“How to…” workshops at ALL DIGITAL Summit 2019

This year “How to…” workshops will be conducted on both days of the Summit and will be run in parallel with discussion groups. On Day 1, four parallel workshops will showcase different methods and programmes in the STE(A)M field – from STE(A)M activities in kindergartens through STE(A)M summer camps for high school students to coding for inclusion and learning experiences combining art and technology. Day 2 will offer two workshops on innovative ways to address basic digital literacy using open source software and a comprehensive blended system for teaching digital competences.

“How to…” workshops are designed to give delegates a practical understanding of how to carry out a particular activity. They are hands-on short trainings with practical exercises. Our moderators have experience that could help delegates to understand the pitfalls, practicalities and lessons learned. Workshop leaders will produce a simple ‘guide’ to the subject that will be available to delegates during the session and online on our community networking Unite-IT platform after the event.


1. How to organize a STEAM summer camp
by Paolo Martinelli, ART-ER

Camps are a well-known activity enjoyed by students of all ages, and if planned and organised well, they hold significant potential to render a subject matter interesting and exciting, and to engage learners through out-of-classroom hands-on activities. STEAM summer camps aim to promote STEAM education and digital skills among 12-16 years old students and to contrast the gender gap and the confidence gap in STEAM.

During this workshop, participants will learn the basics of how to organise a STEAM summer camp. They will discuss how to engage institutional stakeholders such as national and regional educational authorities. Hands-on tips and examples will be given from the experience in Emilia-Romagna regarding timing, organization and logistics. Participants will learn what a day at a STEAM summer camp looks like, get examples of a daily schedule and in- and out-door educational activities on 3D modelling, Lego robots, art/music and technology, drones, web radios, social media, etc. Resources needed and possible funding opportunities will also be discussed.

This workshop is supported by La Carovana STEM project.
No specific technical equipment needed for participation.

2. How to design and run art and technology learning experiences
by Alessandro Saracino, Golinelli Foundation

Generative Art is a fascinating gateway for STEAM activities. Already in the 1950s, some computer scientists had perceived the expressive and procedural potential of computers for image generation. Computer code became, for the first time in the history of visual art, the genotype of the artefact, the equivalent of the score in music. Computer code also offered peculiar functions such as randomization or the possibility of verifying conditions and saving information, which made it “co-protagonist” together with the human agent/artist, with authorship dignity in artwork production. Today, thanks to the evolution of artificial intelligence, the computing capacity of modern processors and the multiplication of digital applications, producing generative algorithms to create effects, shaders, music and images has become common and can be accepted as a metaphor for the epochal change that we are living.

In this workshop, participants will learn and experiment with some simple iterations of generative art by using Processing, an open platform widely used even by professionals. The aim is to provide the basics of image control through software code by introducing simple syntactic and mathematical concepts which are behind the expressed shapes and allowing participants to apply these concepts into practice, in order to produce their first original digital masterpiece (in cooperation with their machine).

The workshop with start with an introduction to the Algorists movement and make some historical references before moving to a hands-on introduction into Processing and some free hacking. It will finish with an exhibition and evaluation. Participants will discuss at the intersection of creativity, math and problem solving: how many competences are actually involved into creating art through code?

This workshop is targeted at middle/high school teachers, digital educators and facilitators.

What you need: Fondazione Golinelli will provide all necessary equipment, but participants are allowed to bring their own notebook (PC or Mac) with current Processing version.

3. How to organise coding and gaming activities for social inclusion

by CODINC project partners

This workshop explains how to engage students through a stimulating pedagogical methodology, specifically how secondary school students (aged 15 and over) can teach basic coding and STEAM education to their younger peers – pupils aged 8-12. The “CODing for INClusion” (CODINC) project teaches coding and computational thinking in a fun and playful way promoting inclusion in disadvantaged areas.

The CODINC project aims to ensure that children and young people not only use digital tools, but also actively create technologies and digital products (videos, games, robots), and have an understanding what happens behind the scenes of ICT. Doing so, children improve their 21st century skills such as communication, collaboration, creativity, problem solving and critical thinking. As the CODINC programme is short (10-15 hours), it can be easily applied to many contexts. The programme is modular and can be adapted to local contexts and needs through the online toolkit.

This workshop will teach participants the methodological foundation of the “Coding for Inclusion” programme, how to support peer-to-peer learning, best practices from digital competence centers and the experience of bringing them into schools. The CODINC project focuses on promoting inclusion through a peer-to-peer STEAM and coding educational training program. The students (15-18 years old) and pupils (10-12 years old) targeted in the CODINC project are specifically from more disadvantaged neighborhoods in comparison to other areas.

This workshop is supported by the CODINC project.
What you need: Participants should bring a laptop, or smart device if possible as this will help prepare the exercises. Some devices will be provided.

4. How to promote STEM education and training for 3-6 year old children
by Antonella Santilli, Open Group

The goal of this workshop is to raise awareness about a conscious and creative use of digital instruments in early childhood education (3-6-year olds) by bringing together digital education and outdoor activities. The project embodies the ambition to move from an education on how to use digital technologies to a digital education supported by a network of partners: digital coaches, kindergarten teachers and parents, who can learn about digital devices education models and integrate them in their practice or the daily life of their families.

Participants will learn how to promote digital culture in the kindergarten and creative use of digital devices at school and at home (by parents) and will then move on to a practical experience in implementing STEM educational activities.

The workshop offers an interactive methodology integrating theory and practice; and the activities proposed are easily replicable (equipment needed includes universally used inexpensive devices and open sources apps such as Quick, Vivavideo, Pic Pac). The most prominent theories about STEM will be presented (e.g. Piaget, Resnick and Tisseron) in the educative school and pre-school planning (digital corner, digital outdoor education, etc), tips will be given on how to engage partners (schools, kindergartens and formal groups of parents), what financial resources are involved and how to avoid common pitfalls. Data privacy issues will also be tackled as the activities involve children and the protection of privacy is of high importance.

The workshop is aimed at teachers and educators working with 3-6 year-old children.
What you need: Mobile devices (laptops, smartphones, tablets) to install and test proposed software.


1. How to use the Digital Competences Development System
by DCDS project partners

In this workshop, participants will be introduced to a flagship initiative of the ALL DIGITAL network – the Digital Competences Development System (DCDS). DCDS is a comprehensive system for teaching digital competences to adults (25+) with low digital skills and covers all DigComp competences at basic level. Participants will get an insight into the Digital Competences Development Methodology behind the system and the supporting online training environment of the system.

The workshop will start with an initial comprehensive presentation of the DCDS project and move to more analytical and practical presentations of its main components (methodology, self-assessment test, online environment). An interactive online quiz will illustrate the contents and levels of the system, the methodology: how to create a training course based on DigComp, which is based on learning outcomes and composed of learning units, modules and paths which make up the full training course. A practical walk through the online environment will also be provided. Finally, experienced trainers will share tips and lessons learned.

This workshop is supported by the DCDS project.
No specific technical equipment is needed.

2. How to move digital skills training from proprietary technology to open technology

by Athanasios Priftis, Ynternet.org and Martina Mayrhofer, COLECTIC

How can Free Libre Open Source Software (FLOSS) be used to bridge the digital skills gap? The “Promote OPEN source technologies in non-formal Adult Education” (Open-AE) project has developed an open, free and modular curriculum aimed at e-facilitators to guide them on how to support low skilled and/or unemployed adults be upskilled and reskilled using open source technologies.

Increasingly we see digital skills and competences pegged to proprietary software solutions. New users with low skills are often intimidated or insecure with their own capacities to use FLOSS technologies, and often choose to use proprietary options because some brands are more associated with skills. The OPEN-AE project aims to bridge this gap and promote a method to make open culture and free software more accessible for new users.

Workshop participants will be introduced to:
• FLOSS trends in Europe and the OPEN-AE curriculum
• FLOSS culture: Commons, Copyleft and free licenses
• Bridging the digital skills gap with FLOSS, challenges and way forward: collaboration, communication and FLOSS tools.

This workshop is supported by the Open-AE project.
What you need: own laptops for collaborative note-taking.

Greetings from Lai-momo

LOGO_Lai_momo_webHere at Lai-momo we are thrilled to co-host the ALL DIGITAL Summit 2019, and we are looking forward to welcoming you in Bologna on 10 and 11 October. It will be a great opportunity to share ideas and experiences on digital skills and competences.

Lai-momo is a social cooperative, founded in 1995 by a group of academics, teachers and researchers with the aim of promoting communication between people and individuals coming from different countries and environments. With an initial focus on cultural activities, we later expanded our endeavours to the domains of digital and social communication, research, education, employment, and social inclusion. Our headquarter is located in Sasso Marconi, a small town in the surroundings of Bologna, Italy. However, the outreach of our projects goes well beyond the local area, and very often it has a European and international focus, developing and expanding national initiatives on a worldwide scale.

The cooperative is organized into sectors – social work, integration, intercultural education, communication – which work in synergy with one another and share a common approach to the topics of global education, intercultural communication, digital and media literacy. Every year we provide services to over 2,000 beneficiaries from disadvantaged groups, involving more than 40 teachers in training activities and more than 7,000 foreign citizens in orientation/information activities.


Lai-momo’s main clients are European institutions, local authorities, international organizations and private companies. Thanks to a strong multimedia-oriented approach, we have been able to work successfully and creatively to meet the challenges of a multicultural society in a growing digital environment, developing social integration initiatives and products related to activities in the fields of inclusion, education, vocational training, youth, multilingualism, culture, sustainable consumption, active citizenship and media literacy. Many of our projects carried out in the areas of social inclusion and communication have culminated in the production of a variety of websites and publications in many different languages.

Lai-momo’s mission to foster the inclusion of those who are increasingly socially and economically excluded from mainstream societies is put into practice through the implementation of a wide set of projects and initiatives. Among our most recent projects we developed Compass, a Pan-European digital upskilling platform funded by the European Commission aimed at helping young Europeans evaluate and develop their digital competences in line with the DigComp framework and with the current digitalisation of the economy and labour market requirements.

Welcome from Open Group

Logo Open_OrizzOpen Group, as a member of the ALL DIGITAL network and one of the Summit hosts, is proud to welcome you in our beautiful Bologna for the 2019 edition of the ALL DIGITAL Summit.

We are sure that, thanks to all the network, the experience will be interesting and full of stimuli as always, and we will do our best to make it pleasant and to let you know at least a little about our city.

Open group is a new social enterprise founded in 2014. It is comprised of three social cooperatives that have been active for three decades and that are tied together by a vocation towards innovation. Communication, Education and the use of Media (both analog and digital) have always been a part of who we are.

The digital media, in our opinion, is a powerful channel, which can be used to promote advocacy. In addition, it’s an instrument that can influence and promote change in communities.


We firmly believe that the development of digital culture and the acquisition of specific skills can promote progress and growth that should be accessible to all citizens.

We think that in order to live in our present time, to have a better grasp of our surroundings and a firmer sense of awareness, the acquisition and development of one’s digital competences is of paramount importance. The aim of this endeavor is to seize new opportunities and further our understanding of what new generations need.

With the term “digital competences” we refer not only to the technical component, but also to the relational, social, critical and reflective aspects. The ethical dimension is essential to create a digital space that is both safer and easier to access.


In 2015 Open group got in touch with the ALL DIGITAL network and joined it in 2016. These two events have been a powerful push towards the endorsement of our mission. The same points of view and objectives, the acceptance and the generosity of the ALL DIGITAL network have made it possible for us and every component of this system to engage in a common process of comparison and development. This process is aimed at   sharing between managers, e-facilitators and other stakeholders of the network. It also gives us the possibility of being a key player at European level to better support our workers and those to whom our services are dedicated.

Today ALL DIGITAL with its 60+ affiliated organizations and a sturdy structure, which includes staff and an independent board, is an important actor at European level. This network is an example for other European organizations on how to build a generative and participatory movement for European digital development.

To achieve this goal, Open Group has structured an internal staff called “e-bit”, which across the different sectors of intervention encourages the professional development of its staff and the growth of services which are offered to different targets in terms of digital skills.

The multiple initiatives implemented can be grouped into four areas of intervention:


Its aim is to develop initiatives that tackle the reduction of social exclusion. These programs specifically target the users for whom the digital media might be a viable channel towards inclusion or to reduce social exclusion. An example of this can be the development of autonomy in people with disabilities, children whith learning disorders, the elderly or migrants.

We are currently collaborating with the regional project “Pane e Internet”, a project born in Emilia Romagna, which is currently working towards the development of digital skills of citizens. Another project is “Coliblite” which, differently from the one mentioned above, is striving to promote a system between schools, libraries and local NGOs to promote the development of digital abilities for those populations who are more at risk of being marginalized.



The development of digital skills is divided into activities that are specifically calibrated depending on the age group and on the developmental phase of the target population. These interventions range from activities aimed at early childhood, for children and families alike, to activities intended for caregivers, such as online and peer to peer consulting and development of digital entrepreneurship.

An example of this are “Trenino 3.0.” which is a kindergarten where digital education for children has already been established, and “abc Digitale” which is a platform of educational projects aimed at different age groups and articulated in alignment with DigComp.



Based on the DigComp framework and what is stated in the EntreComp, we plan to develop activities designed to guide and train high school students. In addition, in collaboration with Open Formazione, we provide the same services to adults who are undertaking the path of reintegration.  In collaboration with LegaCoop Bologna we have developed the first experimental application of the EntreComp framework in a cooperative model.

Examples: the development of cooperative entrepreneurship with “Vitamina C” and “Grafene”, a project realized thanks to the collaboration of Open Formazione and the contribution of Fondazione del Monte, that helps vulnerable people to develop resilience through digital and soft skills.



We are working towards the development of digital skills; we believe them to be a means of protection, and specifically of prevention against addiction both of substance and of digital media. This particular area of work is characterized by projects that have been development both off and online.

Examples include:

  • il Paese delle Meraviglie”, a project that was created by the city of Bologna and which specifically targets middle schools’
  • Drugadvisor”, a platform made in collaboration with the Emilia Romagna region and addiction services, is tailor-made to meet caregivers needs regarding the topic of young adults and substances.
  • Another project is “Fentanil”. In collaboration with the Region, with the services for addictions and regional coordination of street units, this project promotes the creation of alliances, in a digital environment, between consumers and institutions. Its objective is to increase the health levels of consumers and citizens.



Meet the Summit 2019 host – ART-ER

by Rita Trombini, ART-ER

It is a pleasure for ART-ER to collaborate with ALL DIGITAL in the organization of the 2019 Summit. This meeting will be an opportunity for us to give visibility to our new activities on STEAM education, to learn about new trends and to network with other organisations who are working on these issues.

ART-ER, born recently from the merger of two long-established Emilia-Romagna regional government’s agencies ERVET (regional development) and ASTER (research and technology), has contributed to the digital inclusion project ‘Pane e Internet‘  for many years and is now coordinating STEM education projects in secondary schools, with a particular focus on fighting the gender gap.

logo-arter-ENAs a 100% agency owned by the Emilia-Romagna regional government (RER), ART-ER (former Ervet) has supported RER for over 10 years on regional information society policies, especially through its benchmarking activity of e-government services and other digital developments in Emilia Romagna and its collaboration with the Pane e Internet project.

With the launch of the regional digital agenda ADER, ART-ER took charge of the Competences axis and contributed to the preparation of the Memorandum of Understanding between RER and national Ministry of Education, which was signed in June 2016 in the framework of the “National Digital School Plan”. The Memorandum commits RER to facilitating the diffusion of digital innovation in all schools, including those in peripheral areas, and to developing educational measures to fight gender stereotypes and the ensuing gaps in digital education and STEAM disciplines.

To translate these goals into practice, ART-ER has carried out different activities:

  • technical labs targeting female students in first level secondary schools (about 160 attended) during the 2017 and 2018 annual Festival of technical culture of Bologna Metropolitan City. These labs focused on arts and technology, 3D modelling, Scratch, “social photowalk” with digital storytelling about organic wine production, cycling mechanics and the culture of sustainable mobility and other topics;
  • practical labs on open data competences, carried out in 2018 and 2019 in collaboration with Golinelli Foundation, for second level secondary school students (about 200 attended). These labs addressed topics such as public ethics, fake news, Italian cultural heritage, territory and environment, gender discrimination and others;
  • the La Carovana STEM project, launched in April 2019, which builds on those previous experiences to further enrich and extend them throughout the region, and to experiment with innovative approaches, such as residential Summer camps in the Romagna sea coast and in the Apennines mountains.

It is important to highlight that ART-ER designs and carries out all these activities in close collaboration with the regional school office (USR) of the national Ministry of education; in particular with USR Emilia-Romagna’s Servizio Marconi, based in Bologna, which has a significant expertise in digital education. Thanks to this collaboration, the above ART-ER labs always include also awareness and/or training activities for the teachers of the schools involved. To run and deliver the labs, ART-ER collaborates with the staff of the numerous FabLabs and other organisations running non-formal digital education activities across Emilia Romagna.

We are keen on presenting more in details the above activities and to hear and learn from the Summit’s participants about their own experience in this field. In particular, we are very interested on methodologies to evaluate the impact of digital education activities on young people’s learning achievements, on gender stereotypes and other cultural and social aspects which are important to develop a full digital citizenship.

So, welcome to Bologna and Emilia Romagna! To follow ART-ER’s digital activities you can click here!


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.

ER schools

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.

Bologna Technopole

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.


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€.


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.

foto pei_cut

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!


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.


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.


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

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: