Learning Module title:

Promoting ICT with migrants in the ICT centre

Position within the curriculum:

Stage 2 (consolidation) / Category 2

(Methodological skills in working with groups of

participants)

Entrance Profile of students:

Minimum 6 months experience in a

job/volunteer engagement with

migrants/refugees and/or

Minimum 6 months experience as e-

facilitator for social inclusion

Knowledge:

Basic knowledge of ICT centres

environment

Basic knowledge of immigration-

related main issues

Skills:

ICT standard skills (office,

multimedia)

Basic team-working skills

Competences:

Basic target-oriented/intercultural

communication skills

Capability to plan activities for

vulnerable groups

Output Profile of students:

e-facilitator for migrants social

inclusion

Knowledge:

Basic knowledge of the international

and national migratory history and

present context

Knowledge of the potential role of an

ICT center in promoting migrants'

integration and intercultural dialogue

Skills:

Ability to analyze the available

sources of information on migration-

related topics

Ability to perform e-facilitation tasks

with an intercultural approach

Ability to facilitate migrants access to

Competences:

Critical use of the available sources of

information on migration-related

topics

Design, realization and promotion of

ICT activities addressed to migrants

Teaching how to use ICT tools for

Basic knowledge on conflict

management in intercultural contexts

Basic knowledge of immigration laws

and administrative procedures,

integration processes and available

services

Intermediate knowledge of migrant

women integration processes:

difficulties, needs and opportunities

services through ICT

Ability to integrate a gender-

mainstreaming approach in

performing e-facilitation tasks

immigration-related administrative

procedures and e-services

Title of the

Learning

Units

Duration

Learning

aims/outcome

Learning

Contents

(What is taught)

Pedagogies and

Educational Methods

(How)

Techniques, Instruments

and Materials

Learning Unit

Actors (Who)

Evaluation

Introduction

Unit

1 week

available

1 hour of

mandatory

minimum

dedication

- To familiarize with

the learning

environment:

- To familiarize with

the platform and

its functions;

- To understand the

overall objectives,

- use of the

platform

- how to complete

student personal

profile;

- management of

interactive tools;

We offer to the student the

opportunity to access to the

platform a few days before

the starting of the module, in

order to provide him/her

relevant information about

the functioning of the

platform and the structure of

the module. The Introduction

READINGS:

Methodologic readings:

- Goals of the module

Target of the module

- Module structure and

methodology

Students and

tutors

No evaluation is

foreseen.

The Introduction

Unit is a start-up

unit aimed at

facilitating the

learning process

that starts with

contents and

methodology of the

module;

- To understand

tutor's role;

- To understand the

evaluation system

and criteria.

- relational skills for

the communication

with students and

tutor.

Unit is a start-up unit aimed

at facilitating the learning

process that starts with Unit

1.

The only mandatory tasks of

the Introduction Unit are:

Introduce oneself in the

“Introduction Forum”;

Complete ones personal

profile; Consult the Bulletin

Board and the Introduction

forum to read the messages

from the tutor/other

students.

Tutor's role: the tutor is

present in the platform and

has to introduce him/herself

in the Introduction forum and

to post a Welcome message

in the Bulletin Board.

Nonetheless, it is suggested to

avoid direct interactions with

the students in order to

encourage their spontaneous

participation (see also the

Evaluation column).

Tutorship of the Module

Overview of the learning

contents readings:

- Module plan

- Contents of the module

Technical readings

- Platform users' guide

- Detailed instructions on

how to complete the profile

- Forums

- Personal and technical

requirements

COMMUNICATION AND

INTERACTIVE TOOLS:

- Bulletin board and news

- Presentation forum

Unit 1.

It is also an

instrument to

verify students'

motivation in

order to prevent

drop-outs.

Therefore,

selected students

that don't access

the platform

during the

Introduction week

are substituted

with enrolled

students in the

waiting list.

Unit 1:

Migration:

getting

oriented

and

developing

critical

thinking

1 week

available

5 hours of

mandatory

minimum

commitme

nt

- To provide a

reference

framework on

international

migration and to

introduce the

national situation

- To evaluate the

reliability of

sources of

information and

analyse data and to

use of e-tools to

build a set of

reliable sources of

information

- To develop a

critical thinking,

distinguishing

“real/actual” facts

from

“mediatic/political”

ones

- History of

migratory

phenomena,

typologies, trends,

policies and

problems.

- National

migratory history

and context,

highlighting

similarities and

differences with

the international

one

- Analysis of the

arguments most

commonly used “in

favor” and

“against”

immigration

- Presentation of

the most common

stereotypes and

prejudices on

immigration/migra

nts

This Unit is built on a three

levels methodological

approach:

1.Theoretical/Didactic: it

provides neutral context-

based information

2.Interpretational: it provides

oriented positions on the

phenomenon and elements to

deconstruct them

3.Critical: it stimulates

personal interpretation and

elaboration

Reading: Il fenomeno delle

migrazioni internazionali

(The international

migrations phenomenon)

Reading: L'immigrazione in

Italia (Immigration in Italy)

Video: Immigrazione in

Italia: è una risorsa o una

minaccia (Immigration in

Italy: is it a added value or a

threat?)

Reading: Mandiamoli a

casa, i luoghi comuni (Send

them back home, the

prejudices)

Reading: I media e la guerra

alle migrazioni (Media and

war on migrations)

Video: Tutorial Delicious

------------

Optional Reading:

Manifesto del FSMM (Final

declaration of the WSFM)

Optional Video: La puntata

“Migranti” del programma

“Presa Diretta” (the episode

Students and

tutors

Task 1: Costruire

un network con

Delicious (Building

a network though

Delicious): group

work aimed at

bulding a data

base of reliable

sources of

information and

useful links.

Task 2:

L'immigrazione nei

media

(Immigration in

the media):

individual work

asking to explain

how the mediatic

perception of

immigration

affects the daily

work in the ICT

center.

Forum: Le notizie

più attuali (The

most recent

news): Select and

share the most

- Concrete

elements, data,

facts to invalidate

each of these

stereotypes and

prejudices

“Migrants” of the TV show

“Presa Diretta”)

recent news on

immigration

Self Evaluation

Questionnaire Unit

1

Unit 2:

Let's meet!

1 week

available

5 hours of

mandatory

minimum

commitme

nt

- To develop

targeted promotion

strategies for the

ICT center

- To refine the role

of the e-facilitator

for social inclusion

in an intercultural

context/with an

intercultural

approach

- To promote an

exchange among

students on conflict

management

strategies

- Examples and

ideas of customized

social and cultural

activities

- Techniques for

promotion and

advertising of the

ICT centre's

activities

- Guidelines on how

to act as e-

facilitator with

migrant users

- Techniques for

conflict

management in

intercultural

context

Unit 2 contents are closely

linked to everyday work in

intercultural ICT centre.

The pedagogical approach is

practical-theoretical and

aimed at encouraging the

exchange of good practices

and the collaborative

learning.

For each theme (promotion

strategies, role of the e-

facilitator, conflict

management) the unit

provides an introductory

reading presenting the main

concepts and concrete

examples, followed by a task

and/or forum to apply

knowledge/skills acquired.

Reading: Elementi di

marketing interculturale

(Basic notions of

intercultural marketing)

Reading: Il cinema, un

linguaggio multiculturale

(Cinema, a multicultural

language)

Video: Intervista a Dagmawi

Yimer (An interview to

Dagmawi Yimer)

Reading: I facilitatori, un

supporto all'inclusione

digitale (The facilitators, a

support to e-Inclusion)

Reading: da “Gestione dei

conflitti e mediazione

interculturale” – Conflitti e

comunicazione

interculturale (Parte III): La

gestione dei conflitti in

chiave interculturale e La

Students and

tutors

Mandatory tasks

Task 1:

Promuovere il

centro TIC (To

promote the ICT

Centre): individual

work aimed at

elaborating a

targeted strategy

to promote the

center among

migrants

Forum: Risoluzione

dei conflitti

(Conflict

management):

sharing and

exchange of good

practices

comunicazione

interculturale attraverso il

cinema (from “Conflict

Management and

Intercultural mediation” -

Conflict and intercultural

communication (Part III):

Conflict management with

an intercutural view and

Intercultural

communication through

cinema.

------------

Optional Reading:

L'educazione interculturale

verso l'educazione

transculturale (The

intercultural education

towards transcultural

education)

Optional Reading: La

musica: uno strumento per

approcciare le nuove

tecnologie da una

prospettiva interculturale

(Music: an instrument to

Self Evaluation

Questionnaire Unit

2

------------

Optional Task:

Creare de editare

video (To create

and edit videos):

individual work

aimed at creating a

video and

uploading it on the

module's youtube

channel

Optional Task:

Podcast: uno

strumento di

apprendimento

(Podcast: a

learning tool):

Realise an activity

with at leat 1 out

of 4 podcast

software

presented in the

optional reading

approach ICT in an

intercultural perspective)

Optional Reading: Radio

2.0, audio e podcast (Radio

2.0, audio and podcast)

Optional Video:

Introduzione ad Audacity

(Introduction to Audacity)

Unit 3

Identify and

meet

migrants'

specific

needs

through ICT

1 week

available

5 hours of

mandatory

minimum

commitme

nt

- To identify

migrants'

integration needs

- To elaborate

viable responses to

these needs within

the ICT center

- To use ICT to

simplify the e-

facilitator task of

supporting

migrants access to

services

- Schematic process

on how to plan and

design the ICT

centre activities on

the bases of users'

needs

- List of the most

common migrants'

integration needs,

related to

administrative

procedures and

access to services

- List of e-sources

of

legal/administrativ

e information

First of all, the unit provides a

logical scheme presenting the

process of designing targeted

activities starting from users'

needs.

After that, the overall

pedagogic approach is based

on the idea that delicate

issues as the immigration

administrative procedures

and the access to services

imply the direct involvement

of the final user.

Therefore, the unit aims at

giving to e-facilitators:

• a general overview of

the immigration

Reading: Identificare

bisogni e difficoltà e

modalità con cui il centro

TIC può contribuire a

soddisfarli/risolverli

(Identify needs and

difficulties and how the ICT

centre may meet/solve

them)

Reading: Il computer

facilita il lavoro su cartaceo:

1. I bisogni più comuni degli

utenti migranti; 2.

Procedure amministrative

che il centro TIC può

accompagnare; 3.

Strumenti TIC e fonti di

informazione online (How

PC may help paper-based

Students and

tutors

Mandatory tasks

Task 1:

Opportunità del

territorio (Local

existing

opportunities): on

the bases of the

analysis of

migrants' needs,

compile a list of

the existing

opportunities and

services to be used

both by e-

facilitators and by

migrant users

themselves

Task 2: La

- Concrete

examples of ICT

tools to be used by

the e-facilitator/the

migrant user

legislation and

administrative

procedures + sources

of information

• suggestions on how

to systematize these

information through

ICT

• instruments to make

migrant final users

aware and

autonomous in the

use of ICT tools

activities: 1. Migrant users

most common needs; 2.

Administrative procedures

that may be addressed in

the ICT centres; 3. ICT tools

and e-sources of

information)

URL: Il blog del circolo Arci

Thomas Sankara: esempio

di come spiegare le

modalità di consultazione

del portale immigrazione

del Ministero dell'Interno

attraverso screenshots (The

blog of the Arci club

Thomas Sankara: example

of explaination of the

procedure to consult the

immigration portal of the

Ministry of Interiors

through screenshots)

Video: L'iniziativa di Africa

Insieme: Intervista ad un

operatore di Africa Insieme

relativa a un incontro di

formazione volto ad

insegnare a lavoratori

migranti e datori di lavoro

come accedere alla

tecnologia nella

vita quotidiana

(Technology in

daily life): on the

bases of 2

concrete situation,

design of an

activity where ICT

learning helps to

solve an everyday

problem

Forum: Identificare

bisogni e difficoltà

(Identify needs

and difficulties):

Sharing of

knowledge and

practices on

migrant users'

specific needs and

activities to meet

them

Self Evaluation

Questionnaire Unit

3

_______

procedura on-line del

decreto flussi (The initiative

by Africa Insieme: interview

to an operator of Africa

Insieme relating about a

training initiative aimed at

teaching to migrant

workers and employers

how to access the online

regularization procedure)

Optional task:

Attività per

apprendere le

lingue (Activities to

learn languages):

Design of a

concrete activity

to learn Italian

using ICT and list

of e-sources to be

added to the

Delicious used in

Unit 1

Optional Forum:

Kit di strumenti

per la ricerca di

lavoro (Kit of tools

for job seeking):

Collaborative

learning exercise

aimed at realizing

a kit of useful

instruments to

facilitate migrants'

job seeking in the

ICT centre

Unit 4

Immigration

, gender

and ICT

1 week

available

5 hours of

mandatory

minimum

commitme

nt

- To integrate a

gender perspective

in the context of

ICT intercultural

centres

- To become aware

of the non-

neutrality of ICT in

a gender

perspective

- To explore the

links between

migrant women

employability and

ICT skills

- Overview of the

history of women

rights in the public

and international

debate on human

rights

- Analysis of the so-

called

“feminilization”

trend of

international

migration with a

focus on the

national situation

- The condition of

migrant women:

the concepts of

“double exclusion”

and “double

exploitation”

- Diachronic

overview of main

schools of thought

on women and

technology

- Results of a cross-

Unit 4 is based on the idea

that a gender approach is

crucial in designing and

realizing any social and

cultural activity.

Therefore, it provides a

consistent historical

framework aimed at orienting

and supporting e-facilitators

in integrating a gender-

mainstreaming approach in

their daily activities with

migrant users.

For this reason, the Unit

doesn't include any

content/task related to

specific activities addressed to

migrant women. Otherwise,

the Unit intends to promote a

spontaneous debate among

the students on how to

integrate the acquired

knowledge in their everyday

practice.

Reading: I diritti delle

donne sono diritti umani

(Women rights are human

rights)

Reading: Donne migranti

(Migrant women)

Reading: Genere e TIC

(Gender and ICT)

Reading: Donne migranti,

TIC e occupabilità (Migrant

women, ICT and

employability)

Students and

tutors

Forum: Prospettiva

di genere (Gender

perspective):

exchange of ideas

on gender,

immigration and

ICT

Self Evaluation

Questionnaire Unit

4

country research

on: 1. ICT skills and

socio-economic

integration of

migrant women; 2.

The role played by

ICT trainings in the

acquisition of other

socio-cultural key

skills; 3. The role

played by third-

sector

organizations in the

life of migrant

women

Closing Unit

10 days

available

5 hours of

mandatory

minimum

commitme

nt

- To assess

knowledge/skills

acquired

- To apply in a

critical and

transversal way

knowledge/skills

acquired during the

whole learning

path

- To evaluate the

- Final exam

- Feedback Forum

- Evaluation

Questionnaire

The final exam consists in a

collaborative/cooperative

learning exercise allowing the

assessment of students'

capability to use skills and

competences acquired in each

learning unit in an integrated

and transversal way.

It is aimed at evaluating work

related skills (more than

theoretical knowledge).

Final Exam: Imagine to

design "the ideal job

guidance program"

addressed to migrant

women and provide its

"business plan". In

particular, answer to the

following points: a. context

analysis; b. target

description and target's

expected needs; c. general

and specific objectives; d.

activities to develop; e.

Students and

tutors

The final exam

counts for 50% of

the final note. This

50% has to be

attributed on the

bases of the

following criteria:

coherence with

the learning inputs

(15 points),

valorization of ICT

based

methodologies/to

adequateness of

the learning

module according

to students

The exercise has to be

realized in groups of 5.

The students themselves have

to select their "final exam

mates" during the 4 weeks of

training (to foster interchange

during the training and allow

the constitution of groups of

people sharing the same

interests/ideas/projects/work

contexts).

After the deadline each group

has to present its product to

the virtual class and the tutor

in the framework of a face to

face session and/or online

interactive session.

Moreover, students will be

proposed to answer a

evaluation questionnaire on

the module and to participate

in a feedback forum.

methodologies and tools to

use; f. equipment/human

resources/budget

Feedback Forum: Students

are invited to share their

final impressions on the

module and say good-bye

to other students and to

the tutor.

Evaluation Questionnaire:

Students are asked to fill in

a semi-structured

questionnaire evaluating

the following dimensions of

the received training:

learning outcomes; role and

career development;

overall satisfaction with the

module.

ols (15 points),

innovativeness and

creativity (10

points), quality of

the presentation

(10 points).

The remaining 50%

is attributed on

the basis of

participation

during the training

(tasks submission

and forum

interventions).

CONTACT: Graziano@lapiscoop.eu