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Progetto EU.FOR.ME<br />
Formazi<strong>on</strong>e turistica per un’utenza ampliata<br />
RELAZIONE SUL CORSO DI<br />
FORMAZIONE<br />
per “Formatore specializzato nelle tematiche del<br />
turismo accessibile”<br />
REPORT ON THE TRAINING COURSE<br />
for “Trainer specialized in <strong>the</strong> topics of<br />
accessible tourism”
Tourism for All C<strong>on</strong>cept<br />
EVERYONE SHOULD BE ABLE TO TRAVEL TO THE<br />
COUNTRY, WITHIN THE COUNTRY AND TO<br />
WHATEVER PLACE, ATTRACTION OR EVENT THEY<br />
SHOULD WISH TO VISIT.<br />
2
ITALIANO..............................................................................................................................................4<br />
ENGLISH ..............................................................................................................................................24<br />
3
ITALIANO<br />
4
1. Attività <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> in aula<br />
Il 9 Novembre 2005, nell’ambito del Progetto EU.FOR.ME., si è c<strong>on</strong>clusa l’attività <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
<str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> in aula durata 200 ore, in cui si s<strong>on</strong>o svolti i moduli formativi previsti<br />
dal progetto e iniziati il 12 settembre 2005; i partecipanti s<strong>on</strong>o stati 18 <str<strong>on</strong>g>di</str<strong>on</strong>g> cui 16<br />
titolari e 2 u<str<strong>on</strong>g>di</str<strong>on</strong>g>tori; la frequenza è stata bu<strong>on</strong>a e costante.<br />
Le attività d’aula s<strong>on</strong>o state supportate e m<strong>on</strong>itorate dalla Tutor d’aula che è stata<br />
presente durante lo svolgimento delle lezi<strong>on</strong>i.<br />
La finalità del Progetto è <str<strong>on</strong>g>di</str<strong>on</strong>g> formare la figura professi<strong>on</strong>ale <str<strong>on</strong>g>di</str<strong>on</strong>g> “Formatore<br />
Specializzato nelle tematiche del Turismo accessibile”, che possa utilizzare<br />
efficacemente le c<strong>on</strong>oscenze e le competenze acquisite negli ambiti lavorativi in<br />
cui si inseriranno.<br />
L’azi<strong>on</strong>e formativa si è svolta seguendo le in<str<strong>on</strong>g>di</str<strong>on</strong>g>cazi<strong>on</strong>i delle 4 tappe formative:<br />
− Formazi<strong>on</strong>e dei formatori<br />
− Il sistema turismo<br />
− Il formatore <str<strong>on</strong>g>di</str<strong>on</strong>g> turismo per tutti<br />
− La realizzazi<strong>on</strong>e dei Project Works.<br />
Nella prima tappa è stato presentato il progetto EU.FOR.ME., l’analisi del c<strong>on</strong>testo<br />
turistico nel quale si inserisce il progetto e dal quale è emersa la necessità <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
questa nuova figura professi<strong>on</strong>ale, e la presentazi<strong>on</strong>e dei Partners che hanno<br />
illustrato il loro ruolo nel Progetto.<br />
Durante questa tappa s<strong>on</strong>o stati affr<strong>on</strong>tate le unità formative riguardanti la figura<br />
del formatore, dando ai partecipanti c<strong>on</strong>oscenze relative alla comunicazi<strong>on</strong>e<br />
verbale e n<strong>on</strong> verbale, la gesti<strong>on</strong>e delle <str<strong>on</strong>g>di</str<strong>on</strong>g>namiche <str<strong>on</strong>g>di</str<strong>on</strong>g> gruppo, cenni <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
comunicazi<strong>on</strong>e per un’utenza ampliata e le tecniche <str<strong>on</strong>g>di</str<strong>on</strong>g> problem solving per<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>agnosticare, affr<strong>on</strong>tare e risolvere problemi <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g>versa natura.<br />
La metodologia utilizzata è stata in alcuni momenti la lezi<strong>on</strong>e fr<strong>on</strong>tale alternata<br />
c<strong>on</strong> simulazi<strong>on</strong>i, role playing e stu<str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> caso.<br />
5
La parte delle metodologie formative è stata svolta c<strong>on</strong> lezi<strong>on</strong>i fr<strong>on</strong>tali, attraverso<br />
cui s<strong>on</strong>o state illustrate le varie metodologie formative, le tappe <str<strong>on</strong>g>di</str<strong>on</strong>g> appren<str<strong>on</strong>g>di</str<strong>on</strong>g>mento<br />
nelle <str<strong>on</strong>g>di</str<strong>on</strong>g>verse fasi della vita, la normativa riguardante la <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g>, focalizzando<br />
l’attenzi<strong>on</strong>e sugli interventi formativi per un’utenza ampliata.<br />
Durante questo modulo è emersa da parte dei corsisti l’esigenza <str<strong>on</strong>g>di</str<strong>on</strong>g> apprendere le<br />
tecniche per la progettazi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> un’azi<strong>on</strong>e formativa ed è, quin<str<strong>on</strong>g>di</str<strong>on</strong>g>, stata inserita,<br />
dando un quadro generale su come si progetta un <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g>.<br />
Durante il modulo <str<strong>on</strong>g>di</str<strong>on</strong>g> m<strong>on</strong>itoraggio dell’azi<strong>on</strong>e formativa s<strong>on</strong>o state trasmesse<br />
c<strong>on</strong>oscenze <str<strong>on</strong>g>di</str<strong>on</strong>g> valutazi<strong>on</strong>e prima, dopo e durante un’azi<strong>on</strong>e formativa ed i vari<br />
strumenti da utilizzare: interviste, questi<strong>on</strong>ari, brainstorming.<br />
Infine, s<strong>on</strong>o state fornite c<strong>on</strong>oscenze riguardanti il settore informatico, l’utilizzo <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
programmi necessari per svolgere l’attività formativa, c<strong>on</strong> particolare attenzi<strong>on</strong>e al<br />
programma Power Point, inoltre ,s<strong>on</strong>o stati illustrati ausili e tecniche informatiche<br />
per un’utenza ampliata.<br />
Per offrire un quadro sui tratti caratteristici dello scenario turistico, è stata<br />
sviluppata la sec<strong>on</strong>da tappa formativa riguardante l’industria del turismo,<br />
prendendo in esame la domanda, l’offerta, i prodotti ed i canali <str<strong>on</strong>g>di</str<strong>on</strong>g>stributivi.<br />
Questo tema è stato trattato prima, in modo generale e in seguito, calandolo nel<br />
turismo per tutti.<br />
Dopo aver fornito ai partecipanti del <str<strong>on</strong>g>corso</str<strong>on</strong>g> un quadro <str<strong>on</strong>g>sul</str<strong>on</strong>g>la figura del formatore e<br />
<str<strong>on</strong>g>sul</str<strong>on</strong>g> sistema turismo, si è entrati nel vivo della tematica del turismo accessibile,<br />
argomento della terza tappa formativa.<br />
Dal momento che la tematica del turismo “per tutti” è ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tata essere quasi a tutti<br />
i partecipanti sc<strong>on</strong>osciuta, è stato in<str<strong>on</strong>g>di</str<strong>on</strong>g>spensabile affr<strong>on</strong>tarla dettagliatamente,<br />
fornendo “una cassetta degli attrezzi” riguardante il tema del turismo accessibile.<br />
In primo luogo è stata fatta una panoramica degli aspetti generali <str<strong>on</strong>g>sul</str<strong>on</strong>g>l’accessibilità,<br />
seguita dall’analisi del quadro legislativo.<br />
6
In seguito, è stato approf<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>to questo tema dando il significato, i criteri e le<br />
valutazi<strong>on</strong>i <str<strong>on</strong>g>di</str<strong>on</strong>g> accessibilità; prendendo in esame la Metodologia IGVAE, che<br />
fornisce degli strumenti per rilevare l’accessibilità nelle varie strutture.<br />
È stato, inoltre, illustrato il Progetto “Italia Per Tutti”, da cui s<strong>on</strong>o nate le<br />
metodologie sopra citate.<br />
Durante questi moduli, oltre alle lezi<strong>on</strong>i fr<strong>on</strong>tali, s<strong>on</strong>o state fatte delle uscite,<br />
mirate a rendere pratiche le c<strong>on</strong>oscenze acquisite.<br />
Una “gita” ad Assisi in cui i Partecipanti hanno visitato la città su se<str<strong>on</strong>g>di</str<strong>on</strong>g>a a ruote,<br />
simulando così la <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilità motoria e c<strong>on</strong>statando l’accessibiltà della città.<br />
Inoltre c<strong>on</strong> le schede della Metodologia IG-VAE hanno analizzato la reale<br />
accessibilità <str<strong>on</strong>g>di</str<strong>on</strong>g> un Hotel <str<strong>on</strong>g>di</str<strong>on</strong>g> Assisi, per poi produrre una nota <str<strong>on</strong>g>di</str<strong>on</strong>g> sintesi dell’albergo<br />
in cui si descriveva quanto rilevato.<br />
In questa tappa s<strong>on</strong>o state illustrate le <str<strong>on</strong>g>di</str<strong>on</strong>g>verse tipologie <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilità, dando un<br />
quadro esigenziale e capendo anche come accogliere il turista <str<strong>on</strong>g>di</str<strong>on</strong>g>sabile, gli<br />
atteggiamenti e le relazi<strong>on</strong>i da intraprendere.<br />
Durante questi moduli s<strong>on</strong>o stati svolti dei lavori <str<strong>on</strong>g>di</str<strong>on</strong>g> gruppo e dei role playing in cui<br />
i partecipanti si immedesimavano nelle varie tipologie <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilità, prendendo<br />
maggiore coscienza delle specifiche esigenze.<br />
Da qui si è iniziato a progettare un pacchetto turistico “per Tutti”, applicando tutte<br />
le c<strong>on</strong>oscenze e le competenze acquisite durante le ore d’aula.<br />
Alla fine delle prime tre tappe formative ai partecipanti è stata fatta un valutazi<strong>on</strong>e<br />
in itinere per accertarsi delle c<strong>on</strong>oscenze acquisite, dando degli argomenti, su cui i<br />
titolari hanno preparato delle presentazi<strong>on</strong>i c<strong>on</strong> Power Point, che poi hanno<br />
esposto in classe c<strong>on</strong> relativa valutazi<strong>on</strong>e dei docenti.<br />
Le 200 ore teoriche s<strong>on</strong>o state molto utili per fornire un chiarimento <str<strong>on</strong>g>sul</str<strong>on</strong>g>la figura<br />
professi<strong>on</strong>ale in uscita e <str<strong>on</strong>g>sul</str<strong>on</strong>g> mercato del lavoro in cui poss<strong>on</strong>o spenderla.<br />
7
Inoltre, s<strong>on</strong>o state fornite competenze nuove, su una tematica molto interessante<br />
e attuale come il turismo per tutti, facendo capire che, anche i turisti c<strong>on</strong> esigenze<br />
specifiche hanno gli stessi desideri <str<strong>on</strong>g>di</str<strong>on</strong>g> “fare vacanze” come tutti, basta solo<br />
ascoltarli e dare loro informazi<strong>on</strong>i dettagliate e precise.<br />
2. Attività <str<strong>on</strong>g>di</str<strong>on</strong>g> realizzazi<strong>on</strong>e dei Project Works<br />
Alla fase <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> in aula è seguita l’ultima tappa formativa riguardante la<br />
realizzazi<strong>on</strong>e dei Project Works: 4 moduli <str<strong>on</strong>g>di</str<strong>on</strong>g>dattici sperimentali della durata <str<strong>on</strong>g>di</str<strong>on</strong>g> 20<br />
ore ciascuno.<br />
Per la realizzazi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> tale attività i partecipanti titolari s<strong>on</strong>o stati <str<strong>on</strong>g>di</str<strong>on</strong>g>visi in quattro<br />
gruppi, ognuno dei quali ha realizzato, c<strong>on</strong> il supporto del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
un partner transnazi<strong>on</strong>ale, un project work.<br />
La seguente tabella riporta il titolo <str<strong>on</strong>g>di</str<strong>on</strong>g> ogni project work, i nomi dei quattro<br />
partecipanti titolari che lo hanno realizzato e il nominativo del partner che ha<br />
svolto la relativa attività <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza.<br />
Project Work Partecipanti titolari Partner<br />
La destinazi<strong>on</strong>e accessibile<br />
Il prodotto turistico<br />
accessibile<br />
Tecniche <str<strong>on</strong>g>di</str<strong>on</strong>g> accoglienza dei<br />
clienti c<strong>on</strong> esigenze<br />
specifiche e customer care<br />
Lucilla Morelli<br />
Marta Nocco<br />
Alfredo Petrillo<br />
Samanta Stolfi<br />
Jacopo Borghetti<br />
Stefania Centi<br />
Maria Chiara Moss<strong>on</strong>e<br />
Ele<strong>on</strong>ora Tram<strong>on</strong>ti<br />
Chrysoula Alyfanti<br />
M<strong>on</strong>ica De Santis<br />
Laura Illuminati<br />
Cataldo Maltese<br />
8<br />
Neumann C<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t<br />
Turism för alla<br />
Info-han<str<strong>on</strong>g>di</str<strong>on</strong>g>cap
Promozi<strong>on</strong>e e<br />
commercializzazi<strong>on</strong>e del<br />
prodotto turistico<br />
accessibile<br />
Davide Catena<br />
D<strong>on</strong>atella Logorio<br />
Roberta Pansolini<br />
Alessandra Rossetti<br />
IPF<br />
Per la realizzazi<strong>on</strong>e dei project work i partecipanti hanno dovuto preparare una<br />
serie <str<strong>on</strong>g>di</str<strong>on</strong>g> lezi<strong>on</strong>i, strutturandole come se dovessero presentarle in aula, realizzando<br />
le seguenti attività:<br />
− identificazi<strong>on</strong>e dei c<strong>on</strong>tenuti<br />
− preparazi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> una sintesi degli argomenti delle lezi<strong>on</strong>i<br />
− realizzazi<strong>on</strong>e dei c<strong>on</strong>tenuti formativi<br />
− scelta del metodo <str<strong>on</strong>g>di</str<strong>on</strong>g> presentazi<strong>on</strong>e in aula (presentazi<strong>on</strong>e in Power Point)<br />
− realizzazi<strong>on</strong>e della presentazi<strong>on</strong>e<br />
− realizzazi<strong>on</strong>e della <str<strong>on</strong>g>di</str<strong>on</strong>g>spensa<br />
I partecipanti al <str<strong>on</strong>g>corso</str<strong>on</strong>g>, nel procedere c<strong>on</strong> la realizzazi<strong>on</strong>e dei c<strong>on</strong>tenuti formativi e<br />
c<strong>on</strong> la preparazi<strong>on</strong>e del materiale <str<strong>on</strong>g>di</str<strong>on</strong>g>dattico, erano tenuti ad inviare perio<str<strong>on</strong>g>di</str<strong>on</strong>g>camente<br />
al proprio partner-tutor quanto fino ad allora realizzato, per sottoporlo ad una sua<br />
valutazi<strong>on</strong>e.<br />
L’attività <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza dei partner transnazi<strong>on</strong>ali si è c<strong>on</strong>cretizzata nelle<br />
seguenti attività:<br />
− supporto agli studenti nell’identificazi<strong>on</strong>e dei principali c<strong>on</strong>tenuti formativi<br />
delle lezi<strong>on</strong>i, facendo riferimento agli argomenti identificati dal partenariato<br />
nel meeting transazi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> Lussemburgo<br />
− in<str<strong>on</strong>g>di</str<strong>on</strong>g>cazi<strong>on</strong>e del materiale <str<strong>on</strong>g>di</str<strong>on</strong>g> supporto (libri <str<strong>on</strong>g>di</str<strong>on</strong>g> testo, altre pubblicazi<strong>on</strong>i, siti<br />
internet, ecc.) da utilizzare per la realizzazi<strong>on</strong>e dei c<strong>on</strong>tenuti formativi<br />
− m<strong>on</strong>itoraggio perio<str<strong>on</strong>g>di</str<strong>on</strong>g>co dello stato <str<strong>on</strong>g>di</str<strong>on</strong>g> avanzamento del lavoro<br />
− suggerimento delle metodologie migliori da utilizzare per la presentazi<strong>on</strong>e in<br />
aula<br />
− supporto nella preparazi<strong>on</strong>e delle <str<strong>on</strong>g>di</str<strong>on</strong>g>spense<br />
9
Oltre all’attività <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza è stato ritenuto opportuno, da tutto il<br />
partenariato, realizzare anche tre inc<strong>on</strong>tri tra i partecipanti al <str<strong>on</strong>g>corso</str<strong>on</strong>g> e i rispettivi<br />
tutor. Questi inc<strong>on</strong>tri si s<strong>on</strong>o svolti ad Assisi, il 14 ottobre 2005 e il 5 e 6 <str<strong>on</strong>g>di</str<strong>on</strong>g>cembre<br />
2005, e a Malaga, in occasi<strong>on</strong>e del meeting transnazi<strong>on</strong>ale del 26 e 27 gennaio<br />
2006.<br />
Nelle pagine seguenti s<strong>on</strong>o riportati i <str<strong>on</strong>g>report</str<strong>on</strong>g> <str<strong>on</strong>g>sul</str<strong>on</strong>g>l’attività <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
realizzati dai quattro partner transnazi<strong>on</strong>ali.<br />
10
PROGETTO EU.FOR.ME / RELAZIONE SULL’ATTIVITA’ DI<br />
TUTORAGGIO<br />
Partner: Neumann C<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t<br />
1. Tutor a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
Dr. Peter Neumann, Direttore <str<strong>on</strong>g>di</str<strong>on</strong>g> Neumann C<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t e lettore senior presso<br />
l’Università <str<strong>on</strong>g>di</str<strong>on</strong>g> Münster. Assistito da Andrea Mallas (Neumann C<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t).<br />
2. Studenti<br />
Lucilla Morelli, Marta Nocco, Alfredo Petrillo, Samanta Stolfi<br />
3. Obbiettivi del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
All’interno del progetto EU.FOR.ME gli studenti dovevano elaborare, <str<strong>on</strong>g>sul</str<strong>on</strong>g>la base delle<br />
competenze acquisite frequentando il <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g>, moduli formativi (Project<br />
Works) <str<strong>on</strong>g>sul</str<strong>on</strong>g>le tematiche dell’accessibilità del prodotto turistico e della destinazi<strong>on</strong>e<br />
turistica, dell’accoglienza <str<strong>on</strong>g>di</str<strong>on</strong>g> clienti c<strong>on</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilità e della pre<str<strong>on</strong>g>di</str<strong>on</strong>g>sposizi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> prodotti<br />
adeguati al target identificato, erogabili presso istituzi<strong>on</strong>i pubbliche e private<br />
(Istituti <str<strong>on</strong>g>di</str<strong>on</strong>g> educazi<strong>on</strong>e superiore, Scuole professi<strong>on</strong>ali per il Turismo, Università ,<br />
Enti <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> post universitaria e/o professi<strong>on</strong>ale) e da poter inserire nei piani<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> stu<str<strong>on</strong>g>di</str<strong>on</strong>g>o, nei programmi <str<strong>on</strong>g>di</str<strong>on</strong>g>dattici, in laboratori sperimentali. Nella realizzazi<strong>on</strong>e dei<br />
project works, gli studenti s<strong>on</strong>o stati <str<strong>on</strong>g>di</str<strong>on</strong>g>visi in quattro gruppi ognuno dei quali è stato<br />
supportati dal tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza <str<strong>on</strong>g>di</str<strong>on</strong>g> un partner europeo del progetto a dal panel<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> giovani pers<strong>on</strong>e c<strong>on</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilità. I moduli formativi progettati dagli studenti s<strong>on</strong>o<br />
stati poi utilizzati nella fase <str<strong>on</strong>g>di</str<strong>on</strong>g> sperimentazi<strong>on</strong>e prevista dal progetto.<br />
Nell’unità formativa n. 16 ogni gruppo <str<strong>on</strong>g>di</str<strong>on</strong>g> studenti doveva realizzare un modulo<br />
formativo della durata <str<strong>on</strong>g>di</str<strong>on</strong>g> 20 ore. Questo modulo è stato poi testato dai partecipanti<br />
al <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> dei formatori alla fine del <str<strong>on</strong>g>corso</str<strong>on</strong>g>. Gli argomenti da sviluppare<br />
11
all’interno <str<strong>on</strong>g>di</str<strong>on</strong>g> ogni project work s<strong>on</strong>o stati approvati dal partenariato e assegnati ad<br />
ogni gruppo.<br />
Il gruppo <str<strong>on</strong>g>di</str<strong>on</strong>g> studenti supportati dal tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza del partner tedesco doveva<br />
realizzare il:<br />
Project Work 1 “La destinazi<strong>on</strong>e accessibile”.<br />
Capacità:<br />
Capacità <str<strong>on</strong>g>di</str<strong>on</strong>g> sviluppare moduli formativi <str<strong>on</strong>g>sul</str<strong>on</strong>g> tema della “destinazi<strong>on</strong>e accessibile”.<br />
Capacità teoriche e tecniche:<br />
Capacità <str<strong>on</strong>g>di</str<strong>on</strong>g> applicare le c<strong>on</strong>oscenze acquisite frequentando le unità formative in cui<br />
si è articolato il <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> dei formatori.<br />
C<strong>on</strong>tenuti:<br />
I c<strong>on</strong>tentuti dei project work s<strong>on</strong>o stati definiti in una fase successiva e c<strong>on</strong>cordati<br />
tra i partecipanti al <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> (studenti) e i partner del progetto (tutor)<br />
Metodo <str<strong>on</strong>g>di</str<strong>on</strong>g> lavoro:<br />
Il lavoro <str<strong>on</strong>g>di</str<strong>on</strong>g> gruppo è stato costantemente supportato dal tutor presente in aula e dal<br />
tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza dei partner del progetto<br />
Obbiettivi del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza:<br />
Assistenza e c<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>enza da parte del tutor in merito ai c<strong>on</strong>tenuti e ai meto<str<strong>on</strong>g>di</str<strong>on</strong>g> da<br />
utilizzare in generale e nel campo dell’accessibilità e del turismo accessibile in<br />
particolare, così come la c<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>visi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> esperienze riguardanti i meto<str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
insegnamento e <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g>.<br />
4. C<strong>on</strong>tenuti e compiti del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
C<strong>on</strong>tenuti principali del Project Work 1 “La destinazi<strong>on</strong>e accessibile”:<br />
Perchè una destinazi<strong>on</strong>e turistica dovrebbe essere resa accessibile.<br />
In<str<strong>on</strong>g>di</str<strong>on</strong>g>catori per la valutazi<strong>on</strong>e dell’accessibilità (SWOT-Analysis)<br />
<br />
Quadro legislativo. Importanza e limiti dei <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti elementi dell’intera<br />
catena turistica (organizzazi<strong>on</strong>e, alloggio, ristorazi<strong>on</strong>e, trasporti, shopping,<br />
12
servizi pubblici, patrim<strong>on</strong>io artistico/m<strong>on</strong>umentale, aree naturali protette,<br />
punti <str<strong>on</strong>g>di</str<strong>on</strong>g> in<str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g>/accoglienza, etc.). “La piramide dell’accessibilità”.<br />
Qualità dei prodotti in <str<strong>on</strong>g>relazi<strong>on</strong>e</str<strong>on</strong>g> ai <str<strong>on</strong>g>di</str<strong>on</strong>g>versi gruppi target<br />
Compiti principali del gruppo:<br />
<br />
<br />
Realizzazi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> un modulo formativo della durata <str<strong>on</strong>g>di</str<strong>on</strong>g> 20 ore e del relativo<br />
programma (c<strong>on</strong>tenuti, articolazi<strong>on</strong>e temporale, obbiettivi formativi,<br />
metodologie <str<strong>on</strong>g>di</str<strong>on</strong>g>dattiche, materiale <str<strong>on</strong>g>di</str<strong>on</strong>g> lavoro), definizi<strong>on</strong>e delle modalità<br />
(interattive) <str<strong>on</strong>g>di</str<strong>on</strong>g> erogazi<strong>on</strong>e, preparazi<strong>on</strong>e delle presentazi<strong>on</strong>i (accessibili) in<br />
PowerPoint e delle <str<strong>on</strong>g>di</str<strong>on</strong>g>spense<br />
Sperimentazi<strong>on</strong>e del modulo formativo da parte dei partecipanti al <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
<str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> dei formatori alla fine del <str<strong>on</strong>g>corso</str<strong>on</strong>g><br />
5. Esperienza del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
A seguito del ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tato positivo dei project work, l’esperienza <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
dei partner può essere sintetizzata nei seguenti aspetti positivi e negativi:<br />
Aspetti positivi:<br />
+ Aut<strong>on</strong>omia degli studenti<br />
+ Necessità <str<strong>on</strong>g>di</str<strong>on</strong>g> lavorare in gruppo e <str<strong>on</strong>g>di</str<strong>on</strong>g> coor<str<strong>on</strong>g>di</str<strong>on</strong>g>narsi all’interno dei gruppi<br />
+ Necessità <str<strong>on</strong>g>di</str<strong>on</strong>g> in<str<strong>on</strong>g>di</str<strong>on</strong>g>viduare una pers<strong>on</strong>a resp<strong>on</strong>sabile, un coor<str<strong>on</strong>g>di</str<strong>on</strong>g>natore<br />
c<strong>on</strong> il compito <str<strong>on</strong>g>di</str<strong>on</strong>g> organizzare la comunicazi<strong>on</strong>e c<strong>on</strong> il tutor<br />
+ Rispetto delle regole e delle scadenze stabilite all’interno del gruppo<br />
+ Nuove esperienze sia per gli studenti che per i tutor (collaborazi<strong>on</strong>e<br />
tra studenti e tutor <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti paesi europei, c<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>visi<strong>on</strong>e delle<br />
esperienze riguardanti i temi principali del progetto, c<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>visi<strong>on</strong>e<br />
delle c<strong>on</strong>oscenze pratiche e professi<strong>on</strong>ali, c<strong>on</strong>tributo ad una migliore<br />
comprensi<strong>on</strong>e a livello internazi<strong>on</strong>ale)<br />
13
+ Avvio <str<strong>on</strong>g>di</str<strong>on</strong>g> uno scambio <str<strong>on</strong>g>di</str<strong>on</strong>g> studenti e docenti tra l’Università <str<strong>on</strong>g>di</str<strong>on</strong>g> Perugia/<br />
Assisi e l’Università <str<strong>on</strong>g>di</str<strong>on</strong>g> Münster (programma <str<strong>on</strong>g>di</str<strong>on</strong>g> scambio Erasmus)<br />
+ C<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>visi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> esperienze tra i <str<strong>on</strong>g>di</str<strong>on</strong>g>versi tutor (principalmente tra il<br />
tutor tedesco e quello svedese)<br />
Aspetti negativi:<br />
— Difficoltà nel rispettare le scadenze (all’interno del gruppo e c<strong>on</strong> il<br />
tutor)<br />
— Difficoltà <str<strong>on</strong>g>di</str<strong>on</strong>g> comunicazi<strong>on</strong>e tra studenti e tutor (dall’italiano<br />
all’inglese, dall’inglese al tedesco e vice-versa)<br />
— Difficoltà <str<strong>on</strong>g>di</str<strong>on</strong>g> uniformare i <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti meto<str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> insegnamento e <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
appren<str<strong>on</strong>g>di</str<strong>on</strong>g>mento in seminari <str<strong>on</strong>g>di</str<strong>on</strong>g> gruppo in Italia e in Germania<br />
6. C<strong>on</strong>clusi<strong>on</strong>i<br />
Tutto c<strong>on</strong>siderato, l’attività <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza è stata molto positiva, c<strong>on</strong><br />
ampie possibilità <str<strong>on</strong>g>di</str<strong>on</strong>g> essere estesa anche a livello nazi<strong>on</strong>ale in Germania. I tre<br />
inc<strong>on</strong>tri “faccia a faccia” tra i tutor e gli studenti (14 Ottobre 2005 ad Assisi, 5 e 6<br />
Dicembre ad Assisi e 26 e 27 Gennaio a Malaga) s<strong>on</strong>o stati molto importanti per<br />
stabilire un’efficace collaborazi<strong>on</strong>e e un piano <str<strong>on</strong>g>di</str<strong>on</strong>g> lavoro efficiente (scadenze,<br />
modalità <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong>tatto, etc.).<br />
Nella realizzazi<strong>on</strong>e dei project work gli studenti hanno preso in c<strong>on</strong>siderazi<strong>on</strong>e le<br />
osservazi<strong>on</strong>i e seguito i c<strong>on</strong>sigli del tutor. C<strong>on</strong>tatti e relazi<strong>on</strong>i già bu<strong>on</strong>i si s<strong>on</strong>o<br />
c<strong>on</strong>solidati attraverso gli scambi e i <str<strong>on</strong>g>di</str<strong>on</strong>g>versi inc<strong>on</strong>tri. Entrambe le parti hanno<br />
beneficiato del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza.<br />
Per quanto riguarda progetti futuri si suggerisce la realizzazi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> un numero<br />
maggiore <str<strong>on</strong>g>di</str<strong>on</strong>g> inc<strong>on</strong>tri “faccia a faccia” tra partecipanti e tutor.<br />
14
PROGETTO EU.FOR.ME / RELAZIONE SULL’ATTIVITA’ DI<br />
TUTORAGGIO<br />
Partner: IPF<br />
Aspetti positive:<br />
E’ un’esperienza molto positiva sperimentare un nuovo modello formativo c<strong>on</strong><br />
partecipanti <str<strong>on</strong>g>di</str<strong>on</strong>g> altri paesi. E’ un modo per realizzare una forte integrazi<strong>on</strong>e tra<br />
citta<str<strong>on</strong>g>di</str<strong>on</strong>g>ni europei, tenendo sempre in c<strong>on</strong>siderazi<strong>on</strong>e le aspettative dei giovani,<br />
target group <str<strong>on</strong>g>di</str<strong>on</strong>g> questo progetto.<br />
Aspetti negativi:<br />
Sarebbe stato necessario un maggiore c<strong>on</strong>tatto <str<strong>on</strong>g>di</str<strong>on</strong>g>retto tra partecipanti e tutor già<br />
dalle prime fasi dell’attività formativa. I tutor avrebbero dovuto avere maggiori<br />
opportunità <str<strong>on</strong>g>di</str<strong>on</strong>g> intervento, si sarebbero dovuti organizzare più inc<strong>on</strong>tri “faccia a<br />
faccia” c<strong>on</strong> gli studenti e più frequentemente <str<strong>on</strong>g>di</str<strong>on</strong>g> quanto n<strong>on</strong> sia stato fatto.<br />
Commenti:<br />
Riferendoci al problema sopra menzi<strong>on</strong>ato riguardante il ridotto numero <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong>tatti<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>retti tra partecipanti e tutor, n<strong>on</strong>ostante i ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tati finali del progetto possano<br />
comunque essere ritenuti estremamente positivi, vorremmo suggerire lo<br />
svolgimento <str<strong>on</strong>g>di</str<strong>on</strong>g> un numero maggiore <str<strong>on</strong>g>di</str<strong>on</strong>g> inc<strong>on</strong>tri “faccia a faccia” tra partecipanti e<br />
tutor in eventuali futuri progetti.<br />
Ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tati:<br />
Come più sopra ricordato, c<strong>on</strong>sideriamo i prodotti finali del progetto estremamente<br />
positivi. E’ forse troppo presto per parlare dei ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tati reali ma l’esperienza svolta<br />
fino a questo punto sembra evidenziare un’elevata potenzialità <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g>ffusi<strong>on</strong>e dei<br />
prodotti del progetto sia a livello sociale che formativo.<br />
Esperienze acquisite:<br />
15
Nell’ambito <str<strong>on</strong>g>di</str<strong>on</strong>g> futuri progetti formativi che c<strong>on</strong>templino attività <str<strong>on</strong>g>di</str<strong>on</strong>g> tutoraggio a<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>stanza n<strong>on</strong> va <str<strong>on</strong>g>di</str<strong>on</strong>g>menticato <str<strong>on</strong>g>di</str<strong>on</strong>g> pianificare dettagliatamente specifici<br />
“appuntamenti” tra tutor e studenti così come andrebbero organizzate in modo<br />
migliore le <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti modalità <str<strong>on</strong>g>di</str<strong>on</strong>g> comunicazi<strong>on</strong>e.<br />
E’ importante far comprendere agli studenti l’importanza <str<strong>on</strong>g>di</str<strong>on</strong>g> rispettare le scadenze<br />
stabilite per la c<strong>on</strong>segna dei lavori e i c<strong>on</strong>tatti c<strong>on</strong> i rispettivi tutor.<br />
16
PROGETTO EU.FOR.ME / RELAZIONE SULL’ATTIVITA’ DI<br />
TUTORAGGIO<br />
Partner: Info-han<str<strong>on</strong>g>di</str<strong>on</strong>g>cap<br />
Tutor :<br />
Sylviane Jeanty (fino al 30.10.2006) e Fabienne Feller (dal 01.11.2005) – Info-<br />
Han<str<strong>on</strong>g>di</str<strong>on</strong>g>cap<br />
Studenti :<br />
- Chrissa Alyfanti (resp<strong>on</strong>sabile del gruppo)<br />
- M<strong>on</strong>ica De Santis<br />
- Laura Illuminati<br />
- Cataldo Maltese<br />
-<br />
+ Pers<strong>on</strong>a <str<strong>on</strong>g>di</str<strong>on</strong>g> riferimento in Italia :<br />
- S<strong>on</strong>ia Vissani<br />
+ Pers<strong>on</strong>e coinvolte in Lussemburgo – Youth Panel in Lussemburgo :<br />
- Chris Rehlinger (resp<strong>on</strong>sabile del gruppo)<br />
- Can<str<strong>on</strong>g>di</str<strong>on</strong>g>do Laporta<br />
- Marc Pauly<br />
- Ken Hoss<br />
- Andréa Delvaux<br />
- Patricia Tavares<br />
Obbiettivi del tutoraggio:<br />
- Facilitare l’aut<strong>on</strong>omia del gruppo<br />
- Fornire c<strong>on</strong>sigli e in<str<strong>on</strong>g>di</str<strong>on</strong>g>viduare la metodologia da adottare<br />
17
- Stabilire in comune il calendario delle attività e le scadenze <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong>segna dei<br />
lavori<br />
Premessa :<br />
Come è stato già detto, è molto importante stabilire almeno un c<strong>on</strong>tatto prima <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
iniziare il tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza in modo da creare un legame tra le pers<strong>on</strong>e.<br />
Tutti gli studenti e i tutor hanno fatto notare che i tre inc<strong>on</strong>tri “faccia a faccia”<br />
s<strong>on</strong>o stati essenziali per stabilire una fruttuosa collaborazi<strong>on</strong>e e definire un efficace<br />
piano <str<strong>on</strong>g>di</str<strong>on</strong>g> lavoro.<br />
E’ inoltre più facile stabilire delle regole inc<strong>on</strong>trandosi <str<strong>on</strong>g>di</str<strong>on</strong>g> pers<strong>on</strong>a (scadenze,<br />
modalità <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong>tatto,......)<br />
Normalmente il miglior modo <str<strong>on</strong>g>di</str<strong>on</strong>g> procedure è quello <str<strong>on</strong>g>di</str<strong>on</strong>g> prevedere una combinazi<strong>on</strong>e<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> inc<strong>on</strong>tri sia virtuali che <str<strong>on</strong>g>di</str<strong>on</strong>g> pers<strong>on</strong>a.<br />
Aspetti positive del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
- Aut<strong>on</strong>omia degli studenti<br />
- Necessità <str<strong>on</strong>g>di</str<strong>on</strong>g> lavorare in gruppo (per gli studenti) e <str<strong>on</strong>g>di</str<strong>on</strong>g> coor<str<strong>on</strong>g>di</str<strong>on</strong>g>narsi<br />
- Necessità <str<strong>on</strong>g>di</str<strong>on</strong>g> in<str<strong>on</strong>g>di</str<strong>on</strong>g>viduare un resp<strong>on</strong>sabile, c<strong>on</strong> il compito <str<strong>on</strong>g>di</str<strong>on</strong>g> coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nare l’invio<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> quesiti al tutor e <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g>stribuire le risposte<br />
- Rispetto delle regole e delle scadenze stabilite all’interno del gruppo<br />
Aspetti negative del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
- Difficoltà nel rispettare le scadenze<br />
- Difficoltà <str<strong>on</strong>g>di</str<strong>on</strong>g> comunicazi<strong>on</strong>e (le informazi<strong>on</strong>i s<strong>on</strong>o sintetizzate, le sfumature<br />
n<strong>on</strong> facili da capire, i commenti poco “vivi”,...)<br />
18
Commenti<br />
- Dopo l’inc<strong>on</strong>tro <str<strong>on</strong>g>di</str<strong>on</strong>g> Perugia, abbiamo stabilito un calendario e deciso <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
scambiarci tutti i documenti, vie e-mail, ogni venerdì.<br />
- Sembra che ci siano state delle carenze <str<strong>on</strong>g>di</str<strong>on</strong>g> comunicazi<strong>on</strong>e e <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
coor<str<strong>on</strong>g>di</str<strong>on</strong>g>namento all’interno del gruppo che hanno negativamente influenzato<br />
gli scambi c<strong>on</strong> il tutor.<br />
- I <str<strong>on</strong>g>di</str<strong>on</strong>g>versi livelli <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong>oscenza della lingua inglese n<strong>on</strong> hanno facilitato la<br />
comunicazi<strong>on</strong>e, molte delle informazi<strong>on</strong>i s<strong>on</strong>o state inviate in italiano. I<br />
comp<strong>on</strong>enti più giovani dello Youth Panel del Lussemburgo n<strong>on</strong> parlano<br />
inglese, quin<str<strong>on</strong>g>di</str<strong>on</strong>g> molto tempo è stato perso per l’attività <str<strong>on</strong>g>di</str<strong>on</strong>g> traduzi<strong>on</strong>e dei<br />
documenti in inglese o in francese.<br />
- N<strong>on</strong> ci s<strong>on</strong>o stati c<strong>on</strong>tatti fra i tutor (per quanto ne sappia) che sarebbero<br />
stati invece molto utili.<br />
Ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tati, esperienze acquisite<br />
- N<strong>on</strong>ostante una certa mancanza <str<strong>on</strong>g>di</str<strong>on</strong>g> coor<str<strong>on</strong>g>di</str<strong>on</strong>g>namento, tutto il lavoro previsto è<br />
stato realizzato e il <str<strong>on</strong>g>corso</str<strong>on</strong>g> si è c<strong>on</strong>cluso Gli studenti hanno preso in<br />
c<strong>on</strong>siderazi<strong>on</strong>e le osservazi<strong>on</strong>i del tutor. C<strong>on</strong>tatti e relazi<strong>on</strong>i già bu<strong>on</strong>i si s<strong>on</strong>o<br />
c<strong>on</strong>solidati attraverso gli scambi e i <str<strong>on</strong>g>di</str<strong>on</strong>g>versi inc<strong>on</strong>tri<br />
- L’esperienza è stata molto positive e interessante<br />
19
PROGETTO EU.FOR.ME / RELAZIONE SULL’ATTIVITA’ DI<br />
TUTORAGGIO<br />
Partner: Turism för alla<br />
Tutor<br />
Lilian Müller, Turism för alla i Sverige<br />
Studenti<br />
Jacopo Borghetti<br />
Stefania Centi<br />
Chiara Moss<strong>on</strong>e<br />
Ele<strong>on</strong>ora Tram<strong>on</strong>ti<br />
Obbiettivi del tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza<br />
Lo scopo principale dei project work all’interno del progetto EU.FOR.ME era <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
realizzare moduli formativi <str<strong>on</strong>g>sul</str<strong>on</strong>g>le tematiche del turismo accessibile da utilizzare<br />
nella <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> professi<strong>on</strong>ale e nell’istruzi<strong>on</strong>e turistica <str<strong>on</strong>g>di</str<strong>on</strong>g> alto livello.<br />
Essendo EU.FOR.ME un progetto transnazi<strong>on</strong>ale a livello europeo, l’idea era quella<br />
che gli studenti beneficiassero delle c<strong>on</strong>oscenze e delle esperienze realizzate nei<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti paesi partecipanti nel campo del turismo accessibile. Questa esperienza<br />
può inoltre offrire l’opportunità <str<strong>on</strong>g>di</str<strong>on</strong>g> realizzare moduli formativi che poss<strong>on</strong>o essere<br />
utilizzati c<strong>on</strong> successo nella <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> professi<strong>on</strong>ale e nell’istruzi<strong>on</strong>e turistica nei<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>versi paesi e a livello transnazi<strong>on</strong>ale.<br />
Gli studenti dovevano realizzare un modulo formative <str<strong>on</strong>g>di</str<strong>on</strong>g> 20 ore da sperimentare<br />
alla fine del <str<strong>on</strong>g>corso</str<strong>on</strong>g>. L’argomento <str<strong>on</strong>g>di</str<strong>on</strong>g> questo gruppo <str<strong>on</strong>g>di</str<strong>on</strong>g> lavoro (Project Work no 2) era<br />
"Il prodotto turistico accessibile”<br />
Il modulo doveva integrare le competenze acquisite dagli studenti frequentando il<br />
“Corso <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> dei formatori” e sod<str<strong>on</strong>g>di</str<strong>on</strong>g>sfare le esigenze c<strong>on</strong>oscitive degli<br />
20
operatori turistici in merito alle caratteristiche che un prodotto turistico deve avere<br />
per essere c<strong>on</strong>siderato accessibile e agli strumenti da utilizzare per rendere i<br />
prodotti turistici accessibili a tutti.<br />
Nel Project Work gli studenti dovevano essere in grado <str<strong>on</strong>g>di</str<strong>on</strong>g> sviluppare moduli<br />
formativi <str<strong>on</strong>g>sul</str<strong>on</strong>g>le tematiche del turismo accessibile e utilizzare le c<strong>on</strong>oscenze e le<br />
competenze acquisite durante il <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g>.<br />
Dal punto <str<strong>on</strong>g>di</str<strong>on</strong>g> vista del tutoraggio, gli obbiettivi s<strong>on</strong>o stati quelli <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>videre e<br />
trasmettere le c<strong>on</strong>oscenze e le esperienze europee (scan<str<strong>on</strong>g>di</str<strong>on</strong>g>nave) nel campo del<br />
turismo per tutti, così come i meto<str<strong>on</strong>g>di</str<strong>on</strong>g> della <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza. Un proposito<br />
importante è stato quello <str<strong>on</strong>g>di</str<strong>on</strong>g> supportare gli studenti nello svolgimento <str<strong>on</strong>g>di</str<strong>on</strong>g> un lavoro<br />
in<str<strong>on</strong>g>di</str<strong>on</strong>g>pendente e aut<strong>on</strong>omo.<br />
C<strong>on</strong>tenuti principali e ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tati del project work 2<br />
I ri<str<strong>on</strong>g>sul</str<strong>on</strong>g>tati del Project Work no 2 corrisp<strong>on</strong>d<strong>on</strong>o molto bene agli obbiettivi che erano<br />
stati stabiliti.<br />
Il modulo formativo "Il prodotto turistico accessibile"<br />
sviluppando i seguenti argomenti principali:<br />
è stato realizzato<br />
- Elementi <str<strong>on</strong>g>di</str<strong>on</strong>g> accessibilità e <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti prospettive dell’accessibilità<br />
- Caratteristiche <str<strong>on</strong>g>di</str<strong>on</strong>g> un prodotto turistico accessibile<br />
- Strumenti e meto<str<strong>on</strong>g>di</str<strong>on</strong>g> per la valutazi<strong>on</strong>e dell’accessibilità<br />
- Bu<strong>on</strong>e prassi<br />
- C<strong>on</strong>clusi<strong>on</strong>i<br />
Per quanto riguarda il terzo punto, s<strong>on</strong>o state riportate le norme italiane in tema <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
accessibilità e illustrati i meto<str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> valutazi<strong>on</strong>e utilizzati in Italia. Questi c<strong>on</strong>tenuti<br />
s<strong>on</strong>o rilevanti fin a quando il modulo formativo viene erogato in Italia, ma poss<strong>on</strong>o<br />
essere facilmente mo<str<strong>on</strong>g>di</str<strong>on</strong>g>ficati e adattati se il modulo formativo viene utilizzato in<br />
altri paesi.<br />
21
Il lavoro è stato realizzato all’interno del gruppo c<strong>on</strong> il mio supporto, in quanto<br />
tutor a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza, e c<strong>on</strong> quello dei docenti del <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> Assisi.<br />
Esperienze<br />
Dato che il tutoraggio a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza n<strong>on</strong> si basava su una piattaforma ICT, è stato <str<strong>on</strong>g>di</str<strong>on</strong>g><br />
f<strong>on</strong>damentale importanza organizzare alcuni inc<strong>on</strong>tri “faccia a faccia”, uno all’inizio<br />
del lavoro e altri due durante lo svolgimento delle attività.<br />
Dal punto <str<strong>on</strong>g>di</str<strong>on</strong>g> vista dei tutor si ritiene che il lavoro avrebbe probabilmente<br />
beneficiato della possibilità <str<strong>on</strong>g>di</str<strong>on</strong>g> utilizzare più attivamente Internet come strumento<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza. La comunicazi<strong>on</strong>e esclusivamente via e-mail n<strong>on</strong> è<br />
sufficiente quando si ha a che fare c<strong>on</strong> argomenti complessi come il turismo<br />
accessibile, dato che ci s<strong>on</strong>o ancora alcune <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenze tra i paesi europei per<br />
quanto riguarda le norme <str<strong>on</strong>g>di</str<strong>on</strong>g> legge e la definizi<strong>on</strong>e del c<strong>on</strong>cetto <str<strong>on</strong>g>di</str<strong>on</strong>g> turismo<br />
accessibile.<br />
Altri aspetti positive e negativi:<br />
+<br />
Possibilità <str<strong>on</strong>g>di</str<strong>on</strong>g> introdurre c<strong>on</strong>cretamente una prospettiva europea nella realizzazi<strong>on</strong>e<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> un prodotto transnazi<strong>on</strong>ale comune che può effettivamente essere utilizzato in<br />
paesi <str<strong>on</strong>g>di</str<strong>on</strong>g>versi.<br />
Esperienza positiva sia per gli studenti che per i tutor, che hanno avuto l’occasi<strong>on</strong>e<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>videre le esperienze tra i <str<strong>on</strong>g>di</str<strong>on</strong>g>versi paesi; aspetto che può avere anche un<br />
impatto positivo nello sviluppo <str<strong>on</strong>g>di</str<strong>on</strong>g> una modalità comune europea <str<strong>on</strong>g>di</str<strong>on</strong>g> intendere il<br />
turismo accessibile.<br />
Il lavoro <str<strong>on</strong>g>di</str<strong>on</strong>g> gruppo è stato importante perchè ha reso necessario prendere in<br />
c<strong>on</strong>siderazi<strong>on</strong>e, nella realizzazi<strong>on</strong>e del modulo formativo, <str<strong>on</strong>g>di</str<strong>on</strong>g>fferenti punti <str<strong>on</strong>g>di</str<strong>on</strong>g> vista e<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>verse competenze.<br />
22
La necessità <str<strong>on</strong>g>di</str<strong>on</strong>g> comunicare in una lingua straniera potrebbe avere anche un<br />
impatto positivo perché obbliga a trovare un linguaggio comune per definire che<br />
cosa sia il turismo accessibile.<br />
Possibilità <str<strong>on</strong>g>di</str<strong>on</strong>g> realizzare collaborazi<strong>on</strong>i fra i tutor (soprattutto Germania/Svezia);<br />
e possibilità per future collaborazi<strong>on</strong>i nelle attvità <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> e istruzi<strong>on</strong>e<br />
riguardanti il turismo accessibile<br />
-<br />
Carenza <str<strong>on</strong>g>di</str<strong>on</strong>g> comunicazi<strong>on</strong>e tra i tutor a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza e i docenti/tutor locali. Si<br />
sarebbero dovuti prevedere più tempo e maggiori occasi<strong>on</strong>i <str<strong>on</strong>g>di</str<strong>on</strong>g> c<strong>on</strong>fr<strong>on</strong>to per il<br />
coor<str<strong>on</strong>g>di</str<strong>on</strong>g>namento e la c<strong>on</strong><str<strong>on</strong>g>di</str<strong>on</strong>g>visi<strong>on</strong>e dei meto<str<strong>on</strong>g>di</str<strong>on</strong>g>-obbiettivi dei project work, della<br />
definizi<strong>on</strong>e <str<strong>on</strong>g>di</str<strong>on</strong>g> turismo accessibile ,etc..<br />
Difficoltà nel rispettare le scadenze (all’interno del gruppo e tra studenti e tutor)<br />
Il <str<strong>on</strong>g>corso</str<strong>on</strong>g> <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> si sarebbe dovuto tenere in inglese dato che l’utilizzo <str<strong>on</strong>g>di</str<strong>on</strong>g> un<br />
linguaggio comune riferito a tali argomenti si rende necessario già dall’inizio.<br />
Commenti e c<strong>on</strong>clusi<strong>on</strong>i<br />
N<strong>on</strong>ostante le <str<strong>on</strong>g>di</str<strong>on</strong>g>fficoltà, il lavoro previsto è stato realizzato e <str<strong>on</strong>g>di</str<strong>on</strong>g>sp<strong>on</strong>iamo <str<strong>on</strong>g>di</str<strong>on</strong>g> un<br />
prodotto che ha alte potenzialità <str<strong>on</strong>g>di</str<strong>on</strong>g> essere <str<strong>on</strong>g>di</str<strong>on</strong>g>ffuso anche negli altri paesi del<br />
progetto e nel resto d’Europa.<br />
I c<strong>on</strong>tatti e le relazi<strong>on</strong>i instauratesi c<strong>on</strong> gli studenti hanno rappresentato<br />
un’esperienza molto positiva che ha creato nuove prospettive <str<strong>on</strong>g>di</str<strong>on</strong>g> sviluppo in<br />
entrambe le <str<strong>on</strong>g>di</str<strong>on</strong>g>rezi<strong>on</strong>i.<br />
Il metodo utilizzato può essere ulteriormente sviluppato, ad esempio<br />
combinandolo c<strong>on</strong> gli strumenti della <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> a <str<strong>on</strong>g>di</str<strong>on</strong>g>stanza, per essere utilizzato<br />
in futuri progetti transnazi<strong>on</strong>ali <str<strong>on</strong>g>di</str<strong>on</strong>g> <str<strong>on</strong>g>formazi<strong>on</strong>e</str<strong>on</strong>g> in generale, e all’interno dell’attuale<br />
partenariato <str<strong>on</strong>g>di</str<strong>on</strong>g> EU.FOR.ME in particolare.<br />
23
ENGLISH<br />
24
1. Classroom <strong>training</strong> activity<br />
On 9 November 2005, as part of <strong>the</strong> project EU.FOR.ME., classroom <strong>training</strong><br />
activity which began <strong>on</strong> 12 September 2005 and lasted 200 hours and during<br />
which <strong>the</strong> <strong>training</strong> modules foreseen by <strong>the</strong> project were carried out, was<br />
c<strong>on</strong>cluded; <strong>the</strong>re were 18 participants of which 2 au<str<strong>on</strong>g>di</str<strong>on</strong>g>tors; attendance was good<br />
and c<strong>on</strong>stant.<br />
Classroom activities were supported and m<strong>on</strong>itored by <strong>the</strong> Classroom Tutor who<br />
was present during less<strong>on</strong>s.<br />
The purpose of <strong>the</strong> Project is to train <strong>the</strong> professi<strong>on</strong>al figure of <strong>the</strong> “Trainer<br />
specialised in <strong>the</strong> topics of accessible tourism”, who can effectively use <strong>the</strong><br />
knowledge and competencies acquired in <strong>the</strong> work envir<strong>on</strong>ments in which s/he will<br />
be inserted.<br />
The <strong>training</strong> activity was c<strong>on</strong>ducted following four <strong>training</strong> phases:<br />
− Trainer <strong>training</strong><br />
− The tourism system<br />
− The Tourism for all trainer<br />
− Project Work.<br />
During <strong>the</strong> first phase project EU.FOR.ME was presented, an analysis of <strong>the</strong><br />
tourism c<strong>on</strong>text in which <strong>the</strong> project is inserted and from which a need for this<br />
new figure emerged, as well as <strong>the</strong> Partners who explained <strong>the</strong>ir role in <strong>the</strong><br />
project.<br />
Also during this phase <strong>the</strong> <strong>training</strong> units regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng <strong>the</strong> figure of <strong>the</strong> trainer were<br />
c<strong>on</strong>ducted, provi<str<strong>on</strong>g>di</str<strong>on</strong>g>ng participants with knowledge related to verbal and n<strong>on</strong>-verbal<br />
communicati<strong>on</strong>s, handling group dynamics, an outline of communicati<strong>on</strong>s for a<br />
broader target of users and problem solving techniques to <str<strong>on</strong>g>di</str<strong>on</strong>g>agnose, face and<br />
solve problems of various nature.<br />
The methodology used was face-to-face less<strong>on</strong>s alternated by simulati<strong>on</strong>s, role<br />
playing case stu<str<strong>on</strong>g>di</str<strong>on</strong>g>es.<br />
25
The <strong>training</strong> methodology part was presented with face-to-face less<strong>on</strong>s, during<br />
which <strong>the</strong> various <strong>training</strong> methods were illustrated, learning stages during various<br />
phases of life, regulati<strong>on</strong>s regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng <strong>training</strong>, focusing attenti<strong>on</strong> <strong>on</strong> <strong>training</strong><br />
interventi<strong>on</strong>s for a broader target of users.<br />
During this module <strong>the</strong> participants expressed <strong>the</strong> need to learn techniques for<br />
planning a <strong>training</strong> acti<strong>on</strong> and <strong>the</strong>refore this was included, giving a general<br />
overview of how a <strong>training</strong> course is planned.<br />
During <strong>the</strong> module for m<strong>on</strong>itoring <strong>the</strong> <strong>training</strong> acti<strong>on</strong>, students were taught to<br />
evacuate before, during and after a <strong>training</strong> acti<strong>on</strong> as well as <strong>the</strong> various<br />
instruments to use: interviews, questi<strong>on</strong>naires, brainstorming.<br />
Finally <strong>the</strong>y were provided with computer know-how, how to use programmes<br />
necessary for c<strong>on</strong>ducting <strong>training</strong> activity, with particular attenti<strong>on</strong> to Power Point.<br />
They were also show aids and computer techniques for a broader user target.<br />
To offer a picture of <strong>the</strong> characteristic traits of <strong>the</strong> tourism scenario, <strong>the</strong> sec<strong>on</strong>d<br />
<strong>training</strong> stage was developed regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng <strong>the</strong> tourism industry, examining demand,<br />
supply, products and <str<strong>on</strong>g>di</str<strong>on</strong>g>stributi<strong>on</strong> channels.<br />
This topic was handled first in a general way and <strong>the</strong>n as part of tourism for all.<br />
After provi<str<strong>on</strong>g>di</str<strong>on</strong>g>ng <strong>the</strong> course participants with an overview of <strong>the</strong> figure of <strong>the</strong> trainer<br />
and of <strong>the</strong> tourism system, <strong>the</strong> third <strong>training</strong> stage focused <strong>on</strong> <strong>the</strong> topic of<br />
accessible tourism.<br />
Since <strong>the</strong> topic of tourism “for all” was unfamiliar to nearly all participants, it was<br />
necessary to go into this in detail, to supply students with a “toolbox” regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng<br />
<strong>the</strong> topics of accessible tourism.<br />
First <strong>the</strong>y were given an overview of <strong>the</strong> general aspects of accessibility, followed<br />
by an analysis of <strong>the</strong> legislative situati<strong>on</strong>.<br />
Afterwards this topic was g<strong>on</strong>e into in greater depth, <str<strong>on</strong>g>di</str<strong>on</strong>g>scussing <strong>the</strong> meaning,<br />
criteria and evaluati<strong>on</strong> of accessibility; examining <strong>the</strong> IGVAE Methodology, which<br />
provides instruments for surveying <strong>the</strong> accessibility of various structures.<br />
26
Students were also shown <strong>the</strong> project “Italia Per Tutti”, from which <strong>the</strong><br />
methodologies cited above derive.<br />
During his module, besides face-to-face less<strong>on</strong>s, <strong>the</strong>re were outing aimed at<br />
putting <strong>the</strong> knowledge acquired into practice: a “trip to Assisi when course<br />
participants visited <strong>the</strong> city in wheelchairs, thus simulating motor <str<strong>on</strong>g>di</str<strong>on</strong>g>sability and<br />
verifying <strong>the</strong> accessibility of <strong>the</strong> city.<br />
Also with <strong>the</strong> forms of <strong>the</strong> IG-VAE Methodology <strong>the</strong>y analysed <strong>the</strong> real accessibility<br />
of a hotel in Assisi, and <strong>the</strong>n produced a summary of <strong>the</strong> hotel describing what<br />
was found.<br />
In this stage <strong>the</strong> various types of <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilities were illustrated, provi<str<strong>on</strong>g>di</str<strong>on</strong>g>ng an<br />
overview of needs, and understan<str<strong>on</strong>g>di</str<strong>on</strong>g>ng how to welcome <strong>the</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>sabled tourist, <strong>the</strong><br />
attitudes and <strong>the</strong> relati<strong>on</strong>ships to undertake.<br />
During this module students participated in group projects and role playing to<br />
identify with various types of <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilities, attaining greater awareness of specific<br />
needs.<br />
From this point students began to plan a tourism package “for all”, applying all <strong>the</strong><br />
knowledge and competencies acquired during classroom less<strong>on</strong>s.<br />
At <strong>the</strong> end of <strong>the</strong> first three <strong>training</strong> stages students were evaluated in itinere to<br />
check <strong>on</strong> <strong>the</strong> knowledge acquired, by assigning <strong>the</strong>m topics, <strong>on</strong> which <strong>the</strong>y<br />
prepared a Power Point presentati<strong>on</strong>, which <strong>the</strong>y <strong>the</strong>n presented in class and <strong>on</strong><br />
which <strong>the</strong>y were evaluated by <strong>the</strong>ir teachers.<br />
The 200 hours of <strong>the</strong>ory were very useful for supplying clarificati<strong>on</strong>s <strong>on</strong> <strong>the</strong><br />
professi<strong>on</strong>al figure <strong>the</strong>y would represent at <strong>the</strong> end of <strong>the</strong> course and <strong>on</strong> <strong>the</strong><br />
labour market in which to “spend” <strong>the</strong> qualificati<strong>on</strong>.<br />
Moreover <strong>the</strong>y were provided new competencies, <strong>on</strong> a very interesting and timely<br />
topic such as tourism for all, coming to understand that tourists with specific<br />
27
needs have <strong>the</strong> same desire to “go <strong>on</strong> holiday” as we all do, if <strong>on</strong>ly <strong>on</strong>e listens to<br />
<strong>the</strong>m and provides detailed and precise informati<strong>on</strong>.<br />
3. Project Works realizati<strong>on</strong><br />
After <strong>the</strong> classroom <strong>training</strong> phase, <strong>the</strong>re was a final <strong>training</strong> stage regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng<br />
Project Work: 4 experimental educati<strong>on</strong>al modules each 20 hours l<strong>on</strong>g.<br />
For this activity, <strong>the</strong> course participants were <str<strong>on</strong>g>di</str<strong>on</strong>g>vided into four groups, each of<br />
which realised project work with <strong>the</strong> support of <strong>the</strong> at-a-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring of <strong>on</strong>e of<br />
<strong>the</strong> internati<strong>on</strong>al partners.<br />
The following table in<str<strong>on</strong>g>di</str<strong>on</strong>g>cates <strong>the</strong> title of <strong>the</strong> project work, <strong>the</strong> names of <strong>the</strong> four<br />
participants that worked <strong>on</strong> it and <strong>the</strong> name of <strong>the</strong> partner who was <strong>the</strong>ir at-a<str<strong>on</strong>g>di</str<strong>on</strong>g>stance<br />
tutor.<br />
Project Work Participants Partner<br />
The accessible destinati<strong>on</strong><br />
The accessibile tourism<br />
product<br />
Techniques for welcoming<br />
clients with specific needs<br />
and customer care<br />
Promoti<strong>on</strong> and<br />
commercializati<strong>on</strong> of <strong>the</strong><br />
accessible tourism product<br />
Lucilla Morelli<br />
Marta Nocco<br />
Alfredo Petrillo<br />
Samanta Stolfi<br />
Jacopo Borghetti<br />
Stefania Centi<br />
Maria Chiara Moss<strong>on</strong>e<br />
Ele<strong>on</strong>ora Tram<strong>on</strong>ti<br />
Chrysoula Alyfanti<br />
M<strong>on</strong>ica De Santis<br />
Laura Illuminati<br />
Cataldo Maltese<br />
Davide Catena<br />
D<strong>on</strong>atella Logorio<br />
Roberta Pansolini<br />
Neumann C<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t<br />
Turism för alla<br />
Info-han<str<strong>on</strong>g>di</str<strong>on</strong>g>cap<br />
IPF<br />
28
Alessandra Rossetti<br />
To carry out <strong>the</strong> project works, <strong>the</strong> course participants had to prepare a series of<br />
less<strong>on</strong>s, structuring <strong>the</strong>m as if <strong>the</strong>y were to go in <strong>the</strong> classroom, realizing <strong>the</strong><br />
following activities:<br />
- identificati<strong>on</strong> of c<strong>on</strong>tents<br />
- preparati<strong>on</strong> of an outline of <strong>the</strong> topics to be dealt with during <strong>the</strong> less<strong>on</strong>s<br />
- preparati<strong>on</strong> of <strong>the</strong> <strong>training</strong> c<strong>on</strong>tents<br />
- choice of <strong>the</strong> method of presentati<strong>on</strong> in <strong>the</strong> classroom (slides, PowerPoint<br />
presentati<strong>on</strong> or o<strong>the</strong>r)<br />
- preparati<strong>on</strong> of <strong>the</strong> presentati<strong>on</strong><br />
- preparati<strong>on</strong> and drawing up of handouts<br />
The students, as <strong>the</strong>y proceeded in <strong>the</strong> realisati<strong>on</strong> of <strong>the</strong> <strong>training</strong> c<strong>on</strong>tent and in<br />
<strong>the</strong> preparati<strong>on</strong> of <strong>the</strong> educati<strong>on</strong>al material, were required to perio<str<strong>on</strong>g>di</str<strong>on</strong>g>cally send <strong>the</strong><br />
reference partner-tutor what <strong>the</strong>y have realised for his/her evaluati<strong>on</strong><br />
In <strong>the</strong>ir l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring activity <strong>the</strong> trans-nati<strong>on</strong>al partners had to:<br />
− Support <strong>the</strong> students in identifying <strong>the</strong> main topics which must be dealt with<br />
in <strong>the</strong> less<strong>on</strong>s, with reference to <strong>the</strong> topic and its breakdown as agreed up<strong>on</strong><br />
during <strong>the</strong> Luxembourg meeting and <str<strong>on</strong>g>report</str<strong>on</strong>g>ed in <strong>the</strong> minutes of <strong>the</strong> meeting<br />
itself<br />
− Suggest <strong>the</strong> c<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>tati<strong>on</strong> of support material (texts, o<strong>the</strong>r publicati<strong>on</strong>s,<br />
Internet sites, etc.) for <strong>the</strong> realisati<strong>on</strong> of <strong>the</strong> <strong>training</strong> c<strong>on</strong>tent<br />
− Perio<str<strong>on</strong>g>di</str<strong>on</strong>g>cally m<strong>on</strong>itor <strong>the</strong> progress of <strong>the</strong>ir work suggesting mo<str<strong>on</strong>g>di</str<strong>on</strong>g>ficati<strong>on</strong>s,<br />
integrati<strong>on</strong>s, etc.<br />
− In<str<strong>on</strong>g>di</str<strong>on</strong>g>cate better methods for <strong>the</strong> classroom presentati<strong>on</strong><br />
− Support <strong>the</strong> students in <strong>the</strong> preparati<strong>on</strong> of <strong>the</strong> handouts<br />
29
Besides <strong>the</strong> at-a-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring activity, all <strong>the</strong> partnership agreed that three<br />
meetings of <strong>the</strong> course participants with <strong>the</strong>ir respective tutors were necessary.<br />
These meetings were held in Assisi, <strong>on</strong> 14 October 2005 and <strong>on</strong> 5 and 6 December<br />
2005, and in Malaga during <strong>the</strong> internati<strong>on</strong>al meeting <strong>on</strong> 26 and 27 January 2006.<br />
In <strong>the</strong> pages to follow you will find <strong>the</strong> <str<strong>on</strong>g>report</str<strong>on</strong>g>s by <strong>the</strong> four internati<strong>on</strong>al partners<br />
<strong>on</strong> <strong>the</strong>ir at-a-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring activities.<br />
30
EU.FOR.ME PROJECT / TUTORING REPORT<br />
Partner: Neumann C<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t<br />
7. L<strong>on</strong>g Distance Tutor<br />
Dr. Peter Neumann, Director of NeumannC<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t and senior lecturer at <strong>the</strong><br />
University of Münster. Assisted by Andrea Mallas (NeumannC<strong>on</strong><str<strong>on</strong>g>sul</str<strong>on</strong>g>t).<br />
8. Students<br />
Lucilla Morelli, Marta Nocco, Alfredo Petrillo, Samanta Stolfi<br />
9. Objectives of L<strong>on</strong>g Distance Tutoring<br />
Within <strong>the</strong> EU.FOR.ME project <strong>the</strong> students should develop, <strong>on</strong> <strong>the</strong> basis of <strong>the</strong> skills<br />
acquired during <strong>the</strong> <strong>training</strong> course, <strong>training</strong> modules (project work) <strong>on</strong> <strong>the</strong> topics of<br />
<strong>the</strong> accessibility of <strong>the</strong> tourism product and tourism destinati<strong>on</strong>, of <strong>the</strong> welcoming of<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>sabled customers and of <strong>the</strong> preparati<strong>on</strong> of products suited to <strong>the</strong> identified<br />
target, which can be supplied by public and private instituti<strong>on</strong>s (Instituti<strong>on</strong>s of<br />
higher educati<strong>on</strong>, professi<strong>on</strong>al schools for tourism, Universities, post-university<br />
and/or professi<strong>on</strong>al <strong>training</strong> agencies) which can be inserted into study plans,<br />
educati<strong>on</strong>al programmes and experimental laboratories. In carrying out <strong>the</strong> project<br />
work <strong>the</strong> students should profit from <strong>the</strong> at-a-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring of <strong>the</strong> project’s<br />
European partners and of <strong>the</strong> panel of young people with <str<strong>on</strong>g>di</str<strong>on</strong>g>sabilities. The same<br />
modules planned by <strong>the</strong> students will be used during <strong>the</strong> experimental phase called<br />
for in <strong>the</strong> project.<br />
In <strong>training</strong> unit no. 16 <strong>the</strong> whole group of students had to produce a <strong>training</strong><br />
module lasting 20 hours. This module should be tested by <strong>the</strong> Training for Trainers<br />
course participants at <strong>the</strong> end of <strong>the</strong> course durati<strong>on</strong>. The topic <strong>on</strong> which <strong>the</strong> project<br />
work should be developed was approved and assigned.<br />
31
The group of students tutored by <strong>the</strong> German partners of <strong>the</strong> project had to work<br />
<strong>on</strong>:<br />
Project Work 1 “Accessible destinati<strong>on</strong>”.<br />
Skills:<br />
Ability to develop <strong>training</strong> modules <strong>on</strong> <strong>the</strong> topic of “accessible destinati<strong>on</strong>”<br />
Theoretical-technical skills:<br />
Applying <strong>the</strong> knowledge acquired by atten<str<strong>on</strong>g>di</str<strong>on</strong>g>ng <strong>the</strong> <strong>training</strong> units of which course<br />
c<strong>on</strong>sists.<br />
C<strong>on</strong>tents:<br />
The c<strong>on</strong>tents of <strong>the</strong> project work should be defined in a subsequent phase by a<br />
comm<strong>on</strong> agreement of <strong>the</strong> <strong>training</strong> course participants (students) and <strong>the</strong> project<br />
partners (tutors).<br />
Training methods:<br />
Group work is c<strong>on</strong>stantly backed up by <strong>the</strong> classroom tutor and by at-a-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance<br />
tutoring of <strong>the</strong> project partners.<br />
Objectives of at-a-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring:<br />
Assistance and advice from <strong>the</strong> tutor regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng c<strong>on</strong>tents and methods in general<br />
and esp. in <strong>the</strong> field of accessibility / accessible tourism as well as sharing<br />
experiences regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng methods of teaching and <strong>training</strong>.<br />
10. C<strong>on</strong>tent and Tasks of L<strong>on</strong>g Distance Tutoring<br />
Main C<strong>on</strong>tents of Project Work 1 “Accessible Destinati<strong>on</strong>”:<br />
<br />
<br />
Why a tourism destinati<strong>on</strong> should be made accessible In<str<strong>on</strong>g>di</str<strong>on</strong>g>cators for <strong>the</strong><br />
evaluati<strong>on</strong> of accessibility (SWOT-Analysis)<br />
Legislative overviewImportance and restricti<strong>on</strong>s c<strong>on</strong>cerning <strong>the</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent<br />
elements in <strong>the</strong> entire tourism chain (organisati<strong>on</strong>, accommodati<strong>on</strong>,<br />
catering, transport,, shopping, public services, artistic/m<strong>on</strong>umental heritage,<br />
32
protected natural areas, informati<strong>on</strong>/welcome points etc.)“The Accessibility<br />
Pyramid”Quality of products in relati<strong>on</strong> to <strong>the</strong> target groups<br />
Main Tasks of <strong>the</strong> group:<br />
<br />
<br />
Producing a <strong>training</strong> module lasting 20 hours with <strong>the</strong> help of a curriculum<br />
(c<strong>on</strong>tent, timescale, learning targets, methods, working material),<br />
(interactive) methods, (accessible) PowerPoint presentati<strong>on</strong>s and working<br />
material<br />
Testing <strong>the</strong> <strong>training</strong> module by <strong>the</strong> Training for Trainers course participants<br />
at <strong>the</strong> end of <strong>the</strong> course durati<strong>on</strong><br />
11. Experiences of L<strong>on</strong>g Distance Tutoring<br />
After <strong>the</strong> successful outcome of <strong>the</strong> project work <strong>the</strong> experiences of L<strong>on</strong>g Distance<br />
Tutoring made by <strong>the</strong> tutor can be summarized in <strong>the</strong> following pros and c<strong>on</strong>s:<br />
Pros:<br />
+ Aut<strong>on</strong>omy of <strong>the</strong> students<br />
+ Necessity to work in groups and to coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nate within <strong>the</strong> groups<br />
+ Necessity to point out a resp<strong>on</strong>sible pers<strong>on</strong> or a coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nator to<br />
synchr<strong>on</strong>ise <strong>the</strong> communicati<strong>on</strong> with <strong>the</strong> tutor<br />
+ Respect of <str<strong>on</strong>g>di</str<strong>on</strong>g>scipline and meeting deadlines within <strong>the</strong> group<br />
+ New experiences for students and tutor (cooperating of students and<br />
tutors from <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent European countries, sharing experiences<br />
regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng <strong>the</strong> main topic of <strong>the</strong> project, sharing of professi<strong>on</strong>al and<br />
practical knowledge, c<strong>on</strong>tributi<strong>on</strong> for better internati<strong>on</strong>al<br />
understan<str<strong>on</strong>g>di</str<strong>on</strong>g>ng)<br />
+ Start of an exchange between students and lecturers from <strong>the</strong><br />
University of Perugia/Assisi and University of Münster (e.g. Erasmus<br />
Exchange Programme)<br />
33
+ Sharing experiences between <strong>the</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent tutors (mainly between<br />
<strong>the</strong> Swe<str<strong>on</strong>g>di</str<strong>on</strong>g>sh and <strong>the</strong> German tutor)<br />
C<strong>on</strong>s:<br />
— Difficulties to meet <strong>the</strong> deadlines (within <strong>the</strong> group and between<br />
students and tutor)<br />
— <str<strong>on</strong>g>di</str<strong>on</strong>g>fficult communicati<strong>on</strong> between students and tutor (from Italian<br />
language into English, from English into German and vice-versa)<br />
— Different methods and understan<str<strong>on</strong>g>di</str<strong>on</strong>g>ng in teaching and learning within<br />
seminar groups in Italy and Germany<br />
12. C<strong>on</strong>clusi<strong>on</strong><br />
All in all, <strong>the</strong> l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring was very positive, with high potential to be<br />
expanded also at a nati<strong>on</strong>al level in Germany. The three face-to-face meetings<br />
which <strong>the</strong> tutor had with <strong>the</strong> students (14th of October 2005 in Assisi, 5th and 6th<br />
of December 2005 in Assisi and 26th - 27th January 2006 in Malaga) were very<br />
important in order to establish a successful cooperati<strong>on</strong> and an effective work plan<br />
(deadlines, who c<strong>on</strong>tacts who etc.).<br />
For <strong>the</strong> successful final project work <strong>the</strong> students took into c<strong>on</strong>siderati<strong>on</strong> <strong>the</strong><br />
remarks and advice of <strong>the</strong> tutor. Good c<strong>on</strong>tacts and <strong>the</strong> relati<strong>on</strong>ship have improved<br />
through <strong>the</strong> exchanges and <strong>the</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent meetings. Both sides benefit from <strong>the</strong> l<strong>on</strong>g<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring.<br />
Regar<str<strong>on</strong>g>di</str<strong>on</strong>g>ng future projects we would like to suggest more face to face meetings<br />
between participants and tutors.<br />
34
EU.FOR.ME PROJECT / TUTORING REPORT<br />
Partner: IPF<br />
Pro:<br />
It is a very good experience to test a new educative module with participants in<br />
ano<strong>the</strong>r countries. This is a way of experiencing a str<strong>on</strong>g integrati<strong>on</strong> at <strong>the</strong> same<br />
time am<strong>on</strong>g EU citizens taking into account always <strong>the</strong> YOUTH target group of this<br />
project.<br />
C<strong>on</strong>s:<br />
More <str<strong>on</strong>g>di</str<strong>on</strong>g>rect c<strong>on</strong>tact am<strong>on</strong>g participants and tutors would have been necessary<br />
from both sides from <strong>the</strong> very beginning of <strong>the</strong> project. Tutors would have liked to<br />
express <strong>the</strong>mselves, to tutor more hours face to face, and more often that it was<br />
d<strong>on</strong>e.<br />
Comments:<br />
Due to <strong>the</strong> problem above faced c<strong>on</strong>cerning few meetings tutors/participants, and<br />
even if we c<strong>on</strong>sider as very good <strong>the</strong> final re<str<strong>on</strong>g>sul</str<strong>on</strong>g>t, we would like to suggest <strong>the</strong> fact<br />
of more face to face meetings participants/tutors in eventual future projects.<br />
Re<str<strong>on</strong>g>sul</str<strong>on</strong>g>ts:<br />
As above in<str<strong>on</strong>g>di</str<strong>on</strong>g>cated, we c<strong>on</strong>sider very good <strong>the</strong> final product. It is too so<strong>on</strong> to<br />
speak about real re<str<strong>on</strong>g>sul</str<strong>on</strong>g>ts but <strong>the</strong> experience up to this point seems to in<str<strong>on</strong>g>di</str<strong>on</strong>g>cate a<br />
great projecti<strong>on</strong> of <strong>the</strong> product at an educati<strong>on</strong>al and social level.<br />
Acquired experience:<br />
For future projects, when dealing with l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring it cannot be forgotten<br />
to plan exactly specific “appointments” between tutor-students as well as <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent<br />
means of communicati<strong>on</strong>s must be organised better. It is important to point out<br />
<strong>the</strong> students <strong>the</strong> importance of keeping established deadlines for submitting work<br />
and c<strong>on</strong>tacting <strong>the</strong>ir tutor/s.<br />
EU.FOR.ME PROJECT / TUTORING REPORT<br />
35
Partner: Info-han<str<strong>on</strong>g>di</str<strong>on</strong>g>cap<br />
Tutor :<br />
Sylviane Jeanty (till 30.10.2006) and Fabienne Feller (from 01.11.2005) – Info-<br />
Han<str<strong>on</strong>g>di</str<strong>on</strong>g>cap<br />
Students :<br />
- Chrissa Alyfanti (resp<strong>on</strong>sible of <strong>the</strong> group)<br />
- M<strong>on</strong>ica De Santis<br />
- Laura Illuminati<br />
- Cataldo Maltese<br />
-<br />
+ Ressource pers<strong>on</strong> in Italy :<br />
- S<strong>on</strong>ia Vissani<br />
+ Ressource pers<strong>on</strong>s in Luxembourg – youth panel in Luxembourg :<br />
- Chris Rehlinger (Resp<strong>on</strong>sible of <strong>the</strong> group)<br />
- Can<str<strong>on</strong>g>di</str<strong>on</strong>g>do Laporta<br />
- Marc Pauly<br />
- Ken Hoss<br />
- Andréa Delvaux<br />
- Patricia Tavares<br />
Objectives of tutoring :<br />
- Facilitate aut<strong>on</strong>omy of <strong>the</strong> group<br />
- Advices and methodology from <strong>the</strong> tutor<br />
- Adopti<strong>on</strong> of a calendar and deadlines in comm<strong>on</strong><br />
Preliminaries :<br />
36
As it has already been said, a c<strong>on</strong>tact at least is very important before starting a<br />
l<strong>on</strong>g-<str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring to create links between <strong>the</strong> pers<strong>on</strong>s. All students and tutors<br />
pointed out that <strong>the</strong> three face-to-face meetings were essential to establish a<br />
fruitful cooperati<strong>on</strong> and an effective work plan.<br />
It is also easier to fix rules in face-to-face (deadlines, who c<strong>on</strong>tacts who,…)<br />
Normally <strong>the</strong> best way to proceed is a mix between virtual and presential<br />
meetings.<br />
Pro of l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring<br />
- Aut<strong>on</strong>omy of <strong>the</strong> students<br />
- Necessity to work in group (for <strong>the</strong> students) and to coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nate<br />
- Necessity to point out a resp<strong>on</strong>sible or a coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nator to synchr<strong>on</strong>ise <strong>the</strong><br />
sen<str<strong>on</strong>g>di</str<strong>on</strong>g>ngs and <str<strong>on</strong>g>di</str<strong>on</strong>g>spatching of answers<br />
- Respect of <str<strong>on</strong>g>di</str<strong>on</strong>g>scipline and deadlines<br />
C<strong>on</strong>s of l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring<br />
- Difficulties to respect <strong>the</strong> deadlines<br />
- Difficulties to communicate (<strong>the</strong> informati<strong>on</strong> is summarised, <strong>the</strong> nuances<br />
are not easy to understand, commentaries are not lively,...)<br />
Comments,<br />
- After <strong>the</strong> meeting in Perugia, we fixed a calendar and decided to exchange,<br />
by mail, all <strong>the</strong> documents every friday.<br />
- It seems that <strong>the</strong>re were lacks of communicati<strong>on</strong> and synchr<strong>on</strong>isati<strong>on</strong> inside<br />
<strong>the</strong> group that influences <strong>on</strong> <strong>the</strong> exchanges with <strong>the</strong> tutor<br />
- The <str<strong>on</strong>g>di</str<strong>on</strong>g>fference of knowledge in English <str<strong>on</strong>g>di</str<strong>on</strong>g>dn’t facilitate <strong>the</strong> communicati<strong>on</strong> , a<br />
lot of informati<strong>on</strong> have been sent in Italian. Youngsters of <strong>the</strong> youth panel<br />
in Luxembourg almost d<strong>on</strong>’t speak English, so <strong>the</strong>re were lots of work in<br />
translating documents to English or French.<br />
37
- There were no c<strong>on</strong>tacts between <strong>the</strong> tutors, (for what I know) which could<br />
have been a good thing.<br />
Re<str<strong>on</strong>g>sul</str<strong>on</strong>g>ts, acquired experience<br />
- Despite <strong>the</strong> little lack of coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nati<strong>on</strong>, all <strong>the</strong> work has been d<strong>on</strong>e and <strong>the</strong><br />
course is finished. The students took <strong>the</strong> remarks in c<strong>on</strong>siderati<strong>on</strong>. Good<br />
c<strong>on</strong>tacts and <strong>the</strong> relati<strong>on</strong>ship has improved through <strong>the</strong> exchanges and <strong>the</strong><br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>fferent meetings.<br />
- It was very positive and interesting<br />
38
EU.FOR.ME PROJECT / TUTORING REPORT<br />
Partner: Turism för alla<br />
Tutor<br />
Lilian Müller, Turism för alla i Sverige<br />
Students<br />
Jacopo Borghetti<br />
Stefania Centi<br />
Chiara Moss<strong>on</strong>e<br />
Ele<strong>on</strong>ora Tram<strong>on</strong>ti<br />
Objectives of L<strong>on</strong>g Distance Tutoring<br />
The main aim of <strong>the</strong> project works within <strong>the</strong> EU.FOR.ME project was to develop<br />
<strong>training</strong> modules <strong>on</strong> <strong>the</strong> topic of accessible touism, targeted and tailor-made to<br />
suit professi<strong>on</strong>al <strong>training</strong> and educati<strong>on</strong> in tourism <strong>on</strong> higher levels.<br />
As EU.FOR.ME is an European-wide transnati<strong>on</strong>al project, <strong>the</strong> idea was to let <strong>the</strong><br />
student benefit from experiences and knowledge made in <strong>the</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent partipating<br />
countries in <strong>the</strong> field of accessible tourism. This could also be a possibility in order<br />
to produce <strong>training</strong> modules that also very well could suit <strong>the</strong> tourism <strong>training</strong> and<br />
educati<strong>on</strong> in <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent countries and <strong>on</strong> a transnati<strong>on</strong>al level.<br />
The students should produce a <strong>training</strong> module of 20 hours, to be tested at <strong>the</strong><br />
end of <strong>the</strong> course. The topic of this group's work (Project Work no 2) was<br />
"The accessible tourism product".<br />
The module should integrate <strong>the</strong> skills acquired by <strong>the</strong> students al<strong>on</strong>g <strong>the</strong><br />
"Training for trainers" course, and satisfy <strong>the</strong> needs am<strong>on</strong>g tourism operators for<br />
specific knowledge about <strong>the</strong> characteristics of a tourism product that could be<br />
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c<strong>on</strong>sidered as accessible; and <strong>the</strong> instruments of making tourism products<br />
accessible for all.<br />
In <strong>the</strong> Project Work, <strong>the</strong> students should be able to develop <strong>training</strong> modules <strong>on</strong><br />
<strong>the</strong> topic accessible tourism and make use of <strong>the</strong> knowledge and skills attained<br />
in <strong>the</strong> <strong>training</strong> course.<br />
The objectives from a tutoring perspective has been to share and c<strong>on</strong>vey<br />
knowledge and experiences from a European (and Scan<str<strong>on</strong>g>di</str<strong>on</strong>g>navian) perspective in<br />
<strong>the</strong> field of accessible tourism, and <strong>the</strong> method of l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance learning. One<br />
important purpose has been to<br />
support <strong>the</strong> students <strong>on</strong> <strong>the</strong> basis of an independent and aut<strong>on</strong>omous work.<br />
Main c<strong>on</strong>tent and re<str<strong>on</strong>g>sul</str<strong>on</strong>g>ts of project work 2<br />
The re<str<strong>on</strong>g>sul</str<strong>on</strong>g>ts of <strong>the</strong> Project Work no 2 corresp<strong>on</strong>ds very well to <strong>the</strong> targets that has<br />
been set.<br />
The <strong>training</strong> module "The accessible tourism product" has been built up<strong>on</strong><br />
following head subjects:<br />
- Elements of accessibility and <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent perspectives of accessibility<br />
- Characteristics of an accessible tourism product<br />
- Instruments and methods for evaluati<strong>on</strong> of accessibility<br />
- Best practises<br />
- C<strong>on</strong>clusi<strong>on</strong>s<br />
In <strong>the</strong> third part, to evaluate accessibility, <strong>the</strong> existing laws in Italy and methods<br />
used in Italy has been presented. This is relevant as l<strong>on</strong>g as <strong>the</strong> <strong>training</strong> module is<br />
presented in Italy, and can very easy be changed and adjusted, when used in<br />
o<strong>the</strong>r countries.<br />
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The work has been developed within <strong>the</strong> group with support and advices from me<br />
as a l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutor and from <strong>the</strong> resource pers<strong>on</strong>s at <strong>the</strong> <strong>training</strong> course in<br />
Assisi.<br />
Experiences<br />
As this l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutoring were not based <strong>on</strong> an ICT platform, it was of<br />
essential importance to organize some face-to-face meetings, at <strong>the</strong> beginning of<br />
<strong>the</strong> work and twice al<strong>on</strong>g <strong>the</strong> process. One experience, at least from <strong>the</strong> tutors<br />
point of view, is that <strong>the</strong> work should probably have benefit from of having <strong>the</strong><br />
possibility to use Internet more actively as a tool for l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance learning.<br />
Communicati<strong>on</strong> <strong>on</strong>ly by e-mail is not enough when dealing with a complicated<br />
subject as accessible tourism, fur<strong>the</strong>rmore as <strong>the</strong>re still might exist some<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>fferences between <strong>the</strong> European countries in legislati<strong>on</strong> and <strong>the</strong> understan<str<strong>on</strong>g>di</str<strong>on</strong>g>ng of<br />
accessible tourism as a c<strong>on</strong>cept.<br />
Some o<strong>the</strong>r + and -:<br />
+<br />
The possibility to bring in an European perspective in a very c<strong>on</strong>crete way, in<br />
order to create a comm<strong>on</strong>, trans-nati<strong>on</strong>al product that really can be used in<br />
<str<strong>on</strong>g>di</str<strong>on</strong>g>fferent countries.<br />
Positive experiences both for students and <strong>the</strong> tutors, to share experiences<br />
between <strong>the</strong> countries; which also might have a positive impact <strong>on</strong> <strong>the</strong><br />
development of an European comm<strong>on</strong> understan<str<strong>on</strong>g>di</str<strong>on</strong>g>ng of accessible tourism.<br />
Important to work toge<strong>the</strong>r in groups because of <strong>the</strong> necessity of <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent<br />
perspectives and competences in developing <strong>the</strong> module.<br />
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The necessity to communicate in a foreign language might also have a positive<br />
impact <strong>on</strong> <strong>the</strong> product in order to find comm<strong>on</strong> words and ways to express what<br />
accessible tourism is.<br />
Possibilities to develop <strong>the</strong> co-operati<strong>on</strong> between tutors (mainly<br />
Germany/Sweden);<br />
and possibilities for future co-operati<strong>on</strong> in <strong>training</strong> and educati<strong>on</strong> of accessible<br />
tourism.<br />
-<br />
Lack of communicati<strong>on</strong> between l<strong>on</strong>g <str<strong>on</strong>g>di</str<strong>on</strong>g>stance tutors and local teachers/resource<br />
pers<strong>on</strong>s. There should have been more time and possibilities foreseen i e for<br />
coor<str<strong>on</strong>g>di</str<strong>on</strong>g>nati<strong>on</strong> and a comm<strong>on</strong> <str<strong>on</strong>g>di</str<strong>on</strong>g>scussi<strong>on</strong> <strong>on</strong> objectives-methods of <strong>the</strong> project<br />
work, <strong>the</strong> comm<strong>on</strong> understan<str<strong>on</strong>g>di</str<strong>on</strong>g>ng of accessibility e t c.<br />
Difficulties to respect <strong>the</strong> deadlines (within <strong>the</strong> group and between students-tutor)<br />
The <strong>training</strong> course as a whole should have been held in English as a comm<strong>on</strong><br />
language for <strong>the</strong> subject is necessary from <strong>the</strong> very beginning.<br />
Comments and c<strong>on</strong>clusi<strong>on</strong>s<br />
Despite <str<strong>on</strong>g>di</str<strong>on</strong>g>fficulties and challenges, <strong>the</strong> work has been brought to an end, and we<br />
have a product that has a high potential to be spread in our <str<strong>on</strong>g>di</str<strong>on</strong>g>fferent countries<br />
and <strong>the</strong> rest of EU.<br />
The c<strong>on</strong>tacts and relati<strong>on</strong>ships with <strong>the</strong> students was a very positive experience<br />
that hopefully brought new perspectives in both <str<strong>on</strong>g>di</str<strong>on</strong>g>recti<strong>on</strong>s.<br />
The method used can be fur<strong>the</strong>r developed, i e combined with ICT-tools, to be<br />
used in future trans-nati<strong>on</strong>al <strong>training</strong> projects in general, and am<strong>on</strong>g <strong>the</strong> existing<br />
partnership of EU.FOR.ME in particular.<br />
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