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EuNIC
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Résumé

The aim of the EuNIC project is to promote throughout Europe a “concept oriented” approach to digital literacy, as opposed to a technology oriented one.

Objectives
* To identify a European shared approach to digital literacy taking into account the different national contexts and to instantiate it with different editions of the same course in partners’ countries.
* To design and develop ICT services for supporting participants during the courses on digital literacy
* To define a model for supporting teachers and tutors, and to instantiate it with ICT services able to create embryos of virtual ‘communities of practice’ for teachers and tutors.
* To develop methods and ICT based- tools aiming at supporting the participants after the course, so that the developed competences can be continuously stimulated and further strengthened.
* To define a transferability strategy describing how to extend the prototype to a larger scale within the countries involved in the project and possibly in other European countries.


EuNIC outcomes
The EuNIC project developed several products:
- Reports
* “The state of art of digital literacy in the partners’ countries – The specific local needs and possible targets”
* “EuNIC: towards the definition of a European approach to digital literacy”
* “Supporting the EuNIC teachers”
* “Defining a transferability strategy for EuNIC”
* “EuNIC ToL – online training course for EuNIC teachers”
* “First external evaluation report (January – February 2007)”
* “Second external evaluation report (March – June 2007)”
* “Third and final external evaluation report (June - July 2007)”
* “Fourth and final report”

- Learning and teaching materials
* EuNIC teacher materials
* EuNIC student learning materials
* 6 EuNIC pilot courses
* Dissemination materials
* English booklet
* project website

During the project six pilot courses were run. Every partner has delivered at least one edition, while the Greek partner has organized three courses. EuNIC courses are the final result of the transferability strategy with the translation (in English first, in each partner’s languages later) and the customisation of NIC teaching and learning materials. Some contents (e.g. sections concerning CD-ROM, folder compression and extraction, Internet and e-mail) have been fully revised and adapted for the EuNIC pilot courses. Moreover, teaching and learning materials have been modified according with different recipients/users needs.

During the project a network of partners increased both at a global level, with a EuNIC partners community, and at a local level. An another good result was the contribution of the project to the learning by interacting processes through cooperative and collaborative behaviours, with the aim to develop a critical and reflective attitudes towards a functional and responsible use of ICT.

Every EuNIC partner believes that the project can generate a “multiplier effect” for the development of the digital literacy competency in their countries, but there are still many things to do to define an official training standard and certification for the EuNIC teachers and to enforce the membership to the community of practices.

EuNIC teachers agreed with the possible contribution of the project to the realisation of further similar initiatives in their countries, but they pointed out that it will be difficult to propose EuNIC inside a national transferability plan.

EuNIC partners have to assure the formal acknowledgement of the EuNIC learning processes and products inside the international ICTs trainers community, by means of both the technical optimization of the EuNIC standard and the social consensus and recognition about the learning achievements (skills and competences). It has to be gradually built and developed also at an institutional level, by influencing the local government policies and the initiatives aimed at spreading digital literacy in the adult population.

Teachers have to become active promoters of its original conceptual approach among the other ICTs trainers, also in alternative/opposition with more tested and known models such as ECDL, also by animating the EuNIC virtual community with continuous communication and interaction and by realising shared practices to develop their identity and membership.

Description détaillée du projet

http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=7589&doclng=6

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