linq 2013 session_green_3_d_lit2.0

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

[email protected]

mailto:[email protected]



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.

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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

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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?

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The Approach

Infografic: Telecentre Europe & WeAreWhatWeDo (2012)

Statistic Data: Eurostat (Information Society Indicators)

Disadvantaged Adults & the Internet

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The Approach


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The Approach


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Eurostat: Statistics in

Focus, 66/2011

→ strong correlation between

the Social Gap & the Digital Gap

The Approach


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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

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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

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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

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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

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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

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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

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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

For further information please visit:

www.digital-literacy2020.eu

or contact:

Stiftung Digitale Chancen

Katrin Schuberth

[email protected]

http://www.digitale-chancen.de

http://www.digital-literacy2020.eu/



Thank you very much

for your attention!

Barbara Blum

[email protected]


