Social inclusion and e-portfolio projects

1. Social inclusion ande-portfolio projects Anna Home Research Associate University of Bristol Centre for IT & Law EDEN 2005 Annual Conference, 20.-23.6.2005, Helsinki, Finland

2. E-learning & social exclusion/inclusion • Premise: It is socially unjustifiable not to extend lifelong learning opportunities to all citizens • Fact 1: The stated aim of EDEN 2005 conference is “bringing e-learning close to lifelong learning” • Fact 2: Use of ICTs requires skills & aptitudes that those not in education, training or employment (NEET) & with mental or physical disabilities may not possess • Argument: If we are serious about the idea of lifelong learning opportunities for all, and about bringing e-learning close to lifelong learning… • …then our e-learning and related projects must contain a “developmental” element

3. Barriers to socially empowering ICT use • Mental/motivational hurdles • Low interest and computer anxiety leading to lack of elementary digital experience • Lack of tripartite digital skills • Operational, informational and strategic digital skills, where two last ones are most crucial • Underdeveloped ICT usage patterns • Usage limited to simple, entertainment focused applications

4. Why should we care? • Promotion of social inclusion & cohesion important national & EU policy goals • Our constitution as moral beings requires that our actions enhance, and do not undermine, well-being of fellow citizens • E-learning professionals can make a difference • Incorporating a “developmental” e‑portfolio application to an e‑learning platform might be a good way forward

5. What ought we to do? • Key question: How the e-portfolio could be developed as means to enhance social inclusion of disadvantaged individuals? • Our tasks: • Deciding on specific “developmental” goals • Identification of appropriate means • Modification of existing e-portfolio applications • Development and testing of new applications in close co-operation with the target group

6. Suggested features of a “developmental” e-portfolio • It should: • Be fun, enabling learning through play • Be flexible i.e. customisable to individual needs • Facilitate the development of tripartite digital skills • Facilitate the improvement of individual and group social skills • Contain short and clear online tutorials • Incorporate active personal support and guidance via mentoring processes

7. Stages of assisted e-portfolio process 1. Experimentation with user-friendly & fun tools → Overcoming computer anxiety & starting to believe that learning & improvement are possible 2. Facilitation of simple messaging among a group of people in a similar life situation → Building self-confidence & learning basic digital skills 3. Teaching how to use a word processor & writing a short story about oneself → Practising self-presentation

8. Stages of assisted e-portfolio process 4. Learning to use internet search & creating a record of past learning experiences → Development of informational digital skills 5. Introducing basics of PDP via discussion with a specialist advisor, online tutorials & “role games” → Exploring future (career) options, identifying learning needs & action planning 6. Using e-portfolio as training tool to prepare for a role in community life, entry to education or job market → Learning strategic digital skills

9. Examples of good practice • Careers Wales Online <http://www.careerswales.com/> • E-portfolio system+ for all in Wales, irrespective of age, background, skills & affiliation (or lack thereof) • Main purpose: Help people initiate & maintain their lifelong learning & career development processes • Available via libraries, Careers Wales offices, and home, school & work place computers • Public-private co-op: Welsh National Assembly, consortium of 7 careers & 2 software companies

10. Examples of good practice (2) • Key-PAL project <http://www.eife‑l.org/projects/keypal> • Aim: Test the relevance of an e-portfolio approach to the development & assessment of basic/key skills • Output: E-portfolio pilots to support disfranchised young adults in acquiring key-skills & managing their own learning (e.g. School of 2nd Chance, FR) • 8 partners in 4 EU countries: UK, FR, D & Slovenia • Coordinated by European Institute for E-Learning (EIfEL) and supported by European Commission DG Education & Culture

11. What next? • An e-learning/e-portfolio system is socially justifiable only if it serves those not in education, training or employment & learners with special needs, as opposed to only students & professionals • It is imperative that e‑learning & e‑portfolio technologies are developed & employed in an inclusive manner now and in the future!

12. E-learning professionals should: • Widen their horizons regarding the values & rationales for developing & implementing e‑learning projects • Make the study of the social inclusion/exclusion effects of existing & planned projects an integral element of their work • Seek active collaboration with public authorities who are responsible for delivering on national & EU social inclusion & cohesion policies • Advocate publicly funded e-learning centres & lifelong learning institutes, and provision of “developmental” e-portfolios & appropriate support via them