Knowledge of the role of ICT center in promoting migrants’ integration and intercultural dialogue (Italy)

1. Learning Module title:
Promoting ICT with migrants in the ICT centre
Position within the curriculum:
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
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)
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 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
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
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

2. 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
services through ICT
Ability to integrate a gender-
mainstreaming approach in
performing e-facilitation tasks
immigration-related administrative
procedures and e-services
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
Introduction
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,
- use of the
platform
- how to complete
student personal
profile;
- management of
interactive tools;
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
READINGS:
Methodologic readings:
- Goals of the module
Target of the module
- Module structure and
methodology
Students and
tutors
No evaluation is
foreseen.
The Introduction
Unit is a start-up
unit aimed at
facilitating the
learning process
that starts with

3. contents and
methodology of the
module;
- To understand
tutor's role;
- To understand the
evaluation system
and criteria.
- relational skills for
the communication
with students and
tutor.
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).
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
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.

4. 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/migra
nts
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
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
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

5. - Concrete
elements, data,
facts to invalidate
each of these
stereotypes and
prejudices
“Migrants” of the TV show
“Presa Diretta”)
recent news on
immigration
Self Evaluation
Questionnaire Unit
1
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
Students and
tutors
Mandatory tasks
Task 1:
Promuovere il
centro TIC (To
promote the ICT
Centre): individual
work aimed at
elaborating a
targeted strategy
to promote the
center among
migrants
Forum: Risoluzione
dei conflitti
(Conflict
management):
sharing and
exchange of good
practices

6. 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
Self Evaluation
Questionnaire Unit
2
------------
Optional Task:
Creare de editare
video (To create
and edit videos):
individual work
aimed at creating a
video and
uploading it on the
module's youtube
channel
Optional Task:
Podcast: 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

7. 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 Audacity)
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/administrativ
e information
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
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
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

8. - Concrete
examples of ICT
tools to be used by
the e-facilitator/the
migrant user
legislation and
administrative
procedures + sources
of information
• suggestions on how
to systematize these
information through
ICT
• instruments to make
migrant final users
aware and
autonomous in the
use of ICT tools
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
insegnare a lavoratori
migranti e datori di lavoro
come accedere alla
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
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
Questionnaire Unit
3
_______

9. 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)
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

10. Unit 4
Immigration
, 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-
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
Questionnaire Unit
4

11. 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; 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
- 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).
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.
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/to

12. adequateness of
the learning
module according
to students
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.
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.
ols (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).

13. CONTACT: Graziano@lapiscoop.eu