9/19/11. Connec&ng genera&ons Should kids take the lead? What do these ini?a?ves have in common?

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1 Connec&ng genera&ons Should kids take the lead? Yiannis Laouris Cyprus Safer Internet Center Cyprus Neuroscience & Technology Institute An An amazing book about how the whole universe conspires to create the right ambience for a child to grow up in. formerly Crea?ve Grandparen?ng Inc What do these ini?a?ves have in common? 1

2 Role reversal: Child- centered learning Child- centered learning is an approach to educa&on focusing on the needs of the students, rather than those of others involved in the educa&onal process, such as teachers and administrators This approach has many implica&ons not only for the educa&onal system and parents, but also for society Connec&ng genera&ons online Why? Connec&ng genera&ons online Why? IT IS ALREADY HAPPENING (YouTube - Publish Yourself, Child- centered educa?on etc) Because MOST learning happens outside of school Because they spend plenty of?me in cyberspace Because they wish their parents to stay in touch with what they are doing Because we have no choice, but to join digital era Because we have limited?me to engage with technology they way they do Because we wish to stay in touch with our kids Because we feel responsible for our kids educa?on Because we know we have valuable life experience to share 2

3 Can an immigrant ever feel as comfortable as a na&ve? Can a digital immigrant ever feel as comfortable as a digital na&ve? Connec&ng genera&ons online Older people have plenty of?me Have mobility barriers Could save costs Serves their wellbeing Provides independence Why? From the perspec?ve of the limita?ons of our educa?onal systems 1. The learning process happens only one direc?on. e- learning system student 2. The knowledge database expands exponen?ally and becomes outdated rapidly. If there is stuff on google, why should you stuff it in your head? Children are immersed in data and knowledge and in order to survive Internet they has have revolu?onized learned the to world swim Did we??? Youtube: Broadcast yourself! 5 th Interna?onal Conference Keeping Children and Young People Safe Online Α Ν Α Τ Ρ Ο Π Η Overthrow, overturn Upset Reversal, subversion 3

4 Findings: Education/economic disadvantage 27% of children have parents with lower secondary education or less: - fewer online risks but are more upset when they encounter risk - fewer digital literacy and safety skills than average - parents feel less confident in supporting their children online, receive less safety information from a range of sources, and are less likely to wish for more such information An Contribute towards closing the genera?onal & the economic gap! 25% of children have parents who do not use the internet: fewer online risks but are more upset when they encounter risk digital skills are even lower probably because fewer have internet at home - parents are less confident that they can support their child online, though they think they should do more - parents are less likely to get safety information from friends or family, and they especially wish their child s school would provide more such information - these children are less likely to turn to their parents when they experience something upsetting online EUKIDSONLINE Recommendations For children whose parents lack economic/cultural/educational resources, the challenge is to build digital skills and resilience given a relative lack of experience of the internet at home. It is important to increase the confidence of these parents, and to raise awareness that more safety knowledge would be beneficial. The child s school has a key role here as a trusted source. 7% of children use the internet less than once per week: - fewer online risks than the European average but more upset when they encounter risk - digital skills are very low they have only two of the eight skills we asked about - much more likely to tell someone, especially their parents or siblings, when they experience upsetting things online - their parents do not consider their children well prepared to cope with the internet, but they do not plan to do more themselves than the average parent, nor do they desire more safety information than others >10% of parents wish to learn from their children 15% of children would like their parents to show more interest in their internet use 53% of parents think they should do more in rela?on to their children s internet use. The absence of significant differences by age or SES is noteworthy Children think that only 1 in 3 parents knows what they do on the internet 3 in 1 Learn IT for free Relationship Empowerment 4

5 Schools deprive kids the right to talk Not convinced? Children could be their own best teachers if they just had someone around to listen to their ideas and arguments Schools allow very lijle?me for children s reflec?on and even less?me for teachers to listen Children rarely try out their thoughts on their teachers because they know: the teacher hasn t got the required?me the teacher hasn t got the pa?ence the teacher hasn t got the ability to reserve judgment But when children are allowed to devise and pursue ac?vi?es in which they are interested, they naturally generate ideas, hypotheses, and ques?ons. They are ready to learn from their own ideas if we can find a way to help. But grandparents? Connec&ng genera&ons online How? Just go an extra mile! Any?me anywhere.. 5

6 9/19/11 Plenty of examples Internet is something for Senior Citizens! The challenge is in our side! Handbook for trainers and senior citizens Barbara Buchegger Gefördert durch die Europäische Union Handbook for Senior Ci?zen and Trainers It s tough! tips didactics Content and links Cc by rogiro w w w. s a f e r i n t e r n e t. a t handout Marjolijn Durinck Connec?on Genera?ons! So, aper the successful pilot in 2010, in 2011: 30 schools, 30 libraries and 30 unemployment loca?ons (UWV) working together 1. UWV no?ces someone has no digital skills 2. They send them to the library where they can have a free internet course 3. High school students guide them through the course Project Digital Internship Dutch high school students are obliged to do an social intership: working 30 hours for society. The unemployment organisa?ons see digital illiterate umemployed people who have hard?mes finding a job in modern society September 19, September 19,

7 9/19/11 Cyprus ranked FIRST 27% of all children requested more parental mediation Teach children to protect themselves against the risks that comes with the Internet, using SimSafety game 79% of parents feel they should be doing more Have a correct behavior on line How to present themselves Correct interac&on with other avatars Protect themselves Repor?ng the bad ac?ons Asking help from parents, teachers Project description Explore parental attitudes towards internet dangers BEFORE and AFTER exposure to them Teams (child and an educator/parent) were asked to work together on completing online activities All activities recorded Parents required to keep diary answering several questions after each session and reflect upon the activities performed in the session InetRisks Changing AOtudes of Adults (parents) on Internet- Related Risks for Young Adolescents Part of InetRisks customized area in Second Life 7

8 9/19/11 Satisfaction (1/3) Satisfaction with time spent together All parents expressed great sa?sfac?on for the opportunity they had to spend?me with their children Learned new things Spend quality &me together Learned about their children and their world They had fun There were some reserva?ons Didn t learn anything new Reserva?on about the virtual world 8

9 Grounded Complexity in systems science HYPOTHESIS will The educa?onal processes is a self- organizing Force educational reforms system Improve family relations Emergence Make children tells us that happier new proper?es will show Support safety enormously 9