Digital Literacy for Data Security and Digital Identity

The main objective of the project is to enhance students’ digital literacy in the fields of data security and digital identity, second aim is learning English by method of CLIL. In view of these primary objectives, this project will help to raise students’ employability.

Overview of the project

Project name: Digital Literacy for Data Security and Digital Identity

Financing: Erasmus+ programm
http://ec.europa.eu/programmes/erasmus-plus

Project coordinator:  Berufskolleg Wipperfürth http://berufskolleg.schule/home/

project partner: Rakvere Ametikool http://www.rak.ee/

duration of the project: 01.09.2016 – 31.08.2018

project webpage: http://projektav14.esy.es

Objectives

The project aimed at:

  1. improving and enhancing students’ and teachers’ skills in the fields of data security and digital identity
  2. improving and enhancing team working-, project management-, time management-, evaluation skills of those students and teachers involved in the project
  3. improving and enhancing intercultural competences
  4. improving foreign language skills, especially English
  5. improving and developing employability skills of those students involved in the project
  6. promoting tolerance and tolerance to ambiguity
  7. increasing students’ and teachers’ motivation to learning and teaching
  8. creating a student-based and problem-centered teaching and learning environment
  9. developing learning and teaching material that can be used by all students of both colleges involved in the project
  10. promoting  awareness of European values

Activities in project

German an and Estonian students drew up digital learning and teaching material together by collaborating on the following project units

1.Intercultural studies: Students created different videos of their home towns and home countries, prepared presentations and gained intercultural experiences when visiting the countries involved in the project.

2. Internet crime: Students familiarized themselves with the topics "internet crime" and "security measures" by recording video tutorials and programming a computer-based training programme.

3. Personal rights and social networks: The Estonian group decided to prepare infographics and the German group decided to programme an internal webpage. Student teams compared Facebook and Twitter, assessed similarities and differences between the 2 social networks and prepared Power Point Presentations.

4. Identity protection in a digital environment: Students drew up study material such as an interactive webpage (incl. video tutorials and a password check).

5. Digital awareness: Students prepared presentations on several topics (e.g. "The impact of digital footprints", „Social and ethical responsibility of IT-experts). Infographics about all topics were printed and presented to students at both schools.

Blended mobility was an integral part of the project as we used various online tools to prepare short-term exchanges and students worked in international teams. Students had the possibility to share study material using joint workspaces such as Freedcamp, social networks, Skype, etc. Moreover, cooperation between teachers was strengthened as they had to prepare assignments together and exchanged teaching material. A project-oriented approach was implemented both for organizing the entire project and for organizing students’ work on project units.

We used 4 short-term exchanges to present project results, engage in peer-to-peer teaching sessions, involve external experts, agree on/ set further milestones and evaluate the progress of the project concerning time and project management, quality of the results and skills gained (incl. social and language skills).

This project left a great impact on all stakeholders due to highly efficient dissemination activities. Students and teachers who were directly involved in project activities learned to study and teach in an international environment while coping with the difficulties of such a cooperation and appreciating its benefits. Students have become more sensible computer experts, taking into account privacy and digital identity issues in private and business life. They learned that working in an international environment will enable them to acquire social and intercultural skills that help them get along in our fast changing society which has a direct influence on their future careers and - in the long-term - improves their employability. Students who did not directly participate in this project also learned more about digital identity and data protection issues. They profited as they were the main target group of the study material created in the project. This project had a great effect at local, national and European level. Project activities contributed to the development of up-to-date curricula, new teaching and learning methods / materials and the promotion of mobility and employability of students. Project activities in the long-term influenced the content and attractiveness of education in all participating countries at a European level. By developing and enhancing digital skills, all European citizens, including youngsters, will be able to participate in the digital society and economy on a more equal footing.

For more information, please refer to:

1. Project webpage:

- http://projektav14.esy.es/

2. Awards:

- https://publikationen.kmk-pad.org/tipps-fur-die-presse-und-offentlichkeitsarbeit/59540137/36

- https://www.kmk-pad.org/aktuelles/artikelansicht/projekt-des-monats-maerz-botschafter-fuer-it-sicherheit-an-schulen.html

Author: Katre Lomp
Last editor: Hoffmann Sabine