Development of basic skills through technology rich environments to support youth low achievers lifelong learning

Marta Pinto, Manuela Terrasêca, Susana Coimbra, João Caramelo, LucieniaMartins, Gabriella Agrusti

Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto; Laboratorio di Pedagogia sperimentale of University Uniroma Tre

ticEDUCA 2014

PROJECT REF. NO. 543058-LLP-1-2013-1-IT-KA3-KA3MPThis project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Desenvolvimento de competências básicas através de Ambientes Ricos em Tecnologia, como suporte à aprendizagem ao longo da vida de jovens com baixo aproveitamento

Marta Pinto, Manuela Terrasêca, Susana Coimbra, João Caramelo, LucieniaMartins, Gabriella Agrusti

Faculdade de Psicologia e de Ciências da Educação da Universidade do PortoLaboratorio di Pedagogia sperimentale of University Uniroma Tre

ticEDUCA 2014

PROJECT REF. NO. 543058-LLP-1-2013-1-IT-KA3-KA3MPThis project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Introduçction

Methodology

Theoretical Framework

Highlights for project LIBE

Final Considerations

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Introduction

European project LIBE “Supporting Lifelong learning with ICT Inquiry-Based Education”

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Problem tackledEuropean countries dealing with issues deriving from low educational achievers(16-24) in literacy, numeracy and problem solving (OECD, 2013).

Reason 2:Young people are less frequently developing their skills through systematic self-study or formal e-learning training courses, and almost never with specific reference to digital competence, as the key information processing competence.

Introduction

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Reason 1:ICT represents a motivator to learn: free them from prejudices linked to their own gaps in preparation and, even if almost completely only for social and leisure reasons, it is pervasive in young peoples’ daily experiences.

Aim:offer innovative and effective e-learning solutions with specific focus on digital competences.

2.Social relevance that the problematic

takes.

1.Relevance of the problematic that

LIBE faces.

Introduction

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Establishes a theoretical ground that sustains project LIBE in 2 ways:

This paper presents one of its main contributions, the deliverable developed by the partners of LIBE project, entitled :“ICT key-competences review and project research framework definition”

STUDIESconducted with youth and young adults (16-24), exploring the relation between the key terms and ICT | AND/OR | digital competence.

KEY WORDS1.access to higher

education2.widening

participation3.Migrants4.information

processing skills5.Empowerment6.Unemployment| AND/OR |

7. early leavers8. low achievers in abstracts or topic.

Methodology

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DATABASES1. OECD - international

reports about youth and young adult skills and competences;

2.European Commission; Academic Search Complete -multidisciplinary domain;

3. PsycINFO - papers in psychology;

4.Education Source and ERIC - papers in education;

5. ProQuest Dissertations & Theses - academic works that could be unpublished.

Bibliographic Research

Theoretical Framework

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Levels of inactivity and unemployment are HIGHER

Youth and Young adults with lower levels of education and basic competences and skills

+who leave the education system or do not have an upper secondary qualification.

In some countries, employers reported shortages of basic skills (literacy, numeracy, problem solving in technology-rich environments) in the population (OECD, 2013).

students success in later life depended on possessing a wide set of competences (OECD, 2008)

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Theoretical Framework

• Cognitive skills and reflective thought processes

• Using tools interactively

• Interacting in heterogeneous groups

(Rychen & Salganik, 2003; Oates, 2003; OECD, 2013

• Basic ICT skills• Literacy• Numeracy• Managing information

in digital environments

Linked to• Problem solving in

technology rich environment

(PIAAC, 2013; OECD, 2013)

Competences and skills needed for people aged 16-24, with a profile of low achievers and at risk of social exclusion as a result of not having completed basic education levels and not having entered the labor market:

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Theoretical Framework

• Cognitive skills and reflective thought processes

• Using tools interactively

• Interacting in heterogeneous groups

(Rychen & Salganik, 2003; Oates, 2003; OECD, 2013

• Basic ICT skills• Literacy• Numeracy• Managing

information in digital environments(PIAAC, 2013; OECD, 2013)

LIBE PROPOSES TO CREATE AND IMPLEMENT

E-LEARNING COURSES

AIMED TO HELP YOUTH AND YOUNG ADULTS

(16-24) WHO STRUGGLE TO MASTER THESE

BASIC SKILLS.

Aware of the need to reduce the proportion of low achievers…

(…) conceptualizing LIBE e-learning courses as a ‘taster’ learning experience that can further encourage more engaging long-term courses applications suitable for both e-learning and face-to-face delivery.” (LIBE, 2014)

Highlights for LIBE

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Inefficacy of the standard responses necessary to find strategies to “(…) engage young people with short-term, adaptive, open access e-learning modules, in anonymity, and at their own pace, being free to choose when, where and why they are engaged in a particular learning path (…), provide learners with focused, provocative and imaginative programmes, developed in an interdisciplinary perspective on their interests and popular themes.” (LIBE,

2014)

The most relevant highlights from the research review raises awareness to:

Highlights for LIBE

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LIBE Courses foresees…

Cognitive strategies and contents for literacy,

numeracy, and problem solving skills in technology

rich environments (OECD; PIAAC).

“Computer and information literacy” that

integrates e-skills - ICT practitioner skills; ICT user

skills; and e-Business skills (European Commission, 2013).

Contributed for the process of selecting released items from most prominent and related large scale assessment surveys (such as PIAAC) build questions about e-skills and attitudes toward online learning, in order to build an entrance test that will allow to select the prospective LIBE e-learning courses learners.

Implication in the development of the next research phases involved creating a focus group protocol to assist in the process of hearing the voices of students who are low achievers (16-24), trainers and teachers of students’ low achievers. The focus group protocols integrate the topics: low achievers knowledge and skills; activities and most relevant skills and competences.

Final Considerations

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Definition of key-terms that will be used in the time span of the project:

Low achiever Key information

processing competences

Literacy Numeracy Basic skills

development within ICT

Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto - Centro de Investigação e Intervenção Educativas (CIIE)

Laboratorio di Pedagogia sperimentale of University Uniroma Tre

ticEDUCA 2014

PROJECT REF. NO. 543058-LLP-1-2013-1-IT-KA3-KA3MPThis project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Obrigada.

LIBEhttp://libeproject.it/

Marta Pintomartapcarvalho@fpce.up.pt