Adult social inclusion in a digital environment [ASIDE]
The ASIDE project intends to support inclusive education and digital skills, improving the competences in the digital social inclusion of adult social educators and adult social volunteers. Our project addresses social inclusion through the definition of a portfolio of basic digital competencies that are necessary for developing Information and Communication Technology-based social inclusion initiatives/services More precisely, our project aims to: - foster social inclusion improving the competences of social educators and social volunteers engaged in designing/implementing social inclusion initiative/projects (Priority: Social inclusion) - enhance the support, participation, and learning activities of social educators and social volunteers engaged in inclusive education and digital social practices (Priority: Extending and developing educators' competences) - improve social inclusions through digital innovation practices, innovative ICT-based methods, and pedagogy, as well as online participatory models, where appropriate (Priority: Open education and innovative practices in a digital era)
The ASIDE methodology encompasses a 4-phase process which includes:
1. Preparation (months 1-4 ) – This phase focuses on the analysis of basic digital competences for social educators and social volunteers and includes the kick-off meeting. Partners, coordinated by INBIE, will collect and discuss materials and practices. During the kick-off meeting, partners will present their experiences and practices.
2. Application (months 5-12) – This phase focuses on digital social inclusion. FUE-UJI will coordinate the activities related to online social inclusion practices whilst FUE-UJI will coordinate those related to the analysis of collaborative learning and social learning focusing on the education of people with special needs. During this phase, a transnational meeting will take place organized by FUE-UJI in Spain (month 12). In this meeting, partners will present their experiences and discuss the digital competence framework for social educators and social volunteers in social-healthcare services. 3. Informed Understanding (months 13-19) – In this phase, partners will analyze the use of social media in inclusion activities. ITC will coordinate the definition of the social media competences whilst ITC will analyze the changes among users of social services; this phase includes the third transnational meeting (month 19) organized by ITC and finalized to discuss the current expectations of users of social services and new social inclusion services. ITC will also organize a workshop in concomitance with the transnational meeting.
4. Refinement and final outputs (months 20-24) – This phase provides for the final definition of the competence portfolio – The digital divide. The related activities will be coordinated by SHEM and will organize the fourth transnational meeting in Adana (final project conference, month 24). It has to be noted that our methodology fosters the model of the ‘Knowledge Triangle’ aimed to create close, effective links between education, research, and innovation which are key drivers of a knowledge-based society.