KA2 – Adults Digital Gap Threatens Social Inclusion

KA2 – Adults Digital Gap Threatens Social Inclusion
Projeto Erasmus+ Parceria estratégica/disseminação de boas práticas. IT02-KA

Activities and Conclusions
EB Torre – Madeira Activities and Conclusions NoDigitalGap

NoDigitalGap in Madeira…
Good practises for the Digital Literacy NoDigitalGap in Madeira… Organization of the 3rd project meeting Meetings Study visits – adult institutions International Seminar “Adult Education in Europe today”

Good practises for the Digital Literacy NoDigitalGap in Madeira… Questionnaire about Digital Gap Online discussion about the final questionnaire format with partners Implementation of the questionnaire to 80 adults (parents of our day students) Analysis and report to coordinator and partners.

Good practises for the Digital Literacy
Conferences, public presentations, exhibitions (Informatics Technician Course and Adult EFA Students)

Conferences, public presentations, exhibitions (Informatics Technician Course and Adult EFA Students) …

Computer assistance… Informatics Technician Course students welcomed the school community to ask for assistance. They helped fellow students, teachers and other members of the school staff with their hardware and software computer issues throughout the year.

Activities about Robotics and Remote operated vehicles EFA Mechanics course students took part in activities that involved programming robots and building an aquatic ROV that was tested at an event called EDUROVs organized by the Oceanographic Observatory of Madeira. (October 2017 and May 2018)

Good practises for the Digital Literacy NoDigitalGap in Madeira… Other initiatives and activities: ICT lessons to EFA courses: Methodology encouraging younger adult students to help the senior students. Less formal learning environment – peer learning and teachers as tutor/mentor. Reception of Learning Model from the coordinators. Translation of the Learning Model and analysis of best implementation options.

Good practises for the Digital Literacy NoDigitalGap in Madeira… Other initiatives and activities: Compilation of a leaflet with workshop offers for adults / parents of our institution’s students. Sending the leaflet to 447 parents. Meeting with 30 parents for dissemination of the project’s goals and workshop offer.

Good practises for the Digital Literacy NoDigitalGap in Madeira… In spite of our efforts we found that there were insufficient inscriptions on behalf of our students’ parents and that based on the Learning Model, the characteristics and needs of the adult population of Câmara de Lobos, the best option would be to target the elderly population. A cooperation with Casa do Povo de Câmara de Lobos (Senior University) a public institution devoted to occupational activities with the elderly population, got 16 elderly eager to fight digital exclusion. In the first session a diagnosis was made of the expectations and resources of the participants.

Good practises for the Digital Literacy NoDigitalGap in Madeira… Participants lacked basic knowledge of technological equipment and the equipment they could access and bring with them was the Smartphone. Their main interest was to learn how to use the Smartphone from everyday basic aspects to all its potential. Due to this reality, lack of basic knowledge and the need of everyday practical competences using the Smartphone, our team decided that it would be the central focus of the course. Ages of the participants ranged from 56 to 72 years old.

Good practises for the Digital Literacy NoDigitalGap in Madeira… Teacher Ana Gonçalves was in charge of the sessions and had the help of some of our younger EFA courses students. They helped the elderly with the what they wanted to learn about smartphones.

Good practises for the Digital Literacy NoDigitalGap in Madeira…

Conclusion No Digital Gap
As the results of the questionnaires applied at the beginning of the project had already indicated, there is a part of the adult population of Câmara de Lobos that lives some extent of exclusion of the active, social and commercial life due to its lack of familiarity with the new technologies. The older they are, the more this is visible. When we compare the results obtained in these questionnaires by the other partners of the project, and the ones we had, we have to conclude that the digital gap or digital exclusion is more accentuated in our community. This starts at a basic level, for example, just being able to handle technological equipment such as smartphones and tablets.

Thus, in our practical work with the adult population of the council, we addressed the specific competences foreseen in the Learning Model, namely the use of online services, the responsible and experienced use of the web and new technologies and useful skills for the job/employment. That work was addressed to two different targets: At our school – evening adult students At Casa do Povo – elderly population

At our school – evening adult students
No Digital Gap Conclusion At our school – evening adult students At school, we took the ideas of NoDigitalGap project and the instructions of its Learning Model and adapted them to our reality: a formal adult education system to certify adult students that allows teachers some degree of flexibility. Therefore, ICT classes were redesigned and the technological skills of the younger adults (some of them digital natives) were an asset well used by the teacher.

At our school – evening adult students
No Digital Gap Conclusion At our school – evening adult students The teacher encouraged the informal help/support of younger learners to seniors during classes, with a particular focus on the use of online services, responsible and experienced use of the web, and new technologies and skills that are useful for the job / employment. An evaluation of the process through a questionnaire filled in by the students involved showed that this methodology was well appreciated, that they enjoyed having the assistance of their peers and that they learned with them. It also revealed no shame problems on behalf of the older students for being helped by their younger peers.

At Casa do Povo – elderly population
No Digital Gap Conclusion At Casa do Povo – elderly population In the course organized at Casa do Povo de Câmara de Lobos targeting the the elderly population, the knowledge targets provided in the learning model were merely an example for us, since the reality of digital isolation and exclusion was such that we had to adapt the contents and objectives to this target audience. This way we complied with the “problem posing” and “problem solving“ method, with the teacher, or tutor, as a helper, mentor and animator.

The activities took place in a welcoming area and some younger students of the evening classes (EFA Courses) at Escola Básica dos 2.º e 3.º Ciclos da Torre helped the adults. The practical nature and the informal style the sessions were conducted, helped the adults make the discoveries on their own, and the subjects addressed were selected from their personal interests and experiences. The learning was carried out in a much more informal way than that traditionally carried out in a school environment and the results obtained were quite positive.

The last activity took place on 9th May To end the workshop, we organized a field trip with the elderly to explore the public Wi-Fi recently installed in the city centre. They practiced connecting their smartphones, explored some of the apps they installed during the course and used their smartphones to answer an online questionnaire giving feedback on the course.

In the questionnaire they expressed unanimously (100%) that: The sessions took place in a warm and informal atmosphere; They feel more confident now when using the Smartphone; They can do things now that they couldn’t do before; they enjoyed having young people helping; Being helped by someone younger did not embarrass them; The sessions met their expectations; They would you like to participate in future activities like this.

From all the activities developed by our project team in Madeira we conclude that the cooperation between generations in the area of ICT is very pertinent and rewarding for the involved, young and old. Learning is achieved by overcoming each problem posed, being the learning experience of each individual more unique and diversified as the result of not having only one teacher but many helpers/mentors. Therefore we conclude that the learning model provided by this project is valid and a huge tool in the fight against digital gap.

Future of the project in Madeira
EB Torre will continue work with adult citizens and to have initiatives to reduce the digital gap: Conferences (ICT) Presentations/exhibitions (ICT) EFA ICT classes will continue with the model experimented (younger students helping older/senior learners). Further cooperation with Casa do Povo and senior citizens. We’ll continue to exchange information about practices with our partners online.

Websites

KA2 – Adults Digital Gap Threatens Social Inclusion

Similar presentations

Presentation on theme: "KA2 – Adults Digital Gap Threatens Social Inclusion"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

KA2 – Adults Digital Gap Threatens Social Inclusion

Similar presentations

Presentation on theme: "KA2 – Adults Digital Gap Threatens Social Inclusion"— Presentation transcript:

Similar presentations

About project

Feedback