This brochure is intended to present ALL DIGITAL in a different light giving new potential members, sponsors, stakeholders and policy makers or politicians a taste of what ALL DIGITAL and its network is about. It serves as a teaser inviting to learn more about ALL DIGITAL’s concept, activities, partnerships and digital inclusion in general.

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During this year of transition, ALL DIGITAL once more proved to be a trustworthy societal actor, addressing all European citizens and enabling them to benefit from digital transformation. We implemented numerous projects, some supporting competence development, some forward looking, others more research oriented; the mix clearly indicates the capacity and potential of our network. We paved the way for change at European level by establishing two very important Communities of Practice to support the evolution of DigComp and the birth of the European Digital Skills Certificate. We increased our visibility by organizing high profile events to promote ILAs and DEAP and by participating in networks and working groups.

Throughout 2020, ALL DIGITAL and its members were here, tireless and active.

We present our work and achievements of 2020 in this Annual Report. We highlight the key results, we present our strategic objectives and priority actions that had determined our work in the last 3 years, and how we aligned our activities with the Strategic Plan. We explain how we influenced public policy through policy events, policy statements and recommendations. Despite the challenges, we successfully realised the ALL DIGITAL Week campaign (mainly online), organised ALL DIGITAL Summit (online), and implemented 19 projects. We launched and hosted two major communities of practice. We maintained partnership and collaboration with other European networks, organisations and industry partners. Throughout 2020, ALL DIGITAL supported and received support from 74 member organisations.

(From the Report Foreword by Achilles Kameas, Chair of the Board, and Peter Palvolgyi, CEO)

ALL DIGITAL Annual Report 2020

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The consortium developed the second informative output Desk research on pedagogic approaches for teaching 3D printing, investigating the delivery of 3D Printing courses in several projects and other initiatives concerning the teaching of 3D Printing.

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The handbooks are devoted to three aspects of digital competence:

1. Educational robotics: to develop computational thinking with hands-on activities.
2. Media literacy: to understand the power and the risks of online social media.
3. Online Expression to promote a more creative, active and wise use of the web

In addition to the printed manuals, their electronic versions are also available, with additional information on the topic in question. Free online courses have been created on the Moodle platform.

The handbook on Online Expression gives an insight on what is online expression, and intends to promote a more creative, active and wise use of the web, exploring the opportunities given not only by social media and blogs. The aim of the handbook is to help teachers guide young people to hone their online expression skills by explaining how to be proactive in their online expressions and less reactive, to become a digital prosumer and not a consumer. The hanbook focuses on the following elements that characterizes online active participation:

• The creation of relationships;
• The building of a community or the fact of representing a community;
• The collective interest;
• The intention to produce a change, to influence society.

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The handbooks are devoted to three aspects of digital competence:

1. Educational robotics: to develop computational thinking with hands-on activities.
2. Media literacy: to understand the power and the risks of online social media.
3. Online Expression: to promote a more responsible use of social media, blogs, web radios and web TVs.

In addition to the printed manuals, their electronic versions are also available, with additional information on the topic in question. Free online courses have been created on the Moodle platform.

The handbook on Media Literacy gives an insight on the influence of media on young people development and the role of  of new information technology in manipulating reality. It is intended to be used as a guideline and source for inspiration for teachers who are willing to expand their knowledge thanks to the practical examples that the handbook provides in order to deal with media literacy in class. The handbook:

• explains in brief the influence of media on young people development
• gives technical considerations on what media literacy is
• provides an overview of the legislative frame, licenses and media ownership
• gives practical examples to deal with media literacy in class.

Check out the handbook on Media Literacy  in the other languages available:

• Spanish
• French
• Italian
• Latvian

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Project partners developed a methodological framework in order to identify, select, and analyze STE(A)M in education policies.

The process to identify and collect policies has been supported by desk research as well as data collection through online surveys. In the context of STEAMonEdu project, the following STE(A)M policies have been collected and analyzed in order to be included in the guide:

• EU policies
• National (governmental) policies
• Regional policies
• Institution level policies (e.g. schools)

The analysis of the collected policies has been carried out by using a series of criteria and policy questions. Beyond analyzing the policies, the STEAMonEdu consortium performed an analysis of the policy context in each project country and at the EU level, by researching a number of existing publications as well as by gathering information from the wider project community.

An analysis of the efficiency and impact of STEAM educational policies at EU and national level was conducted by project consortium and all these findings were included and integrated in the guide together with a short analysis of the STE(A)M educators needs.

Main conclusions drafted after conducting the research and policy analysis activity are the following:

1. Quantity and quality of STE(A)M policies. The research performed within the project identified only 20 policies both at EU level and in the five countries of the project partners. The quantity and the quality of STE(A)M policies are still very low, and this translates into education systems that are not fully reformed in order to respond to the current societal challenges and opportunities.

2. STEAM vs STEM. STEAM is largely unknown as a concept, and, as a consequence, it is not addressed by policy makers at national level, as the large majority of policy initiatives are related to STEM only. At EU level, the new Digital Education Action Plan introduces the concept of STEAM only to encourage women to consider technical studies. Despite an official communication between the EU Parliament and the European Commission, and a funding programme to promote integration of STEAM, the challenge to achieve a full integration of the STEAM disciplines remains.

3. Integration of STEM. Significant policy support for integration of STEM in education can be found at EU level. STEM Education is thus currently recognised as an effective integrated and multidisciplinary approach able to meet the growing demands of businesses and allowing professionals to excel and perform outstandingly in a highly technical and evolving fast-paced environment. Most of the EU countries have integrated STEM in education by now at various levels, but impact is still low due to the lack of proper policy support.

4. Efficiency of STE(A)M policies. Most of the identified policies are still ongoing or do not include a monitoring and evaluation framework, thus it is very difficult to assess the efficiency and impact of these policies. In all five countries where the research has been performed, very little information has been found regarding policy efficiency. Ultimately, there is currently no official and transversally accepted framework which enables comparisons across different EU member states. The OECD’s PISA programme offers insight on the separate disciplines, but does not offer a full assessment of STEAM opportunities and practices.

5. STE(A)M educators’ needs. The research identified a large and diverse set of needs for the STE(A)M educators, from lack of infrastructure to teach STE(A)M disciplines to low levels of confidence and competences, and to difficulty to assess and evaluate. This only proves that there is an urgent need for coordinated support from the policy side both at EU and at the national level.

Learn more on the STEAMonEdu project website

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The tool is designed with a methodological perspective that allows measuring of digital competence by the three elements – knowledge, skills and attitude – for each of the 5 DigComp areas. It also provides respondents with a self-reflection path on their digital competence.

The tool was piloted in Ireland, Latvia and Spain by 16-65 year old individuals. The selected countries represented the three country categories defined by the Digital Skills Index (DSI) in 2020 regarding the percentage of the no- and low-skilled population in the society: Ireland over EU average, Spain close to EU average, and Latvia below EU average.

The piloting provided reliable feedback of digital competence level for the 5 competence areas for different age and gender groups, education and digital skills levels.

The DigComp tool has sound psychometric properties, including the validity and internal consistency of the items. The tool is able to perform three main functions for test takers: measuring existing competences based on the respondents’ self-reflection; identifying competence gaps; and raising awareness. The conciseness of the items allowed a test-time of less than 30 minutes across different countries, age and educational background groups and genders.

This report describes the process and methodology taken to achieve the result. The annexes provide the statistical data and the Item Bank used. To achieve the Item Bank, a number of experts and users have been involved in iterative consultations and focus groups as part of the applied methodology during the initial design, validation and development process of the tool.

Publication on the EU Commission JRC Website

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The report aims to identify the skills gap in the Belgian, Bulgarian, Greek, Italian, and Latvian library sector resulting from the digital transformation. The consortium mainly focused on public libraries as these were more relevant to the partners, however, if insights could be gathered from other types of libraries, these were included in the results of this report.

For the report, the partners carried out four distinct activities:

1. desk research;
2. training needs survey;
3. in-depth interviews with library professionals;
4. best practice interviews with VET providers.

Each section of the report examines the national results and draws up a comparative analysis for each research activity. Finally, two emerging job profiles are suggested at the end of the report based on the research results.

Some of the findings:

The pre-existing research across the consortium points to a need for pedagogical skills in libraries as they are expected to carry out educational activities for their users.

The training needs survey addressed to library professionals highlighted three areas of weakness in DigComp 2.1 areas of competence: safety, digital content creation, and problem solving.

Overall, the interviewees felt that upskilling was necessary throughout a library professional’s career in order to stay up to date with technological changes and have the relevant knowledge.

In general, there is an acknowledgement that library services need to be more digital-oriented and library professionals need to be able to leverage digital tools to serve their communities.

• Check out the executive summary of the report, available in four languages:
  ENGLISH    GREEK    ITALIAN    LATVIAN

• For all the details, see the full report BIBLIO_WP2_Mapping Professional Needs_Report

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The training course consists of 3 modules and a final assignment:

• Module 1: What is disinformation?
• Module 2: How social media make money and why disinformation and propaganda are vastly present on social media
• Module 3: How to recognize and react to disinformation

The partnership has prepared a Training Toolkit to support educators and training providers in the implementation of the training course.

The Toolkit contains:

• training outline with detailed description of modules, sessions, and expected learning outcomes
• adopted methodology
• list of open educational resources (OERs) that project partners used in the piloting of the training course

Training Toolkit is available in English, Bulgarian, Catalan, Croatian, German, Italian,  Latvian, Romanian and Spanish languages.

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The event explored the models and opportunities that arise from implementing Individual Learning Accounts (ILAs) in the 2020s across Europe. In the digital job market ILAs could be highly relevant to make training rights portable from one job or employment status to another, and they could have a huge impact on the digital skills gaps countries are facing, supporting competitiveness and economic development.

The event included two keynote presentations and a panel discussion with questions and answers.

Commissioner for Jobs and Social Rights Nicolas Schmit gave a keynote on his mission to “explore ILAs in Europe”. The Commissioner talked about the clear need for a “re-skilling revolution” in the light of changing job markets and evolving technology with “40% percent of employers having difficulties in finding candidates with the right skills, and 70% of European enterprises reporting lack of skills hampers their investments”.

Stefano Scarpetta, Director for Employment, Labour and Social Affairs of the OECD, gave a presentation on the OECD report entitled “ILAs: Panacea or Pandora’s box”, which has comparisons of ILA models from around the world, the most promising model being Compte Personnel de Formation from France.

AGENDA

 Welcome
        – Renato Sabbadini, CEO, ALL DIGITAL

Keynote addresses

    – Nicolas Schmit, Commissioner for Jobs and Social Rights, European Commission

    – Stefano Scarpetta, Director for Employment, Labour and Social Affairs, OECD

Panel Discussion

    – Hanka Boldemann, J.P. Morgan Global Philanthropy – Moderator

    – Antoine Saint-Denis, Director Europe and International, DG Jobs & Vocational training, Ministry for Labour, France

    – Eva Maydell, MEP, EPP, Member of Committee on Industry, Research and Energy

    – Brikena Xhomaqi, Director, Lifelong Learning Platform

    – Robert Plummer, Senior Advisor, Business Europe

 Summing up

    – Professor Achilles Kameas, Hellenic Open University, Chair of ALL DIGITAL

READ THE FULL REPORT

REFERENCES:

• The video of the event via livestreaming with subtitles
• Blog about the event on our website
• Full transcripts of keynote speeches
• Presentation of Stefano Scarpetta “Individual Learning Accounts: Eight Lessons for Effective Design and Implementation”
• The short videos about Le Compte Personnel de Formation CPF
• Mission Letter to Nicolas Schmit
• The OECD Policy brief
• The full OECD report: Individual Learning Accounts: Panacea or Pandora’s Box?

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Ask4Job is a pathway that supports the development of digital competences and cognitive skills for low-skilled, long-term unemployed adults. It was developed in the context of the “Adult Skills for Job Oriented Breakthrough”project, funded within the context of the Erasmus+ programme by the Italian Agency INDIRE (2017-1-IT02-KA204-036755) and coordinated by the Rome-based employment and training agency ERIFO.

ASK4JOB is an Open educational Resource that could be adopted by labour market operators and adult educators/trainers, in order to realize activities of specialized employment orientation, aimed at supporting job search and individualized development paths, at personal and professional level.

Thanks to the strengthening of digital competences and cognitive abilities, unemployed adults will increase their critical thinking, their knowledge of the technologies and awareness of how to use them for professional and personal development.

The ASK4JOB pathway is mapped to the Digital Competence Framework for Citizen – DigC0mp 2.1, and is built on the first four proficiency levels of digital knowledge (Foundation and Intermediate), opening the possibility of advancing towards more specialized proficiency levels.

ASK4Job_Guidelines

Guidelines are also available in Italian on the project website

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In 2019 ALL DIGITAL became the key partner for organizations or institutions interested in the development of digital skills, especially DigComp, by leading or joining challenging projects and impactful consortia. We produced important results, such as the online Self-Assessment Tool, training toolkits and policy recommendations. Our activities, events and campaigns showed increased participation and received wide publicity.

In 2019, ALL DIGITAL continued to advocate on the importance of digital skills and to push policy-makers and other stakeholders to recognise the key role of non-formal training providers in empowering Europeans with digital skills and bridging the digital divide and to plan support measures to ensure that they can continue to provide their indispensable services in a favourable financial and political environment.

Above all, we produced the Manifesto for enhancing digital competences across Europe, which sets the agenda for a broad and inclusive dialogue among our members, other organizations, networks, and European institutions. The Manifesto has already received international publicity and wide endorsement.

During the year, we were involved in a total of 17 projects, of which 6 are new. We organised a series of events and campaigns to boost networking opportunities, as well as to raise awareness on the impact of the digital competence centres. The ALL DIGITAL Summit 2019 brought together 170 participants. ALL DIGITAL Week was a major success with over 3,600 events organised in 31 countries and with over 130,000 participants.

This report includes further details on the above mentioned activities and results. Enjoy your reading!

ALL DIGITAL Annual Report 2019

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The study tries to answer questions such as: What services should be offered? For whom? What will be the future role of  e-facilitators?

Together with digital competence centre networks in Spain, several ALL DIGITAL members also participated in the analysis and study. Even though the study was mainly carried out with digital competence centres in Spain, there are many commonalities with other centres all over Europe.

DOWNLOAD:

English Version

Spanish Version

Digital Competence Centers (DCCs), telecentres, or digital literacy centers – to mention but a few of their names, began to be deployed in Spain, and in the rest of Europe, in the 90s. Telecentres emerged in a particular social and economic setting, with the rise of technologies which changed society completely , such as personal computers, the internet and mobile communications.

Most of these centers were established in rural areas, with the purpose of fostering and speeding up broad band internet connectivity in such areas, as well as of reducing the digital gap of the local population, especially that of groups having major difficulties in accessing new technologies . We may define telecentres as public centers providing access, awareness and training in the use of the internet and technologies.

They have technologically equipped classrooms, their differentiating aspect being the fact that they are driven by professionals who are in charge of providing technological advice and delivering training actions enabling different beneficiaries to access the services of the Information Society.

Over these years, telecentres have evolved from being initially centers granting free internet access and basic training in technological tools to centers of expertise for boosting digital competences and the digital transformation of citizens, becoming key instruments for the development of Information Society policies and the Digital Agenda within regional and local governments.

These centers generate a significant volume of citizen innovation linked to the use of technology: they help accessing and assimilating technological changes, they are connectors for local resources, and their driving agents are specialized in managing change in local settings as they encourage a smarter use of technologies by citizens, entrepreneurs and SMEs, thus increasing social value and economic impact at the local level. Following a period marked by a strong economic crisis, Digital Competence Centers are gaining strength again, being now more necessary than ever.

Somos Digital

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The DCDS policy recommendations suggest clear policy objectives related to increasing the number of adults having basic digital skills and identify the changes needed to support this policy outcome. The DCDS policy recommendations also provide effective proposals on how to include the DCDS project outcomes within the services addressed to adults with low digital skills and empower key stakeholders in formulating innovative integrated policies for developing and recognizing adult citizens’ basic digital competence.

The policy recommendations address three main target groups:

• European policymakers,
• national and regional policymakers and
• local authorities.

Providers willing to make a policy change in the digital competence development are free to use this document for their advocacy strategies.

We invite all the readers of this toolkit to consult the Policy Influence Toolkit as well.

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The DCDS project established a framework to provide low-digitally skilled adults with the basic digital and transversal competences needed for employment, personal development, social inclusion and active citizenship. The project developed an open, innovative multilingual Digital Competences Development System (DCDS) and used it to provide non-formal training to low-skilled adults in different European countries. Being completely aligned with the European Digital Competence Framework for Citizens – Dig Comp 2.1, the project contributes to the promotion of its use by non-formal training providers and its adoption by European policy makers active on adult education and training, social and digital inclusion as well as employment policies.

In the Merriam-Webster Dictionary, advocacy is defined as “the act or process of supporting a cause or proposal”. Advocacy can consist of any activity carried out by an individual or a group which aims to influence decisions within political, economic, and social systems and institutions. It is a means of seeking change in governance, attitudes, power, social relations and institutional functions. Advocacy at all levels of action has been a main priority of all partners throughout the DCDS project.

The toolkit consists of a series of tools for influencing policies; developing a strategy to understand the forces supporting and opposing the desired policy change; suggesting concrete responses, in order to achieve the milestone changes in the process; establishing an action plan for meeting the desired policy objective; and designing a monitoring system.

This toolkit is closely linked to the DCDS policy recommendations, which suggest clear policy objectives related to increasing the number of adults having basic digital skills and identify the changes needed to support this policy outcome. The DCDS policy recommendations also provide effective proposals on how to include the DCDS project outcomes within the services addressed to adults with low digital skills and empower key stakeholders in formulating innovative integrated policies for developing and recognizing adult citizens’ basic digital competences.

The DCDS Policy Influence Toolkit includes a set of steps for the related stakeholders that would like to influence policy makers (and ultimately policy making).

We invite all the readers of this toolkit to consult the recommendations as well.

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The eMedia: Media Literacy and Digital Citizenship for All project aims to promote education for all by producing educational guidelines related to digital practices which consists of three handbooks. These handbooks support possibilities for a new and innovative way of teaching different subjects at school. They address educators who are interested in developing their digital competence and improving their understanding of educational robotics as a pedagogical approach in formal or non-formal education.

The handbooks are devoted to three aspects of digital competence:
1 ) Educational robotics: to develop computational thinking with hands-on activities.
2) Media literacy: to understand the power and the risks of online social media.
3) Online expression: to promote a more responsible use of social media, blogs, web radios and web TVs.

In addition to the printed manuals, their electronic versions are also available, with additional information on the topic in question. Free online courses have been created on a moodle platform.

The handbook on Educational Robotics gives an insight in robotics and its implementation in education. It is intended to be used as a guideline and source for inspiration for teachers who are willing to expand their knowledge and skills and learn together with children in creative environment. The handbook

• explains in brief what robotics is, how it can play an important role in education;
• gives technical considerations on what is needed to start these activities;
• provides practical examples of robotics activities in the classroom;
• gives examples of European good practices

Check out the handbook on Educational Robotics in the other languages available:

• Spanish
• French
• Italian
• Latvian

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After selection of the documents, a revision of its contents was done, with particular emphasis on the programme content, instruments used to evaluate their impact, and the results obtained in terms of digital skills improvements.

The report will be used by the partnership to develop the in-person educational programmes.

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The report will be used by the partnership to develop the website information/educational materials.

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The report summarises our activities in 2018 and covers topics from strategic organisational priorities, improving services to members, and influencing public policy to partnerships, campaigns, events, and projects.

Our position as a European leader in the field of digital competences for inclusion, employability, and citizenship was reinforced in 2018. As an example, ALL DIGITAL is widely recognised as a DIGCOMP expert, as well as one of the main contributors to the success of the Digital Skills and Jobs Coalition. Moreover, we are now better perceived as an organisation and as a community that brings together and connects the non-formal education sector with the topic of digital education.

Increased recognition had also generated new exciting partnerships with companies such as Google and JPMorgan Chase Foundation. Google supported our Annual Summit, s well as our Policy debate on Media Literacy, while by working together with JPMorgan Chase Foundation to getting unemployed trained and into jobs, ALL DIGITAL entered a whole new world of cooperation – with companies outside of the ICT sector.

Also, in 2018, we have started to work on DCDS – a Digital Competences Development System, a strategic project for the organisation, aiming to support low skilled adults into assessing, improving and validating their digital competences, based on the DIGCOMP framework.

During the year, we were involved in a total of 17 EU funded projects, of which 7 are new.We have organised a series of events and campaigns to boost networking opportunities, as well as to raise awareness on the impact of the digital competence centres. The ALL DIGITAL Summit in 2018 has been the largest ever annual event in the history of the organisation, bringing together 180 participants. ALL DIGITAL Week (organised for the first year under this name) was a major success with over 5,000 events organised in 32 countries and with over 125,000 participants.

This report includes further details on the above mentioned activities and results. Enjoy your reading!

See the Annual Report 2018 in PDF

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The workshops were conducted based on a European Awareness Scenario Workshop (EASW) – a method that allows the promotion of an effective debate of various groups of interest, favoring the participation of different set of stakeholders, a solid balance between the contribution of all groups and a cross-breeding between different ideas and worldviews. EASW is particularly successful in local contexts, where it is extremely easy to match individual problems with their causes, making it easier to find a solution.

The final report provides an important comparative perspective on the European situation with digital literacy in the workplace. In the short version you can see the findings per country

On the basis of the collected information, the ASK4JOB partnership will produce a set of tools to assess educational pathway and value digital literacy competences. The direct beneficiaries will be long-term unemployed (2 years or more), low skilled people coming from previous work experiences, which can be referenced to a European Qualification Framework EQF 3 or 4.

Outcomes of the discussion held in the EASW were used to shape the tools of assessment and, consequently, in the training programme that will be delivered to Ask4Job users through the MOOC. The assessment will provide personalised instructions on how to get access to a development programme of digital upskilling, designed specifically for technical professions (EQF 4) in commerce and services sectors.

Application of workshop results to DIGCOMP’s five areas of digital competences and practical indications

The report presents the connections between the indications provided by stakeholders in the EASW and the five thematic areas of DIGCOMP 2.1, put in reference with processes performed in technical jobs within commerce and service sectors.

You can see both Short version and Full Version of the Report

• ASK4JOB – EASW REPORT (Short Version)
• ASK4JOB – EASW REPORT (Full version)

Learn more about the project https://www.ask4job.net/ and follow it on Facebook https://www.facebook.com/Ask4JobProject/

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This document should give an insight on how to prepare trainers and get newcomers to volunteer in a beneficial way for themselves and for the local population.

After a short introduction and explanation of what this methodology covers, all the specific and logistic information of this programme can be found in a second chapter called “Deployment of the Digital Welcome programme”. For instance, how and which participants should be recruited, the chronology of the programme, how to evaluate the training with the participants and how the structure of the programme is arranged in the different modules.

The third chapter “Educational Goals” goes deeper into the four global learning objectives: how it stimulates problem solving and solution-oriented thinking; improves participants’ ability to communicate, express ideas and thoughts and interact with other people, especially from other (local) cultures; fosters digital thinking and promotes integration in society.

The methodology move then on to an in-depth view of how informal and non-formal learning and focusing on 21th century skills is the backbone of this programme in the fourth chapter “Knowledge and Skills development”.

The largest part of this methodology is the fifth chapter about the pedagogical approach in this programme for young third country nationals. It provides an insight on the advantages of peer-to-peer and project-based learning. But also, how to work with volunteers, refugees and migrants and why this is enriching for them, as well as for your organisation.

Finally, links to references and glossary can be found.

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The methodology and the choices based on it for the design and delivery of digital competence training to adult learners, following a blended learning approach, will be tested in pilot training activities in five DCDS partner countries (Greece, Italy, Latvia, Romania, and Spain). Based on the feedback and results of the training pilots, the DCDM will be revised and updated as deliverable D9, due in October 2019.

This document presents the following components of the methodology.

Chapter 1 illustrates the steps and results of the implementation process of the European Digital competence framework for all citizens (DigComp) for the purposes of the DCDS project. DCDS focuses exclusively on proficiency levels 1 and 2 (foundation level) across all 21 DigComp competences. The corresponding competence descriptors were specified into 95 learning outcomes (LOUTs) drawn from or inspired by various sources (Annex 1 lists the 95 LOUTs and Annex 5 all the sources used). These include the Digital Economy and Society Index produced by Eurostat, which measures amongst other aspects the level of digital skills in the whole European population.

Chapter 2 illustrates the principles of formal and non-formal adult education adopted in DCDS and the attention that will be paid to social learning aspects. The second part of the chapter clarifies how blended learning will occur in DCDS, by describing the facilitation, tutoring and teaching functions that will be performed and the Teacher Guide to support them, and by briefly presenting the technical tools that will be used. The blended learning will combine face-to-face training in the premises of the DCDS partners’ digital competence centres with online learning via the Digital competence development environment (DCDE), based on a Moodle platform.

Chapter 3 is devoted to the training offer and instructional elements of DCDS. It first illustrates how participants will be profiled and asked to take a self-assessment test in order to customize their learning experience. Then the chapter presents the training offer structured into 4 learning paths (LPs), made of a total 64 learning units (LUs) organized into 19 thematic modules, which are designed to achieve all the 95 identified learning outcomes covering the 21 DigComp competence. In the DCDS pilots, individual participants will be able to take the base LP plus only one of the three complementary LPs, due to the project’s time limitations (course duration in the pilots will be 60 hours: 40 hours of face-to-face training and 20 hours of online activity).

Chapter 4 presents the main notions and options of the game-like application the will be integrated into the DCDE primarily in order to enhance the participants’ motivation to engage in the course.

Finally, Chapter 5 presents the evaluation system in DCDS which addresses learning assessment (both formative and summative), competence validation with the issuing of badges and course quality evaluation.

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The project partners developed a training course delivered in five modules of 12-14 hours each for people with basic basic digital skills:

The training was held in Latvia, Lithuania, Romania, Spain, Cyprus and Malta using the flip method where women participating in the course would read the modules ahead of the training.

SMART WOMEN Module 1: PLANNING YOUR BUSINESS

SMART WOMEN Module 2: DIGITAL MARKETING

SMART WOMEN Module 3: CREATING DIGITAL CONTENT

SMART WOMEN Module 4: ICT & ONLINE SECURITY

SMART WOMEN Module 5: E-COMMERCE

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The final aim is to provide policy recommendations regarding the adoption of Global Citizenship Education (GCE) using digital storytelling technique both at national and European level. The recommendations are based on the project’s impact and address:
(a) firstly educators, trainers and young people (in formal and non-formal educational contexts) and
(b) at the second level, the educational systems, policy makers and stakeholders.
The results of each piloting experience at national level, as well as the GCE policy-recommendations, aim to contribute to the definition of a European approach to GCE.

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The main result for the adult learners are increased digital skills, reading and writing skills, awareness about the Human Rights Charter and European citizenship. The work on the Charter and the personal narratives also improve participants’ analytic media literacy, interpersonal and intercultural skills, but also core skills for employability, such as teamwork, problem solving, learning to learn and communication. Additionally, the adult trainers who are involved increase their teaching skills using digital media and the methodology of digital storytelling in particular.

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The Experimentation Report Annex has been produced to support the experimentation report. The purpose of the annex is to give a final and complete overview of all the activities and numbers, including extra piloting activities that took place after June 30th 2018 and that are not taken into account in the Experimentation report.

BRIGHTS Experimentation Report ANNEX  gives a final and complete overview of all the activities and numbers, including extra piloting activities that took place after June 30th 2018 and that are not included in the Experimentation report.

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The report summarises 2017 in numbers and covers topics from strategic organisational priorities, improving services to members, and influencing public policy to new partnerships, campaigns, events, and projects.

2017 has not only marked its 10th year celebration, but also the year in which Telecentre Europe became ALL DIGITAL, following a rebranding process constructed around the new vision and mission statements of the organisation.

Policy and advocacy wise, we have worked to leverage the organisation from being an active contributor to various consultations and policy actions, to one which leads and inspires changes in policies, using our main strength – the direct links to local organisations and citizens. We have inspired an upgrade from “telecentres” to “digital competence centres” to better reflect the changing and broadening context of the application of digital skills. We have continued to be proactive in leading the
implementation of the DigComp 2.1 framework, as well as in our involvement in the Coalition for Digital Skills and Jobs. As a result, five new National Coalitions have been created. We have been active in the ET2020 working group on digital skills – providing ideas and inspiration to new events and policy plans (e.g. Digital Education Action Plan).

We have reinforced partnerships with organisations such as CEPIS, DIGITALEUROPE, European Schoolnet, and started new ones (e.g. European Association for the Education of Adults). Also, we continued our strategic partnerships with Cisco and Liberty Global and we have partnered with two new industry representatives (Mozilla and Certiport), under the Get Online Week campaign.

In 2017, we have coordinated seven EU funded projects, most of them in partnership with member organisations, and partnered in six more. Our projects are about enabling the digital competences of various target groups (migrants, women, students, young people) towards multiple objectives: social inclusion, citizenship, employment, and entrepreneurship. Our I-LINC stakeholder platform now has almost 3,000 registered users, while our project “Youth e-Perspectives on Migration” won the LifeLong Learning Award in the Education and Democracy category. Also, a MOOC “Addressing Global Citizenship Education through Digital Storytelling”, that has been developed in the BRIGHTS project, has reached over 1,000 registered participants in four EU countries.

The eighth European Get Online Week 2017 was held under the patronage of Mr Tibor Navracsics, Commissioner for Education, Culture, Youth and Sport. The GOW17 campaign challenged Europeans to learn, participate, share and create through thousands of events and activities supporting the digital
transformation. This year, 2,849 organisations in 25 countries engaged over 92,460 participants in 3,506 events and reached millions via media campaigns.

To celebrate the 10th year anniversary, we returned to Barcelona, the place where Telecentre Europe emerged as an informal community, to organise the ALL DIGITAL Summit. This 10th annual event turned out to be the largest ever in terms of number of participants, experts and topics: for 155 participants, 23 plenary and interactive sessions were offered, with 48 speakers and moderators. The main theme of the event was around the power of digital skills to enable civic engagement and social harmony, and how digital social innovation must respond to societal needs and how it can present a wide array of solutions to the pressing problems that citizens face.

Together with our many partners in Europe, ALL DIGITAL will continue to deliver for citizens, communities and organisations on the premise and promise of our vision, seeking to enhance digital skills for a better society.

See the Annual Report 2017 in PDF

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The aim of the 5 days Training for Trainers was to educate the trainers. The training modules involved digital methodologies such as coding with scratch, digital journalism and digital storytelling as well as soft skills and employability awareness. Through non-formal education and peer-to peer learning methodology, the consortium established a fun way of learning from each-other throughout the week.

After this training, trainers were ready to facilitate workshops involving the above-mentioned methodologies, for young refugees and migrants. The young migrants are then trained to become themselves young mentors, able to organize workshops for their
peers and locals by doing some volunteering work for the hosting community which can lead towards inclusion and social cohesion.

Check out the Staff Training Handouts, a compilation of links to supporting materials provided to the trainers.

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The current global scenario, marked by social, political, environmental and financial crises, requires Education and training policy makers to assume greater responsibility than ever in ensuring that learners of all ages and backgrounds can develop into informed, critically literate, socially-connected, ethical and engaged global citizens. In this perspective, the BRIGHTS Informative kit aims to equip policymakers with all the necessary knowledge about the role that Global Citizenship Education can play in the contemporary society, convincing them into adopting Global Citizenship Education in the training and education curricula.

The document summarizes the concept of Global Citizenship Education, its benefits and methodology, and introduces the Digital Storytelling technique as a tool to teach Global Citizenship Education more effectively. Furthermore, it provides best practices regarding its application. It can be used both as a resource to approach the field of Global Citizenship Education for the first time and as a basis to plan and implement more extensive and focused studies and practices in the field.

Please click here to download the English version of the Informative Kit on GCE.

It will be available soon in Dutch, Italian, Croatian and Greek on the project website.

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The BRIGHTS Course Curriculum provides information about the blended course “Addressing Global Citizenship Education through Digital Storytelling” which was developed in the framework of the BRIGHTS project. The course was delivered for the first time from February to June 2018 in four countries (Belgium, Italy, Croatia and Greece). This document describes in detail the structure of the training programme, as well as its methodology, learning objectives and learning outcomes.

The aim of the BRIGHTS training course is to provide secondary school teachers and trainers working with young people aged 13-19 with a specific methodology to implement Global Citizenship Education using Digital Storytelling technique both in schools and in non-formal educational contexts. The course aims to respond to crucial training needs that are emerging among young people, such as intercultural and cross-cultural skills, critical thinking, collaborative and project-based learning, creativity and digital literacy.

The BRIGHTS course was delivered in blended modality and consists of two different phases:

• Online training: a MOOC (20 hours) addressed to secondary school teachers and trainers working with young people in the four project countries
• Face-to-face training: workshops (10 hours) to train selected teachers and trainers at local level, who will run hands-on workshops (25 hours) directly involving youngsters in the production of digital stories on global challenges including sustainable development and lifestyle, social inclusion and cultural diversity, gender equality, peace and human rights, active citizenship and democracy.

The BRIGHTS Course Curriculum promotes training on cutting-edge topics in a constructive and participatory way. It has been designed to serve not only the course participants, but also members of the broader formal/non-formal education and training sector that are interested in Global Citizenship Education.

The document is available in:

• English
• Croatian
• Dutch
• Greek
• Italian

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For this purpose, we developed and implemented this methodology for a non-formal training course based on blended learning. The main part of the methodology is implemented as face-to-face activities. It includes four interrelated digital media modules (or, as we call them, workshops):

• Digital Journalism
• Digital Photography
• Digital Storytelling
• Online Platforms,

in which refugee crisis was our main theme. The methodology can be applied to any other “hot” societal topic that young people are faced with.

Learn more about the project on the project website

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The eighth edition of the European Get Online Week (GOW) to digitally empower people was celebrated on 27 March -2 April, 2017. It was held under the patronage of Mr Tibor Navracsics, Commissioner for Education, Culture, Youth and Sport, and supported by Liberty Global, Cisco, Certiport, and Mozilla Foundation.

Get Online Week 2017 brought organisations across Europe together to support citizens to be better able to protect themselves online, to understand more about doing government and financial transactions online and to be empowered to create new career opportunities. In total, 2,849 organisations in 25 countries engaged over 92,460 participants in 3,506 events and reached millions.

The GOW17 campaign challenged Europeans to learn, participate, share and create through thousands of events and activities supporting the digital transformation and its effects.

GOW17_ReportIn 2017 the campaign highlighted the benefits of digital transformation, but also the importance of partnership in helping people and organisations to develop skills and a mindset to adapt to and take advantage of the constant changes.

Have a look at the final report online and see the overall information, statistics, media coverage, as well as the country profiles with their main activities and photos from events.

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The report summarises 2016 in numbers and covers topics from strategic organisational priorities, improving services to members, and influencing public policy to new partnerships, campaigns, events, and projects.

Policy and advocacy wise, in 2016 Telecentre Europe reinforced its position as an expert on digital skills and inclusion in policies, networking, and implementation strategies. Telecentre Europe saluted the launch of the New Skills Agenda for Europe, that recognizes digital skills as basic skills, together with numeracy and literacy. In relationship to the Skills Agenda, we actively contributed to the Coalition for Digital Skills and Jobs Secretariat, where our role is to support European Commission on setting new National Coalitions. Also, we have been proactive in contributing to developments regarding the DIGCOMP 2.0 framework, and to the new Upskilling pathways initiative, guaranteeing digital skills for low-skilled adults.

The post Telecentre Europe Annual Report 2016 appeared first on ALL DIGITAL.

The Telecentre Europe Awards finalists and the Awards ceremony, which took place on the 7th of October, are also reflected in the report.

The 3-day event was attended by more than 120 participants. Apart from many NGOs and TE members, the conference welcomed ICT sector representatives from Belgium and Netherlands, policy makers from Belgium and EU, a group of youth organisations, civil society organisations and municipal authorities, as well as I-LINC young ambassadors.

A PDF version of the report can be downloaded HERE.

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