The ATLEC curriculum
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The document summarizes the ATLEC curriculum piloting process across multiple countries. It states that pilots took place in the UK, Belgium, Greece, and Italy to test the appropriateness and usefulness of the curriculum. Feedback was collected from trainers and learners. In the UK, pilots involved persons with disabilities and focused on foundation level units. Feedback indicated the content and lessons were clear but could incorporate more community aspects. Overall, piloting demonstrated that the curriculum was engaging learners and helping them understand ICT and ICT-AT applications.
The ATLEC curriculum
- 1. YES, I CAN! ICT AND ICT-AT SKILLS DEVELOPMENT FOR ALL FINAL SYMPOSIUM OF THE VIPI & ATLEC PROJECTS – 04/12/2013 THE ATLEC CURRICULUM EVERT-JAN HOOGERWERF (ON BEHALF OF THE ATLEC CONSORTIUM PARTNERS) 1 With the support of:
- 2. ATLEC PROJECT - OVERVIEW Aim: to facilitate the development of ICT-AT skills of persons with disabilities by making available a unified and validated curriculum, courseware, a trainers handbook and an ICT-AT Trainer job profile. Partnership: Oakfield School and Sports College (UK)-Applicant PhoenixKM BVBA (B)-Coordination University of Athens (GR) AIAS Bologna onlus (I) Greenhat Interactive Ltd (UK) Disability Now (GR) Time frame 01.01.201228.02.2014 Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 2
- 3. EXPLOITATION AND VALORISATION Stakeholders and gatekeepers Education Disability Employment ICT AT THEIR OBJECTIVES & NEEDS Strategies to facilitate uptake of project outputs: Appropriate communication Aim at usability in different contexts Flexibility and adaptability Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 3
- 4. ICT-AT SKILLS DEVELOPMENT (IN LLL PERSPECTIVE) Learning takes place at different moments in life and is supported by different stakeholders. Ecosystem based on person led process of personal development in case of disabity Policy makers The person and his/her needs-wishes are at the centre Aims of learning: -To become a skilled ICTAT user → success in education and employment -To become an ICT-AT expert → ICT-AT as a discipline Schools Vocational training centres Employers + self employment Carers AT training / Support needed Fig. 1 Disability and personal development Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 4
- 5. TOWARDS A UNIFIED CURRICULUM Variables to consider and where possible to include: Individual learning needs and prior learning Levels of learning Motivation and interest Context where the learning takes place Formal education – schools, vocational training centres, etc. Non-formal education – daycare centres, AT centres, workplace Informal learning– community, friends, peers, families Different ways of learning: face to face, self directed learning, distance learning, learning by doing, etc. Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 5
- 6. LEVELS IN LEARNING ICT AT learning Knowledge Skills Personal Outcomes ACCESS Awareness of Very basic skills personal AT solution FOUNDATION Basic knowledge of personal ICT AT solution Adequate skills Use with little for proficient use or no support INTERMEDIATE In-depth knowledge of personal ICT-AT solutions, including critical awareness Proficient skills Independent to increase one’s use level of activity and participation ADVANCED Wider knowledge of ICT AT solutions for different users Peer support, mentoring skills Use with support Support others Table 1. ATLEC levels of learning Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 7. UNITS 1. ICT – the digital society & SUBUNITS Units delivered at different levels: Access: 1&2&3 Foundation: 1&2&3 Intermediate: 1&2&3 Advanced: 3 ICT is everywhere ICT makes life easier Each unit and subunit lists learning outcomes, content and learning activities 2. ICT AT Assessment ----------- What is ICT AT? What is the impact of ICT AT? How is ICT AT acquired? ----------- Using ICT AT – How to use ICT AT Social and personal skills ----------- Participation in the ICT society Become a critical consumer Knowledge Skills Outcomes 3. Peer support – mentoring ICT & ICT AT (in-depth) Mentoring Teaching ICT AT Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 7
- 8. COMPETENCE Competence in ICT AT has been systematically described in a framework, in order to be able … to facilitate the design of learning paths within the curriculum to identify and pinpoint learning objectives in relation to other LOs to map and monitor progress in learning to lay the basis for the certification of competences in a lifelong learning perspective (outside the scope of this project) Competences/ personal outcomes Skills Knowledge and understanding Activity and participation ICT AT skills Knowledge about ICT AT Independence Other skills: Social and communication skills Other areas of knowledge or understanding Table 2. Overview of the ambits in the ATLEC “ICT AT Competence framework” Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 8
- 9. COMPETENCE FRAMEWORK – EXAMPLE (UNIT 2 – FOUNDATION LEVEL) Competences/outcomes Skills Knowledge Activity and participation ICT AT skills ICT AT factual knowledge and understanding To demonstrate that I can perform tasks in learning and work environments with some or no support. To demonstrate that I can communicate with others using my ICT AT device. To demonstrate that I can play games on my ICT AT device. To demonstrate that I can participate in social discussion forums and online discussion groups with facilitation and support. To demonstrate that I can enjoy more positive relationships. To demonstrate that I can perform small maintenance tasks related to the personal ICT AT solution. To demonstrate that I can recognise a malfunction on my ICT AT device. To demonstrate self assessment skills with some support. To demonstrate the different ways of using social media. Etc. Etc. To describe in own terms the concept of ICT-AT and how it relates to mainstream ICT. To list some categories of assistive technologies relevant for oneself. To describe the main features of one’s assistive solution using appropriate technical terms. To demonstrate knowledge and understanding of the different ways in which the device can be used. To demonstrate knowledge and understanding about potential dangers when using the internet and social media. To know who to contact when my ICT AT device has a malfunction or requires an update. Etc. Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 9
- 10. THE COURSE CONTENT Detailed description of the content issues addressed in the various units Activities and suggestions for active elaboration. To be adapted on the basis of the learning needs, learning level, way of learning, etc. ! Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 10
- 11. PILOTING In all countries involved pilots have been set up to test the curriculum (UK, Belgium, Greece, Italy) Appropriateness learning outcomes/levels Usefulness content Flexibility in delivery Not all countries test the full curriculum Choice and adaptation on the basis of: Target audience (incl. type of disability) Learning needs and interests (incl. prior learning) Type of education (formal, non-formal or informal) Context (school, vocational training centre, AT centre, community setting) Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 11
- 12. PILOTS - UK Target groups There are three piloting groups: 1. Oak Field School - 9 2. Former Oak Field School students (GHI led) - 6 3. Carlton Digby Special School – 5 Parts/levels of the curriculum tested Pre-Course Assessment ICT is everywhere ICT makes life easier What is ICT AT What is the impact of ICT AT How is ICT AT acquired Personalisation of ICT AT All above completed at Access Level Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 12
- 13. Group Reference: OFS User ID: 001 Example Lesson Evaluation Date of session: 4.11.13 Session Number: 2 Subunit: ICT is everywhere Key: 1 - Strongly agree, 2 - Agree, 3 - Disagree, 4 – Strongly disagree Statements How well were the learning objectives met? How well did the participants engage in the lesson/activities? 1 3 4 Comments Demonstrated good knowledge of ICT AT equipment in school. Engaged in the session and was able to identify objects that use ICT AT within a range of environments. How suitable was the overall content to the participants? How well was the content personalised to the needs of individual learners? 2 Had some difficulty matching ICT AT devices to their use Personalise appropriately through the use of photographs and symbols and individualised ICT How suitable were teaching methods/strategies and resources? How well did the participants demonstrate knowledge/understanding from previous lessons? Were concepts understood accurately? Adequate for the session The lesson plan was clear and simple to follow Easily adaptable to meet individual learning needs Accessing ICT AT equipment in the community would have benefitted the session e.g. ATM machine Learners built upon knowledge and understanding in order to meet the objectives in session 2. Some concepts were understood accurately and most learners were able to identify ICT AT equipment and key components of a computer. What went well? (Content materials, lesson plans, timings etc.) Learners engaged in discussion and enjoyed using and looking at different ICT AT equipment / devices. Learners demonstrated understanding that ICT AT plays an important role in their life both in and out of school. Future improvements: Even better if... Practical application and access of ICT AT out in the community would have been beneficial to further learner understanding. 13
- 14. PILOTS - UK Feedback collected Trainer feedback The content and lesson plans were clear, accessible and easy to follow Generally the pace and flow of sessions to date has been good and allowed each learner to work towards the learning objectives A wide range of resources were provided and easily adaptable to meet the needs of individual learners Adequate time for differentiation and adaptation for each learner Access to a variety of ICT AT / personalised devices within school Additional staff support to meet the needs of individual learners Lessons overlapped and sometimes impacted on clarity of learning objectives for individual sessions Some activities could be outside the classroom / community in the future 14 Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 15. PILOTS - UK Feedback collected Learner Feedback Learners are applying the knowledge and practical skills gained within the piloting sessions in their everyday lives Actively discussing ideas related to ICT AT Piloting has contributed to learners understanding of ICT AT is available in the community e.g. ATM machine, chip and pin device Quantity of information can be overwhelming for some learners Learners are not only recognising the different forms of ICT AT they are also realising that ICT AT can make life easier in different situations and environments Highlighted learner awareness of Health and Safety and Safeguarding with the use of ICT AT 15 Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 16. PILOTS - UK CONTINUED Target group: GHI has run 6 piloting sessions so far User group is made up of 6 (soon to be 8) people with various physical and intellectual disabilites Aged from 23-37 Parts/levels of the curriculum tested: ICT is everywhere ICT makes our lives easier What is ICT AT? What impact does I CT AT have on people’s lives? Atlec mobile app Becoming a critical consumer 16 Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 17. PILOTS UK CONTINUED The sessions have been a great success with all of our members expressing how much they enjoy coming. We have noted that activities within the sessions are vital to keep the learners engaged and to reinforce the content of the lesson. The content, resources and activities are at a level that is appropriate and relevant to our user group which helps to keep them interested and engaged throughout the session. Adequate time has to be spent ensuring that learning objectives are met. “It’s interesting” “I like doing the activities” “I have learned about things to help people” Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 17
- 18. PILOTS - BELGIUM Target group: Mainly people with severe/ moderate learning difficulties (17 in total) – F2F Were involved also in ViPï and eMentoring as a basic level of ICT knowledge was required. Trainers and teachers in regular and special education (15 in total) - online Parts/levels of the curriculum tested: Beneficiaries have been using the modules they indicated being interested in. Mainly: Understanding their rights vis-à-vis employers Understanding relevant ICT based AT, linked to their disability 18 More confidence in discussing needs and desires with friends, family and personal caregivers. Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 19. PILOTS - ITALY Target group Persons with various functional limitations, mostly clients of the local AT centre or members of the “Living Lab for innovation in AT”. Access to individual or group based learning programmes. Parts/levels of the curriculum tested Defined together with the learners on an “as needs basis”. Mobile platforms (smartphones, tablets), domotics, pc access An ICT AT assessment is included and often the starting point. Possibility of individual learning portfolio’s. All levels, not all parts of the curriculum are addressed. Intermediate/advanced level: Visit to Rehatech Fair, Milano Learning takes place: in the AT centre, at home/school/workplace and can involve formal and informal carers. Feedback collected Enthusiasm, satisfaction, curiosity, desire to proceed. Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 20
- 20. PILOTS - GREECE Target group 20 people with mobility disabilities (para/tetraplegia) caused by spinal cord injuries, muscular dystrophy, MS and cerebral palsy - mainly wheelchair users. Also, personal assistants and family members. Parts/levels of the curriculum tested What is ICT-AT (Assistive Technology) Identifying areas of need and wishes relevant for the learner and categories of AT solutions. What are the opportunities offered by AT-ICT? Exploring what the learner can do autonomously, with the device or where help is still needed. 21 What is a “reasonable adjustment” in the working space, at home, at school, etc.? Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 21. PILOTS - GREECE Feedback collected Piloters are now able to identify and comment on the categories of AT relevant for oneself. They are now informed about what modifications, adjustments and ICT AT are needed in a work environment and in a training procedure. 22 Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013
- 22. ICT AT TRAINER – JOB PROFILE The job profile of ICT AT trainer refers to the knowledge base developed in the framework of the ATLEC project. It describes the professional requirements an individual has to meet to be able to deliver successfully the ATLEC curriculum. Its applicability is wider and includes a list of: - competences (knowledge and skills) - tasks - functions - responsibilities General Job specific To reflect the variety of environments in which the ICT AT trainer might work, we have defined five types of job profiles. Formal education - school Voc. Training centre Informal adult education AT Centre Association-Community Ref. European Commission paper: The European Credit System for Vocational Education and Training ECVET. 2011. Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 23
- 23. General Knowl edge Technical Specific Use broad theoretical and practical knowledge in the ICT and ICT AT field. Demonstrate critical awareness of knowledge issues in the ICT AT field and at the interface between different disciplines. Knowledge of the advantages of using the personal solution compared to non-using it. Good understanding of national and local current legislation relevant to disabled people. Knowledge of the rehabilitation, educational and social services that people with disabilities typically refer to, especially those relevant in the AT implementation process. Working knowledge and comprehensive understanding of ICT AT including: hardware, software, and practices which allow persons with disabilities equal access and creates the most inclusive environment. Knowledge of effective best practices and current issues in the field of accessibility and user centre approach, including adaptations and modifications that enable people to improve their quality of life. Excellent knowledge of emerging mobile technology and social networks Demonstrable knowledge of the application of ICT AT strategies pertinent to specific groups of persons with disabilities. Demonstrate knowledge of assistive devices and be able to describe the personal assistive solutions in their context of use and their expected outcome. Demonstrate knowledge of the AT market and ability to search and find information about ICT AT solutions at local and national level. DRAFT OVERVIEW OF “ICT AT TRAINER” COMPETENCES Skills Excellent teaching skills Experience in designing learning programmes that respond to training needs by integrating multidisciplinary knowledge elements from different sources. Excellent interpersonal and communication skills Good organisational and time management skills. Mastery of methods and tools in many areas of AT. Experience in setting up, maintenance and using ICT AT Ability to transform emerging technologies (e.i. mobile applications, social networks, elearning) in opportunities for learning. Experience of working with disabled people, families, professionals and HRMs. The ability to adapt learning programmes to the needs and wishes of the disabled learner. The ability to identify critical issues during the training related to the training needs and the appropriateness of the solutions identified for the learner. Wider perso nal outco mes Demonstrate autonomy in the direction of training and high level of understanding of education and learning processes. Provide one to one support, developing individualised training programmes that are responsive to the needs identified. Express a comprehensive, personalized viewpoint showing regard to the view of others. Work effectively both independently and as part of a multi-disciplinary team, also during the assessment phase. Demonstrate experience of operational interaction in multidisciplinary teams and within complex environments. Demonstrate excellent knowledge of current and evolving trends in ICT and assistive technology. Demonstrate working knowledge of specialist assistive software or hardware. Demonstrate ability to interact with ICT-AT technicians for expert advice and the personalisation of devices and solutions. Show initiative in the management of training processes to develop awareness in the benefit of using ICT AT in personal context. Demonstrate empathy, involvement and motivation in dealing with learners with 24 disabilities. Make recommendations based on the integration of social and educational, issues.
- 24. BEYOND ATLEC Mainstreaming of the results in our own organisations Impact on existing practices in the field, f.i….. Education practitioners The North of England Education Conference (Nottingham) Specialised schools and academies Trust - SEND network. Articles in popular educational journals such as The Journal of Special Education (practicioners) Disability service providers GLIC - Italian network of ICT AT Centres The netwerk of specialised service providers to persons with disabilities in the Province of Bologna Impact on other projects: -in particular ENTELIS that will place the ATLEC outcomes in a wider global perspective. Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 25
- 25. ENTELIS PROJECT AND NETWORK Project ID Programme. LLL – KA3 Period: 1/1/2014-31/12/2016 Partners: 10 (among which AAATE, EASPD, EVBB, MPTI) Associate partners: 25 Lead: AIAS Ausilioteca Bologna Aim: to create a sustainable network on the development of ICT and ICTAT competences among persons with disabilities. Main activities •Annual seminar •State of the art research •Foresight scenarios and roadmaps Assets Strong global network of interested partners and associate partners (Europe, USA, Middle & Far East) SIG – network – project incubator JOIN ENTELIS ! Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013 26
- 26. CONTACT DETAILS ATLEC Partners Oakfield School (UK) d.stewart@oakfield.nottingham.sch.uk PhoenixKM BVBA (B) karel@phoenixkm.eu University of Athens (GR) mourlas@media.uoa.gr AIAS Bologna onlus (I) hoogerwerf@ausilioteca.org Greenhat Interactive Ltd (UK) jacqui.lewis@virgin.net Disability Now (GR) anna@disabled.gr www.atlec-project.eu 27 Yes, I can! ICT and ICT-AT skills development for all, 04/12/2013