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:

“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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ALL DIGITAL Awards 2018

On the evening of 18 October 2018, participants of the ALL DIGITAL Summit celebrated the finalists of ALL DIGITAL Awards. Over 100 guests gathered in the Inspire Room of the Hotel Bloom to meet the finalists, learn who the winners are, and congratulate them. The Ceremony was hosted by ALL DIGITAL Chief Operating Officer Peter Palvolgyi and Communication manager Ekaterina Clifford.

Awards finalists

In 2018, the Awards Competition was held for the 6th time to recognise the achievements of individuals and organisations across Europe that enable people to exploit the benefits and opportunities created by digital transformation.

ALL DIGITAL Awards 2018 Trophies

The trophies by 3D Trophy Factory

The entries were submitted in five categories:

  • Best Digital Resource
  • Best Cooperation project
  • Best Digital Changemaker
  • Best e-Facilitator
  • BRIGHTS Digital Story

There was one more very important campaign in March where there was another competition, and the winners of which were also part of the celebration – the ALL DIGITAL Week. And the Awards ceremony started with this category.


The 2018 ALL DIGITAL Week campaign turned out to be one of the most successful – it united 4,070 partners from 32 countries to offer 5,445 events to over 125,000 participants. Out of the events presented on the map the jury selected the ten finalists and then the three winners. The winners were invited to participate in the Summit and the Awards Ceremony.

Best promo event: From Digiblaha to Digiaha, Finland
For the first time this year the ALL DIGITAL Week was organized in Finland thanks to our cooperation with Bildningsalliansen and Make it Finland. A big opening day called From Digiblaha to Digiaha was held on 19 March. Bildningsalliansen is the organization that united various partners, and at the Ceremony it was represented by Liisa Tiainen of VTKL – The Finnish Association for the Welfare of Older People.

Both training events were a series of events:
Best training event ‘Introduction to Cybersecurity’ for 380 students at Ienachita Văcărescu National College in Targoviste, Romania as part of Introduction to Cybersecurity training course of the Cisco NetAcad programme. The teachers from the College Anca Mihaela Rafira and Catalina Estera Vlad were present at the Ceremony.

Best training event “All Digital Ring” in Extremadura, Spain, with 1100 users was based on a Scratch project and supported by ALL DIGITAL member AUPEX. AUPEX and ALL DIGITAL Ring was represented by Antonio Roman-Casas.

CEO of ALL DIGITAL Laurentiu Bunescu awarded the Certificates and congratulated the winners. Learn more about the events on the campaign website

ALL DIGITAL Week 2018 Best Events

Representatives of AUPEX, ALL DIGITAL, Bildningsalliansen, Ienachita Vacarescu National College


The BRIGHTS Awards have been launched by the BRIGHTS project consortium to acknowledge the best digital stories on Global Citizenship topics produced by young project participants in four countries: Belgium, Croatia, Italy and Greece. The national winners were selected in each country and, together with their trainers and tutors, they were invited to participate in the Summit and the ceremony. The digital stories, produced by winners and shown during the event, touched the hearts of the audience. IMG_0939.jpg

The national winners are:

  • Kevin Malnar, Croatia, supported by teacher Tanja Sebalj-Kocet and national tutor Sanjin Smajlovic from CTK Rijeka
  • Victoria Ivanova, Greece, supported by trainer Maria Pyrgaki and national tutor Nikos Patselis from HePIS
  • Nicolo Fatone, Italy, supported by trainer Annalisa di Zanni and national tutor Luca Pagliaricci from CSF
  • Wannes Hendriks, Belgium, supported by trainer and national tutor Jochem Devens

The European winner was selected by the international jury, and was announced at the ceremony by Tony Sumner, co-founder of the Patient Voices, UK. It was the story “Wannes” by Wannes Hendriks from Belgium.

You can watch all the stories following the links above.


The finalists in this category are:

Fernando Trujillo Saez, senior lecturer from Granada University and content creator at Conecta13 announced the winner: the BRIGHTS MOOC.

Best Digital Resource Finalists

Jean Deydier – “Les Bons Clics”; Roger Esteller Curto – “Seniors@DigiWorld”, Achilles Kameas – BRIGHTS MOOC


This category involved at least two ALL DIGITAL member organisations working together. The finalist projects are:

The Awards were presented by Sara Van Damme from Digipolis Gent, the Board Member of ALL DIGITAL. And the winner in this category is “Connect Seniors to the Digital World”, implemented by four organisations: SDC (Stiftung Digitale Chancen), Germany; VIPT – Rural Internet Access Points Association, Lithuania, EOS – Educating for an Open Society, Romania, CIDET – Centre for the innovation and development of education and technology, Spain.

Best Cooperation Project finalists

Virginia Pareja – “DigitalSkills for You(th)”; Mark Schembri – “Smart Women”, Nenja Wolbers – “Connect Seniors to the Digital World”, Sara Van Damme


This category is usually the most exciting, as e-facilitators are the ones working every day with people in centres, helping them in their digital journeys, and also the winner is defined by both the jury and public votes combined. This year there was a tie, so four e-facilitators became the finalists, and all of them are from Spain:

Mara Jakobsone, Vice-President of Latvian Information and Communication Technology Association (LIKTA) and Chair of ALL DIGITAL Board presented the awards and announced the Best e-facilitator 2018 – Mercedes Olea Rodriguez.

Best e-facilitators

Juan Acosta Lopez, Gema Parrado-Leon, Mercedes Olea Rodriguez and Mara Jakobsone


Best Digital Changemaker category was presented by Austeja Trinkunajte, Secretary General of CEPIS – Council of European Professional Informatics Societies and member of the Advisory Board of ALL DIGITAL. The finalists in this category are:

  • José Miguel Morales-Miranda – e-facilitator and content developer at AUPEX; Moraleja, Spain
  • Angel Martin – trainer at digital competence centers in Castilla y León (CyL Digital), Association of Telecentre Networks; Ávila, Spain
  • Linda Mannila – founder of Make It Finland and Digismart, researcher at Linköping University; Parainen, Finland

Linda Mannila became the winner in this category. Thus we started the ceremony with Finland, and finished it with the Finnish winner.

Best Digital Changemakers 2018

Angel Martin, Jose Miguel Morales Miranda, Linda Mannila, Austeja Trinkunajte

We are pleased that our finalists and winners are coming not only from the ALL DIGITAL network, but also outside of it, and we hope more and more people will learn about the awards and nominate their projects and colleagues next year.

Finalists of ALL DIGITAL Awards 2018

Finalists of ALL DIGITAL Awards 2018

See all the photos from the Awards Ceremony on our Flickr

Our big thanks to all those who sent their applications and shared the stories of people, organisations, and projects. Thank you to jury members for evaluations and to 3D Trophy Factory for creating the beautiful trophies!

CONGRATULATIONS to all finalists and winners! We wish you all every success!

Stops on a Digital Journey

During breakout sessions participants will explore five different ‘stops’ on our digital journeys in group discussions. See the overview of the sessions and choose the one that you want to explore the most!


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 is 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 will be presented.
Barbara Quarta will introduce and moderate the session, while Luca Pagliaricci will share his experience as BRIGHTS national tutor in Italy.

The ultimate objective of the session is to understand how the topic is relevant for the digital competence centres. Concrete outcomes are:

  • A list of GCE-related activities that digital competence centres (can) run in this field
  • Examples of use on how to teach GCE-related topics with different digital tools;
  • A list of recommendations/steps on how to integrate and apply the BRIGHTS results and
  • Ideas for future BRIGHTS follow up projects.

IT skills for young refugees and migrants

Experience from the WELCOME project.

Moderator: Nenja Wolbers, Stiftung Digitale Chancen

Digital technologies play an important role in integrating migrants and refugees in their new country. But not enough attention is paid to improving their digital skills through tailor-made courses. Better IT skills can help migrants and refugees to find a job, connect to the local community, gain self-confidence, and even heal trauma. Migrants and refugees are in a specific situation (language barriers, uncertain economic situation, traumatising experience) and therefore more creative (and joyful) means to acquire IT skills are a suitable solution for them. Which IT skills can help migrants and refugees to integrate? How can we design a successful course?

During this session, we will look for answers to these questions. We will share our “fresh-from-the-over” experience with the DIGITAL WELCOME training programme for migrants and refugees and discuss the role of digital competence centres in migrant and refugee integration.

The main objective of the session is to discuss what information technology (IT) skills refugees and migrants need and how IT creative trainings can foster social integration into the host country.

Expected outcomes:

  • A map of training programmes targeted at migrants and refugees shared by participants
  • A list of participants interested in applying the DIGITAL WELCOME programme and a description of their context

Adult education on basic digital skills

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

Moderator: Stefano Kluzer, AECA, ERVET

The session has the following objectives:

  • to inform all attendants about the DCDS project (which involves some AD members) and present its methodology;
  • to start discussing experiences and concerns among the current and potential participants of the new working group devoted to DigComp;
  • to contribute to the definition of the group’s priorities and working agenda.

DCDS is an Erasmus+ KA3 forward-looking cooperation project which is developing and testing a blended-learning system for assessment, development and recognition of basic digital competence based on DigComp (levels 1-2) among adults (25+) with no or low digital skills. Besides illustrating our overall methodology, we would like to hear participants’ experiences and discuss two specific critical aspects: a) how to address DigComp Area 5 Problem Solving competences with low-digitally skilled adults; b) how to exploit adults’ growing use of mobile/smart phones for/in basic digital literacy training.

The session will also serve as the first f2f meeting of the new working group (WG) devoted to DigComp. The WG aims to: promote the sharing of experiences among those who have used, are using or want to use DigComp; create opportunities of greater engagement in DigComp-related projects and exploitation of their results; come up with ideas and suggestions on how to improve DigComp itself and measures to facilitate its wider adoption.

The expected outcomes of the session are:

  • a list of ways to teach problem solving digital competencies to low-skilled adults
  • a map of strategies to exploit mobile devices/smart phones in basic digital literacy training
  • a list of priority topics for the WG.

Youth work with Digital

Based on Youth Work HD tools and resources

Moderator: Hana Galogaza, CTK Rijeka

Competence models for youth workers truly make them modern-day heroes! But how can anyone achieve that? The situation regarding youth work differs from country to country, and in some EU countries, it is still not recognized. At the same time, most youngsters are online, and thus, youth workers also need to be. What better way to help our heroes truly live up to their potential than combining our know-how in the youth work field on a digital platform? Join us in the discussion about how to achieve this and check out how we tackled this challenge.

The objective of the session is to understand how youth workers can be better prepared to face the new challenges. Objectives of the session are:

  • To present the Youth Work HD platform as a new educational resource and to discuss its relevance to participants, as well as possible cooperation around the platform
  • To invite Summit participants to join the new edition of the Youth Work HD course that will start in November 2018
  • To discuss follow up projects and new possibilities for cooperation in the field of youth work in digital environment
  • To get feedback from participants about the project, to hear about other projects, perspectives, resources, and tools

The expected outcomes are:

  • A list of members interested in cooperation in the field of youth
  • A list of project ideas and interested partners for a follow-up project
  • A list of educational resources and tools that members use for youth work

Digital storytelling with illiterate adults

HURISTO interactive session.
Moderator: Eric Gijssen, MAKS vzw

Is it possible to use the technique of Digital Storytelling (DST) with people who are low-skilled, not so digitally skilled or even illiterate? And if so, how?

We will show some examples and tell some anecdotes of experiences we had in the HURISTO project and other projects using DST. We will talk about the limitations related to these target groups, and will define together successful approaches to overcome them. Participants can discover how DST can be the perfect technique for low skilled adults to express themselves in an audio-visual way and will leave this breakout session with a lot of inspiration and a bunch of practical ideas and tips.

The objective of the session is to exchange experiences among participants on:

  • Practical tips and tricks
  • How did creating their own digital story affect the participants, in their level of digital literacy, but also: their self-image, self-confidence…
  • How can you use (or adapt) the HURISTO methodology with illiterate adults?

The expected outcomes are:

  • A map of the challenges and limitations when working with illiterate adults
  • A list of tips and tricks to overcome those challenges and limitations

Grow with Google

google_PNG19644We are pleased to announce that the ALL DIGITAL Summit 2018 is supported by Google. Google’s mission is to organize the world’s information and make it universally accessible and useful for everyone. Their goal is to help maximize the best of what technology has to offer kids and families, while minimizing the risks. Google wants young people, parents and educators to have the knowledge they need to make smart and responsible choices online and we invest heavily in digital literacy resources, and programmes across Google to help build an informed and responsible generation of digital citizens.

Learn about Google’s initiatives preparing people for new job opportunities in this blogpost by Anna Vainer, Grow with Google:

woman working on a laptop

In 2015, we started the Growth Engine effort in Europe (which became Grow with Google last year) to help people get the right skills to find a job, advance their careers or grow their businesses. So far, we’ve helped 725,000 Europeans and we’re committed to help 1 million more by 2020.

As part of this initiative, we offer a wide range of free courses through Google Digital Workshop, offering personalized learning plans on both Google and non-Google platforms. Digital marketing is one of our most popular courses, and for those who take the course, we’ve created a Digital Workshop Certificate (accredited by IAB Europe) to demonstrate your digital marketing proficiency to potential employers and recruiters. More than 300,000 people have earned their certification to date: Sylwia from Poland, who after honing her digital skills through Google Digital Workshop, was promoted to a new position, and Darko, CEO of Slovenian e-commerce platform Ceneje.si, who after completing the training encouraged everyone in his company to develop their digital knowledge and get certified.

Here are some improvements we’ve recently made to the Google Digital Workshop Certificate so that it’s easier for both job-seekers and employers to find new opportunities:

Recruiters can verify your course certification
Each certificate will now have a unique code and personalized URL, so that recruiters can verify that you’ve taken the course.

Show off your certificate
Our newly-designed professional certificate will help you show off a comprehensive digital marketing understanding, either on a CV or LinkedIn profile.

Learn new topics to keep your skills sharp
We’re also adding new topics to the certification, designed to give you a deeper knowledge of content marketing, how to turn data into insights and how to create an online business plan.

These changes will also help employers and recruiters find the right talent for their businesses. At Google, we’re encouraging applicants to get the Google Digital Workshop Certificate as a requisite to apply for junior positions in Marketing and Sales.

With this new certificate, we’re continuing our efforts to bring digital skills and new opportunities to everyone.

Project Marketplace at ALL DIGITAL Summit 2018

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 are registered for the Summit, take a chance to get a spot at our Out of the Box “marketplace” to showcase your initiatives, your organisation, or your project.

The marketplace will be there for the whole duration of the Summit, i.e. from 9:00 on 18th October until 14:00 on the 19th October. The ‘activities’ will take place during breaks. The Out of the Box area is right next to the plenary room, so everybody will be there, and it is impossible to miss.

Are you afraid to be left alone that nobody will come to your stand? It won’t happen because the coffee-breaks are in the same area. You can take your coffee, invite a couple (or twenty) participants and lead them to your stand.


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 fill in the survey where (among other important questions) you can let us know 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.

So… would you like to join the marketplace? Fill it in with your initiatives and projects!



How-to workshops at ALL DIGITAL Summit 2018

The  “How To” workshops will be conducted on Day 1 of the Summit. They are designed to give delegates a practical understanding of how to carry out a particular activity. Our speakers have experience that could help delegates to understand the pitfalls, practicalities and lessons they may have learned.

Workshop leaders will also produce a simple ‘guide’ to the subject that will be available to delegates during the session and to all online on our community networking Unite-IT platform after the event.

1. How to coach youngsters to share their opinions on Global Citizenship issues through digital stories

Jasper Pollet, MAKS vzw

Migrations, wars, global warming, gender equality, violent extremism, …  – the problems of today are also grasping lots of our local young people, but discussing them in your class or youth centre seems daunting and difficult. With Digital Storytelling we can let youngsters reflect on these topics, create a safe environment where they can discuss and learn to empathize with other opinions and give them a voice in the public debate. It’s a non-formal, intuitive and rather simple way of enhancing digital skills and learning new methods of communication.

During this workshop we will give you an introduction to the step-by-step programme based on the BRIGHTS methodology on how to create a Digital Story and coach you to facilitate this training for your own youngsters. We will show you a few examples made during the BRIGHTS training all over Europe. But to learn how to facilitate a Digital Storytelling workshop you need to have experienced the power of the method itself.

Making a personal Digital Story is a combination of a group and personal effort where writing, listening, understanding, speaking, reacting, discussing and finding middle grounds are what drives the progress. Therefore in this workshop we will focus on how to facilitate and coach a story circle, the most essential part of the Digital Storytelling methodology. A story circle is the part where everyone in the group shares their personal stories connected to one of the given topics. It’s a phase that’s reminiscent of the safety and warmth created by a bonfire where people share stories and discuss them among themselves.

You will be guided through this process, together with a group discussion on how we experienced deploying the Brights method in schools and youth centres.

This workshop is supported by the BRIGHTS project.

What you need: preferably your own laptop or tablet, but the trainers will provide some

2. How to create a mini-MOOC

Bill Vassiliadis, DAISSY Research Group of Hellenic Open University

In this workshop, participants will design, develop and publish elements of their own mini-MOOC (short duration Massive Open Online Course). You will learn about current MOOC trends, design and development challenges and distance learning quality issues.

Hands-on activities will guide you through the various steps of:

  1. MOOC-Analysis: identify and describe requirements, demands and constraints
  2. MOOC-Design: conceptualise and design the MOOC including the basics of instructional and pedagogical design
  3. MOOC-Implementation: implement a mini-MOOC draft using an on-line platform and finalize it through testing.

This workshop is suitable for all levels of experience with e-learning, whether your organisation already uses e-learning solutions or is just interested in how that might be possible. The range of case studies introduced will help participants see ways in which mini-MOOCs can be used in a range of contexts to promote learning and knowledge dissemination.

This workshop is supported by and is based on the experience of the BRIGHTS project.

What you need: preferably your own laptops

3. How to introduce human rights issues and enhance digital skills of low-skilled adults, using digital storytelling.

Eric Gijssen (in English) and Bakhta Benzaza (in French), MAKS vzw

Digital Storytelling is a very easy technique with a low threshold. Participants can tell personal stories or give their personal point of view on different subjects, by creating a short film made of photos and still images, some sounds and music, titles on the screen and – most important! – their own narrative voice. Since the format is very simple, all attention can go to the creation of the story and the personal expression of the maker. This audio-visual technique is very suited for groups that are less literate or have difficulties in reading.

And it’s also a wonderful technique to make participants – in a group activity – reflect on a complex theme like ‘the European Human Rights Charter’. What does it mean to them, from their personal point of view? The first sharing of the stories happens within the group itself and this creates great emancipatory effects!

While working on the films, participants help each other and learn together. That makes it a wonderful activity for peer learning. By making the films – and using their smartphones, tablets or computers in a new and creative way – the participants acquire a series of 21st century skills, linked to new technologies, solving problems, social skills… but also to the concept of ‘learning to learn’.

In this workshop we will tell you all about the HURISTO methodology and how you can use it. We will talk about our experiences with the groups in Belgium, Italy and Spain: the successes, but also the obstacles and pitfalls. And – last but not least – we will make a very short digital story together, in iMovie (on iPad).

What you need: preferably your own laptops or tablets, but the trainers will provide some iPads too, which you can use during the workshop.

4. How to inspire learners with digital culture – Europeana

Isabel Crespo, Europeana Foundation

The European Year of Cultural Heritage 2018 spotlights digital cultural heritage as a part of people’s everyday lives and, in particular, as an unexploited learning resource for young and old.

The workshop will highlight the strong potential of digital cultural heritage in education and non-formal training and will introduce participants to Europeana, Europe’s platform for digital cultural heritage. Europeana currently provides free access to over 50 million cultural records coming from more than 3,500 museums, libraries, archives and audio-visual collections across Europe. Learners of all ages can find images/text/audio/video/3D content on anything from art, science, history, natural history, fashion and more in over 30 languages. A big part of our collections – over 20 million items – is openly licensed and can be freely reused in educational settings.

The workshop aims to inspire participants to explore Europeana’s rich and diverse digital resources – from thematic collections and virtual exhibitions to educational apps and tools – and help them create new and engaging learning experiences for their training.

5. How to promote STEM education and training with Mobile and Internet of Things technologies

Achilles Kameas, Theodore Panagiotakopoulos, DAISSy research group, Hellenic Open University & Computer Technology Institute & Press “Diophantus”

Mobile technologies and the Internet of Things promise to revolutionize our everyday life. But are the citizens of our society prepared to reap the benefits of these technological and scientific advances? How can we facilitate digital transformation, so as to ensure inclusion in the forthcoming digital society?

STEM education offers a holistic educational approach that facilitates understanding of scientific knowledge and leads to the development of digital and 21st century skills. E-facilitators have to become STEM educators / trainers in order to play a key role in facilitating the digital transformation.

This workshop will offer a methodology for implementing STEM educational activities using UMI (Ubiquitous, Mobile, Internet of Things) technologies, together with tools and good practices. A holistic view of UMI technologies and their potential uses in closing the next generation digital gap will be presented. The UMI-Sci-Ed methodology will be introduced, together with examples from its application in different settings. Participation in the developing Communities of Practice activities will be offered using the UMI-Sci-Ed online collaboration platform.

The workshop will conclude with a discussion on prospective future collaborations in projects that would lead to the development of STEM education / training activities tailored to the needs of different groups of citizens.

This workshop is supported by the H2020 UMI-Sci-Ed project. Visit the site for info, tools, and participation possibilities.

Be smart! Be UMIque! Join the UMI workshop!

Lightning Talks at ALL DIGITAL Summit 2018

Lightning Talks are back! Those 5-minute speedy presentations of various projects have proved to be popular for the last two years, so ALL DIGITAL Summit 2018 will host this session again on 19 October.

The talks do not cover the typical project quantitative results and deliverables, we only need the learning and insight. Each presenter has five minutes to answer the same questions:

  • What was the project about?
  • What social impact has the project made?
  • What would you change if you had to start over?
  • What would you keep the same?
  • What have you learned?

Lightning talks will be followed by brief questions from the audience, so we encourage you to learn about the projects beforehand.

1. Makers for Inclusion

Martina Mayrhofer, cooperative Colectic SCCL, Spain
MakersImage-ENBarcelona is a city full of IoT projects, maker spaces, innovation hubs, design labs, co-working spaces, etc. But there is also a clear tendency that you find these kind of spaces/labs in areas with medium and higher socio-economic level and hardly any in lower income areas. There’s a risk of creating Barcelona of two velocities, with a strong second level technology gap. We started analysing the reasons why activities related to digital manufacturing are not present in this neighbourhood with low socio-economic level, high percentage of migration, complex community situation. What are the risk factors and how can we tackle them? We have created the Makers for Inclusion project to:

  • improve the self-esteem, autonomy and empowerment of the participants;
  • co-design as active involvement, design their own professional future and the required learning;
  • based on community needs, involve in social and solidarity economy;
  • analyse the possibilities of new professional profiles around technology and education, based on the needs identified from the school community in the neighbourhood.

2.  Digital Skills for You(th)

Virginia Pareja, Fundación Esplai, Spain

Logo_DS4YthFunded by the Erasmus+ Programme, Digital Skills for You(th) DS4Y project aims at developing and piloting a blended learning offer for professionals working with disadvantaged young people. The offer focuses on a strength-oriented approach for their young target group concerning digital opportunities and challenges.

The conducted research and resulting Report on the framework conditions for training offers in digital youth work revealed there is a lack of digital approach in the social work addressed to youth. Based on the report conclusions, a blended-learning concept note and training were developed. Professionals from various areas of social, child and youth work tested and evaluated the contents of the training on nine different topics: Social media, digital curiosities, cyberbullying, gaming, coding, e-participation, algorithms, digital rights & obligations, data protection.

The aim of the training is to expand the professionals’ own competences in the field of digitization and to use them in their daily work with vulnerable children and young people.

The project is coordinated by Stiftung Digitale Chancen (Germany) in partnership with NCBI (Czech Republic) and Fundación ESPLAI (Spain).

3. Promoters of Computational Thinkers

Laura Grinevičiūtė, Association Rural Internet Access Points, Lithuania

ImagePromoters of Computational Thinkers‘ project is aimed at promoting computer learning based on teaching secondary school Computer Science teachers how to create mobile apps in a classroom. In recent years’ app programming for children has gained attention as mobile devices have been actively used by children from a very young age. To offer children making a mobile app for their phone has been seen as an exciting activity. Including mobile apps in a class or after school activities would be an important element encouraging children to become creators and develop vital problem-solving and critical thinking skills.

By participating in the project 100 Computer Science teachers of secondary schools:

  • Got acquainted with mobile app programming and learned to build mobile applications (Android Studio) through participating in face-to-face training;
  • Learned to design engaging content in a teaching process based on three key components: creating mobile apps, team building, and project based learning;
  • Together with children created mobile apps in a class and during after-school activities.

The project was funded by Google CSEduGrants in 2017-2018. It was extended in 2018-2019.

4. Smart Women

Matthew Borg, Malta Communications Authority

SmartWomen_logoSmart Women is a KA2 Erasmus+ project led by the Malta Communications Authority with the support of six other ALL DIGITAL member organisations. The main aim of the project is to encourage women to become successful entrepreneurs. Throughout the project, an innovative training programme supported by an online portal was developed. The training aims at increasing women’s knowledge on the importance of e-commerce in today’s competitive environment and provide them access to a range of resources and tools specially made for women entrepreneurs. The piloting was held in all of the partnering countries with positive feedback and good results.  After the project ends, the training programme will continue being offered in all of the partnering countries funded by the partner organizations themselves.

5. Les Bons Clics: helping the helpers

Cecilia Creuzet, WeTechCare, France

les bons clicksWeTechCare is a French nonprofit start up aiming to spark social and economic inclusion through new digital services development, with its sister organization Emmaüs Connect. Together they provide digital access, assistance and training to thousands of users across France (through 9 digital centers, 2 online platforms with a reach in the hundreds of thousands people): Clicnjob and Les Bons Clics.

LesBonsClics, the second web platform, aims to enable anyone to teach basic digital skills and key online services to those who are not digital users. This platform contains pedagogical and training material, both for trainers and trainees, as well as collaborative tools for helpers able to train anyone. The platform has set up a digital diagnosis tool. It also trains people who are affected by a lack of digital skills, supplying them e-learning modules and online services. In late June 2018, there were 528 applications for registration by professional structures, 1,171 social helpers and more than 1,306 beneficiaries.

This platform allows to increase awareness about the importance of e-inclusion, assess the level of users, direct people through digital centers and finally, support users pedagogically.

6. Lie Detectors

Adeline Brion, Lie Detectors, Belgium

lie detectors LOGOA proliferation of news and fake-news sources, distribution networks combined with a greater polarisation by mainstream press makes it increasingly hard to tell fact from fiction. Young people report being turned off politics because of a feeling of alienation in the face of misinformation.

LIE DETECTORS helps teenagers learn how to spot and resist the manipulative media crowding their social media accounts as they start to forge an independent world view. It promotes positive and non-political contact between young people and journalists by sending working journalists into schools to deliver interactive classroom sessions. The sessions help children understand how mainstream media works and raise their awareness about misinformation.

Lie Detectors aims to empower young people to base their choices on reliable information and be actively aware of bias and persuasion.

7. Digitalities. Driving inclusive digital transformation

Antonio Román-Casas, AUPEX, Spain

DigitalitiesAre we aware of the magnitude of the digital transformation and its impact in our society?

From global issues related to European trends and policy, to regional and local projects that foster entrepreneurship, citizenship participation and confidence in digital technologies, we all need to create new and inspiring frameworks for the design of collaboration strategies among different organizations, institutions and stakeholders, in order to translate digital opportunities into real opportunities for employment and social inclusion. This is the aim of the Congress on Digital Skills, ‘Driving inclusive digital transformation’ organized by Aupex in Extremadura on the 30th of October.

#Digitalities: #Opportunities #Cities #Societies #Abilities #Communities #Realities.