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Re: ieðkau tyrinëtojø ir progr amuotojø

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  • minciusodas
    Labas is Skotijos! Atsiprasau, kad rasau sveplai, ne savo kompiuteriu. Michael, aciu uz laiska. Pridedu laiska anglu kalba is musu Minciu sodo mokslininko.
    Message 1 of 3 , Sep 1, 2004
      Labas is Skotijos!
      Atsiprasau, kad rasau sveplai, ne savo kompiuteriu.
      Michael, aciu uz laiska.

      Pridedu laiska anglu kalba is musu "Minciu sodo" mokslininko. Kas
      noretu versti tokius laiskus i lietuviu kalba?

      Franz Nahrada:
      Why do we need Regional Information Coaching and what is it exactly?

      Dear ERDE Partners and friends!

      Today I have received interest from Jutta Croll of Foundation
      Chancen to participate in Malechowo. SDC is based in Bremen, northern
      Germany and started as a project to collect information
      about "Places for
      Access and Learning" all over Germany.
      "The goal of the Stiftung Digitale Chancen (Digital Opportunities
      Foundation) is to make people interested in the Internet and to
      them with their first steps. We want them to become aware of the
      opportunities this digital medium offers and to make use of them.
      Digitale Chancen was founded in January 2002 in Berlin by AOL
      Germany and
      the University of Bremen. Co-founders are Accenture and the Burda
      Foundation. The Federal Ministry of Economic and Labour Affairs has
      on the patronage.... Internet Access Points enable people who are
      underrepresented in the Internet to get access - e.g., the elderly,
      disadvantaged youth. Therefore Stiftung Digitale Chancen supports [
      http://www.digitale-chancen.de/content/team/eng_cafes.cfm ]the
      and the management of Internet Access Points in social institutions."
      The Foundation has collected the data of several thousands of access
      points and has transformed itself to an active provider of support
      content to Internet-Cafés and similar institutions. There is special
      interest in rural areas. Please visit their website at

      Thank you Bernhard for your summary of the Austrian RIC meeting of
      30th! Although only a few institutions were present like KB5 in
      Styria or Telestube Granit in Kautzen, I have the feeling that there
      is a
      certain understanding of RICs potential in Austria. In my vacation I
      the time to visit Josef Kittinger, director of the very busy catholic
      seminar house of St. Arbogast near the Austrian Rhine Valley - Lake
      Constance. Josef was enthusiastic about the idea of starting trial
      for RIC ("Internet Content for self learners") and also offered to
      such trial courses. This gave me confidence that we also could start
      small, with RIC-like courses, thematicly based on narrower fields
      and that
      we could gather experience to slowly build our "universal internet
      librarian" approach.

      On the other side I feel still there is not very much enthusiasm
      RIC in our consortium and friends around; this makes me a little bit
      worried. I am tempted to say heretically "either we want RIC - no
      if we get a Grundtvig project support or not- or there is even no
      at all in doing RIC as a Grundtvig project together". We cannot wait
      Grundtvig to pay for activities - we must start them and seek to

      The only one who has decided not to join the RIC project directly is
      Andrius, and I think it is better to say no than to say maybe. Thank
      Andrius for being clear and straight! If there is no base motivation
      to do
      something than the best EU Project will be a failure.

      Of course we could not do RIC from the beginning; but we can start
      little courses that allow us to evaluate the approach "Internet as a
      of treasures for local action".

      I have lived through a very different and painful experience in
      Telematic (Urban and Rural Areas) Projects in the nineties where I
      part time Austrian project manager(MUNICIPIA and ACTORES) which were
      sustainable in countries where the project money was not the prime
      motivation. I have seen a lot of money wasted by projects which
      themselves every other two years but had no real need behind them.
      Only in
      Austria MUNICIPIA survived because we could at least create national
      interest and a national base. This has become my basic approach to EU
      projects, and even if it is not the common approach, I do not really
      to waste my time with weak motivation. If we cannot get RIC going
      a EU project, then we will not deserve a EU project.

      So please let me be very clear on this: it cannot be the goal of the
      learning partnership to "get to know each other" alone. The goal is
      starting doing something together and develop something of European
      I think what we were conceptualising as RIC has European value.

      This is the first step of taking it serious: We have to ask
      ourselves: do
      we really want it and if yes can we really do this? Are we strong
      And obviously we are not. Yes, I admit that frankly, it should not
      come as
      a surprise. Which means we have to either drop the project or fill
      ranks of our tiny consortium with the right people and
      organisations, who
      can help us realize our project. This is not a task for Austrians
      This is a task for each country that considers participation. I took
      liberty to intervene in Germany, but this should not be the normal

      >From my point of view it is still time enough that we all can find
      (and by company I mean anything from individuals to state, NGO and
      commercial) in our countries who is interested, willing and able to
      RIC with (and hopefully not without) us, so we really can get
      mass to start. That is also a precondition for a GRUNDTVIG1
      proposal, or
      any other serious proposal. And we must not limit ourselves to our
      countries or regions; we must think of RIC as a Europe-wide endavour
      answers a need to create a bridge between regional/local development

      In the last days many potential links to people we must talk to have
      up. I remember the excellent and outstanding Danish Public Library
      (http://ix.db.dk/inettema/99/ha99.htm) which was brought to my memory
      again by a link from Janet Feldman or the fantastic telecottage
      in Wales (http://www.andrewbibby.com/telework/telecot.html) that
      has helped us to rediscover.

      So I consider it a high priority to write the case for RIC up again,
      especially dedicated to our partners and their potential partners. I
      to start with a series of "Frequently asked Questions" and I also
      will put
      them in the ERDE section of Dorfwiki and later the place in our
      information systems that we chose in Malechowo.

      And please again do not get me wrong: these ideas are neither final
      definite. But if we want user requirements to fill the picture, we
      have a stable core to which these user requirements can complement.
      RIC is
      not the accidental addition of several user requirements, it is
      rather a
      concept which should prove in various situations and contexts.

      I am grateful I was sitting here with Annerose and we were musing
      the idea of Regional Information Coaching. She gave me a headstart in
      rewriting some thoughts. It is very good to have an external
      So we started to discuss the general background of Regional
      Coaching. Maybe the following FAQ can be used and elaborated in our
      process, taking away insider refernces and making them fit for more
      general understanding.


      What is Regional Information Coaching?

      We try to start from the observation that regional governments that
      to invest in their future should invest in education. Regional
      Information Coaching is clearly an educational profession. But it is
      of a "paradigm shift" in education: more than ever before the
      learner is
      at the center of the educational process, is even initiator of this
      process by his or her questions. Increasingly innovative models in
      education focus on support systems for self-directed learners and
      less on
      prefabricated knowledge that has just to be "mediated" from teacher

      Learner-centeredness is the first essential of RIC. The guideline
      for the
      educational process is the practical problem that the learner
      brings. The
      coach is basically connector to resources and specialised in the
      nature of
      global informational resources which can be helpful in the solution
      of a
      local problem. This is the core of the profession, and knowledge of
      Internet and the way it can be used for learning and communicating
      is the
      prime feature. The function of connector nevertheless includes also
      inititiation of local exchange, grouping of learners, facilitation of
      common enterprises, cooperations, cooperatives, complementary
      and of course, global networking. But it is up to the learners which
      connections they make use of.

      The second essential of Regional Information Coaching is its public
      service nature - that this learning activity at least at the startup
      is not requiring fees or honoraria; it should be publicly funded to
      support the emergence of entrepreneurs and entrepreneurial
      activities of
      all kinds, especially social entrepreneurs. For example, somebody who
      wants to start a business in renewable energy could use the Regional
      Information Coaching to look for local ways to produce photovoltaics
      for methods of composting biomass. But the notion of being
      (or "leader" as Andrius says) is much wider than just people working
      money; also people increasing social capital of the community or
      should be supported by regional information coaches. For example
      that want to support youth activities, find ways to make the young
      stay and invest their energy locally. So the RIC is an activity
      which is
      kept public in order to especially help people to start activities.

      Some activities, however, can help finance RIC. For example, a
      firm could decide that it is better to have their own people solve a
      problem instead of buying in expensive consultants. The RIC would
      become the facilitator of specialised self-learning, which could
      also be
      funded by the firm. What keeps the identity of RIC clear and linked
      public affairs is that the process is connected with the interest to
      promote the development of a region.

      The third essential of Regional Information Coaching is that even if
      boundaries in which regional solutions can be found are flexible,
      RIC is
      definitely a regional activity. RIC could function on the level of a
      village, like a librarian, but it also could function in the context
      of a
      region. While it is favorable that RIC has a physical location and
      the support can also happen over distances within a region bridged by
      telecommunication or even physical travel. It is not neccesary for a
      farmer in a remote mountain location to travel physically to the
      Information Center to receive advices on how to navigate the
      internet on
      the search for useful information. Still the location of a center
      has a
      very important symbolic value; information is not "placeless", it
      as glue and fuel to make the region work better. It gets more and
      complex, it is the self-reflection of the physical circumstance and
      indicates what is missing and what is needed, what is available and
      could be done.

      The fourth essential of RIC is that it builds on a culture of co-
      and free content. RICs are people who mediate the creation of
      and learngroups between regions, to empower and facilitate their
      learners. The more open content available, the more orderered and
      structured by thorough investigation, the easier the work of the
      Information Coach. In fact RICs are also part of a network of their
      while they are facilitating networking.

      So this is the general background of RIC. It is condensed in the four
      essentials that Bernhard has quoted:

      - look for education that creates regional opportunities
      - give priority to individuals
      - support coooperation and networking internally and externally
      - value the importance of culture


      Do similar jobs already exist?

      Bernhard has referred to similar professions who relate to RIC, but
      are also clearly distinct. RIC is not a regional manager: the
      function of
      RIC is primarily giving access to information, not to formulate
      development plans. and so on. The village development or regeneration
      coach is primarily looking at the local resources, at the potential
      people, while the RIC is looking primarily on the external knowledge
      resouces that might be useful to people. Librarians are dealing with
      and giving advice on books, RIC are based on the Internet and on
      advice on strategies to solve information problems, get systematic
      knowledge, choose the most promising path etc.

      So RIC is a clearly distinct profession which does not yet exist, but
      which could be in huge demand if its potential is recognized.

      Why do we go for a European standard?

      First because we think that only if we can create a standard, people
      consider the profession. It would allow them to move and to have
      opportunities in more than one place. Second because we want
      interoperability and networking of local places of learning and
      and RIC can help facilitate that. The more RICs out there, the more
      efficient they can work.

      Who should educate RICs ?

      A very good question! We have to bring various competences together
      in a
      - competences for content
      - competences for mediation of knowledge and culture
      - competence for technical tools to organise content
      - management competences.

      When we did our "Global Village 2000" event in the Vienna city hall,
      educated temporary Information Coaches by creating couples of content
      specialists (jobless medical doctors for example) and mediation
      specialists (people that guide lower-educated youngsters through
      The result was amazing!! I think RICs have to bring with them some
      content competences (which limits somehow the personell for the
      profession), but we can re-assess with them the way content exists
      on the
      internet and the way it can be made useful for various categoiries of

      What is the requirement to enter the RIC education?

      In the light of the previous question I would say RICs should have
      academic and scientific background of some kind and the strong urge
      make information and knowledge have impact in real life. These might
      people who are finishing some higher education cycles in an urban
      environment and seek ways to find a job in their home region.

      How does the RIC education look like?
      How long does it take, where does it take place and when does it end?
      Does it end at all?
      what is the formal qualification (degree?)
      What is the relation theory and practise?

      All these questions belong together. We have had a lot of time
      before ERDE
      to prepare a RIC course scheme, and I am glad we did not realize it.
      think RICs should be able to build up their skills and proficiency
      in an
      extremely modular way, and as Andrius suggested it is a good idea to
      traditional courses with portfolio-style project work.

      When I think of all that inevitably we end up with institutions who
      play a
      role in certification. My only hope is that this is as much
      as possible and RIC always keeps the balance between necessary
      standardisation and the fact that people and cultures are different.

      Who pays for the education of RICs?

      RIC should be provided in form of modular courses at educational
      institutions and as field practica at places of learning and access
      The courses would be paid for by the individual learners; but maybe
      are even regional scholarships available. The more experience
      and the better the evaluation, the faster the field practica should
      even a source of income for the learner.

      Should RICs change between regions?

      Although one esential of RIC is the specialised knowledge aboot a
      which enable RIVs to do mediation and facilitation work, the
      change of workplace would be a desireable feature for RICs, allowing
      transfer of experiences and good practices.

      OK. This is just a beginning and everyone is free to work on this in
      annotation form at

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