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Telecentres are public places where people can access digital technologies like computers and the internet to learn skills, find information, and communicate. They exist in almost every country under different names. Telecentres aim to support community development by reducing isolation, bridging the digital divide, promoting health, and creating economic opportunities, especially for youth. There are over 100,000 telecentres globally but they need support like training, content, services, and financing to maximize their impact and sustainability.

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The Compartim Project is a knowledge management program run by CEJFE, a training center for the Department of Justice in Catalonia. The program involves communities of practice for prison workers. Over the last 4 years, the program has developed 18 communities of practice and 3 working groups with over 300 active participants. The communities allow professionals to collaborate, share knowledge, and generate new knowledge to improve their work in the Department of Justice. Evaluation of the program found that over 600 prison worker rehabilitation programs and 289 juvenile justice employees participated actively in 2009.

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20130117 dublin creative_commonseurope

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Creative Commons enables sharing and use of creativity and knowledge through free legal tools. Creative Commons has a worldwide affiliate network of regional coordinators and volunteers with legal and other backgrounds who promote and inform about Creative Commons, offer support but not legal advice, and engage in community building, policy work, and projects. In Europe there are almost 40 active Creative Commons teams from various countries.

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The document discusses four key European projects focused on eParticipation: DEMO-Net, MOMENTUM, the European eParticipation Study, and PEP-NET. DEMO-Net is a 4-year network of excellence project to strengthen research on eParticipation. MOMENTUM is a 30-month project to monitor, coordinate, and promote EU eParticipation projects. The European eParticipation Study is a 12-month project to identify roles for and barriers to eParticipation in Europe. PEP-NET is a 30-month thematic network to create a pan-European network on local and regional eParticipation.

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The Mozilla Foundation board meeting reviewed 2014 results and 2015 plans. In 2014, revenue grew 45% to $19.2 million while expenses grew by less, leading to a $3.4 million gain. Goals for 2015 include deepening learning networks in 500 cities, building a mass appeal learning product with 250,000 monthly users, and maintaining over $20 million in assets while growing programs modestly. The board will meet four times via video and once in-person in October to monitor progress.

Recommendations for scalability of e-learning innovation

The VISIR network held a workshop to discuss recommendations for mainstreaming ICT-enhanced and open education based on research and analysis of micro-innovation practices. Attendees at the workshop, which included innovators, experts, practitioners, and decision makers, discussed barriers to scaling innovations, issues around funding for beyond the pilot phase, and how to engage learners and communities. Questions and discussions focused on how to better support innovative teachers, communicate the results and impact of innovations, and create structures for low-bureaucracy funding and recognition of innovations. The VISIR network aims to disseminate the results and recommendations from the workshop to relevant stakeholders.

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This document discusses strategies for reducing the digital divide through ICT education programs. It describes Red Conecta, a social project run by a network of NGOs that promotes social inclusion through digital literacy training. The project aims to improve employability and inclusion for vulnerable groups like women, immigrants, unemployed youth and the elderly. It operates community telecenters that provide free internet access as well as training courses, self-learning activities and job search support. The document outlines different telecenter models and explains Red Conecta's preferred three-dimensional model which is socially oriented, networked with other organizations, and staffed by operators who carry out a variety of technical and social roles.

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Red Conecta is a social project run by a network of NGOs that promotes social inclusion through digital literacy skills. It operates 65 telecenters across Spain that provide training courses, self-learning activities, job searching assistance, and free internet access. The telecenters aim to serve disadvantaged groups and are fully integrated with host organizations to create synergies. Red Conecta also coordinates a network of telecenter operators and implements a methodology called Easy Computer for digital literacy training.

Local coalition for e-skills and jobs in Latvia

This presentation shows the hard work being done by the Latvian LiKTA agency in terms of providing citizens with the latest e-skills. Very good basis and inspiration for a local coalition for digital jobs! It also states some interesting data about Latvia. Did you know they have the fastest internet in Europe? And that the Infogr.am - the world’s simplest application for making infographics- is a Latvian company?

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This document discusses the development of a new job profile called an e-Facilitator, which combines skills in ICT teaching and community management. The e-Facilitator role has emerged from 4 EU-funded projects focused on digital inclusion. The document outlines the skills and competencies needed for the e-Facilitator role, including training users in basic ICT skills, facilitating community projects, and empowering vulnerable groups. It also discusses challenges in recognizing and professionalizing the e-Facilitator profile on a larger scale.

Overview of LIKTA ICT education and e-skills activities

Alianta INFONET

LIKTA is a Latvian NGO that represents over 200 ICT organizations and professionals. It promotes ICT education, digital skills and e-inclusion in Latvia through several initiatives. Its flagship project, Latvia@World, has provided basic digital skills training to over 95,000 people. LIKTA also coordinates the Get Online Week campaign, develops online skills assessment tools, and supports training programs for both ICT professionals and various sectors like SMEs. It actively participates in international projects and shares its experience and tools with other countries.

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The document provides updates from Telecentre-Europe, including: 1) The launch of their YouTube channel and videos from the Telecentre-Europe Summit 2010. 2) The successful Telecentre-Europe Summit 2010 in Budapest, which brought together telecentre leaders from across Europe. 3) The registration of the legal entity for Telecentre-Europe AISBL in Brussels on October 14th. 4) Upcoming events like Get Online Week from February 28th to March 5th, 2011 and calls for presentations and membership applications.

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This presentation explains in a nutshell the ideas and priorities behind the Grand Coalition for Digital Jobs ( Initiative by the European Commission) and also shows our efforts ( Telecentre Europe) at brigning these ideas on a national level through " Local Colaitions for Digital Jobs". Presented by Gabriel Rissola (Telecentre-Europe) at the Media Literacy for 21st Century conference in Opatija (Croatia), 14-15 September 2013

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The document discusses the "Grand Coalition for Digital Jobs" initiative launched by the European Commission to address the shortage of ICT professionals in Europe. It notes that up to 900,000 jobs could go unfilled by 2015. The Grand Coalition has received 42 pledges from companies, universities and other stakeholders to increase the supply of ICT professionals and reduce skill mismatches. National Coalitions for Digital Jobs have also emerged in 9 countries. The Grand Coalition aims to deliver concrete local actions and commitments across five policy areas: ICT training, mobility, certification, raising awareness, and new approaches to learning.

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The document discusses the Grand Coalition for Digital Jobs initiative to address the lack of digital workers in Europe. It notes high youth unemployment rates across EU countries and a forecasted shortage of over 500,000 digital jobs by 2015. The Grand Coalition aims to boost digital skills training, certification, job placement and mobility across borders to fill these vacancies. It will support local coalitions in countries with high unemployment to conduct awareness campaigns and industry-aligned training programs. The Spanish Local Coalition, formed by telecentre networks, has already held several skills events and launched two innovation labs with plans for further expansion and action.

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The document summarizes the results of Work Package 1 (WP1) of a European media literacy project. WP1 involved: 1) Reviewing existing media literacy learning programs for adults across Europe and identifying needs through desk and field research. Over 200 surveys were collected from stakeholders in 7 countries. 2) The desk research found 238 programs across countries, most being informal (68%). The most common topics were web design, graphics, and photo/video editing. 3) The field research identified a need for basic to intermediate level programs targeting various groups. Respondents wanted training in skills like content creation and editing, and knowledge around content production and digital systems.

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The document describes the pilot training for an intergenerational learning project called eScouts. The project aims to develop digital skills in elderly adults through training led by youth volunteers. The pilot training involves two modules: Module 2 trains facilitators to prepare youth volunteers to teach digital skills to seniors. Module 3 involves the youth volunteers conducting digital skills training for 70 senior adults each in their home countries. The document provides details on the learning program design, activities, and timeline for Modules 2 and 3 of the youth training pilot. It explains how a common framework was developed and then adapted by each partner country to their local needs and context.

Training eFacilitators

The document summarizes a training workshop for facilitators of an intergenerational learning project. It provides details of the: - 2-day workshop held in Barcelona for 12 facilitators from partner countries - Training content which included the project methodology, roles of facilitators, guidelines for working ethically with youth and older adults, and use of an online platform - Activities during the workshop such as presentations from project partners and interactive exercises to help facilitators learn how to plan and deliver training modules - Materials provided to facilitators on topics like facilitation skills, working with youth and older adults, and examples of training documents

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This document discusses harmonizing the methodological frameworks of Community Service Learning (CSL) and Participatory and Appreciative Action and Reflection (PAAR). It identifies key elements of each such as pillars, aims, values and processes. There are both similarities and differences between CSL and PAAR. The document proposes ways to harmonize the two approaches by taking advantages of their shared aspects like empowerment, participation and appreciation, while addressing potential divergences like CSL starting from predefined problems versus PAAR starting by identifying strengths. The goal is to develop a common methodological framework called Intergenerational Learning in Blended Environments and Spaces (ILBES) that combines the best of CSL and PA

Practical guideline transculturation of modules

This document provides guidelines for partners participating in the RAISE4e-Inclusion project to transculturate learning modules from the original VET4e-Inclusion project into their own national contexts. It outlines the objectives of the transculturation process, lessons learned from the previous project, guidelines for organizing human resources and the work, and a proposed calendar for completing the transculturation of 2 modules per partner over a 3 month period with bi-monthly check-ins. The document aims to support partners in both adapting content for their language and context, and building the modules on their national Moodle platforms to be ready for testing with target groups.

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The document provides a protocol for partners to fine-tune online learning modules based on feedback from a pilot training program. It outlines a three-step process: 1) Partners compile feedback from trainees, tutors, and national referents on the modules' content, training structure, and platform usability. 2) Partners identify issues, find solutions if needed, and decide on actions to improve the modules without changing objectives. 3) Partners implement changes while ensuring coherence and quality, and have tutors check the final modified modules. The goal is moderate improvements informed by the pilot that do not alter the overall training program or objectives.

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The document discusses the role and responsibilities of a National Referent in the RAISE project. The National Referent will act as the tutor coordinator at the national level and represent their country at the European level. They must have strong communication, technological, and English language skills. As well as knowledge of the social and telecentre context. Key responsibilities include installing and maintaining the Moodle platform, registering tutors and students, translating and adapting course content, implementing and guiding tutors through the pilot training courses, and facilitating communication and participation among tutors.

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D13 Pen Portrait

Pen portraits are used to define a target audience by imagining a specific person and considering details like their name, beliefs, where they live, work, and learn, as well as their needs, ambitions, pleasures, and pains. Creating a pen portrait helps ensure communications are tailored to the individual or group by allowing the author to speak directly to the imagined person. Key details to consider include demographic information, peer groups, and psychological factors like what drives and motivates the individual. The goal is to empathize with the target audience and serve their needs in a way they will find most helpful.

D12 Six thinking hats

1) The Six Thinking Hats strategy is a tool used to lead difficult meetings to successful conclusions by activating different thinking capacities in people that are normally not used. 2) It was developed by Edward de Bono and involves participants temporarily taking on different thinking perspectives ("hats") on a topic, such as critical, positive, or neutral perspectives. 3) Only two rules are followed: participants must respect the perspective of the hat they are wearing and respect other perspectives while staying in their assigned role.

D11 Case consultation

The document describes case consultation with colleagues (3C), a process where colleagues act as coaches to help solve a case provider's problem. It involves six main steps: 1) the case provider presents the problem, 2) the coaches analyze and hypothesize, 3) a key hypothesis is focused on, 4) solutions are developed, 5) solutions are assessed and the preferred one is chosen, and 6) the process is reflected on. Roles include the case provider, coaches, moderator, optional writer and process supervisor. The method is useful for overcoming conflicts, accompanying complex projects, strengthening problem-solving and reflection skills, and building trust between colleagues.

D10 Five whys