elearning_label_schools
Projektid
General Research and New Development in School Libraries As Multimedia Learning Centres
16 Detsember 2002
The objective of the GrandSlam project is to leverage the metamorphosis of school libraries from multimedia centres to Information and Learning Centres.
The project intends to focus on and qualify the ICT skills of Learning Centre staff together with developing the acceptance of E-learning as a vital tool for encouraging the growth of lifelong learning skills in both formal and community education.
The SLAM project (1999) demonstrated that the school library as a multimedia centre with a staff of media specialists and teacher school librarians, could become an essential focus for new learning styles.
GrandSLAM takes the multimedia centre as the starting point and develops the implementation of new learning principles to provide encouragement for active and individual learning at the heart of the curriculum.
A further objective is to encourage support and/or establishment of Regional Information and Learning Centres as support-centres to the local learning community, acting as a superstructure of the school library and supporting pedagogic development of the curriculum through courses and the availability of pedagogic expertise in a European transnational context.
The project will develop programmes and work experience for librarians, media specialists, teachers and managers working with the school library and looking to develop its use as an integral Information and Learning Centre.
Duration: 36 months
The SLAM project (1999) demonstrated that the school library as a multimedia centre with a staff of media specialists and teacher school librarians, could become an essential focus for new learning styles.
GrandSLAM takes the multimedia centre as the starting point and develops the implementation of new learning principles to provide encouragement for active and individual learning at the heart of the curriculum.
A further objective is to encourage support and/or establishment of Regional Information and Learning Centres as support-centres to the local learning community, acting as a superstructure of the school library and supporting pedagogic development of the curriculum through courses and the availability of pedagogic expertise in a European transnational context.
The project will develop programmes and work experience for librarians, media specialists, teachers and managers working with the school library and looking to develop its use as an integral Information and Learning Centre.
Duration: 36 months
Projektid
Learning at School and in the Network
16 Detsember 2002
Research project on the logical and cognition aspects of the use of ICT.
The project aims
-to verify the formative effectiveness of learning methods which make extensive and intensive use of ICT, on the basis of activities that must first be agreed upon and then shared with the other project partners.
-to develop shared tools for description and assessment of ''children's competence in computer technologies''
-to focus on logical and cognitive aspects, test them in selected schools in the countries involved, and results will be shared on an international scale.
-to find guidelines shared by the teachers participating in the project on the use of communication technologies.
This project will produce :
-guidelines and a report on the results of the experimentation, written in the languages of the various partners as well as English as the international language. Both will be released in a printed version and in a web version
-a guidebook
-training program for teachers
The project is intended for primary school teachers and pupils, and will take into account any possible disability, accessibility to technology, equal opportunities between boys and girls.
The sharing of the work done up to now by the partners and then of results achieved by the experiments they have conducted in their countries can evidently guarantee quality and meaningfulness to the research action inherent in the project, thus providing a wider epistemological basis and a greater statistical relevance.
Duration: 36 months
-to verify the formative effectiveness of learning methods which make extensive and intensive use of ICT, on the basis of activities that must first be agreed upon and then shared with the other project partners.
-to develop shared tools for description and assessment of ''children's competence in computer technologies''
-to focus on logical and cognitive aspects, test them in selected schools in the countries involved, and results will be shared on an international scale.
-to find guidelines shared by the teachers participating in the project on the use of communication technologies.
This project will produce :
-guidelines and a report on the results of the experimentation, written in the languages of the various partners as well as English as the international language. Both will be released in a printed version and in a web version
-a guidebook
-training program for teachers
The project is intended for primary school teachers and pupils, and will take into account any possible disability, accessibility to technology, equal opportunities between boys and girls.
The sharing of the work done up to now by the partners and then of results achieved by the experiments they have conducted in their countries can evidently guarantee quality and meaningfulness to the research action inherent in the project, thus providing a wider epistemological basis and a greater statistical relevance.
Duration: 36 months
Projektid
The Knowledge and Information Skills needed for living in the Digital Age
12 Detsember 2002
The objective of the project is to establish a European framework for defining information skills and a curriculum appropriate for living and learning in the digital age.
Its objective is to identify the key metaskills and metaknowledge needed for living in the digital age, to explore digital tools and artifacts and pedagogic practices that can lead to the development of broad digital literacy, to develop a framework for the description of curricula in terms of the Information/metaknowledge they encompas, to develop curriculum in information technology.
Production of guidelines for curriculum action (reform, the design of teaching schemes or individual learning activities). They will be supported by replicable exemplar activities across curricular contexts which explicitly develop metaskills and metaknowledge in the design and development of modelling activities and communicative multimedia capable of being taught within the framework of education systems in member states. These case studies and guidelines will also be re-framed as professional development of teachers.
Diessemination activities: seminars for stakeholders, a face to face and video-streamed symposium with the capability of synchronous and asynchronous participation over the internet, recommendations for policy and practice (on paper and web) and a range of networking activities.
Target groups: policy makers, teachers and other educators and the producers of digital resources. Primary, secondary and vocational education learners.
Duration: 24 months
Production of guidelines for curriculum action (reform, the design of teaching schemes or individual learning activities). They will be supported by replicable exemplar activities across curricular contexts which explicitly develop metaskills and metaknowledge in the design and development of modelling activities and communicative multimedia capable of being taught within the framework of education systems in member states. These case studies and guidelines will also be re-framed as professional development of teachers.
Diessemination activities: seminars for stakeholders, a face to face and video-streamed symposium with the capability of synchronous and asynchronous participation over the internet, recommendations for policy and practice (on paper and web) and a range of networking activities.
Target groups: policy makers, teachers and other educators and the producers of digital resources. Primary, secondary and vocational education learners.
Duration: 24 months
Projektid
TV Programme for Students by Students on the Web
12 Detsember 2002
Web TV for Schools project aims at the development of the appropriate pedagogical framework for the introduction of methods of informal learning in the school curriculum.
In the framework of the project a network composed by technologists (University Departments of Computer Science and specialists in the field of audiovisual productions) together with pedagogues (University Departments of Pedagogy and Cognitive Science) and users (a network of European secondary schools) will develop a Web TV platform.
Students will collaborate in order to present to their virtual classmates programs created by themselves, promoting aspects of everyday life, school life, customs, monuments, cultural activities and events taking place in their countries. They will select an aspect of their country's culture to promote, will then collect the content and prepare the emission with the support of specialists in the field of audiovisual productions. The WebTV for schools learning environment will act as stimuli for intercultural dialogue between the schools participating in the project, as the starting point for discussion and exchange of ideas about culture, Europe, national and European identity.
The project will be implemented in two cycles of school centered work in a school network in six different countries that will also allow for an ethnographic research and evaluation of different attitudes against the use of advanced technologies in different cultures providing ways for intercultural dialogue to improve these attitudes.
The combination of Web TV, a low cost Internet access solution with basic communication capabilities offered by the Internet and a small number of high end computers with software widely used in the audiovisual world will provide teachers, students, parents and members of the local communities with access to expanded sources of information and common tools.
Duration: 24 months
Students will collaborate in order to present to their virtual classmates programs created by themselves, promoting aspects of everyday life, school life, customs, monuments, cultural activities and events taking place in their countries. They will select an aspect of their country's culture to promote, will then collect the content and prepare the emission with the support of specialists in the field of audiovisual productions. The WebTV for schools learning environment will act as stimuli for intercultural dialogue between the schools participating in the project, as the starting point for discussion and exchange of ideas about culture, Europe, national and European identity.
The project will be implemented in two cycles of school centered work in a school network in six different countries that will also allow for an ethnographic research and evaluation of different attitudes against the use of advanced technologies in different cultures providing ways for intercultural dialogue to improve these attitudes.
The combination of Web TV, a low cost Internet access solution with basic communication capabilities offered by the Internet and a small number of high end computers with software widely used in the audiovisual world will provide teachers, students, parents and members of the local communities with access to expanded sources of information and common tools.
Duration: 24 months
Projektid
Towards an Effective Use of ICT for Open Learning in Teaching of Physics in Europe
12 Detsember 2002
The ''ePhys'' project seeks to promote European cooperation among teachers, learners, and researchers on an effective use of ICT in the teaching of Physics.
''ePhys'' will combine successfull implementation of ICT in teaching Physics (computer based experiments, data-acquisition and processing, simulation modelling, video measurements, remote labs) with the flexibility of web based modules (open java like simulation) in a unified learning environment for open and collaborative learning in Physics.
The project focuses on :
-designing, developing and testing new educational resources
-identifying and establishing supportive conditions for enhancing the local (in school) infrastructure, the successful adaptation and transfer of innovative pedagogical approaches (e.g. open and collaborative learning using ICT)
-developing new learning activities based on OCT, that foster higher cognitive skills and aim at the well-known difficulties of conceptual understanding
-evaluating and documenting efficiency gains and added value for teaching and learning in secondary education
-disseminating improved methods and educational resources at regional, national and European level.
The target groups for the ePhys project are teachers at secondary schools, Pre- and In- service Teacher Training Institutions and National Physical Societies, and also students, who in classes or at home will use more tools to investigate, communicate and understand Physics and its application in modern society.
Duration: 24 months
The project focuses on :
-designing, developing and testing new educational resources
-identifying and establishing supportive conditions for enhancing the local (in school) infrastructure, the successful adaptation and transfer of innovative pedagogical approaches (e.g. open and collaborative learning using ICT)
-developing new learning activities based on OCT, that foster higher cognitive skills and aim at the well-known difficulties of conceptual understanding
-evaluating and documenting efficiency gains and added value for teaching and learning in secondary education
-disseminating improved methods and educational resources at regional, national and European level.
The target groups for the ePhys project are teachers at secondary schools, Pre- and In- service Teacher Training Institutions and National Physical Societies, and also students, who in classes or at home will use more tools to investigate, communicate and understand Physics and its application in modern society.
Duration: 24 months
Projektid
MATHS-EUROPE-ENCYCLOPEDIA
12 Detsember 2002
Its aim is to create a web data base and materials for the teaching and training of mathematics to remotivate their practise, by experimentation, games, and problems.
This objective will be met through a network of experts who will create and manage this data base.
Actitivities:
-setting up of the expert networks
-creation of the encyclopedic data base with about 10,000 problems, user-friendly exercices and games
Target groups:
-mathematic teachers, students and pupils interested in maths programmes and/or
unable to attend normal courses
Very large partnership belonging to a network promoting the study of mathematics in schools and universities.
Duration: 24 months
Actitivities:
-setting up of the expert networks
-creation of the encyclopedic data base with about 10,000 problems, user-friendly exercices and games
Target groups:
-mathematic teachers, students and pupils interested in maths programmes and/or
unable to attend normal courses
Very large partnership belonging to a network promoting the study of mathematics in schools and universities.
Duration: 24 months
Projektid
Formación, recursos y metodologías virtuales
12 Detsember 2002
The aim of this project is to define the profile of virtual mentor, providing tools, methodologies and methodological resources in a virtual training environment.
Its aim will be reached through the analysis and comparison of different training virtual action caried out in different countries as well as on the internet.
Activities:
-definition of the profile of the virtual mentor as well as his/her role in a virtual training environment. Analysis of the existing resources that the virtual mentor might use in a virtual classroom.
-design of on-line resources guide for virtual mentor evaluated at transnational level and electronically published in English and in partners' languages.
-design and implement a transactional and pilot training action on-line for virtual mentor.
Expected outputs :
-comparative study of the on-line training actions well as through Internet.
-description of the profile of the virtual mentor.
-comparative study of the training needs of the virtual mentor.
-guide of resource on-line for virtual mentor which will be published electronically
-on-line pilot course for virtual mentors of the participating countries in the project through the virtual campus of the co-ordinator. After evaluation of this experience it will be spread to the other countries of the European environment.
-an electronic publication of the study.
Target groups: at a first stage this project is addressed to mentors and teachers of continuous training, secondary education, superior professional training, education of adults and permanent training from partner countries. All the actors involved in ODL actions and activities related to ICT or other people interested in participating National and European institutions interested in the activities of ODL.
Duration: 24 months
Activities:
-definition of the profile of the virtual mentor as well as his/her role in a virtual training environment. Analysis of the existing resources that the virtual mentor might use in a virtual classroom.
-design of on-line resources guide for virtual mentor evaluated at transnational level and electronically published in English and in partners' languages.
-design and implement a transactional and pilot training action on-line for virtual mentor.
Expected outputs :
-comparative study of the on-line training actions well as through Internet.
-description of the profile of the virtual mentor.
-comparative study of the training needs of the virtual mentor.
-guide of resource on-line for virtual mentor which will be published electronically
-on-line pilot course for virtual mentors of the participating countries in the project through the virtual campus of the co-ordinator. After evaluation of this experience it will be spread to the other countries of the European environment.
-an electronic publication of the study.
Target groups: at a first stage this project is addressed to mentors and teachers of continuous training, secondary education, superior professional training, education of adults and permanent training from partner countries. All the actors involved in ODL actions and activities related to ICT or other people interested in participating National and European institutions interested in the activities of ODL.
Duration: 24 months
Artiklid
ICT against Urban Deprivation: the Digital Playgrounds
16 Jaanuar 2003
The Digitale Trapvelden (Digital Playgrounds) is a low-threshold computer club that targets not only the local youth but all residents of a certain neighbourhood.
They consist of Internet and computation centres implemented in the neighbourhoods. Their main objectives are:
1. To foster general ICT skills in order to fight the digital divide.
2. To improve the position of residents on the labour market position thanks to improved ICT skills.
3. To strengthen social cohesion or community building in problem neighbourhoods.
The Digital Playground is an initiative of Roger van Boxtel, the former minister of Large Cities Policy and Integration. The project is an addition to the Large-Cities Policy (Grotestedenbeleid, GSB) of the Dutch government, a large multi-annual development program. This is an integrated approach to urban deprivation in a larger sense, focusing on the urban economy and employment, the physical and the social infrastructure (Drewe et al., 2001).
Van Boxtel launched the digital initiative against urban deprivation in April 2000. The metaphor used to denote the policy intention is the digitaal trapveld (digital playground). This term was chosen because it refers to a place in the neighbourhood where people gather to practice, to learn from each other and to experiment.
The Digital Playgrounds in the Practice
There were 234 playgrounds in November 2002 in the 25 cities that make part of the GSB plus 5 “partial” GSB cities. 111 of them are co-financed by the Ministry of Internal Affairs (Schoutendorp et al, 2002). The cities carry out the projects, giving an own approach to the local digital playgrounds. A first evaluation to the playgrounds (Groeneveld et al, 2001) shows that two main approaches have been implemented:
1. The satellite model, which has a central large playground and many other different around it, trying to serve different target groups.
2. The prototype model that tries to establish playgrounds in nice locations, with the goal of serving as example for other new playgrounds.
The target groups for the digital playgrounds vary from city to city. Some cities have chosen for a wide access to all residents of a neighbourhood. Other cities choose, based on an analysis of the neighbourhood, for a specific target group. Most playgrounds are located in neighbourhood centres (46%), followed by libraries (22%) and schools (9%). There is an average of 9 computers per playground in total; which increases to 11 for the official playgrounds. The main users are the children and youth.
Almost all playgrounds have a large demand, and some work with waiting lists. They had an average of 3000 visitors during the last year (from September 2000 to Septembers 2001). They open an average of 39 hours per week, 32% of them open on Saturdays and 8% on Sundays. Almost 75% of the workers are voluntary workers. The ones with a salary are 12% and 8% receive a subsidy (Schoutendorp et al, 2002)
Many local initiatives have emerged from the digital playgrounds: a local online newspaper, email addressed for homeless people in Groningen (http://www.digidak.nl), follow-up education for former playground students, etc. There is also a network of Digitale Trapvelden that organizes meetings and study visits, makes dossier about important topics and gathers best practice examples. It maintains a website with publications about the experience (Digitale Trapvelden, 2002).
Two main partners finance the local projects: the involved cities local governments, and the Ministry of Internal Affairs. The global budget of the playgrounds in 2002 amounted 60 million euros. In 2001 the most motivated cities, Rotterdam, Emmen and Maastricht, received an extra financial contribution from the Ministry. Most cities have found external partners, with different levels of success. Different ICT firms, as Microsoft, Ordina, Cisco Sytems and Info’Products, contributed to the development of the playgrounds. Since the beginning there have been several organizations involved with the development of the local projects (Digitale Trapvelden, 2002), from which the main ones are:
1. Nederland Kennisland, The Netherlands Knowledge Land (KL), which promotes the development of the Netherlands as a key location in the international knowledge economy. KL creates and supports social projects in which ICT plays an important role. KL helps to organize of the spreading of the useful experiences among the different playgrounds. For this KL made a portrait of the playgrounds after their first year, and organized (with the IPP) a national conference on 7 November 2001.
2. The Instituut voor Publiek en Politiek, The Institute for Public and Politics (IPP) is a national organisation promoting social and political participation. The IPP organized the start conference on 6 April 2000. As the KL, the IPP helps to organize the spreading of good experiences among playgrounds.
3. SeniorWeb, an association that promotes the access of elderly people and their organizations to ICT and the Information Society. SeniorWeb is an independent and non-commercial network organization supported by the Ministry of Health, Welfare and Sports. Voluntary elderly people have been involved in the playgrounds giving courses to the elderly, for which they have developed their own material.
4. Technika 10 organizes courses and activities to promote technical skills for girls. Within its activities it has also established Internet Clubs for Girls. At present there are five Technika 10 organisations that have become Digital Playgrounds in Amsterdam, Utrecht, Nijmegen, Rotterdam and Breda and there are plans to establish new ones in other cities.
Results of two years of Digital Playgrounds
A recent survey held in 84% of the “official” digital playgrounds and 18 other from the Rotterdam e-initiative (Schoutendorp et al., 2002) is useful to give an idea of up to what extent are the playgrounds fulfilling their three main objectives.
The first objective, fostering ICT skills to fight against the digital divide, is for most playgrounds the most developed. The main data on this topic show the advancements in this respect:
1. 93 playgrounds give courses regularly (a total of 140 courses). The average price for a course is 24 euros (in 12 of them they are free), and the average duration 13 hours.
2. 14.732 people received courses in during the last year 83 of the official playgrounds that register the number of people following courses.
3. 22 of the playgrounds have developed own material for courses. These are 43 courses, from which 12 for children. Some of this material is available on the website.
The second objective, the promotion of the employment for the local population is not considered as important as the first, and as such it has been much less significant in its results. In 20% of playgrounds there are special activities or courses for job seekers. 17% of them give courses related to skills for the job market, 16% give courses for skills for job applications, 8% for the elaboration of a good CV, and 9% to other job-related aspects. Besides, 24% of playgrounds give courses for their own voluntary workers.
The third objective, the strengthening of social cohesion is better developed than the second, as there have been projects addressed to this topic in 50% of the playgrounds. 45% of them have special activities or courses for foreigners. There is a wide variety of projects, from making a website for the neighbourhood, to taking digital photos of the surroundings or related to Turkish and Moroccan food. Many city coordinators consider that this objective will take an increased importance in the future.
The final balance of the Digital Playgrounds experience, according to the facts that the survey presents and the opinion of the users, is highly positive. Originally it was thought that 32 digital playgrounds would be established, but the enthusiasm of neighbours and neighbourhood instances was so great that the number of playgrounds grew to 120 in November 2002 and almost doubled to 234 in November 2002. The city coordinators acknowledge successes in the fulfilment of two of the three objectives, and especially of the access to specific target groups that are normally difficult to be accessed by local instances. They also acknowledge bottlenecks and drawbacks in the aspects of finance, sustainability (the subsidy from the Ministry stops in 2003), insufficient voluntary workers, and limited professional advice.
The fruits of the Digital playgrounds are very positive, and there is still enthusiasm and space for much more activities for the neighbourhood and the neighbours. The multifunctional character of ICT makes it a useful tool for a great diversity of activities and goals. The fascination of children and youth for the new technologies guarantees the local demand. It becomes evident that the playgrounds satisfy a social need (Digitale Trapveleden, 2002) But there are uncertainties about the future of the project, which are related to the political uncertainties of the country. Let’s hope that this auspicious experience continues fighting against the digital divide and urban deprivation in the Netherlands. References:
Ana María Fernández-Maldonado website
1. To foster general ICT skills in order to fight the digital divide.
2. To improve the position of residents on the labour market position thanks to improved ICT skills.
3. To strengthen social cohesion or community building in problem neighbourhoods.
The Digital Playground is an initiative of Roger van Boxtel, the former minister of Large Cities Policy and Integration. The project is an addition to the Large-Cities Policy (Grotestedenbeleid, GSB) of the Dutch government, a large multi-annual development program. This is an integrated approach to urban deprivation in a larger sense, focusing on the urban economy and employment, the physical and the social infrastructure (Drewe et al., 2001).
Van Boxtel launched the digital initiative against urban deprivation in April 2000. The metaphor used to denote the policy intention is the digitaal trapveld (digital playground). This term was chosen because it refers to a place in the neighbourhood where people gather to practice, to learn from each other and to experiment.
The Digital Playgrounds in the Practice
There were 234 playgrounds in November 2002 in the 25 cities that make part of the GSB plus 5 “partial” GSB cities. 111 of them are co-financed by the Ministry of Internal Affairs (Schoutendorp et al, 2002). The cities carry out the projects, giving an own approach to the local digital playgrounds. A first evaluation to the playgrounds (Groeneveld et al, 2001) shows that two main approaches have been implemented:
1. The satellite model, which has a central large playground and many other different around it, trying to serve different target groups.
2. The prototype model that tries to establish playgrounds in nice locations, with the goal of serving as example for other new playgrounds.
The target groups for the digital playgrounds vary from city to city. Some cities have chosen for a wide access to all residents of a neighbourhood. Other cities choose, based on an analysis of the neighbourhood, for a specific target group. Most playgrounds are located in neighbourhood centres (46%), followed by libraries (22%) and schools (9%). There is an average of 9 computers per playground in total; which increases to 11 for the official playgrounds. The main users are the children and youth.
Almost all playgrounds have a large demand, and some work with waiting lists. They had an average of 3000 visitors during the last year (from September 2000 to Septembers 2001). They open an average of 39 hours per week, 32% of them open on Saturdays and 8% on Sundays. Almost 75% of the workers are voluntary workers. The ones with a salary are 12% and 8% receive a subsidy (Schoutendorp et al, 2002)
Many local initiatives have emerged from the digital playgrounds: a local online newspaper, email addressed for homeless people in Groningen (http://www.digidak.nl), follow-up education for former playground students, etc. There is also a network of Digitale Trapvelden that organizes meetings and study visits, makes dossier about important topics and gathers best practice examples. It maintains a website with publications about the experience (Digitale Trapvelden, 2002).
Two main partners finance the local projects: the involved cities local governments, and the Ministry of Internal Affairs. The global budget of the playgrounds in 2002 amounted 60 million euros. In 2001 the most motivated cities, Rotterdam, Emmen and Maastricht, received an extra financial contribution from the Ministry. Most cities have found external partners, with different levels of success. Different ICT firms, as Microsoft, Ordina, Cisco Sytems and Info’Products, contributed to the development of the playgrounds. Since the beginning there have been several organizations involved with the development of the local projects (Digitale Trapvelden, 2002), from which the main ones are:
1. Nederland Kennisland, The Netherlands Knowledge Land (KL), which promotes the development of the Netherlands as a key location in the international knowledge economy. KL creates and supports social projects in which ICT plays an important role. KL helps to organize of the spreading of the useful experiences among the different playgrounds. For this KL made a portrait of the playgrounds after their first year, and organized (with the IPP) a national conference on 7 November 2001.
2. The Instituut voor Publiek en Politiek, The Institute for Public and Politics (IPP) is a national organisation promoting social and political participation. The IPP organized the start conference on 6 April 2000. As the KL, the IPP helps to organize the spreading of good experiences among playgrounds.
3. SeniorWeb, an association that promotes the access of elderly people and their organizations to ICT and the Information Society. SeniorWeb is an independent and non-commercial network organization supported by the Ministry of Health, Welfare and Sports. Voluntary elderly people have been involved in the playgrounds giving courses to the elderly, for which they have developed their own material.
4. Technika 10 organizes courses and activities to promote technical skills for girls. Within its activities it has also established Internet Clubs for Girls. At present there are five Technika 10 organisations that have become Digital Playgrounds in Amsterdam, Utrecht, Nijmegen, Rotterdam and Breda and there are plans to establish new ones in other cities.
Results of two years of Digital Playgrounds
A recent survey held in 84% of the “official” digital playgrounds and 18 other from the Rotterdam e-initiative (Schoutendorp et al., 2002) is useful to give an idea of up to what extent are the playgrounds fulfilling their three main objectives.
The first objective, fostering ICT skills to fight against the digital divide, is for most playgrounds the most developed. The main data on this topic show the advancements in this respect:
1. 93 playgrounds give courses regularly (a total of 140 courses). The average price for a course is 24 euros (in 12 of them they are free), and the average duration 13 hours.
2. 14.732 people received courses in during the last year 83 of the official playgrounds that register the number of people following courses.
3. 22 of the playgrounds have developed own material for courses. These are 43 courses, from which 12 for children. Some of this material is available on the website.
The second objective, the promotion of the employment for the local population is not considered as important as the first, and as such it has been much less significant in its results. In 20% of playgrounds there are special activities or courses for job seekers. 17% of them give courses related to skills for the job market, 16% give courses for skills for job applications, 8% for the elaboration of a good CV, and 9% to other job-related aspects. Besides, 24% of playgrounds give courses for their own voluntary workers.
The third objective, the strengthening of social cohesion is better developed than the second, as there have been projects addressed to this topic in 50% of the playgrounds. 45% of them have special activities or courses for foreigners. There is a wide variety of projects, from making a website for the neighbourhood, to taking digital photos of the surroundings or related to Turkish and Moroccan food. Many city coordinators consider that this objective will take an increased importance in the future.
The final balance of the Digital Playgrounds experience, according to the facts that the survey presents and the opinion of the users, is highly positive. Originally it was thought that 32 digital playgrounds would be established, but the enthusiasm of neighbours and neighbourhood instances was so great that the number of playgrounds grew to 120 in November 2002 and almost doubled to 234 in November 2002. The city coordinators acknowledge successes in the fulfilment of two of the three objectives, and especially of the access to specific target groups that are normally difficult to be accessed by local instances. They also acknowledge bottlenecks and drawbacks in the aspects of finance, sustainability (the subsidy from the Ministry stops in 2003), insufficient voluntary workers, and limited professional advice.
The fruits of the Digital playgrounds are very positive, and there is still enthusiasm and space for much more activities for the neighbourhood and the neighbours. The multifunctional character of ICT makes it a useful tool for a great diversity of activities and goals. The fascination of children and youth for the new technologies guarantees the local demand. It becomes evident that the playgrounds satisfy a social need (Digitale Trapveleden, 2002) But there are uncertainties about the future of the project, which are related to the political uncertainties of the country. Let’s hope that this auspicious experience continues fighting against the digital divide and urban deprivation in the Netherlands. References:
- Digitale Trapvelden (Accessed December 2002)
- Drewe, P., Fernández-Maldonado, A. M. and Hulsbergen, E. D.: ICT and urban deprivation. Focus on the least connected (pdf format). Paper for the Conference "Social Inequality, Redistributive Justice and the City", Amsterdam, 15-17 June 2001.
(Accessed December 2002) - S. Groeneveld, N. van den Berg, and J. van den Steenhoven: Portretten van de Digitale Trapvelden. Een Tussenstand na het eerste jaar (pdf format). Paper for the Conference “Scoren op het Digitale Trapveld” Rotterdam, November 2001.
(Accessed December 2002) - Schoutendorp, M., van den Steenhoven, J. and S. Lenos: Monitor Trapveld Enquete 2002. Op weg naar duurzaam succes, November 2002.
Ana María Fernández-Maldonado website
Projektid
Educational Network Structure for Dissemination of Real Laboratory Experiments to support Engineering Education
12 Detsember 2002
Its objective is to develop an innovative structure that will permit the dissemination of real laboratory experiments to support engineering and science education in Europe.
Laboratory experiments are a vital part of engineering and science education, which have so far been considered impractical for distance learning. Also many institutions cannot afford to buy the expensive instrumentation needed to provide their students with a satisfactory range of modern engineering and science experiments. Recent advances in Internet/web technologies and computer controlled instrumentation presently permit net-based techniques to be utilised for setting up remote laboratory access to advanced instrumentation for students throughout Europe in a cost-effective manner.
The project will build upon the outcomes of previous projects in which prototype laboratories were realised and demonstrated. (Retwine www.retwine.net; Lab-on-web www.lab-on-web.com; RichODL virtual.cvut.cz/odl)
The proposed project will involve the creation of innovative solutions concerning the networking of partner laboratories, server technologies, access control, security, queuing, scalable user interfaces, and pedagogical approaches.
Outputs:
-micro electronics experiments
-laboratory exercices on line
-texbook for use of remote laboratory
Duration: 24 months
The project will build upon the outcomes of previous projects in which prototype laboratories were realised and demonstrated. (Retwine www.retwine.net; Lab-on-web www.lab-on-web.com; RichODL virtual.cvut.cz/odl)
The proposed project will involve the creation of innovative solutions concerning the networking of partner laboratories, server technologies, access control, security, queuing, scalable user interfaces, and pedagogical approaches.
Outputs:
-micro electronics experiments
-laboratory exercices on line
-texbook for use of remote laboratory
Duration: 24 months
Projektid
Welcome to the Global Village
12 Detsember 2002
Its objective is to encourage secondary teachers to use the internet as a pedagogical tool and to give them the competences to use the ICT in an intercultural context.
A website will be implemented and specific training for European teachers will be set up.
The website will be an information resource center for :
-information about intercultural awareness-raising projects (description of concrete projects, discussion groups, expert texts database, research partners)
-practical information about the use of Internet as educational tool : e-mail project management, pedagogic resources.
The training for teachers: to familiarize them to use the Internet during courses for intercultural projects and also to quality them to respond to specific racial hatred and incitement to violence on Internet.
This project is adressed to European teachers and trainers of teachers, lifelong education institutes, intercultural education associations that can have a multiplier effect.
Duration: 12 months
The website will be an information resource center for :
-information about intercultural awareness-raising projects (description of concrete projects, discussion groups, expert texts database, research partners)
-practical information about the use of Internet as educational tool : e-mail project management, pedagogic resources.
The training for teachers: to familiarize them to use the Internet during courses for intercultural projects and also to quality them to respond to specific racial hatred and incitement to violence on Internet.
This project is adressed to European teachers and trainers of teachers, lifelong education institutes, intercultural education associations that can have a multiplier effect.
Duration: 12 months