Title Digital Latin Quarter
Project Number 518520-LLP-1-2011-1-IE-GRUNDTVIG-GMP
Project Type Other EU-Projects
Individual Participation Not possible
Digital Latin Quarter is an exciting new initiative aimed at developing the digital media skills of young people through film making. Young people across Europe will be given the opportunity to explore their innate talents and enhance their skills and potential through a series of interactive, practical hands-on training sessions.
Working through local “film crews”, young people, particularly those who have had a negative experience of mainstream education, will be engaged and trained in the various roles present in the film industry.
These can be grouped into three key areas: Administrative; Creative; Technical. This ACT curriculum will provide trainees with a chance to experience five roles in each of these three headings. Through the training programme, trainees not only get a sense of which area they have the best aptitude for, but develop team, communication, delegation and interpersonal skills.
In the evolving knowledge-intensive economy, typified by ubiquitous media platforms, opportunities to harness the pervasiveness and potential of media applications for developing key competences of groups on the margins of society abound. What stifles development in many cases is the reluctance of educators to engage in new environments that undermine their perceived role as educators and the lack of appropriate training to support their integration into these new learning environments. By their very nature, second-chance education and youth development support programmes differ considerably from mainstream provision and are often places where real educational innovation takes place. The aim of DLQ is “to support innovation in education for youth-at-risk by harnessing the potential of ubiquitous media platforms to develop key transversal competences of the target group supporting their re-integration to formal education and their personal progression and continued engagement as valued members of European society”. DLQ responds to the challenge of ensuring that all those with a non-traditional educational history can benefit from innovative technology based interventions to acquire the key competences for active citizenship and personal development.
The objectives of DLQ are:
1. to design and implement an accredited media production training programme for youth leaders and second-chance education workers;
2. to design, develop and deliver a comprehensive suite of media based, traditional and embedded-learning key competence development resources for youth-at-risk.
3. to provide a series of virtual collaborative environments; linking youth-at-risk from 4 Member States to raise awareness of cultural diversity and stimulate collaboration and linking youth workers to create a supportive trans-national environment facilitating exchange of best practice
DLQ is not primarily about media; it is a project about developing specific key competences. It is a project about giving voice to young people, about cultivating attitudes, engendering awareness and understanding; about personal development and putting the Europe of tomorrow in the hands of the youth of today. Digital media production is the medium; not the message. The aim of DLQ is to support the development of responsible and informed young digital media-literate citizens and to facilitate access for them to the ubiquitous media channels of the virtual world for their personal development and growth.
Early school-leaving remains a significant and persistent problem in many Member States. While the rate of early school leaving varies between countries – 11.3% in Ireland; 11.7% in Cyprus; 11.1% in Germany; 8.7% in Lithuania – research shows that the prospects for early school-leavers throughout the remainder of their lives are bleak. They face severe difficulties in finding work and are more often unemployed and dependent on welfare benefits. There is also a cyclical element to early school-leaving with children of parents with low levels of educational achievement more likely to leave school early themselves without appropriate qualifications. In the growing knowledge-intensive economy where medium to high skilled employments increasingly account for the vast majority of emerging job opportunities tackling the issue of early school-leaving, and supporting those already on the margins with appropriate personal and educational development opportunities, is now imperative.
Addressing the problems caused by early school-leaving through second-chance education initiatives has been a policy pursued by governments since the mid 1990’s. In recent years the role of youth service professionals in re-integrating young people in to formal education and training environments has grown in importance. Youth organisations have considerable potential to provide alternative educational environments that differ completely from the more formal school settings where students have experienced difficulty. Researches, and numerous evaluations of second-chance education provision, clearly agree that exploring alternative settings, adopting non-traditional teaching approaches and providing target group specific, intensive guidance supports are key pre-requisites for success. Developing DLQ in a trans-national environment affords partners the opportunity:
- to explore new emerging digital media opportunities for bespoke learning and guidance provision;
- to learn from the experiences of others who have longer established second-chance education programmes;
- to have access to a range of expertise and opinions in support of their work;
For youth worker target group members there are also significant benefits;
- youth professionals can share experience with their EU counterparts through their participation in the ‘Train-the-Trainer’ programme
- a trans-national team ethic can support their individual development
For the youth-at-risk themselves benefits include;
- an opportunity to engage with their counterparts in other EU countries
- an opportunity to experience cultural diversity first hand
Developing the key competences of youth-at-risk and reintegrating them into mainstream education provision is an issue with a genuine European dimension. Bringing together a consortium of partners will provide considerable opportunities to learn from each other, exchange best practice, and will help ensure that the model of intervention developed is characterised by its adaptability to different cultural perspectives and relevance to different service delivery models. By developing, testing and implementing DLQ in four diverse social, cultural and educational realities partners can ensure that the model developed is exploitable beyond the initial partner countries.
Access for disadvantaged
Open and distance learning
description of new occupation profiles
open and distance learning
program or curricula
As part of the DLQ project, specific work packages have been designed and allocated to partners to ensure the timely delivery of high-quality project tools and resources. As part of work package 2 a research report and executive summary has been undertaken by all partners in the first year of the project. This research phase helped to evaluate gaps in service provision for youth-at-risk in each partner country and also gave partners a chance to investigate any best practices which may have been useful to inform the work of the consortium. Under work package 3 partners have developed a Train the Trainer course-ware. This bespoke Train-the-Trainer course has been designed specifically for training and accrediting youth work and second-chance education professionals to facilitate their engagement in digital media production to support the development of key competences in youth-at-risk and early school-leaver target groups. This new courseware includes a full range of online supports, FAQs and tutorials and is available online in all partner languages. Under work package 3 a full suite of embedded-learning and enquiry-based learning resources for the development of key competences will be designed. This suite will include at least one new learning resource for each of the following key competence areas:
(a) social and civic competence;
(b) cultural awareness and expression;
(e) critical thinking;
It will also include a modified version of the media production courseware to support the development of digital competence. Learning resources will be presented in a learning pack complete with DVD and User Guide in all partner languages and will be available online for download from the project website. Under work package 5 a Guidance Resource Suite, a Digital Opportunities Road-map, an Induction Programme and a suite of TV programmes will be developed. For the Guidance Resource Suite, a set of media-rich guidance resources addressing pertinent personal development and career development themes identified by members of the educator research control groups will be delivered in March 2013. The media elements of these resources will be produced by members of the youth target groups. They will be available in all partner languages on DVD with an Introductory Handbook and available for download from the project website. The Digital Media Skills and Opportunities Road-map is currently being developed ahead of it's original deadline of March 2013. It is an online skills and career planning and information resource. The draft version contains information and contact points for a wide range of further training and education options for those interested in digital media production. It is currently being developed in all partner languages. The Induction Programme will be available online for youth and second-chance education professionals. It will explain clearly the concept behind the project, introduce all the tools and resources developed, and encourage professionals to engage with like minded individuals throughout Europe through the online facilities. It will be developed in all partner languages. Finally under work package 5, 16 hours of TV programming will be produced during this initial pilot implementation phase. Programmes produced will be broadcast on DLQ-TV, which will be an online TV channel linked to the DLQ website. Under work package 6, a project website has been developed. It was online after month 1, and comprises two distinct elements ; (1) a public website in 4 partner languages where key information about the project, profiles of partners, profiles of target groups, and information about the funding bodies is presented ; (2) a partner website in English where all trans-national development work takes place; where project reports, documents and presentations are stored; a calendar of all events planned during the project lifecycle ; a schedule of all deliverables; and partner messaging facilities; etc are found. Under this work package, an online social networking and e-learning portal is also being developed to facilitate online use of the new tools and resources. The e-learning portal is being designed as a stand alone, fully interoperable ‘pod’ to facilitate partners who wish to embed it into their own corporate websites. Finally under this work package DLQ-TV will be developed in December 2012. This will act as an online TV station to broadcast programmes produced by the youth-at-risk target groups. It will be designed for inserting to the project website and the social networking site. Further to these deliverables under work packages 7 and 8 which deal with project dissemination and exploitation, a series of promotional materials such as project leaflets and pull-up synergy displays have been designed and distributed to all partners for use at dissemination events. To aid project dissemination, a series of 6 online newsletters are also being developed and are continually being sent electronically to local networks in each partner country. Under work package 7, a Short Film Festival will be facilitated through the DLQ TV online station. This will be an online short film festival where target group members can display their creative talents in digital media production. Under work package 8, online web tutorials, online video documentaries and a DLQ policy paper will be developed to aid in project expoitation. The policy document will examine the potential benefits for governments, service providers and target groups to be derived by widespread availability and uptake of the DLQ model developed. It will be produced in 4 partner languages.