The Information and Knowledge Society offers opportunities for personal development, access and promotion in the labor market, cultural enrichment, learning autonomy and active citizenship. But at the same time its changing character and the huge amount of information of all kinds to which we are exposed make ICTs a new source of discrimination and creates inequities. Local initiatives are needed with actors such as the partners of this project so that this knowledge society is also a wellbeing society that promotes the social balance, inclusion and democratic participation. Our priority is to provide training and support to people with less access to ICT and/or low skilled adult population to overcome the digital divide, be autonomous in their daily life, give them the tools so that they can get access to learning opportunities. The association consists of a public adult education center, three NGOs, a private training and counseling center and a polytechnic university. We offer digital literacy programs to adult learners to avoid the risk of social exclusion, especially to disadvantaged groups and / or who have been left out of the formal training circuits. Twenty-five educators and about 525 learners are directly involved, although the impact at each institution level will cover all students, users, staff and teachers. The overall objectives are: 1. Share our experience in teaching ICT in a structured way through presentations on specific aspects such as methodology used, type of students, evaluation of the results obtained, evaluation, certification, classroom organization, technical aspects, etc. 2. To present the practices that each partner has had in different aspects of teaching ICTs such as: E-Government, Social Networks, e- mail, banking, shopping, etc. 3. To share the experiences in teachers training: How it is structured and how teachers training can be adapted to the permanent changes; what are the training needs of the staff, etc. We work collaboratively in a virtual environment created ad hoc for the project. In addition we will carry out two teacher training activities for teachers that will include a theoretical approach provided by external experts, a structured and planned exchange of our experiences and a structured stage of discussion and analysis. We will elaborate surveys to evaluate the validity and adequacy of different aspects of the process: Detection of training needs, expectations, instrumental level; Organization of time and space in the classroom; Technical aspects, operating norms in the classrooms; Dynamics of work in the classroom (timing of activities, structure of sessions, ...); Methodological approach (type of methodology used in classes, didactic tools, evaluation, contents, participation of students in the planning and evaluation of the process, etc.). The analysis carried out in these two transnational workshops will lead us to draw conclusions that will be shared and published. The Dissemination Plan foresee a direct impact at a local level, but the activities carried out and the experience gained will also reach other schools, training centers, NGOs and services at a regional level trough the dissemination activities addressed to the list of stakeholders. All of our institutions have been working for years in the field of digital literacy and hopefully will continue such task adapting and renewing ourselves in order to attend the demands of the population throughout a diversity of formal or non-formal plans. We want with this project to improve the quality of the educational plans that we offer and we will do it through a permanent teachers training process. The next step is the design of an innovation project in which we would produce a methodological proposal, after contrasting and testing it in the different contexts, circumstances and richness of a European partnership.
Objectives To share our experience in the teaching of ICT in a structured way through presentations of the different partners on specific aspects such as the methodology used, the profile of the students, the evaluation of the results obtained, the difficulties; the initial and continuous evaluation of the students, the certification of the skills and knowledge acquired, the organization of the classroom and the class sessions, the technical aspects (software used, types of network used, etc.), etc. Analyze, discuss, compare these experiences, draw conclusions and disseminate the results of this process. Propose a common methodological approach. 2. To present the practices that each partner has had in different aspects of ICT teaching, such as: e-government, social networks, email, e-banking, shopping, etc. Compare, analyse achievements and difficulties, propose an updated list of basic contents, draw conclusions and disseminate the results. 3. Share experiences in teacher training: How it is structured and how it adapts to continuous changes; What are the training needs of our staff, how we detect them; Analyze, compare, discuss and propose a training model that each partner can adapt to their own circumstances. Number and type/profile of participants: Four partners: A support and social integration centre for immigrants (Belgium), an association of adult education teachers and trainers (Czech Republic), an NGO supporting regional social integration and development initiatives (Germany) and a public adult education centre (Spain). All partners have been offering digital literacy programmes to the adult population in order to avoid the risk of social exclusion, especially to disadvantaged groups and/or those who have remained outside the formal training circuits. It has been a sufficiently diverse transnational association so we have been able to share our experiences in this field and at the same time lay the foundations for a future innovation project. The partners of this project have different degrees of experience in teaching ICT and most of them also have experience in the use of technological resources in different areas of teaching and learning. However, most have not had the opportunity to learn about other models, methodological approaches and experiences in this field. This association has undoubtedly meant a change in the way each member works, as each of the models has faced other points of view, other similar experiences, and have ultimately enriched all participating institutions. The work of all through the tools of collaborative work (Google Drive) and the use of this platform by students and users, has been a factor of innovation for the members of this association. Likewise, the teachers and volunteer monitors have learned about new digital tools that have been adapted, applied and developed locally. In order to achieve the above objectives, each partner endeavoured to work in depth on an example of good practice in the field of digital literacy. Thus, in the first TTL activity, the Spanish partner presented the "Audioguides" project, a product elaborated by its students in the ICT initiation classes. He presented this project in detail, emphasizing the methodology used. This TTL involved not only members of the associated institutions but also adult education teachers, staff of teacher training institutions and representatives of the educational administration at the level of the province of Cadiz. In addition, in the workshop held within the framework of this TTL, the European participants not only learned step by step how the Spanish partner works teaching ICT, but also learned in the field how the "Audioguide" project had been carried out and complemented it by translating into their respective languages and recording the audios to extend the final product of an audioguided route through the town of Ubrique. This way of working by projects, involving the students in the elaboration of a useful and significant final product had a great impact since the three partners later developed different ideas as a result of what they learned in this TTL. In the second TTL, it was the other three partners who presented their examples of good practices: the partner from the Czech Republic presented an example of good practices on integrative methodology; the Belgian partner showed us its method of individualized attention (DigiLabo) and in the workshop prepared by the German and Belgian partners, they presented us with a technique (Personae) to better know the profile of the user/student.