare con le slide (How to work with the
slides).
Reading: Inserire immagini (How to insert images).
Reading: Aggiungere ed eliminare slide (How to add
and eliminate slides).
Reading: Inserire gli effetti (How to insert effects).
Reading: Transizione delle slide (Slides transition).
Reading: Esportare in altri formati (How to export
your slides in other extensions).
-----------
OPTIONAL MATERIALS
Reading: Manuale di Impress (Impress user’s guide).
Video: Tutorial sull’utilizzo di Impress (Tutorial on
Impress use).
Task 1: Crea una
presentazione con Impress,
finalizzata a promuovere il
tuo telecentro presso enti
locali e strutture private nel
tuo territorio di riferimento
(Create your own Impress
presentation, aimed at
promoting your telecentre
to local public/private
bodies within your
reference context).
Forum: Telecentro e rete
territoriale (Telecentre and
local network): sharing and
exchange of ideas and good
practices on how to involve
and stimulate local actors
within telecentres activities.
Self Evaluation

42
Title of the
Learning
Units
Duration Learning
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Actors (Who)
Evaluation
Closing
Unit
10 days
available
5 hours of
mandatory
minimum
commitment
- To assess
knowledge/skills
acquired
- To apply in a
customized,
contextualized and
transversal way
knowledge/skills
acquired during
the whole learning
path
- To evaluate the
adequateness of
the learning
module according
to students
- Final exam
- Feedback Forum
- Evaluation
Questionnaire
The final exam consists in a group
exercise, aimed at assessing students'
capability to use skills and competences
acquired in each learning unit in an
integrated and transversal way. It aims at
evaluating work related skills (more than
theoretical knowledge).
The exercise has to be realized in groups
of 5.
The students themselves have to select
their "final exam mates" during the 4
weeks of training (to foster interchange
during the training and allow the
constitution of groups of people sharing
the same interests/ideas/projects/work
contexts).
A longer time should be foreseen for the
realization of the exercise (10 days). After
the deadline each group should present its
product to the virtual class and the tutor
in the framework of a face to face session
or an online interactive session.
answer an evaluation questionnaire on
the module and to participate in a
feedback forum.
Final exam: imagine to start-up a restaurant and
create:
a. the menu of the week, using writer;
b. a communication tool (ex. flyer, brochure etc),
using impress;
c. the weekly cash flow, using calc.
Feedback Forum: Students are invited to share their
final impressions on the module and say good-bye to
other students and to the tutor.
Evaluation Questionnaire: Students are asked to fill in
a semi-structured questionnaire evaluating the
following dimensions of the received training:
learning outcomes; role and career development;
overall satisfaction with the module.
Students and tutors The final exam counts for
50% of the final note. This
50% should be attributed on
the bases of the following
criteria: coherence with the
learning inputs (15 points),
valorization of ICT based
points), innovativeness and
creativity (10 points), quality
of the presentation (10
points).
training (tasks submission
and forum interventions).

43
Module 7
Developing a digital photography
workshop in the telecentre
Stage 2 (consolidation step) / Category 4 (Competence in the use of
technical tools as a basis and support of methodological actions)
Minimum of 4 months of professional or volunteer
experience accompanying different types of users
and especially vulnerable groups (in a training /
guidance and / or socio-animation contexts)
and / or
experience as e-facilitator in a telecentrecentre
Knowledge:
Basic knowledge of telecentres
Basic knowledge of social animation and / or professional guidance processes
Basic knowledge of digital photography and photography material and softwares
Basic knowledge of digital photography uses in relation to web 2.0 tools
Skills:
Technology standard skills (office,
multimedia)
Relationship skills in dealing with
the groups involved
Relationship skills in creating a
group interaction around a
creative activity
Competences:
Planning activities for key groups.
Animating collective and individual creative
activity workshops (face to face and / or at
distance)
Profile of e-facilitator for social inclusion facilitating
creative workshops with groups and / or individuals
in the telecentre
(through facilitating access of various publics,
including vulnerable groups, to creative activity
resources –notably with web 2.0, the e-facilitator is
actively involved in missions of social inclusion using
ICT sources and advanced web 2.0 tools)
Knowledge:
Knowledge of basic and advanced digital photography material and techniques to take good
pictures
Knowledge of web 2.0 – based techniques for sharing digital photographies on line and
taking part in photoblogging communities
Knowledge of web 2.0 – based techniques and softwares for retouching pictures
Knowledge of the added value of social media for promoting inclusion of publics through a
creative activity, and more specifically, vulnerable target groups
Knowledge of the local environment for connecting the work done in the telecentre to local
realities and needs (i.e. developing photo-creation activities to enhance local democratic
participation)
Skills:
Acquire skills in the course of
collaborative work.
Management skills of essential
technological tools.
Organization skills for developing
creative workshop
Skills in dealing with groups of
potentially different level of ICT
knowledge
Competences:
Management skills of essential technological
tools.
Management of basic digital photography
tools, notably by using web 2.0 on-line tools
Management of web 2.0 tools for facilitating
digital photography uses of various target
groups
Organizing photo workshops in the telecentre,
from basic to advanced levels

44
Title of the
Learning Units
Duration Learnings aims/outcome Learning
Contents
(What is taught)
Pedagogies and Educational Methods Techniques, Instruments and
Materials
Learning
Unit Actors
(Who)
Evaluation
Opening
Module Unit
Introducing
Module
1 week
available
1 hour of
mandator
y
minimum
dedication
 To familiarize with the
 To understand the
overall objectives, contents
and methodology of the
module;
 To understand tutor's
role;
criteria.
 To use the
platform
 To complete
student personal
profile;
 To manage
interactive tools;
 To manage the
communication with
students and tutor.
We offer the students the opportunity to
access the platform a few days before the start
of the module in order to provide him/her with
relevant information about the course and
module in order to facilitate his / her access to
resources and participation in the module
activities in the following units.
“Introduction Forum”; Complete ones personal
profile; Consult the Bulletin Board and the
Introduction forum to read the messages from
the tutor/other students.
Module presentation:
Module objectives
Module contents
Module target
Forums
Module plan
Information about how to use the
platform:
platform.
Forum presentation of the students and
tutors
Informative and participative forums:
o The Bulletin Board (tutor’s informative
messages only)
o The Introduction Forum (interactive
introduction of students and tutor)
Students and
tutors
No evaluation is foreseen.
The Introduction Unit is a start-up
unit aimed at facilitating the
learning process that starts with
Unit 1.
It is also an instrument to check
students' motivation in order to
prevent drop-outs. Therefore,
selected students that don't access
the platform during the Introduction
week are substituted with enrolled

45
Unit 1:
Taking pictures
5 hours of
mandator
y
minimum
dedication
.
1 week
 To know about the main
functions of digital photo
cameras
 To acquire knowledge on
the essential concepts of
digital photography so as to
take quality pictures
 To learn about
the characteristics
of digital cameras
and to understand
the mechanisms
useful to improve
the quality of the
pictures
 To familiarize
with the lexical field
of photography and
to understand how
to play with the
cameras’
parameters to
improve the quality
of the pictures
 To learn about
the commonly used
techniques so as to
make quality
pictures
The students are here offered the possibility to
familiarize with the essential aspects of a
digital camera. This first technical part
provides the students with some useful
concepts and techniques to understand how
the camera works.
In a second time, the students get familiar with
technical terms and functions of the camera
that may improve their capacity to take good
pictures (speed, light, etc.).
Also, the students deal with a more practical
part of the digital photography by studying
basic techniques commonly used by
professionals to take good pictures (tips and
rules to apply when they use the camera).
The exercise of the unit 1 gives the students
the chance to put into practice their new
knowledge on photo techniques since they
have to take their own pictures and comment
on it through the forum to discuss this first
exercise.
Finally, the students have the possibility to go
deeper in the subject by consulting links to
photo blogs and on-line tutorials helping them
composing a picture and have a critical eye in
front of an image.
Reading 1 : “Prenons quelques photos”
[The reading is made of 2 parts, from which
one is about the technical components of a
digital photo camera and the types of
digital cameras available. In this part the
students get familiar with some technical
terms and functions that may improve their
capacity of taking good pictures. The second
part is about the parameters and
techniques to play with so as to get the
ideal picture. Some tips are offered to the
trainees].
URL (integrated in the reading as an
optional reading): “Wikibook Photographie”
[The link drives the students to a wikibook
dedicated to photography].
------------
Extra URL:“Tutoriel sur la composition d’une
image”
[Tutorial on the picture composition]
Extra URL: “Tutoriel pour comprendre,
analyser et savoir critiquer une photo”
[Tutorial to know how to understand,
analyse and criticize a photo]
Extra-Resource: Glossary of technical terms
Students and
tutors
 Task 1: Let’s take pictures.
The students take pictures according
to the tips indicated in the exercise’s
instructions.
 Task 2: Participation to the forum:
feedback on the exercise
 Task 3: Participation in the
discussion forum “Les techniques de
photo: quelle initiation pour les
publics du centre multimédia?”
[Discussion on “photography
techniques: how to initiate the
publics of the telecentre?”]

46
Title of the
Learning Units
Contents
(What is taught)
Materials
Learning
Unit Actors
(Who)
Evaluation
Unit 2:
What to do
with the
pictures?
5 hours of
mandator
y
minimum
dedication
.
1 week
 To know about the
possibilities offered to treat
your pictures
 Discover Internet web sites
that offer on-line sharing of
pictures
• To learn to
storage the digital
pictures
• To learn how to
enjoy the pictures
• To learn how to
share pictures on-
line by creating a
Flickr account and
familiarizing with
this web 2.0 tool
The unit focuses on the ways to take best
advantage of one’s digital pictures.
The students learn about the different
techniques used to download images from the
camera to the computer, as well as on various
types of devices / supports (CD Rom, USB stick,
external disc, etc.). At this level, they can learn
in a practical way the possibilities to save their
pictures under an appropriate format (see
extra resources).
The students familiarize with ways to storage
their own pictures: different possibilities are
presented.
Finally, the students learn about a new way to
enjoy one’s picture, by discovering a web 2.0
on-line tool that enables to share the pictures
on-line. The students learn about this on-line
tool called Flickr and learn how to create their
own online Flick account.
Reading 1: “Que faire avec ses photos?”
[What to do with our pictures? The reading
presents all the existing ways to download,
storage, develop and share the pictures]
------------
Extra-URL 1: Picasa application
Extra-URL 2: Tutorial on the formats to save
pictures on the computer
Extra-URL 3: Tutorial to lighten the weight
of pictures
Extra-URL 4: Panodia application to make
photo creation
Students and
tutors
 Task 1 : Exercise : Create a
Flickr account
 Task 2 : Exercise : Upload
your pictures on Flickr
 Task 3 : Exercise : Create an
Internet address to access your
Flickr account and pictures
 Task 4 : Forum : « what to do
with our pictures ? »

47
Title of the
Learning Units
Contents
(What is taught)
Materials
Learning
Unit Actors
(Who)
Evaluation
Unit 3
Retouching
pictures
5 hours of
mandator
y
minimum
dedication
.
1 week
 To acquire elementary
knowledge on retouching
picture
 To learn most usable
techniques for retouching
pictures
 To learn how to use a
software of on-line pictures
edition
 To learn what the
commonly used
filters to modify and
correct pictures are
 To learn about an
on-line tool that
retouches pictures:
Picnik.
 To learn how to
create interesting
effects and / or
transform pictures
in an entertaining
way
 In this unit, students are making a step
ahead and discover how to modify the pictures
they took in the previous units:
 The students learn about technical terms
related to the field of retouching pictures.
They also get to know some softwares and
applications, amongst which Picnik.
 The students learn how use Picnik, an on-line
free editing tool that proposes many filters to
apply on the images.
 The students can discuss together on the
possibility to use the retouching tool in the
telecentre for initiating their publics on how to
retouch pictures
Reading 1: “Retoucher des photos”
[Retouching pictures]
----------
Extra-Video: Apply filters on your Picture
(with Photo Filtre)
Extra-Resource: Download Photo-filtre
Extra-Resource: Filters with Gimp
Students and
tutors
 Task 1: Exercise: Retouch
pictures
 Task 2: Forum: activities of
retouching pictures in the
telecentre
 Task 3: Wiki : collect
resources / tutorials useful to
apply filtres on your pictures

48
Unit 4:
Sharing
pictures
5 hours of
mandator
y
minimum
dedication
.
1 week
 To discover web 2.0
environment of existing
communities in matter of
digital photography
 To know more about
the advantages of taking part
in on-line communities
 To learn how to share
pictures on-line
 To learn what the
possibilities offered to the
users so as to publish their
pictures on-line are
 To learn how to plan
and animate a digital
photography workshop
 To familiarize with
photobloggers’ communities
as web 2.0 tools to increase
the attractivity of digital
photography
 The students are
applying all the knowledge
and skills he or she acquired
from the previous units:
 They reach a level
where they can learn to share
their work on-line and
participate in photobloggers
communities.
 The possibilities offered
enable the students to
organize their pictures in
coherent albums and
collections, using web 2.0
tools such as tags and
geotags.
 They are planning
activities of photo workshops
adapted to the publics of the
telecentre and come up with
a workshop programme.
 They discover the
possibilities offered to protect
their photos using an
adequate licence (see extra-
resource).
Reading 1: “Le partage des photos” [Sharing
pictures]
-------------
Extra-resources 1: Link to an on-line article
“Les photographes n’ont pas encore
apprivoisé Internet” [“Photographs haven’t
familiarized with Internet yet”].
Extra-resources 2: link to the Creative
Commons web site.
Students and tutors  Task 1: Exercice: search on Flickr
 Task 2: Exercise: join a group on
Flickr
 Task 3: Forum: how to
programme a digital photography
workshop in the telecentre
 Task 4: wiki: collect some useful
resources to prepare a digital
photo workshop

49
Title of the
Learning Units
(What is taught)
Pedagogies and
Educational Methods
Materials
Learning Unit
Actors (Who)
Evaluation
Closing Unit:
10 days
available
1 hour of
mandatory
minimum
dedication
To assess knowledge/skills
acquired
The final exam is a 12
questions quiz which is to be
complemented in a limited
amount of time (12 minutes).
The questions asked concern
the 4 units of the course.
 Final exam
 Feedback forum
 Evaluation Questionnaire
Students and tutors  Task 1: Final Exam
 Task 2: Final forum
 Task 3: Evaluation
questionnaire

50
Module 8
Facilitating job seeking in the
telecentre
Stage 2 (consolidation step) / Category 3 (Methodological skills in the
development of transversal projects)
experience accompanying vulnerable groups in a job
guidance process and / or
experience as e-facilitator in an on-line centre
Knowledge:
Basic knowledge of on-line centres
Basic knowledge of classic job seeking and / or professional guidance processes
Basic knowledge of job market and employment policies at local, regional and
national levels
Basic knowledge of employment characteristics on the territory where he / she
operates
Skills:
Technology standard skills (office,
multimedia)
Relationship skills in dealing with the
groups involved
Relationship skills in approaching relevant
local actors promoting employment
Competencies:
Standard on-line centre management skills.
Planning activities for key groups.
Animating training sessions (face to face and /
or at distance)
Profile of e-facilitator for social inclusion facilitating
job seeking pathway of groups and / or individuals in
the on-line centre
(through the accompaniment of job seekers in an
employability improvement path –notably with web
2.0, the e-facilitator is actively involved in missions of
social inclusion using ICT sources and advanced web
2.0 tools)
Knowledge:
Knowledge of basic and advanced job seeking and / or job guidance tools and
processes
Knowledge of web 2.0 – based techniques of job guidance
Knowledge of the added value of social media for promoting employability of job
seekers and more specifically, vulnerable target groups
Knowledge of the local environment for connecting the work done in the on-line
centre to local realities, and existing expertises and actors.
Skills:
Acquire skills in the course of collaborative
work.
Management skills of essential
technological tools.
Skills in dealing with groups of potentially
different level of ICT knowledge
Competences:
Management skills of essential technological
tools.
Management of basic job research tools
Management of web 2.0 tools for facilitating
employability improvement
Planning job guidance workshops in the on-
line centre, from basic to advanced levels

51
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Materials
Learning Unit
Actors (Who)
Evaluation
Opening
Module Unit
Introducing
Module
1 week
available
1 hour of
mandator
y
minimum
dedication
overall objectives, contents
and methodology of the
module;
 To understand tutor's
role;
criteria.
 To use the platform
 To complete student
personal profile;
 To manage interactive
tools;
 To manage the
communication with
students and tutor.
We offer the student the opportunity to access the
platform a few days before the start of the module
in order to provide him/her with relevant
information about the course and module in order
to facilitate his / her access to resources and
participation in the module activities in the
following units.
The only mandatory tasks of the Introduction Unit
are: Introduce oneself in the “Introduction
Forum”; Complete ones personal profile; Consult
the Bulletin Board and the Introduction forum to
read the messages from the tutor/other students.
Module presentation:
Module objectives.
Module contents.
Module target.
Forums
Module plan
Information about how to the use
the platform:
platform.
Guide to retouch the photo of your
profile.
Forum presentation of the students
and tutors
Informative and participative forums:
o The Bulletin Board (tutor’s
informative messages only)
o The Introduction Forum (interactive
introduction of students and tutor)
o
Students and
tutors
No evaluation is
foreseen.
The Introduction Unit is
a start-up unit aimed at
process that starts with
Unit 1.
It is also an instrument
to check students'
motivation in order to
prevent drop-outs.
Therefore, selected
students that don't
access the platform
during the Introduction
week are substituted
with enrolled students in
the waiting list.

52
Unit 1:
Defining,
assessing and
diagnosing the
situation
5 hours of
mandator
y
minimum
dedication
.
1 week
 To think about the issue of
job seeking and / or
guidance in the on-line
centre
 Getting familiar with
assessment tools that will be
used with the users and
identify assets of the on-line
centres for facilitating job
research
 To acquire necessary
competences to use
assessment and diagnosis
tools
 Defining the concept of
“employability” and its use in a
context of on-line job research
 Identifying the assets of the
on-line centre to promote
employability and its role in the
local environment
 Defining the role of the e-
facilitator (what he / she is/is not)
 Evaluating the user’s
situation when he / she enters
the on-line centre
 Identifying the resources
available in the local
environment to promote
employability
 Identifying of the possible use
of the assessment tool, notably
considering the diverse
typologies of job seekers
publics of the on-line centre
A prior definition of the term “employability”
is needed to better appropriate the tools, the
methods and the whole process of “facilitating
job seeking in the on-line centre”.
It is offered to the students an individual task
of thinking and awareness rising on key aspects
of employment in the local environment.
This first task enables each student to
professionalize the process of facilitating job
seeking in the on-line centre (task / exercise:
draft a report on the environment where she /
he operates).
Then the students are gradually invited to
bring their reflection up to the group by
collecting resources available at local, regional
and national level related to employability
improvement (contribution to a wiki).
The gradual and logical methodology of this
unit enable the students to define their own
role (role of e-facilitator) in relation to the
promotion of employability and the facilitation
of job seeking for groups and / or individuals in
the on-line centre.
Finally, the students are provided a key tool
for diagnosticating the user’s level and ability to
get to know and use basic and / or advanced
tools for job search and employability
improvement, through the discovery of the ICT
Barometer for employability.
Reading 1 : Définir, évaluer et
diagnostiquer l’environnement
Reading 2 : Le point de départ de
l’utilisateur
Reading 3 : Le rôle de l’animateur
multimédia
URL: Baromètre TIC
------------
Extra Reading: L’employabilité : de la
politique de l’emploi à la gestion des
compétences
Extra URL: Test d’orientation
Extra Reading: Questions pour
identifier le point de départ de
l’utilisateur
Extra Reading: Guide pour agir Pole
Emploi – Comment élaborer des
projets professionnels
Extra Resource : Forum on technical
vocabulary
Students and
tutors
 Task 1: Write a report
on the local
environment of the on-
line centre in relation
with employment
 Task 2: Discover, try
for oneself the ICT
Barometer for
employability and
share your views on the
Forum
 Task 3: Participation in
the discussion forum
“Le Centre multimédia,
l’Animateur et
l’Utilisateur”
 Task 4: Compile
available relevant
resources (links) in
terms of employability
in your environement
and add it on the wiki.

53
Unit 2:
Developping
employability:
some basic
resources
5 hours of
mandator
y
minimum
dedication
.
1 week
 Getting familiar with
tools that users will
need in order to
develop basic digital
competences
• To learn to define some
objectives with the users and
to refine the profile of the
users as job seekers, using
appropriate tools
• To deal with the basic tools:
CV and cover letter.
Distinguish different kinds of
CV for different uses. Study
cover letters. Study of the
content they both should
provide.
• To facilitate an initiation to
office tools for the users to
create a CV and a cover letter
(with Microsoft Office and
Linux)
• To put the user in situation
by making a fake job
interview
The unit focuses on dealing with the essential
documents the users will have to use to get ready for
seeking for a job: CV, cover letter, and the interview.
Before dealing with these resources, the students
learn to define objectives and of professional profiles
with the users
The students are, in this unit, working on a programme
for basic training of the users for their employability.
Using appropriate tools, they learn to apply methods
and advices in a step by step pathway, personalized
depending on the public. It also integrates the
resources available on-line for employability in the
local context.
They finally get familiar with job interviews simulation
techniques, as the ultimate step of the unit training.
Reading 1: Ressources personnelles
élémentaires pour la recherche
d’emploi
Reading 2: Conditions requises et
connaissances élémentaires pour la
recherche d’emploi sur Internet
Reading 3: La lettre de motivation
Reading 4: Le Curriculum Vitae – CV
Reading 5: L’entretien d’embauche
------------
Extra-Reading 1: Formation Windows
– créez votre premier document Word
7
Extra-Reading 2: Principes du
traitement de texte sous Linux
Extra-Resources: Exemples et trames
de CV et lettres de motivation
Extra-Resources: Exemples de lettres
de motivation (assistante
commerciale)
Extra-Resources: Exemples de CV
Extra-Resources: Trame de CV
chronologique inversé
thématique
européen
Extra-Resources: Exercice de
simulation pour l’entretien
d’embauche. Jeu de rôle
Extra-Resources: Glossaire de termes
Students and
tutors
 Task 1 : elaborate
a programme of basic
training for
employability
 Task 2 : Forum :
feedback on the exercice
done
 Task 3 : Wiki : List
of resources for
improving abilities and
competences of the
users
 Task 4 : Forum :
activities promoting
basic employability

54
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Materials
Learning Unit
Actors (Who)
Evaluation
Unit 3
Internet
resources for
employability
5 hours of
mandator
y
minimum
dedicatio
n.
1 week
 To manage efficiently
resources for job research on
Internet
 To discover advanced
resources and web 2.0 –
based tools for on-line job
seeking.
• To facilitate both passive
and active activities for users
to search for a job on
Internet
 To manage an on-line job
research data base
 To facilitate and to guide
users in uploading their CV
on professional networks
 To facilitate the access to
job offers using RSS flux
(syndication of contents)
 To manage the users’
digital identity and raise
awareness on this topic
 The students are dealing with advanced
techniques and tools for managing job research in
the on-line centre.
 By manipulating job data bases and on line
professional networks, they are provided with a
supplementary level of job research in relation
with ICT.
 The Web 2.0 dimension of the job research is
analyzed in this unit: that means that students get
familiar with concepts of RSS flux / syndication of
contents, but also, respect and protection of users’
digital identity.
 The Web 2.0 tools are integrated in the
employability resources of their on-line centre.
Reading 1: Ressources et banques
d’emploi
Reading 2: Réseaux sociaux
professionnels
Reading 3: l’identité numérique
URL: un jeu en ligne pour alerter sur
l’importance de l’identité numérique
----------
Extra-Reading: Linux et les outils
Internet
Extra-Reading: La syndication des
contenus
Extra-Reading: Présentation de Gmail
Extra-Reading: Syndication d’offres
d’emploi sur Keljob
Extra-Reading: S’inscrire sur les
réseaux sociaux et partager les outils
Web 2.0
Extra-URL: Aide pour surfer sur le net
avec Internet Explorer
Extra-URL: CV créatifs
Students and
tutors
 Task 1: make a
guide for the users to
know how to start a job
research on-line
 Task2: Forum:
feedback about the
exercice
 Task 3: Wiki :
collect advanced
employability resources
on Internet
 Task 4: Forum:
discussion on digital
identity

55
Unit 4
Monitor the
process: organize
a job research
workshop in the
on-line centre
5 hours of
mandator
y
minimum
dedication
.
1 week
 To organise job research
workshops
 To manage a data
base for job research
 To manage resources for
job seeking (studied during
the previous units) to think of
a scheduled session of job
research
 To manage identified
steps for an optimized job
research to plan a job
research workshop
 To animate a job
research workshop and plan
follow up of users
 The students are
applying all the knowledge
and skills he or she acquired
from the previous units:
 They collect all the
datas and resources available
in a “cabinet for
employability” and put it in
shape by creating a practical
guide
 They are planning
activities of guidance of the
users by working on the
organization of job research
workshops
 They learn how to
integrate follow up and
evaluation, using appropriate
tools, of the users’ pathway.
Reading 1: « L’armoire employabilité »
Reading 2: Guide des bonnes pratiques de la
recherche d’emploi
Reading 3: Ressource intéressante: atelier
en 7 étapes pour faciliter la recherche
d’emploi en centre multimédia
-------------
Extra-resources 1: Trame de planning
Extra-resources 2: Fiche de suivi
Students and tutors  Task 1: Exercice: collect resources
to be used for the « employment
cabinet » of your on-line centre
 Task 2: Forum: feedback about
the exercice
 Task 3: Forum: working on
methodologies to be implemented
in order to promote employability
in the on-line centre.
Closing module
Unit
Forum and
evaluation
questionnaire
10 days
available
1 hour of
mandator
y
minimum
dedication
 To assess knowledge/skills
acquired The final exam is a 12
questions quiz which is to be
complemented in a limited
amount of time (12 minutes).
The questions asked concern
the 4 units of the course.
 Final exam
 Feedback forum
 Evaluation Questionnaire
Students and tutors
 Task 1: Final Exam
 Task 2: Final forum
 Task 3: Evaluation
questionnaire

56
Module 9
Planning a digital literacy
workshop
Stage 1 (entrustment) / Category 2 (Methodological skills in working with
groups of participants)
Professional profile low, up to 4
months being an e-facilitator.
Knowledge:
Knowledge of the telecenter and its users.
Skills:
Relationship skills in dealing with the groups involved.
Competencies:
Standard telecenter facilitator skills.
Skills in ICT technologies and tools
Profile of a facilitator.
Knowledge:
Learning the concept of digital literacy and digital divide.
Learn what a telecentre and what is its mission.
Diagnose learning needs. Mark objectives. Workshop
tools for digital literacy and assessment.
Skills:
Acquire skills of essential technological tools.
Acquire skills to organize optimal courses.
Competences:
Basics of our work in the telecenter and the elements it is based.
Empowerment of the essential concepts of a facilitator.

57
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
(How)
Materials
Learning
Unit Actors
Evaluation
Opening
Module Unit
Introducing
Module
1 week -Acquire knowledge and
-To use of the platform
-To complete student personal
profile;
-To manage interactive tools;
-To manage the communication
with students and tutor.
start of the module in order to provide
course and module in order to facilitate the
further development of learning units.
“Introduction Forum”; Complete ones
personal profile; Consult the Bulletin Board
and the Introduction forum to read the
messages from the tutor/other students.
Forums
Module plan
Information about how to the use of
the platform.
platform.
profile.
 Forum presentation of the students
and tutors
Students and
tutors
It isn’t an evaluation
unit.
process.

58
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
(How)
Materials
Learning
Unit Actors
Evaluation
Unit 1:
Digital literacy
and
telecenters
5 hours of
mandatory
minimum
commitment.
1 week
- Understand what is the
digital divide and how to
translate that global concept
to the local reality of the
telecenter.
- Understand the concept of
digital literacy.
- To know what is a digital
literacy workshop.
-Learn the concept of digital
literacy and digital divide.
- Learn what a telecenter and
what is its mission.
- Learn key concepts of the
facilitator's job: digital
inclusion, dinamization,...
-Bringing the concepts learned
to the reality of each telecenter
and community.
It offers the student a global definition of the
concept of digital divide, digital literacy and
telecenter. Once these global concepts are
assumed, we will make students to bring it
closer to the reality they live in their
telecenters.
To carry out this exercise, we propose the
student to share with the rest of students his
own definition of the concept through the
forum. With the contribution of the
definitions of all group members and the
help of the facilitator, we will create a
definition of global concepts and see how
they can be adapted to the reality of the
students.
As a task of the unit, students the tutor will
ask students to make a proposal of 10 tools
to work with digital literacy in their
telecenters.
Reading: El reto de la alfabetización
digital.
Reading: ¿Alfabetización digital =
Conocimientos técnicos?
Reading: Estrategias y elementos de
Alfabetización Digital
Reading: ¿Pero qué hacemos en un
taller de Alfabetización Digital?
------------
Extra Reading: ¿Qué es la brecha
digital?
Extra Reading: Las cifras: ¡una
pincelada!
Extra Reading: : ¿Cómo superar la
brecha digital?
Extra Reading: ¿Qué es un telecentro?
¿Qué se puede hacer en él?
Extra Reading: Las tres líneas de
trabajo
Extra Reading: ¿Quiénes son los
protagonistas de un telecentro?
Extra Reading: List of resources
collected in Task "10 proposals“
Extra forum: Unit 1: Doubts forum.
Students and
tutors Task 1 - Forum: Share
with the group your
definition of digital
literacy.
Task 2: 10 proposals for
digital literacy tools.

59
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
(How)
Materials
Learning
Unit Actors
Evaluation
Unit 2:
Analyze the
context and
define
objectives
5 hours of
mandatory
minimum
commitment.
1 week
-Understand the importance
of planning the training,
make a diagnosis and
defining the objectives in a
consistent manner based on
identified needs.
- Learn to make a diagnosis of
the needs and characteristics of
the target.
- Learn how to define the
objectives of the workshop in a
manner consistent with the
previously identified needs.
The unit focus on enlarging the acquisition of
Knowledge about making a specific diagnosis
to identify needs of the users of a Telecenter.
We will help students to learn to do that,
analysing a practical case. Tutor will ask to do
that as a first task.
This exercise Will help students to learn to
define the objectives of the workshop in a
manner consistent with the previously
identified needs.
The tutor Will suggest to deliver a second
task the student WHERE Should Develop the
design of a Digital Literacy Workshop.
Students will have the support of some
written material, apart from the forum that
will be moderated by the tutor through the
Moodle platform.
Reading: La importancia de analizar el
contexto.
Reading: Análisis de las características
de los participantes.
Reading: El entorno en el que
desarrollamos nuestro taller de
alfabetización.
Reading: ¿Qué es un objetivo?
Reading: Cómo definir los objetivos.
Reading: ¡Que cansancio! ¿Es necesario
formular los objetivos?
Reading: ¿Cómo debe redactarse un
objetivo?
Reading: Ejemplo de objetivos de un
taller de alfabetización digital.
------------
Students and
tutors
Task 1 - Forum: Análisis
de un caso práctico.
Task 2: Primeros pasos
para diseñar el Taller de
Alfabetización Digital:
¿A quién nos
dirigiremos? ¿Cuáles
son nuestros objetivos?

60
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
(How)
Materials
Learning
Unit Actors
Evaluation
Unit 3
To plan the
Workshop.
The Eassy
Computer tool.
5 hours of
mandatory
minimum
commitment.
1 week
-Learning to know the
aspects that must be taken
into account when planning
a digital literacy workshop
(materials, timing, content
...)
-Knowing the resource Easy
Computer as a tool for
digital literacy work with
telecenter users.
-Learn to plan a workshop on
digital literacy.
-Learn to use the tool Easy
Computer as a teaching support
material of digital literacy
workshops.
-Learn and gain confidence
with the uses and applications
of Easy Computer in a
classroom.
Tutor proposes to students work with the
Easy Computer tool in order to know how it
works, how can they use it with final users
and how useful are learning-sheets of Easy
Computer.
After haven seen and used this tool, tutor
will ask students to discuss about the criteria
of a good methodological organization of
digital literacy workshop in a Forum.
After that and using as a base this tool, each
student will design and develop and design a
plan and structure the organization of a
workshop on digital literacy.
Students will have the possibility to share
their tasks with the rest of students through
an specific forum.
Moodle platform.
Reading: ¿Qué es el Ordenador
Práctico?
Reading: ¿Para qué sirve el Ordenador
Práctico?
Reading: ¿En qué consiste el
Ordenador Práctico?
Reading: ¿Cómo funciona el Ordenador
Práctico?
Reading: ¿Cómo utilizo el Ordenador
Práctico en el Telecentro?
Reading: Superando límites
------------
Extra forum: Let’s share Task 2.
Students and
tutors
Task 1 - Forum: Criteria
for methodological
organization of digital
literacy workshop.
Task 2: Planning and
structuring the
organization of a
workshop on digital
literacy.

61
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
(How)
Materials
Learning
Unit Actors
Evaluation
Unit 4
The
evaluation, as
a GPS of
facilitators.
5 hours of
mandatory
minimum
commitment.
1 week
- Understand the
importance of evaluation as
a system to improve future
applications.
-Learn the phases of the
evaluation:
a) Prior to the workshop at
the telecentre, to detect the
starting point: initial
assessment and diagnosis.
b) During the workshop to
see where we go and adapt if
necessary.
c) After the workshop to see
if we have achieved what we
have designed.
- Get the tools and strategies
to evaluate the activities.
The unit tries to make see students how
important is the evaluation during a training.
This is why the tutor will make students to
suggests and discuss about dynamics of
evaluation in a Forum.
The second task that will be asked to do is to
design a evaluation questionnaire in order to
see how different could be a evaluation
developped at the beginning of a training, a
midium or a final evaluation.
Students will have the possibility to share
their tasks with the rest of students through
an specific forum.
Moodle platform.
Reading: Fases de la Evaluación
Reading: Estrategias de la Evaluación
Reading: Instrumentos y dinámicas
Reading: Cuestionarios en la web
------------
Extra Resource: Example of evaluation
questionnaire.
Students and
tutors
Task 1 - Forum:
Dynamic evaluation for
workshops and courses.
Task 2: Design an
evaluation
questionnaire.
Self-Evaluation Unit 4.

62
Closing module
Unit
Forum and
evaluation
questionnaire
Evaluation Forum.
questionnaire evaluation of the module and
to participate in a dialogue-forum evaluation.
Evaluation Forum and Good bye.
Final Exam.
Students Final Exam

63
Module 10
Telematic Procedures - facilitating
access to e-services
Stage 1 (entrustment) / Category 3 (Methodological skills in the
development of transversal projects).
Professional profile low, up to 4 months being an e-
facilitator.
Knowledge:
Knowledge of the telecenter and needs of its users.
Skills:
Technology standard skills (use of word processor,
multimedia and Internet browsing)
Good relation dealing with groups: good listener,
empathetic,…
Competencies:
Standard telecenter facilitator skills.
Skills in ICT technologies and tools.
Profile of a facilitator.
Knowledge:
It's about learning to be developed to facilitate the
incorporation of citizens to practical uses of the
Internet, introducing personal value to the use
made of the network.
Online procedures arise as enabling tools to the
user's life and also as a channel for community
participation.
Skills:
Being able to realize telematic transactions using
telematic media that are at their disposal.
Competences:
-To identify the knowledge needed to use telematics.
-To identify the basic steps to use easy telematics procedures in our
community.
-To know the characteristics of users of the telecentre.
-To know to identify the role of telecenters in telematics.
-Understand the legal framework in which telematics are realized.
-Know the basic tools of telematic procedures.
-To learn to disseminate telematic procedures.

64
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Materials
Learning
Unit
Actors
Evaluation
Opening
Module Unit
Introducing
Module
1 week -Acquire knowledge and
-To use of the platform
-To complete student personal
profile;
-To manage interactive tools;
-To manage the
communication with students
and tutor.
access to the platform a few days before
the start of the module in order to provide
course and module in order to facilitate the
further development of learning units.
Introduction Unit are: Introduce oneself in
the “Introduction Forum”; Complete ones
personal profile; Consult the Bulletin Board
and the Introduction forum to read the
messages from the tutor/other students.
Personal and technical
requirements
Forums
Module plan
Information about how to the use of
the platform.
Short guide about the Use of
Moodle platform.
profile.
 Forum presentation of the students
and tutors
Students and
tutors
It isn’t an evaluation
unit.
students to the
training process.

65
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Materials
Learning
Unit
Actors
Evaluation
Unit 1:
Telematics.
5 hours of
mandatory
minimum
commitment.
1 week
-To know the concept of
telematics.
-To identify the knowledge
needed to use telematics.
-To identify the basic steps
tp use easy telematics
procedures in our
community.
-To know the
characteristics of users of
the telecentre.
-To know to identify the
role of telecenters in
telematics.
-Telematic procedures.
-Environment and community.
-Users and their needs.
-The role of a telecenter.
This unit will be able to define telematics,
identify the skills needed to carry them out,
identify those that are essential to our
environment, understand the specific
caracteristics of our telecentre users and
identify which role should play telecenters
here.
Moodle platform. Students will have to
deliver two tasks.
Reading: Las gestiones
telemáticasReading: Nuestro
entorno.
Reading: Nuestros usuarios.
Reading: El papel del telecentro.
------------
Extra Reading: Yo rehuso a la
empresa y el profesional no
telemático.
Extra Reading: Obligatorio hacer
todos tus trámites por Internet.
Extra Reading: : Sólo el 30% de los
ciudadanos confía en...
Extra Video: Muchos ayuntamientos
facilitan...
Extra Reading: Datos recientes sobre
el uso...
Extra Reading: Los ayuntamientos
apenas permiten...
Extra Reading: Administración
electrónica municipal
Students and
tutors Task 1: Ventajas de
realizar gestiones
telemáticamente.
Task 2 - Forum: ¿Están
todas?

66
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Materials
Learning
Unit
Actors
Evaluation
Unit 2:
Security and
tools.
5 hours of
mandatory
minimum
commitment.
1 week
-Understand the basic
principles to managing
telematics with a minimum
of security.
-Understand the legal
framework in which
telematics are realized.
-Know the basic tools to do
telematic procedures in
public administration.
-Telematics procedures
(Certificate and digital
signature, Electronic ID.
Internet Payment,...).
-Safety and telematics
procedures
-National and European
legislation about security in
telematic procedures.
This unit will give to facilitators dynamic
information about the basic principles to
managing telematics with a minimum of
security taking into account the legal
framework.
The unit will offer some additional tools
and resources to complement the contents
given by on it.
This unit will also offer the possibility to see
some examples os telematic procedures.
Moodle platform. Students will have to
deliver two tasks.
Reading: La seguridad y las gestiones
telemáticas.
Video: Certificado y firma digitales.
DNI electrónico.
Reading: Formas de pago por
Internet.
Reading: Normativa nacional y
europea.
------------
Extra Video: Pago de impuestos
Extra Video: Contraseñas seguras
Extra Video: Pishing
Extra Video: Paypal
Extra Reading: Guía de los derechos
de los usuarios TIC
Extra Reading: Seguridad en la red
Extra Reading: La Ley de Internet fácil
Extra Reading: Ley 11/2007, de
acceso electrónico de los ciudadanos
a los Servicios Públicos.
Students and
tutors Task 1: Consejos de
seguridad.
Task 2 - Forum: DNI,
certificados y firmas

67
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Materials
Learning
Unit
Actors
Evaluation
Unit 3
Directory of
telematic
procedures.
5 hours of
mandatory
minimum
commitment.
1 week
-To know basic steps on
-To know to create a
technical sheet to teach
telematics procedures.
-To create a directory of
-Key points of telematic
procedures.
-How to create a technical
sheet to teach telematics
procedures.
-Preparation and classification
of technical sheets on
telematics procedures to
facilitate the learning of future
end users.
Entering fully in telematics issues, students
will learn how to make technical sheets to
teach telematic procedures to facilitate the
learning of future end users.
Students will also prepare and classify
these technical sheets using a wiki, where
they will work this issue collaboratively for
the creation of an extensive directory of
Students Will Have the support of some
written material, apart from the forum and
the wiki that Will be moderated by the
tutor through the Moodle platform.
Reading: Puntos clave de una gestión
telemática
Reading: La ficha de una gestión
telemática
Reading: Ficha ejemplo
Reading: Gestiones telemáticas
básicas.
------------
Extra Reading: Manual de
supervivencia en la Administración
electrónica.
Extra Website: www.comopuedo.net
Extra Reading: Trámites y solicitudes
Extra Reading: Guía práctica
Extra Website: Portal ciudadano
Junta de Extremadura
Students and
tutors
Task 1 - Wiki:
Gestiones telemáticas
Task 2: Foro:
Atemporalidad de las
fichas

68
Title of the
Learning Units
Duration Learnings
aims/outcome
Learning Contents
(What is taught)
Methods (How)
Materials
Learning
Unit
Actors
Evaluation
Unit 4
Dissemination
5 hours of
mandatory
minimum
commitment.
1 week
-To learn to disseminate
-Learn to disseminate
telematic procedures through
posters, blogs, websites, social
networks and also trought the
telecenter.
-Provide interactive spaces for
discussion and to share
experiences and knowledge
with among facilitators
(students) of the course.
In this unit, it will be given indications
about how to disseminate telematic
procedures apart from giving some
indications about which knowledges and
skills are necessary to do them.
Dissemination will be suggested to do
through posters, blogs, websites, social
networks, etc...
Students Will Have the support of some
written material, apart from the forum and
the wiki that Will be moderated by the
tutor through the Moodle platform.
Reading: Cómo hacer la difusión
------------
Extra Resource: Manual de compra
en línea.
Extra Resource: Cómo puedo
Extra Website: Tutoriales
interactivos. Diputaicón de Burgos.
Extra Resource: Decálogo seguridad.
Extra Resource: Piensa antes de
publicar.
Extra Resource: Coslada, Ciudad
Digital.
Students and
tutors
Task 1 : Un ejemplo de
difusión
Task 2- Foro:
Seguimiento
Self-Evaluation Unit 4.
Closing
module Unit
Forum and
evaluation
questionnaire
achievements of the
module
Evaluation Forum.
questionnaire evaluation of the module
and to participate in a dialogue-forum
evaluation.
Evaluation Forum and Good bye.
Final Exam.
Students Final Exam

Learning program design of vet4ei inclusion project

More Related Content

What's hot

Similar to Learning program design of vet4ei inclusion project

More from Fundación Esplai

Recently uploaded

Learning program design of vet4ei inclusion project