1. University of Paderborn - GermanyPresenter: Johannes Magenheim AGORA Initiative on Lifelong Learning and Digital Solidarity Preparing Future Professionals for Lifelong Learning in Higher Education and in Business Academies IFIP AGORA Initiative on Lifelong Learning 2008 Conference May 4-6, 2008 Krakow, Poland Ateliers and Studios for the Future

2. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 2 / 26 Outline  The Concept of Studios and Atelier  A Case Study on LLL: MoKEx - MATURE Project  How to organize Collaboration and Digital Solidarity in Future Studios?  Conclusions

3. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 3 / 26 The AGORA Initiative on Lifelong Learning and Digital Solidarity The Digital Divide Studio

4. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 4 / 26 Generic Structure of an AGORA - Project Local Project 1 contextualized Local Project 2 contextualized Local Project 3 contextualized Local Project 1 contextualized Local Project 1 contextualized Local Project 1 contextualized Local Project n contextualized - Need of sharing Experience, Knowledge - how does LLL work in different Cultures….? - Co-ordinating Activities, Coaching International Co-ordination Extracting generic Knowledge Studio Atelier

5. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 5 / 26 Project approach Source: Tom van Weert

6. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 6 / 26 A Case Study: MoKEx - MATURE Project

7. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 7 / 26 Partners Mobile Knowledge Experience Swiss – German Educational and Research Projects Joint Venture including Universities and Companies MoKEx I O ctober 2004 – September 2005 (20 students) MoKEx II October 2005 – September 2006 (20 students) MoKEx III April 2007 – March 2008 (20 students) MoKEx IV April 2008 – March 2009 (20 students) Universities: Companies:

8. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 8 / 26 Demands of Industrial Partners: Knowledge Maturing Process Source: Project LearnKnowMat

9. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 9 / 26 Collaborative Structures Local F2F - Meetings Co-operation with CSCW- Tools Database Repository CVS: Software LO with MM Individual Work Visits of Partners Blogs Wiki Documents

10. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 10 / 26 Technical Outcomes  Mobile Delivery Server  Mobile Access to Learning Objects  Knowledge Database and Knowledge Bus with interfaces for authoring processes in e-Learning  SoA for Single Sign On (EIA)  MetaXSa, DyoGeneS, Coma  PLME, OLME

11. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 11 / 26 Institutional Outcomes for CSE  Industrial partners are provided with prototypes of software-products for professional use  International co-operation between business and universities leads to a more practice oriented concept of teaching subjects of software-engineering  The team is composed of interdisciplinary skills. Co-operation between students of different universities and faculties fosters exchange of ideas and diversity of knowledge  The project team covers the whole spectrum from research to practice (constrains of practice: budget, time, existing structures)  In comparison with traditional teaching concepts the students obtained a more decisive and managing role in the project  Teachers got a more advisory role focusing on the project management and supporting the process of knowledge acquisition  Project assessment methods with Wiki and Blogs edited by the students are used and improved  Budget paid by industrial partners

12. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 12 / 26 Individual Outcomes for Students  Project with real-life situations was highly motivating for the students  Professional competencies: e.g. skills in programming distributed and web-based systems, database management, mobile communication, screen design, project management  “Continuous and Cooperative Self-qualification and Self-organization (CoCoSS)”; knowledge transfer in a team  Methodological competencies: in project management, user requirement analysis and presentation skills are applied in the context of a real situation; needs of documentation;  Social competencies: collaborative learning in a distributed team; using ICT for SD and collaboration; negotiating working conditions;

13. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 13 / 26 Knowledge Maturing Process Model EU-IP Project MATURE Source EU-IP MATURE Project Extending the Concept

14. MATURE Continuous Social Learning in Knowledge Networks WP2: Personal to Community http://mature-ip.eu Institut für Informatik Fachgruppe Didaktik der Informatik EU IP Project FP7

15. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 15 / 26 The MATURE Vision

16. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 16 / 26 Implementation Strategy for New Studios and Ateliers

17. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 17 / 26 The Funding Trap

18. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 18 / 26 Information Literacy and Life Long Learning are highly interrelated They are both…..  self directed and self-motivated and merged with processes of informal knowledge achievement which often takes place during working processes outside educational institutions. Nevertheless, they need advice and guidance.  self-empowering in terms of general education and are aimed at all groups within a society disregarding gender race, social position etc..  self-actuating which means that sustainable successful personal processes of acquiring Information Literacy and Life Long Learning Competencies are self accelerating and leads to a change of attitudes and habits of a person. Source: Horton / UNESCO 2008

19. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 19 / 26 Key Domain Sectors  Learning and Education  Health and Human Services  Business and Economic Development  Empowering People to Vote and Participate in Governing

20. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 20 / 26 Studio – Implementation Strategy  Selecting a key sector domain where LLL and IL should be contextualized and where to gain local professionals and participants who are willing to co-operate (and already are running projects)  Finding domain related ICT experts and connecting them to each other and the participants of the specific digital Studio. In order to establish international social networks.  Organizing collaboration and co-operation through face to face meetings and via web- based technologies for computer supported collaborative working (CSCW) and Learning (CSCL). Besides conferences organize ‘twinning’ and ‘sistering’ arrangements or realize shepherding concepts

21. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 21 / 26 ANDIL - AGORA Network against Digital Divide by means of Information Literacy

22. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 22 / 26 The Concept of Seeding and Re-seeding Application Area Local Context Project’s Complexity Time

23. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 23 / 26 Upcoming AGORA Activities  3rd AGORA conference at Krakow, Poland (May 2008)  AGORA Workshop on IFIP – LYICT, Kuala Lumpur, Malaysia (July 2008) http://cidt.oum.edu.my/lyict/  4th AGORA conference, WCC 2008 at Milan, Italy (September 2008)  AGORA Workshop at the IFIP Council 2009 in New Delhi, India (March 2009) (to be confirmed by the IFIP Council 2008)  5th AGORA conference at WCCE 2009, Brazil (July 2009)  AGORA Seminar at WITFOR' 2009 in Hanoi, Vietnam (August 2009)  6th AGORA conference, IFIP 50th anniversary event London, UK (2010) (to be confirmed by the IFIP Council 2008)

24. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 24 / 26 Conclusions  Lifelong learning process is linked to IL and takes place in several key domain sectors  International cooperation is crucial in the face of LLL-concepts  Common work in an atelier is necessary for generalization of forms and methods of LLL-processes  The role of studios is to apply general assumptions to local contexts and use local experiences to build general rules of permanent education  Scaffolding organizational structures by means of seeding and re- seeding strategies and building social networks  In this process social networks are more important than technical ones  Strengthen linkages to communities of practice by connecting students to real life projects

25. AGORA Initiative on Lifelong Learning and Digital Solidarity – The Digital Divide Studio Krakow 2008 05/06/2008 25 / 26 Thanks for your attention !