Digital literacy for data security and digital identity Erasmus Project

Project Title

Digital literacy for data security and digital identity

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Teaching and learning of foreign languages; Intercultural/intergenerational education and (lifelong)learning; ICT – new technologies – digital competences

Project Summary

This project aimed at enhancing students’ digital literacy and intercultural competences. In addition, the project focused on an interdisciplinary approach to learning and teaching foreign languages making use of the method of Content and language integrated learning. In view of these primary objectives, this project contributed to raising students’ employability and flexibility on the international labour market.
This project was carried out at 2 vocational schools (Germany/Estonia). Primarily IT-students were involved in project activities because due to their expertise they served as ambassadors of data security and privacy issues and they became more socially responsible IT-experts. Students collaborated on several intercultural and IT-related project units in an international environment (incl. the following results):
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. Schools’ webpages:
– http://berufskolleg.schule/erasmus/projekt/
– https://www.rak.ee/digital-literacy-for-data-security-and-digital-identity/
2. E-Twinning:
– https://twinspace.etwinning.net/26730/pages/page/224214
3. Project webpage:
– http://projektav14.esy.es/
4. 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

EU Grant (Eur)

Funding of the project from EU: 23765 Eur

Project Coordinator

Bergisches Berufskolleg Wipperfürth und Wermelskirchen & Country: DE

Project Partners

• Rakvere Ametikool