Description

In this project, we want to develop a new learning methodology based on digital storytelling promoting global citzenship amongst low skilled adult learners. The methodology adresses social workers, adult teachers and practioners who are working with the low skilled target group empowering them to European citizenship and advocacy about the real time problems they face related to the charter of human rights.

The target group is disadvantaged, low skilled people in formal and non-formal education, with a special focus on newcomers and refugees in Belgium and Italy and native adults in rural places in Spain.

We want to improve awareness about the European Charter of Fundamental Rights and European citizenship and at the same time provide a comprehensive methodology for adult trainers using digital storytelling as a way to facilitate discussion on societal issues.

During 2 pilot projects in each country, low skilled adult learners learn to tell and edit digital personal narratives based on a (personal) life event as a digital illustration to one of the Fundamental Rights. We choose for two different target groups: newcomers who don't now the host country and low skilled adults living for years in extreme poverty in rural places in Spain, because we think that the choice of topics assumed by the two groups could be similar or very different, so that is becomes an interesting issue to debate with teachers, social workers but also with the target groups.

During the last years, there is growing interest in Global Citizenship Education (GCE), signalling a shift in the role and purpose of Education towards forging more just, peaceful, tolerant and inclusive societies. UNESCO, in response to the increasing demand from its Member States for support in empowering learners to become responsible global citizens, has made GCE one of its key education objectives for the years 2014-2021. In the UNESCO publication “Global Citizenship Education: Preparing learners for the challenges of the 21st century” (UNESCO, 2014), Global Citizenship Education (GCE) is defined as “a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable”. GCE is a comprehensive approach to the challenges of the present globalized world, with an emphasis on individual and social responsibility and consequent capacity of action. It points out to the empowering of the individual, not only to the transmission of notions.

The pathways developped on CGE are now mostly adressed to young people. We want to develop a  CGE methodology to be used by teachers, social workers and other practitioners for low skilled adults , using digital storytelling. Results from the PIAAC survey on adult skills show that poor skills severely limit people’s access to better-paying and more rewarding jobs.  In all countries, adults with lower skills are far more likely than those with better literacy skills to report poor health, to perceive themselvesas objects rather than actors in political processes, and to have less trust in others.The report also finds that acquiring relevant skills is certainly key, but may not be enough to integrate successfully in the labour market. Skills must be used productively, not only to keep them from atrophying, but also to reap some of the intangible benefits of skills proficiency that contribute to adults’ general well-being.

A research group that studied future work (Davies, Fidler, & Gorbis, 2011) summarized the following skills as being the most important in the future: sense making, social intelligence, novel and adaptive thinking, crosscultural competency, computational thinking, new-media literacy,transdisciplinarity, design mindset ability,cognitive-load management, and virtual collaboration. Skills and abilities will be related to higher-level thinking,and social relationships that cannot be easily transferred to machines, and which will enable us to create unique insights, will be critical to decision making. Workers will require social skills that enable them to collaborate and build relationships of trust locally, as well as globally, with larger groups of people in a variety of settings. Digital storytelling provides the learning environment for learning these skills needed in the future. (Digital Storytelling for 21st-Century Skills in Virtual Learning Environments, Hannele Niemi1, Vilhelmiina Harju2, Marianna Vivitsou2, Kirsi Viitanen2, Jari Multisilta,Anne Kuokkanen)

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