About SIMOnS
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Demand for advanced digital skills, including technology design and programming, is growing along with non-technical skills that computers cannot master, such as creative and critical thinking, collaboration, and problem-solving.
Demand for advanced digital skills, including technology design and programming, is growing along with non-technical skills that computers cannot master, such as creative and critical thinking, collaboration, and problem-solving.
CONTEXT
CONTEXT
Digital media and technology is widely used by young people in their daily basis, especially for entertainment, school work, information, and communication with friends and family. However, many students enter the university lacking advanced digital and media skills, not knowing how online information is produced and how they can actively participate in an increasingly challenging digital world. According to the European Commission (2020), there remains lack of advanced skills and critical understanding among youth regarding digital technologies
Digital media and technology is widely used by young people in their daily basis, especially for entertainment, school work, information, and communication with friends and family. However, many students enter the university lacking advanced digital and media skills, not knowing how online information is produced and how they can actively participate in an increasingly challenging digital world. According to the European Commission (2020), there remains lack of advanced skills and critical understanding among youth regarding digital technologies
OBJECTIVES
OBJECTIVES
O1: Develop digital skills of higher education students for a critical and creative use of technology and digital media in order to actively participate in society.
O2: Assess and provide upskilling opportunities for higher education students regarding levels of digital and media literacy, offering useful information to higher education institutions and lecturers to pitch contents and strategies on digital education.
O3: Facilitate flexible, continuous, and autonomous learning for students on digital skills, so they can be prepared for the labour market and wider participation in society.
SIMOnS project aims to promote civic participation and critical thinking through digital technologies, providing continuous and autonomous learning for improving and monitoring the development of students' digital literacy levels.
SIMOnS project aims to promote civic participation and critical thinking through digital technologies, providing continuous and autonomous learning for improving and monitoring the development of students' digital literacy levels.
OUTPUTS
OUTPUTS
The main outcome involves the development of a mobile app with interactive learning content that can be used for students wanting to improve their levels of digital skills. Outcomes include:
Literature review (report)
SIMOnS mobile app
Implementation with university students (report)
SPECIFICATIONS
SPECIFICATIONS
Funding Programme
Erasmus+ / KA2 Cooperation Partnership / Higher Education
Reference
2023-1-PT01-KA220-HED-000160187
Start date
01/12/2023
End date
31/01/2026
Duration
24 months
Budget
250 000 EUR
Partners
University of Maia (Portugal)
Università degli Studi della Campania Luigi Vanvitelli (Italy)
University of Patras (Greece)
Vilnius College - Faculty of Technologies and Design (Lithuania)
University of Eastern Finland (Finland)
References
References
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. Joint Research Centre - European Commission. http://europa.eu/!Yg77Dh
European Commission. (2020). Digital Education Action Plan 2021-2027 Resetting education and training for the digital age. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020SC0209&from=EN
Hobbs, R. (2010). News Literacy: What Works and What Doesn’t. Paper presentation at the Association for Education in Journalism and Mass Communication (AEJMC) conference, Denver, Colorado, August 7, 2010
Melro, A., Tarling, G., Fujita, T., & Staarman, J. K. (2023). What Else Can Be Learned When Coding ? A Con fi gurative Literature Review of Learning Opportunities Through Computational Thinking. Journal of Educational Computing Research. https://doi.org/10.1177/07356331221133822
Vuorikari Rina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site).
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 24(3), 33. https://doi.org/10.1145/1118178.1118215
PARTNERS
PARTNERS
University of Maia (Portugal)
University of Maia (Portugal)
Ana Melro
Assistant Professor in Communication Sciences at the University of Maia and researcher at the Center for Research in Arts and Communication (CIAC - UMAIA) and the Center for Communication and Society Studies (CECS) at the University of Minho.
Odete Girão
Assistant Professor in Communication Sciences, Business Management, and Marketing Management at the University of Maia. She is also a researcher at the Center for Research in Technologies and Intermedia Studies (CITEI).
Cláudia Azevedo
Project Manager (Liason for KA2 Erasmus + projects) at the University of Maia.
University of Patras (Greece)
University of Patras (Greece)
Michalis Xenos
Professor at the Computer Engineering & Informatics Department of the University of Patras. He is also the Director of Master Program in Human-Computer Interaction – University of Patras and the Director of the Software Quality and Human-Computer Interaction Laboratory (SQLAB) at the Computer Engineering & Informatics Department of the University of Patras.
Angelos Fotopoulos
PhD candidate at the Computer Engineering & Informatics Department of the University of Patras. He is also a researcher at the Software Quality and Human-Computer Interaction Laboratory (SQLAB) at the Computer Engineering & Informatics Department of the University of Patras.
Marianna Stamati
Financial Project Manager at the Software Quality and Human-Computer Interaction Laboratory (SQLAB) at the Computer Engineering & Informatics Department of the University of Patras.
Vilnius College (Lithuania)
Vilnius College (Lithuania)
Jolanta Pileckiene
Jolanta Pileckienė is a lecturer from Vilnius College of Technologies and Design, and nternational coordinator of Technical Faculty.
Brigita Šustickienė
Brigita Šustickienė is a lecturer of Vilnius College of Technology and Design, head of the Information Systems Engineering study programme.
University of Campania Luigi Vanvitelli (Italy)
University of Campania Luigi Vanvitelli (Italy)
Vincenzo Paolo
vincenzopaolo.senese@unicampania.it
Associate Professor in Psychometrics at the University of Campania Luigi Vanvitelli where is the head of the Psychometric Laboratory and the Coordinator of the master degree in Clinical Psychology. He is an International Affiliate of the Rohner Center for the Study of Interpersonal Acceptance & Rejection and has been elected as President of the International Society for Inter-Personal Acceptance Rejection (ISIPAR) 2022-2024.
Roberto Marcone
roberto.marcone@unicampania.it
Associate Professor in Developmental and Educational Psychology at the Department of Psychology of the University of Campania Luigi Vanvitelli and head of the SVITATE Lab – Laboratory of Typical, Atypical and Educational Development Processes.
Carla Nasti
PhD student in Science of Mind and a collaborator at the Psychometric Laboratory of the Department of Psychology at the University of Campania Luigi Vanvitelli. She is also a psychologist and trainee psychotherapist.
University of Eastern Finland (Finland)
University of Eastern Finland (Finland)
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