S.M. Delouis (France) and M. Jalobeanu (Romania)
Virtual-Educational-Community, modelling, telepedagogy, illiteracy, distant-collaborative-project, OLIVIER
The United Nations Organization defines "literacy" as a basic human right, a tool for empowering ourselves and our communities. A cultural person is one who knows the letters, but generally we use the word with the implied meaning of one being " educated, learned and cultured"[1]. Then we could discus if the use of ITC can develop literacy. The pedagogical functions of visual material was usually been associated with its motivational qualities, for the scope it has to act as a substitute for direct experience by presenting objects and events that are beyond the daily experience of the learner.[2]. In Virtual Educational Communities, where distant teams of adults and teenagers usually collaborate at distance with ITC, common projects can support the learning process by enabling active participation, while encouraging dialogue and construction of knowledge by students. This paper set out to achieve two goals: First it aims to describe a virtual Educational Community OLIVIER, design to use ITC with illiterate teenagers from Roma-Gypsy community. Secondly, to give an overview of the deep process of acquiring knowledge for a person and for a team working together. We will insist on the main importance of the subjective context of the training situation.
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