IFIP AGORA Initiative UNESCO PARTICIPATION PROGRAMME 20082009

------- ifip agora initiative unesco participation programme 2008-2009 - erc/rsc/pp section report on andil ---------------

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IFIP AGORA Initiative
UNESCO PARTICIPATION PROGRAMME 2008-2009 - ERC/RSC/PP Section
Report on ANDIL
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AGORA Network against Digital divide by means of Information Literacy
2008 -2009
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Team : Jan Wibe Chair (Norway)
Bernard Cornu (France)
Barbara Kędzierska (Poland)
Mike Kendall (UK)
Johannes Magenheim (Germany)
Raymond Morel (Switzerland)
Sindre Rosvick (Norway)
Tom van Weert (Netherland)
Table of Content
1.
Summary
2.
Background of ANDIL
3.
Aims
4.
Activities during ANDIL
5.
Outcomes of the project
6.
Evaluation and Recommendations
1. Summary
The project ANDIL is part of the AGORA Initiative for Life Long
Learning and focuses on the further implementation and sustainable
development of its Digital Divide ‘Studio – Atelier’ concept. ANDIL
aims at scaffolding a social network of local implementations of
ICT-related projects especially in developing countries which connects
experts, professionals and practitioners of different areas of
ICT-application in order to learn from best practice examples in
different regions. By exchanging experiences and obeying lessons
learnt with regard to the different context specific local
implementations of Information Literacy projects (Studios) an
evaluated generic concept for Information Literacy and sustainable ICT
integration in different application areas will be developed
(Atelier). This acquired knowledge can be used to implant new subject
related regional projects. Thereby, ANDIL contributes to Information
Literacy in different application areas in developing countries and to
the decrease of digital divide between developing and industrialized
countries.
2. Background of ANDIL
In 2006 TC3 started an initiative named AGORA – an academic meeting
place – to develop models for lifelong learning.
Lifelong Learning is about how workers and students use and develop
their knowledge work competence supported by e-competence. LLL action
plans take account of each LLL situation as a contextual situation
taking account of the level of access to ICT and the level of
e-readiness and e-maturity of the national society and or
organisation, dependent on cultural, social and economical context.
LLL is about new ways of learning and sharing of knowledge supported
by ICT. LLL when supported by effective action plans is a means to
close the digital divide.
The basis of the models was to create studios on a specific theme and
link studios together making ateliers. The idea was to facilitate
enhanced learning across projects and different groups believing that
this cross fertilisation can make a spin off for further developments.
See structure below:
 
It was arranged seminars bringing together experts and policy makers
to prepare local or regional activities including individual action
plans to deal with LLL issues.
The first seminar were situated in Poitiers in France (October 26th to
27th 2006) were several ideas emerged. It was decided to work out
three project proposals: “Digital solidarity (crossing the digital
divide)”, “An IFIPWIKI (as demonstration within IFIP)” and “IFIP
School on Lifelong Learning (in connection with WITFOR 2007)”.
Some of these were followed up and developed further in Seoul (4th to
6th June 2007). Implemented Studios: “Digital Divide”, “Cyber Teacher”
and “Croatian Studio (SME - small and medium enterprises)”
In Addis Ababa these initiatives were developed: “School and a
community transformation project using ICT” and “National computer
societies – the role of TCs”.
Each seminar had a group of moderators introducing the basic ideas of
creating studios and ateliers as well as giving input for the seminars
and guiding the process with the participants.
The target participants were professors, students, policy makers and
practitioners from the region and around the world who wanted to
develop or solve concrete LLL challenges making use of contributions
and expertise from IFIP.
The seminars lasted for 3 days. On the first day the concrete LLL
challenges were presented and common issues identified; models and
modes of working introduced. The following days the groups worked on
the action plans ending with conclusions and eventually action plans.
The AGORA seminar outcomes will be a concrete action plan to solve the
LLL problem and structures for future collaboration and knowledge
sharing.
3. Aims
Quotes from the ANDIL project description:
“2.4 The ANDIL-Triangle
In order to implement Digital Divide Studios which decrease the
digital divide by contributing to Information Literacy and Life Long
Learning Competencies of its participants the ANDIL project mainly has
to deal with three important aspects:
*
Selecting a key sector domain where LLL and IL should be
contextualized and where to gain local professionals and
participants who are willing to co-operate. AGORA conferences and
specific tracks of other IFIP-conferences could be events to
organize local co-operation as a first step towards a regional
Digital Divide Studio.
*
Finding domain related ICT experts and connecting them to each
other and the participants of the specific digital Studio. In
order to establish an international social network. International
Research Consortiums or IFIP with its different technical
committees and working groups can be an important source to
identify experts who meets the demands of the local stakeholders
of a specific Digital Divide Studio and who are willing to join a
project.
*
Organizing collaboration and co-operation through face to face
meetings and via web- based technologies for computer supported
collaborative working (CSCW) and Learning (CSCL). Besides
conferences Information ‘twinning’ and ‘sistering’ arrangements
between partners in developing and industrialized countries could
be helpful to initialize a regional Digital Divide Studio.
As the first implementation of a Digital Divide Studio deals with the
co-operation of business and universities in the subject area of
knowledge management and e-Learning other regional Digital Divide
Studio with similar topics could benefit most from its approach. Thus
business in the different regions of developing countries will be
motivated to establish strong national and international partnerships
with information providers and producers as well as with educational
institutions.
3. ANDIL Project Action Lines
To put the ANDIL-project into practice action in different areas must
be taken:
*
Organize workshops as special tracks within IFIP- or AGORA
conferences as focal points for emerging Digital Divide Studios.
In ANDIL-related workshops regional Digital Divide Studios should
be initiated. Co-operation between local practitioners, researcher
and educators and global experts should be arranged; e.g.
CSE-experts from different TC’s of IFIP, covering different
aspects of CS and Information Literacy according to the demands of
the regional stakeholders. An important role in this action line
must be attached to the IFIP WG 3.8 ‘Lifelong Learning’ and the
IFIP SIG 3.9 ‘Digital Literacy’.
*
Develop Social Networks of Experts and Practitioners which are
co-operating within a Digital Divide Studio. Enable exchange of
knowledge and experience between different Digital Divide Studios
by organizing face to face and virtual meetings applying Web 2.0
technologies.
*
Participate in the outcomes of international CS research projects
e.g. funded by the EU or OECD by connecting to their social
networks of professionals and through transmission of knowledge
according to the principals mentioned above. The EU projects
MATURE (http://mature-ip.eu/en/start) dealing with informal
learning and knowledge achievement in companies and e-start (http://www.estart-net.org/)
promoting Digital Literacy in Primary and Lower Secondary (K-9)
education in Europe can be partners for this kind of ANDIL
activities.
*
Provide a moderated web-based platform for purposes of information
exchange and the needs of CSCW in locally distributed working
groups. In order to minimize travelling costs and for the needs of
synchronous and asynchronous collaborative working the following
features should be available: Video-conferencing tool, Wikis,
Blogs, LCMS, Awareness Functionality, RSS, Chat, Streaming Video
and Audio.
*
Project Evaluation mainly has to be done by criteria oriented
discussions within and between people who are acting in the
different Digital Divide Studios. The concept of action research
provides us with effective tools in order to improve the practice
of the Studios. Furthermore, it will be helpful to offer the
communities of practice in the Studios web-based evaluation tools
which may gain some quantitative data. This data may be used to
support a more general overall assessment of the Projects.
*
Scaffold a Digital Divide Atelier based on the experiences of
several Digital Divide Studios as a co-ordinating and supporting
clearinghouse for the Studio’s activities including technical
support with Web 2.0 technologies.
Thus, foster a sustainable development of each regional Digital Divide
Studio and the assigned Atelier.”
4. Activities during ANDIL
Each event is reported and documented with presentations at the TC3
website: http://www.ifip-tc3.net/rubrique.php3?id_rubrique=50.
Each seminar has a concluding report as well as other relevant
documents. These reports are attached to this document. Below is a
table presenting each event:
ANDIL events vs objectives
(date and location)
Krakow
Kuala Lumpur
Milano
London
New Delhi
May-08
July-08
sep-10
nov-08
March-09
KRAKOW 2.0 model : IMPLEMENTATION of Agora "Atelier-Studios"
LYICT 2008 : ICT and Learning in the Net Generation
Learning to live in the knowledge society
e-START International Conference on Digital Literacy “Pursuing Digital
Literacy in the 21st Century: Reconstructing the School to provide
Digital Literacy for All”
Workshop AGORA at Bharti School of Telecommucations Management,
Department of Computer Science & Engineering, Indian Institute of
Technology, Hauz Khas, New Delhi 110 016
1.
Ateliers and Studios
X
X
P + L
P + L
X
(elaboration of drafts scenarios
2 core groups
and / or implementation)
2.
Learning environments
x
X Wiki
P + L
P + L
X 2 different
types
3.
Strategy of Learning
X on TE
X
P + L
P + L
4 papers
4.
Community building
X
X
X
X
X
5.
e-Inclusion
x equity
X
X
X democracy
6.
Involvement
NGO, TE and HE
Teachers,
Teachers,
Teachers,
Software eng.
practitioners
professors
professors
professors
PH degrees
researchers
Decision Makers
Decision Makers
Decision Makers
and masters
Adminis- trators
Adminis-trators
administrators
Dep. Of man-
Industry
practitioners
anagement studies
Remarks:
Linked with
UNESCO Institute for
LLL
Linked with
an IFIP open
conference
Included in
WCC 2008
Linked with
EU project
Before IFIP
Board
URL cf.below links with the N°
1
2
3
4
5
ANDIL events vs objectives
(date and location)
Lisboa
Leiden, NL
Bento
Gonçalves Brazil
Hanoi
Krakow
April-09
June-09
July-09
August-09
October-09
Presentation at m-ICTE’2009 V International Conference on Multimedia
and ICT in Education
ICE 2009 - International Conference on Concurrent
EnterprisingCollaborative Innovation: Emerging Technologies,
Environments
and Communities”
AGORA inside WCCE’2009 paper session,5 workshop and one panel
AGORA inside Commission EDUCATION WITFOR '09
Changes in Education Nowadays : Digital Potential versus Cognitive
Traps - Key Competencies in the Knowledge Society for e-Inclusion
1.
Ateliers and Studios
presentations
P + W
X
P + L
X
(elaboration of drafts scenarios
improvement of New Delhi’s
and / or implementation)
scenarios
2.
Learning environments
P
P + W
X
P + L
X
3.
Strategy of Learning
P
P + W
X
P + L
X
A
4.
Community building
P
P + W
X
P + L
X
5.
e-Inclusion
X
X .improvement of 2007 Addis Abeba scenarios
X public educat versus democracy
6.
Involvement
Teachers,
professors
Decision Makers
administrators
educ. Resource
provider
bussiness
bussiness
industrialist
Adminis trators
dec. Maker
TE
Teacher education
Researcher
decision Maker
bussiness
educ. Resources
provider
Practitioner
Teacher education
Researcher
decision Maker
bussiness
educ. Resources
provider
Practitioner
politicians
Minister, HE, EU coherance Teacher education
Researcher
decision Maker
bussiness
consultants
provider
Practitioner
politicians
Remarks:
Linked with
EU R
Linked with EU
project
Linked with
UNESCO
office in
Montevideo
URL cf.below links with the N°
6
7
8
9
10
X: Highly presented and discussed
x: Was mentioned during presentation
TE: Teacher education
HE: Higher education
NGO: Non governmental organisation
LLL : Lifelong Learning
R : Research
EU : European Union
P : Presentation
L : Lecture
W : Workshop
Each event is documented by a web site :
1
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=57
2
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=58
3
http://www.ed-l2l.itd.cnr.it/programme.html
4
http://www.estart-net.org/index.php?option=com_content&task=view&id=129&Itemid=84
5
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=61
6
http://www.formatex.org/micte2009/
7
http://www.ice-conference.org/
8
http://www.ifip-tc3.net/article.php3?id_article=175
9
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=63
10
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=67
All documents, presentations during events and studios can be found at
the TC 3 website:
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=50
5.
Outcomes of the project
According to the previous work done in 2006 and 2007, the ouputs of
ANDIL are at level :
*
Methodology
i.
2008 Seminar - May 4-6, Krakow - Poland ==> KRAKOW 2.0 model
: IMPLEMENTATION of Agora "Atelier-Studios"
http://www.ifip-tc3.net/IMG/doc/ReportKrakowAgoraSeminar.doc
*
Documentation and References
i.
2008 Seminar - May 4-6, Krakow - Poland ==> KRAKOW 2.0 model
: IMPLEMENTATION of Agora "Atelier-Studios"
http://www.ifip-tc3.net/article.php3?id_article=185
ii.
2009 Agora Workshop - 2-4 March, New-Delhi – India
http://www.ifip-tc3.net/article.php3?id_article=192
iii.
2009 Workshop - July 27-31, Bento Goncalves - Brazil
iv.
http://www.ifip-tc3.net/article.php3?id_article=175
v.
WITFOR’2009 - August 26-28, Hanoi – Vietnam
http://www.ifip-tc3.net/article.php3?id_article=174
vi.
2009 Seminar in Krakow, 28-30 OCTOBER
http://www.ifip-tc3.net/article.php3?id_article=207
*
Working groups reports
i.
2008 Open and Working Conferences - July 7-10, Kuala Lumpur
– Malaysia
http://www.ifip-tc3.net/article.php3?id_article=216
ii.
2009 Workshop - July 27-31, Bento Goncalves – Brazil
http://www.ifip-tc3.net/article.php3?id_article=175
iii.
2009 Seminar in Krakow, 28-30 OCTOBER
http://www.ifip-tc3.net/article.php3?id_article=208
*
Presentations
i.
2008 Seminar - May 4-6, Krakow - Poland ==> KRAKOW 2.0 model
: IMPLEMENTATION of Agora "Atelier-Studios"
http://www.ifip-tc3.net/article.php3?id_article=185
ii.
2008 Open and Working Conferences - July 7-10, Kuala Lumpur –
Malaysia
http://www.ifip-tc3.net/IMG/jpg/LYICT-Image-2.jpg
iii.
Learning to live in the knowledge society
http://www.ifip-tc3.net/article.php3?id_article=177
iv.
Welcome to e-Start (project of the month! - December 2008,
elearningeuropa)
http://www.estart-net.org/
v.
2009 Agora Workshop - 2-4 March, New-Delhi – India
http://www.ifip-tc3.net/article.php3?id_article=192
vi.
2009 Agora - Presentation at m-ICTE’2009
http://www.ifip-tc3.net/article.php3?id_article=197
vii.
ICE 2009 : « Collaborative Innovation: Emerging Technologies,
Environments and Communities »
http://www.ifip-tc3.net/article.php3?id_article=197
viii.
2009 Workshop - July 27-31, Bento Goncalves – Brazil
http://www.ifip-tc3.net/article.php3?id_article=175
ix.
WITFOR’2009 - August 26-28, Hanoi – Vietnam
http://www.ifip-tc3.net/article.php3?id_article=174
x.
2009 Seminar in Krakow, 28-30 OCTOBER
http://www.ifip-tc3.net/article.php3?id_article=207
*
Scenarios (Studios)
i.
2009 Agora Workshop - 2-4 March, New-Delhi – India
http://www.ifip-tc3.net/article.php3?id_article=196
ii.
2009 Workshop - July 27-31, Bento Goncalves – Brazil
http://www.ifip-tc3.net/article.php3?id_article=175
iii.
WITFOR’2009 - August 26-28, Hanoi – Vietnam
http://www.ifip-tc3.net/article.php3?id_article=174
*
Web sites
1
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=57
2
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=58
3
http://www.ed-l2l.itd.cnr.it/programme.html
4
http://www.estart-net.org/index.php?option=com_content&task=view&id=129&Itemid=84
5
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=61
6
http://www.formatex.org/micte2009/
7
http://www.ice-conference.org/
8
http://www.ifip-tc3.net/article.php3?id_article=175
9
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=63
10
http://www.ifip-tc3.net/rubrique.php3?id_rubrique=67
5.
Evaluation and Recommendations (from the “EVALUATION REPORT)
UNESCO project ERC/RSC/PP/4/08/NGO/IFIP/AZ/L-1430”
I Evaluation submitted (by name of Member State or INGO)
International Federation for Information Processing, IFIP
II Number and title of request :
================================
UNESCO PARTICIPATION PROGRAMME 2008-2009 - ERC/RSC/PP Section
ANDIL: AGORA Network against Digital divide by means of Information
Literacy, 2008 -2009
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III Evaluation of the project or activity implemented :
a) Purpose and objectives indicating the original goals or expected
outcomes as defined from the outset in the original project ;
Quotes from the ANDIL project description:
A: ANDIL-Triangle (see above in blue print)
A full report is attached. Details of the results are described in
this report.
b.
Benefits, major results obtained and impact of the project :
- Were the expected results fulfilled?
Yes.
*
Were there modifications made to the initial objectives(s) and the
factors that made such modifications necessary?
No modifications were made to the initial objectives.
b.
What difficulties were encountered and how were solutions found?
There were no major difficulties encountered.
b.
As a result of the project what was UNESCO’s visibility?
- Depending upon the nature of the project, did the Member State
publicize the activity by means of announcements in the
media/radio/television and/or posters?
UNESCO’s name was on all published materials by the organisers of the
seminars and conferences
- Was the public at large invited to participate or be present?
Yes, depending on the nature of the seminars and conferences.
- Were local non-governmental organizations implicated?
Yes – especially at WCCE 2009. See details in the full report.
b.
Was the UNESCO field office consulted? Did it assist in the
implementation of the project?
Yes in the case of WCCE 2009. See above
IV Were there or will be any follow-up ? Are there long-term plans as
a result of the project ?
Did this event reflect on what is needed in the Member State in coming
years in the fields of: education, culture, communication, science and
the social and human sciences?
Yes. A follow-up will be in other areas then LLL.
V Was the project also financed through other funding sources? Kindly
explain.
Yes – see financial report. Funding from IFIP funds.
RM/JW/06.03.2010
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