This is a publication made by the Erasmus+ educational project LIDA (Learning Inclusion in a Digital Age) with participants from Italy, Norway,
Portugal, and England (presented on page 5). The LIDA project builds upon a series of applied educational projects where the overarching
goal has been to raise the social inclusion of diverse groups of adults who have been disadvantaged in different ways. The LIDA Project offers
advice on developing country-specific and pan-European cultures of learning inclusion and active citizenship in digitally joined-up educational
eco-systems for policy and society (Level 1), the education sector and its institutions (Level 2) and adults who belong to minorities and / or live
in situations of vulnerability, professionals/educators, professionals, and learners (Level 3).
This handbook provides practical advice on how inclusive learning, well-being, and active citizenship can be encouraged, taught, learned, and supported in a digital world.
• How can professionals and communities work with disadvantaged adults, who are in vulnerable situations, in a participatory, empowering manner?
• How can the education sector and public/private enterprises support learning inclusion and active citizenship?
• How can governments and intergovernmental organizations support learning inclusion and active citizenship?
The project team have previously worked together on projects to do with young and adult refugees and migrants and other people who may experience disadvantage and/or discrimination due to their social, economic, political, cultural, religious, physical, mental, age, or gender-related
status. and digital story creation for personal, community, and professional purposes.
The LIDA Handbook presents and discusses the information, methodology and tools developed for professionals, educators, policy makers and those experiencing disadvantage.
The LIDA handbook is made by the project consortium:
Centre for Research and Intervention in Education (CIIE) and Center for Psychology at University of Porto
(CPUP), Faculty of Psychology and Education Science of the University of Porto, Portugal (Task Coordination) (P3)
Elsa Guedes Teixeira | João Caramelo | Ana Luísa Costa (CIIE) | Susana Coimbra (CPUP)
Centre for Lifelong Learning, Inland Norway University of Applied Sciences (INN), Lillehammer (Project
Coordination); Faculty of Social and Health Sciences (HSV), INN, Elverum, and Faculty of Education (LUP), INN,
Lillehammer, Norway (P1)
Brit Svoen | Stephen Dobson | Lars Teppan Johansen (CLL) | Espen Stranger-Johannessen (LUP) |
Anne Stine Bakmann (HSV)
Department of Humanities, Libera Università Maria SS. Assunta, Rome, Italy (P2)
Gabriella Agrusti | Valeria Damiani | Andrea Ciasca Marra
Patient Voices/Pilgrim Projects, Cambridge and Institute for Medical Humanities, Durham University, Durham,
United Kingdom (P4)
Pip Hardy | Tony Sumner
2023
27
978-989-8471-59-8
CIIE - Centre for Research and Intervention in Education of the Faculty of Psychology and Education Sciences, University of Porto
1. LIDA MODEL AND METHODOLOGY
2. ACTIVITIES WITH PROFESSIONALS/EDUCATORS, ADULT LEARNERS AND OTHER STAKEHOLDERS
2.1. Learning inclusion and active citizenship: views from four European countries in multiplier events
With whom?
What?
Table 2: Key policy and practice recommendations to increase learning inclusion
2.2. Digital Storytelling Workshops
2.2.1. Digital Storytelling: a powerful tool
What is it?
How to develop digital storytelling workshops?
Before implementing digital storytelling workshops with people in situations of vulnerability, check:
2.2.2. LIDA digital storytelling workshop’s assessment
Focus group with adults in situations of vulnerability and professionals/educators
Questionnaire for professionals/educators
Educator consensus session
2.2.3. The Digital Storytelling workshop experience
2.2.4. What has the Project learned from digital storytelling workshops?
3. LIDA RESOURCES
3.1. Open access book: Learning Inclusion in a Digital Age. Belonging and Finding a Voice with the Disadvantaged
3.2. LIDA digital stories
3.3. Language learning (lidastories.net)
4. ADDITIONAL RESOURCES: HANDBOOKS, GUIDELINES AND REPORTS ON DIGITAL AND SOCIAL INCLUSION
FINAL REMARKS
REFERENCES
APPENDICES
I. The LIDA project
II. Assessment of LIDA’s digital storytelling workshops
II.I. Digital storytelling workshops protocol and moderator guidelines used to carry out the focus groups
II.II. Questionnaire for professionals/educators
II.III. Educator consensus session
III. Glossary