This document outlines a learning module on planning digital literacy workshops, including 4 units that cover understanding digital literacy concepts, analyzing user contexts and defining objectives, planning workshops and using the Easy Computer tool, and evaluating workshops. The module is aimed at telecenter facilitators with basic technology skills to help them gain skills in organizing optimal digital literacy courses for users.

1. Learning Module title:
Planning a digital literacy workshop
Position within the curriculum:
Stage 1 (entrustment) / Category 2 (Methodological skills in
working with groups of participants)
Description of training units ((((of each moduleof each moduleof each moduleof each module):
Title of the
Learning Units
Duration Learnings aims/outcome Learning Contents
(What is taught)
Pedagogies and Educational Methods
(How)
Techniques, Instruments and Materi-
als
Learning Unit
Actors (Who)
Evaluation
Profile entrance of students:
Professional profile low, up to 4 months being
an e-facilitator.
Knowledge:
Knowledge of the telecenter and its users.
Skills:
Technology standard skills (office, multimedia)
Relationship skills in dealing with the groups in-
volved.
Competencies:
Standard telecenter facilitator skills.
Skills in ICT technologies and tools
Output Profile of students:
Profile of a facilitator.
Knowledge:
Learning the concept of digital literacy and digi-
tal divide.
Learn what a telecentre and what is its mission.
Diagnose learning needs. Mark objectives.
Workshop tools for digital literacy and assess-
ment.
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.
QA (Quality Assurance) :

2. Opening Module
Unit
Introducing
Module
1 week -Acquire knowledge and
abilities in managing the
learning environment
-To use of the platform
-To complete student personal
profile;
-To manage interactive tools;
-To manage the communica-
tion with students and tutor.
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 only mandatory tasks of the Introduc-
tion Unit are: Introduce oneself in the “In-
troduction Forum”; Complete ones personal
profile; Consult the Bulletin Board and the
Introduction forum to read the messages
from the tutor/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. Unit 1:
Digital literacy
and telecenters
5 hours of
manda-
tory mini-
mum
commit-
ment.
1 week
- Understand what is the
digital divide and how to
translate that global con-
cept 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 inclu-
sion, 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 = Co-
nocimientos técnicos?
Reading: Estrategias y elementos de
Alfabetización Digital
Reading: ¿Pero qué hacemos en un
taller de Alfabetización Digital?
------------
Extra Reading: ¿Qué es la brecha digi-
tal?
Extra Reading: Las cifras: ¡una pince-
lada!
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 tra-
bajo
Extra Reading: ¿Quiénes son los pro-
tagonistas de un telecentro?
Extra Reading: List of resources collec-
ted in Task "10 proposals“
Extra forum: Unit 1: Doubts forum.
Students and
tutors Task 1 - Forum: Share
with the group your
definition of digital lit-
eracy.
Task 2: 10 proposals for
digital literacy tools.
Self Evaluation Unit 1

4. Unit 2:
Analyze the con-
text and define
objectives
5 hours of
manda-
tory mini-
mum
commit-
ment.
1 week
-Understand the importan-
ce of planning the training,
make a diagnosis and defi-
ning the objectives in a con-
sistent manner based on
identified needs.
- Learn to make a diagnosis of
the needs and characteristics
of the target.
- Learn how to define the ob-
jectives 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 diag-
nosis to identify needs of the users of a Tel-
ecenter.
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 iden-
tified 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 desarro-
llamos nuestro taller de alfabetiza-
ción.
Reading: ¿Qué es un objetivo?
Reading: Cómo definir los objetivos.
Reading: ¡Que cansancio! ¿Es necesa-
rio formular los objetivos?
Reading: ¿Cómo debe redactarse un
objetivo?
Reading: Ejemplo de objetivos de un
taller de alfabetización digital.
------------
Extra forum: Unit 2: Doubts forum.
Students and
tutors
Task 1 - Forum: Análisis
de un caso práctico.
Task 2: Primeros pasos
para diseñar el Taller
de Alfabetización Digi-
tal: ¿A quién nos dirigi-
remos? ¿Cuáles son
nuestros objetivos?
Self Evaluation Unit 2

5. Unit 3
To plan the
Workshop.
The Eassy Com-
puter tool.
5 hours of
manda-
tory mini-
mum
commit-
ment.
1 week
-Learning to know the as-
pects that must be taken
into account when planning
a digital literacy workshop
(materials, timing, content
...)
-Knowing the resource Easy
Computer as a tool for digi-
tal literacy work with tele-
center users.
-Learn to plan a workshop on
digital literacy.
-Learn to use the tool Easy
Computer as a teaching sup-
port material of digital literacy
workshops.
-Learn and gain confidence
with the uses and applications
of Easy Computer in a class-
room.
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 crite-
ria 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.
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: ¿Qué es el Ordenador Prác-
tico?
Reading: ¿Para qué sirve el Ordenador
Práctico?
Reading: ¿En qué consiste el Ordena-
dor Práctico?
Reading: ¿Cómo funciona el Ordena-
dor Práctico?
Reading: ¿Cómo utilizo el Ordenador
Práctico en el Telecentro?
Reading: Superando límites
------------
Extra forum: Unit 3: Doubts forum.
Extra forum: Let’s share Task 2.
Students and
tutors
Task 1 - Forum: Criteria
for methodological or-
ganization of digital li-
teracy workshop.
Task 2: Planning and
structuring the organi-
zation of a workshop
on digital literacy.
Self-Evaluation Unit 3

6. Unit 4
The evaluation,
as a GPS of facili-
tators.
5 hours of
manda-
tory mini-
mum
commit-
ment.
1 week
- Understand the importan-
ce of evaluation as a system
to improve future applica-
tions.
-Learn the phases of the eva-
luation:
a) Prior to the workshop at
the telecentre, to detect the
starting point: initial assess-
ment 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 trai-
ning.
This is why the tutor will make students to
suggests and discuss about dynamics of eva-
luation in a Forum.
The second task that will be asked to do is
to design a evaluation questionnaire in or-
der to see how different could be a evalua-
tion developped at the beginning of a trai-
ning, a midium or a final evaluation.
Students will have the possibility to share
their tasks with the rest of students through
an specific forum.
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: Fases de la Evaluación
Reading: Estrategias de la Evaluación
Reading: Instrumentos y dinámicas
Reading: Cuestionarios en la web
------------
Extra Resource: Example of evaluation
questionnaire.
Extra forum: Unit 3: Doubts forum.
Students and
tutors
Task 1 - Forum: Dyna-
mic evaluation for
workshops and cour-
ses.
Task 2: Design an eval-
uation questionnaire.
Self-Evaluation Unit 4.
Closing module
Unit
Forum and eval-
uation question-
naire
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 and Good bye.
Evaluation Questionnaire.
Final Exam.
Students Final Exam

7. Contact: agullo@esplai.org