Informe de Avance del proyecto "A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia". Financiado por el programa FRIDA.

1. Programa FRIDA
INFORME DE AVANCE
Identificación del Proyecto
Título: A Web 2.0 Journal to Improve Digital Communicative and No. A000
Methodological Skills of Disadvantaged Youth in Brasilia
Organización CEFE – Associação Centro Formativo Educativo, Brasilia
Proponente
Jefe de Proyecto Luciana Almeida dos Santos
Período Informado Mes/ año Sitio Web http://projetofrida.com/cefe/
02.2010
Dirección del Isabella Rega
Proyecto
Investigadores Luca Botturi
participantes Milena Nunes

2. Contenido
1. Actividades Realizadas (Resumen de los avances) ................................................. 3
2. Objetivo general ....................................................................................................... 4
3. Objetivos específicos: .............................................................................................. 4
4. Avance de Actividades al mes/año (presente informe)............................................ 5
5. Indicadores de Avance: Verificación de Resultados ............................................... 6
6. Participación efectiva de todos los intervinientes en el proyecto. ........................... 7
7. Reuniones de Coordinación ..................................................................................... 7
8. Actividades de Difusión ........................................................................................... 7
9. Anexos ..................................................................................................................... 8

3. 1. Actividades Realizadas (Resumen de los avances)
This project aimed at investigating how web 2.0 technologies can be used to improve
methodological and communicative skills in young people attending public
disadvantaged schools in Brazil. The project duration is of 12 months, during which a
pilot experience of integrating web 2.0 technologies in the curriculum of a study support
centre in the neighbourhood of Brasilia has been carried on. The project was run at CEFE
– Centro Educativo e Formativo, a centre serving a large disadvantage area in Brasilia,
helping high school students to achieve better academic results.
As a result of the project, CEFE students gained the technological, methodological and
communicative key skills to enter the knowledge society, both in the university and in the
job market.
The CEFE - Associação Centro Formativo Educativo (Brasilia) is an educational centre
for youth living in disadvantaged conditions, aiming at supporting teens in their study
path in order to enabling them to access higher education institutions or qualified job
places. The project will take place in the suburbs area of Brasilia, in Brazil, in an area
called Nucleo Bandeirante, where CEFE is placed.
CEFE teachers highlighted three main gaps within students attending public schools in
the Nucleo Bandeirante and in the surrounding neighborhoods (Candangolandia,
Samambaia, Riacho Fundo, Cruzeiro, and Ceilandia and hindering opportunities of a
better future:
 Lack of methodological skills: students did not acquire necessary
methodological skills to face the study effort required in universities, they are not
enough able to self-organize they study agenda and to work in teams to achieve
given objectives;
 Lack of communicative skills: students did not gain a good level of knowledge
of Portuguese, to be able to work in offices and to study at university.
Furthermore, they do not have sufficient knowledge of means of expressions such
as photography or multimedia;
 Lack of digital skills: students do not have enough digital competences to
fruitfully use them in their study tasks at high school, nor to be able to work in the
knowledge society in the future.
The following problem tree highlights causes and effects linked to the aforementioned
lack of skills, in grey are highlighted the elements affected by this project:

4. School Drop-outs and University Entrance Job Search Failures
Failures Exam Failures
EFFECTS
Lack of Communicative, Methodological
and Technological Skills
MAIN PROBLEM
Lack of Technological Low Quality Education in
Training at School Communicative and
Methodological
Techniques at School
Lack of Teacher Training Lack of technological Low Quality Teacher Too Many Students in a
in the use of digital laboratories at school Training in Communicative Classroom
technologies for and Methodological
educational purposes Techniques
Lack of technology
enchanced educational
activities at school CAUSES
In the framework of these deep educational limits found among public school students
attending CEFE, this pilot project aimed at offering local youth the possibility to learn
new work and study methods and to better their expression skills through the use of ICTs
and, in particular, of web 2.0 tools.
The project wanted to investigate how the new generation of web technologies can be
used, not only as subjects to be taught within a digital literacy training program, but also
as tools to foster the acquisition of communicative and methodological skills.
The idea of the project was to develop a web 2.0 journal, through which students, while
being involved in a playful and challenging activity, are able to (1) approach digital
technologies (digital literacy gap); (2) learn how to edit written and depicted
communication formats (communicative skills gap); (3) acquire self-organization and
group work skills (methodological skills gap).
2. Objetivo general
Investigating how educational activities based on web 2.0 can improve methodological,
communicative and technological skills of teenagers living in disadvantaged conditions.
3. Objetivos específicos:
1. Increasing technological skills of disadvantaged teenagers attending CEFE
activities.
2. Increasing methodological skills of disadvantaged teenagers attending CEFE
activities through web 2.0 tools and group works

5. 3. Increasing communicative skills of disadvantaged teenagers attending CEFE
activities through web 2.0 tools and group works
Fecha de inicio según propuesta inicial: 1/12/2008
Cuadro con plazos de ejecución programados:
1 2 3 4 5 6 7 8 9 10 11 12
M1: Training and tutoring
M2: Web 2.0 Journal Publication
M3: Evaluation
Fecha de inicio real del proyecto: 01/01/2009
Objetivo específico 1 Increasing technological skills of disadvantaged
teenagers attending CEFE activities.
Objetivo específico 2 Increasing methodological skills of disadvantaged
teenagers attending CEFE activities through web 2.0
tools and group works
Objetivo específico 3 Increasing communicative skills of disadvantaged
teenagers attending CEFE activities through web 2.0
tools and group works
4. Avance de Actividades al mes/año (presente informe)
Activity Date Output
M1: workshop (teacher March 2009 - journal/blog planning (see
training) annex)
- list of participants (see annex)
- link to the blog developed
during the training:
http://projetofrida.wordpress.com/
M1: blog/journal design April 2009 http://projetofrida.com/cefe
and development http://projetofrida.com/creche/
M2: posts on the May 2009 – December http://projetofrida.com/cefe
blog/journal 2009 see annex: Blog Report
M3: Evaluation session February 2010 See annex: Evaluation Session
Report

6. Cuadros por actividades
Actividades para el cumplimiento del Plazo de Plazo de
Objetivo Específico Nº 1, 2 and 3 ejecución ejecución
planificado realizado
Mes/Año Mes/Año
12.08 02-03.09
M1: Training on the design of a web 2.0 journal,
(workshop) + (workshop) +
editorial planning and tutoring
ongoing tutoring ongoing tutoring
M2: Web 2.0 Journal Publication 01.09-09.09 05.09-11.09
M3: Evaluation 11-12.09 02.10
5. Indicadores de Avance: Verificación de Resultados
Two website have been created:
 http://projetofrida.com/cefe
 http://projetofrida.com/creche/
The second website is the blog/journal developed by students and teachers of the
Associação Nossa Senhora Mãe dos Homens, an association working with children from
0 to 13 years, who participated to the workshop as well and decided to do a Project to
integrate technologies in their activities.
All the parteners in the Project agreed in allowing Associação Nossa Senhora Mãe dos
Homens to enter the Project: this does not imply any further cost for FRIDA, only a
increased impact of the Project itself.
Nº Nº Indicador Medio de Verificación
Actividad Resultado
M1: 1. Two blogs created, materials http://projetofrida.com/cefe
workshop developed before and during the http://projetofrida.com/creche/
(teacher workshop
training) journal/blog edirotiral
planning (see annex)
list of participants (see annex)
link to the blog developed
during the training:
http://projetofrida.wordpress.c
om/
technical manual
Evaluation plan

7. M2: posts 1. See the blog See the blog:
on the http://projetofrida.com/cefe
blog/journa See the annex Blog Report
blog access analysis
l
M3: 1 See the annex Evaluation Session - Focus group with CEFE
Evaluation Report teachers and director
session - Focus group with CEFE
pupils
- Questionnaire to CEFE
teachers and pupils
- Focus group with
CRECHE teachers and
director
- Focus group with
CRECHE pupils
(+drawing)
- Questionnaire to
CRECHE teachers
M0: 1 The Project leader and the director Skype meetings
manageme of the Project meet on skype every
nt two weeks.
6. Participación efectiva de todos los intervinientes en el proyecto.
All participants actively participated to the Project. Furthermore educators of another
association, Associação Nossa Senhora Mãe dos Homens, participated to the training and
are setting up a blog/journal for their students.
This is a big not foreseen institutional achievement because it strenghen the collaboration
between the two institutions and allowed an increased impact of the project itself,
doubling the students involved in the experience.
7. Reuniones de Coordinación
The Project leader and the director of the Project met on skype every two weeks to keep
the pace of the Project.
8. Actividades de Difusión
To have an extensive overview of the diffusion that the blog had on the internet and the
target it reached, please see the annex (Blog Report). However, we anticipate here few
data:

8.  Unique visitors: 492
 Visits: 936
 Countries from where the blog has been accessed: Brazil, Switzerland, Italy,
Portugal, Denmark, Belarus, United States, United Kingdom, France, Senegal
 Within Brazil the blog has been visited from: Brasilia, Sao Paulo, Salvador, Rio
de Janeiro, Belo Horizonte, Goiania, Fortaleza, Belem
9. Anexos
- Evalution Session Report
- Blog Report

9. ANNEX: EVALUATION SESSION REPORT
Programa FRIDA - A Web 2.0 Journal to Improve Digital Communicative
and Methodological Skills of Disadvantaged Youth in Brasilia
The evaluation session took place in February 2010 and involved the following instruments:
- CEFE:
o Focus group with CEFE teachers and director
o Focus group with CEFE pupils
o Questionnaire to CEFE teachers
- CRECHE:
o Focus group with CRECHE teachers and director
o Focus group with CRECHE pupils (based on a drawing session)
o Questionnaire to CRECHE teachers
CEFE and CRECHE teachers
Looking at the questionnaire results teachers positively consider the experience:
1

10. Teachers think that, in comparison to the previous year, students involved in the FRIDA
project improved in:
And they think that the FRIDA project allowed them to improved in:
2

11. Furthermore, their attitude towards technologies is the following:
3

12. Teachers think that the experience was useful and new, but they mentioned some difficulties,
such as technological ones, organizational ones, and involvement ones. They considered the
experience very important to start considering the computer and ICT in general as an
educational tool. They discover a new tool that can be use to support their didactic activities
day by day. Furthermore, they think that the past year and the FRIDA project helped them to
start reflecting on how to face difficulties and on how to better plan and design their classes.
Teachers found very useful the possibility to have an in depth evaluation of the project not
only focused on the developed activity but also aiming at finding ways of improvement and
continuation.
If looking at aspects to improve they regret the lack of interest of pupils, also caused by a
lack of planning and integration between moments in class and in the informatics lab and by
the lack of a support from the informatics teacher, who is more a technician than a person
interested in the teaching activity of the institution (both at CRECHE and at CEFE). Other
aspects regards the not complete confidence in the informatics tool and the poverty of the
equipment (computers are not up to date and internet is slow).
Teachers think that the difficult part was to create, to plan activities more then put them in
practice.
Teachers appreciated:
- the possibility they had to open a new range of possibility, of acquiring new knowledge
and skills, to be spent with their students
- the final results: posts and comments, they are sort of brave of the developed work
- the creativity of their students, and their interaction to work in groups
- the visibility given to the institution by the blog
Teachers suggested to spend more time in the planning of the activities and on managing the
integration of the blog in the class activities. Furthermore, they would like to have a better
access to internet, and to have refreshing courses on technological matters, also via
videoconference.
When they were asked to mention positive things happened during the activity, they
mentioned the relationship built among students and between students and themselves, the
happiness of the kids in seeing their work on the internet and their excitement in discovering
new things, and the interest showed in the project from less motivated teens.
About things to improved, they stated that students are distracted by the internet, lack of
adequate infrastructure (computers out of date and slow internet connection) and technical
problems
4

13. Teachers agreed to go on with the development of the blog also for 2010, they focus on the
need of more technical and instructional support, in order to fully integrate the blog in the
institution activities, and working on it in groups of teachers.
Teachers started to be aware of the need of planning their classes and of managing the time of
each activity; furthermore, some of them, started using the blog as an instrument also in
other schools where they work. Other two aspects mentioned are the work in equipe, to be
able to plan blog activities and the use of creativity to design classes. They also mentioned
that they were able to get to know better their students as individual.
Everyone agreed that it is an activity to carry on also in 2010. Teachers think that the
experience gained during the last year now can be used and exploited during the next year.
CEFE – teachers:
The project is evaluated as an excellent experience, both from a professional and a personal
point of view; however teachers still perceive some technological difficulties and did not
perceived an effective support from the responsible at CEFE of the informatics lab, who
works as a technician more than a person involved in the didactic offer of the institution.
Teachers perceived that the informatics lab is not adequate to implement activities with
students: computers are out of date and internet is slow, this also hinder the interest of the
students.
Lack of time was another perceived problem, and also the need of learn better how to
organize time and classroom activities.
CRECHE – teachers:
The blog has been a good experience but also for CRECHE teachers there is the need to
better organize time management. Furthermore, the same problem we found at CEFE arose:
the informatics professor did not involve himself and did not support the teachers in the
project, he acts more as a technician than as a person involved in the educational activities of
the institution.
Pupils were very interested in the project and participated enthusiastically in the suggested
activities. The design and the implementation of the activities about the city of Samambaia
was very successful and creative.
The project gave to teachers and to students the possibility to gain a new vision of world,
students were able to gain new knowledge, and overall ICT has been considered as a good
tool to involve students.
Three things have been suggested:
5

14. - To have an informatics professor more involved in the educational offer of the institution
- To introduce the blog in the informatics classes so that the teacher of informatics can
design the experience together with the other teachers
- To better integrate activities developed in class and in the informatics lab
- A nearer support person
And few openings have been stated for the work in 2010:
- To introduce the blog in the educational offer
- To work with the blog on the topic of reading/writing through fairy tales
- To work with more students of different ages
- To improve the participation of the informatics teacher
- To tackle more topics in the blog
According to the teachers involved in the blog project, the project helped them to discover
new possibilities of activities with students. Furthermore, it supported teachers to discover
new ICT tools by their own.
CEFE Students
Students like the blog experience, they considered to have learnt new things, such as the use
of the computer, the awareness of having writing difficulties, and the expression of ideas and
opinions.
They stated that they would like to go on using the blog as educational tool, since it is a
support to improve their knowledge and skills. They were happy to have learnt about specific
topics, such as ornithorhynchus, and that in another activity “Desafio” the ones who thought
to be more in trouble won the competition at the end.
Finally, the blog has been an occasion to pay more attention to CEFE as an institution.
CRECHE Students
Kids were very impressed by the school trip they did to get to know their city (Samambaia)
and to discover the origin of its name. They like the blog and the informatics lab very much.
The attached drawings, explained activities done by kids with the blog and how these
activities allow them to know more about their environment.
Final Remarks
Finally, we would like to sum up stressing some of the elements emerged from the evaluation
that we think are very important:
6

15. - Teachers, especially at CEFE, and the direction understood the importance to plan
instructional activities: this is very important for offering high quality curriculum to
students. The FRIDA project has been the occasion to discover this crucial factor.
- The need of a better informatics lab, especially at CEFE. This problem has already been
solved, the company viaggiare.it donates around 10.000 euro to Brasilia CEFE to
refurnish their informatics lab
- The need for a person in loco, not only able to maintain the informatics lab, but interested
in educational activities and in the institution mission
- All the people involved in the project (teachers, students, direction) think that the
experience was very positive and will continue to work with the blog, even after the end
of FRIDA funding: the blog is actually being integrated in the educational offer of the
institution
7

16. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Dashboard Rispetto a: Sito
Visite
30 30
15 15
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Uso del sito
936 Visite 40,60% Frequenza di rimbalzo
4.537 Visualizzazioni di pagina 00:05:41 Tempo medio sul sito
4,85 Pagine/Visita 52,03% % visite nuove
Panoramica visitatori Overlay mappa
Visitatori
20 20
10 10
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Visitatori
492 Visite
1 796
Panoramica sulle sorgenti di traffico Panoramica dei contenuti
Traffico diretto Pagine Visualizzazion %
434,00 (46,37%) i di pagina visualizzazioni
di pagina
Motori di ricerca
412,00 (44,02%) /cefe/ 1.081 23,83%
Siti di riferimento
90,00 (9,62%) /cefe/?cat=24 435 9,59%
/cefe/?cat=0/ 223 4,92%
/cefe/?page_id=2 220 4,85%
/cefe/?tag=leitura-de-mundo 195 4,30%
1 Google Analytics

17. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Panoramica visitatori Rispetto a: Sito
Visitatori
20 20
10 10
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
492 persone hanno visitato questo sito
936 Visite
492 Visitatori unici assoluti
4.537 Visualizzazioni di pagina
4,85 Media visualizzazioni di pagina
00:05:41 Tempo sul sito
40,60% Frequenza di rimbalzo
52,03% Visite nuove
Profilo tecnico
Browser Visite % visite Velocità di connessione Visite % visite
Internet Explorer 549 58,65% Unknown 557 59,51%
Firefox 315 33,65% DSL 258 27,56%
Chrome 32 3,42% Dialup 51 5,45%
Mozilla 22 2,35% T1 46 4,91%
Safari 13 1,39% Cable 24 2,56%
2 Google Analytics

18. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Panoramica sulle sorgenti di traffico Rispetto a: Sito
Visite
30 30
15 15
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Tutte le sorgenti di traffico hanno generato complessivamente 936 visite
46,37% Traffico diretto Traffico diretto
434,00 (46,37%)
Motori di ricerca
9,62% Siti di riferimento 412,00 (44,02%)
Siti di riferimento
90,00 (9,62%)
44,02% Motori di ricerca
Principali sorgenti di traffico
Sorgenti Visite % visite Parole chiave Visite % visite
(direct) ((none)) 434 46,37% nosso mundo cefe 52 12,62%
google (organic) 406 43,38% projeto frida cefe 17 4,13%
webmail.seedlearn.org 25 2,67% projetofrida.com/cefe/ 16 3,88%
blog.seedlearn.org (referral) 11 1,18% projeto frida 13 3,16%
br.mc452.mail.yahoo.com 9 0,96% cefe 11 2,67%
3 Google Analytics

19. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Overlay mappa Rispetto a: Sito
Visite
1 796
936 visite provenienti da 15 Paesi/zone
Uso del sito
Visite Pagine/Visita Tempo medio sul % visite nuove Frequenza di
sito rimbalzo
936 4,85 52,14%
% del totale del sito: Media sito: 00:05:41 Media sito: 40,60%
100,00% 4,85 (0,00%) Media sito: 52,03% (0,21%) Media sito:
00:05:41 (0,00%) 40,60% (0,00%)
Paese/zona Visite Pagine/Visita Tempo medio % visite nuove Frequenza di
sul sito rimbalzo
Brazil 796 5,02 00:05:57 54,40% 39,95%
Switzerland 81 4,91 00:05:25 24,69% 33,33%
Italy 33 2,91 00:03:57 36,36% 48,48%
Portugal 13 1,77 00:00:07 100,00% 84,62%
Denmark 3 4,00 00:04:13 0,00% 0,00%
Belarus 1 1,00 00:00:00 100,00% 100,00%
United States 1 2,00 00:00:28 100,00% 0,00%
United Kingdom 1 1,00 00:00:00 100,00% 100,00%
France 1 1,00 00:00:00 100,00% 100,00%
Senegal 1 1,00 00:00:00 100,00% 100,00%
1 - 10 di 15
4 Google Analytics

20. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Panoramica dei contenuti Rispetto a: Sito
Visualizzazioni di pagina
300 300
150 150
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Complessivamente, le pagine di questo sito sono state visualizzate 4.537 volte
4.537 Visualizzazioni di pagina
2.779 Visualizzazioni uniche
40,60% Frequenza di rimbalzo
Contenuti più visualizzati
Pagine Visualizzazioni di pagina % visualizzazioni di pagina
/cefe/ 1.081 23,83%
/cefe/?cat=24 435 9,59%
/cefe/?cat=0/ 223 4,92%
/cefe/?page_id=2 220 4,85%
/cefe/?tag=leitura-de-mundo 195 4,30%
5 Google Analytics

21. cefe.seedlearn.org
Dettagli Paese/zona: 01/apr/2009 - 11/mar/2010
Brazil Rispetto a: Sito
Visite
1 408
Questo Paese/zona ha generato 796 visite provenienti da 76 città
Uso del sito
Visite Pagine/Visita Tempo medio sul % visite nuove Frequenza di
sito rimbalzo
796 5,02 54,40%
% del totale del sito: Media sito: 00:05:57 Media sito: 39,95%
85,04% 4,85 (3,51%) Media sito: 52,03% (4,55%) Media sito:
00:05:41 (4,67%) 40,60% (-1,60%)
Città Visite Pagine/Visita Tempo medio % visite nuove Frequenza di
sul sito rimbalzo
Brasilia 408 6,23 00:07:53 35,54% 18,87%
Sao Paulo 145 6,78 00:08:05 46,21% 43,45%
Salvador 49 3,49 00:04:13 75,51% 46,94%
Rio de Janeiro 23 2,13 00:00:40 82,61% 65,22%
Belo Horizonte 13 1,38 00:02:26 100,00% 76,92%
Goiania 9 2,89 00:03:46 100,00% 33,33%
Fortaleza 9 1,56 00:00:11 100,00% 88,89%
Salvador 7 2,57 00:00:41 100,00% 71,43%
Belem 7 1,14 00:00:05 100,00% 85,71%
(not set) 6 1,00 00:00:00 100,00% 100,00%
1 - 10 di 76
1 Google Analytics