||In this paper we describe the new methodology used to analyse, filter and present results and describe some of the key results gathered so far. Thanks to the innovative ways suggested for the recovering and processing of material, and a cognitive approach instead of a pure technological one, our project is able to clearly point the way towards important new solutions. So far, one of the most valuable achievements of this project has been to clearly indicate the need of a new paradigm, one based on more informal teaching environments, wherein the communication among peers is fundamental and damaging stereotypes regarding new technologies are avoided. The practice of digital inclusion has to combine both technical and cognitive approaches. EL4EI demonstrates that teaching technical skills involving the use of a computer or Internet turn out to be useless if unaccompanied by motivation and contextualisation. Of course it goes without saying that these practices are all unviable without a necessary minimum of infrastructure, i. e. access to a computer and the internet. The battle against the digital divide must be waged on both fronts. According to the current research the five most promising strategies in terms of establishing best practice in the use of e-learning for social and digital inclusion are: combining teaching ICT with other non-digital knowledge equally important to social inclusion; communication to the target groups; establishing peer to peer teaching systems; creating informal environments; using teachers similar to the students themselves, especially in cases of e-learning focused towards women.
||Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
||article ; recerca ; publishedVersion
Cognitive approach ;
Community of practice ;
European charter ;
||elearning Papers, Núm. 6 (2007) , p. 1-8, ISSN 1887-1542