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Linq 2013 session_green_3_d_lit2.0

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The Digital Literacy 2.0 project aims to teach socially disadvantaged adults essential web 2.0 skills through a two-step training campaign. It involves training staff at libraries and social organizations in 7 European countries to become ICT trainers. These trainers will then teach web 2.0 skills like social networking, collaboration and e-citizenship to disadvantaged adults using a modular curriculum. The curriculum covers topics like setting up social media accounts, online banking and petitions. The project hopes this will help participants better organize their daily lives and engage more in society through easy-to-use web applications.

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Presenting the Project Digital Literacy 2.0 LINQ 2013 Session: Learning Innovations and Quality: The Future of Digital Resources 17 May 2013 FAO Headquarters – Rome, Italy Barbara Blum Stiftung Digitale Chancen bblum@digitale-chancen.de
 Founded: January 2002  Public-Private-Partnership located in Berlin and Bremen under the patronage of the German Federal Ministry of Economics and Technology and the Federal Ministry of Family Affairs Digital Opportunities Foundation  Founder: Universität Bremen, AOL Deutschland  Co-Founder: E-Plus-Gruppe, Accenture GmbH, Burda Stiftung  Our goal is to make people interested in the Internet and to support them with their first steps.  We want them to become aware of the opportunities digital media offer and to make use of them.
3 Digital Literacy 2.0  international project funded in the European Lifelong Learning Programme  conducted by 8 organisations in 7 European countries, coordinated by Stiftung Digitale Chancen (Digital Opportunities Foundation, Berlin)  aims to empower socially and educationally disadvantaged adults to make use of web 2.0 applications…  … in order to help them organise their daily lives and participate in society more strongly…  … by qualifying staff in non-formal learning settings as multipliers of ICT skills
4 Overview 1. The Approach: How can Web 2.0 skills empower disadvantaged adults? 2. The Project Partners: Which organisations are collaborating in order to achieve that goal? 3. The Training Campaign: What does the two-step campaign „train the trainer & qualify the user“ involve? 4. The Course of the Project: What happens when? 5. The Training Material: What material is used in the training?
5 The Approach Infografic: Telecentre Europe & WeAreWhatWeDo (2012) Statistic Data: Eurostat (Information Society Indicators) Disadvantaged Adults & the Internet
6 Infografic: Telecentre Europe & WeAreWhatWeDo (2012) Statistic Data: Eurostat (Information Society Indicators) The Approach Disadvantaged Adults & the Internet
7 Infografic: Telecentre Europe & WeAreWhatWeDo (2012) Statistic Data: Eurostat (Information Society Indicators) The Approach Disadvantaged Adults & the Internet
8 Eurostat: Statistics in Focus, 66/2011 → strong correlation between the Social Gap & the Digital Gap The Approach Disadvantaged Adults & the Internet
9 So Far:  by teaching them basic internet & computer skills Digital Literacy 2.0:  by starting with web 2.0 applications directly How do you turn Nonliners into ONLINERS? The Approach The 2.0 Solution
10  passive role → active role (do instead of just consume)  professional skills → basic skills (for doing more you need less skills)  applications simplify many aspects of daily life Web 2.0: Web Administrator Entrepreneur Active Citizen Online Banking Online Tax Payment Online Petitions The Approach The 2.0 Solution Image: greyweed, flickr.com, Creative Commons Licence
11  Web 2.0 applications can help approach socially and educationally disadvantaged adults because they offer easy solutions to everyday problems  Web 2.0 applications are more accessible than many other channels of social participation  Web 2.0 applications are easy to handle, if there is someone who can show you how, which will generate a sense of achievement  Successful participation via web 2.0 can lower the threshold to more participation in general, as well as improve the attitude towards education The Approach The 2.0 Solution
12 Organisation Type of Organisation Country Aga Khan Foundation Social institution working with socially disadvantaged people (urban community support) Portugal Bibliothèque publique d'information Library France Biblioteka Publiczna im. W.J. Grabskiego w Dzielnicy Ursus Library Poland Bibnet Institution for empowerment of local libraries in the digital age (technologies & new media) Belgium National Institute for Adult Continuing Education non-formal adult education institution UK Public Library Cologne Library Germany Regionalna biblioteka “Pencho Slaveykov” Library Bulgaria Stiftung Digitale Chancen Foundation working on digital inclusion with different target groups Germany The Project Partners
13  Step 1 of the training campaign: Staff in non-formal learning settings are qualified as ICT trainers who can teach web 2.0 skills to their target groups using the „Digital Literacy 2.0“ method and material  These non-formal learning settings are, a) libraries, and b) welfare and social organisations in all seven partner countries  In total, more than 500 staff will be trained.  Step 2 of the training campaign: The trained staff will impart their web 2.0 skills to disadvantaged adults among their clientele The Training Campaign Train the Trainer & Qualify the User
1. stock-taking & analysis of the situation in the partner countries:  of staff training campaigns and learning offers for disadvantaged adults that have already taken place  of the internet use of the population and media offers in libraries 2. development of a training curriculum for adult learners and all accompanying training material for both “train the trainer” and “qualify the user” sessions in seven European languages 3. staff trainings (train the trainer) = step 1 of training campaign 4. web 2.0 learning sessions for disadvantaged adults (qualify the user) = step 2 of training campaign 5. evaluation of the staff trainings 6. dissemination of the project's strategy and approach 7. final project conference in January 2014 in Berlin 8. exploitation of the project’s outcomes throughout Europe The Course of the Project
15  at the centre of the DLit2.0 training material: the Learner-Based Curriculum  consists of 4 thematic blocks: E-Citizenship, Collaboration, Social Networking and Communication  Each block is further divided into sub-blocks (e.g. E-Citizenship → E-Democracy, E-Government, E-Commerce), and two extra blocks for basic skills (hardware/systems & internet skills).  Each sub-block contains small modules or tasks which can be worked at by the learner(s) in counselled self or group learning situations (e.g. module 1: set up a Facebook account, module 2: add a friend, module 3: create a photo album).  Each sub-block also contains a simple self-evaluation instrument. The Training Material
16  allows curriculum to be adapted to learners‘ individual needs and interests (and also to specific requirements in different countries)  gives learners high level of control of own learning progress  is low-threshold: because many modules are small and easy to do, learners will quickly develop a sense of achievement and willing to try more modules The Modular Structure of the Curriculum: The Training Material
Linq 2013 session_green_3_d_lit2.0
Linq 2013 session_green_3_d_lit2.0
Linq 2013 session_green_3_d_lit2.0
Linq 2013 session_green_3_d_lit2.0
For further information please visit: www.digital-literacy2020.eu or contact: Stiftung Digitale Chancen Katrin Schuberth kschuberth@digitale-chancen.de http://www.digitale-chancen.de
Thank you very much for your attention! Barbara Blum bblum@digitale-chancen.de

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Linq 2013 session_green_3_d_lit2.0

  • 1. Presenting the Project Digital Literacy 2.0 LINQ 2013 Session: Learning Innovations and Quality: The Future of Digital Resources 17 May 2013 FAO Headquarters – Rome, Italy Barbara Blum Stiftung Digitale Chancen bblum@digitale-chancen.de
  • 2.  Founded: January 2002  Public-Private-Partnership located in Berlin and Bremen under the patronage of the German Federal Ministry of Economics and Technology and the Federal Ministry of Family Affairs Digital Opportunities Foundation  Founder: Universität Bremen, AOL Deutschland  Co-Founder: E-Plus-Gruppe, Accenture GmbH, Burda Stiftung  Our goal is to make people interested in the Internet and to support them with their first steps.  We want them to become aware of the opportunities digital media offer and to make use of them.
  • 3. 3 Digital Literacy 2.0  international project funded in the European Lifelong Learning Programme  conducted by 8 organisations in 7 European countries, coordinated by Stiftung Digitale Chancen (Digital Opportunities Foundation, Berlin)  aims to empower socially and educationally disadvantaged adults to make use of web 2.0 applications…  … in order to help them organise their daily lives and participate in society more strongly…  … by qualifying staff in non-formal learning settings as multipliers of ICT skills
  • 4. 4 Overview 1. The Approach: How can Web 2.0 skills empower disadvantaged adults? 2. The Project Partners: Which organisations are collaborating in order to achieve that goal? 3. The Training Campaign: What does the two-step campaign „train the trainer & qualify the user“ involve? 4. The Course of the Project: What happens when? 5. The Training Material: What material is used in the training?
  • 5. 5 The Approach Infografic: Telecentre Europe & WeAreWhatWeDo (2012) Statistic Data: Eurostat (Information Society Indicators) Disadvantaged Adults & the Internet
  • 6. 6 Infografic: Telecentre Europe & WeAreWhatWeDo (2012) Statistic Data: Eurostat (Information Society Indicators) The Approach Disadvantaged Adults & the Internet
  • 7. 7 Infografic: Telecentre Europe & WeAreWhatWeDo (2012) Statistic Data: Eurostat (Information Society Indicators) The Approach Disadvantaged Adults & the Internet
  • 8. 8 Eurostat: Statistics in Focus, 66/2011 → strong correlation between the Social Gap & the Digital Gap The Approach Disadvantaged Adults & the Internet
  • 9. 9 So Far:  by teaching them basic internet & computer skills Digital Literacy 2.0:  by starting with web 2.0 applications directly How do you turn Nonliners into ONLINERS? The Approach The 2.0 Solution
  • 10. 10  passive role → active role (do instead of just consume)  professional skills → basic skills (for doing more you need less skills)  applications simplify many aspects of daily life Web 2.0: Web Administrator Entrepreneur Active Citizen Online Banking Online Tax Payment Online Petitions The Approach The 2.0 Solution Image: greyweed, flickr.com, Creative Commons Licence
  • 11. 11  Web 2.0 applications can help approach socially and educationally disadvantaged adults because they offer easy solutions to everyday problems  Web 2.0 applications are more accessible than many other channels of social participation  Web 2.0 applications are easy to handle, if there is someone who can show you how, which will generate a sense of achievement  Successful participation via web 2.0 can lower the threshold to more participation in general, as well as improve the attitude towards education The Approach The 2.0 Solution
  • 12. 12 Organisation Type of Organisation Country Aga Khan Foundation Social institution working with socially disadvantaged people (urban community support) Portugal Bibliothèque publique d'information Library France Biblioteka Publiczna im. W.J. Grabskiego w Dzielnicy Ursus Library Poland Bibnet Institution for empowerment of local libraries in the digital age (technologies & new media) Belgium National Institute for Adult Continuing Education non-formal adult education institution UK Public Library Cologne Library Germany Regionalna biblioteka “Pencho Slaveykov” Library Bulgaria Stiftung Digitale Chancen Foundation working on digital inclusion with different target groups Germany The Project Partners
  • 13. 13  Step 1 of the training campaign: Staff in non-formal learning settings are qualified as ICT trainers who can teach web 2.0 skills to their target groups using the „Digital Literacy 2.0“ method and material  These non-formal learning settings are, a) libraries, and b) welfare and social organisations in all seven partner countries  In total, more than 500 staff will be trained.  Step 2 of the training campaign: The trained staff will impart their web 2.0 skills to disadvantaged adults among their clientele The Training Campaign Train the Trainer & Qualify the User
  • 14. 1. stock-taking & analysis of the situation in the partner countries:  of staff training campaigns and learning offers for disadvantaged adults that have already taken place  of the internet use of the population and media offers in libraries 2. development of a training curriculum for adult learners and all accompanying training material for both “train the trainer” and “qualify the user” sessions in seven European languages 3. staff trainings (train the trainer) = step 1 of training campaign 4. web 2.0 learning sessions for disadvantaged adults (qualify the user) = step 2 of training campaign 5. evaluation of the staff trainings 6. dissemination of the project's strategy and approach 7. final project conference in January 2014 in Berlin 8. exploitation of the project’s outcomes throughout Europe The Course of the Project
  • 15. 15  at the centre of the DLit2.0 training material: the Learner-Based Curriculum  consists of 4 thematic blocks: E-Citizenship, Collaboration, Social Networking and Communication  Each block is further divided into sub-blocks (e.g. E-Citizenship → E-Democracy, E-Government, E-Commerce), and two extra blocks for basic skills (hardware/systems & internet skills).  Each sub-block contains small modules or tasks which can be worked at by the learner(s) in counselled self or group learning situations (e.g. module 1: set up a Facebook account, module 2: add a friend, module 3: create a photo album).  Each sub-block also contains a simple self-evaluation instrument. The Training Material
  • 16. 16  allows curriculum to be adapted to learners‘ individual needs and interests (and also to specific requirements in different countries)  gives learners high level of control of own learning progress  is low-threshold: because many modules are small and easy to do, learners will quickly develop a sense of achievement and willing to try more modules The Modular Structure of the Curriculum: The Training Material
  • 21. For further information please visit: www.digital-literacy2020.eu or contact: Stiftung Digitale Chancen Katrin Schuberth kschuberth@digitale-chancen.de http://www.digitale-chancen.de
  • 22. Thank you very much for your attention! Barbara Blum bblum@digitale-chancen.de