Dr. Christoph Kaletka & Dr. Bastian Pelka

Dr. Christoph Kaletka | Dr. Bastian Pelka | Cádiz | 20th Sep 2012ECER 2012 “The Need for Educational Research to Champion Freedom, Education and Development for All”

A new Job profile: E-Facilitators

Functional Hybrids between ICT Teaching and Community

Management

Dr. Christoph Kaletka & Dr. Bastian Pelka


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Starting with Realities: European need for eInclusion1. Eurostat 2012: ICT coverage in Europe is well developed

Coverage, access, usage

2. EC Digital Agenda Scoreboard 2011: lack of usage3. Education gap, generation gap, gender gap4. Bourdieu’s Capital theory seems to forecast widening gaps5. Raising need for an integrated eInclusion strategy6. Change of ICT policy over the last decade: from access to

usage policy framework for information society i2020, Riga Declaration on ICT for inclusive Europe 2006, Digital Agenda for Europe 2010


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A source for eInclusion: Blended learning spaces Variety of Blended Environments and Spaces: public

libraries, educational, cultural or welfare centres, telecentres, public internet points (PICs) Providers of ICT access and social integration Learning environment for disadvantages target groups Playing a key role in local societies, in towns, small

villages, deprived metropolitan areas Becoming a reference point for the development of

social cohesion and community building


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A source for eInclusion: Blended learning spaces Blended learning approach:

Use ICT / social media pedagogically („from teaching to learning“)

Disadvantaged target groups need offline support structures Using telecentres, internet cafes, cultural centres and libraries

for eInclusion approach Providing training for facilitators

Social innovation approach investigating on the social layer of innovation (paradigm shift) Social media as social innovation (user generated content), but

also place of innovation


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Key challenge: professionalisation of intermediaries

Level 1: On demand assistance

Passive role; the telecentre only reacts to user’s demand of help.

Level 2: Level 1 + Training

Provider of digital literacy training, the telecentre can also look for/attract the users and give a social orientation to his/her intervention.

Level 3: Level 2+ User empowerment

Provider of social inclusion services, the telecentre promotes the digital autonomy of the users and their achievement of personal goals taking advantage of the many resources available at the Information Society

Level 4: Level 3 + Active participation in community

Provider of community service-learning, the telecentre promotes the critical use of ICT and the engagement of the users with their local communities/social belonging groups through their active participation of community/social projects.


Project strand, LLP

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Telecentrelearning Content

Job skillsICT Skills

Source: „KC4all“, Grundtvig

Job profile: eFacilitator

Job skillsICT Skills

Source: „vet4e-I“, LdV

Community management

ElderlyYouthICT skillsrecognition

Source: „eScouts“, LdV

Professio-nalisation

HRKnowlegde Managementrecognition

Source: „…“

2009……………..2010…………….2011……………2012………………..2013…………..2014….. Transfer

Sustainability

Transfer to other countries

Source: „Trans eFacilitator“, LdV


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Perspectives and lessons learned (1)

ICT / social media have the potential to bridge gaps Accessibility + user empowerment (user generated content) Activation (political & cultural participation, employability)

ICT / social media have to be embedded in offline support structures with low barriers Pedagogics Organisational level Regional level

There is need for a professional profile to tackle these tasks There is need for further development of competences


The eFacilitator profile

The profile is closer to social work than ICT teaching Relevance of easy, low level ICT (Internet, social media,

chat) High demand for target group knowledge, motivation High demand for job skills knowledge Innovation: Combination of ICT + Job skills + community

building Taking advantage of PIC/library/etc. infrastructure

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Outlook

Challenge: Recognition of profiles Ongoing in six European countries Vocational or higher education pathway?

Challenge: labour market studies Challenge: provide sustainability and quality,

approach: further professionalization by knowledge management (“Academy”)


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Thank you !

Dr. Christoph Kaletka & Dr. Bastian Pelka

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