Project Report - Ecipar di Ravenna

Project Report
I – CAMPUS - Interactive learning space to develop enterprise culture and professional skills
Project LLP-LDV-TOI-09-IT-0451
This project has been funded with the support from the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
2
Index
INTRODUCTION...................................................................................................... 5
THE PROJECT.................................................................................................................................................................. 5
THE PARTNERS............................................................................................................................................................... 7
CHAPTER 1 ........................................................................................................... 11
Do didactic with new technologies
1.1 CURRENT SCENARIO IN ITALY ............................................................................................................................... 11
1.2 CURRENT SCENARIO IN PORTOUGAL ................................................................................................................... 17
1.3 CURRENT SCENARIO IN SLOVAK .......................................................................................................................... 21
1.4 CURRENT SCENARIO IN CIPRUS ............................................................................................................................ 22
CHAPTER 2 ........................................................................................................... 23
Virtual schools and learning campus on Second Life
2.1 SECOND LIFE .......................................................................................................................................................... 23
2.2 E-LEARNING ........................................................................................................................................................... 26
2.3 THE METHODOLOGY USED IN THE PROJECT ........................................................................................................ 27
CHAPTER 3 ........................................................................................................... 28
THE EXPERIMENTATION in local contexts
3.1 THE EXPERIMENTATION IN ITALY. The experience of Ravenna............................................................................................ 28
3.2 THE EXPERIMENTATION IN ITALY. The experience of Bolzano............................................................................ 31
3.3 THE EXPERIMENTATION IN ITALY. The experience of Siracusa ........................................................................... 34
3.4 THE EXPERIMENTATION IN PORTOUGAL ............................................................................................................. 37
3.5 THE EXPERIMENTATION IN SLOVACK ................................................................................................................... 40
3.6 THE EXPERIMENTATION A CIPRUS........................................................................................................................ 43
CHAPTER 4 .........................................................................................................…46
Conclusions
4.1 RESULTS AND NEW SCENARIOS ............................................................................................................................ 46
Annex 1................................................................................................................ 48
PARTNERS .................................................................................................................................................................... 48
Annex 2................................................................................................................ 49
HANDBOOK TO USE THE I-CAMPUS PLATFORM I-CAMPUS...................................................................................... 49
Annex 3................................................................................................................ 52
HANDBOOK TO USE THE I-CAMPUS PLATFORM ON SECOND LIFE ............................................................................ 52
Annex 4................................................................................................................ 60
INFORMATIONS ABOUT THE PROJECT........................................................................................................................ 60
3
4
INTRODUCTION
THE PROJECT
Programme: LIFELONG LEARNING PROGRAMME
Sub – programme: LEONARDO DA VINCI
Action: TRANSFER OF INNOVATION – TOI
Duration of the project: 24 months (October 2009 – September 2011)
National Agency: ISFOL (ITALIA)
Applicant organisation: ECIPAR DI RAVENNA SRL
Title: Interactive learning space to develop enterprise culture and professional skills
Acronym: I - CAMPUS
This project involves the adaptation and integration of innovative contents and results of two Longlife
Learning Projects – Leonardo da Vinci, in public and private vocational training, education and business
systems in Italy and in Europe (Portugal, Cyprus, Slovak).
The project calls for an increase in the quality and the attractiveness of European education and training
system through the adaptation, transfer and development of innovative contents made by:
-
the european project 2005-I/05/B/F/PP-154151 (realized in the years 2005-2007, by Ecipar
Ravenna -IT), who developed the educational model CIE-LI (Competition, Innovation, E-Learning,
Internationalization) for the spread of enterprise culture to students of secondary schools
-
the european project PT/06/B/F/PP-159198 (realized in 2006-2008, by AEVC - Viana Do Castelo
Polytechnic Institute - PT) who developed the educational model and skills INNOVCOM, to support
entrepreneurs and workers for the development of professional skills with e-learning
Project aim is adapt, transfer and introduce the methodologies and innovative products of INNOVCOM
and CIELI, for the development of enterprise culture and training of young people, adults, workers,
entrepreneurs.
CIELI methodology and INNOVCOM instruments are available on:
- an online platform (accessible by Internet) with updated contents and units in E–Learning.
a Virtual Campus on Second Life, where the user‘d simulate the start up of an enterprise, enjoy
written and audio contents and also meet other users to exchange information on business, for
the activation of joint ventures between enterprises (real or simulated), to develop benchmarking
activities. Using Second Life as a virtual interface will allow you to use the interaction as a training
mode without limits of space and time.
The educational trainings for the development of enterprise culture and professional skills could be used
by:
- students of high school with enterprise simulation;
- university students, young adults and workers who want to start their own businesses;
- entrepreneurs or workers who want to upgrade their professional skills about management of
enterprise (marketing, internationalization, communication, networking)
public and private educational training centres, that want to develop relations and cooperation
with associations’ category and SMEs, also with the benchmarking activity.
5
The work packages developed during the project are:
- WP 1: Consortium and Project evaluation management activities
- WP 2: Cieli know how and Innovcom transfer activities
- WP 3: Models and instruments integration in a unique route
- WP 4: Translation in the different European languages
- WP 5: Adaptation in a shared virtual platform for the routes endowment
- WP 6: Experimentation in the different Italian and European contexts
- WP 7: Activation of the unique integrated route and of the shared platform in the different
European countries
- WP 8: Activation of dissemination, evaluation and follow-up
This project report presents the results of experimentation, innovative educational methods applied to
different target groups, the activity of dissemination in the expected territorial contexts.
6
THE PARTNERS
ITALY:
P0 - ECIPAR RAVENNA, training centre of CNA National Confederation of Craft of Ravenna
P1 - CNA BOLZANO, National Confederation of Craft of Bolzano
P2 - ECIPA SIRACUSA, training centre of CNA National Confederation of Craft of Syracuse
P3 - PANEBARCO DI D. PANEBARCO & C. SAS, SME multimedia company of Ravenna
P4 - CNA ECIPA, National Confederation of Craft of Italy
P5 - ECIPAR EMILIA ROMAGNA, training centre of CNA National Confederation of Craft of Emilia Romagna
PORTOUGAL:
P6 - IPVC, Polytechnic Institute of Viana Do Castelo
P7 – EXERTUS, SME company of counselling and business organization
CYPRUS:
P8 - UCY Informatics Department of University of Cyprus
SLOVACK:
P9 - OBCHODNA ACADEMIA DUSANA METODA JANOTOU CADCA, High School of Cadca
Partners’ description:
P0 – ECIPAR DI RAVENNA
ECIPAR Ravenna srl is the training company owned by the CNA of Ravenna, in order to support the
development of knowledge and expertise of SMEs and craft enterprises of the province, accompanying and
stimulating the growth of human resources.
The realized activities are: training and consultancy for businesses in the certification of quality; educational
activities to set up strategic alliances between companies, benchmarking activities; analysis and
identification of best management practices in companies, projects in integration with other agencies
concerning: support for the growth of competitive enterprises and improving the system of business,
consolidation on employment of workers, development of the sector of port, transport and logistics;
analysis of network between companies in the manufacturing supply chain and management training;
training of mandatory regulation.
Since 2005 Ecipar realizes Leonardo da Vinci projects for the promotion of enterprise culture.
P1 - CNA BOLZANO
SHV-Bolzano CNA the interests of small businesses and small and medium-sized enterprises in the province
of Bolzano for over thirty years expresses.
The association represents companies in economic and trade union, lobbying activities to protect the
interests of business against the structures of local government.
The increase in business and culture of entrepreneurship are the main objectives of the CNA / SHV.
In the 35 years since its founding, the CNA / SHV has built many well-structured services, offering highly
professional performances to businesses and citizens, such as advice and assistance in handling the
administrative and bureaucratic procedures, care practices for the creation, modification and termination
of the company, the fulfilment services, such as fiscal management and accounting services in the
management of personnel, training and professional services, those related to ' environment and safety at
work, the management of innovation processes and the various business certifications.
Services offered to the people are also determinants, among which we find assistance and pension advice,
tax assistance centres, the statement of income and assets.
7
P2 - ECIPA SIRACUSA
CNA SIRACUSA works to achieve the integration of different areas associative and ensures quality standards
of the system of CNA.
It works to affirm (in society, in institutions, in politics and in the universe of firms) the values of the
companies, labour, market economy, with an active participation in the development of enterprises and
entrepreneurs.
CNA realizes these objectives by relating directly with the institutions and all social actors, involved in
representing the interests of business, helping them for change and general economic development.
CNA formulates strategies for the crafts sector, recognizing the centrality of the market in a modern
economic system with quality, identity and values of entrepreneurship.
P3 - PANEBARCO DI D. PANEBARCO & C. SAS
Panebarco & C. was founded by Daniele Panebarco in 1995 with the aim of developing multimedia
contents.
It's a small workshop located in the heart of Ravenna and realizing virtual solutions, 3d reconstructions,
interactive applications, videos, cartoons, games and illustrations.
Accurate design and customized development mark the works signed by Panebarco & C.; from the initial
concept to the final product, Panebarco & C. combines creativity, innovation and expertise.
In recent years, the company has been working on the development of real time 3d projects, among those
we mention the initiatives developed, together with Nergal Srl, within the virtual world platform Second
Life (the Italian Institute of Culture for the Italian Ministry for Foreign Affairs, the virtual headquarters of
European Press Photo Agency, the premises of M2O and so on...)
Today the company combines the inspiration and the skills of the founder, his son and daughters Marianna,
Matteo and Camilla and several other professionals (graphic designers, programmers, 2d 3d animators and
modellers...).
Some of the customers of Panebarco & C.: De Agostini Multimedia, Encyclomedia, Italian Ministry of
Culture.
P4 - CNA ECIPA
CNA for over sixty years represents and defends the interests of small businesses, SMEs and all forms of
self-employment. It’s a reality that draws its strength and weight of approximately 670,000 associates.
The mission of CNA is to give value to crafts and small and medium enterprises, serving as their partner for
developing and promoting the economic and social progress.
This objective is pursued through a structured organization, a company that offers integrated services and
personalized advice to businesses, a modern structure that provides its members with support,
informations and innovative solutions. The enormous spread of craft, both in large cities as in small
municipalities, is the widespread presence of CNA.
Founded in 1946, the CNA system consists of:
- 19 Regional CNA
- 108 Provincial CNA
- CNA for retired people on pension
- 10 National Unions: Food, Traditional Art, Wellness and Health CNA, Communication, Construction,
Fashion, Transport, Installation, Production, Community Services
- 4 Groupings
P5 - ECIPAR EMILIA ROMAGNA
ECIPAR Emilia Romagna is an organization that provides training and innovative services to SMEs, promoted
by the CNA. Among its objectives, are research, processing, systematization and dissemination of
"knowledge" useful for SMEs. Founded in 1982, ECIPAR is a consortium non-profit organization with limited
liability. ECIPAR activities involve all the issues and actions of the functional areas of business: research,
case studies and experiments aimed at creating innovative training programs and services specifically for
SMEs, the development and design of educational plans to improve the effectiveness of teaching; the
production and distribution of services, tools and methods to improve management equipment of small
8
businesses. Relying on its close relationship with businesses, ECIPAR aims to establish a specific approach to
business development through the growth and spread of managerial culture.
P6 - IPVC
The Viana do Castelo Polytechnic Institute (IPVC) – Portugal - was founded in 1980. Is a regional institution,
whose aims are a qualified human, cultural, scientific, technical and professional training, to carry out
necessary research to accomplish its mission and to cooperate with the regional community of Alto-Minho,
particularly with its productive and entrepreneurial sectors.
The IPVC is made up of five Schools offering 40 undergraduate and postgraduate degree courses, these last
very often in collaboration with national and international polytechnics and universities. Also promotes 34
Master courses and 21 specialization courses.
The IPVC is a community of students and qualified professionals, located in the northwest of Portugal,
aware that the progress of society ensures the harmonious development of persons and their performance.
Joined together in the same mission: to create, manage and disseminate knowledge and culture, through
processes of education/learning, research, transfer of technology and knowledge.
The IPVC has implemented its existence on the regional, national and international levels. The evolution of
this process is based, on two fronts: firstly through the continuous search for quality of training and,
secondly, into its involvement in projects in several areas as a tool for building links with the natural
partners and other national and international institutions.
P7 – EXERTUS
Exertus Lda is a Portuguese company that as focused its experience on Productivity, Quality, SME Coaching,
Enterprise Management, training and Information Systems, with a large curriculum on Projects with the
European Community’s funds participation.
Exertus is a specialized consultant company that looks for to be a business strategic partner, for its ability to
generate profits and to create value.
As entrepreneurs, we share the risk and the results, looking for to design and to implement products and
guided methodologies focused in the innovation.
Business Areas: Operations and Innovation, People and Organization, Management and
Internationalization, Technology and Information Systems (Gnotus, Lda), Energy and Sustainability
(Carboneutral, Lda).
Our Products: Associations and Regional Dynamization, Internationalization, Productivity Improvement,
Skills Management, Business Recovery and Modernization, Digital Tools, Process Development, Innovation
e Knowledge.
P8 - UCY
The University of Cyprus www.ucy.ac.cy was founded to satisfy the increasing educational needs of the
Cypriot population and to fulfil social, financial and other objectives of the Republic. Scientific research is
promoted and funded in all departments with an aim to contribute to an academic development and to
meet local and international needs and demands.
The Open University of Cyprus www.ouc.ac.cy was established by Law which was passed by the House of
Representatives in 2002 and admitted its first students in September 2006 at two post-graduate programs
of studies by distance learning: «Education Studies» and «Administration of Health Units». Nowadays it
offers, additionally, the undergraduate program of studies «Studies of Hellenic Civilization» and the postgraduate program of studies «Specialization in Information Systems».
The Cyprus University of Technology www.cut.ac.cy was established by Law which was passed by the House
of Representatives in 2003 and admitted its first students in September 2007. The Cyprus University of
Technology is a conventional type of a university that offers programs of studies orientated mainly towards
applied sciences.
9
P9 - OBCHODNA ACADEMIA DUSANA METODA JANOTOU CADCA
Our school Obchodna Akademia Dusana Metoda Janotu in Cadca is one of the oldest professional schools in
the Kysuce Region. Thanks to good geopolitical conditions in the first half of the 20th century, as the town
is a imaginary triangle of various countries, cultures and productions traditions meets here linguistic
affinity and not less important transit transport location of the town. The trade was in the hands of a few
powerful individuals, ever wider sections of the population desired for economic education.
Our school was founded in September the 1st. In 1945, it was called State Business School and from
September 1990 is called Business/ Commercial Academy.
At present Commercial Academy in Čadca provides study in the following specializations:
- commercial academy- four years daily study finished by the final exam.
- Bilingual study-which ends by the final and state exam from English.
The key Subjects are: Economy, Law, Budgetary accounting, Training in the fictitious firm, Goods Studies,
Economic Geography, Applied Economy, Tourism,
Introduction to Macro economy and of course languages/ English, German, French and Russian.
Our goal is to prepare the youth in the fields of economy, finance, and administration,
in private sector, non –profit organizations or tourism. Many of them will set their own businesses.
Apart from educational activities the school devotes time and effort to students after school and organizes
many activities.
The school organizes sporting activities and competitions in a regional level- volley
ball, basketball, table tennis etc. On regular basis students participate in various health and charity
campaigns in the town and district / Non- smoking day,
Anti-racism Day, Campaign against cancer, Valentine’s Drop of Blood /, in knowledge competitions, quizzes.
The school has been involved in Socrates-COMENIUS 1-1 project for four years and in LIME TREE project for
two years.
As the only school from Slovakia it has been participating in the Enterprise European Business game for 18
years.
10
CHAPTER 1
Do didactic with new technologies
1.1 CURRENT SCENARIO IN ITALY
E-learning and Web 2.0: a social dimension of virtual learning
Francesca Ludovisi - ISFOL
The era of open and distance learning (ODL), performed in a closed environment, with highly structured
and rigid content has definitely ended. The spread of Web 2.0, the use of webcams, wikis, blogs,
multimedia software and participatory technologies has enabled a quantum leap in distance learning
programs.
E-learning is now an open learning environment, flexible and informal that travels through the network,
tears down the boundaries of space and time and contributes to the spread of knowledge and skills.
The methods and tools of the latest e-learning generation aim, in fact, to achieve collaborative forms of
learning, which put the user at the centre of a multiplicity of relations and make him an active participant
and constructor of knowledge. The individual becomes the centre of the network; he contributes to the
creation of content and he shares it with others in an interactive way. Formal, non formal and informal
learning are intertwined, creating a fluidity of knowledge. Thanks to the network you can learned
informally, by chance, and everyday experience becomes complementary to the institutional one. We are
within what is defined, on a European level, the learning process throughout life (lifelong learning).
The European knowledge society
In March 2000 the European ministers who convened at the Council in Lisbon, set themselves the
ambitious goal of making the Union by 2010 "the most competitive and dynamic knowledge-based
economy in the world". So they encourage governments to accelerate the process of technological literacy
so that all population segments can participate actively in the knowledge society.
E-learning, thanks its characteristics of flexibility, became the main tool in which to invest. From this
moment on, the initiatives to support e-learning multiplied. In 2001 the E-learning Action Plan was
published designing tomorrow's education which calls upon the member states "to continue their efforts
concerning the effective integration of Information and Communication Technologies in education and
training" and "exploit the full potential of the Internet, multimedia environments and virtual learning for
the realization of better and faster lifelong learning."
The following year, eEurope 2002 Action Plan was published whose aim, among other things, was to
increase the number of Internet connections in Europe. Thousands of schools, universities and research
centres received communitarian support for the purchase of multimedia resources and the modernization
of the trans-European networks that connect the various centres of teaching and research.
The same year the European e-learning portal was launched to encourage dialogue and cooperation and to
promote the use of new technologies in the field of life-long learning.
The eEurope 2005 Action Plan will strengthen the outcome of previous initiatives and aims to introduce in
schools, universities and research centres broadband connections to share learning resources.
The integration of Information and Communication Technologies (ICT) in education and training systems of
the various European countries is the aim of the eLearning Programme 2004-2006. The spread of digital
broad-spectrum technology enables the creation of European virtual campuses for exchange and
collaboration between them, or, what is technically called virtual mobility; network twinning between
schools in Europe and promotion of teacher training are also promoted.
11
Subsequently, the Community Action Programme in Lifelong Learning (Lifelong Learning Programme 20072013) devotes a specific action to new technologies. It concerns key activity 3 for the development of
pedagogic contents and solutions of an innovative new technology-based information and communication,
seen as a catalyst for change and for social and educational innovation.
Lastly, the 2010 initiative - A European Information Society for growth and employment identified in elearning an effective response to the requirements of keeping the European workforce updated.
Throughout the years, through the exploration of the potential offered by new technologies, we have
witnessed the change from interventions that aimed to strengthen the infrastructure and platforms to
interventions focused on educational aspects, with a strong focus on quality standards.
Learning at Web 2.0 time
"This is about going beyond an interpretation of knowledge as a symbolic representation of an external
world to the learner, measurable and objective (positivist approach) and promoting a conception of
knowledge as a result of the learner’s experiences or rather as an individual and collective construction
process of agreed meanings and of interpretation of a non pre-determined experience (constructivist
approach) "(from" The Glossary e-learning for professionals in the integrated training system ", edited by V.
Infante, Isfol, ESF’ s books, Rome, 2007).
The use of digital technologies for on-line learning reverses the paradigm of distance education experiences
of the old generation. The learner is in fact at the center of these initiatives, not the learning plan delivered.
The advent of e-learning and the spread of Web 2.0, a term coined for the first time in 2004 by Tim O'Reilly
to describe the new network, more interactive and dynamic which replaces first-generation models
characterized by a linear browsing, completely revolutionized the models, the methodologies and the tools
of traditional teaching.
Keywords are: participation and sharing, fragmentation and reassembly of spaces, times and ways.
Flexible learning solutions are offered to user: it is he who chooses the learning process without the
constraints of space and time. Above all it is he who produces new knowledge and becomes a creator of
content to be shared on the network.
The model of collaborative learning, typical of new generation network training, enables the growth of the
individual within objectives which are shared by a group: learning together.
Individual learning is the result of a collective process. The flow of knowledge unfolds through
communication from many to many. Virtual communities of learning are developed where each participant
gives continuity to the training, sharing areas of interest where communicate interactively.
Simple users become producers of information which become shared knowledge, disconnected from the
source, independent from the person that produces it. The communication flow overwhelms the object of
learning (learning objects), breaking up and reassembling in a new set as a result of a processing group
made possible by new interactive technologies.
The world of Web 2.0 is in fact populated by new technological applications such as wikis, blogs, podcasts,
vodcasts, instant messaging. These tools are relatively easy to use, even by users with no particular skills
and able to facilitate group communications. Lecturers and tutors communicate in real time with learners
in virtual classrooms via video and audio, then they meet in chat and they discuss in forums.
This is the model of social networks, where collaboration plays a key role in the growth and development of
e-learning.
The latest generations of learning patterns are the result of a merger between the human and social
knowledge that marks the transition from the society of information to a knowledge society.
scenario in Universities
Giovanni Arata - Computer Point (http://punto-informatico.it)
In the beginning there were the courses of the Neptune Consortium that went on air in the middle of the
night on national television networks, filmed with a fixed camera and offered a variety of science classes
under the guidance of teachers looking grim, and often a little drab. We were in the eighties then and in
most homes there were no personal computers or laptops, let alone Internet. The universities were The
University, and talk of "distance learning" still appeared as an entertainment for experts or a mere
provocation.
12
Since then, however, many things have changed. The universities have transformed, exploring new
educational approaches and diversifying the courses offered; new players have entered the training
market, often in close competition with traditional institutions. Above all, technological innovation altered
the established educational schemes, by multiplying the tools and opportunities available to teachers and
learners: open and distance learning (ODL), melted and dissolved into the modern "e-learning" has become
reality and today is an accepted fact at (almost) all latitudes.
Nowadays, it is common to find educational material by academic institutions such as MIT of Boston or
the University of Berkeley online. It is not surprising that teachers invite their students to learn how write
through blogs or to solve queries through the wiki in a collaborative way. In the same way it is not a
surprise that large technology players like IBM and Google robustly invest in joint educational projects with
universities or commission to them the design and the development of integrated e-learning platforms.
The U.S. experience
In the U.S., all universities are increasingly combining education with internet learning plans. Usually the
tools and platforms are used for e-learning to support traditional teaching (the so-called enhanced
learning), but there are mixed experiences of teaching too (face-to-face and online lessons, the so-called
blended learning), and also in parallel there is a growth of the degree programs attended entirely online.
According to the 2007 Survey of the Sloan Consortium, in 2006 at least 3.5 million students have taken at
least one online course (+10% compared to the previous year) and the number of enrolments in distance
degrees keeps growing impetuously. The universities, that are offering distance learning, can get in touch
with segments of "market" which otherwise could not be reached (the elderly, disabled, younger or older
workers, prisoners), the learners especially appreciate the aspects of flexibility and modulation of distance
learning courses, which allows them to complete their degree without leaving their jobs or their homes
(except of course for the examinations, held at the university).
Secondly, as mentioned above, many U.S. universities began to make portions or full versions of their
catalogues of educational materials freely available online, according to the logic of open access. With
OpenCourseWare (OCW), perhaps the most well-known within the initiatives of this kind, the
Massachusetts Institute of Technology offers every Internet browser in the world documents (text, audio,
video, slides) of all of its 1800 courses training catalogue. OCW is visited each month by nearly one million
unique users (61% of which non-US) and is making converts all over the world: in 2006 there were 70
mirror sites from all continents, and many universities now use the platform of MIT to publish their
materials.
In Europe
Within the EU, the Commission believes in eLearning to reach the so-called "Lisbon Agenda" and promotes
the much publicized "continuous learning" (Lifelong Learning) in all countries. In a recent virtual conference
held at the Council of Europe, some of the more advanced European realities in the field brought their
experience, explaining how they operate and how they are gearing up to face the new challenges posed by
the so-called "Web 2.0" social networks. In the old continent we find long-established experience in
distance universities, like the British Open University, which "serves" 150,000 members and has been on
the market for over 12 years. But there are also traditional universities (the FernUniversität of Hagen and
University of Lodz are two examples) that are already equipped to make their course materials available
online, to rearrange the way the lessons are conducted, and to offer degree courses online. In Finland
(source: the ELUE Report) the state invests annually 9 million Euros for the development of university elearning projects, and 21 universities in the country formed a consortium (the Finnish Virtual University) to
better manage the needs and resources available. In France, on the other hand, many universities have
"made the network" in the "digital campus" consortium (source: the ELUE Report) in order to put to best
use state funds and joint development of new FAD projects.
E-learning in ITALY, a complex situation
Although statistics on the use of e-learning in ITALY are not the most optimistic, especially if compared to
the rest of Europe, you may notice a substantial rapprochement of 'public opinion to consider e-learning a
valuable learning method to replace the traditional one.
13
If you analyze the statistics, in fact, we quickly realize that even if it is still the company which remains in
first place as the greatest user of e-learning, the University begins to represent a new important player in
the use of it.
E-learning may in fact represent an important innovation in the field of education by going to the aid of
those who for various reasons, from geographic to socio-cultural, cannot take advantage of so-called
traditional education, completely revolutionizing the education system.
At first glance, the picture offered by homegrown e-learning shows mixed results, with some "lights"
shining but also with many, many shadows.
The first fact, we lack a national framework of reference. Alberto Colorni, one of the leading experts in elearning in ITALY and Director of the Centre of the Politecnico di Milano METID says that: "In our country a
reference framework at ministerial level is still lacking, so that the various local initiatives are developed
separately and are often disconnected from each other". In fact, from a legal point of view, the only legal
framework is provided by the Ministerial Decree of 17 April 2003, setting out the criteria and procedures
necessary to universities to be accredited as providers of distance learning. But that decision,
unfortunately, does not provide investment plans for universities involved in distance learning
development projects, nor does it identify program priorities in the development of services.
Compared to the so-called telematic universities the decree mentioned above has a key role: after its
promulgation, different kinds of Open Universities were launched in our country, offering degree courses in
online mode only, in an autonomous and independent way from the traditional circuits. Organizations like
UNINETTUNO (the telematics extension of the Consortium bearing the same name), The TEL.MA telematic
University and, above all, the University Telematica Guglielmo Marconi, leader in the sector with a market
share of 81,4 % are all part of this "parallel" universe (source: The 2007 Omniacom Report). These "virtual"
universities constitute a particular reality -and are often-criticized- on the national university scene: they
are often opaque in terms of organization and teaching, attract a very limited number of students (in
2006/07 were a total of 9,376 according to Omniacom estimates but they still attract a significant amount
of funding and financing, including public.
From the viewpoint of “traditional” universities, the picture is divided. The system is definitely changing:
according to data reported in the Italian E-learning Company’s SIE-L 2007 Observatory , in recent years all
ITALIAN universities created structures in support of e-learning, beginning in some cases to offer degree
courses entirely online (especially in Engineering and Science Education). Beyond these more advanced
uses, however, distance learning applications emerged above all as complementary tools compared to
traditional teaching, which offer a significant extension beyond the size of the classroom (the
aforementioned enhanced learning).
In terms of technology, to support distance activities usually teachers use e-learning integrated platforms
(LMS, Learning Management Systems) which contain different asynchronous interaction tools (forums,
databases, handouts, mailing lists) and synchronous ones (chat, teleconferencing). Moreover, in recent
times, the “social”-type features such as wikis, blogs and Metaworlds are growing. In most cases, the
platforms and tools are developed in-house by each university or bought on the market, but also the
growing choices in favour of open solutions: according Observatory SIE-the latter are already employed in
48% of the projects, but some of them (notably the Moodle environment) are rapidly emerging as a point
of reference for new initiatives.
Our universities cannot rely on ministerial structured investment plans to fund their e-learning initiatives,
unlike in other European countries. For this reason, the primary funding source is the internal budget of
universities, from which the basic resources to support the development and the management of new
initiatives are obtained Alongside this, the other prevailing methods of financial procurement are given by
participation in economic projects (regional, national and especially European), the allocation of funds or
sponsorship of specific ministries and local foundations. The use of partnerships with private players is not
a common practice; however it appears to be growing: according to the aforementioned CRUI 2007 survey,
33% of the academic institutions use private funds in a "minority" way, 4% do not use them and the
remaining 63% not having currently active partnerships expect to have recourse to them in the future.
14
Best practices in ITALY
Best Practices: If we go in search of "best practices" in the territory, we find first of all METID Centre of the
Polytechnic of Milan. Founded in 1996 to experiment with new forms of FAD, METID scored virtually all
primates in e-Learning. In 2000 was the first to offer a degree program entirely online, and in 2003
graduates in this field. Was amongst the first (1998) to create a platform for its own integrated e-learning
and to establish partnerships with external partners (Group-Somedia L'Espresso) to create new solutions.
In 2004, under the vision and quality of its actions, was also recognized as a "virtual university good
practice" by the European Union itself. Today, the Centre is the reference point of all the Polytechnics in
Milan in the field of distance learning, and manages a total of 30 projects aimed not only the "degree", but
also "schools", "graduates" and "continuous learning". In particular, in addition to delivering the wellestablished online degree program in Computer Engineering, METID offers a reference platform to conduct
2000 "in the presence" of the The Milan Polytechnic. At technological level, METID uses a combination of
different instruments: in-house developed platforms (e-Col); proprietary environments (Centra. 7.5; Breeze
5), open source tools (Moodle, Joomla). Both asynchronous and synchronous tools of various types,
including blogs and podcasts of lectures are used within them.
A further experience worthy of attention is that of the University Consortium Consortium ICoN (ITALian
Culture on the Net), established in 1999 with the aim of promoting the study of language and culture
abroad, and "participated" nowadays by 22 italian and foreign universities. The ICoN courses interpret in an
original way the concept of distance learning, using mainly e-learning tools to reach audiences located in
the often remote far corners of the world. In this sense, we can find a particular online degree course in
“ITALian Language and Literature", which has graduated nearly 200 students from all over the world and
now involves 300 students from 65 different countries.
Initiatives of "social" and "2.0". As mentioned above, the number of universities which are experimenting
with new forms of involvement of students through wikis, blogs and other collaborative new generation
tools is growing. Among the experiences of this kind particularly noteworthy is BlogLab, a laboratory for
digital writing created in 2007 from the synergy between bloggers and academics from Florence and RomeLa Sapienza. BlogLab encourages students to explore the new spaces in the frontier of communication
(journalism, business, cultural) through the creation and maintenance over time of personal blogs, also in
order to stimulate the skills of writing and self-reflective capacities.
Beyond these particularly relevant realities however are other positive experiences which are being
developed in all major universities in the region. At the University of Bologna, for example, there are now
numerous examples of degrees within their courses that provide e-learning modules which are more or
less complete, and the same happens in all other major Italian universities (Federico II of Naples, University
of Milan and Turin, to mention only the main ones). The range of degree programs entirely online, on the
other hand, is more limited at the moment: even if places as important as Urbino, Udine, Modena and
Reggio Emilia already used it, there are in fact only 36 universities which provide solutions of this kind.
Negative aspects
Nothing but blue skies then? Not exactly because next to the "good news" provided above, the framework
of italian e-learning offers negative aspects too.
The first problem is the limited nature of the impact of e-learning compared to classroom work. As we said
before, the projects developed in the field of distance learning are numerous and well distributed
throughout the country, but online handouts and transparencies (not to mention the rest) will remain a
mirage in the vast majority of ITALian classrooms. The students themselves report it: in a poll taken at the
end of 2007, for example, many reported strong differences between what is proclaimed and what is done
in the field of university e-learning. For example Francess says: "Where I come from ... we are still in the
Paleozoic era, we only use Internet in order to view the examination programs, exam dates and our own
careers (...) For exam registration they should have enabled the Internet service about a year ago , needless
to say that I’ll have white hair by the time they do it. "(08/10/2007). The student’s complaints are also
reflected in the official surveys carried out by CRUI: according to the results of the aforementioned 2007
survey, in fact, in nine out of ten universities, online tools are used in a minority of courses, and in the
majority of universities professors look with skepticism to e-learning tools.
15
Teachers’ “resistance” is another untied knot. Studies show two different and converging elements in this
direction: first of all, many professors (for personal data and cultural reasons) are continuing to regard
distance learning as being a "poor relation" of the richer traditional experience, on the other hand, the
Ministry (and the universities themselves) continues not to grant any benefits (career, economic, or merely
symbolic) to those who are involved in the development of distance learning activities. Neither does the
lack of clear guidance on publishable material and copyright help: even the professors who are better
disposed towards the sharing of teaching materials are restrained in the face of incomplete and often
contradictory law, which strongly discourages the publication of online material.
But the most serious and still pending issues regard the quality and the efficiency offered by the actual elearning education. Besides the already described skepticism of many experts, the lack of consolidated
metrics for measuring the quality of distance learning and the relative lack of scientific studies to document
the actual experiences of this kind (even if they increase the research in this direction) weigh relevantly in
this field. Moreover, in many cases the lack of adequate methodological and pedagogical studies is
significant, which can bring out the best in terms of educational potential of sophisticated technologies
available today. It clarifies unequivocally Alberto Colorni saying "The way of doing e-learning doesn’t mean
putting greater or lesser amounts of digital content online, that is relatively simple." Instead, Colorni
continues, doing e-learning means "building new methods and new models of interaction and learning",
exploiting the potential of various tools to enhance the available opportunities to teachers and learners. "
16
1.2 CURRENT SCENARIO IN PORTUGAL
Today, there are many ways to apply new technologies for training and educational process. It is intended
in the following sections to give an overview of the state of the art of the use of new technologies and tools
for distance learning in Portugal, this view will be stated on three different components: technological,
academic and small and medium enterprises.
Technological
Accordingly to several studies, mainly carried out on the second part of the 2000s, in Portugal about
distance learning platforms installed, we can on Figure 1 that the Moodle platform has a prominent
position, being inclusively a virtual monopoly position.
Figure 1 – E-learning Platforms installed in Portugal.
(source: http://www.ed-rom.com/?pt=news&op=detail&id=16)
This study reflects also what is happing around the world, where many other studies show that the Moodle
platform holds a leadership position in the market for e-learning solutions.
Also, and accordingly to the same study, Moodle has a privileged position in terms of satisfaction of their
users, overcoming proprietary software platforms such as Blackboard – Figure 2.
Figure 2 – E-learning Platforms User Utilization Satisfaction. (source: http://www.edrom.com/?pt=moodle_blackboard)
Academic
During these last recent years there has been a major effort in using new forms of learning, accompanied
by new technological tools, by all institutions, public and private, that develop activities in education. In
these kinds of institutions we are considering elementary schools / secondary schools, universities and
17
polytechnic universities. This effort occurs mainly in higher education institutions after the adoption of the
new Higher Education Institutions Legal Regiment (HEILR).
Although many study plans have included a strong presence component, this component has been
reduced, and gave rise to a stronger component of distance learning. This component of distance learning
allows students to conduct their own learning and complement the classroom training component.
Initially, on the Portuguese educational institutions, the component of the distance training had as main
aim to eliminate the factor of lack of proximity to the student. That is, it was only a mean for the student to
obtaining information taught in the classroom.
Recently (from 2008) this type of usage of the distance learning tools has changed. New pedagogical
models and modern constructivist e-learning environments have been introduced, allowing developing and
creating a defined set of regional centers of distance learning. An excellent example of this strategy was
followed by the Open University and by APNOR (Association of the Northern Polytechnic Institutes) in
which the sharing of knowledge and expertise is spread throughout the region, or the national territory,
through the interaction of different higher education institutions.
It can be said, with reference to APNOR and it associates, that all their study plans are formatted for
distance and classroom teaching is further complemented by the use of video conferencing solutions
(Access Grid rooms of the Polytechnic Institute of Viana do Castelo, University Aveiro, Minho University,
Polytechnic Institute of Leiria), blogs, wikis, social networks and podcasts.
With these solutions and with a new strong emerging capacity for the change in existing educational
institutions, there is a tendency that the capacity of educational tools for distance learning is increasingly a
reality and is a strong presence in training, allowing also developing a strong expertise in these areas.
It can also be stated that the use of distance learning is extremely important for the economy and the
development of Portugal. The increasing demand in higher education, the need for more efficient and more
cost effective, the vast cultural and geographical diversity of the country, lack of mobility of students, are
factors that enhance the use of distance learning and have conditions that allow creating success models of
in this area.
Small and Medium Enterprises
Today, the new paradigm in which we live, the access to information, its sharing and its networks that
underpin it are essential elements of good management, being indispensable in the logic of market access.
In fact, the world in which we live, learn and compete, has several features that we cannot and we must
not hide: global, virtual, acceleration, networking, connectivity, ubiquity of communication are some of the
brands that shape our daily lives.
From this perspective, the profound changes that are transforming business and society in the beginning of
XXI century relate to the emergence of new models of innovation and open collaboration and learning,
particularly in close liaison with consumers and customers, suppliers and business partners, where
sustained Web 2.0 technology social networking, are paradigmatic examples.
Accordingly to the European Commission Report on the Digital Competitiveness (August 4, 2009), about
80% of Portuguese SMEs have internet connection, which itself represents an indicator of the potential
development of the digital sector, as well as the potential for Internet access and thus the training content.
18
Because we believe that Portugal can be more creative, innovative and competitive, we highlight here
some of the positive indicators: are leaving from the universities and other higher education institutions in
Portugal, a number of graduates in science and technology, for 1000 inhabitants, which compares well with
the EU average (18.1 to 13.4 in Portugal of the EU average); Portugal occupies a top position in electricity
consumption from renewable energies; leads e-government in the EU-27, against a mid-table place in
2004,. At the innovation ranking integrates for the first time, the moderately innovative group of countries,
up from 22nd to 17th position; the business sector already makes more than 51% of total expenditures for
research and development of the country, the technology balance shows a surplus.
From the Informal Learning and use of ICT study in Portuguese SMEs, conducted and edited by AIP Associação Industrial Portuguesa (2010), it can be concluded the following aspects relevant to learning:
1. The adoption of IT in SMEs (in the context of learning) is primarily an organizational and human
challenge and then technological.
There is room for a strategy to support the accession of SMEs that will always be a work of
collaboration processes maturity increasing. The adoption of Information Technology (IT) 2.0 in
SMEs (in the context of learning) is primarily an organizational and human challenge and then
technological. It takes a multidisciplinary approach that frames the introduction of 2.0 tools in
SMEs in the context of a paradigm shift from social and organizational learning.
2. It is possible to establish the "robot portrait” SME Early Adopters - characterization of SMEs closer
to full membership of the IT paradigm with 2.0 impact on learning.
Over 70% respondents employees of these companies have at least first degree.
The technological sensibility of these employees to IT is very high with over 90% of heavy users,
which demonstrates, once again, how much the study sample has little or nothing for the average
worker in relation to national SMEs. About 90% recurrently uses Web 1.0 tools and 25% of Web 2.0
tools.
3. It is possible to interpret the Organizational context and the Learning Climate of the Early Adopters.
In a short-term the efforts to introduce IT in SMEs generally relate more to Web 1.0 than Web 2.0type tools.
The learning culture valued, in particular the need to learn and share information internally.
However, there has been resistance to the permeability of the outer level, which has consequences
on access to external sources of knowledge and subsequent less dynamic capability (adaptation
and relationship outside).
19
A Greater permeability to external resources may be important for the internalization of the new
knowledge. It appears that there is, in general, a model of "cooperative organizational culture in a
closed system."
Strengthening the bounds between employees with greater opportunity for interaction between
different departments and business partners outside the company, it is suggested as being
important in the context of social capital strengthening - with impacts on personal and
organizational learning.
On a 5 year horizon, even in the Early Adopters, it is not projected a generalized usage of the 2.0
tools. Even in these organizations there is still a very significant use and widespread use of IT,
particularly the related to the Web 2.0 tools.
Conclusions
From the available information it can be concluded that Portugal has the capacity to receive new learning
tools, since they meet conditions that arise, namely:
• The macroeconomic context introduces pressure on innovation and seeking new business
opportunities as well as the reorganization of traditional businesses looking for new products and
new markets.
• The need for new knowledge brings an increased demand for new forms of content distribution,
these are supported in Web 1.0 or Web 2.0
• The size of the audience is relevant, as well as their level of schooling, and thus possibly introducing
new cost effective ways of learning.
• Public and Private Education Institutions are, now, more aware of the potentialities that new
distance learning tools offer.
• Students can be more autonomous and develop their own study plans.
20
1.3 CURRENT SCENARIO IN SLOVACK
Learning process involving work with this game brings many positives both to the students and teachers.
Our students worked in the blocks of two lessons lasting 45 minutes. The first major positive aspect of this
form of teaching is the motivation. To motivate students in a right way is one of the hardest tasks, which
every professional teacher has to solve in his daily work.
During the above-mentioned two-hour meeting our students had no problem getting the right incentives to
work with the game. This is mainly because they have access to a computer and they obtain all necessary
information in the manner which is attractive for them - working with computers and the internet.
Another important aspect is the comprehensive development of students' skills. This means that students
spontaneously acquire a better job with computer, develop their communication skills, since they have to
solve given problems example: find the information about documents needed to establish a company. In
addition, also students who are less active get space for self-realization and have no problem with
presenting their knowledge and ideas publicly before a group of students and teachers.
Equally important aspect is the change in the organization of teaching process for the teacher. The teacher
is not forced to present new concepts and information to their students in a laborious and lengthy way. He
just guides someone to get the desired information, he only specifies the appropriate role and coordinates
their work.
In this way, students efficiently acquire the information and knowledge as in the traditional educational
process.
21
1.4 CURRENT SCENARIO IN CYPRUS
During the last decade, and since its entrance in European Union, Cyprus invests in education through new
technologies. The build of the infrastructure that can attract people use technology for accessing learning
has become a big challenge. Society policy including eLearning, in Cyprus is largely formulated
Governmental organization, the Cyprus Public Information Office. Moreover several government and semigovernment bodies as well as private organizations have a significant role in the development of the elearning in Cyprus. Some of these indicators of the e-learning development in Cyprus are the Ministry of
Education, University of Cyprus, Open University of Cyprus, the Human Resource Development Authority,
the Cyprus Pedagogical Institute, The Research Promotion Institute, the private universities that are
established in Cyprus.
The creation of the technological infrastructure for the development of ICT services in Cyprus started
before Cyprus become an official member of the EU, but its entrance to the union enhanced this attempt
through EU funds and funded research programs. One of these services is the e-Learning and the
development of new technologies to apply. Following the contribution in [1], we will attempt to describe
the current state of the didactic using new technologies in Cyprus by describing how the organizations that
already mentioned act to achieve the e-learning development in Cyprus.
Department of Technical Service acts under the authority of the Ministry of Education of Cyprus. It is
responsible for the collection and the development of the necessary material and the technical
infrastructure for public education. Public education includes all level public schools that belong to the
Ministry of Education [1].
Human Resource Development Authority is a semi-government organization whose mission is to create
the necessary prerequisites for the planned and systematic training and development of the human
resources. The training programs are developed and organized using ICT means either as a method of
teaching or as method for the preparation of the learning material. Its aim is to transfer knowledge and
education to professionals from the public or the private sector following the idea of “Lifelong learning” [1].
Cyprus Pedagogical Institute, acts under the authority of the Ministry of Education and it mission is to
prepare school teachers to teach as professionals in the public schools. It is mandatory for all teachers to
do the Cyprus Pedagogical Institute trainings for one year. Through the trainings the teachers are becoming
aware of all modern methods of teaching including the eLearning methods, how to use ICT means and
multimedia to teach or to prepare their learning material [1].
Research Promotion Foundation is a national institute responsible for the promotion of scientific and
technological research in Cyprus. It acts like a mediator between EU research networks and the research
institutes and R&D companies in Cyprus. A primary objective of the foundation, amongst others, is to
promote eLearning with the opening of specific calls for proposals for the development of related projects
implemented into various application fields [1].
Department of Information Technology Services (DITS) is a government department responsible for
ensuring that the full potential of information technology is harnessed to support the government policies
and objectives. In particular, DITS is in charge of the development of government-wide strategic application
systems. DITS provides additionally consultancy and/or technical advice and support to all Ministries,
including the Ministry of Education. It is also in charge of the procurement of consultancy services from the
private sector, IT management and technical services, and maintenance services for hardware, firmware
and software packages for all government bodies [1].
References: [1] Eleni Christodoulou, Panagiotis Germanakos, and George Samaras, “The Development of eServices in an Enlarged
EU: eLearning in Cyprus”, http://ftp.jrc.es/EURdoc/JRC46607.pdf, Retrieved: July, 2011
22
CHAPTER 2
Virtual schools and learning campus on
Second Life
2.1 SECOND LIFE
In the project, the CIELI methodology and INNOVCOM tools are integrated into a single training program,
that was made accessible to an online platform through Internet, with updated contents and education
plans in E-Learning.
In addition to this, the program is available in a virtual campus - the Active Campus on Second Life, a threedimensional interactive environment where users can simulate the launch of their business.
Second Life is a virtual world that is a simulated three-dimensional place, where users - connected to the
Internet - interact via avatars. Unlike MMORPGs (Massively multiplayer online role-playing game, online
games that simultaneously connected thousands of people all over the world) in Second Life you cannot
win nor lose , in other words it is not a game, but , as the name suggests, a second life, a virtual life, which
can be more or less similar or opposed to the real one.
Second Life (SL) is undoubtedly one of the most interesting virtual worlds, and naturally it is used by all
those who wish to expand their visibility in an international context and with state-of-the-art technology,
especially for the reflection that the SL installations have on other media.
Second Life has long become a testing and a promotion channel and more and more companies,
organizations and institutions develop initiatives, projects and events within this virtual world.
Although it was developed in the U.S., SL is widely used in Europe and Italy, for education and training too.
Many universities and companies are using Second Life to achieve education and training objectives,
including the Universities of Harvard and Oxford and in Italy, among the increasing number of universities
that use it we can find the University of Turin and the University of Calabria, Bergamo, Milan, Urbino,
Teramo, Pisa etc.
In 2007 Second Life started to be used for learning foreign languages. Language teachers started using this
virtual world as a tool for language teaching. English as a foreign language gained a certain presence in
Second Life through several schools, including the British Council. The Instituto Cervantes of Spanish
language and culture has an island on Second Life. A list of educational projects (including some language
schools), present on Second Life, can be found on the site SimTeach. SLanguages (reaching its fourth edition
in 2010, is a conference on foreign language teaching using virtual worlds such as Second Life.
SLanguages.net is the site of the conference.
RSI can find numerous accredited formal or informal institutions, existing and active universities
spontaneously launched into the world using Second Life as an environment for learning and
experimentation and also high schools are approaching the experimentation and the discovery of its
potential.
The watchword in Second Life is the interaction which one encounters here in a wide range of forms:
interaction between the user and the space / digital objects, interaction between the user and other users
connected online from all the world, interaction between Real Life and Second Life actions and events, and
finally interaction between Second Life and all other media (the press, websites, YouTube, mobile ...).
Second Life and, in general, all virtual worlds have some fundamental and essential features: sharing
experiences (more users can simultaneously access from their desks around the world), the fact is that
23
everything happens in real time ('You decide "on the moment" what to do, how to get around, where to go,
everything that happens, happen when you see it happen), interactivity and creativity (the user can click on
objects, modify them, build new ones), socialization (more or less sophisticated communication channels,
users can socialize and create groups and communities), persistence (the world exists regardless of
whether users are connected).
According to these features, the Active Campus Project I-Campus is a whole virtual island with a complex of
buildings with different functions: all types of establishments are represented which can be used to set up a
business, and the avatar-users ' can simulate the set up of their virtual enterprise, interacting with a tutor
guide and solving business cases by engaging other users.
The user enters the Active Campus '"island" to set up a business activity choosing between various default
options (delicatessen and fresh pasta shop, hairdressers/ beauty salons/Spas, plant /florist / gift shops,
stationery/book shops, clothes shops with its own workshop for clothing available on request, toy shop, car
or motorcycle repair shop, laundries with tailoring services, sale and installation of computer and
information systems / alarms, furniture: sales, restoration, carpentry).
At the end of the simulation which coincides with the opening and launch of a business, the coordinator /
teacher / tutor will be able to continue offering users the possibility to face and resolve situations and case
studies.
The main objective of I-Campus in Second Life is to give the user a way to test their knowledge, to help
memorize the procedure to follow and to understand the importance of each step. Moreover it helps to
understand that there are some steps to follow in a predetermined order and also added to all this is the
element of creativity and initiative, and especially the sharing of experiences and collaboration between
users. In addition the user will always interact with external influences (see lease, expenses to bear, etc.).
Through this process of simulation we want to create a virtual path that the user must follow to carry out
all the operations in the fixed order.
The user can choose for example between different design solutions that he believes could be the winning
one to boost his activities, and he will analyze the market environment and exploit the new technologies
applied to marketing strategies.
In addition, in order to fully exploit the potential of Second Life, it is important to encourage the
"community" factor providing for moments of virtual exchange of "good practice".
And it is possible up to a maximum of 10 people can take part in the simulation at once, this does not mean
that exceeded the maximum number the island is no longer available, simply no additional avatar can
"play" the simulation.
Avatars, participating in simulation groups, can see the progress of the activities of all other groups and also
have the opportunity to measure themselves with the others in order to understand their choices and their
line of reasoning.
Of course the community is not created by itself. In order to achieve and to strengthen the sense of
community and the exchange of good practice it is therefore necessary to introduce some measures:
intervention of a tutor (tutor means a sort of organizer of the simulation, who may coincide with
the administrator of the island or not, and could be, for example, a teacher who participates in real
EBG). There could be one before, one in the middle (between phase one and two) and one at the
end.
experts online in predefined times and days where all participants can compete in real time,
coordinated by the tutors that have to evaluate their work or ask for more details.
actions to be activated before the start of the simulations:
 a process for collecting data concerning the participants and their level of SL knowledge
 a course on how to use SL (for the participants this could be an excellent opportunity to get
to know each other)
24
The simulation itself is an integration of the program developed in class (if you are a student) and
educational training present on Cieli and Innovcom platforms (if you are a student, unemployed or a
worker). The virtual space becomes an unusual way to fix the fundamental contents of this course. In each
stage of the simulation plan, the user can easily learn by using didactic units of Cieli and Innovcom plans (instore marketing, communication and creativity, customer service report, New Technologies for Marketing,
Networks and Joint Venture, Internationalization, innovation and patents).
The Ecipar Metaplatform
The virtual island on which the I-Campus was designed and built there is a three-dimensional environment
on which the e-learning Metaplatform lies where students can access to training modules for learning and
further study.
The Ecipar metaplatform (henceforth MP) is an e-learning platform combined with a web tool that allows
dialogue with other platforms which provide distance learning (hereafter EPI). Using this communication
procedure and this interface it is possible to allow the expansion of the learning range offered to students
in order to enable a future enlargement of the project partnership.
The metaplatform makes the connection between the different platforms possible even if each of these is
independent, developed with its own programming language and works on its own database and specific
functions.
The metaplatform, which has to be connected with entities implemented in the most disparate
technologies, would run the risk of setting a different communication protocol each time. To avoid this
situation the solution is based on a Web Service, a standard technology that eliminates the dependence of
the communication protocol of the programming language where the different platforms are based.
Each EPI will therefore present a service that will implement the various methods needed to enrol a
student, find the attendance statistics and so on.
The basic function is to allow the platform to enrol students on different course platforms.
The platform will make a page of access available to courses that, if called by the MP with the appropriate
parameters, will allow students to access directly to the content.
This mechanism will enable students to have only 1 username-password (to access the MP) and be able to
access courses on different platforms without having to authenticate every time.
Inside the metaplatform we can find the training courses in e-learning developed through the project
Leonardo da Vinci INNOVCOM and Leonardo da Vinci CIELI.
25
2.2 E-LEARNING
Education and learning procedures in the new globalized world change their character, becoming modern,
flexible and diversiform. In the area of education, teachers and students are trying to alter their faculties, to
have equal abilities. This reason has urged the technological and scientific world to search and enforce the
philosophy of the present learning procedures and reconsider the needs of today’s society.
Nowadays, a rapid growth of the learning techniques are observed, that are based on internet technologies
and in general to modern technological means. The integration of these techniques determines the
significant “virtual learning”. In the effort to escape from the traditional methods of teaching (class,
teachers, students) and to extend the participants of the transmission and reception of knowledge process,
has led us in the creation of e-learning environments, that with the help of internet, the use of specialized
algorithms for the concrete sector, and through the use of various human - computer interactive methods,
has created a wide spectrum of applications and research that is known as e-learning. In general the
combination of multimedia, internet and programs of simulation are elements that build an environment of
virtual learning.
E-Learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning
delivered through a range of technologies such as the internet, television, videotape, intelligent tutoring
systems, and computer-based training. E-Learning is a subset of two large worlds, “information technology”
and “education and training”. It can be valuable when used as part of a well-planned and properly
supported education and training environment.
Furthermore, it is clear that the open and distance learning moves from the group training to the individual
training. Thus, the new generation of e-learning systems has to incorporate perception and cognition of the
specific needs of the individual user in order to adapt their content to the specific user’s needs. Therefore,
the system has first to be trained to learn the user’s profile, using historical data from the student’s record,
and then using this to adapt is content to the specific user needs. Perception and cognition are actually the
two innovative components of the new generation e-learning systems.
Second life offers an environment where virtual classes can be build and give the flexibility to the user learn
through interactive experience. Second Life provides a great opportunity for both traditional in-class and
distance education. It is the next logical step in the development of e-learning / web-based learning / flash
simulations. Unlike earlier tools, Second Life presents a great opportunity for collaboration. It makes
training engaging and experiential, brings trainee into conditions exceedingly similar to real life situations.
Second Life is especially well suited for training that requires person-to-person interaction (sales, customer
service, negotiations, teamwork, leadership, etc.), involves work in a specific environment (first response,
emergency training) and / or performance of required procedures (equipment training). Person-to-person
interaction in Second Life can be conducted using role-play or Second Life robot avatars that can be
programmed to act like real people and interact with the trainee.
Ability of Second Life objects to communicate with the web applications allows easy integration of Second
Life training modules into the structure of existing e-learning programs. Simulations data, communication
dialogs and results are stored in databases, making Second Life training simulations secure, flexible and
easy to update.
26
2.3 THE METHODOLOGY USED IN THE PROJECT
The aim of the project was the development of a virtual island in second life where users are able to create
SMEs. The e-learning character of the application has to do with the provision of all necessary information
that a business-man has to know to create own company. The project refers to people of all ages but most
importantly to young people who want to learn all processes and procedures that are necessary for the
creation of an SME.
The establishment of a company differs in each country. Each country has different processes according to
the regulations and legal system of the country. In the same manner Cyprus has also its own regulations
and processes for the establishment of a new company. Through I-Campus project these particular
regulations are provided in order to aid the Cypriot trainees in the creation and establishment of an SME.
Through the project documents and information for the actions that a person must take to develop a new
company are provided. The information given is related to the public organizations that must authorize the
new company and the documentation/applications that a new director has to complete. In particular this
information is regarding the business and the business idea, the market and the feasibility study of the
business idea, information of how to create a business plan.
27
CHAPTER 3
Experimentation in local context
3.1 THE EXPERIMENTATION IN ITALY. The experience of Ravenna
The local context
The Province of Ravenna is situated in Emilia-Romagna, a region of about 400.000 inhabitants.
The territory is mainly used for agriculture and forestry.
The production areas are located next to the main towns: the industrial area is located at Ravenna’s port
where the main chemical and engineering industries of the Italian industrial panorama as well as some
important shipyards are situated. Particularly important is the methane gas extraction industry and
Ravenna is definitely a key point because it is one of the major extraction centers in the whole of ITALY. At
the industrial port there are all the companies which deal with the maintenance of extraction platforms.
Equally important is the hub of ceramics production in Faenza, an industry that derives from an ancient
tradition in Faenza and that assumes varying proportions ranging from small crafts to big industries which
produce ceramic and porcelain tiles of great international value. In Faenza the presence of a high-tech hub
is of remarkable interest which, in addition to the Formula 1 team, operates mainly in the manufacture of
carbon fibre and therefore in a sector of very high technology.
In addition to these companies which are the most representative, Ravenna’s economy is characterized by
a dense network of small and medium enterprises, above all in the crafts field regarding both
manufacturing and services, amongst which there are the following sectors: food, energy and chemical,
textile and clothing, electrical equipment and electronics, engineering, construction, trade, services related
to the person and to tourism.
On 31st March 2011, the companies listed in the Register of the Chamber of Commerce in Ravenna
amounted to 40,000.
As far as the population and education aspect is concerned, there are about 30,000 young people aged
between 15 and 24 years in the province of Ravenna.
The number of high school students based in the province is about 15,000, with a trend of steady growth,
especially in senior high schools, attended by more than one third of students.
The senior high schools in the province of Ravenna specialize in the classic, scientific, linguistic, social and
economic subjects, the technical schools instead focus on mechanics, electrics/electronics, chemistry,
commerce, tourism, dentistry, information technology and agriculture and professional schools are
orientated towards careers in mechanics, electrics/electronics, agriculture, hotel, tourism and social issues.
In the province there are 21 schools of higher education, located mainly in the municipalities of Ravenna,
Faenza and Lugo; two schools are in the Riolo and Cervia municipalities.
A branch of the University of Bologna is also situated in Ravenna.
Note: this is to specify that in ITALY programs of higher education last five years, at the end of which the
student take the state exam and obtain a higher education diploma which is required to continue their
studies at any university faculty. The fifth year is also aimed at creating a better link between the school
and university to provide a better preparation for job placements. After the first three years of professional
school, you can pass the state exam to obtain a professional qualification which provides a job placement.
28
Targets
The experimentation of the I-Campus project was developed in the January - April 2011 period in Ravenna
following three lines to select the target audience:
1) Entrepreneurs: the use of the Web metaplatform could have been is useful for updating the transversal
skills regarding internationalization and marketing.
The target of entrepreneurs was reached through the method of focus groups: during the meetings of the
Young Entrepreneurs of Ravenna, the online platform was presented providing access passwords to the
participants. The focus groups involved n. 15 local entrepreneurs, representing various sectors.
2) unemployed young people: this experiment was carried out through a focus group of n. 20 youths
attending a higher technical training course addressed to undergraduate and graduate students: young
people tried out the online platform for cross training focusing on innovation as well as business startup,
perceived by the students themselves as a work possibility or career development.
3) junior high school students: this was the most consistent target of The Experimentation, which involved
students from high schools in and around Ravenna who represented the various courses of study. The 200
students involved experienced both the online platform and the virtual campus on Second Life.
The experience and the results
The experimentation involving junior high school students took place in several steps.
First of all, the Ravenna Ecipar staff through a partnership with the CNA School (also part of the CNA) chose
(CNA: National chamber of agriculture) the schools in the province in which to carry out the experiments.
More specifically, it was decided to propose the activities to schools which were already actively
collaborating with the CNA School to spread business culture. The purpose was to achieve on one hand an
increased interest in referents of the schools and, on the other hand, a better predisposition on behalf of
the students.
Secondly, the Ecipar staff met school administrators and guidance councilors of several high schools, in
order to gather their support in the activity, not only in experimenting it but also in the spread and
development of the system.
Representative High schools were chosen from the point of view of the province (Ravenna, Faenza and
Lugo) and from the point of view of the types of educational institution and learning programs.
THE Experimentation was conducted with the upper fourth grade classes.
Classes and schools that participated in the project:
Ravenna: a business institute with 3 classes
Faenza: a high school, a professional institute and a business institute with a total of 6 classes
Lugo: a high school and a professional school with a total of 3 classes
In addition No 200 students participated in the testing phase.
Through e-mails and direct meetings the online platform and the virtual campus was presented to users.
It is important to specify that in some of the classes mentioned above working programs regarding the
introduction of business culture were already active and therefore students and teachers were able to take
advantage of the material found on the online platform to integrate school activities which was greatly
appreciated.
Thanks to the virtual campus, students were able to simulate the launch of their own businesses through
the interaction with the tutor and other users: the use of Second Life attracted a young audience, who
knew very little about this media tool.
29
Strengths and problems encountered
The strength of the experience regarding the high school students target was the use of online and virtual
programs to approach the business world: in particular, the ability to simulate the set up of their own
company in a virtual world got students very involved in the project thanks to the possibility to interact
with different players online (mostly the tutors).
High-schools students were accustomed to using new technologies and therefore were well prepared for
the Experimentation.
The weaknesses were: the problem of the Second Life program which can only run on computers with a
specific graphics and memory card : this has often made the experimentation difficult in school computer
labs (not always high-tech) and therefore in other environments too (other labs, or workshops at home).
The presence of an on-line tutor, in these cases, was a support to the students because the characteristic of
the virtual campus is to overcome the limitations of space for training.
Another weakness encountered is in contrast with the above-mentioned strong predisposition of young
students to work on the virtual platform: it is the difficulty of some entrepreneurs to access and use the
new virtual technologies; this is why the experimentation, with this target, was only available on the online
platform.
However, from this point of view, the possibility provided by the project to enjoy the contents of the Cieli
and Innovcom programs through various types of media (both the Internet platform and the virtual
campus) allowed the targets to benefit from what best suited their requirements and needs.
Repeatability and transferability in other contexts
The experimentation, that took place in Ravenna hit different target audiences and gave positive results:
proposing a type of "non-classical" training, i.e. linked to e-learning and the virtual world which increased
interest in users.
The possibility of using the contents of Innovcom and Cieli through the media which helps you to
overcome the limitations of space and time, allows the I-Campus project to be repeatable and
transferable in other contexts too, both Italian and foreign.
The testing phase has already taken place in other schools in Emilia Romagna region: the online platform
was tested by students of high schools in the province of Modena and Piacenza too. I-Campus presented
and tested a group of professional course coordinators in Bologna and other regional provinces.
It is possible to repeat it even in Europe: during an international meeting held in June 2011 in Emilia
Romagna, the projects were presented to an audience of school coordinators and youth trade associations
from different European countries already involved in development projects of business culture for young
people which raised interest in the I-Campus tools, thanks to the multilingual feature of the project
contents.
30
3.2 THE EXPERIMENTATION IN ITALY. The experience of Bolzano
The local context
The province of Bolzano is an autonomous region with a special statute where the central government is
powerless. The history of the province and region, last to join the Italian Republic at the end of World War
One and the ethnic composition of the population, brought this territory to be among the 5 Italian regions
with special status. The difference compared to the other regions is that it has undergone a progressive
depletion of administrative and legislative powers in favour of the two sub-regions that compose it:
Trentino and South Tirol. These days the regional jurisdiction is residual and the local government is
exercised by the two provinces of Trento and Bolzano. The statute of autonomy regulates the relationship
with the central government and the jurisdiction areas of the provinces.
Bolzano has primary responsibility in many areas related to the economy and businesses.
Many administrative procedures are different from those prevailing in the rest of the country. For example,
the provincial committee for arts and crafts, which vets applications for registration and cancellation in the
Register of trades, was abolished several years ago and it is directly the Chamber of Commerce which
examines the requests.
The profiles of small businesses for access to the arts and crafts register are concerted and defined locally.
The intervention to support the economy is defined locally and the interventions made are different from
those determined nationally.
The autonomous province of Bolzano has a population which is divided into three ethno-linguistic groups:
in order of number: German, Italian and Ladin. Complex mechanisms of the languages used and the
division of jobs between the groups, determined according to the number of language groups, regulate the
presence of mechanisms within the public administration, which will not be describes here in detail as
inappropriate.
As far as we are concerned, the following facts are however necessary and useful:
the official languages of the territory are German and Italian
in recent years the practice of passive bilingualism is consolidating, i.e. the possibility for the citizen
to use his native language regardless of the interlocutor’s one, the official public documentation is
valid in both languages, and must be produced and available in both.
the Statute of Autonomy reserves primary responsibility in many areas on a provincial level.
the primary and secondary schools of first and second degree are divided between Italian and
German language schools. The University of Bolzano, founded a decade ago, is trilingual and uses
English a lot.
the province has adopted a dual apprenticeship training: apprentices in companies during the
period of apprenticeship are required to attend professional schools during the entire period, the
quality of professional training schools is very high.
The school and the target
CNA Bolzano did the experimentation to evaluate the learning programs included in I-Campus within its
catchment area and its operational structure. We proceeded on two guidelines:
the detailed presentation of I-Campus to the Provincial Department of CNA-VHS Provincial Union of
Craftsmen and Small Enterprises (CNA Bolzano). The direction is the body that makes decisions
regarding the courses of action and the membership policy. Therefore it is the most significant
body in the business association, being composed of businessmen from different sectors of
activities that the association represents. We felt that the view expressed here was particularly
important and that it had a significant reception from the business world as only I-Campus can
have.
creation of three focus groups:
31



we identified a first group within the group of young entrepreneurs, believing that in the
small and micro businesses that make up our membership base, the subjects were
culturally closer to the use of computer and network and web tools.
a second group was made up of employees within the structure of the CNA in Bolzano, we
created this second focus group choosing people involved in the design and management
of training and professional courses and employees of General Administration. Part of the
latter’s work, is consulting and assistance in the creation of enterprises and they are in
direct contact with people who turn to CNA to undertake an entrepreneurial activity; they
therefore have experience gained from direct contact with people who approach the
business from scratch
a third group was composed of teachers and some students of Bolzano’s German-Italian
language high schools, in particular fourth grade students were chosen and they were
exposed to both the online platform I-Campus and Second Life
The experience and the results
At the provincial directorate after a brief presentation of the project, we showed web navigation through
the contents of I-Campus which was conducted by a staff member who was acquainted with the content.
In general we got positive feedback from the audience regarding the objective, purpose and content of the
project. Particularly evident is the curiosity towards the use of online tools and web training. We can
certainly say that the members surveyed are in favor of initiatives that bring the world of schools and young
people closer to the world of business and which are aimed to stimulate and facilitate the development of
entrepreneurship.
On the other hand we must note the continued non-involvement of many crafts entrepreneurs in the use
of computers as a tool for working and gathering information. This, as we understand, occurs mainly in
older generations and in the more traditional sectors not contaminated by the processes of innovation.
The focus group
The Cieli and Innovcom test with both groups did not present any particular problems, while The
Experimentation in Second Life proved that it was far from trivial. Certainly the use of the latter instrument
requires specific skills, it is not very intuitive and it takes time, even for those who use the Internet and web
tools consistently and, attending social networks, have not directly experienced virtually the world of
Second Life…
In general, the products were appreciated for the typical characteristics that a web product offers: free
availability and at any time, its proximity to the new generations, and the originality of training through
Second Life.
Strengths and problems encountered
The multilingual platform allowed the experimentation to be carried out in different languages within the
same focus group.
Innvocom is easily navigated and can be accessed individually, without the need of external assistance.
Cieli, built on the platform of e-learning moodle, fully explicates its potential within a training program
which involves the participation of a trainer or a tutor.
The virtual campus in Second Life appears to be very attractive as a methodology. The presence in Second
Life, however, requires significant training to learn how to surf in the virtual world. We had some problems
in the management of security policies of the network, because the navigation software uses Internet
communication portals which are usually closed. Another difficulty is the continuous presence of a virtual
campus tutor who interacts with the visitor. The result is the need to manage a time-table for the virtual
training sessions. We think that it could be difficult to manage multilingual sessions.
With regard to the specific contents of the project, we found that the use of I-Campus is more suitable for
schools or professional training courses, rather than for entrepreneurs or people already in the world of
work.
32
General and not very specialized contents turn out to be a point of strength for those who approach the
business world, but they are a weak point for updating who is already well-adjusted in the company and
needs more in-depth training. For them, the utility of I-Campus is expressed in the ability to provide in any
case the "abstract", a brief summary of different themes.
Repeatability/ transferability to other contexts
The adaptation to the context of the Autonomous Province of Bolzano and the German translation of the
contents of the product made with the Leonardo Project did not present any particular problems. The
economical, financial and administration concepts used are general and the training proposed, the
worksheets and more generally the entire content of the project transfers knowledge and skills, whose
value exceeds the local specificities of the context in which it can be used.
It is quite clear that it would be extremely costly to insert into a product of this kind, forms, rules and
regulations of local economic activities. We also believe that the added value that a transaction of this
nature can give to the product is extremely limited. The illustration of local regulations, the details of the
various institutions and bodies involved in the creation of an enterprise and its management appears to be
irrelevant with regards to the main learning objectives to provide the user with a close examination of the
different business processes, a vision of their complexity and implications.
Who approaches the possibility of setting up a business needs a framework and a general outline to
understand the complexity of the elements involved, to acquire knowledge and information, to learn how
to build a path regardless of the regulatory and local details that are constantly evolving and changing.
Currently, the tool has versions in several languages and it is expandable to other contexts and to other
countries without difficulty. It lends itself to the insertion of additional content, even of a more specialized
nature to create more specific training course.
33
3.3 THE EXPERIMENTATION IN ITALY. The experience of Siracusa
The economic context
The most significant manufacturing sector in economy is the petrochemical industrial field. Since the '70s
this area was affected by a restructuring process leading at reducing the employment. Even today it
influences significantly Syracuse socio-economic trends. Many economic activities affect the petrochemical
industry that developed after its settlement: several companies operate in the engineering field. The
mechanical sector in particular showed a strong growth trend in employment.
Beyond petrochemical and engineering sectors, other fields developed their features in the handcraft field.
The most important aspect for local agriculture is the citrus (oranges, lemons) and vegetables (tomatoes,
vegetables, etc.), with a high profit. Olive sector is characterized by a low level of technology and a huge
business fragmentation. In the tertiary sector a lower presence of local unit compared to the regional
average is highlighted. The same is for the commercial sector (especially for wholesale facilities) and for
advanced services.
For what concerns tourism there is an insufficient supply of equipment and services that enhances the
undoubted potential of natural and cultural attractions, abundantly present in this area.
The factors characterizing the tourist market district of the territory, in analogy with Southern ITALY, are
the following:
the environment has a good potential for increasing tourism, considering the enormous archaeological,
historical - architectural, environmental and landscape, ethno - anthropological and culture heritage socalled "minor" (myths, legends, folk traditions, rituals and religious), on the other hand, there is a
deterioration of natural, historical and landscape resources (e.g.: poor use and protection of cultural
heritage, poor level of general services, etc.).
The professional level is affected by a gap of entrepreneurial management (e.g. facilities with employees
without the know-how, non-absorption of new skilled labour, etc..) resulting from the stiffness and the
seasonality of supply and from the low standard of reception facilities, insufficient availability of general
services (essentially, infrastructure and transport), and the low level of quality of life is inadequate
compared to the quality / price ratio on existing provision.
In terms of economic performance of '"Syracuse economy" in 2010 the province itself is far from the
national trend and recorded a growth of regional GDP in the period 2009/2010 by 4.3 per cent, against a
corresponding value in Sicily of 1.1 and the National one of 1.8 percent. This growth means that the
province is the richest in the region. One of the main reasons for this resurgence, not in line with the
national trend, is the resumption of foreign trade in 2010. Indeed, exports grew in the Syracuse area more
intensely than in the rest of the country. After two years of decreasing rates, Italian companies started to
grow in number in 2010, even if they have not returned to the level before the crisis yet. In this framework,
more dynamic companies in the province of Syracuse showed a growth rate (balance between enrolments
and terminations) positive and equal to 1.4 percent, higher than the previous year which was negative.
Within the companies registered in the province about 6 percent is managed by foreigners, mostly to be
found in the commercial sector, while 23 percent of the total is managed by women in various ways. The
overall picture, however, shows signs of suffering: the companies in liquidation grew than the rest of the
country and the region, the companies entered into bankruptcy proceedings from 2007 to 2010 doubled
every year, in contrast to the regional and national data. In 2010, then, the employment rate remains down
45 percent, higher than the regional one but lower than the national average. This affected the
unemployment rate equal to 10.5 percent, better than the regional one, but worse than national in 2010
that was 8.4 percent. However, these data cannot hide that the population of Syracuse is discouraged,
since it takes part into the labour market only at 50 percent, far than the national population that
participates around the 62 percent. This suffering is reflected on the income distribution data in the
province that has a high concentration not far from regional and national levels. It emerges even more
through economic data: people seeking work grew in 2010, compared to the region and the other
provinces of the country. At least, the provincial economy reacts to the national and international
conjuncture with vivacity although it suffers delays and realignments in employment levels. It is a well
34
equipped province with intangible and tangible infrastructures, but it suffers the lack of social
infrastructure having the same indicators of distress in other Italian provinces as well equipped on that
side. It cannot completely catch he opportunities derived by tourism sector, reflecting an excessive weight
of the industry not in line with its natural territory. It does not invest a lot in innovation and it invests too
much in large commercial structures. It needs a major renovation project to enter in the next few years in
international markets based on local resources, including in particular its identity as a land of great history,
culture and tradition.
Socio-cultural context
The province includes 21 municipalities and is characterized by a population of approximately 30% of the
territory concentrated in the capital. In 2009 the resident population grew in the province of Syracuse more
than in the rest of the region but slowly than in the rest of the country. Compared to the previous year the
provincial population didn’t grow so much. In any case the growth is due to an increasing number of foreign
residents. In fact in 2009 the foreign residents in the province grew by almost 6 percent, even if more
slowly than the rest of the country. This figure shows the total impact of foreign residents in the province at
2.53 per cent, a figure lower than the national average.
In the Industrial facilities of Syracuse - Priolo (Augusta) is located one of the largest petrochemical clusters
in Europe with more than 80% manufacturing employment of the province. Such industrial strength over
time produced population movements towards the coastal towns and daily commuters. On a productive
field the vocation of the inland in the north and in south is devoted to the cultivation of citrus fruits, olives
and vegetables with a strong propensity to the development of farming. The mountain area is devoted to
grain farming, animal husbandry and forestry (mountain area) where the development of the crafts sector
emerges strongly linked to the economy of rural tourism and finally there is an agricultural area with a
strong vocation for tourism - cultural and natural - seaside including the only capital.
The level of education is still growing but remains a gap between the educational system including
university and the manufacturing world needs in both disciplines of training the qualified human capital
and in the variety of the supply structure. Students and graduates are concentrated in non-professional and
specialized disciplines where it is easy to give up the course of studies. The approach to the University of
socio-economic needs of the country necessitates a series of measures aimed at promoting the balanced
location of university resources among the different subject areas enhancing those with a greater chance of
jobs.
Targets
Recipients of the experimental actions were mainly companies and training institutions with particular
reference to unemployed people engaged in internships in local companies.
In the first experimental group (companies) it was preferred to direct an action towards young
entrepreneurs, business owners and managers aged between 18 and 40 years old. This phase was attended
by 50 entrepreneurs.
Compared to training institutions it was decided to direct the activities towards two institutions involved in
the classroom / company trainings (job training). Other institutions dealing with professional training are
aimed at providing employment for the unemployed or at creating a company. In this context, 104 people
participated in the various sectors involved.
The experience and the results
The experimentation in the province of Syracuse generated very positive results.
The Experimentation Compared with business "under 40" points out a particular interest in the system of
development methodologies and innovative products of INNOVCOM and CIELI with specific attention to the
development of the corporate culture of the same owners. In particular it had a positive feedback and
increased interest in economic exploitation of innovation and the experience in technology in transferring
contracts and the related study of the use of trademarks.
INNOVCOM experiences in relation with the new technologies for marketing and the related practices have
caught a particular attention.
35
The Experimentation carried out with the support of institutions of professional training generated a
particularly positive feedback about the START UP and INNOVCOM tools. Specifically, it was discussed the
opportunity to use START UP to plan a business idea through the preparation of specific business plans. The
reading of specific business stories gained particular interest.
Referring to INNOVCOM project, particular interest has been given to Innovation and management in the
strategic sustainable development area and social responsibility was the subject of a discussion on specific
programs of CNA.
Both interest group expressed satisfaction over the choice of time to prepare a virtual simulation of
business creation and growth of the business enterprise using Second Life, an innovative tool address to
young people and to issues previously indicated.
Points of strength and problems encountered
The strong point is the management of these platforms on the web and the innovation of educational
supports guaranteed by CIELI, INNOVCOM and START UP. The choice to use the Second Life virtual tool to
simulate business cases supports the idea that it catches the attention of a young group in an easier way
and that is often distracted by ordinary offerings.
Comments
A comment on what reported is absolutely necessary but it needs an extension of the trial period of the
project concerning new areas. The tools and the result of previous projects aroused particular interest in
the sample of entrepreneurs (young but in fact operating in the market for several years) and those who
are seeking employment and / or aspiring to become entrepreneurs.
These individuals expressed specific training requirements related to specific tools have in part already
fulfilled the first approach.
The organization of training tools through telematic platforms ensures a smooth transfer of knowledge and
encourages their use. Finally it was a key point to use the idea on Second Life. This tool increases curiosity
of younger target and allows users an easy access to the program.
Replicability / transferability to other contexts
The experience is absolutely replicable in the relevant area widening the experimentation groups in other
areas and intervening on other local stakeholders. Appreciably for the design and content of the flexibility
provided in terms of experience it is to be transferred to other similar contexts to that of the province of
Syracuse. The reference is actually to other Sicilian provinces and areas considered "objective 1" by the EU
(Sicily, Calabria, Sardinia, Puglia, Molise, Basilicata, Campania).
36
3.4 THE EXPERIMENTATION IN PORTUGAL
The territorial context
The district of Viana do Castelo, which is situated in the sub-region of Minho-Lima,
includes the city of Viana do Castelo, which has traditionally been a fishing city. The
district has 10 municipalities.
According to 2008 data, the resident population in the district was about 250 000
inhabitants which corresponded to a population growth rate (1995-2008) in the
order of 1%. The population over 65 years at the time represented 20.9%, while the
inhabitants under the age of 15 years amounted to 13.3% of the population of the
district.
From 2000 to 2007 the evolution of employment changed significantly in the
district of Viana do Castelo. While in 2000 the secondary sector predominated (59.8%), the tertiary sector
in 2007 was already the largest sector in terms of employment.
Workers on behalf of others in that same year were mostly having the 2nd cycle of our national basic
education (30%), and workers that had a degree accounted for 6% of the total workforce. Yet, According to
2008 data, the largest employers in the district were in the field of building construction, manufacture of
outerwear and construction and civil engineering, in descending order of importance.
In 1995 there were 19,419 enterprises in the district, as in 2006 there were 23,615, representing an
average annual growth rate of 1.8%. This indicates a reduced growth rate. This instantiates the lack of
support and low attractiveness for businesses to be located in the region, a situation that should be
reversed. The generated turnover in the services companies was in 2008, well above the turnover
generated in the manufacturing companies.
Europac & Kraft Viana
34 years ago, when it began labouring in Viana do Castelo,
few predicted that Portucel could ever compete with the
giants of European paper production. Today, the company
already has established itself as the fourth largest
European producer of corrugated cardboard and Europac,
the Spanish group that owns the company since 2005, sets
the bar even higher - the bet is to make the Minho factory
Minho number one in Europe. Today, the largest European
producer is the Swedish Smurfit Kapa.
In this context, the Viana factory, with 305 employees,
assumes equally prominent role with a turnover exceeding
160 million and an annual production exceeding 310 tons.
Target
All schools, ranging low level to high level, of Viana do Castelo Region are the main targets for the adoption,
and use, of e-learning techniques and methods. Schools are using, nowadays, on their syllabus a strong
component of e-learning methods for teaching. Our Institution, Instituto Politécnico de Viana do Castelo, is
37
one of the country pioneers in using e-learning techniques for teaching and for long life training. The
students and teachers of one of its schools, Escola Superior de Ciências Empresariais, were the privileged
target group.
For starting the experimentation process a workshop was held (Figure 1), where it was presented to the
students and teachers of the school the I-campus project.
Figure 1 - I-Campus Workshop.
Then, after an open discussion and several remarks, they started by creating their own avatar character in
the second life. This initial discussion finished with a presentation regarding the I-Campus project and its
aims. The total number of the students was 45, from different years and undergraduate courses, and 8
teachers.
They started then the discussion by groups (Figure 2) of what were the procedures and what
documentation was needed for creating a new company in Portugal.
Figure 2- Working Groups.
As the groups had different students from different areas of knowledge they all were almost aware of the
procedures, but they had very little knowing of the costs of starting a new business.
During the discussion the students were asked the participants if they what were the meaning of some
procedures like market study, business plan, management information systems, and the answers were
sometimes very precise and all very close to the correct answers.
The students and the teachers accessed, then, the project portal. They were able to find general
information of the project and collect information for what are the necessary actions to start a new
38
business. They commented how easy it was to obtain the information and, also, how the information was
useful, effective and simple to understand.
Testers’ reactions
The testers were please with the graphical image, the content, and appeal of the project.
They were satisfied by the organization of the information and how the steps to create a new business
were well defined and simple to understand. They did not, in the beginning, accept the idea of using a
virtual environment, as second life, for the development of the business. They complained, especially
teachers, that for a beginner level second life takes some time to learn and to use as another virtual
learning environment. This was also referred by the students. However, after two couple of hours, they all
agreed that it was advantageous to use second life. Students could simulate without a timetable, they
could interact between each other, and simulate real situation within second life. They also stated that it
was easy to contact other groups and know learn from their experiences.
Teachers showed how versatile and how broad the use of the virtual learning campus was, and that they
were considering doing the next year projects with the help of I-campus, as they could interact with
students, and define simulations creating real case scenarios, allowing students to realize all the efforts,
pros and cons of living in the real world.
In a few words, I-campus helped students and teachers, to realize that a virtual environment is useful and
important for the interaction student-tutor, they can start learning “virtually” how to do businesses and as
an outcome of I-campus finish with a “real” business.
39
3.5 THE EXPERIMENTATION IN SLOVACK
Number and type of users
here were involved about 200 students in the project from our school. They were students of the third and
fourth grade who already have sufficient skills in computers and acquired knowledge from economics,
accounting and administration.
Period of experimentation
Students were working on the project from September 2010 till now The work was conducted on a regular
basis three times a week under the supervision of the teachers Maria Kullova, Anna Šamajova and Frantisek
Kvak.
Type of experimentation
Students were familiar with the aim of the project
and also with the evaluation of their work results. During the first meeting, students were divided into
teams that represented their fictitious companies, have proposed their line of business, allocated tasks, job
positions and chose the subject of their businesses.
Each team member was responsible for one or more specific parts of the project. e.g. trade notification,
registration in the Trade Register, developing marketing strategies and so on. During the development of
various parts of the project the students addressed on the institution's offices and administrative matters
and procurement funding needed to realize their business idea.
In the preparing phase students followed the platform I-CAMPUS, thus they had progressively elaborated
the further steps. During the work, of course, they used computers, worked in special classrooms. Each
student enrolled on the website www.leonardo.ecipar.it , where he created his own profile, and gradually
came to all necessary information. Teacher's role was to check the accuracy of recorded information about
each student, guiding them and control the course of their work.
Implementation of individual activities.
1. Analysis of the socioeconomic context: In a first step, the students were familiar with the procedure,
how to get the required documents necessary for starting a business. Then the teams divided the tasks on
their own, who will visit which office, how they will interact with representatives of these offices. In this
analysis, students surveyed the basic socio-economic characteristics of our region e.g. unemployment, age
structure of population, percentage of economically active population within the region and so.
2. Market research: In this section, students solved some fundamental issues such as: what is the most
appropriate way to reach the market? / through questionnaires via the Internet, personal interviews, etc. /
what information can be obtained on the market? / The problem was to find and choose the most
appropriate type of questions so that the market participants were willing to answer questions and give
their own opinion /, what would be their future competition expected in the market?, how many market
participants is needed to be addressed to?
3. Planning of the business organization: At this point it was necessary to decide correctly, How many
employees will the future the company employ so that it was advantageous for the company in terms of
future costs, students were advancing on the knowledge gained on the subject Economics and Law / and
what kind of potential companies or businesses will it cooperate in the future/ choosing a suitable supplier
and buyer /. Also, students
divided tasks within the team, so who will be in charge of personnel records and who will manage and
evaluate.
40
4. Choice name and logo: When choosing a name and logo of the company, students were able to fully
exploit their creativity and inspiration. Of course they have to comply with the prescribed requirements
which the name of the company has to meet, / for example, should not be confused with the trade name
of another company, can´t mislead the customer, etc./ Selection of brand name and logo is very important
for the future reputation of a company.
5. Choice of location: Selection of a suitable headquarters and its branches has a great impact on future
business cooperation with its partners thus to resolve this problem the students have to meet two
requirements:
- Choose the company headquarters in a place with unnecessarily high costs, / rent for use of
premises / - students directly contacted other companies, which might provide them space on
favourable terms.
- Choose a management company to avoid too great costs to transport goods and materials
between the company and its customers and suppliers.
6. Defining the legal form: When choosing the legal form of business students first repeated the knowledge
of various legal forms obtained in Economy lessons and also worked with the Commercial Code, where
current information about the pros and cons of different legal forms were and, according to this they
decided for the most appropriate option.
7. Provide to the bureaucratic accomplishments: This activity was the most difficult for students in terms
of communication with authorities, Thus it was necessary to fill out and submit various documents to the
offices, where communication is very difficult, since it is only a fictitious company.
8. Investments’ analysis:
In this section, students use the knowledge of economics and accounting, they first developed the budget
of fixed and variable costs for one month and also for one year, initial budget of expenses related to the
furnishing of premises and acquiring the necessary property. The development of this became the basis for
a decision on acquiring other financial resources / in the form of loans or grants.
9. Preparing budget estimates: When drawing up budgets, students attended professional staff in banks,
who have to advice them on the planned investment and financing.
10. Finding financial liquidity: Students in this section had to know how to calculate the indicators of
financial analysis, which should reveal, whether the business is financially sound and able to pay its
obligations.
11. Prepare the shop: Essential part of positive advertisement is the way companies communicate with
customers, the opportunity to visit the company personally, therefore, students have to work hard in the
total sales room equipment, where the partner should feel comfortable, equip store with appropriate
furniture and electronic equipment for processing orders and customers´ requirements.
12. Promotion of the shop: In the advertising business, students create their own website, which is the
most preferred form of advertising in terms of financial costs and for the fast access to required customers
information. In addition, some students approached periodicals and daily newspapers, where they had
published their ads.
13.Management of business administration: Students themselves have led all the documents necessary
for the proper and complete accounting, each step in accounting for the different cases in the firm
consulted with their teachers who are who are experts directly from the accounting practice.
41
Second life
Regarding the work with the simulation at www.secondlife.com students created their own profiles,
registered successfully, but when they wanted to run the simulation itself, they had some minor problems
because of the internet connection speed.
Feedback
As I assessed students' work on the project, their reactions and responses are positive, particularly with
regard to work with simulation. This work has taken them so much that they are really looking forward to
every further meeting. There are very practical informations on www.leonardo.ecipar.it because students
are directly given to all necessary information and are forced to work alone as much as possible.
Strong aspects
The strength of the whole project for us was that it has significantly revived the process of teaching.
students were more motivated for further work. This method of work has for them great importance, as
they could
develop their skills in a non-violent way. On the other hand, the teacher’s work was also easier, because
after the initial training and instruction of students, he/ she played the role of a coordinator in particular,
who only oversees their work.
Weak aspects
A weakness in our school was some difficulties for technical equipment, because the entire simulation is
very demanding on graphics quality and speed of Internet connections, which has caused us some
problems.
-lack of time to implement some activities as the project took a lot of time
-sometimes it was difficult to harmonize project work with schools schedule, / since various holidays,
cultural events, tests, etc/. so many activities had to be carried out in the student´s and teacher´s free time
and during holidays too.
Chances / comments
In the future we would like to implement the project in the learning process, because only in this way we
can approximate to the real world of business. In order to achieve this, it is important to force students not
to remain only on the level of theoretical information, but to move forward.
In the sphere of language learning we want to achieve fluent communication in English and usage of the
mother tongue would be restricted only while visiting some institutions or the authorities.
Conclusions
Involving students in the simulation has brought a significant revival of the learning process. Students were
very interested, because everything was learned directly from the computer and the project was fully
integrated into the curriculum and teaching methods. Students´enthusiasm was evident.
42
3.6 THE EXPERIMENTATION IN CYPRUS
Territorial context
Education in Cyprus is monitored and organized under the authority of Ministry of Education. In Cyprus
there schools for all ages and they are divided in nursery schools, primary and high schools. It has two
public Universities, University of Cyprus and Technical University of Cyprus.
Nursery schools aim towards a way of life that would retain, as much as possible, as many elements of the
natural way of a family life, with emphasis on a free and creative activity of a child, through individual
approaches that focus on children, in an environment that reinforces cooperative learning,
experimentation and team work.
Public, community and private nursery schools exist in Cyprus. With the introduction from September 2004
onwards, of free of charge compulsory pre-primary education one year before admission of a child in a
Primary school, all operating expenses of public nursery schools are undertaken by the Ministry of
Education and Culture. Community nursery schools operate in most cases jointly with public nursery
schools sharing common address and common Parents’ Association and serving, mainly, children of the age
of 3 - 4 8/12 years old [2].
Primary education is compulsory for all children who reach the age of 5 years and 8 months on September
1 of the year that their study will begin. The main objective of Primary Education is to organize, ensure and
offer to all the children, independent of age, sex, intellectual capabilities, family and social background,
such teaching opportunities, so that they: Develop in a balanced way at the knowledge, emotional and
psychokinetic level, taking advantage to the greatest degree possible, the means offered by modern
technology [2].
Training Centres the aims and objectives of Training Centres coincide with the developmental policy of the
state and the wider objectives of the Ministry of Education and Culture for offering opportunities for
lifelong education to all citizens. Their general aim is a full-scale development of each individual’s
personality and a social, economic and cultural progress of citizens, community and society in general.
Training Centres began their operation in 1960, with the declaration of the Republic of Cyprus, mainly in
the countryside. In 1974 they extended their operation in the cities and today they cover each corner of the
unoccupied territory of Cyprus, offering training opportunities to thousands of individuals of 15 years old
and over [2].
Education in the Gymnasium is compulsory, until the student completes the gymnasium educational cycle
or he reaches the age of 15, whichever of the two occurs first. Secondary Education at public schools is
provided by the State free of charge. The teaching books which are published by the Ministry of Education
and Culture or are dispatched from Greece (publications OGEB - Organization of Greek Educational Books)
are given to students and teachers free of charge. The Council of Ministers has the power to decide for the
provision of free transportation for students who live far from the school location or the payment of a
special benefit to them [2].
Secondary Technical and Vocational Education (TVE):
• Technical and Vocational Education of the formal education system.
• Apprenticeship Scheme and
• Lifelong Education.
Secondary Technical and Vocational Education is offered in two streams, a Theoretical and a Practical.
Students who successfully completed the 3rd grade of Gymnasium are eligible to study these programs.
The duration of education for both streams is three years. Upon successful completion of the program,
students of TVE are awarded a school leaving certificate, which is recognized as equivalent to a School
Leaving Certificate of a public six-grade secondary school [2].
The University of Cyprus (www.ucy.ac.cy)
The University was founded to satisfy the increasing educational needs of the Cypriot population and to
fulfil social, financial and other objectives of the Republic. Scientific research is promoted and funded in all
43
departments with an aim to contribute to an academic development and to meet local and international
needs and demands [2].
The Open University of Cyprus (www.ouc.ac.cy)
The Open University of Cyprus was established by Law which was passed by the House of Representatives
in 2002 and admitted its first students in September 2006 at two post-graduate programs of studies by
distance learning: «Education Studies» and «Administration of Health Units». Nowadays it offers,
additionally, the undergraduate program of studies «Studies of Hellenic Civilization» and the post-graduate
program of studies «Specialization in Information Systems» [2].
The Cyprus University of Technology (www.cut.ac.cy)
The Cyprus University of Technology was established by Law which was passed by the House of
Representatives in 2003 and admitted its first students in September 2007. The Cyprus University of
Technology is a conventional type of a university that offers programs of studies orientated mainly towards
applied sciences [2].
Schools and targets
The schools of all levels described in the territorial context of education in Cyprus constitute a target for the
adoption of e-learning techniques and methods. In particular Universities are already use e-learning
methods for teaching and knowledge transfer. The Open University of Cyprus is constructed based on elearning methodologies and practices. For the aims of the ICampus project as an advanced context project,
we targeted to University of Cyprus, and more specifically to first degree and post graduate students of the
Computers Sciences Department.
The experimentation Cyprus was done in University of Cyprus. For the experimentation a group of students
from the Computers Science Department where asked to create an avatar character in the second life (if
they did not already had one). The total number of the students was 20 from which the 8 were female and
12 where male. Before the beginning of the experimentation, the participants contributed in an open
discussion about the creation of new business in Cyprus, and in particular the identification of the benefits
that a business might have in Cyprus in relation to other countries. Through this discussion the students
showed that they were aware of what makes Cyprus an attractive place to establish a company (such as
low taxes), but almost none of the students knew how many documents and procedures are needed, for
the establishment of a new company in Cyprus. The plurality of the participants did not know the costs for
a new establishment and they believed that to create a new company is only a legal issue that a lawyer is
responsible to do.
During the discussion we asked the participants if they knew the meaning of the terms “feasibility study”,
“Business plan” and “Business Idea”. The answers given were very general and very few were close to the
correct answers.
After the discussion between the tutors and the testers finished, the students attended a presentation
regarding the ICampus project and its aims.
Firstly the participants were asked to access the project portal from were they were able to find general
information for the project and collect information for what are the necessary actions to create a new
company. The participants expressed satisfaction for the fact that the information given to them was in
Greek and it was specific information for the processes that the Cyprus regulations require for the
establishment of a new company.
Testers’ reactions
The testers appeared to be satisfied with the overall concept of the project. Firstly they were satisfied with
the detailed information about the processes the procedures and the actions they have to take in order to
create a new company. Secondly they appeared to be satisfied with the use of second life as a testing
environment for the development of their business idea. The use of the second life as a virtual environment
for the creation of an SME, offered the testers a good perception of the real business world through virtual
world.
44
Testers expressed very good comments about the usefulness and the practicability of the application as a
simulation of the real world environment. After the test they all testers said that they learned useful
information for the development of a new company like what are requisites, the risks, and the actions they
have to take for a successful business. Finally they said that they realized what they must avoid in order to
lead a “business idea” into a “successful idea”.
References: [2] A. Shinis, G. Karallis, M. Kyriakides, P. Shiakalli, M. Nicolaou, E. Sismani, M. Aristidou, “A guide to education in
Cyprus”, http://www.moec.gov.cy/odigos-ekpaideusis/index.html?OpenDocument, Retrieved: July, 2011
45
CHAPTER 4
Conclusions
4.1 RESULTS AND NEW SCENARIOS
In addition to testing and experimentation activities of the web and campus on Second Life for the use of
the contents, other initiatives to disseminate and start the system were launched.
The testing phase involved about 350 users; the adjustment phase saw the fallout of about 1,000 users
belonging to higher educational institutions, universities, trade associations, advisory bodies and business
enterprises in the countries of project partners.
The actions done, pursued the following purposes:

spread in different national contexts and at European level an integrated methodology

offer to Italian and European students the opportunity to develop ideas of business in European
contexts and in new countries coming into Europe, through product placement in school curricula

offer to young people, workers and employers the opportunity to upgrade their professional skills
through innovative training methods, which may also allow them to interact with other users and
developing the benchmarking activities

create a network schools - business to exchange experiences and good practices and to prepare
youngsters in employment and mobility ( in Europe and ITALY.)
Background analysis of requirements made by the partners revealed the need to develop business skills in
users, to acquire an entrepreneurial approach at work and self-development of one's life and career
improving them with professional training courses.
The analysis, at the same time, showed the presence of strong critical elements in the model of creation of
a business and traditional training courses, because it is too far from reality of small business today
involved in the challenges of globalization; it cannot pursue higher education and contents based on
traditional training interventions that don’t provide computerization.
According to these critical points, partners developed I-Campus project to introduce a system of teaching
methodologies and tools able to meet the needs highlighted by spreading learning programs that:

are attractive in terms of pedagogical proposal, the use of ICT and e-learning paradigms such as the
entrepreneurial perspective;

can stimulate the participation, retention and return of young people and workers in education, the
prospect of l life-long learning;

know how to promote transnational cooperation in teaching and learning, including students,
teachers and entrepreneurs (the latter with the role of mentor, too) involved in school systems in
several European countries, overcoming barriers of distance, acquisition and selection of
information, difficulties in communication difficulties through the full and appropriate use of the
potential of ICT and learning e-learning;

are able to disseminate the learning content proposed in the direction of understanding the
challenges present in the global economy and the new features of active companies.
The project identified as the main element in the paradigm the knowledge dissemination of the principles
and practices related to business creation.
The educational materials distributed and transferred through the I-Campus platform guarantee the online
learning features, such as:
46
Modularity: consisting in teaching modules (Learning Object-LO)
Interactivity: the user can interact with course materials

Comprehensiveness: each LO responds to a training objective

Interoperability: the LO can be deployed on any platform.
The educational materials are accessible through a virtual platform overcoming geographical boundaries
and will represent a complete educational program, enjoyable asynchronously, without limits of time and
space.


The project results contributed to produce visible changes in secondary and high schools, in local business
contexts, in market and systems, in terms of skills and professional competences by the human resources
involved.
The target audience of young people (mainly students, but also workers or unemployed) found a high
incidence in the following areas of impact:

innovation of curricula concerning professional knowledge and competences;

improving the technical capacity to operate according to market guidelines;

the implementation of measures aimed at providing young people a greater ability to use the
information society tools;

young identity strengthening;

encouraging to learn and to move skills used at Community level;

the diffusion of new practices aimed at a comprehensive approach to access and stay in the labor
market.
The project contributed to renew the teacher education sector as professional learning, particularly
through the use of ICT to spread the training within business area, benchmarking and updating.
47
Annex 1
PARTNERS
ECIPAR RAVENNA (IT)
viale Randi, 90
48121 Ravenna
Tel. +39 0544 298999
Fax +39 0544 239952
www.ecipar.ra.it
ECIPAR EMILIA ROMAGNA (IT)
Via Rimini 7
40128 Bologna
Tel: +39 051 2133411
Fax: +39 051 2133510
www.ecipar.it
CNA BOLZANO SHV (IT)
Via Righi, 9
Bolzano
Tel. +39 0471 546777
Fax +39 0471 931770
www.cnabz.com
ECIPA SIRACUSA (IT)
VIA CARSO, 33
96100 SIRACUSA
Tel +39 0931 64299
Fax +39 0931 21617
www.cnasr.it/ecipa
PANEBARCO & C. SAS (IT)
Via Molino, 9
48121 Ravenna - Italia –
tel. +39 0544 35012
www.panebarco.it
CNA ECIPA (IT)
Via Tomassetti 12
00161 Roma
tel +39 06 44 188 501
fax +39 06 44 188 502
www.cna.it/ENTI-E-SOCIETA/Ecipa
IPVC INSTITUTO POLITECNICO
CASTELO (PT)
Praça General Barbosa
4900-347 Viana do Castelo
Telef.: +351 258 809 610
Fax: +351 258 829 065
www.ipvc.pt
VIANA
DO
Exertus - Consultoria em Organização e Estratégia
Empresarial, Lda.
Centro Empresarial da Maia - Sala 217
Rua Eng. Frederico Ulrich, 3210 - Bloco B - 2°
4470-605 Maia - Portugal
tel. +351 229 420 196
fax. +351 229 443 828
www.exertus.pt
Department of Computer Science
School of Pure and Applied Sciences,
University of Cyprus,
75 Kallipoleos Street,
P.O. Box 20537,
CY-1678, Nicosia,
CYPRUS.
Telephone: +357 22892700
Fax: +357 22892701
www.cs.ucy.ac.cy
OBCHODNA ACADEMIA DUSANA
JANOTOU CADCA (SK)
17. novembra 2701
022 01 Čadca,
IČO: 00162043
Telephone: +421 041 4332103
www.oaca.sk
METODA
48
Annex 2
HANDBOOK TO USE THE I-CAMPUS PLATFORM
http://www.leonardo.ecipar.it/
Click on LOGIN
49
Insert username and password of the users/students given by the administrator.
Username and password are the same (they are equals).
Click on “Enter in I-CAMPUS”
50
This is Moodle platform: click on Cieli, Innovcom and Start Up to access to the courses.
51
Annex 3
HANDBOOK TO USE THE I-CAMPUS PLATFORM ON SECOND LIFE
We have four different users in the island (and 4 different levels of access):
−the island administrator (Lux Maggiore – Ecipar Ravenna)
−the tutor (that can activate a simulation on demand
−the students enrolled in a simulation
−the island standard guests, that can have access only to some information and do not participate into the
simulation
In the scheme we underline that the island administrator manages all the contents, both those dedicated to
students enrolled and those dedicated to guests.
During the simulation, the student will have a virtual folder in which all his progresses and steps will be saved; the
guest will only have the opportunity of walking around (possibly following the itinerary suggested entering the
island) and clicking on the interactive objects in order to collect documents and information.
Manual for the tutor of a course
go to the course admin panel
http://213.203.151.94/LEO/admin.php
username: tutor1
password: 1rotut
52
In order to invite the students to take part into the simulation session:
−write a welcome message (it will be automatically sent to the e-mail of the students enlisted below)
−for each student to be enrolled, fill in the 3 fields of the AVATAR LIST (there can be a maximum of 10
students for each session):
−insert name and surname of the avatar of the student invited (name. surname; es. marianne.sylbert)
−insert e-mail address of the student invited
−insert the language spoken by the student (the simulation will be automatically set in that language)
−once that the 3 fields are filled in, click on add
Notice: guidelines for the welcome message:
insert
the
direct
link
to
the
island
in
Second
Life:
http://maps.secondlife.com/secondlife/Active%20Campus/131/234/37
invite to participate into a plenary starting meeting on the island in order to start the simulation all together
(specify the exact place of the meeting and date and hour)
All the avatar invited will be automatically enlisted in the subscription order.
Next to each name, two buttons: REMOVE and DETAIL
−remove: it allows the tutor to remove the avatar from the session
−detail: it allows the tutor to visualize the exact copy of the student
virtual folder and so analyze the student
situation with regard to the I-Campus simulation. The tutor will have the opportunity to monitor the
virtual folder of the students in any moment.
(it's a copy of the virtual folder that each student can visualize from his own computer)
In specific, from this copy the tutor can:
−visualize the documents that have been uploaded by the student (by clicking the READ button)
−add a note on any single task (by clicking on the PENCIL symbol the tutor will have access to a text field in
which to insert his comments, suggestions, corrections; he will then have to click SAVE to publish the note
and make it visible also user-side; notice that this text can be deleted or changed just overwriting on it)
−approve the pending tasks (clicking on the APPROVE button)
NOTICE: once that a document has been approved, it is not possible to read it anymore.
NOTICE: in order to make the session smoothier we suggest that the tutor always approves the document even if
it is not very well compiled. The tutor can express his opinion and give a mark to the quality of the student
performance by writing the notes attached to each document.
How to set up and manage a correct and useful simulation in I-Campus?
−Subscribe all the avatar as explained above
−organize the first plenary meeting in Second
Life; at the meeting the tutor should explain where and how to
download the virtual folder and how to use it; then the tutor will have to assign the activities (one note
card from the activity folder to each student); here is the list of the 10 possible activities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
deli and homemade food
hairdresser/beautician/SPA
plant/flower/objects for the house
bookshop and stationery shop
clothing and tailor's shop
toy shop
repair shop for cars and motorcycles, with accessory sale
laundry shop with tailoring services
sale and installation of computer and informatic system/alarms
furniture: sale, restauration, woodworking
53
ADVICE: we suggest to the tutor to carry out the first step (step 1 local analysis and market research) together
with the students during the first plenary meeting so that they can learn how to use the island.
Suggested roadmap for the I-Campus simulation activities
PERIOD
BRIEF DESCRIPTION OF THE ACTIVITIES TO BE CARRIED OUT
SIMULATION 1
Meeting 1
Distribution of the virtual folders, instructions for using them, allocation of
activities; first step (Local Analysis and Market Research)
Week 1
Step 1 and 2
Meeting 2
Summary of the situation, remarks, brief intro to Step 3
Week 2
Step 3 except 3.8
Meeting 3
Spaces allocation (here the intervention of Lux Maggiore, the island administrator
is also needed)remarks, brief intro to Step 4 and short intro about Step 4 and
creation of different working group in order to stimulate the team building.
Week 3
Lavoro collaborativo (eventuali frequenti contatti e incontri anche con il tutor) per
portare avanti lo step 4
SIMULATION 2
Meeting 4
Analysis of the choices made and distribution of Resources and Unexpected cards
Week 4
Collaborative work (stimulating exchanges among students and also with the
tutor) in order to exploit resources and face unexpected things
Meeting 5
Final meeting in which the work carried out is analyzed and the tutor gives a mark
or just a comment to each student
(Diploma???)
54
List of steps and tasks and possible status for each task.
STEP 1
Task 1.1.
Analysis of
Economy
Find document
Read document
Complete
Find document
Read document
Complete
Task 2.1.
Organizational Form
Find document
Upload document Waiting
approval
for Complete
Task 2.2.
Name and Logo
Find document
Upload document Waiting
approval
for Complete
Task 2.3.
Registration Name/logo
Find document
Upload document Waiting
approval
for Complete
Task 2.4.
Location
Find document
Upload document Waiting
approval
for Complete
Task 3.1.
Licence Acquisition
Find document
Upload document Waiting
approval
for Complete
Task 3.2.
Business Constitution
Find document
Upload document Waiting
approval
for Complete
Task 3.3.
Vat Number
Find document
Upload document Waiting
approval
for Complete
Task 3.4
Register of Businesses
Find document
Upload document Waiting
approval
for Complete
Task 3.5
National Institute
Insurance
Find document
Upload document Waiting
approval
for Complete
Task 3.6
Find document
Declaration of Starting up
a new business
Upload document Waiting
approval
for Complete
Task 3.7
Security courses
Find document
Upload document Waiting
approval
for Complete
Task 3.8
Leasing Contract
Find document
Upload document Waiting
approval
for Complete
Task 4.1.
Investments analysis
Find document
Upload document Waiting
approval
for Complete
Task 4.2.
Credit request
Find document
Upload document Waiting
approval
for Complete
Task 4.3.
Ensurance contract
Find document
Upload document Waiting
approval
for Complete
Task 4.4.
Balance
Find document
Upload document Waiting
approval
for Complete
the
Local
Task 1.2.
Market Analysis
STEP 2
STEP 3
for
STEP 4
Notice: in some tasks the tutor is also supposed to put in the notes (those that are inserted by clicking on the
55
Pencil symbol) not only comments but also some details for the users, which are in specific:
−
−
step 3.3.: VAT number
step 3.5.: National Ensurance number
Manual for the student enrolled in a course
The tutor that manages a simulation session, when enrolling the students to that simulation is supposed to
organize a plenary starting session in Second Life and invite all the participants.
How to collect the Virtual Folder?
Click on the Virtual Folder Distributor (the Distributor will automatically identify the language of the student and
give him the correct Virtual Folder)
At the moment the simulation supports 5 languages that can be activated: italian, english, portoguese, slovak and
greek.
Accept the Virtual Folder---> the virtual folder appears as a folder in the inventory (I-Campus – Faldone Virtuale);
with double click on the virtual folder object I-Campus – Faldone Virtuale, the virtual folder is worn by the user
and it appears in the left-bottom part of the screen (within the Second Life viewer).
The virtual folder acts as a collector of documents and also a reminder of the user's status (the things done and
the things to be done). The virtual folder is made of a main page (homepage) and internal pages which is a sort of
focus of each step and tasks.
The virtual folder contains 4 STEPS which are divided in several TASKS; the user can advances from a step to
another only if every task of the step in progress has been completed.
Thus at the beginning the user can't have access to step 2 if he hasn't completed both task 1.2 and task 2.2.
Each task contains 3 or more status (see table p. 10); the status automatically changes according to the actions of
the users.
At the beginning only STEP 1 is active.
The user can start setting up his business in the virtual island.
Clicking on “i” put next to the title STEP 1 he can have access to an internal page of the folder which contains
information about that specific STEP (what to do in order to pass it, places to go, description of the places)
STEP 1 contains two tasks:
−Analysis of the local economy
−market research
Clicking on “i” put next to the title of each task, the user can have access to an internal page of the folder which
contains information about that specific task.
Analysis of the local economy
status 1: Find the document
Clicking on Find the document the user has access to an internal page of the folder in which he finds the following
note:
Go to the Chamber of Commerce in order to collect the analysis of the local economy
The user should go with his avatar to the Virtual Chamber of Commerce and reach the New Enterprise Office,
then click on the totem that delivers the Analysis of the local economy so that he will collect a copy of this
document in his own virtual folder.
Clicking on the totem a message will appear in the Second Life viewer of the user (bottom right).
56
The user has to select the option: upload.
The browser will automatically show the webpage with the analysis of the local economy.
Clicking on return to the folder, the user can return to the homepage of the folder.
The status of task 1.1 is now updated.
status 2: Read document
once the document of the Analysis of the local economy has been collected, it can be automatically visualized in
the virtual folder; by clicking on Read document, the user can read it and thus complete the task.
Clicking on return to the folder, the user can return to the homepage of the folder.
Now the status of task 1.1 is complete.
The same process will have to be done for task 1.2 Market Research
The user will notice that once that both the task of STEP 1 are completed, it will be possible to have access to
STEP 2 (an in fact they will be also graphically unlocked)
PENCIL SYMBOL
Clicking on the pencil symbol which can be found next to the task title the user can have access to an internal
page that shows the comment of the tutor with regard to the performance of the user related to that specific
task.
Notice that the pencil symbol only appears if the tutor has published something.
Clicking on “i” put next to the title STEP 2 he can have access to an internal page of the folder which contains
information about that specific STEP (what to do in order to pass it, places to go, description of the places).
STEP 1 contains four tasks:
− Organizational Form
− Name and Logo
− Registration Name/logo
− Location
Organizational Form
status 1: Find the document
Clicking on Find the document the user has access to an internal page of the folder in which he finds the following
note: Go to the Association, and ask for the office for New Enterprises in order to collect the form for the
organization chart and the legal form.
In the I-Campus virtual island, the association is CNA.
Once you have downloaded the document on your computer, fill it in and upload it on the virtual folder.
The user should go with his avatar to the Virtual Chamber of Commerce and reach the New Enterprise Office,
then click on the totem that delivers the Analysis of the local economy so that he will collect a copy of this
document in his own virtual folder.
Clicking on the totem a message will appear in the Second Life viewer of the user (bottom right).
The user has to select the option: upload.
The browser will automatically show the download of the document s2_1.
Clicking on return to the folder, the user can return to the homepage of the folder.
The status of task 2.1 is now updated.
status 2: Upload document
The user will have to fill in the document (using Word or similar programs) with his datas and all the indication
57
about the organization form that wants to assign to his activity (he will have the possibility to read information
and guidelines contained in the Platform Cieli or Innovcom); once that the documento of the organization form is
filled in, the user can upload it in the virtual folder. In order to do that he will have to click on the status upload
document, click on Choose file and select the file in his own computer, then click on Submit. Now the document is
in the folder, waiting for the tutor approval anc maybe comments.
Status 3: waiting for approval
In this case the user has to wait. The tutor will have to read the document, put any comment in the notes and
then click the approval button.
Status 4: complete
Once the tutor have clicked approved on the tutor panel, the status of the task will be updated user-side; it will be
complete.
Clicking on the pencil symbol, if available, the user will be able to read the tutor's comments.
Clicking on return to the folder, the user can return to the homepage of the folder.
Now the status of task 2.1 is complete.
Same process will be applied to the other tasks; the user will have to pay attention to the instructions written in
each step and task description.
58
Manual for the island guest (not enrolled in any course)
The guest can walk around the island and collect information and documents on how to start up an
enterprise and manage it.
This is the list of steps and places he should follow in order to have a clearer idea of the educational
itinerary. For further information (also on the courses to follow) he can write an e-mail to:
[email protected]
STEP 1
Task 1.1.
Analysis of the Local Economy ---> Chamber of Commerce – New Enterprise Office
Task 1.2.
Market Analysis ---> Chamber of Commerce – New Enterprise Office
STEP 2
Task 2.1.
Organizational Form ---> Association CNA - New Enterprise Start Up Office
Task 2.2.
Name and Logo ---> Communication and Advertising Agency
Task 2.3.
Registration Name/logo ---> Chamber of Commerce – Trademark Office
Task 2.4.
Location ---> Real State Agency
STEP 3
Task 3.1.
Licence Acquisition ---> Chamber of Commerce – Licence Office
Task 3.2.
Business Constitution ---> Notary
Task 3.3.
VAT number ---> Revenue Office
Task 3.4
Register of Businesses ---> Chamber of Commerce – Register of Businesses Office
Task 3.5
National Institute for Insurance ---> National Institute for Insurance
Task 3.6
Declaration of Starting up a new business ---> Town Hall
Task 3.7
Security courses ---> Association CNA – Security Courses Office
Task 3.8
Leasing Contract ---> Real State Agency
STEP 4
Task 4.1.
Investments analysis ---> Association CNA - New Enterprise Start Up Office
Task 4.2.
Credit request ---> Bank
Task 4.3.
Ensurance contract ---> Ensurance Agency
Task 4.4.
Balance ---> Association CNA - New Enterprise Start Up Office
59
Annex 4
INFORMATIONS ABOUT THE PROJECT
E-mail
[email protected]
Web site of the project
www.ecipar.ra.it/icampus
On line platform
www.leonardo.ecipar.it
To join the contents
Ask username and password to [email protected]
Virtual Campus on Second Life
Active Campus
60