Creativity and ICTs

Bridge The Gap LLP Leonardo da Vinci partnership

Vienna - Austria 25th and 26th of February 2013

1 INDEX
2 3 Introduction ........................................................................................................................................ 4 Open Space Workshop ........................................................................................................................ 5 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4 Social Media for effective business & marketing ........................................................................ 6 Creativity by opening mind ......................................................................................................... 6 Music & dance............................................................................................................................. 7 Creativity of everyone should be respected ................................................................................ 7 Silence ......................................................................................................................................... 7 Common creativity square: ......................................................................................................... 8 Creating a movement .................................................................................................................. 9

Best practices .................................................................................................................................... 10 4.1 4.2 Austria ....................................................................................................................................... 10 Czech Republic: creativity in the field of working ..................................................................... 11 Short description ............................................................................................................... 11 Target groups .................................................................................................................... 11 Aim .................................................................................................................................... 11 Content ............................................................................................................................. 11 Results / experiences with the best practice example: ..................................................... 11 Photos from the training for waiters ................................................................................. 12

4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 4.3

Greece ....................................................................................................................................... 13 George Yfantis ................................................................................................................... 13 Stelios Diamantakis ........................................................................................................... 15

4.3.1 4.3.2 4.4 4.5

Italy: macram .......................................................................................................................... 17 Netherlands .............................................................................................................................. 19 Music and Dance .............................................................................................................. 19 Intercultural Learning ........................................................................................................ 21

4.5.1 4.5.2 4.6 4.7

Portugal: Culture and Creativity ................................................................................................ 22 Romania: Map of creativity ....................................................................................................... 24 Summary ........................................................................................................................... 24 Introduction ...................................................................................................................... 24 Conclusions ....................................................................................................................... 24

4.7.1 4.7.2 4.7.3

4.8

Spain ......................................................................................................................................... 26 PROJECT NAME: UBIQA ..................................................................................................... 26 PROJECT NAME: LAND OF MOBILE (Advanced Editing Decalogue Amateur) .................... 28

4.8.1 4.8.2

2 INTRODUCTION
In the framework of the project Bridge the gap, funded by the LLP - Action Leonardo da Vinci partnership, all the partners met from Monday 25th of February till Tuesday 26th of February 2013 in AmerlingHaus, Spittelberg, 1070 Wien. The partners of this project are associations, schools, and other subjects interested in vocational education and training, from Austria, Italy, Czech Republic, Portugal, Belgium, Netherlands, Spain, Romania, Slovakia, United Kingdom, Greece, Hungary. The partnership's objectives are: to learn how to develop key competences (digital skills, ICT, benefits of sharing, etc.); to promote creativity, employability and the growth of an entrepreneurial spirit apt to face innovative business experiences; to stimulate a significant inter-generational exchange where the trainees in initial vocational training feel equipped and empowered to help themselves and their community and the senior can have chances to be re-integrated into the society thanks to share their experiences and know how; to exchange some experiences, practices and methods, in order to contribute to an increased awareness of the varied European cultural, economic and social scene.

The subjects to which the project intends to address are connected to: the difficulties of dialogue and approach generated by the inter-generational distance; the society ageing and the relationships change process; the lack of updating of the professional training pathways, in line with the society and economy needs.

The topic of this meeting was connected with the use of ICTs in creativity. This publication intends to collect the results of: The results of the Open Space workshop, and The Local Researches made by some projects partners, referred to best practices in the field of creativity and ICTs.

3 OPEN SPACE WORKSHOP

The meeting was led by Hartwig Imlinger, project coordinator for the Austrian partner, Multikulturelles Netzwerk. The "open space" meeting began with a short introduction by the facilitator. He explained the "self-organizing" process called "open space." Then the group created the working agenda, as individuals post their issues in bulletin board style. Each individual "convener" of a breakout session took responsibility for naming the issue, posting it on the bulletin board, assigning it a space and time to meet, and then later showing up at that space and time, kicking off the conversation, and taking notes. These notes were compiled into a proceedings document that is part of this publication, and sent physically or electronically to all participants.

3.1 SOCIAL MEDIA FOR EFFECTIVE BUSINESS & MARKETING

by Theresa / room 1 help people to create their own business through social media Social media, different mobile devices, connect young and elderly people with that. To loose the fear of new technologies for the elder generation. There are so many elderly people without occupation they could really be in involved into projects / businesses.

3.2 CREATIVITY BY OPENING MIND

by Jirina, Hana, Hana, Monika / room 1 share experience by and with different people to save problems Not finished because there are two different opinions from young people who want their freeness and suggested to ignore that what you dont want to see or hear and elderly people who want some rules on social platforms.

3.3 MUSIC & DANCE

by Christina, Zoe, Martin, Rai, Claudia, Diana, Andrei, Marta, Alex, Rui / room 4 link music and dance no matter which backgrounds; to motivate students and grown up get a bridge to the gap of communication distance between individuals; could be used together with a seminar of new technologies as loosing fear of dancing as well as of the use of new media devices. So for example a workshop between elderly and younger people could be created with the elements of music and dance together with elements of Social media networks. See Best Practice from Netherlands.

3.4 CREATIVITY OF EVERYONE SHOULD BE RESPECTED

by William / room4 freedom of expression on social media like it is on printed media or in real life, dignity of everyone should be respected

3.5 SILENCE
by Juan information overload on social media, for that reason we should come together and think about what we want to say, where we want to say it and how we want to say it

3.6 COMMON CREATIVITY SQUARE:

creation of a platform of different graphic products, shops that are co mparing different graphic elements (free or not)for designers, web designers, by the Italian / room 1 take the flight business on the internet as an example. Make a platform on ICT for many designers to advertise their products and where they can be found.

3.7 CREATING A MOVEMENT

based on the exchange of generations and accepting inspiration from both generations by Edith / room 1 connect young and elderly people who really want to make a movement

4 BEST PRACTICES
4.1 AUSTRIA: SILVER LININGS
Multikulturelles Netzwerk ,the partner from Austria found a good practice project on creativity to bridge the gap between younger and older people that is called: Silver Linings. The expertise of senior citizens is growing more important as European societies grow older. However, many old people lose their purpose in later life. SILVERLININGS aims to stop the waste of senior`s experience and knowledge and at the same time prevent social disengagement in later life. It will facilitate dialogue between senior citizens and designers to make older people active prosumers of easy- to-use, age-friendly products and services. COOPERATE is a young non-profit research organisation based in Vienna. It was founded by Anna Wanka and Andreas Streinzer to do research for the real world. They want to bridge the gap between knowledge and practice and bring science to society. Their mission is to study and explore social problems and distribute relevant knowledge and implement social innovations! They have identified three major challenges of European societies that they want to tackle with innovative applied research, creating and identifying best practice approaches, building communities of practice and disseminate learnings: Challenge 1: Demographic Change and Ageing Societies Challenge 2: Climate Change Mitigation and Adaption Challenge 3: Employment Opportunities and Sustainable Economy They enable learning through exchanging knowledge and building participatory communities of practice among scientific institutions, practitioners and citizens. COOPERATE is founded and lead by Anna Wanka and Andreas Streinzer, two committed researchers and practitioners who joined forces to realize their passion for social and cultural research and turn their vision of a better society into their mission!

4.2 CZECH REPUBLIC: CREATIVITY IN THE FIELD OF WORKING

4.2.1 Short description In the Moravia-Silesia region in Czech Republic is used the method based on the emotional literacy. Adult people attend various vocational courses during their professional career. Each of them is a unique person with own experience and with gaps in various types of literacies necessary for the successful performance in their jobs. Exchange of experience gained during the professional career may contribute to successful covering of gaps (learners and trainees bridge actively their gaps). The key point of such an approach is the existence and definition of various types of literacies which adult learners and trainees have: Emotional Health Civic Financial Technological

The emotional literacy is considered as the leading literacy and it enables to develop and foster the learners and trainees learning literacy. In other words, learners and trainees are able to assess critically their learning needs, to emphasize key learning gaps and to use their creativity to develop their own individual learning path with the support of their trainers/tutors/mentors (it depends of the concrete external learning environment). Learners and trainees are encouraged by teachers and trainers: To develop the empathy, creation and anticipation in terms of their learning needs To draw on their own experiences and the experiences of others to define their learning needs To understand the principles of literacies and their relationship to the development of personal competences in VET To relate the intentional usage of the emotional literacy and creativity to current practices in VET. To identify and to evaluate changes that may need to be made. 4.2.2 Target groups Adult learners and trainees in courses VET. 4.2.3 Aim To enrich individual learning methods of learners and trainees by the intentional usage of their emotional literacy and other kinds of literacies of adult learners. 4.2.4 Content Learners and trainees are encouraged by trainers and teachers to reveal their emotions, to react to unexpected questions, to solve problems using unique, not everyday solutions. Then trainers connect the emotions of learners and trainees with goals and the desired contents of the training. Learners and trainees face to some activities where they must bring their emotions and thinking. An interactivity within the groups of learners or trainees is desirable. 4.2.5 Results / experiences with the best practice example: Learners and trainees feel that they are in the centre of activities and interests both of a trainer and other learners / trainees. It brings them a certain feeling of a responsibility but on the other hand the importance.

It supports their positive emotions and increases training activities. A result of situations like this is a longterm positive impact of the training and its content. 4.2.6 Photos from the training for waiters

4.3 GREECE
4.3.1 George Yfantis He was born in Athens on 4th of July in 1970. He studied graphistics and decoration at A.T.E.S. College in 1992 for 3 years and Mechanical Engineer machining technology at Sivitanidios School in 1986-1988. He has drawn for many Greek newspapers and magazines, in many publish edition and in many other advertising and decorating corporations. His favorite hobbies are taking photos, boxing, motorcycle and bike-riding, chess and teaching drawing. You may communicate and get informed about his work in: http://xasou.eu/Gyfadesign/ and in https://www.facebook.com/Gyfadesign. For the time being, he has been living in Kavala for the last 1,5 year and he still tries to offer his creative work to Greek culture.

4.3.2 Stelios Diamantakis He was born in Nea Triglia Chalkidiki. He studied at the School of Fine Arts at the University of Macedonia in Thessaloniki and he professionally design and manufacture jewelry for 25 years. He has had many solo exhibitions and has participated in many group exhibitions. His works are in public places, museums, and private collections in Greece and abroad. http://diamantakisstelios.blogspot.com

4.4 ITALY: MACRAM

"Riscoprire antiche atmosfere, recuperare oggetti vecchi e dimenticati ma ancora capaci di raccontare storie e viverne di nuove Discover ancient atmospheres, recover old and forgotten objects, which are still able to tell a story and live a new life

Macram is a collaboration of two young designers, Valentina Cangiamila and Cristina D'Apollonio. With experience in various areas of industrial design, research craftsmanship and communication, the two designers decided to start a common project that is an expression of their interests, their creativity and their enthusiasm. The philosophy of Macram is to rediscover ancient atmospheres, to recover objects old and forgotten but still able to tell stories and live new ones. The two designers are guided by the materials, the colors and patterns of the objects, which they save from oblivion. They follow what these objects want to tell, trying to imagine the experience of those people who have held them and those who will possess later and thus creating a "fil rouge" between the past and the future. As in a game, ties, foulards, buttons, fabrics, laces and trimmings meet, and, with humor and curiosity they will combine each other and are transformed into unique accessories such as necklaces, chokers, ruffs, belts, brooches, headbands, with their unmistakable vintage feel and able to enrich any outfit. The name Macram is chosen for the reference to the precious lace, a symbol of world and domestic craft related to the female imaginary, whose work requires attention to detail and passion, essential ingredients in the work of the two designers of Tuscany.

The collections tell about different personalities and stories, whose plots are intertwined with memories, feelings and emotions. The new collection "Empatie" in fact wants to communicate the beauty of the emotional connection that can be established both between two human beings than between people

and objects: accessories Macram immediately establish a link with the people who choose to buy them, since purchase is largely a choice, of a color, of a taste, of the atmosphere to live and let live again.

Macram products are available on Dawanda.com, the famous website dedicated to handcraft and young design, or sending an email to macrame.firenze@gmail.com .

4.5 NETHERLANDS
4.5.1 Music and Dance

Organizer of the activity: Quarter Mediation, the Netherlands Target group: Teachers, trainers, learners Number of participants: 9 to 20 Type of activity: Workshop Duration of the activity: 90 min Main objective: To open the communication channels for a team building Location: Vienna, Austria Pedagogical methods used: Cooperative learning, peer training Necessary materials: audio DVDs, computer, amplifiers.

Detailed content of the activity: - The participants are step-by-step introduced in the world of music, for instance a short history of the development of the Brazilian music and dance and the evolution of the Brazilian culture. - The trainer shows a few simple steps and the participants are active involved, even they dont know how to dance; everybody is free to use the basic steps in his/her own way. - The trainer choose mostly group dances; in this way nobody can feel discriminated or embarrassed. - The activity can be use both as ice-breaker and as a base of creative workshops with different topics. - Anyway of dance is a good one and the creativity is encouraged. Results/outcomes: - Motivation and fun. - Better communication between the participants, by using both the body language and the faceto-face communication. - A trustable environment is built, as a base for the further training activities. Feedback participants: - Everybody, trainers and trainees, had fun. - Soft skills - as self-confidence and communication skills - are visible improved between the participants.

4.5.2 Intercultural Learning In the Netherlands there are a lot of organizations working in, with and for the nature. In this respect, Quarter Mediation is partner with Stichting Veldwerk NL, the initiator of the Grundtvig multilateral project "Nature for Care, Care for Nature". The project resulted in highly appreciated activities where young students met elderly people (in care homes, at senior clubs, independent elderly still living on their own or even elderly just sitting in parks) to talk, to interview, doing activities or visiting woods, garden centres or a museum. Based on 10 years experience with the input of nature (eg. natural stories) it became obviously that the main element wasnt nature, but the intergenerational approach. For sure nature is a good mean, but for the welfare of elderly and in educational view for the children in fact it doesn't matter which item you choose. Old and young liked to cooperate very much and the nature was a very good background for all the activities and the students were more motivated to learn. They form really good teams with the elderly adults, even in situations whereby young students work together with elderly with mental disabilities. Teachers concluded the value in terms of: good citizenship, shared responsibility and pedagogical & educational values. In view of the biggest challenges for the coming decades, our ageing societies, it's necessary to enhance social cohesion. In our view it's not possible to fulfil this on voluntary basis. Our European societies have to look for means to solve this problem. One of the most promising approaches is to involve VET schools. That means that there has to be "something to learn" during the activities or to learn something from each other. Not as an extracurricular activity, but as part of the curriculum with elements of the school subjects. "Nature for Care, Care for Nature" proved it. It will also work if students of vocational educations go out of the classrooms for doing specific formulated tasks within their discipline together with elderly or share the results of this fieldwork with elderly or bring them products in case of self-made home grown vegetables or fruits. First step is to involve schools. Therefore, Quarter Mediation and Stichting Weldverk NL decided to use the success of the project "Nature for Care, Care for Nature", to implement and to transfer to Portugal, Italy and Turkey the intergenerational approach in a Leonardo da Vinci new project for transfer of innovation. One of the remarkable results of the "Nature for Care, Care for Nature" project is the amazing feedback of teachers who spend almost more time with the children than their own parents and think they know the children very well. Most teachers are very proud how their children behave in the nature and in the presence of elderly, how patient the children are to explain the elderly about activities or findings they have done. Cristina Stefan, PhD. Eng, Director Quarter Mediation

4.6 PORTUGAL: CULTURE AND CREATIVITY

The way we see design is as an inclusive, a concept chat aims to find and promote the development of creative solutions. Human centred solutions, created to reduce the social exclusion, the social gap, a way to promote an equal access to social visibility towards communities that are fragile and apart. To implement inclusive design strategic thinking, along with excluded social communities, is a way to promote favourable conditions towards a sustainable work place, especially with fragile groups of citizens, the ones we work with are: APPACDM (Associao de Pais e Amigos do Cidado Deficiente Mental), a group of persons that are handicapped. They are citizens of gray value, however the social recognition is too little, therefor via our creations we search to give them that recognition and visibility, it s a way to promote their social relevance and achieve a sense of personal and social realization. The project "Dulcineia" is based on the recreation of a technology no longer in intensive use, nonetheless is still usable. On the other hand the core of the manual work is made by the young adults from APPACDM, that means that part of the Dulcineias is made by them, the rough part, however a collaborative approach is done. The technique used to produce this works is a similar one to "papier-mch". This work has been referred in several magazines and media channels, thus creating a bridge between a non-visible community and a social response to a project of inclusive design.

4.7 ROMANIA: MAP OF CREATIVITY

4.7.1 Summary

For about six months (April October 2012) students from Colegiul Economic Ion Ghica (RO) were involved into a local research about creativity, the result Map of creativity in Dambovita county being posted on the website: http://hartacreativitatii.wordpress.com . The research was possible within the joined project with Friendship Ambassadors Association. The first purpose of the project was to increase awareness for local students, population and young people in general about the various creative industries in Dambovita county. As a follow up the project aiming developing networking opportunities for such creative enterprises and enlarging these networks given all the proven benefits of professional and business associations. The main method used for collecting empirical material for this study was interviewing different creativities from different field of activity, relevant for the topic we had Creativity, based upon the principle of representativity at the social demographical level of the county. Most of the students made a note of the artists passion, their confidence and their resilience. A new generation gets a first insider look at old traditions combined with modern business skills.
4.7.2 Introduction

Mapping creativity has value on many accounts: One way is in the simple recording of what are those traditions that are still thriving, surviving or adjusting. From painting icons, to making rugs, from developing games to modern architecture, the stories help paint the face of a most dynamic force the small and medium size enterprises and how well they are represented in the economic landscape of our county. Another way is looking at the entrepreneur spirit of the creative people: not only they did master their art but they also find their way to real audience their clients, in times when business models are hard to find. The interviewed people each tell a different story but the one thing seems to be consistent in all stories the creativity has been a strengthen for all of them. Their business model is trust in their passion and skills, their respect for hard work and dedication. There is also the aspect of the confluence between tradition and transition and whether ones agree or not, our traditions are changing as are the young people looking at them.
4.7.3 Conclusions

The research concluded with a very clear message: it is the mission of the adults, seniors to find a way to express the value of preserving our traditions in a language that is appealing to the young. It is for the young to let us know we are succeeding and when we have to try harder. During the mapping process has become clear that initiating programs for developing certain skills among students, such a research, creative writing or public speaking are essential tools for functioning well in modern environment. In conclusion, the local research has tapped into a reach potential of local economic and cultural development and the angle of involving young generation gives this effort both vision and substance as it bridges generations and it opens up pathways for both horizontal and

intergenerational communication. All parties involved have a good first result and a wealth of ways to build the next stages.

4.8 SPAIN
Today, it is widely accepted that creativity is also very present in certain activities outside the artistic sphere. Creativity comes into play in a particular way in the practice of science and technology as well as in its various applications now very close to daily life. The democratization of the means of production of information that the digital revolution and Internet reached few years ago, have led to the proliferation of incessant creative activity that circulates and is shared freely on the web. Millions of people exploring their creativity and producing materials, audiovisuals, images, ideas. Millions of individuals sharing new and traditional ways of doing things, different ways of looking at reality and testify about it. The two projects that we mention here are examples of creative best practices that innovate through the use of technology and that accurately collect the above statements. Both examples base their activity on the use of mobile phones as a tool for creating, creative exercise and production of independent contents made from and by the people, not linked to any media and looking to create a personal version of the facts and events.
4.8.1 PROJECT NAME: UBIQA WORK AREA: Technology, Image and Communication. ORIGIN: Bilbao, Spain TAGS: immediacy, democratization, empowerment, audiovisual, training, learning, mobile, production, narrative journalism, participation, horizontal, community, territory, identity, exclusion. WEB http:// www.ubiqa.com

DEFINITION After working for several years in production companies and television, the members of this project find the need to create structures of production adapted to new patterns of communication and dissemination. Thus, biqa has started, an initiative that designs and realizes projects characterized by the multiplicity of views and testimonies where the role in front and behind the camera, is popular, social and plural.

biqa investigates and analyses technological developments, new social practices and their impact on citizenship for designing and conducting participatory media projects through processes of digital and media literacy. The aim is to make available to the public tools to generate content and offer their vision of reality through audio-visual media that are interactive and participatory. The project raise questions on various topics related with the audio-visual resources and its social use as video, television, Internet and interactive media. It is also interested in subjects such participation, creativity, media literacy, non-formal education, collective creation, the identity, non-places, the potential of social networks, new narratives and especially the potential of mobile phones to create content and mobile communications.

TOOLS APPLIED biqa operates by organizing workshops on the use of mobiles which are able to generate video and audio. The aim is to empower different groups at risk of social exclusion to produce their own content and thus show its social reality. The guiding principle is the concept of mobile reporters. biqa team approaches a number of citizen that are transformed into reporters of their own reality thanks to the training as well as the theoretical and technical support provided. CONTRIBUTION Process of participatory and collaborative creation. Informal contact with the technologies and communication processes. Enhance the creativity of the community and their ability to tell their concerns and problems. Promotion of continuity of process and communication projects for the utility of community.

4.8.2

PROJECT NAME: LAND OF MOBILE (Advanced Editing Decalogue Amateur)

DEFINITION: Mobile Territory is part of a set of initiatives carried out by the group AMAST in order to provide opportunities for reflexion, training, socialization and creativity, to young teens during the period of university entrance exams. Action initiatives related with socio-cultural and non-formal education, with which give a voice to teens, inviting them to participate as active citizens in defining the world in which they live: their imagination, values, interests, concerns, etc.

WORK AREA: Digital Media literacy for adolescents. ORIGIN: Bilbao, Spain. TAGS: empowerment, audiovisual, training, learning, crossmedia, mobile, production, creativity, narrative, do it yourself, participation, youth, community. WEB: http://ingurunemobil.net/es/

The project consists of several steps and initiatives: from the field of creativity Dinamikart work, the story of Basque identity in Biskaia 100%, or the creative use of mobile phone applying the concept of do you it yourself in the Decalogue yourself Amateur Advanced Editing. This last project of Mobile Territory is the one that we want to highlight as best practice.

The Advanced Edition Amateur Decalogue is website that provides resources, tips and tutorials for young users that can be applied to their audiovisual projects. From the "abc of video editing", to some tricks to build, by recycling unused objects, mechanical tools to perform different camera shots like a pro. Cranes, steadycams, dolly cams, tripods, reflector lamps, etc. Easy Do It Yourself (DIY) ideas with which you can get videos made with mobile look as professional as the user desires. TOOLS APPLIED The Decalogue Advanced Editing Amateur uses a series of short videos tutorials showing ways to make different tools and tricks with the mobile phone for the user to get the best results when making videos with him. These videos are hosted on their own website. It offers project tutorials but also a range of information and resources on the required elements not only for recording videos and tools but different criteria when product, edit, publish and share. A real self space training, a repository of tools and guidance position on new ways to create in the Internet environment from low-tech, do it yourself and recycling. CONTRIBUTION Creative appropriation of technology. Recycling of discarded materials to create new tools.

Enhances the creativity of users through the use of resources at their disposal (free or very low cost). Supporting to create alternative voices different from dominant media message: I can tell my own story(ies)

This publication is made by Serena Barilaro Sharing Europe Italy, with the contribution of Bridge the gap partners.