As the SORAPS Project enters its implementation phase, the University of Salamanca (USAL) will set up a training course to be held in two sessions: the first one, from 9th to 13th April, 2018, and the second one from 17th to 21st December, 2018. Teachers participating to this course will be able to gain a full picture of the aims and objectives of the SORAPS project, while also learning how to properly make use of the Online Platform and the other tools made available by the project. In addition, teachers will be presented with the main topics related to the aim of the project, such as Human Rights, Religious freedom, stereotypes and intercultural dialogue, and will learn the proper teaching methodologies and techniques to introduce them in class. The sessions will cover a wide array of topics and will envision frontal theoretical lessons as well as practical ones, delivered by the project partner institutions. The contents presented during the course will be deepened during the Online Training, which will constitute the follow up of the face-to-face training.
At this link a provisional syllabus of the training course. Very soon the final agenda of the training course. Stay tuned!
The WYRED team wishes you every happiness this Christmas and sincere good wishes for a Happy New Year!
We are waiting for you to continue with more energies and activities in all the WYRED groups in Europe in 2018.
Doğa School, partner of the WYRED Project, organised a workshop on 11th November 2017 at Doğa’s Ataşehir 1 campus, in collaboration between Netictech’s Education and Technology Advisor, Daniele Ottorino Arati, and Doğa’s EU Project Coordinator, Zuhal Yılmaz Doğan.
The session was attended by 43 students in 9th, 10th and 11th grade from a variety of Doğa’s campuses (Ataşehir 1, Ataşehir 3, Acıbadem, Acarkent, Bostanci, Çamlıca, Çekmeköy, Kadıköy, Kurtköy, Kartal and Tuzla).
The course provided the students with the necessary basic skills and knowledge to design and prepare a research activity, to identify the correct data collection technique, to design data collection tools, to construct prototypes and to obtain and interpret findings, etc. As part of the hands-on workshop, students designed and created prototypes, which they had to present to an audience, canvassing for votes.
Within the scope of the WYRED project, the workshops with our students will be repeated at regular intervals for the dissemination and development of these studies. At the end of these trainings, successful research projects will be shared within the framework of the WYRED project.
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Between 13 and 15 November 2017, the consortium partners participated in the third WYRED project meeting, hosted in the Oxfam Italia premises in Florence.
The meeting was not just essential to assess the progress made so far and share the diverse experiences and expectations pooled during the first cycle of implementation, but it also proved crucial to define the next steps to be made.
The need to define new strategies to engage more stakeholders and young people in the project activities was, in a way, the core of the meeting; many other ideas were also shared, most of them trying to resolve the main concerns arisen during the implementation of the first phase.
The efforts and discussions made over the three days definitely paid off: the consortium partners succeeded in solving most of the issues concerning the accessibility to the online platform, redesign the Delphi from scratch, and scheduled several national and international events to promote the Project. Online forums on topics of current and global interest have also been set up: they will be focusing, at least at this initial stage, on environmental pollution, tolerance and migration, gender-based discrimination and violence, and be led by the young participants to the WYRED Project.
Stay tuned to receive further information about the future of WYRED!
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TECCOM18 workshops on the WYRED platform
A group of 80 young people of the first year of the Degree in Social Education at the University of Salamanca has collaborated in the development of pilot experiences of the WYRED platform.
In this case, and in the context of a subject in which conflict resolution is addressed, the students were divided into 12 groups to promote a series of social dialogues on topics that they considered to be of interest and that fit into the set of topics of the project.
The process of selection and configuration of the social dialogues began with the presentation of the proposed themes in a collaborative mural using Padlet (https://padlet.com). Once exposed in the classroom, with the purpose of guaranteeing the greatest possible variety of topics, the groups designated a partner who would act as a facilitator and who, later, would be responsible for inviting the rest of the classmates and setting up their own community in the community platform.
Students will discuss the chosen topic in their group for three weeks and will prepare a report in which the following aspects will be reflected:
- Definition and description of the chosen topic.
- To what extent the chosen theme affects them as young people.
- Proposals to solve or improve the situation of the problem addressed.
- Experience of use and proposal of improvement of the WYRED platform.
The topics chosen by the students cover the following aspects, among others: reasons for stress among young people; cyberbullying, sexting and other forms of digital humiliation; machismo and distorted image of women in the digital society; anonymity, privacy and digital identity; deep web; influencers, false myths and digital popularity.
Francisco José García Peñalvo and María José Rodríguez Conde of the University of Salamanca presented an overview of the research of the GRIAL group on multiculturality and educational innovation at the 5th edition of the international TEEM conference Technological Ecosystems for Enhancing Multiculturality, organized by the GRIAL group this year in collaboration with the University of Cádiz and the EVALfor group.
In particular, the track on Educational Assessment & Evaluation in Digital Society chaired by researchers of the E-EVALINTO team, was the framework for the presentation of the new trends on Assessment & Evaluation to a specialized group of stakeholders.
The GRIAL group is currently working on four Erasmus+ projects focused on valorizing intercultural teaching and learning from different perspectives: the promotion of multilingualism in classroom (VALUE), the training of teachers in dealing with the inclusion of migrant students (STEMS) and more properly on topics like contemporary religious pluralism (SORAPS) and the evaluation of the impact of peer mentoring activities as a methodological approach to foster the creation of an intercultural context at school (E-EVALINTO).
WYRED Platform launch
The first version of the WYRED platform is now available. After months of development and internal testing, in which we have been working intensively, we started the public experimentation phase, initially open to small groups and controlled by the consortium partners. The environment will be tested with the collaboration of users of different age ranges and interests, with the aim of having a robust, reliable and safe system, able to adapt to the different uses that can be made of the platform in the framework of the project.
In the next months, these groups of users invited by the partners will carry out different activities, mainly oriented to the development of social dialogues. Small groups will also be invited to carry out collaborative projects and to present their results.
In this way, the WYRED environment will be ready to accept any initiative that fits in with the objectives of the project.
The Ca’ Foscari University of Venice was officially invited by the International Society for Historical and Systematic Research on Textbooks and Educational Media (IGSBi) to the Annual Conference of the International Society for Historical and Systematic Research On Textbooks And Educational Media present EU projects related to Religious Education. Never, as in the year of the Fifth Centenary of the Protestant Reformation, addressing the important and often neglected topic “Religion and Educational Media” has proved so relevant. The numerous proposals and the pleasing number of more than 60 participants, were further proofs of the importance of the topic.
Within this context, the IERS – Intercultural Education through Religious Studies project and its successor, the SORAPS – Study of Religions against Prejudice and Stereotypes have been presented and greatly appreciated by the participants. The contributions from the conference will be published in a volume in 2018.
The second SORAPS project meeting took place in Augsburg (Germany) last October, with the participation of all the consortium partners. The summit marked the definitive transition from the IERS to the SORAPS, other than an opportunity to assess all the project activities implemented and the working processes carried out so far, especially those involved with a greater engagement of the partner schools.
The IO1 (Guidelines on Stereotypes and Prejudices on Religions) finalization was also assessed, with the consortium partners committing to bringing it up to date with new insights throughout the life-cycle of the project. The IO2 (i.e. the Teachers Training Course) was also thoroughly discussed, and its curriculum, the topics addressed, and the training materials, schedules and activities to be done by teachers during the course were revised accordingly. The Training Materials for IO2 are currently under realization, while the design of the IO3 (Teachers Training Platform) is now being developed.
Last, but not least, the project meeting also allowed to discuss the consortium’s future strategies for widening our pool of potential stakeholder to whom disseminate SORAPS’s news and products.
The first Intellectual Outputs of SORAPS Project, the document entitled “Guidelines on Prejudices and Stereotypes about Religions” is published and freely downloadable in its first version.
It is a short publication which discusses, on the basis of existent literature and surveys in partner schools, which prejudices and stereotypes regarding religions should be engaged in schools and which training approaches are required to debunk them in a critical and scientifically informed way.
It will serve as guidance for the design of the training materials of the Intellectual Output 2, the Teachers’ Training Course.
Even if is complete in its contents, it is a living document that will be reviewed and updated through the life-cyle of the Project.