ReGap is an acronym for “Reducing the Educational Gap for migrants and refugees in EU countries with highly relevant e-learning resources offering strong social belonging”. The ReGap project is co-funded by the Erasmus+ programme, and aims to extend high quality, culturally sensitive open access e-learning resources to adult migrants and refugees of both genders in EU countries. Building on findings from the USA and our Erasmus+ project (Advenus) we know that reducing the education gap for migrants and refugees in European countries will secure employment and social belonging opportunities. The group we are intending to reach, is not in any way uniform. It has proven difficult to reach all. Which is why we are suggesting making some changes regarding teaching methods. This requires on-line learning activities that are culturally and gender sensitive and support in-person learning activities in the context of each European country. The ReGap project will continue to use online- learning as a basis. This will be uniform for all European countries. However, there are differences within Europe, which we need to address. In-learning in the individual countries, with information specific for the country they are staying, will do this. This will make the project far-reaching and the information will still be accurate and useful. We also know that a significant barrier to engagement in on-line learning is that on-line resources are not deemed relevant and fail to engage with the learners needs for knowledge about employment, health, social security, schooling and justice in the new country. To counteract this barrier, we suggest implementing the findings from a recent Stanford study. Research has demonstrated that social identity threat can impair a person’s working memory and academic performance. They managed to apply activities removing the social-identity threat, a fear of being seen as less competent because of social identity, leading to participants not completing MOOCS. This was achieved by creating a sense of belonging, with an online activity at the beginning of the course. The results being highly successful. We wish to include their activities, and in addition have online-groups for discussion and participation at certain times to even increase the sense of belonging. The ReGap project will develop on-line learning activities that enhance the contextual knowledge of migrants and refugees across key topics and their sense of social belonging. The ReGap project is a follow-up of the LIBE project, and the Advenus project.
Read more »ReGap consists of six courses plus an introduction. The courses consist of an online course, as well as activities you can do “face to face”, for instance in a class room. Below, you will find a short description of the courses and links to the material developed for the face to face activities. To access the online courses, please go to the Advenus-ReGap website (opens in a new tab). The courses are available in five languages: English, Portuguese, Italian, Macedonian and Norwegian. All kind of feedback is warmly welcome, please contact us here. Good luck! Are you an educator or instructor? Please click here for a Booklet for Educators and a Demo Video. Introduction The Introduction course gives an overview of the different courses with examples, and explains how to use and navigate in the online platform. You will also find special information for educators. Link to the Introduction course (please click on preferred language): English – Italian – Portuguese – Macedonian – Norwegian. Employment The course on Employment is aimed at presenting the different kinds of contracts, acquiring the lexicon related to different kinds of jobs, explaining the sections and the key words of a CV/job ad, presenting people’s rights at the work place, explaining where to go to find a job (job centres/agencies), showing how to use public transportation/cars to go to work, acquiring lexicon/communicative expression to ask for information on the street understanding norms on driving licence. The course is made up of 6 sections: Introductory video on employment Finding a job Different kinds of employment contracts Losing your job Going to work Do you remember? Link to the Employment course (please click on preferred language): English – Italian – Portuguese – Macedonian – Norwegian. Face to face activitites Activity Employment – Finding a job Section: Finding a job Target group: Migrants and refugees in search for a job Objective: Enhancing lexicon on finding a job; communicative expressions in formal settings in relation to job findings (describe your own skills, understand the requested documents etc.) Tools: Videos on employment centres in the hosting country language (e.g. for Italy Samira at the employment centre); or photos showing interviews at the employment centre of your country; or leaflets about the services provided by the employment centre of your country. Examples (for Italy): Video (https://www.youtube.com/watch?v=VsEBjpQTlyY) Leaflet http://romalabor.cittametropolitanaroma.gov.it/sites/default/files/Pieghevole%2007.06.18.pdf) Cards to be distributed among students (see tables 1-2-3 below) Duration: 45 minutes. Background: before showing your students the tool you have selected, briefly recall the information about the CV sections and how to find a job in your country. Step 1 – brainstorming: Both the video and the photo/leaflet are meant as tools for brainstorming and for eliciting students’ knowledge on the topic (lexicon about employment, communicative expressions to be used in an interview, but also possible previous experiences in an employment centre of the hosting country). if you choose the video, ask your students to watch it at least twice (one time for global comprehension and the second time to take notes on the most relevant information) if you instead choose the photo/leaflet, let the students work in pairs and discuss the image/information included in the tool selected. Step 2 – wrap up in plenary: in plenary, discuss with your students about the meaning of the selected tool and their previous knowledge on the topic. This phase is crucial in order to understand how to set up the role-play activity, according to the students’ language knowledge level and their possible experiences in an employment centre. if students have low language skills and/or have never experienced an interview at the employment centre, present to them the most important words related to the topic and explain how the employment centre works. You can prepare printed version of the words and dedicate a couple of minutes each to read the word aloud, or to use the word in a sentence. See table 1. Step 3 – setting up the role-play activity: divide your students in pairs, possibly with the same level of language knowledge. One student will be the interviewer at the employment centre, the other student will be a person who’s looking for a job. For students with low language knowledge skills: provide them with some basic guidelines on the implementation of the role-play (e.g. repeat the useful words to use and add a list of useful expressions, indicate briefly how to interact with each other, basic issues that have to be addressed in the role-play – such as, personal data and main skills/qualification of the interviewed). See table 2. For students with high language knowledge skills: students will develop the role-play in autonomy but they will be however asked to plan it in a structured way (e.g. starting with the interviewer personal data, the documents necessary to apply for jobs, then talking about previous jobs, skills acquired during education/previous jobs etc.). See table 3. Step 4 – role-play plenary session: ask each pair of students to perform their role-play in plenary (students should not read notes!!). Take notes about good communicative strategies/expressions and about relevant mistakes. But please do not interrupt nor have judgmental facial expression. Encourage weak students to have a go first and then the others. Give time to start (count in silent to ten before talking again). Step 5 – feedback: provide your students with a general feedback on the strengths and weaknesses that you have observed during the role-play – you can do it orally or using the blackboard. Do not focus on the student but on the mistake. Explain why there’s a problem and how to solve it. If possible, ask collaboration of other students. Table 1 [pdf file] Table 2 [pdf file] Table 3 [pdf file] Health from cradle to grave The overall aim of the course health, is to make the participants reflect upon the topic of health. What is health, and how can we influence it. What do you do when your health fails you ? They are introduced to different kinds of settings where they can get help in the country they reside in. Being hospital, GP, emergency room etc. There are references to national health care programs, family health, vaccinations. Different ways in which they can maintain their health, and prevent illness. Included are mental health, diet, activities and social wellbeing. Approaching the topic of health in a holistic way. The course consists from five sections. Introduction Where to go for help Family health Stay healty Do you remember ? Link to the Health course (please click on preferred language): English – Italian – Portuguese – Macedonian – Norwegian. Face to face activitites Activity: Learning and practicing health related keywords In this activity, the learners learn and practice keywords from the Health Glossary by picking and explaining words from a box in various ways. They could either be two and two together, or in one (bigger) group. Preparations Print the table with words (PDF document below) in as many copies as needed (single page print), use a scissor to cut every row (word and explanation), and fold each piece of paper along the dotted line. You now have the health word on the one side, and the explanation on the other. Please add other relevant words if suitable (there are some empty rows as well) Put the words in a box/bowl/hat or similar. Activity Difficulty Level 1 (easiest) Remove the most difficult words from the box. One of the learners pick a word from the box and read it out load The other tries to explain the meaning of the word. If needed, the person who have the keyword and explanation can help Repeat point 2 and 3 with a new participant. Difficulty Level 2 (more difficult) One of the learners pick a word from the box and read the explanation The other tries to guess or find the correct keyword. If needed the person who have the keyword and explanation can help Repeat point 2 and 3 with a new participant. This activity can be varied in a number of ways, by for instance include role play. Table with words [PDF document] Social Security and Welfare The aim of the course is to develop, consolidate and secure knowledge in area of Social security and welfare, essential for migrants, refugees, asylum seekers inclusion in the society. The course will develop and expand migrants, refugees and asulum seekers knowledge and skills in area of social security and welfare. Using visual media and examples in resources and delivery will break the language barrier in acquiring knowledge through e-learning. The outcome and content are carefully selected based on the key needs of the target group in respect to knowledge and skills for succesful integration in the host countries. The course consist from 5 sections : Introduction What is Social security and welfare Difference between refugees, migrants and assylum seekers Social security and welfare for refugees, migrants and assylum seekers Do you remember ? Link to the Social Security and Welfare course (please click on preferred language): English – Italian – Portuguese – Macedonian – Norwegian. Face to face activitites Activity: What do you know about Social security and welfare? Participants will be welcomed to the activity. Brief introduction of the participants and objective of the activity. 10 minutes Firstly, they will have a relaxed conversation with the facilitator/s as a warm up. They will be asked what they know about social security and welfare programs. 10 minutes After that participants will be introduced with the topic Social security and welfare by the facilitator ...
Read more »NorwayItalyNorth MacedoniaPortugalAdvisory Board Inland Norway University of Applied Sciences Inland Norway University of Applied Sciences (INN University) was established 01.01.2017 as a merger between the former Lillehammer University College (first established 1970) and Hedmark University College (established as a merger in 1994). This was approved by the Cabinet of Norway in 2016 and effective from 1st of January 2017. INN University operates on six campuses in south-eastern Norway, and have approximately 13000 students and 950 employees. Centre for Lifelong Learning (CLL) has 20 employees. CLL offers open courses and study programmes, commissioned teaching, conferences and seminars. CLL includes a production unit which makes learning materials (video, audiovisual presentations, web pages, games and other interactive productions etc.) and e-learning solutions (including LMS, MOOCs). The centre also undertakes research and evaluation in these areas. Associate Professor Brit Svoen is project manager at Centre for Lifelong Learning, INN University, and member of the research group “Media, Technology and Lifelong Learning”. Her background is in Informatics and Media Education, and she has extensive experience in developing audiovisual learning resources, as well as on-line and campus-based programmes. Before Svoen joined INN University (former Lillehammer University College), she worked for 10 years in the business sector with ICT and multimedia and 5 years as an assistant professor. Brit Svoen is the coordinator for the ReGap research project, and was also coordinator for the previous Advenus project and Lillehammer University College’s project manager for the LIBE project. Professor Stephen Dobson, guest professor at the Centre for Life Long Learning, INN University, and Dean of Education, Victoria University of Wellington, New Zealand. Dobson was born in Zambia (1963), grew up in England and has previously lived for many years in Norway. Prior to entering higher education he worked for thirteen years with refugees as a community worker. His research and teaching interests include assessment, professional development, refugee studies, bildung, inclusion and classroom studies. He has published one collection of poetry. Dobson is fluent in Scandinavian languages and a member of the Teacher Education Expert Standing Committee for the Australian Institute for Teaching and School Leadership (AITSL). Stephen Dobson is the Chief Scientific Officer for the ReGap project, as he also was for the Advenus project. Linda Tangen Bjørge, is a Higher Executive Officer at INN University since 2016. She has a degree in Nursing, with further education and background in Emergency Medicine. MSc in International Environmental Health completed at Leeds Beckett University, England, in 2002. International field work in disaster area with World Food Program. Worked with refugees as information Officer and Acting CEO. Will contribute through experience from work with target group, as well as experience from the research team in the previous Erasmus+ project “Advenus” at CLL. Lars Teppan Johansen is a project manager with focus on graphic design, web, video, interactive and rich media. Lars began working at INN University in October 2007 and has a diverse background within ICT with developing websites, video, photo, audio, animations, prints and interactive media. Lars is keen to adopt new technology into educational models. John Torstad is office manager at Centre for Lifelong Learning, INN University. His background is from the Tourism and Travel industry and in developing and coordinating new courses at LUC for adults needing further education. John has more than 20 years of experience as a project manager and office manager at Centre or Lifelong Learning. His responsibility in these project is accounting and reporting. Professor in Education, Yngve Nordkvelle, has been a professor at INN University since 1999. He has published on international education, distance education and media education. His most recent project has been to edit an anthology on international perspectives on Digital Storytelling. Nordkvelle is the chief editor of the international e-journal Seminar.net, an international e-journal about Media, technology and lifelong learning and is the former editor of the Norwegian journal for Higher Education (UNIPED). He has led several expert committees, as served as a convenor of Network 6 in EERA, and has been a visiting scholar at several international prestigious universities. Nordkvelle will in particular contribute to this project with his expertise in design and production of learning resources. LUMSA University, Italy LUMSA University was founded in Rome in 1939 and it is characterized by its openness to the idea of universal human citizenship. LUMSA is one of the most important non-state universities of central Italy, with about 9000 students and 800 teachers and professors; it has three Faculties situated in neighbouring locations, and other branches operating in Palermo and Taranto. The university is located in the historic centre of Rome and in one of the most beautiful and historically rich areas of the whole city. It thus provides its students with the opportunity to avail themselves of the advantages that Rome has to offer. In particular, LUMSA strives to promote an overall education of the person and for this reason, the university devotes especial care to its students and their professional and human education through the employment of constant services of direction and tutoring, and of procedures designed to give full expression to their right to be engaged in study. LUMSA University offers four main subject areas of teaching and research activities: Economics, Humanities, Languages and Law. Professor Gabriella Agrusti, PhD, teaches Multimedia learning, Educational research methods and Assessment in Education at LUMSA University (Italy). She is a member of the Joint management committee that runs the IEA-ICCS 2016 study on civic and citizenship education in 28 countries in the world. She was senior scientific advisor for the coordination to Lifelong Learning Program KA3 – ICT Multilateral projects, with LIBE – Supporting Lifelong Learning with Inquiry-based Education project (24 months). LIBE project is aimed at design and develop Open Educational Resources for the reconstruction of transversal basic skills (literacy, numeracy, problem solving) in young low educational achievers in Europe). Recent publications include: G. Agrusti, Marta Pinto, João Caramelo, Susana Coimbra, Stephen Dobson, Brit Svoen, Alex Pulovassilis, George Magoulas, Bernard Veldkamp, Maaike Heitnik, Francesco Agrusti, LIBE e-booklet for educators and teachers, http://libeproject.it/wp-content/uploads/2015/11/LIBE-eBooklet.pdf, DOI: 10.13140/RG.2.1.2383.592512/2015 G. Agrusti, F Corradi, “Teachers’ perceptions and conceptualizations of low educational achievers: A self-fulfilling prophecy of disengagement for future NEETs”, The Qualitative Report, 20(8), 2015, pp. 1313-1328 (ISSN 1052-0147). Retrieved from http://www.nova.edu/ssss/QR/QR20/8/agrusti8.pdf Valeria Damiani has a PhD in Education, is currently research fellow at Roma Tre University and is member of the research group for the Erasmus+ projects at LUMSA University, Rome. Her research interests include citizenship education, education for global citizenship, teaching and assessing key/ transversal competences and e-learning. Cittadinanza e identità. Educazione alla cittadinanza globale e identità multiple in studenti di terza media. (2016); Large-scale assessments and educational policies in Italy (2016); Searching for quality in open educational resources (OERs): an Italian case study (2016, with Gabriella Agrusti). Elisa Muscillo, Psychologist, psychotherapist, expert in forensic psychiatry and child development, and PhD student in educational sciences. She has always been interested in educational psychology, particularly in risk factors and linguistic skills. Vincenzo Schirripa is research fellow at LUMSA University (Italy). He teaches History of Childhood and Educational Institutions and Children’s Literature. His early studies concern the history of scout movement, non-violent education and pacifism in contemporary Italy. He also has experience as a freelancer in social workers and teachers training on citizenship education and social issues. Relevant publications include: 2006. Schirripa, Giovani sulla frontiera. Guide e scout cattolici nell’Italia repubblicana (1943-1974), Studium, Roma 2006. 2007. Schirripa, Borgo di Dio. La Sicilia di Danilo Dolci (1952-1956), Franco Angeli, Milano 2010. 2008. Baglio, V. Schirripa, “Tutti a Comiso”. La lotta contro gli euromissili in Italia, 1981-1983, in “Italia contemporanea”, 276, 2014, pp. 448-475. Valeria Caricaterra teaches Intercultural education at LUMSA University (Italy). Her early studies concern citizenship education, teaching and assessing competences, special educational needs. Recent publications include:“Insegnare per competenze e formazione dei docenti” in Rivista Lasalliana, n° 4/2017 “Valutazione e inclusione: ecco perché sono due facce della stessa medaglia” in Tuttoscuola.com, area Cantiere della didattica, 04/04/2017 https://www.tuttoscuola.com/valutazione-inclusione-perche-due-facce-della-stessa-medaglia/ “L’inclusione è una questione di stile … educativo!” in Tuttoscuola.com, area Cantiere della didattica, 22/02/2017 http://www.tuttoscuola.com/linclusione-e-una-questione-di-stile/ “Il territorio a più dimensioni” in “Geograficamente Laboratorio permanente di ricerca-azione per lo sviluppo del pensiero geografico e del rapporto Ricerca-Didattica”, area di raccordo, approfondimenti, 1/10/2015 http://aiig.it/area-di-raccordo/ Giulia Vertecchi, PhD in urban history, has been ...
Read more »Coordinator Brit Svoen Centre for Lifelong Learning Inland Norway University of Applied Sciences Chief Scientific Officer Stephen Dobson Centre for Lifelong Learning Inland Norway University of Applied Sciences
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In the ReGap project, seven courses tailor-made for refugees and migrants are now ready for use (open access and free). These courses are Introduction Employment Health from cradle to grave Social Security and Welfare Education Gender Justice and Citizenship All […]
The ReGap partners Stephen Dobson, Gabriella Agrusti and Marta Pinto have edited a special issue of the scientific International Journal of Inclusive Education, which we are happy to announce that just has been published! The topic for the special issue […]
The ReGap project is approaching its end, and in this occasion we will held an international seminar in Porto to share project results and acquired knowledge. The conference will take place at the University of Porto May 29th, and is […]
A key concept in the ReGap project is storytelling, arguing that digital stories, featuring refugees and migrants and used wisely and in context, may contribute to a feeling of social inclusion. This is supported by an American study (Kizilcec et […]
From February to April 2019, the six ReGap courses were trialled by 323 refugees, migrants and educators in four countries. Both fully online trials as well as blended (online combined with face-to-face activities led by an educator) were conducted. The […]
As part of the dissemination strategy for the ReGap project, all partners have conducted country-wise workshops for refugees, migrants and educators. Included in these workshops was also an opportunity to make your own digital story. Digital storytelling can be defined […]
The ReGap project held a symposium as part of the big international conference ICDE Lillehammer Lifelong Learning Summit 2019 in Lillehammer 13. February 2019. 60-70 persons from more than 20 countries participated in the symposium, and refugees and migrants that […]
After months of development, the ReGap courses in their first version are now completed and ready for testing. The courses are based on the ReGap educational model, and have both general and country-specific information about the topic. All courses have elements […]
The ReGap project members and Advisory board, 18 persons in total, were gathered in Brussels for a three-day eventful meeting November 26th-28th 2018. On the agenda was primarily three Intellectual Outputs: IO2 (the ReGap courses), IO4 (Instructional materials and dissemination […]
Today, we received the good news from the National Agency that they have accepted the ReGap Interim/Progress Report. The ReGap project runs for two years (September 2017 – September 2019), and the interim report is a progress report on the […]
Research and other initiatives related to the ReGap project Closing global achievement gaps in MOOCs – Brief interventions address social identity threat at scale. The ReGap project is taking into consideration the importance of creating a socially shared identity at the beginning of […]
The first main delivery in the ReGap project is an educational model and course template which intends to inform and prepare the design of the REGAP courses. This work is based on qualitative mapping, benchmarking and 18 focus groups with […]
Sage Publishing is offering a special collection on forced migrants and digital connectivity, edited by Koen Leurs and Kevin Smets. In the introductory essay written by the editors, important questions are raised, and digital migration is elaborated as a developing […]
Kick-off ReGap Kick-off for the ReGap project took place at the Lumsa University in Rome, 15th to 16th of November 2017. Participants from all partners, with representatives from the Advisory board, had two interesting days planning the two years of collaboration […]
The LIBE project (Supporting Lifelong Learning with Inquiry Based Education) was a two-year project funded within the Lifelong Learning Programme by the European Commission in 2014-2015. The project aimed at designing, developing and trying out, in three different countries in […]
