Collection of good practices by Ziniu kodas

ACTIVE AGEING AND INTER-‐ GENERATIONAL EXCHANGE

COLLECTION OF GOOD PRACTICES 2014

TABLE OF CONTENTS Contents Introduction _______________________________________________________________________________________________ 1 Bulgaria: Self Learning Tools ____________________________________________________________________________ 2 Cyprus: ICTs Training course ____________________________________________________________________________ 5 Czech Republic: Neighbors _______________________________________________________________________________ 7 Finland: Computer-‐aided genealogy __________________________________________________________________ 10 Greece: IT courses ______________________________________________________________________________________ 12 Italy: The big memories of the future _________________________________________________________________ 15 Lithuania ICT breaks limits of age and place to learn foreign language ____________________________ 18 Netherlands (The): Using new technology to show daily life of elderly people ___________________ 20 Netherlands (The): SimpelGo: for independent living and increased contact _____________________ 23 Norway: No past, no future. ____________________________________________________________________________ 27 Poland: Helping point – service exchange ____________________________________________________________ 29 Romania: Teaching +50 teachers how to use Internet technologies ________________________________ 33 Slovakia: ICT training course __________________________________________________________________________ 35 Turkey: ÖMÜR DEDİĞİN -‐ TV program ________________________________________________________________ 40 UK: K College in Folkestone ____________________________________________________________________________ 42 UK: Generations working together—the Scottish Centre for Intergenerational Practice _________ 44 UK: Encore Futures _____________________________________________________________________________________ 47 UK: St John's House Choir ______________________________________________________________________________ 49 UK: Living well in care homes—British Association of Occupational Therapists and College of Occupational Therapists _______________________________________________________________________________ 50 UK: Surviving winter— Community Foundations ____________________________________________________ 51 United Kindom: The Silver Line _______________________________________________________________________ 52 Contact Information ____________________________________________________________________________________ 53 Coordinator Information _______________________________________________________________________________ 53

COLLECTION OF GOOD PRACTICE Introduction Within the framework of EC Lifelong Learning Programme Grundtvig Learning Partnership project “Feeling Younger by Getting Older” was developed. The project run from August 2012 to July 2014. The use of ICT in our daily life is growing up very fast and this is creating a big distance between the generations: the young is faster than the aged one. As the part of the population of the European Union comprised of people in their late 50s and over and it will increase at a much faster rate than ever before, we think that this distance can be shortened by the inter-‐generation solidarity and exchange of knowledge between different generations. Moreover, there are many activities that can help the elderly people to play role in the society such the charity work (for animals, environment, kids, etc.), the art and culture (theatre, painting, writing, etc.) and many more. The main project’s objectives: • •

•

to promote the creation of a culture of active ageing as a lifelong process; to ensure that rapidly-‐growing population of people who are currently in their late 50s and over would have opportunities for employment and active participation in social and family life, including through volunteering, lifelong learning, cultural expression and sports; to involve young generations in these activities.

The project aims to create the cooperation between generations in order to draw up a list of sharing ideas through Europe. During the 2 years of project implementation, project partners have collected good practice examples of ICT tools for a better ageing, volunteering and active European remembrance in their countries which can be transmitted to other places as well as compare their local backgrounds in the field of employment, health care, social services, adult learning, volunteering, housing, IT services and transport for aged people. The partnership worked together to create a common format to fill in in order to collect the good practices in the field of intergenerational exchange and active ageing. This final publication will offer “TIPS and TRICKS” for each good practices in order to facilitate the duplication in other countries or contexts.

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COLLECTION OF GOOD PRACTICE Bulgaria: Self Learning Tools PRESENTED BY: CHILDREN’S ALLIANCE FOR DEVELOPMENT COUNTRY: BULGARIA SHORT DESCRIPTION Having the aim of providing self-‐directed learning tools that enable the use and sharing among professionals working with adults (especially low qualified seniors older than 50 years). Self-‐Learning Tools can also be used by adults in general who wish to empower themselves or improve their skills through self-‐directed learning. Each of scales provides information and improves development especially in 5 fields: Voluntary, health, finance, citizenship and education (formal / non-‐formal / informal). We organized five training sessions at the local level with a professional in the field of culture and representatives of organizations of adults, followed by educational activities in which older people themselves are in both roles -‐ trainers and trainees.

DURATION (ORGANIZATION + IMPLEMENTATION) – October 2013 – May 2014 OBJECTIVES •

to ensure that rapidly-‐growing population of people who are currently in their late 50s and over would have opportunities for employment and active participation in social and family life, including through volunteering, lifelong learning, cultural expression and sports;

ACTIVITY Self Diagnostic Form. A self diagnostic form is an instrument designed to assist you in assessing personal levels of competence and need related to possible areas of study. Such information typically helps in identifying and developing many of the professional competencies required to understand a particular topic of interest or need and often is used as a precursor to construction of a learning contract. Self Analysis as a Learner. This involves you in carrying out an analysis of yourself or others as a learner. It includes determining such factors as the ways you learn best, developmental patterns or social roles which impact on your learning efforts, subject areas which you like best, strengths and weaknesses as a learner, and what, if any, you would change to improve your learning performance. Several self-‐administered instruments are available for your use if desired.

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COLLECTION OF GOOD PRACTICE Competencies for performing life roles Self-‐directed learning skills Competencies for carrying out self-‐directed learning projects Self-‐Directed Learning Readiness Scale. A self-‐administered and self-‐scored instrument entitled the Self-‐Directed Learning Readiness Scale (SDLRS) is available for comparison of yourself with normed information. An opportunity also is provided for you to detail what the results means in terms of future learning approaches and efforts. Self-‐Directed Learning Perception Scale (SDLPS), a self-‐report instrument, to monitor the support of a self-‐ directed learning environment. Self Rating on Self-‐Directed Learning Competencies. A self-‐administered and self-‐scored competency rating device is available for obtaining information about self-‐directed learning abilities. An opportunity also is provided for you to detail what the results means in terms of future learning approaches and needed competency acquisitions. Self-‐Assessment Exercise. This exercise helps you gain an understanding of and practice with a self-‐diagnosis process. A model of desired behaviors or required competencies pertaining to learning about a particular topic is created and any gaps identified in current competency levels becomes the basis for planning future learning. Analyzing Your Thinking Skills and Intelligence Types. You are introduced to various thinking skill types and personal intelligence types and the nature of the information typically foundational to each type. A self-‐assessment of how your thinking approaches and/or personal intelligence fit the various types is determined and you can then determine some of the implications for your future learning activities studied. Determining Your Learning Style. Several self-‐administered and self-‐scoring instruments are available to help identify your own learning style. One or more of these can be completed and the resulting scores and associated meanings used to think through implications and approaches for subsequent learning efforts.

TARGET Addresses disadvantaged seniors, persons over 50. What is significant concerning the definition of the “disadvantaged seniors” is that promoters don’t want to treat seniors as a homogenous group, but make a distinction among those seniors who make the conscious decision to access and participate in learning activities and those who don’t, in order to identify the ones benefiting from learning and the ones who don’t and therefore may be considered disadvantaged.

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COLLECTION OF GOOD PRACTICE RESULTS: Using the set for adult participation, educational materials for those working in adult education, in particular training program and training materials for professionals in the field of culture with topics such as: the elderly for the elderly, the elderly and intergenerational learning, adults transmitted traditions adults as advocates in the community. Realisation of five training sessions at the local level with a professional in the field of culture and representatives of organizations of adults , followed by educational activities in which older people themselves are in both roles -‐ trainers and trainees.

TOOLS (EQUIPMENT, MATERIALS, ETC) – handbook (guideline), online -‐ resources: adult education, adult education, facilitation ( to facilitate the learning process ), development of an active civil society and community -‐ concerning professional in the field of culture and computer (laptop)

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) – 2 facilitators, 3 young volunteers and 1 coordinator

ESTIMATED BUDGET – 500 euro TIPS AND TRICKS • •

Be patient Listen and write down everything what you need

LINKS http://www-‐distance.syr.edu/sdldiag1.html http://projectpaladin.eu http://www.prolt.com http://www.learningstyles.org

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COLLECTION OF GOOD PRACTICE Cyprus: ICTs Training course PRESENTED BY: Simona Mihai Yiannaki, country Director EMRBI, Assistant professor at European University Cyprus (email address: S.Mihai@euc.ac.cy)

COUNTRY: CYPRUS SHORT DESCRIPTION Training of the elderly of Nicosia by the youngsters, multinational students of European University Cyprus in the area of online payments, and social media tools followed by a socializing event.

DURATION (ORGANIZATION + IMPLEMENTATION) 10 May 2014, run by the EMRBI team, implemented in Nicosia at EUC premises

OBJECTIVES • •

•

ACTIVITY Led by EUC Community Finance and Investment Club– EUCOFIN of European University Cyprus (EUC) and by EuroMed Business Research Institute (EMRBI), a group of multinational students from EUC turned into trainers of ICT skills for the elderly in the sunny Nicosia on Saturday, 10 May 2014. The mission of this project is to bring closer the two generations’ gaps, support the elderly to feel more integrated in the society through grasping practical skills on emailing, online shopping, bills paying, etc, getting thus more virtually mobile. EUC hosted this training under the auspices of a Grundtvig LLP project funded by IDEP Cyprus. Several EMRBI leading members of the “Feeling Younger by Getting Older” (FYGO) project have joined the EUC students and became trainers for a day for a group of elderly in helping them managing the daily life with online payments and developing their ICT skills.

TARGET The elderly, a group of pensioners and active people in their late 50’s, mainly from Nicosia,

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COLLECTION OF GOOD PRACTICE RESULTS The friendly and relaxed environment, created by the informal one-‐to-‐one coaching, revealed remarkable conclusions: the elderly felt enthusiastic, enjoyed the inter-‐generation interaction, made friends, and found using internet payments easier as they thought they would before the seminar. Facebook was perceived as a very useful and economical way to contact the family members, which might be dispersed in other parts of the globe.

TOOLS (EQUIPMENT, MATERIALS, ETC) The Classroom computers, the trainees’ own tablets and lap tops, a classroom, face-‐to-‐face short interview with the elderly for feedback, stationery for writing the notes.

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) The EMRBI project team included: Dr. Simona Mihai Yiannaki, Assistant Professor at European University Cyprus, EMRBI’s coordinator of the project, Prof. Demetris Vrontis, President of EMRBI/University of Nicosia, Prof. Hans Ruediger Kaufmann, Vice-‐President EMRBI/University of Nicosia, Dr. Yioula Melanthiou/University of Nicosia, Dr. Loukia Evripidou/ European University Cyprus, Ms. Yioula Papakyriakou, member of EMRBI and the Chairperson of Health Tourism Committee, and President (2012-‐2013) of the Rotary Club of Nicosia. Volunteer students and elderly trainees

ESTIMATED BUDGET 80 euro, premises

TIPS AND TRICKS The one-‐to-‐one training seemed to work much better than just a normal lecture, the friendly environment helped the elderly and the youngster generations come closer to each other. Moreover the elderly exchanged emails with the youngsters and keep in touch on FB or other social media. Other elderly were helped to grasp more specific skills, like working with excel, paying through JCC system in Cyprus and create emails.

LINKS https://www.facebook.com/groups/447195362077532/ https://www.facebook.com/pages/FYGO-‐Feeling-‐Younger-‐by-‐Getting-‐Older/124027487780786?ref=hl

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COLLECTION OF GOOD PRACTICE Czech Republic: Neighbors PRESENTED BY: EUROPEAN ASSOCIATION FOR LEISURE TIME INSTITUTIONS OF CHILDREN AND YOUTH COUNTRY: Czech Republic SHORT DESCRIPTION: A volunteer project which focuses on bringing seniors an opportunity to create a new community. This community will allow seniors to meet and find new friends and thus to have a meaningful and active life.

DURATION (ORGANIZATION + IMPLEMENTATION): Preparation takes 3 months; realization time is unlimited but in our case it was 1 year (January 2013 to February 2014).

OBJECTIVES • •

to promote the creation of a culture of active ageing as a lifelong process; to involve young generations in these activities.

ACTIVITY The project started at the beginning of 2013 by cooperation of three countries, Czech Republic, Austria, and Germany. This project was called Neighbors 55+ which not only means people living in the same community but also people living in other countries. The Totem Volunteer Center was the first initiator of this project in Pilsen. Inside of this center there are two intergenerational groups that have come to life spontaneously. These groups were looking for a practical form of how to work together. Their motto was “Já umím to a ty zas tohle” (I am able to do this, and you are able to do that). Accordingly, they created a small market of services. This market allowed members to offer things and services they liked, they were good at, and they were willing to do them for others. On the other side, people can find help for things that they cannot do by themselves. This exchange of services does not require any money and does not have to occur directly only, it can also spread widely between other members. For instance I may offer to cook a meal or bake a cake, help with electronics repair at home, accompany someone to a doctor’s appointment or theatre, water plants during a vacation, teach languages or play on musical instruments, work in a garden, walk pets, help with cleaning, move furniture or paint a room, fix clothes, or provide the other with a professional advice etc. How it works: Functioning of project Neighbors is based on payment with “Time checks”. For example, If Frank helps Joseph pick apples, and spends one hour of his time doing so, he is rewarded by gaining one hour credit to

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COLLECTION OF GOOD PRACTICE his time account. He then may use his credit next week to get a ride to a local shop. For each activity that people help with, members earn certain time to their accounts. If someone uses help of another one, he “pays” for the help with hours from his account. If a member cannot earn his hours by helping others due to his medical condition or high age, he can buy time credits to his account from the association at a symbolic price. The office of “Time Bank” is run by a member of the association. This member coordinates help; he adds time credits to people’s accounts for their help and subtracts them from the account of a person who was helped. We have few basic principles: Independence -‐ We are not connected to any political party, church, or religious group. Volunteering– All services are based on volunteering, no financial compensation is provided for completed work. Every member has a right to decide whether he does or does not want to do a certain service. No professional services are provided through exchange activities. Trust – Trust is very important. That is why we require members to know each other personally.

TARGET The cooperation described above creates good neighbour relations and supports a community where no one is left behind and without any help. This allows people to make new intergenerational contacts and share information. There is also another significant benefit for seniors who often do not have much money: for different services, they can pay with their own help instead of paying money. This project brings members an important feeling of being useful as well. That is something seniors are often missing when they retire. The project also allows members to accept neighbours’ help without embarrassment and remorse. And nevertheless, a functioning Neighbours group helps every single member to stay home as long as possible – in the environment where they feel good. That’s because this enhances their independence and social integration which is something that is good for everyone.

RESULTS Totem was a founding member of European Zeitbank 55+ network in February 2014. In October 2014, the Network will have its first meeting in Pilsen, Czech Republic.

TOOLS (EQUIPMENT, MATERIALS, ETC) Communicational channels

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) Coordinator (we recommend two coordinators, a senior and a young person, both volunteers)

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COLLECTION OF GOOD PRACTICE LINKS http://www.totem-‐rdc.cz/

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http://www.zeitbank.at/

COLLECTION OF GOOD PRACTICE

Finland: Computer-‐aided genealogy

PRESENTED BY: Ingrian Culture Association COUNTRY: Finland SHORT DESCRIPTION The course helps older people to use computer programs to study their family history.

DURATION (ORGANIZATION + IMPLEMENTATION) 1 day – 3 days

OBJECTIVES (CROSS ONE OR MORE OPTIONS) • •

•

ACTIVITY There can be max 10 persons in the course. Some computers are needed (not for everybody). 2 teachers help to find the genealogy studies programs and how to use them.

TARGET To help old people to get more information about their family roots.

RESULTS Saving family histories for future generations.

TOOLS (EQUIPMENT, MATERIALS, ETC) Computer, genealogy program.

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) 1-‐2 teachers.

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COLLECTION OF GOOD PRACTICE ESTIMATED BUDGET The price of the programs (no up to day information of present prices), appr. 150 €.

TIPS AND TRICKS An older member of a family can bring with himself or herself a younger member of the family (like grandchild) who is familiar with computer technics, to guide him/her.

LINKS www.myheritage.com www.genealogia.fi www.arkisto.fi www.mormonit.fi

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COLLECTION OF GOOD PRACTICE Greece: IT courses PRESENTED BY: Youthnet Hellas COUNTRY: Greece SHORT DESCRIPTION IT courses in Municipalities of Anogeia and Festos in Greece, by trainers of Youthnet Hellas.

DURATION (ORGANIZATION + IMPLEMENTATION) In each Municipality a three-‐day course was offered with cooperation of the Municipal Elderly Care Centre.

OBJECTIVES • •

•

ACTIVITY (MORE DETAILED 1-‐2 PAGES) Two introductory IT courses were held at the Municipalities of Anogeia kai Festos in March 2014. Courses in Anogeia lasted three days 3-‐hour beginner-‐level sessions on computer and internet usage, took place in the Computer room of the High School of Anogeia, for members of the Open Care Center of the Municipality of Anogeia (aged 55+). Courses in Festos lasted 6 days for 3 hours per day and participants were women members from the Elderly Care Centre of Festos (over 55 years old). Learning Objectives The main goal of the sessions was to introduce elderly citizens of the town of Anogeia to Computers and the Internet, in an attempt to bridge the generation gap as well as to keep them up to date with modern day communication technologies. In Festos sessions focused on internet navigation. Methodology The sessions followed the Non Formal Education model of learning, adapting the sessions content to the participants’ own needs, as well as focusing on the collaboration between them and experiential learning. Schedule in Anogeia Municipality

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COLLECTION OF GOOD PRACTICE Day -‐ Introduction to what a computer is, its main components and a basic illustration of how it works.

-‐ Introduction to what an Operating System is, the desktop’s interface and how to use the mouse and keyboard. Day 2. -‐ Practical training on familiarization with folders and files (creation, renaming, deleting, opening, minimizing, maximizing, closing etc). -‐ Practical training on typewriting using the keyboard. Day 3. -‐ Introduction to what an application is. -‐ Introduction to what the Internet is and how it works. -‐ Introduction to tools for communication and browsing (mainly focusing on Skype and Firefox). -‐ Meditation and discussion on how the internet relates to freedom of speech, cultural development and grassroots participation (showcasing Wikipedia as an example). Schedule in Festos Municipality Municipality Day -‐ Introduction to what a computer is, its main components and a basic illustration of how it works.

-‐ Introduction to what an Operating System is, the desktop’s interface and how to use the mouse and keyboard. Day 2-‐6. Introduction to Internet and Navigation Acceptance and Reaction Despite learning limitations due to age barriers, participants were engaged, even though individual differences on engagement were obviously apparent, with some even expressing interest for follow up sessions when they acquire their own computers at home, which they did not plan prior to the aforementioned sessions.

TARGET To assist elderly people in understanding basic IT knowledge in order to make them active and inclusive.

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COLLECTION OF GOOD PRACTICE RESULTS The IT courses were successful; participants were very interested in the knowledge process. In Festos Municipality, participants registered for a subsequent 50-‐hour IT course that will take place as a part of the LLL programme of the Municipality, as they wish to learn more.

TOOLS (EQUIPMENT, MATERIALS, ETC.) In both cases the Municipal computer rooms were used. Registration was promoted through the Elderly Care Centres in both Municipalities and the Municipal staff facilitated the needs of the training course.

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) Youthnet Hellas trainers Mr Antonis Triantafyllakis and Mrs Rena Sopasi were the trainers in the Municipalities of Anogeia and Festos respectively. Students were mainly females over 50 years old, members of the Municipal Elderly Care Centres.

ESTIMATED BUDGET Budget to cover expenses of trainers was approximately 500 euros.

TIPS AND TRICKS Involve the Municipal Elderly Care Centres. Explain in simple words. Keep courses short and easy going. Do not use jargon.

LINKS https://www.facebook.com/photo.php?fbid=242972392552961&set=a.244822302367970.1073741833.1 24027487780786&type=1&theater https://www.facebook.com/photo.php?fbid=242530715930462&set=p.242530715930462&type=1&theat er http://www.anogi.gr/archives/11190 http://www.prismanews.gr/index.php/pelatais/itemlist/tag/FYGO http://www.ekriti.gr/article/mathimata-‐ypologiston-‐gia-‐ilikiomenoys-‐sta-‐anogeia

http://www.cretalive.gr/crete/view/h-‐trith-‐hlikia-‐sunanta-‐tis-‐nees-‐technologies/73645

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COLLECTION OF GOOD PRACTICE Italy: The big memories of the future PRESENTED BY: Sharing Europe COUNTRY: Italy SHORT DESCRIPTION Cycle of broadcastings conducted by one or more young speakers and one or more +50 guest. On a Florentine web radio, called Radio Fleur, Serena and Chiara presents Le Grandi memorie del Futuro, a program where every week a «Life mentor» shares with us an experience, an advice, a memory.

DURATION (ORGANIZATION + IMPLEMENTATION) 3 months for a cycle of 8-‐10 broadcasting: 1 preliminary phase; 1 broadcastings production; 1 dissemination.

OBJECTIVES (CROSS ONE OR MORE OPTIONS) •

to promote the creation of a culture of active ageing as a lifelong process;

•

to involve young generations in these activities.

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COLLECTION OF GOOD PRACTICE

ACTIVITY Phase 1: the idea Phase 2: creation of the youngsters’ team Phase 3: Technical training: audio editing, recording, radio speaking, broadcasting format, calendar, duration Phase 4: creation of the contacts with Third Age Universities, Volunteering Associations, NGOs, etc. Phase 5: broadcasting recording (a weekly 30 min broadcasting) Phase 6: preparation of the Attendance certificate for participants and CD with picture. Phase 7: Dissemination of the podcasts through other channels: website; newsletter, social networks, etc.

TARGET +50 people (workers, retired, volunteers, learners, etc.) Youngsters (university students, school students, etc.)

RESULTS Real and physical meeting between generations, and real exchange of knowledge, interests and teaching.

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COLLECTION OF GOOD PRACTICE Creation of a permanent product where memories are recorded. Improvement of listening abilities in youngsters direct involved in the broadcasting program. Improvement of the mutual trust between generations (result of the better knowledge). Improvement of ICT skills (use of PC, graphic software, audio editing software) and other creative skills.

TOOLS (EQUIPMENT, MATERIALS, ETC.) •

Radio studio (or in alternative a microphone and mixer, or a mobile voice recorder, or a Smartphone recorder or similar)

•

PC with Audacity -‐ open source software for audio editing (or other audio editing software)

•

Profile on an online music streaming service that allows for the listening and distribution of podcasts, which are crowd sourced by its registered users (for example Mixcloud)

•

Creation of a CD audio with each broadcast as present for each senior guests

•

Paper certificate of Attendance for each guest (+ a picture of the experience)

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) One or more young people (students, volunteers, etc.)

ESTIMATED BUDGET 0-‐500 euros

TIPS AND TRICKS 1. 2. 3. 4.

The main ingredients of this receipt is TIME (if you want, you find it!) Open you ears and your heart! Use all your energy (with voice, ideas, music...)! Have fun as a real radio speaker!

LINKS Le grandi memorie del futuro – Program description http://www.radiofleur.it/11-‐trasmissioni/161-‐le-‐ grandi-‐memorie-‐del-‐futuro Le grandi memorie del futuro broadcastings http://www.mixcloud.com/RadioFleur/playlists/le-‐grandi-‐ memorie-‐del-‐futuro/

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COLLECTION OF GOOD PRACTICE Lithuania ICT breaks limits of age and place to learn foreign language PRESENTED BY: VšĮ “Žinių kodas” COUNTRY: Lithuania SHORT DESCRIPTION VšĮ “Žinių kodas” (Knowledge Code) organized free five-‐day courses “ICT for remote effective foreign language learning” in rural area of Lithuania. DURATION About 2 months (1 month for organization and 1 month for implementation)

OBJECTIVES •

•

to involve young generations in these activities.

ACTIVITY It was 5-‐day course and programme was like this: • • • • •

1st day: measuring level of the foreign language, investment, reasons for learning, goals. 2nd day: Learning methods, search systems, e-‐Learning system Moodle. 3rd day: courses and lessons for effective foreign language learning. 4th day: process of learning, material for learning, speaking and listening. 5th day: reading, vocabularies, and writing.

TARGET Elderly people (50+) and youth working with/teaching seniors who are living in rural area.

RESULTS 9 persons have participated in this particular course. They could to see how ICT could be used in learning activities, where to find free resources for learning, and what possibilities ICT gives for learning in rural areas especially to elderly people.

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COLLECTION OF GOOD PRACTICE TOOLS (EQUIPMENT, MATERIALS, ETC) Projector and computer, material: PowerPoint presentations on “ICT for remote effective foreign language learning”.

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) 2 employees, 2 volunteers (1 volunteer was from Latvia participating in Youth in Action project “Inter-‐ organizational learning: Employability and Social Inclusion through Non-‐formal Education of young people”, No. 550418-‐YFE1-‐1-‐2013-‐1-‐LT-‐YOUTH-‐Y43c – helped with preparation for courses).

ESTIMATED BUDGET 0-‐500 EUR.

TIPS AND TRICKS •

Motivation is essential for learning!

•

No any more limits of age or place for learning. ICT breaks them!

•

With help of ICT, to learn foreign language is easier than it was thought before.

LINKS: Invitation to course: http://ziniukodas.lt/lt/apie-‐mus/naujienos https://www.facebook.com/124027487780786/photos/a.244822302367970.1073741833.1240274877 80786/244822305701303/?type=1&theater Article about the course: http://eurappeal.eu/ict-‐breaks-‐limits-‐of-‐age-‐and-‐place-‐to-‐learn-‐foreign-‐language/

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COLLECTION OF GOOD PRACTICE Netherlands (The): Using new technology to show daily life of elderly people PRESENTED BY: Menno Both COUNTRY: Netherlands SHORT DESCRIPTION Bruggerbosch is a retirement home for elderly people and also an expert centre for Alzheimer. One of the problems Bruggerbosch had, is that it’s unclear what happened inside this centre. Knowledge generated by the institute was not probably shared with others, while family of the elderly were unaware of all the activity the elderly were still able to do. We used social media to get closer to the outside world and share experiences.

DURATION (ORGANIZATION + IMPLEMENTATION) 1 year (12 months)

OBJECTIVES •

to promote the creation of a culture of active ageing as a lifelong process;

•

to involve young generations in these activities.

ACTIVITY We started with identifying the target groups who were stakeholders in this project. After we did this, we decided which ICT tools were needed to reach these target groups. We found out that there were different target groups. Some of the target groups were outside, like doctors, family of the residents of the retirement centre, press and families living in the neighbourhood of this retirement house. Other target groups were inside the retirement house. The experts inside the retirement house and the staff needed to get involved in the project. After we decided about the target group, we decided to make our goals more clear. We wanted to get more open with the retirement house, but also get our staff better prepared for the future. In this way, they could help the elderly to use this social media tools. This was an ambitious project! The first step we identified was getting together with the marketing department to see how we can show more about the retirement centre. Together with the marketing manager we worked on a strategy to use different social media channels for different target groups.

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COLLECTION OF GOOD PRACTICE We used Facebook to show things about daily life in the retirement centre, Twitter we used to have short communication with press and other experts and LinkedIn we used to get into contact with other experts about Alzheimer. For every social media platform we formed a group, for example you had the Facebook group. The Facebook group contained 6 people and had the task to show the daily life of Bruggerbosch. The workload was divided by this six people. The group had the objective to post at least one message on Facebook every day. We also formed groups for Twitter and LinkedIn. In this way, the work was divided throughout the organization and knowledge was gained by many employees. It resulted in a very active Facebook page, where we saw results from the first day. To celebrate our successes we decided to make small incentives for the teams. When we reached 400 likes on the Facebook page, one of the team members made a special cake. We planned monthly progress reports with every team. In this way they were able to share knowledge with other team members and it gave us insight in the progress. One of the side effects we wanted to achieve is to get into contact with the people living near the retirement centre. There are a lot of young families living around the retirement centre, but they never visit open social activity of the retirement centre. We wanted to use this opportunity to get younger generations more involved with the older generations. Another problem Bruggerbosch is facing, is the decline of volunteers. Less people felt involved with the organization.

TARGET The target was to get more people involved in the retirement centre of Bruggerbosch. We wanted to show that there is a lot of knowledge in the retirement centre and how these people were enjoying life. In this way we wanted to keep the younger generation involved with the older generation.

RESULTS We had many results. Employees got enthusiastic and posted on Facebook, Twitter and LinkedIn. It didn’t take long until there was the first cake. Elderly were taken on pictures and put on Facebook. We reached on average xxx persons per post. The name of Bruggerbosch was growing, which meant that there were more articles about them in the “traditional” press. This resulted in a staff that was more proud to work at Bruggerbosch. When we placed an advertisement for new volunteers on Facebook, we had to remove it after a week. There were too many applicants.

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COLLECTION OF GOOD PRACTICE TOOLS (EQUIPMENT, MATERIALS, ETC) We started with persona profiles of our target group. After that, we conducted a brainstorm session to determine the goals. When we decided which path we are going to follow, we trained the people in the groups. After that, we organized a monthly meeting for every group. We needed than the progress results of the different groups.

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) We used 20 persons of the institute of Bruggerbosch and an external advisory company on Social Media. We didn’t include any volunteers or students in the project, as we wanted to have “professional” people in the project.

ESTIMATED BUDGET € 5.000,00 budget and around 120 hours of employees of Bruggerbosch.

TIPS AND TRICKS We found a few ideal mixes for Facebook, Twitter and LinkedIn. For Facebook we had the following rule 50% personality 30% Staff 20% business (f.e. call to be volunteer)

For Twitter 10 external links 4 links to our own knowledge (f.e. on LinkedIn, press release) 1 link for business (f.e. call to be volunteer)

LINKS http://www.bruggerbosch.nl http://www.facebook.com/bruggerbosch http://www.bothsocial.nl

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COLLECTION OF GOOD PRACTICE Netherlands (The): SimpelGo: for independent living and increased contact PRESENTED BY: Annelies Lammers (MSc), Simpel Contact Concepts & TU Twente COUNTRY: The Netherlands SHORT DESCRIPTION Due to changes in the care sector in the Netherlands, it is increasingly expected of the elderly that they continue to live independently in their own homes for as long as possible. Fortunately, people do also want to carry on living in their own homes for longer. They are also expected to make any necessary arrangements themselves, or with the help of family members, so that savings can be made in care costs. SimpelGo offers them assistance with this. Along with service providers, care providers and housing corporations and the people involved, together with their families, SimpelGo provides access to the most important information, news, contacts and services so that people can remain in control of their own lives and keep in contact with each other. Where required, e-‐health and other services can be brought in. This allows organizations to offer their services in an efficient yet personal way.

DURATION 1.5 years

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COLLECTION OF GOOD PRACTICE OBJECTIVES • •

•

to involve young generations in these activities.

ACTIVITY Best practice is represented by a group of older people living in an apartment complex, but also by a provider of home care services in the middle of The Netherlands that uses SimpelGo for the provision of its services. The SimpelGo web portal was designed with the input of staff and the elderly people using it. It includes useful, informative Internet functionality and is supplemented by local and personal functionality. The technology behind it is proven. Older people use the SimpelGo application on a tablet device or their own PC and an employee or volunteer briefly explains it to them. Simple buttons are used to access the main functions and usage is therefore intuitive. SimpelGo offers the following functions: • •

• •

Information and news: important websites (both national and local), such as online newspapers, online activities, important online information and online organizations. Video & Contact: for video contact between older people and their family for social purposes; video contact with healthcare professionals, such as nurses/care staff, so that they can offer assistance or support regarding medication, or consultations with a doctor. Leisure: games for memory training or for fun; the main social media applications. Personal information and services, such as a calendar or personal photograph album (shared with family members); e-‐health or home automation where required.

•

The portal was developed in such a way that it can grow. New functionality and buttons have been added over the course of the project. Staff are able to manage how content is organized themselves and to monitor

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COLLECTION OF GOOD PRACTICE use. Family members, such as children and grandchildren, have free access to photographs and the calendar using their own devices and can make video calls using Skype, for example.

TARGET • • • •

To support the elderly in independent living and in their participation in society. To maintain and stimulate contact between the elderly, their families and their social network so that they continue to manage their own affairs for longer and do not become lonely. To identify and list possible remote care applications. To offer care services in a more efficient way, video care services, video consultations; to reduce travelling times.

RESULTS • • • •

• •

Ageing people (including those without any experience of PCs) are enthusiastic about SimpelGo: "Just one lesson and you know how to use it." SimpelGo is used by the elderly for keeping in contact with family and other people, among other purposes: "I never feel alone any more”. They indicate that they have regained control of 'the Internet': "The world has been opened up to me and I am ready for the future." Various healthcare and service applications have come into existence. Examples include applications for offering assistance and information, for support during the taking of medication (reminders, supervision), for preventing loneliness, for contacting a regular nurse or caregiver, even during the evening, while on holiday or in hospital. Video reception. Staff also appreciate the simplicity of the application and use it when providing their services. Active assistance is required for implementation. Considerable potential for scaling up and for a diverse range of applications for healthcare, self-‐ management, social contact and safe living. Possibilities for new business and the upgrading of services and homes.

TOOLS The elderly generally use a tablet and sometimes a PC. Professionals use any suitable computer, tablet or smartphone. The SimpelGo web portal is installed and explained to them. Family members use their own device.

STAFF Project team, participants: older people, family and staff, students for installing the portal on the tablets and providing explanations

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COLLECTION OF GOOD PRACTICE ESTIMATED BUDGET Project preparation time and implementation, development, set-‐up of web portal for use, training of staff, explanation/lesson for the older people and their families through home visits. Cost of tablets: 100 to 300 euros per person.

TIPS AND TRICKS 1. 2. 3. 4.

Start with people who are enthusiastic. Make use of proven, open source technology and a proven concept and web portal. Keep it simple for the end user, but ensure flexibility and customizability. Determine the objectives, DO IT! and evaluate and make adjustments.

LINK http://www.simpelcontact.nl Or e-‐ mail info@simpelcontact.nl

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COLLECTION OF GOOD PRACTICE Norway: No past, no future. PRESENTED BY: Karmøy Frivilligsentral IOGT COUNTRY: Norway SHORT DESCRIPTION Traditions cannot be transmitted in writing. They have to be shown through practice. Therefore we made a film with one of our best thin bread bakers, Aslaug. Teachers at High School meant it could be interesting for their student to learn this art, and we agreed to meet one day, having also a media line at school, they offered to make the film. The project was completed at Karmøy Frivilligsentral where members of the knitting club got the chance of being spectators and could also taste the products. Duration (organization + Implementation) The students arrive at 09.00 and stayed for four hours. The film is 9 min. long. The film was shot the 23rd of April. The deadline for the film to be finished was the 10th of May. I got it on my computer late in the afternoon the 10th of May. It took two and a half weeks to edit it.

OBJECTIVES • •

•

ACTIVITY At 9 am eight students from Åkrehamn high school met at Karmøy Frivilligsentral to learn how to make thin bread (lefse). Two for filming, and six to learn the craft. Board members and volunteers at the center had then made everything clear. They had put in place the equipment needed; ingredients for lefse, and to lubricate lefse afterwards. Aslaug had taken with her griddle and roasting equipment. Media students brought with them filming equipment. The best way of transfering traditions is from mouth to mouth while the activity is being performed. This is especially true when talking about crafts. One gets much better understanding of the craft when you see it with your own eyes. Reading, or getting explained a craft without seeing it being done in practice, will give two different results. And then the original way of carrying out work will change from time to time, and man to man. However the work is attached to the film, we retain the traditional version. Among the students who entered, there was mixed interest. It was quite apparent which of those who would continue the activity, or similar activities. They showed clearly that they thought this was both

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COLLECTION OF GOOD PRACTICE rewarding and interesting. So we hope that we have some tradition bearers among the youngsters. Since we also had with us a knitting group, several of those also seemed interested. And it was agreed new collections in which they would participate. Thus we spread the tradition via several generations.

TARGET Continue the tradition to bake thin bread (lefser)

RESULTS A film and 40 lefser.

TOOLS (EQUIPMENT, MATERIALS, ETC) Camera, griddle, two kinds of rolling pins, a stick, table and pastry

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) Boarding members, volunteers and students

ESTIMATED BUDGET Students business company. 2000,-‐ Nkr. for the film

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COLLECTION OF GOOD PRACTICE Poland: Helping point – service exchange PRESENTED BY: Centrum Kształcenia Zawodowego i Ustawicznego w Chojnicach COUNTRY: Poland SHORT DESCRIPTION CKZiU together with students of our school agreed that none formal course is needed, especially in case of our students who are participating computer studies lessons. It has been discovered that sometimes they require specific knowledge, which can be applied in short condensed way. That is why the organization has created the meeting point where student’s needs and skills can meet. It has been decided that school will provide place, one of the teachers as a coordinator and if there will occur problems, professional help.

DURATION (ORGANIZATION + IMPLEMENTATION) 1 month organization + continuously

OBJECTIVES • •

•

ACTIVITY In our school there is a strong need to combine generations who are meeting in the same classroom. They came with the same need of getting high school education, which they weren’t able to finish in so called “right time”. However, their background, life experience and motivation differs. Even in the classroom they act differently and expect something else. Teachers are making a lot of effort to combine those generations in one school community, yet it seems to be really though job. While working in this specific school environment, both teachers and students discovered that they can learn from each other. Nonetheless they not always find a person who can give them information needed by themselves. That is why school involved in the FYGO project to find out how to help them. Thanks to possibility of observing other countries’ good practices, and involving students we came up with an idea how to solve this problem. We have arranged a kind of “meeting point”, where students can find other person who will teach them of specific things they need. The team created a poster which informed students about possibility, and two side leaflets “I can – I would like to learn”, and spread them among students. Teachers also informed students about this possibility during the lessons.

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COLLECTION OF GOOD PRACTICE

Pict 1. Leaflets where students would like to learn or teach.

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COLLECTION OF GOOD PRACTICE

Pict 2. A poster informing students about the action.

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COLLECTION OF GOOD PRACTICE The project team agreed that the point of need’s meeting should be placed in the school’s library as it is the only place constantly working (6 days a week). School’s library is equipped in computer lab with (5 computers with free Internet access), so there are no problems with ICT trainings. The school has also well-‐ equipped classrooms to learn various skills (cooking, handcrafting, beautician etc.) which can be used if necessary. Students invited this idea with sort of astonishment and curiosity. However, they have written many various skills, they would like to provide. The library teacher created a database of skills, with contacts, and we have first pairs of “young-‐adult” working together (how to use my smartphone, how to sew a tear on my jacket, how to cook traditional Easter soup, how to create e-‐mail account etc.). The project team agreed that there will be no time limit for this action, as it may be new way of integrating different generations. The project team came up with an idea to extend the activity and create an on-‐line forum at school’s website so students in need can contact with themselves also from their homes.

RESULTS Socializing older generations and involving them in school life. The most interesting result is that students not only teach and learn from themselves, but also are chatting about different topics.

TOOLS (EQUIPMENT, MATERIALS, ETC) Library’s computer lab, advertisement board, leaflets, posters

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) 1 teacher, schools community

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COLLECTION OF GOOD PRACTICE Romania: Teaching +50 teachers how to use Internet technologies PRESENTED BY: “Vasile Goldis” Western University of Arad COUNTRY: Romania SHORT DESCRIPTION: Vasile Goldis” Western University of Arad is a young, entrepreneurial university that was founded in 1990 and is part of the European Area of Higher Education, the European University Association, the European Federation of Superior Schools, and the Danubian University Association. The University has been awarded the European Certificate of Quality in education management, and the IQ Net Certificate of Quality. Our institution has about 10 000 students that come from all the Western part of the country and in the last few years, as the university developed, we have about 1 500 international students. The University, focusing on students’ interests, offers all three levels of higher education: bachelor’s degree, master and doctoral programs. Within the Faculty of Humanities, Political and Administrative Sciences the University offers bachelor and graduate programs that implement the requirements of the labour market which are in a continuous transformation, therefore there is a genuine and open interest in using modern teaching and assessment methods.

DURATION Organization lasted 2 weeks for two groups of twenty +50 teachers, implementation 4 weeks for teaching students using the e-‐learning Moodle platform.

OBJECTIVES • •

•

to promote the creation of a culture of active ageing as a lifelong process; to ensure that rapidly-‐growing population of people who are currently in their late 50s and over would have opportunities for employment and active participation in social and educational activities; to involve young generations in these activities.

ACTIVITIES: Choosing course topic; Deciding on course objectives – the most important being to attract students to a more interesting way of learning; 3. Content development – transforming classic course format into e-‐learning material 4. Creating course stages: 1. 2.

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COLLECTION OF GOOD PRACTICE a.

initial student evaluation using questionnaire to assess participants’ profile i.e. their level of ICT skills b. course topic evaluation using questionnaire to assess participants’ knowledge and interest in the course topics; c. deciding on course methodology; d. organizing teaching materials: designing content files (Word, PDF PowerPoint), choosing media files (audio and video) e. choosing means of communication between teacher and participants for each part of the course (forum, chat, private messages) f. deciding on types of learning activities ( reading files, interactive group communication, virtual classroom participation, workshops). In the case of workshops as they are the most frequently used, the stages are: topic description, research, debate, peer evaluation and teacher evaluation; g. deciding on course assignments for each chapter of the course (uploading reports based on individual or group research, quizzes, questionnaires); Course and teacher evaluation by participants

TARGET To help senior or retired teachers develop specific skills and valuable attitudes, and enrich their experience in using a e-‐leaning platform.

RESULTS Teachers had an active participation in developing online courses for their students and consider the e-‐ learning Moodle platform a suitable and useful instrument for their future activities

TOOLS (EQUIPMENT, MATERIALS, ETC) Webserver, e-‐learning Moodle platform, WebEx virtual classroom

STAFF (COORDINATOR, VOLUNTEERS, STUDENT) Moodle coordinator for Romania, forty +50 teachers, 200 students

ESTIMATED BUDGET None

TIPS AND TRICKS Teachers were motivated by their need to improve their ICT skills in order to make their courses more interesting for today’s students

LINKS edu.moodle.ro

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COLLECTION OF GOOD PRACTICE Slovakia: ICT training course PRESENTED BY: ESTRA foundation n.o. COUNTRY: Slovakia SHORT DESCRIPTION ESTRA foundation n.o. organized ICT training course in cooperation with the grammar school which focused on languages and ICT. The length of the course has been over one week in the evening hours. In total 22 learners participated in this course, where 17 learners out of total number had never used a computer before. The structure of the training course was developed according to the professional and personal background of the participants, in order to match the needs and expectations of the learners. At the end of the training course each participant received a certificate.

DURATION (ORGANIZATION + IMPLEMENTATION) 1 month organization + 1 week implementation

OBJECTIVES •

ACTIVITY Training course for beginners: • • • •

switch of the computer keyboard & mouse Desktop and Microsoft Office Google

•

Gmail

Beginner’s profile: cleaners, maids, nurses, cooks and maintenance providers Switch of the computer At the beginning of the course, the beginners learnt how to switch of the computer and what happens after switching of the computer, as well as other alternatives which popped up during the training. The training was orientated in an interaction way therefore when any problems arrived to one of the learners,

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COLLECTION OF GOOD PRACTICE all learners have been informed about this problem and the solution has been presented to them as well as written down to be included in the guide. Keyboard & mouse After the computer was switched on, learners started getting to know about the keyboard and mouse. The teacher showed the learner the mouse and explained them what is the function of the right part of the mouse and the left part of the mouse. After taking note of its function learners could experience it by clicking and using the mouse. The teacher also gave practical and useful information when the mouse gets stuck or how to move and use the mouse. As example to be mentioned the learners had to move folders on the desktop from one side to another and back, so they experience the sensitivity of the mouse and its coordination. After words, the teacher presented the keyboard and its buttons functions. The learners opened the word document and tried to type something and use as many as possible buttons from the keyboard. Desktop and Microsoft Office When the learners became familiar with using the mouse and keyboard we have moved to the desktop and Microsoft office documents. First the teacher explained what usually we can find on the desktop and the reason why it is placed in the desktop, what is the function and aim of the desktop as well as how to change the background of the desktop and organized its folders. While presenting the desktop we have opened the section of Microsoft Office where the teacher informed learners about the function of different documents and the learner had a possibility to explore them by opening. Due to the fact that most of the learners have chosen the word document and justified it as need for their professional and personal development. The teacher presented the word document in more details. The learners had to type one paragraph of the text from the book. Here we used the books from which usually students of the grammar school study and learn. After typing of the whole paragraph, the teacher asked the learners to change the format of the words, change the line spacing or move the paragraph in the middle of the page etc. Google At the end of each day, the teacher asked the learners what they need to learn more or what they would like to get to know from the internet. The majority of the beginners asked for google to search for recipes, news, online magazines, travel information or other. The training started by switching of the computer, so when the learners are at home, they know how to get to google from the beginning. For example it is normal that when we click on internet explores like Mozilla or Chrome the google.com does not come automatically so the first confusion arrives. The same rule applied here as well, the teacher showed to each learner what he would like to find out in google and how to save the page so it comes automatically. Gmail The course on gmail was the last to conduct all gained knowledge gained during the training. The learners had to switch the computer, open the word document type something, then open the google.com download one picture and place all in one document. After saving the document on the desktop each leaner opened the

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COLLECTION OF GOOD PRACTICE gmail account. This was done step by step with the teacher, so the learners followed her on by seeing it on the screen projected on the wall. When each learner created the account, first assignment was to attach the document which was created at the beginning and send it to the teacher. This was a final assignment where all acquired knowledge of training where used.

Training course for intermediate learners: • • •

Gmail Skype Facebook

•

Power Point and Excel

Intermediate learner’s profile: office clerks, accountants and human recourses administrators Gmail Due to the fact the learners use computer on daily basis the training was more advanced than for beginners. The training started with opening google.com and explanation of various applications found on this page. The learners found that the most appropriate application for their needs is the gmail. Therefore the teacher showed the learners, how to create the account and youth volunteers helped those who accounted any problems. After creation of the account the same activities were applied like in the training of beginners, so each leaner will try to send but also receive an email and try to forward it or save it and other advanced actions. Skype As identified by the teacher the biggest need for this group was to speak with their children abroad or relatives living in another country. The school supplied us with the headphones and microphones so the learners can try the call between them and experience all possible problems which could come out once they are using skype on their own. As a first step, each learner created the account and wrote it down on the board. After that, each learner had to add each other to the list of the people and start typing to each other. Once learners got familiar with typing, the teacher proceeded to another step to call each other by using the microphone and headphones. Thanks to the volunteers the installation of both tools was very fast and learners could explore the communication tool in the practice. Facebook The statistics confirm that Facebook became number one when it comes to socializing and communicating between friends, relatives of colleagues. Therefore the learners had the possibility to explore this social network by either creating their own account or by following the other learners who have already created an account. The reason why some of the learners refused to create the account was because of the lack of the trust towards Facebook. The training was developed more for those who had

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COLLECTION OF GOOD PRACTICE already an account and who asked for more information on privacy setting and other issues according to their interest. Power Point and Excel The training was concluded by the PowerPoint and Excel sheet, which were chosen by learners to be used in work. After opening the PowerPoint each learner had to place one picture and some text to it. Then the teacher gave them an assignment to copy this picture and text to at least 5 slides and try to modify it by using the different tools which were introduced to the learner at the beginning. When the learner felt confident about using the PowerPoint, the teacher proceeded to the Excel sheet. After the introduction of the tools and its functions the learner had to find out any possible databases on internet and download it so they can practice different tools. Thanks to young volunteers who were present in both classes the training went very smooth and each learner had possibility of one to one interaction.

TARGET To improve the ICT skills of seniors in order to become active citizen in the community and enhance the integration of seniors in local activities, social and cultural life of the society and empower the employability skills of these targeted group

RESULTS ICT skills of seniors – internet, Microsoft Office, basics of the computer

TOOLS (EQUIPMENT, MATERIALS, ETC) Handbook (guideline) and computer (laptop)

STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) 2 teachers, 1 teacher assistant, 3 young volunteers and 1 coordinator

ESTIMATED BUDGET 200 euro

TIPS AND TRICKS 1. 2. 3. 4. 5.

Be patient Read everything twice before you click yes/no Don’t be shy to ask your children Listen and write down everything what you need Write down your password and nickname

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COLLECTION OF GOOD PRACTICE LINKS http://www.wikihow.com/Create-‐a-‐Gmail-‐Account http://www.wikihow.com/Set-‐up-‐a-‐Skype-‐Account http://www.wikihow.com/Set-‐up-‐a-‐Facebook-‐Account

POWER POINT AND EXCEL https://www.youtube.com/watch?v=VtvNanYXUBI https://www.youtube.com/watch?v=IBT_sBzFcOA

WORD DOCUMENT https://www.youtube.com/watch?v=5kdlwTnTzdA https://www.youtube.com/watch?v=IOydyBokcKQ https://www.youtube.com/watch?v=IW3o4f2LMDI https://www.youtube.com/watch?v=31Xgo6WgC_Y https://www.youtube.com/watch?v=oLglHaZRK60 https://www.youtube.com/watch?v=3bN5OXcjNq8 https://www.youtube.com/watch?v=1yKVLqJZzps https://www.youtube.com/watch?v=Daeg4JhCNi8

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COLLECTION OF GOOD PRACTICE Turkey: ÖMÜR DEDİĞİN -‐ TV program PRESENTED BY: Yunus ŞENBAY COUNTRY: Turkey SHORT DESCRIPTION The Ministry of Education supported National TV program about the life experiences of seniors over 65. The program is produced by National Public channel and broadcasted once a week. Some weeks the programs are shown in the citizenship lessons for the high school students. The program is very helpful as it helps youngsters to understand and learn from the experiences of seniors presented on the program. The seniors are chosen from different regions and voluntarily give their insights about how to behave in certain circumstances and what to do to get the most of the life.

DURATION (ORGANIZATION + IMPLEMENTATION) The program has started in 2009 and being used by our directorate since the project started in 2012.

OBJECTIVES (CROSS ONE OR MORE OPTIONS) •

Director: Zeliha İlhan DOYMUŞ Local coordinator and subtitles: Kırşehir Educational Directorate. Channel: TRT Public Broadcasting company

DURATION 45 minutes each weekly program covering 3 interviews in each week.

TARGET Youngsters and students watching the program together with the seniors sharing experiences of their own.

RESULTS Each week the program is being watched by 3500 students in the local scale. The web page of the program: http://www.omurdedigin.com/

TOOLS (EQUIPMENT, MATERIALS, ETC) Classroom, beamers and sound systems

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COLLECTION OF GOOD PRACTICE STAFF (COORDINATOR, VOLUNTEERS, STUDENTS…) Yunus ŞENBAY

ESTIMATED BUDGET The services are provided free of charge as a part of the curriculum.

TIPS AND TRICKS Such programs are based on real life experiences which encourage viewers to learn from and helpful in terms of personal contribution for the target youngster groups.

LINKS http://www.omurdedigin.com/ http://www.trthaber.com/programlar/omur-‐dedigin/

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COLLECTION OF GOOD PRACTICE UK: K College in Folkestone PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom K College is a college of Further Education (FE) and Higher Education (HE) with facilities across Kent, United Kingdom, formed in April 2010, by the merger of South Kent College with West Kent College. In the academic year beginning 2009, it had 25,290 students between its 5 campuses, at Ashford, Dover, Folkestone, Tonbridge and Royal Tunbridge Wells. Higher Education courses are offered in conjunction with the College’s partner universities: Canterbury Christ Church University, University of Greenwich and University of Kent. The main campus in Tonbridge teaches a large number of A-‐level and vocational courses, including apprenticeships. It also runs teacher training courses, TUC courses and has a Professional Development Centre. It has additional teaching courses on deaf issues and a dyslexia unit. The college runs a construction-‐orientated teaching centre based at the Construction Crafts & Engineering Centre on Kingstanding Way, North Farm Industrial Estate in Tunbridge Wells. The West Kent College Student Association has recently rebranded as K College Student Union. The main rebrand involves developing a new logo, changing its name and initiating a consultation on its constitution. It consists of a President, Vice-‐President, Communications Officer and 6 Union Officers; they have a mixed remit to cover all the facets of student representation.

--"This really should be shown in all secondary schools as the anniversary of the outbreak of WWI approaches." Dennis Hurleston on IMDb

ACTIVITY: In February 2013, a group of people came together with one question in mind: "What happens if we forget?" The seaside town of Folkestone, Kent, UK was the gateway to the war for over eight million troops. With the First World War moving out of living memory, what does that mean for the rest of us? Could anything like it happen again? For the duration of this experimental documentary, the participants were taken back to World War One, through a series of method acting workshops, to answer these questions. Time Bleeds has been made with local young people, mainly from K College in Folkestone, to help them reconnect with their heritage. Everything in the film is based on true happenings involving local people. Apparently, the initial lack of knowledge regarding the First World War was astonishing.

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COLLECTION OF GOOD PRACTICE However, working with young people in this way has really helped them understand about the war and its horrors. There are a great many commemorations taking place over the next 4 years via museums and heritage sites, in the main offering a range of exhibitions and the like. But there's nothing that they can find so far that asks the question, "What happens if we forget?" Also, "Why commemorate World War One in the first place?" Feedback so far has been very encouraging. There is even the suggestion that the film be shown in every secondary school. The film is more suited to a mature age group of 12+, but offers a great way to engage with a teenage audience, which many heritage venues have said they struggle with.

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COLLECTION OF GOOD PRACTICE UK: Generations working together—the Scottish Centre for Intergenerational Practice PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom The Scottish Centre for Intergenerational Practice conducts research, provides information, assigns projects, delivers support and encourages involvement to benefit all of Scotland’s generations. This is achieved by working, learning, volunteering and living together. The Centre is supported by the Scottish Government and works closely with public, private and voluntary sector organisations, as well as individuals and families, to gather and share best practice, provide information and support, and develop new opportunities for intergenerational working in communities. The development of local networks of organisations, groups and individuals interested in furthering intergenerational work is a key component in the Centre’s strategy. In this way, groups and individuals can benefit from a range of support, learning and funding resources locally. Projects that are funded and supported by The Scottish Centre for Intergenerational Practice include: HOST ORGANIZATION

PROJECT NAME

Dundee Carers Centre

Young Carers Project

KEY ACTIVITIES •

• •

Hillhead Primary School

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Community playground Regeneration

•

A poet-‐led session that involved all participants writing a poem about their caring role entitled ‘Try Being Me’. The production of a CD. Invitations sent out to carers across the age spectrum. 23 young people and 9 adults interested attended an information day. Provided with more information about the type of activities the project was introducing. Day also included lively activities -‐ a quiz about Dundee, and a drumming workshop. Pupils consulting with residents of a local sheltered housing complex to generate

COLLECTION OF GOOD PRACTICE

•

Playbusters

Bringing Generations Together

•

Friends of the Weavers

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Weaving Yarn, Connecting Generations Project

•

ideas on improving the garden within the complex. Children visited the complex and worked with parents and an employee of the complex to regenerate the garden. Artists worked with the children to create the design for the furniture and the shelters. To brighten up the playground the children also made planters with reclaimed wood. Young people and older people worked together to improve the garden surrounding the complex by planting flowers. Winter months were used to prepare the ground, greenhouse, hut and potting shed. The young people are so eager to learn and friendships are being formed across the generations. The children showed the older people how to use technology and helped then to understand how to keep in touch with overseas family. The children demonstrated the use of mobile phones and introduced the older people to electronic games such as the Wii. Historical visits undertaken locally and to other places where

COLLECTION OF GOOD PRACTICE

•

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weaving was a feature of the industrial landscape– the Small Cottages in Paisley, commemorating the life of a weaving community, and to the Abercromby Street Cemetery and other appropriate venues were identified for both older and younger groups. For older participants in the project, visits to the Small Cottages in Paisley and to celebratory events in the school and in their Thenew Sheltered Housing, helped to capture their memories. A community artist was engaged to work with pupils. Visits to other weaving museums.

COLLECTION OF GOOD PRACTICE UK: Encore Futures PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom Encore Futures was founded by Annabel Warr who, drawing on her own experience of transitioning between the public, private and charity sectors, is passionate about helping experienced people find new ways to use their transferable skills so as to make a difference to charities, as well as improve their individual circumstances. In her leadership roles across the sectors, Annabel has seen firsthand the strengths and challenges of working in each. She recognizes the great potential for cross-‐sector collaboration and learning. Working with a network of specialist associates, Encore Futures aims to help the United Kingdom's most forward-‐thinking charities build up their organizational capability by brokering new connections with talented people at the end of their midlife careers and beyond. Many of these people have great skills, experience and a sense of still having much to contribute and learn. When these connections are well considered and based on mutually beneficial outcomes, the opportunities for meaningful results are immense. Encore Futures works with: Charities To develop one's organization with experienced professionals looking for a new challenge. Professionals To discover how one may use one's personal experiences to make a meaningful difference for charities. Corporate To build upon one's community engagement with one's senior executives as they move towards retirement. Encore Futures offers a number of specialist service pathways to its clients, which include: OPPORTUNITIES TO LEARN Explore workshops for experienced professionals who want to explore their next stage and discover how their skills can make a difference for charities. OPPORTUNITIES TO EXPERIENCE Volunteer projects combining strategic level volunteering opportunities designed for lasting impact with the skills and interests of experienced professionals.

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COLLECTION OF GOOD PRACTICE OPPORTUNITIES TO SUSTAIN Impact community connecting people, businesses and social purpose organizations who share a vision to unlock the value of experience for a better society.

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COLLECTION OF GOOD PRACTICE UK: St John's House Choir PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom

On 12th August 2013, The St. John’s House Choir, with a combined age of 1180 years, officially secured its place in the annals of Guinness World Record history by becoming the Oldest Choir in the World. Formed in 2012, the choir seemed like a natural progression after months of residents singing together in the longue of St. John’s House, Kirk Hammerton. With a brand-‐new name, and having put together several song sheets for their singing lessons, the residents grew more enthusiastic and confident every time they practiced. Staff and families of the residents began to join in, and even talked to them about making a CD, when in fact some of them didn’t even know what one was. At present, the choir is made up of 15 members, with only one of them being male, and has an average age of 91 years. Its first live recording is available for purchase on CD for the reasonable price of £5.

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COLLECTION OF GOOD PRACTICE UK: Living well in care homes—British Association of Occupational Therapists and College of Occupational Therapists PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom

Living well in care homes is a toolkit, a free online resource full of practical ideas of how to support care home residents to live their lives doing the day-‐to-‐day activities that are important to them. The toolkit promotes dignity and respect, mental and physical wellbeing and integration into the community. The toolkit includes free training materials and audit tools to review and provide evidence of various aspects of care, such as personalization and choice. Developed by the College of Occupational Therapists (COT), the toolkit draws attention to the principle that everyone has a fundamental right to shape their daily life regardless of age and health needs. This resource is available to all care homes in the United Kingdom. The Toolkit consists of five separate sections aimed at a range of audiences, including care home residents, their family and friends; care home staff, owners and managers; commissioners and inspectors; and occupational therapists. The Toolkit is available online, and can be downloaded. By saving this resource to one's own computer, it will be easily to hand whenever it’s needed. It will also allow for changes to the audit and action planning forms to be to be made quickly and efficiently to record improvements in the care home.

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COLLECTION OF GOOD PRACTICE UK: Surviving winter— Community Foundations PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom According to recent research, there were around 31,100 excess winter deaths in those aged 65 or over in England and Wales. The Surviving Winter campaign raises money each year to help older and vulnerable people keep warm and well in the United Kingdom's coldest months. Since November 2011, it has successfully risen over £4.7 million, and helped over 65,000 people survive winter. It is estimated that, every winter, over 4 million households live in fuel poverty across the United Kingdom. As fuel prices continue to rise, the less well-‐off and more vulnerable people suffer, physically and emotionally. Donations to The Surviving Winter campaign are made in a number of ways, including providing warmth packs and blankets, boiler repairs, funding Meals on Wheels and lunch clubs, supporting homeless shelters, providing winter food parcels, and helping people to pay their energy bills and better insulate their homes. The campaign began as a vehicle for generous pensioners to ‘recycle’ their Winter Fuel payments, but has since developed into a giving portal for anyone who wants to help support vulnerable people survive the winter. Community foundations have excellent local reach and distribute all donations to people in need.

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COLLECTION OF GOOD PRACTICE United Kindom: The Silver Line PRESENTED BY: ASPECTS TRAINING AND PROJECT DEVELOPMENT C.I.C. COUNTRY: United Kindom The Silver Line is a free and confidential helpline based in the United Kingdom that provides information, friendship and advice for older people. This service is open twenty-‐four hours a day, every day of the year; it understands that feelings of loneliness, abuse and neglect simply cannot be confined to specific times of the day. Founded in 2012 by British journalist and television presenter Esther Rantzen, The Silver Line highlights the reality that older people should be valued as an incredible asset to society. The latest research shows that older people keep families functioning, (one third of all working mothers depend on grandparents for childcare.) Similarly, they form the bedrock of the charitable sector, and in the workplace their skills and experience make an invaluable contribution. However, the statistics about older people and loneliness are frightening. More than half of all 75 year olds in the UK live alone, and one in ten suffers “intense” loneliness but is reluctant to ask for help. At The Silver Line, specially trained helpline staff: Offer information, friendship and advice Link callers to local groups and services Offer regular befriending calls Protect and support those who are suffering abuse and neglect The Silver Line is chiefly a helpline for older people, or the Silver Generation. They have no strict age limits, but most people they speak to are over 65. Callers can also be put in touch with Silver Line Friends; they can receive a regular weekly friendship call or email. Or they may join a "Silver Circle" and take part in a regular group call on subjects that interest them. Silver Line Friends are volunteers who have contacted The Silver Line because they enjoy talking to older people. They are vetted and trained, and work in pairs for safeguarding and support. For those who want to connect online with others who have similar experiences, there are forums on a wide range of subjects that are contributed to.

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COLLECTION OF GOOD PRACTICE Contact Information Feeling Younger by Getting Older partnership is a Grundtvig project, funded by Lifelong Learning program 2012-‐2014. To contact the partnership, visit the website: http://feeling-‐younger.eu/

Coordinator Information

Disclaimers

SHARING EUROPE Non-‐profit association

CONTACTS: Address: Via G. M. Cecchi 21b, 50126, Florence, Italy Email: sharingeuropefirenze@gmail.com Tel.: +39 055 0517269 Website: www.sharingeurope.eu

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2012_1_IT2_GRU06_3717 – This project has been funded with support from the European Commission. This publication (communication) and all its contents reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.