Learning Module title: Promoting ICT with migrants in the ICT centre

Transcription

1 Learning Module title: Promoting ICT with migrants in the ICT centre Position within the curriculum: Stage 2 (consolidation) / Category 2 (Methodological skills in working with groups of participants) Entrance Profile of students: Minimum 6 months experience in a job/volunteer engagement with migrants/refugees and/or Minimum 6 months experience as e- facilitator for social inclusion Knowledge: Basic knowledge of ICT centres environment Basic knowledge of immigrationrelated main issues Skills: ICT standard skills (office, multimedia) Basic team-working skills Competences: Basic target-oriented/intercultural communication skills Capability to plan activities for vulnerable groups Output Profile of students: Knowledge: Skills: Competences: e-facilitator for migrants social inclusion Basic knowledge of the international and national migratory history and present context Ability to analyze the available sources of information on migrationrelated topics Critical use of the available sources of information on migration-related topics Knowledge of the potential role of an ICT center in promoting migrants' integration and intercultural dialogue Ability to perform e-facilitation tasks with an intercultural approach Ability to facilitate migrants access to Design, realization and promotion of ICT activities addressed to migrants Teaching how to use ICT tools for

2 Basic knowledge on conflict management in intercultural contexts Basic knowledge of immigration laws and administrative procedures, integration processes and available services Intermediate knowledge of migrant women integration processes: difficulties, needs and opportunities services through ICT Ability to integrate a gendermainstreaming approach in performing e-facilitation tasks immigration-related administrative procedures and e-services Title of the Learning Units Duration Learning aims/outcome Learning Contents (What is taught) Pedagogies and Educational Methods (How) Techniques, Instruments and Materials Learning Unit Actors (Who) Evaluation Introduction Unit 1 week available 1 hour of mandatory minimum dedication - To familiarize with the learning environment: - To familiarize with the platform and its functions; - To understand the overall objectives, - use of the platform - how to complete student personal profile; - management of interactive tools; We offer to the student the opportunity to access to the platform a few days before the starting of the module, in order to provide him/her relevant information about the functioning of the platform and the structure of the module. The Introduction READINGS: Methodologic readings: - Goals of the module Target of the module - Module structure and methodology Students and tutors No evaluation is foreseen. The Introduction Unit is a start-up unit aimed at facilitating the learning process that starts with

3 contents and methodology of the module; - To understand tutor's role; - To understand the evaluation system and criteria. - relational skills for the communication with students and tutor. Unit is a start-up unit aimed at facilitating the learning process that starts with Unit 1. The only mandatory tasks of the Introduction Unit are: Introduce oneself in the Introduction Forum ; Complete ones personal profile; Consult the Bulletin Board and the Introduction forum to read the messages from the tutor/other students. Tutor's role: the tutor is present in the platform and has to introduce him/herself in the Introduction forum and to post a Welcome message in the Bulletin Board. Nonetheless, it is suggested to avoid direct interactions with the students in order to encourage their spontaneous participation (see also the Evaluation column). Tutorship of the Module Overview of the learning contents readings: - Module plan - Contents of the module Technical readings - Platform users' guide - Detailed instructions on how to complete the profile - Forums - Personal and technical requirements COMMUNICATION AND INTERACTIVE TOOLS: - Bulletin board and news - Presentation forum Unit 1. It is also an instrument to verify students' motivation in order to prevent drop-outs. Therefore, selected students that don't access the platform during the Introduction week are substituted with enrolled students in the waiting list.

4 Unit 1: Migration: getting oriented and developing critical thinking 1 week available 5 hours of mandatory minimum commitme nt - To provide a reference framework on international migration and to introduce the national situation - To evaluate the reliability of sources of information and analyse data and to use of e-tools to build a set of reliable sources of information - To develop a critical thinking, distinguishing real/actual facts from mediatic/political ones - History of migratory phenomena, typologies, trends, policies and problems. - National migratory history and context, highlighting similarities and differences with the international one - Analysis of the arguments most commonly used in favor and against immigration - Presentation of the most common stereotypes and prejudices on immigration/migra nts This Unit is built on a three levels methodological approach: 1.Theoretical/Didactic: it provides neutral contextbased information 2.Interpretational: it provides oriented positions on the phenomenon and elements to deconstruct them 3.Critical: it stimulates personal interpretation and elaboration Reading: Il fenomeno delle migrazioni internazionali (The international migrations phenomenon) Reading: L'immigrazione in Italia (Immigration in Italy) Video: Immigrazione in Italia: è una risorsa o una minaccia (Immigration in Italy: is it a added value or a threat?) Reading: Mandiamoli a casa, i luoghi comuni (Send them back home, the prejudices) Reading: I media e la guerra alle migrazioni (Media and war on migrations) Video: Tutorial Delicious Optional Reading: Manifesto del FSMM (Final declaration of the WSFM) Optional Video: La puntata Migranti del programma Presa Diretta (the episode Students and tutors Task 1: Costruire un network con Delicious (Building a network though Delicious): group work aimed at bulding a data base of reliable sources of information and useful links. Task 2: L'immigrazione nei media (Immigration in the media): individual work asking to explain how the mediatic perception of immigration affects the daily work in the ICT center. Forum: Le notizie più attuali (The most recent news): Select and share the most

5 - Concrete elements, data, facts to invalidate each of these stereotypes and prejudices Migrants of the TV show Presa Diretta ) recent news on immigration Self Evaluation Questionnaire Unit 1 Unit 2: Let's meet! 1 week available 5 hours of mandatory minimum commitme nt - To develop targeted promotion strategies for the ICT center - To refine the role of the e-facilitator for social inclusion in an intercultural context/with an intercultural approach - To promote an exchange among students on conflict management strategies - Examples and ideas of customized social and cultural activities - Techniques for promotion and advertising of the ICT centre's activities - Guidelines on how to act as e- facilitator with migrant users - Techniques for conflict management in intercultural context Unit 2 contents are closely linked to everyday work in intercultural ICT centre. The pedagogical approach is practical-theoretical and aimed at encouraging the exchange of good practices and the collaborative learning. For each theme (promotion strategies, role of the e- facilitator, conflict management) the unit provides an introductory reading presenting the main concepts and concrete examples, followed by a task and/or forum to apply knowledge/skills acquired. Reading: Elementi di marketing interculturale (Basic notions of intercultural marketing) Reading: Il cinema, un linguaggio multiculturale (Cinema, a multicultural language) Video: Intervista a Dagmawi Yimer (An interview to Dagmawi Yimer) Reading: I facilitatori, un supporto all'inclusione digitale (The facilitators, a support to e-inclusion) Reading: da Gestione dei conflitti e mediazione interculturale Conflitti e comunicazione interculturale (Parte III): La gestione dei conflitti in chiave interculturale e La Students and tutors Mandatory tasks Task 1: Promuovere il centro TIC (To promote the ICT Centre): individual work aimed at elaborating a targeted strategy to promote the center among migrants Forum: Risoluzione dei conflitti (Conflict management): sharing and exchange of good practices

6 comunicazione interculturale attraverso il cinema (from Conflict Management and Intercultural mediation - Conflict and intercultural communication (Part III): Conflict management with an intercutural view and Intercultural communication through cinema Optional Reading: L'educazione interculturale verso l'educazione transculturale (The intercultural education towards transcultural education) Optional Reading: La musica: uno strumento per approcciare le nuove tecnologie da una prospettiva interculturale (Music: an instrument to Self Evaluation Questionnaire Unit Optional Task: Creare de editare video (To create and edit videos): individual work aimed at creating a video and uploading it on the module's youtube channel Optional Task: Podcast: uno strumento di apprendimento (Podcast: a learning tool): Realise an activity with at leat 1 out of 4 podcast software presented in the optional reading

7 approach ICT in an intercultural perspective) Optional Reading: Radio 2.0, audio e podcast (Radio 2.0, audio and podcast) Optional Video: Introduzione ad Audacity (Introduction to Audacity) Unit 3 Identify and meet migrants' specific needs through ICT 1 week available 5 hours of mandatory minimum commitme nt - To identify migrants' integration needs - To elaborate viable responses to these needs within the ICT center - To use ICT to simplify the e- facilitator task of supporting migrants access to services - Schematic process on how to plan and design the ICT centre activities on the bases of users' needs - List of the most common migrants' integration needs, related to administrative procedures and access to services - List of e-sources of legal/administrativ e information First of all, the unit provides a logical scheme presenting the process of designing targeted activities starting from users' needs. After that, the overall pedagogic approach is based on the idea that delicate issues as the immigration administrative procedures and the access to services imply the direct involvement of the final user. Therefore, the unit aims at giving to e-facilitators: a general overview of the immigration Reading: Identificare bisogni e difficoltà e modalità con cui il centro TIC può contribuire a soddisfarli/risolverli (Identify needs and difficulties and how the ICT centre may meet/solve them) Reading: Il computer facilita il lavoro su cartaceo: 1. I bisogni più comuni degli utenti migranti; 2. Procedure amministrative che il centro TIC può accompagnare; 3. Strumenti TIC e fonti di informazione online (How PC may help paper-based Students and tutors Mandatory tasks Task 1: Opportunità del territorio (Local existing opportunities): on the bases of the analysis of migrants' needs, compile a list of the existing opportunities and services to be used both by e- facilitators and by migrant users themselves Task 2: La

8 - Concrete examples of ICT tools to be used by the e-facilitator/the migrant user legislation and administrative procedures + sources of information suggestions on how to systematize these information through ICT instruments to make migrant final users aware and autonomous in the use of ICT tools activities: 1. Migrant users most common needs; 2. Administrative procedures that may be addressed in the ICT centres; 3. ICT tools and e-sources of information) URL: Il blog del circolo Arci Thomas Sankara: esempio di come spiegare le modalità di consultazione del portale immigrazione del Ministero dell'interno attraverso screenshots (The blog of the Arci club Thomas Sankara: example of explaination of the procedure to consult the immigration portal of the Ministry of Interiors through screenshots) Video: L'iniziativa di Africa Insieme: Intervista ad un operatore di Africa Insieme relativa a un incontro di formazione volto ad insegnare a lavoratori migranti e datori di lavoro come accedere alla tecnologia nella vita quotidiana (Technology in daily life): on the bases of 2 concrete situation, design of an activity where ICT learning helps to solve an everyday problem Forum: Identificare bisogni e difficoltà (Identify needs and difficulties): Sharing of knowledge and practices on migrant users' specific needs and activities to meet them Self Evaluation Questionnaire Unit 3

9 procedura on-line del decreto flussi (The initiative by Africa Insieme: interview to an operator of Africa Insieme relating about a training initiative aimed at teaching to migrant workers and employers how to access the online regularization procedure) Optional task: Attività per apprendere le lingue (Activities to learn languages): Design of a concrete activity to learn Italian using ICT and list of e-sources to be added to the Delicious used in Unit 1 Optional Forum: Kit di strumenti per la ricerca di lavoro (Kit of tools for job seeking): Collaborative learning exercise aimed at realizing a kit of useful instruments to facilitate migrants' job seeking in the ICT centre

10 Unit 4 Immigration, gender and ICT 1 week available 5 hours of mandatory minimum commitme nt - To integrate a gender perspective in the context of ICT intercultural centres - To become aware of the nonneutrality of ICT in a gender perspective - To explore the links between migrant women employability and ICT skills - Overview of the history of women rights in the public and international debate on human rights - Analysis of the socalled feminilization trend of international migration with a focus on the national situation - The condition of migrant women: the concepts of double exclusion and double exploitation - Diachronic overview of main schools of thought on women and technology Unit 4 is based on the idea that a gender approach is crucial in designing and realizing any social and cultural activity. Therefore, it provides a consistent historical framework aimed at orienting and supporting e-facilitators in integrating a gendermainstreaming approach in their daily activities with migrant users. For this reason, the Unit doesn't include any content/task related to specific activities addressed to migrant women. Otherwise, the Unit intends to promote a spontaneous debate among the students on how to integrate the acquired knowledge in their everyday practice. Reading: I diritti delle donne sono diritti umani (Women rights are human rights) Reading: Donne migranti (Migrant women) Reading: Genere e TIC (Gender and ICT) Reading: Donne migranti, TIC e occupabilità (Migrant women, ICT and employability) Students and tutors Forum: Prospettiva di genere (Gender perspective): exchange of ideas on gender, immigration and ICT Self Evaluation Questionnaire Unit 4 - Results of a cross-

11 country research on: 1. ICT skills and socio-economic integration of migrant women; 2. The role played by ICT trainings in the acquisition of other socio-cultural key skills; 3. The role played by thirdsector organizations in the life of migrant women Closing Unit 10 days available 5 hours of mandatory minimum commitme nt - To assess knowledge/skills acquired - To apply in a critical and transversal way knowledge/skills acquired during the whole learning path - To evaluate the - Final exam - Feedback Forum - Evaluation Questionnaire The final exam consists in a collaborative/cooperative learning exercise allowing the assessment of students' capability to use skills and competences acquired in each learning unit in an integrated and transversal way. It is aimed at evaluating work related skills (more than theoretical knowledge). Final Exam: Imagine to design "the ideal job guidance program" addressed to migrant women and provide its "business plan". In particular, answer to the following points: a. context analysis; b. target description and target's expected needs; c. general and specific objectives; d. activities to develop; e. Students and tutors The final exam counts for 50% of the final note. This 50% has to be attributed on the bases of the following criteria: coherence with the learning inputs (15 points), valorization of ICT based methodologies/to

12 adequateness of the learning module according to students The exercise has to be realized in groups of 5. The students themselves have to select their "final exam mates" during the 4 weeks of training (to foster interchange during the training and allow the constitution of groups of people sharing the same interests/ideas/projects/work contexts). After the deadline each group has to present its product to the virtual class and the tutor in the framework of a face to face session and/or online interactive session. Moreover, students will be proposed to answer a evaluation questionnaire on the module and to participate in a feedback forum. methodologies and tools to use; f. equipment/human resources/budget Feedback Forum: Students are invited to share their final impressions on the module and say good-bye to other students and to the tutor. Evaluation Questionnaire: Students are asked to fill in a semi-structured questionnaire evaluating the following dimensions of the received training: learning outcomes; role and career development; overall satisfaction with the module. ols (15 points), innovativeness and creativity (10 points), quality of the presentation (10 points). The remaining 50% is attributed on the basis of participation during the training (tasks submission and forum interventions).

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