1. To make visible non formal and informal learning through the creation of an electronic portfolio. Cristina Belardi Bridges for recognition. Promoting recognition of youth work across Europe Leuven January 20th 2005

2. The project  In.Tra. - Informal training: recognition and accreditation -  Co-financed by the E.C. under the Youth programme  January 1st 2002 – January 31st 2004  Partners: Solco Srl (Italy) – promotor and coordinator die Berater (Austria) Greta NI (France) UNAD (Spain)

3. Why a digital portfolio ? (1) Aim: recognition of informal competencies acquired by young disadvantaged people with a medium-low level of education Target group: known to have few literate competencies Tool/method: “user friendly”

4. Why a digital portfolio ? (2) Characteristics of IL: - everyday life activities - learning result of meaningful activities (Rogoff and Lave 1984, Lave, 1988) - - nature parlty tacit (Polany, 1967) - hard to explain verbally and not even aware - Tool/method: coherent to overcome the traditional dualism between academic and non academic knowledge

5. Why a digital portfolio ? (3) Portfolio: - used by artists and craftmen to show their best performances, what they are able to do - at shool (e.g. standards in the USA): students select pieces of own works to demonstrate different level of acquisitions and to reflect on their learning process assisted by teachers actively involved in the process of learning (meaningful) and in making learning visible (Bjornavold, 2000)

6. Table n. 2

7. The construction of the digital portfolio  Inteviews conducted by a tutor  Computer, scanner, camcorder etc  Help of a technical assistant able to use software such as html editor, video editing  Four parts  5 steps/phases  The role of the tutor is crucial

8. The role of the tutor  To make a scaffolding activity (Wood, Bruner, Ross, 1976) in a process aimed at self empowerment  To be fully aware of the characteristics of IL (to realise if she/he consider them trivial)  To bear in mind the definition of situated competency  Should focus on changes and future plans  To demonstrate to be a trustworthy mediator

9. Situated competency Ajello 2002 Proceeding from Leont’ev (1977) Activity Theory, analysed also by Engeström (1987, 2001) A whole of complex actions carried out in activity fields characterised:  Historically by the types of tools  On a cultural level by the types of products/outcomes  On a political and social level by the types of relations

10. Results The tutors said that ... helped Ms. N. to see how many different interests and hidden abilities she has, and improved her self- confidence ...encouraged.. to continue working steadily in spite of her handicap… ...helped him to focus on his abilities, which he can possibly use in order to find an interesting and satisfying job. His self- confidence increased.. ..This will contribute to their reintegration into society and the labour market

11. Contact: Cristina Belardi Project manager and trainer at Solco srl www.solcosrl.it PhD student - Department n. 38 - University La Sapienza of Rome.www.solcosrl.it cbelardi@solcosrl.it cristina.belardi@hotmail.com