The 9 th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 (E)LEARNING CITIZENSHIP AND PARTICIPATION: INTERACTIVE PLATFORM TO SUPPORT ACTIVE LEARNING AND PRACTICE OF CIVIC COMPETENCIES Oana Moșoiu University of Bucharest, Romania oanamonica.mosoiu@g.unibuc.ro Doru Ștefănescu Social IT/Asociația GREPIT dorusvlad@gmail.com Abstract: In the past decade, there has been a continuous increase of educational activities using technology to support the active process of learning. Either in form of social media, communication groups or elearning platforms, the technology and internet helps learning processes by making virtual space a meeting point for interactive activities connected with learning: communication, project development, implementation and dissemination, reflection and post-project/follow up innitiatives. The de-monopolisation of virtual space with the 2.0 era and use the current 3.0 generation allows more and more users to become contributors to the content available online, with a double facet issue: increase of quantity of content and number of contributors vs problematic quality of content, sources of documentation and validity of information provided. Still, the learning triggered by the means of internet is a valuable way to keep learners interested and active in the process. The last Ericsson ConsumerLab report - Learning and Education in the Networked Society announces the end of education era and start of the true learning era in a networked society - more individualized learning process, more personal-oriented and self-managed. The present study presents how an interactive platform to support the project of learning active citizenship and participation though the pupils’ council within schools at national level can be the tool for the process and the result of technology mediated learning. Keywords: civic competencies, interactivity, platform, e-learning, community learning I. LEARNING IN A NETWORKED SOCIETY The current society challenges the way learning is produced, delivered, applied, evaluated and followed up with new learning assignments. Usage of ICT in diverse forms adapted to the needs of learners and accesibility of equipment or software preference has made educators to re-think their learning interaction with students. The Erricson Consumer Lab report showing the trends in consumers’ behaviour, lists Learning in Transformation as one of such trend [1]: “A significant number of young people today live in an interactive culture characterized by unlimited access to information and content, anytime, anywhere. It is a culture that relies on peer-to- peer interaction for information to legitimize opinions, actions and behavior. This cultural change is now impacting educational institutions and learning itself.” This assertion is completed with new requirements from the educational systems to ensure higher levels of cognitive processes development, such as evaluation and creativity. European Commission has launched, at the end of 2012, a new strategy to reorganize educational systems of