Welcome to Bologna and Emilia Romagna

by Dimitri Tartari,
Head of Digital Agenda, Emilia-Romagna Region

DTartariThe Coordination of the Digital Agenda of Emilia-Romagna (ADER) is pleased to meet you and welcomes you to the ALL DIGITAL Summit 2019, on 10-11 October. As a local partner of the meeting, along with ART-ER, Fondazione Golinelli, Open Group and Lai-momo, we are working to make your stay in Bologna and Emilia Romagna interesting and pleasant.

Besides its great food, famous cars (Ferrari, Maserati and Lamborghini) and musical tradition (from Giuseppe Verdi to Pavarotti), Emilia Romagna is characterized and well known for its strong orientation towards innovation and export and at the same time for the attention paid to social inclusion and territorial balances.

With 4.4M residents, representing 7.3% of the whole Italian population, Emilia Romagna hosts 9.3% of Italian manufacturing firms, generates over 11% of national R&D spending and 13.6% of Italian exports. Annual GDP per capita at € 33,600 is 16% above the EU28 average.

Digital development has been for over 20 years a regional policy priority and a key contributor to the above achievements.

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Schools on the Lepida broadband network (July 2019)

It started with the creation of the Lepida ultra-broadband public network, which today connects all public sector organisations (from municipalities to schools) and enables private telecom operators to reach rural and other weak regional areas. Other priorities have been and still are the innovation of public services, the support of firms’ digital transformation in all economic sectors and, ever more important, education at all levels and the fight of digital exclusion (with the Pane e Internet project launched 10 years ago).

ADERThe Digital Agenda of Emilia-Romagna 2015-2019 (known as ADER) set the ambitious goal of achieving in 2025 a 100% digital Emilia Romagna, in other words a region in which:

  • people live, study, have fun and work using technologies, Internet and digital in general, as a normal endeavour
  • digital rights are fully satisfied, with zero differences between places, people, businesses and cities in order to ensure an adequate digital ecosystem for all.

ADER translates digital citizenship rights into four concrete axes of intervention: infrastructures, data and services, competences and communities.

A very important recent evolution in this direction is the birth of what we call the Emilia Romagna Data Valley. In June 2019, the proposal coordinated by Cineca (the national university consortium for data processing based in Bologna) was selected by the European Commission for the EuroHPC Joint Undertaking. The EU awarded 120M€ to install a new super-computer in Bologna (to be called Leonardo) that will support high-performance computing projects and infrastructures all across Europe.

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Model of the Bologna Technopole under construction

To facilitate this development, the regional government approved also in June 2019 the new law “Investments of the Emilia-Romagna Region in the field of Big Data, Artificial Intelligence, Meteorology and Climate Change”, aimed at further strengthening the position of Bologna and Emilia Romagna at the highest levels of the international scientific community in these areas. The law grants free of charge to the National Institute of Nuclear Physics (INFN) and Cineca an area of the Bologna Technopole for the installation of the Leonardo supercomputer. It also supports the establishment of a Big Data for Human Development Foundation between major regional, national, international scientific institutions and companies. This is expected to attract talents and public and private investment in new technologies to make Emilia Romagna a major incubator of new science and new businesses, and the heart of the supercomputing systems of the whole of Europe. This knowledge hub will address great socio-economic challenges, from weather forecasts and climate change to technological innovation related to industry 4.0.

La Carovana STEM logoDigital competence and more widespread science and technology education in general are key ingredients for the success of ADER and of the new challenging and fascinating endeavours just mentioned. An important action in this direction is represented by the regional La Carovana STEM project carried out by ART-ER to fight the gender gap in digital education, that will be presented at the Summit.

What ALL DIGITAL is doing for the development of digital competence with its Italian members and across Europe is an essential task and we thank in advance all those who will come to the Summit to share their ideas and experiences. On our side, we are committed to ensuring that digital competence and 21st century skills will be at the heart of the new programming of the regional digital agenda. We believe that they are crucial not only for productivity and economic growth, but also for our cultural development and democracy.

It’s a pleasure to welcome you to Emilia Romagna, and we will try to make your stay in Bologna as pleasant and interesting as possible.

La Carovana STEM project fights gender gap in digital education

LaCarovanaSTEM_logoLa Carovana STEM project was launched to scale up and innovate further the STEM education activities that ART-ER started experimenting in 2017 and 2018. These and the new Carovana project are all part of ADER, the Regional Digital Agenda Competences axis’ actions to fight gender stereotypes and gender gaps in digital education.

An important aspect of the up-scaling process has to do with involving schools, teachers, and young people in rural and disadvantaged areas (so-called “internal areas”), such as the Apennines mountains, where opportunities for out-of-school digital education experiences are much fewer than in the cities.

With this aim, ART-ER’s Caravan “travels” around Emilia Romagna, organising in smaller towns and villages, usually in the local schools, short labs (lasting 3 hours up to 1 full school day) and longer labs (2-3 days) with various types of technical activities. In June and September 2019, La Carovana also trialed three 5-day long residential Summer Camps, with a total of 90 students, 12 to 16 years old.

In the La Carovana STEM labs students are invited to work under the supervision of expert tutors on a wide range of topics, with activities adapted according to the age of the students (lower or higher secondary school) and possibly to school curricula. The most frequent topics and tools addressed until now are: sensors /3D printing /Laser Cut; communication on social media (storytelling, blogs, stories, Instagram …); robotics /Lego; augmented reality, holograms/Google Expedition; arts (visual and music) and technology; open data and cultural heritage; open data and discrimination; fake news; digital radio; and drones.

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Students in the digital radio lab

Besides operating during the whole school year, La Carovana activities are organised also inside related events such as the Festival of technical culture of Bologna Metropolitan City, held in autumn every year, and the AFTER Festival – Digital Futures, organised by the Regional government every year in a different provincial capital city (Bologna in 2019, Ravenna in 2020).

La Carovana activities are carried out in close collaboration with the regional school office (USR) of the Ministry of Education, especially to guarantee the involvement of teachers, and with experts from FabLabs and other non-formal digital education organisations across Emilia Romagna for the actual delivery of the technical laboratories.

La Carovana project and parallel activities, which have been recently launched in each province of Emilia Romagna through local accredited VET centres (with ART-ER’s support), are funded by the Regional government’s Action 3 “Systemic action for gender equality” of the ESF Operational Programme, for a total of 4 M€.

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Students in the music and technology lab at the summer camp

 

Pane e Internet for Emilia Romagna

Pane e Internet (“Bread and Internet”, PeI), part of the Digital Agenda, is the main digital inclusion and competence development initiative for adult people in Emilia Romagna.Logo_PEI_1 It was launched by the regional government of Emilia-Romagna (RER) as a pilot project in 2009 and later scaled up to address all people at risk of digital exclusion in Emilia Romagna. Currently, there is a new 2019-2021 phase of the project.foto pei 1_jpg

Through the PeI Points, set up jointly by RER with large and small municipalities, local libraries, schools, and private associations, PeI offers digital literacy training and e-facilitation services to people with no or low digital skills, and digital culture events for the population at large. Today, there are 17 active PeI points throughout Emilia Romagna.

From January 2015 to June 2019, Pane e Internet has delivered 323 first level digital literacy courses, 139 second level digital literacy courses, 301 digital culture events, 42 courses for facilitators and trainers. Approximately 5,350 citizens have participated in the digital literacy courses and 11,500 in the digital culture events.

foto pei 3_cPane e Internet has just developed a new training offer for the next three years, based on 20 different seminars and workshops on the following main categories of digital citizenship: online services, digital life, privacy and security, digital education. Each event can be addressed to a specific target group.

The digital literacy training offer has been recently updated to the DigComp framework 2.1., and it is now possible to participate in the courses using different devices: PCs, smartphones and tablets. A new section of Pane e Internet will be addressed to the Community as a whole, dedicated to students, intergenerational exchanges, facilitation processes.

Pane e Internet through Ervet (now ART-ER) has been an ALL DIGITAL member for many years, and it even inspired the DCDS project formulation.

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Where basic digital skills meet STEAM – all on board in the digital transformation

On 10-11 October 2019, ALL DIGITAL will organise its 12th annual summit in Bologna, Italy. The event is co-hosted by our Italian members ART-ER, Lai-MomoOpen Group in collaboration with Emilia-Romagna Digital Agenda and supported by Golinelli Foundation.

ALL DIGITAL Summit 2019 will tackle two distinctive but equally important themes for our network. Basic digital skills for everyone have always been at the core of our work ever since the digital inclusion leaders met more than 10 years ago to establish a European network. STEAM skills are, on the other hand, a newer topic on the advanced side of the skills spectrum with increasing importance where digital competence centres have a key role to play.

Do you think basic digital skills and STEAM skills meet? And if yes, where? In the digital competence centres, of course. And in an ever growing number of schools, too!

In recent years, our ALL DIGITAL network has evolved and grown. New organisations have joined, and new topics are emerging. STEM (and now STEAM) skills is one of them, steadily making its way into our digital competence centres through fab labs, maker spaces, robotics, digital creativity activities. Our role is to make these technologies available to everyone, regardless of their social and economic status, educational level, geographic location and background. At the same time, basic digital skills and digital literacy remain a top priority for us, because we know that way too many people in Europe are still unable to perform very basic operations with digital devices (43% of them, which is about 200 million people).

This is why, this year, we are addressing these two topics together – on Day 1 we will look into ground-breaking forward-looking ways to turn digital competence centres into STEAM hubs supporting everyone to develop high-end skills, while on Day 2 we will remind ourselves that our job to ensure basic digital literacy for everyone is far from done.

Learn more

Project Marketplace at the Summit 2019

Would you like to present your project or initiative but you don’t have a speaker role at the Summit? Then our Project Marketplace is for you!

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If you plan to participate in the Summit, take a chance to get a spot at our Project Marketplace in our exciting venue at Opificio Golinelli to showcase your organisation, your initiatives or your projects.

The marketplace will be there for the whole duration of the Summit, i.e. from 9:00 on 10th October until 14:00 on the 11th October. The ‘activities’ will take place during breaks. The marketplace area is next to the plenary and coffee-break/lunch area, so everybody will be there – it is impossible to miss, and you will never be left alone.

How to showcase?

>> Like in any marketplace, you can do it in many different ways, depending on what you have to ‘sell’.

>> Like in any marketplace, the ‘selling techniques’ can vary from you walking around with your ‘goods’ to arranging little shared ‘stalls’ and setting up bigger ‘boutiques’.

>> Like in any marketplace, you can showcase a whole range of your products:

  • You have brochures/leaflets but prefer to walk around yourself? You can leave them on the desk and maybe add a note who the people need to find, if they have questions.
  • You have a roll-up? There is plenty of space for roll-ups. You can either leave it alone or you can be there and talk to people
  • You can get the whole ‘stall’ for yourself – the desk with access to the socket. We will provide the desk, and you can use your computer to show presentations, websites, digital resources, etc. You can organise your desk as you wish, also with leaflets and promo materials.

>> Like in any marketplace, you will be responsible for the setup of your stall. We would ask you to arrive before 09:00 to have time to install all you need so that we can start at 09:00.

>> UNLIKE any marketplace, the organisers need to know your offers beforehand. That is why we ask all participants to indicate in the registration form what you would like to bring to the Project Marketplace.

>> UNLIKE any marketplace, we will issue a ‘guide’ to it, if there are many projects to showcase – the Summit participants will get a list with all the showcased projects, so that you know what and who to look for.

Fill our Marketplace with your initiatives and projects!

Digital Journeys at ALL DIGITAL Summit 2018

On 18-19 October 2018, 180 delegates from 120 organisations in 30 different countries across Europe attended the 11th ALL DIGITAL Summit 2018 titled ‘DIGITAL JOURNEY: FROM INCLUSION TO EMPOWERMENT’. The event was organized at Hotel Bloom in Brussels by ALL DIGITAL with the local partner Maks vzw and it was supported by Google. The summit proposed and debated ideas and solutions that address the challenges of supporting citizens with their digital journeys in an ever-changing social and technology landscape.

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ALL DIGITAL Summit 2018 was co-organised by two projects and hosted their final events: BRIGHTS “Boosting Global Citizenship Education using digital storytelling” and HURISTO: Human Rights Storytelling.

180 representatives from various non-profit organisations, libraries and digital competence centre networks, as well as policy makers, government bodies and private companies attended the summit. During the 1.5 interactive days participants joined the plenary and interactive sessions to explore the role of digital skills to improve media literacy, integration of migrants and refuges, human rights protection, as well as global citizenship education and addressing societal issues in a smart and inclusive way.

Day 1

The Summit was opened by welcome speeches from ALL DIGITAL CEO Laurentiu Bunescu and Chair of the Board Mara Jakobsone, who welcomed participants to the 11th annual event of our community and mentioned some of the main achievements of our joint digital journey as a network. See welcome by LB and welcome by MJ.

Valeri Rajkovcevic, Equal Opportunities Advisor to the State Secretary of the Brussels-Capital Region, addressed delegates by underlining the main commitments of the Region in terms of digitalization. “Digital technology is a tool for the smart city, but there can be no progress without social and digital inclusion of the citizens”, concluded she, confirming that people should be at the centre of any smart city strategy. See the video

The scene for the event was set by the opening plenary session, which followed the “journey” from inclusion through media literacy and empowerment to excellence.

IMG_0864_antoanetaFirst, Antoaneta Angelova-Krasteva, Director for Innovation, International Cooperation and Sport at DG EAC, European Commission presented the European landscape mentioning some of the most important EU policy initiatives in the education field such as the European Digital Competence Framework, the EU Code Week and the Digital Education Action Plan (DEAP) with 11 actions grouped under 3 priorities:  1. Making better use of digital technologies 2. Developing digital competences and 3. Data analysis and foresight. Antoaneta highlighted a topic particularly dear to her – support girls and women to develop their digital and entrepreneurship skills (Action 8). This action will be implemented by the European Institute of Innovation and Technology (EIT), which envisages series of workshops on digital education and entrepreneurship for primary and secondary school students. She agreed that there is still a lot to be done to ensure full participation of all Europeans in the digital economy and society, and that all stakeholders should work together on this challenging task. Education has a key role to play in equipping people with the necessary skills, and even though the DEAP focuses on formal education, the work of the digital competence centres taking place out of the school walls, is vital to make sure that everyone is included. See the video

JoeJoe Lambert, founder of the StoryCenter – the first centre for Digital Storytelling in the US, talked about digital inclusion as the first step on the journey. He focused on digital storytelling methodology, which combines personal narratives with digital tools, as a very effective and proven low-threshold method for digital and social inclusion. It fosters self-awareness and confidence, community building and active participation. “Digital Storytelling is a great way to make 21st century multimedia authors, to make literate and critical thinkers in the use of media and communication technologies, but what it really is about is listening and giving people a voice. In a way, this makes it a cousin to therapeutic intervention, because it helps people to reconstruct their life.”

After 25 years of working with low-literate people from various disadvantaged backgrounds, StoryCentre has developed a DYI listening station, which allows people to easily record interviews and scripts, and edit videos with one tool. “Digital storytelling is not just about giving people a skill, but also a way forward in their lives”, concluded Joe.

Check the presentation by Joe Lambert and see the video

FernandoThe “journey” was continued with getting more confident with digital skills as shown by Fernando Trujillo Saez, senior lecturer at the University of Granada, content creator at Conecta13, a spin-off which develops MOOCs. He spoke about digital and media literacy and full participation in the digital world. He questioned the assumption that digital literacy is the end in itself and claimed that it is not only about technology, but about with whom and what we do with technology. Media literacy is a means to an end. And the end is active citizenship. “Computers and technology are not learned in a transmission process. They are infused in our lives as tea is infused in water.” Technologies and social practices are interlinked. Every person is surrounded by learning assets – things that we learn by solving daily tasks and interacting in our community. Using these assets is key to lifelong learning, and our digital journey is inevitable a lifelong one.
See the presentation by Fernando Trujillo and watch the video

MarcMarc Durando, Executive Director of European Schoolnet, the network of ministries of education, emphasized the importance of STEM skills and using technology to address societal issues. He mapper some major tech-related societal challenges: 80% of technologies that will be used in 10 years have not even been invented yet, 50% of today’s jobs will disappear in 25 years, 9 out of 10 jobs requires digital skills. Against this context, 43% of Europeans lack basic digital skills. He suggested that if we want to be prepared for these challenges, pedagogies need to change, new assessment methods must be introduced, curricula should foster more creativity and less factual content. “We have to connect schools to their wider communities and develop new flexible learning spaces. The European Commission should support this through programmes such as Erasmus+ and H2020”, suggested Marc as key elements to foster innovation. He concluded that educators should be supported to re-discover the joy of teaching, which, on the other hand, will increase the desire of students to learn.

See the presentation by Marc Durando and watch the video

Panel Discussion: How can digital storytelling boost social inclusion?

With lots of food for thought, participants then dived deeper into the digital storytelling waters during the Panel Discussion: How can digital storytelling boost social inclusion?

Moderated by Jan Debognies and recognizing a big opportunity in the intersection of story and technology, the panel discussion explored the role that digital technology can play in elevating the practice of storytelling to improve the well-being of people around the world in various contexts – for students, migrants, low-literate adults, patients.

veroniqueThe panel was inspired by a keynote by Veronique de Leener, director of MAKS vzw. As an educator with more than 20 years of experience with disadvantaged learners, youngsters and adults alike, Veronique exposed some of the flaws of today’s education systems, namely its inability to foster “out-of-the-box” talents. Then she discussed how, on the other hand, with learner-centred approaches such as digital storytelling, we can achieve more inclusive education and avoid early school leaving and marginalization. For Veronique, the ingredients of the “empowering soup” of any education or training programme are listening to the learner, using attractive tools such as digital technologies, and treating all learners as equals. And this is what digital storytelling does. See the presentation

After Veronique’s inspiring intervention, panellists discussed the role of digital storytelling and digital technologies at large in empowering vulnerable people.

Panelists:

The four speakers came from different contexts and backgrounds – Hana Galogaza worked with secondary school students and young people in the BRIGHTS project; Pip Hardy and Tony Sumner do digital storytelling in hospitals all around the UK giving patients and staff a voice, while Ilias Rafail uses digital storytelling with refugees and asylum seekers in Greece. MEP Emilian Pavel joined the discussion with the practitioners and reflected on the relevance of their work for the policy level and how policy can support such initiatives.

Some panellists have just started using digital storytelling methodology, while others had many years of experience. All agreed that what makes digital storytelling such a successful methodology applicable to different target groups and contexts, and especially to disadvantaged learners, is the fact that it touches on people’s emotions, brings them closer to each other and gives them a voice. Some people come to digital storytelling workshops to tell their story, others to learn how to use technology. There is something useful for everyone. MEP Pavel agreed that giving people a voice and promoting their messages and stories is essential, and the European Parliament is open to collaborate on this. From the point of view of digital storytelling practitioners, policy-makers can help support digital storytelling workshops by recognising the results and the impact, which is usually qualitative and difficult to quantify.

Group Discussions and How-to Workshops

Plenaries were followed by two interactive break-out sessions – group discussions and how-to workshops.

In parallel group discussions, summit participants explored one of the five topics – certain “stops” in the digital journey. The topic of each “stop” was presented briefly by moderators and then participants discussed their experience and came up with concrete actions to help more people reach this stop on their digital journey. The five different “stops” were:

By clicking on the links above, you will find the overview of each session.

The following How-to workshops were designed to give delegates a practical understanding of how to carry out a specific activity. The trainers shared their experience to help delegates understand the pitfalls, practicalities, tips and tricks and lessons learned. Workshop leaders produced simple ‘guides’ to their subjects, and via links below you can learn both about the workshops themselves and check the how-to guides and materials

  1. How to coach youngsters to share their opinions on Global Citizenship issues through digital stories – Jasper Pollet, MAKS. About the workshop and How-to Guide
  2. How to create a mini MOOCBill Vassiliadis, DAISSy Research Group of Hellenic Open University
  3. How to introduce human rights issues and enhance digital skills of low-skilled adults, using digital storytellingEric Gijssen, Bakhta Benzaza, MAKS
  4. How to promote STEM education and training with mobile and Internet of Things technologies – Achilles Kameas and Theodor Panagiotakopoulos, DAISSy Research Group of Hellenic Open University. About the workshop and How-to Guide
  5. How to inspire learners with digital cultureIsabel Crespo, Europeana Foundation
ALL DIGITAL Awards

On the evening of 18 October, the ALL DIGITAL Awards 2018 Ceremony celebrated the finalists and winners of the annual contest run by ALL DIGITAL to recognize achievements of individuals and organisations supporting people on their digital journeys across Europe.  Meet the finalists and learn more about the ceremony

Awards finalists

Day 2

On the second day delegates were addressed in plenary by Director of the UNESCO Liaison Office in Brussels and UNESCO Representative to the European Institutions Paolo Fontani and Communications and Public Affairs Manager at Google Catherine Williams.

PaoloPaolo Fontani tackled global citizenship education from a truly global perspective, “We need to face global challenges with global attitudes”. He pointed that while in Europe 43% of citizens lack basic digital skills, in other parts if the world, e.g. Sudan, Zimbabwe or Egypt, the percentage of people who can copy and paste files or use basic formulas in a spreadsheet is 2%-5%. Therefore, we still need to invest intensively in digital literacy all over the world. “We need to reconsider our attitude towards education. When you go to schools, when you talk to parents, teachers and kids, you see that they have very different perspectives. Most parents’ main concern is their children’s achievements in school. But we also need to teach them to live and work together,” he concluded.

CatherineCatherine Williams raised the issue of young people’s digital skills, “We always presume that young people know how to interact with technology, because they have been born with it, but I don’t think that’s true. Young people are also born surrounded by busy streets, but it doesn’t mean they know how to cross the road. They need to learn skills in order to navigate the online world. At Google we work to enable all people to benefit from technology, and that’s a challenge when not everybody has the skills to make use of it,” said Catherine. She then went on to introduce some of Google’s resources for citizens in general, but also for teachers and educators in particular. One of these resources is a tool which enables virtual expeditions to anywhere in the world with simple tools. Catherine emphasized the need to work in partnership with all actors – educational experts such as teachers, but also parents and children themselves. She also mentioned another initiative, the Young Digital Leaders, developed by Google.org, the philanthropic arm of Google, to reach out to young people from socially and economically disadvantaged background. Watch the video

Panel Discussion “Global citizenship education and media literacy and the role of digital technologies in teaching it”

The following Panel Discussion was moderated by Altheo Valentini, Centro Studi Foligno. Continuing the topics raised in previous sessions, panelists discussed about education and lifelong learning and how to prepare (young) people to live and share their own perspective in a globalised society. Global Citizenship Education (GCE) has been developed in and outside Europe to address this need and to help citizens understand and discuss the complex issues deriving from the new ways of interacting, thinking and acting through digital technologies. It fosters knowledge, awareness, critical thinking and participation.

The panel discussed soft and technical skills young people need to become global citizens – offline and online. E.g., they need to be taught how to stand up against online injustice. They likely have the skills to do this offline but need to learn how to do so also online. Panelists discussed how to equip teachers with the skills necessary to work on these topics with today’s youth (something that the BRIGHTS project does through its MOOC).

Sara Cella, project coordinator at Università degli Studi Guglielmo Marconi (USGM) recommended focusing teacher training on soft skills. She underlined that peer-support is key and invited everyone interested in global citizenship education to exchange experience and learn from others by joining the GCE community.

Graziano Tullio, coordinator of the Media Literacy Task Force at the North-South Centre of the Council of Europe mentioned several educational and awareness-raising programmes, such as the Global Education Week, which The North-South Centre has organized for 20 years to promote global citizenship education and media literacy.

Catherine Williams pointed to the Be Internet Citizen resources for teachers and trainers, which contain very practical guidelines and activities on media literacy, online disinformation and responsible online behaviour. Google is planning on expanding the programme and training even more teachers and trainers, including in Eastern European countries.

Paolo Celot, Secretary General of EAVI, the European Association of Viewers Interests, revealed that EAVI is working on a new paradigm on media literacy, which focused more on the critical and creative aspects. Media literacy should be tackled in all its complexity, and for this to happen, all partners from different sectors – formal and non-formal education, companies, public institutions, citizens, should work together.

Watch the videos of the panel discussion: Part 1, Part 2, Part 3, Q&A

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Project Lightning Talks

Finally, during the Project Lightning Talks we offered delegates the opportunity to learn about projects from members. This was not (only) about brilliant project results, but mainly about the learning that each presenter had gained from delivering their project. The session was moderated by Ekaterina Clifford from ALL DIGITAL. All presenters had five minutes to explain their projects followed by five minutes of answering audience questions.

The following projects were presented:

  • Makers for Inclusion. Martina Mayrhofer, Colectic, Spain
  • Smart Women. Matthew Borg, Malta Communications Authority, Malta
  • LesBonsClicks: Helping the helpers. Cecilia Creuzet, WeTechCare, France
  • Promoters of Computational Thinkers. Laura Grinevičiūtė, Lithuania
  • DS4Y – Digital Skills for Youth. Virginia Pareja, Esplai Foundation, Spain
  • Lie Detectors. Adeline Brion, Lie Detectors, Belgium
  • Digitalities. Driving Inclusive Digital Transformation. Antonio Román-Casas, AUPEX, Spain
    Learn more about the projects
Project marketplace

During the whole duration of the event, participants had the opportunity to present their projects and initiatives at the marketplace held in the “Out of the Box” area of Hotel Bloom. Any registered participant could apply to have their stand, and many used that opportunity – over 30 organisations showcased their activities in various ways – from brochures display and roll-up stands to video presentations, robots demonstrations and arcade game. During all the breaks, summit participants could discover new ideas, shared expertise and exchanged ideas.

One of the ‘stands’ was devoted to the “Students taking their future in their hands through entrepreneurial learning” – special I-LINC session on students entrepreneurial learning, conducted by Czech teacher Kornelia Lohynova. In her presentation, Kornelia underlined  the idea that entrepreneurship is when you act upon opportunities and ideas and transform them into the value for others. This enlarges the notion of entrepreneurial skills from pure economic value to bigger societal values.

What’s next? 

As delegates left for their real journeys home, they reflected  on all the ideas how to empower their own communities and better support individuals in their digital journeys. See in the video what our speakers think should be done and we invite you to share YOUR ideas on our community networking platform unite-it

To learn more:

Watch the Summit video:

“Stops on a digital journey” discussions at the Summit 2018

On the first day of the Summit, during breakout sessions participants explored five different ‘stops’ on our digital journeys. See the overview of the sessions below:


Global citizenship education in digital competence centres

Recommendations from the BRIGHTS project

Moderators: Barbara Quarta, ALL DIGITAL; Luca Pagliaricci, Centro Studi Foligno

The current global scenario requires education and training institutions to assume greater responsibility than ever in helping learners of all backgrounds to develop into informed, critically literate, socially-connected, ethical and engaged global citizens. Nowadays, it is crucial that we give young people the competences and the voice to share their own perspective in a globalised society.

The topic of the session was implementing Global Citizenship Education (GCE) among young people using digital storytelling in formal and non-formal education. Experience, lessons learnt and recommendations from the BRIGHTS project were presented.

Barbara Quarta introduced and moderated the session, while Luca Pagliaricci shared his experience as a BRIGHTS national tutor in Italy. Moderators presented the findings from the BRIGHTS Experimentation Report, which summarises the results of the implementation of the BRIGHTS MOOC and face-to-face workshops in the project countries. Few examples of BRIGHTS digital stories produced by young people were also shown during the session. The young authors who took part in the session, talked about their experience. Session participants discussed how the methodology and results can be disseminated, scaled, and used by other digital competence centres or networks.

See the PowerPoint presentation used during the session (in .pdf)

How the BRIGHTS methodology and results can be used by other digital competence centres?

  • The full BRIGHTS blended training course (MOOC + F2F workshops) can be localised and fully integrated in the training offer of digital competence centres working with young people.
  • The BRIGHTS MOOC can be localised and integrated with new contents (on different topics).
  • The project methodology can be used focusing only on a specific selected topic: e.g. sustainable development, human rights or hate-speech by producing online hate-speech counter-narratives.
  • The project methodology can be adapted to a different target group: e.g. promoting social inclusion of refugees and migrants or other groups at risk of social exclusion.
  • The project methodology can be used in digital competence centres to train e-facilitators working with adults and young people.
  • The BRIGHTS digital stories can be used to raise awareness on GCE topics through a national or European online/offline campaign.
  • The project methodology can be scaled up: BRIGHTS results can be complemented with other results from other local/national/European projects or initiatives and tested in different countries.
  • Further funding opportunities can be identified at national and European level to further promote GCE and digital storytelling.

Participants concluded that the BRIGHTS methodology is very innovative and has a lot of potential for scaling up in different contexts and with different target groups.

For further interaction, ideas and communication, visit the online community on Global Citizenship Education on UNITE-IT. The community has over 100 members and anybody interested in the topic is invited to join.


IT skills for young refugees and migrants

Experience from the WELCOME project.

Moderator: Nenja Wolbers, Stiftung Digitale Chancen

The main objective of this interactive session was to discuss what digital skills refugees and migrants need and how creative IT trainings can foster their social and digital inclusion.

Moderator Nenja Wolbers, project manager and trainer at SDC and partner in the WELCOME project, presented the project, its training programme, and “Fresh-from-the-oven” piloting experience.

The training programme developed within the project is tailored to the needs of migrants and refugees to help them integrate into the host country. It consists of four modules: Coding with Scratch, Digital Storytelling, Digital Journalism and Soft Skills. The main goal is to build the self-confidence of migrants and refugees and make them feel valuable, that is why the programme includes a practical part where the young participants organize a workshop for other migrants and local people on the IT topics they learned. Being in the role of mentors is very empowering for them.

To illustrate the link between offline and online activities, Nenja invited the participants for an energizer called Chic-Chac-Photo. Read about this and other energizers

The last part of the session was an open discussion among participants about their reactions and recommendations on how to improve the Digital Welcome training programme. Reactions and opportunities for further use of the programme included:

  •  The aspect of feeling valued is important for everyone and should be part of any training programme, not only those for refugees and migrants. In this sense, the Digital Welcome training programme is a very good example.
  • The target group of the programme could be broadened. One participant enquired about the possibility to adapt the programme to people with disabilities. This aspect has not yet been considered by the Digital Welcome project partners, but they are open to such discussion.

Recommendations included:

  • Include a part on how to train people to give/receive feedback.
  • Explain why soft skills exercises are necessary and are not just a playful experience. One participant suggested to show a funny picture of what happens at the work place when people don’t have soft skills.
  • Explain what happens after the training, what should participants expect, how the results of the training (the acquired knowledge, skills and competences) will provide solution to their problems.
  • Pre-assessment of participants’ needs, and expectations was recommended.
  • A mixed training for refugees and migrants was recommended to increase the level of inclusion, but it was debated whether this is effective as a first step or should only come after the refugees and migrants have been through a first dedicated training.

Participants concluded that the Digital Welcome programme is very interesting and innovative and has a lot of potential for scaling up with other target groups or with mixed groups.


Adult education on basic digital skills

Based on DigComp and DCDS – Digital Competences Development System project.

Moderator: Stefano Kluzer, AECA, ERVET

The discussion of the breakout session developed with an introductory presentation of the DCDS Erasmus+ project by Stefano Kluzer from AECA, ERVET (Emilia Romagna, Italy). This was followed by the illustration of how AUPEX (Extremadura, Spain) addresses the training of adult learners on DigComp area 5 Problem solving competences (focusing on the use of mobile phones) and finally, by a session of question and answers with the participants about DCDS and the AUPEX experience.
Unfortunately, no time was left to discuss the topics and priorities for the All Digital Working Group on DigComp. It was thus agreed that interested AD members would comment and enrich the first items list already posted in the WG and then a decision would be made on them.

The presentation on DCDS highlighted its two main aims – 1) influencing policy in favour of digital literacy for inclusion and 2) the design and testing of an assessment and training system for adult learners on DigComp’s 21 competences at foundation level – and its current progress. DigComp competence descriptions (level 1-2) have been specified into 95 specific learning outcomes (LOUTs). These were used to develop a self-assessment tool with both self-assessment and knowledge&ability questions and to set the objectives of 61 learning units (training building blocks). In turn, these units have been structured into 4 learning paths on: Base (safe navigation, search and email use); Communication and social media; Digital content production; and Exploring ICT (basic, transversal technical skills).

Gemma Parrado and José Miguel Morales, digital facilitators from AUPEX, answered to Kluzer’s final question on how to address DigComp’s Area 5 Problem solving competences with low digitally skilled and often also low educated adult learners. They illustrated specific examples of the topics they develop at basic and intermediate level for each of Area 5 four competences. Examples referred to smartphones, as they are now popular among adult learners. They work individually or in very small groups (about 4-5 people per trainer/facilitator) and stimulate peer-to-peer support. They emphasized the need to use simple language and familiar examples.

Q&A with participants concerned DCDS strategies to address illiterate people and to motivate people to register to the courses offered. Those on the AUPEX experience concerned the attention payed to security and netiquette aspects, the use of formal evaluation tests and training adaptation strategies depending on target groups.


Youth work with Digital

Based on Youth Work HD tools and resources

Moderator: Hana Galogaza, CTK Rijeka

Youth work varies from country to country, and in some EU countries it is not yet recognized. The vast majority of European youths are online, making it sensible that youth workers also take their work online. The objective of the session was to understand how youth workers can be better prepared to face the new challenges. During the session, the Youth Work HD platform was presented as a new educational resource for digital workers and youth workers. All participants were invited to join the new edition of the Youth Work HD course in November 2018.

Participants discussed  the platform, shared their own experience on similar projects, resources and tools. Special focus was on follow up projects and new possibilities for cooperation in the field of youth work in digital environment.

The discussion took place online using an online tool called Menti, where participants can answer and ask questions anonymously. A few questions were shared with participants in the session to get an idea over the audience and their interest in Digital Youth Work. Questions shared in Menti were touching on the subject of ethics in youth work, sharing best practices, and clarifying the platform.

The outcomes of the session was a list of members interested in cooperation in the field of youth, a list of project ideas and a list of educational resources that members can use for youth work.

Youth work with digital_IMG_20181018_150527


Digital storytelling with illiterate adults

HURISTO interactive session.
Moderator: Eric Gijssen, MAKS vzw; freelance media coach and writer of the HURISTO manual

The purpose of the session was to discuss whether digital storytelling is an appropriate technique to work with low-skilled and even illiterate adults, which the challenges they may encounter and possible approaches to overcome them.

At the beginning of the session, Eric presented the HURISTO project and introduced some of the HURISTO partners who attended the session. The session officially started with an energizer. Learn more about the energizer and its purpose.

After the energizer, the discussion was first focused on the main challenges when working with illiterate adults. First participants watched a digital story produced in the context of the HURISTO Project (Ali’s bus – Terremondo, Italy), and the trainer from Terremondo told Ali’s story and shared some of the difficulties that they encountered during the HURISTO digital storytelling workshop.

During a brainstorming session, the following challenges have been highlighted:

  • Language barriers, especially in writing and reading the scripts
  • The risk that the digital story is too abstract
  • Difficulties in creating a safe environment. Ana Belen, trainer in CEPA Montes Norte and partner in the HURISTO project, said that it is easier when people don’t know each other. They feel freer to share their stories
  • Difficulties with the use of the digital tools due to low digital skills
  • Lack of participants’ interest when they see that their stories don’t have much visibility
  • Sometimes, participants in a digital storytelling workshop are obliged to participate in it and hence less motivate.

The discussion then addressed the possible solutions to tackle these challenges.

  • Icebreakers are effective solutions when people are “obliged” to attend a digital storytelling workshop, as they bring people together.
  • Facilitator’s role is to support participants in expressing themselves by creating a safe environment and helping them to shape their story when they find some difficulties. It would also be useful to have more than one facilitator. In this case, one facilitator could leave the group with a specific person when needed.
  • It is good to contact the storytellers within a week after the workshop to ask their feedback.
  • We must respect the stories, even if they seem too violent to someone’s eyes or they seem to address sensitive issues. After all, the aim of a digital storytelling workshop is to share real stories!
  • Even though illiterate storytellers can be helped in writing the scripts, they face anyway the challenge of reading them. One of the solutions is, instead of writing scripts, to use drawings as a roadmap of the story.
  • Participants also shared their experience with the different devices and digital tools to understand which are easier to use:
    o Ipads are preferred to laptops
    o Premier Pro is a paid software from Adobe, but it is very easy to use
    o Vlogit app is a very good app that can be used through the phone, both android and apple
  • A way to give good visibility to participants stories is to organise a peer-to-peer event where they can share their stories with other peers. In the HURISTO project a peer-to-peer event was organised in each project country.

More details about solutions and examples are in the blogpost

The interactive session helped participants realise how digital storytelling can be the perfect technique for low-skilled adults to express themselves in an audio-visual way. They left the breakout session with a lot of inspiration and a bunch of practical ideas and tips.

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