Created by Vinícius Cavalcante from Noun Project
The aim of CONCRIT is to work towards a socially cohesive Europe, which requires self-confident, fully informed and educated citizens. In Europe many small solutions exist isolated - or are created over and over again- without being connected. CONCRIT aspires to connect those needs.
In the initial assessment, the partners identified needs, which can be answered by a general learning path that should address challenges as lacking insight of how participation works, the general disenchantment of marginalised communities from politics and digital exclusion. The educators seek learner driven tools, way to build a community and to de-construct discriminatory stereotypes. The learners need digital learning tools/ methods which engage and work with different communities
and developing storytelling and group narratives as a method for civic education.
The partners are:
Community Narration utilizes personal stories and community narratives as an entry into the evaluation process. The process attempts to reduce hierarchies between the “consultant” (e.g. facilitators, educators, social workers) and the community involved.
The community narratives consist out of personal stories, however stories and narratives are intimately tied with one another. Each community has a unique set of narratives that are a source of growth, and a way for a community to creatively find its narratives.
Telling stories is an enjoyable and enriching experience and community members feel like becoming understood from the outside. Understanding personal and community narratives helps all stakeholders to better understand the community. This community narration could be easily used to teach and understand critical thinking.
The project will be combined out of 5 phases and will produce 3 intellectual outputs.
The input phase is a desktop-research on smart practices in teaching digital narration principles and media literacy. The results will be presented at Transnational Meetings and facilitators will be invited to test them in a peer-review lab.
During the Creation phase, the intellectual output will be created. The collected practices, methods and experiences are reviewed and used to co-design two learning paths. During the adaption phase the partners will work with the general learning path and create the locally working adaptions. At the end of the phase all paths (1 general and 6 local) will be ready to be tested.
In the Testing and reflection phase 2 impact trainings will be organised, where the developed paths will be applied to local stakeholder.
In the sharing phase, the paths will be presented to the public in multiplier events. The reviewed smart practices will be published in a digital repository and in a series of multiplier events.
CONCRIT will create:
In the adapted learning paths, the learners will learn how to get involved, strengthen their awareness on social and political processes and make them aware of their rights as citizens. Teaching approaches as critical thinking or the construction and de-construction of narratives strengthen the self-confidence of the learners. They will have a stronger personality and a strengthen sense for local, helping to fight back radicalization and exclusion.
The European Agenda for Adult Learning encompasses the foregoing layers of evolution in its focus on “developing digital literacy and providing opportunities for adults to develop the basic skills and forms of literacy needed for participating actively in modern society”.
In its "Upskilling Pathways" Recommendation, the European Council highlighted how in the future “A large majority of jobs will require some level of digital competence.” In this context, “Low-qualified people with fundamental weaknesses in basic skills may constitute a high proportion of the unemployed (in particular long-term unemployed) and other vulnerable groups, for instance, older workers, economically inactive people and third-country nationals. Such weaknesses make it more difficult for them to enter or return to the labour market”.
“EduStorytelling” (EST) aims at addressing the digital skills and literacy gap affecting European adults coming from disadvantaged backgrounds through the methodology of Digital Storytelling (DST) as a pathway to develop high-quality digital and literacy skills and competencies. It will improve attitudes of peer-interaction and cooperative learning, forming part of a comprehensive digital literacy in order to foster personal development, active citizenship and employability perspectives.
Participants involved in the project will have a medium or good level of digital and literacy skills and will be social workers with previous experience in training adult people. They will participate in the project to undertake an upskilling path to improve digital and transversal skills employing the DST methodology. They will acquire self-confidence and motivation in order to foster proactive attitudes when working with disadvantaged groups.
EST rationale stems from the trend of fast-paced evolution in ICT technologies and digital
instruments, triggering a continuous, open-ended re-thinking of established models of social interaction, participation, education, business and employability. The ownership of a set of good literacy and digital skills has become a discriminating factor of employability and of effective exercise citizenship rights.
EST will contribute to the evolution towards a “Twenty-first Century Literacy” (Brown, Bryan&Brown, 2006) as a necessary complement to “traditional” literacy, integrating key dimensions related to individuals’ aware use of new digital instruments as both consumers and producers.
In addition to being a learner-centred instrument of education tailored to the needs of groups facing impairments in traditional learning (i.e. migrants, low-skilled adults), DST enhances emotional interest and cognitive attention through the inspirational potential of stories. DST is also a powerful instrument for teachers to stimulate learners to reflect, self-assess and disclose their individual skills and learning achievements through captivating media narratives (digital stories, photo CVs etc.).
Direct Target groups:
Transnational Project Meetings
A total of 3 Transnational Partners' Meetings will be implemented in the 24 months of the
I.O.1 Curriculum on Digital Storytelling in Adult Education
I.O.2 "DigiStories" Guide
I.O.3 EduStorytelling MOOC Modules and Community
6 EduStorytelling Local Dissemination Events
Learning, Teaching, Training Activities - Training Course
C1 Short-term joint staff training event
"Dis-Act" will enhance the inclusive potential of Theatre as an instrument of opening opportunities and dispelling prejudice against people with disability through the production of quality educational offer for operators and disabled adults themselves in Devised Theater.
The project lasts a total 24 months and involves 6 partners from Germany, Bulgaria, Italy, Estonia and Romania. Dis-Act is addressed to an audience of direct targets (disabled adults aged 35-55 coming from disadvantaged urban and rural communities and Educators/Trainers providing or interested in providing support to their social inclusion) and indirect targets (Adult education institutions, NGOs, cultural businesses and associations, Arts centers/groups, Organizations of disabled people, Organizations/public agencies providing services for disabled people).
Dis-Act will deliver the following tangible results in the 24 months of the cooperation:
- Report of a research across partner countries identifying the needs and barriers of adults with disabilities (physical as well as cognitive) in the frame of Devised Theater as well as mapping the existing offer. The Report will be made widely visible on project Web Platform and partners' Websites as well as promoted on multiple levels through offline and online means.
The European Disability Strategy (2010) sets the overall objective of empowering people with disability with a view to enabling their full participation in society on a footing of parity with the non people. Among the stumbling blocks mentioned by the strategy are persisting discrimination, low access to education and employment in the labor market and income inequalities/poverty affecting the disabled disproportional than the rest of the population due to root causes of lower participation in education and employment.
At the European level, only 48,7% of persons with disabilities are employed compared with 72,5% of the non disabled. For the 20-64 component of the disabled population, the EU unemployment rate is 19,6% against a total unemployment of 12,7% for the average adult targets. At the European level, 41.2% of persons aged 30-34 have completed a tertiary or equivalent education against a 29,7% pertance among the corresponding age-band of the disabled population. The Report "The European
Comparative Data on Europe 2020 & People with Disabilities" (2017) released by the Center for Social and Economic Policy, notices that disability increases the risk of poverty and social exclusion in all EU Member States.
Dis-Act deploys an intervention on the skills-related and emotional dimension of disabled people's plight through exploiting the educational, integration and creative dimension of Devised Theater. Devised Theater is conceived as an original approach to the theatrical production entailing a peer process of cooperation between a group of co-creators in the achievement of a final artistic product.
Through the production of a quality educational offer fostering the capacities of adult operators and institutions in employing Devised Theater as an instrument of empowerment of disabled adults in the context of co-creation programmes engaging them in peer-interaction with adults not affected by disability, Dis-Act will therefore set the grounds for the development of soft/transversal skills and competences of creative expression in the disabled, while at the same time breaking stereotypes and the internalized as well as external emotional barriers hampering the full inclusion of disabled adults in society.
The development of the skills of young people with disabilities who are very handicapped in their exchanges and who have specific communication needs, whether they are deaf with associated impairments or who have complex speech disorders without hearing loss, is at the heart of the concerns of families and professionals. who accompany them. In fact, the lack of a suitable means of communication can lead to isolation or the appearance of behavioral problems and thereby further complicate the disability situation.
This project has the ambition to focus on this complex population, poorly identified that requires specific expertise and an adaptation of the entire entourage. It is based on an approach to access communication and language using media: situational drawings, pictograms .... The foundation of this approach is anchored in mutual trust, mutual recognition that includes the credit we give the child to have things to say and to share with us. It is therefore not a matter of setting up a simple alternative communication method. But rather to share a way of being that is based on a conception of exchange with a child in great difficulty of communication.
It sets the first steps in the construction of a multimodal training device for professionals and families. It aims to model the approach to access to communication and language in a European context, develop the pedagogical tools associated with the approach and develop a repository of skills of professionals using the approach.
The transfer of the approach will be implemented during experiential training sessions in Madrid, Cluj and Stockholm. It will concern three groups of five young people and the professionals of the multidisciplinary team who accompany them.
The partners mobilized around this issue (the Robert Laplane National Resource Center, the Laboratory of Applied Psychology and Ergonomics (LaPEA) of the Paris Descartes University, Centro edocativo de Ponce de Leon, Liceu tehnologic special pentru deficienţi of Auz Cluj -Napoca, Comparative Research Network) will realize:
The core aim of the project is to intensify the youth work efforts for peace building and conflict transformation, utilizing mass, alternative and social media. It aims to achieve this objective through the fostering of cooperation and exchanges between youth workers and young people from 4 continents.
Towards the above core aim, the main (general) objectives of the project are defined as:
-To empower youth workers towards using different media in activities targeting peace building
-To encourage youth workers on the use of media as a tool for post-conflict or post-crisis community rapprochement and redevelopment
-To raise awareness over media literacy and capacitate youth workers to train their community in this direction
-To develop skills on reflective structured dialogue and political debating online
-To train youth workers in interfaith and intercultural online dialogue
-To exchange innovative ideas of schemes on historical reconciliation and memorialization through media
-To draw some joint conclusions on how to better implement the above-mentioned techniques and multiply their impact factor and outreach potential to local communities
-To elaborate on techniques and good practices of peace building through media
-To investigate all possible ways for contributing to truth restoration in issues related to peace and conflict developments
-To understand in depth the interrelation between violence and propaganda
-To explore ways of fighting online and mass media hate speech, radicalization and censorship
-To augment the level of interaction between peace activists and individuals or entities from war-torn or conflict areas, and thus their knowledge of on-ground realities.
The pattern used for reassuring that all the above-listed will be met, has been matching each of the milestone activities with a number (on average approx. 1-3) of the objectives, so that all of their actions target the development of competences, qualities, knowledge and capabilities that lead to these directions.
The target group of the project is (1) youth workers related to media, peace building or conflict transformation at a local, regional or international level and, (2) (with an emphasis), youth workers that are directly affected by conflict or violence. At a wider scale, there is a less direct but equally profound focus on young people and local communities of the partner organizations, who will be approached through the dissemination phase, online activities (access to e-learning course)
Simultaneously some more specific objectives of the project are: 1) introducing open educational resources, ICT based learning and e-learning in transnational youth work, 2) promoting intercontinental cooperation of youth workers in the field of peace and conflict transformation, 3) promoting the values of ethical journalism, 4) promoting and therefore implementing the projects ideas wider (geographically, conceptually and institutionally).
Erasmus Plus KA2 Youth Capacity Building
01/12/2018 - 30/05/2020
EUROSPECTIVES 2.0, the follow up of the finalized strategic partnership “We are all digital natives”, stands for training and encouraging European learners in telling their stories, their perspectives.
Digital Storytelling is a way to engage and empower learners and teachers. By telling and sharing stories in the digital era, they can intervene, interact and change with their everyday environment, by fostering their feeling of public ownership and citizenship.
"Digital storytelling," combines the longstanding art of storytelling with the use of a variety of multimedia tools. This type of activity can generate interest, attention and motivation for "digital education”. The process capitalizes on the creative talents of learners who will develop their communication skills by learning to organize their ideas, ask questions, express opinions, and construct narratives.
Since the digital aspect of storytelling is including non-verbal communication and expression, it is an inclusive approach, which can be facilitated especially by disadvantaged learners such as refugee, handicapped, poorly educated and long-term unemployed. The approach enables learners to discover their creativity and to improve their position on the job market through their new skills.
EUROSPECTIVES 2.0 will identify smart practice methods and turn them into a state-of-the-art training module curriculum, integrating digital storytelling into lifelong learning experience. EUROSPECTIVES 2.0 will last 30 month long, the outcomes will be delivered through the following main activities:
1. Evaluation of 12 smart practices of using digital storytelling for educational purposes.
2. Development of the training module curriculum based on the smart practices.
3. Testing of the curriculum in different teaching environments provided by three training courses.
4. Dissemination of the results and outputs following the project dissemination matrix. The project’s web site and two multiplier events will be at the core of this activity.
The main results and outputs of the project will be:
1. An eBook on smart practices, with its summary translated in all project languages.
2. A sustainable web site serving as digital platform for storytellers, digital community reporting individuals, organizations and NGOs.
3. Intercultural and cross-border stories coming from people and communities dealing with intercultural questions in the EU – will be uploaded on the website.
4. An eBook of the digital storytelling training curriculum and its summary in all project languages.
Within EUROSPECTIVES 2.0 each partner will share its specific experiences and skills:
Crossing Borders – coordinator, active in youth and adult education. Sharing expertise in dissemination, and youth work, qualifying trainer and volunteers;
Comparative Research Network e.V. - active in adult education, sharing expertise in curriculum building, digital
storytelling methods and evaluation systems;
Ellinogermaniki Agogi – active in ‘teaching teachers’ – vocational, primary and secondary education. Sharing expertise in digital curriculum building, digital classrooms and dissemination;
People's Voice Media – active in qualifying community reporter, sharing expertise in curriculum building, certification and qualification of trainer;
COSV Italy – active in training trainers and project manager, working with migrants. Sharing expertise in media methodology, dissemination and qualification in non-formal education;
CFR Vigo -is working on the digitalization of classrooms in primary and secondary education, by supporting teacher who want to initiate projects;
Institut Cultura 21 - is a provider of non-formal participatory education. The partner has experience in civic education and has a deep knowledge on using storytelling and media literacy methods with various age groups.
EUROSPECTIVES 2.0 will play a direct effect on approximately 4000 people through the meetings, trainings, dissemination activities and the two multiplier events. The long term benefits of the project will be the integration of digital storytelling tool in teaching curriculum especially tailored for disadvantaged learners: persons with disabilities, coming from marginal groups and/or suffering from communication problems. Indirect long term impact will be the increase of digital literacy and active citizenship among people living in marginal situation.
Erasmus Plus KA2 Adult Education
01/09/2018 - 28/02/2020
Erasmus Plus KA2 Vocational Education
01/09/2016 - 30/08/2019
Our 'Voices' create impact through mobilisation of data will contribute to build and expand the foundation of a sustainable European network of digital Community Reporting centres which will reach out to individuals and communities especially those who are isolated or excluded.
People's stories can add rich qualitative data to projects and provide research teams and organisations with unique insight. These stories can be used to identify key themes, inform findings and conclusions, and positively impact on policy, service design and local agendas for social change. Digital Community Reporting is a powerful tool for collecting these stories from citizens but there is no coherent mechanism for making these digitally-generated stories, which provide valuable accounts of their lived experience, accessible to decision- and policy-makers. The project intends to develop a pan-European curator training programme to bring these stories together to provide insight to these groups.
The innovative training curriculum and framework for these curators will add value to the data, and the resource database will provide support to mobilise the data and present it through open-access digital platforms. These curators will be able to evaluate the stories emerging from their digital-story telling communities, and present these stories as meaningful data in a media format.
The development of a Digital Curator Training Programme
This training programme will include a guideline document to trainers, organisers and facilitators. All partners will develop an initial study to identify existing digital Community Reporting organisations and how they are collecting, cataloguing and sharing data. A workshop will review and discuss the findings, with the main goal of identifying key competences which should be included in the training programme. Once the key competences are identified, the curriculum will be developed and a Train Trainer programme undertaken to equip digital curators with the skills, competences and knowledge to curate the stories from the diverse communities.
Digital Curator Learner Book
Since Our Voices aim is to enable everybody to participate and tell their stories, the partnership will look at disadvantaged learners. The e-Learning book will provide a non-verbal approach on delivering the outputs of the project to learners with reading/writing and language challenges. The book is especially designed for groups such as Roma and Refugees but will also include learners with learning difficulties and literacy issues. The book will contain the same learning modules as described in the Digital Curator Training Programme but offer additional inclusive learning materials.
Resource Bank of Virtual Library
This web based resource bank (database) will allow users to locate supportive materials such as articles, audios, videos, existing web resources and any items and fields of information that will support the training of digital curators. It will also act as virtual library where curated stories will be shared. It will be categorised to reflect the area of interest e.g., learning, support materials, fields of interest e.g socially isolated groups, immigrants, etc. It will would also be linked to supportive learning materials, webinars and signpost e-learning platforms linked to the project. It will also provide access to project social media platforms, forum and chat room. This will continue to be added to, and interacted with, after the life time of the project so it will continue to contribute towards the development of networks, build awareness of the Digital Curator training programme and its important role in the future of the digital community reporting.
We are all Digital Natives
The Erasmus+ Strategic Partnership "We are all digital natives” stands for a new way of thinking about education and lifelong learning.
In Europe, learners need to know how to act and live with digital reality. Younger users need to achieve digital responsibility. Older learners and workers need to be introduced to and made proficient in the navigation of the digital world to qualify them for jobs needed today.
The biggest challenge to become and stay a “digital native” is faced by teachers and trainers in all education sectors, in formal and non-formal education. For them it will in future be increasingly important to keep pace with the latest digital methods and technologies in order to keep their curricula up to date.
The aim of the project is to evaluate and define good practice of use of digital
methods in different education sectors in Europe. In this way, it can be ensured that everyone becomes a digital native.
The partnership developed and applied an evaluation grid, which was used to identify good and smart practices, from which a number of practices are presented in this booklet.
During of five transnational meetings every partner prepared and presented two good practices. External stakeholders gave feedback on the evaluation grid and provided external perspectives. The lessons learned resulted in recommendations which are shared in a policy brief with decision makers.
The innovative and unique approach of the project is the connection of methods used in all educational sectors. Since until today a common overview or evaluated summary is missing. Synergies between education sectors or European projects are not used. The project closes this gap.
Our aim is to encourage the use of digital devices in learning, thus making it easier, faster and much more fun. By destroying the disbelief that learning has to be boring and difficult and showing good examples of how exciting and elevating it can actually be, we are breaking old patterns and providing a fresh point of view on lifelong learning.
With the evaluation grid on hand more than 40 smart practices had been identified. The results came from all educational sectors. At the moment six topics dominate the teaching and learning of digital topics. The six themes are:
generation should learn to navigate and self-confidentially use digital tools. The
younger generation must learn how to handle the digital world. Teaching digital literacy is increasing participation and at the same time connecting generations. Blended learning improves problem solving skills. Learners have to transfer observations, experiences and knowledge from online to offline. Usually based on projects and partly on gamification, the learners work interdisciplinary and are challenged to explore new ways and solutions by themselves.
Erasmus Plus KA2 - Adult Education
01/09/2014 - 30/08/2016