Teacher training session at the Faculty of Education – USAL

A very productive workshop took place yesterday afternoon at the USAL Faculty of Education.
María José Rodríguez Conde and Antonio M. Seoane Pardo, academic staff of the faculty and researchers of the E-EVALINTO project met teachers from two institutes of Secondary education in Salamanca, IES Venancio Blanco and IES García Bernalt, who are participating in the pilot phase of the project and a group of future teachers of the Master in Education.

The goals were to investigate the concepts of peer mentoring and e-evaluation from a methodological point of view and to start designing and implementing an intercultural mentoring programme in schools. A complete route through the E-EVALINTO Virtual Campus (Moodle platform for teacher training, tailored online spaces for the development of activities with the students of each pilot school and evaluation tools) has completed the meeting.

Thanks to all the participants for the active collaboration!


E-EVALINTO project presented at the University of Cádiz

Last February 23rd,  Gregorio Rodríguez Gómez, Professor of Educational Research Methods at the Didactic Department of the University of Cádiz (Spain) presented the E-EVALINTO project and its products to the UCA teachers and researchers.

The context has been a meeting convened by the Office for International Relations of the UCA for fostering the participation of academics in the Erasmus + programme, in which two “Strategic Partnership” projects have been selected as best practices.

The presentation was made not only for those attending the meeting but also through videoconference as there were teachers following the presentation from the Jerez, Puerto Real and Algeciras UCA campuses.

Download the presentation here.

WYRED Education in Istanbul!

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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TECCOM18 workshops on the WYRED platform

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.

Educational Assessment & Evaluation in Digital Society

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

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 “Schools’ intercultural profile” survey: some highlights

The analysis of the results of the survey carried out in the pilot schools identified five topics to be addressed through the implementation of peer mentoring activities, which will be developed during the school year 2017-18.
9 school managers, 27 teachers, 51 parents and 113 students participated in the study providing their personal perspectives on positive impact, challenges, teaching strategies and resources relating to their school community and the inclusion of migrant pupils.

  • Personal Wellbeing / Social Skills

Developing an awareness of our mental, physical and spiritual health is an important life-skill for all people, especially the students in our care.  At different times, our students may have positive and negative experiences that have an impact on their self-image, self-esteem and how they feel about the world around them.  For students who have a migrant background, these experiences can be even more intense because of changes in family circumstances, living conditions and a degree of ‘culture shock’.  It is very important that these students be enabled to attend to their levels of self-esteem, to be aware of their feelings and thoughts and to be able to articulate them where necessary and appropriate.

  • Language / Communication Skills

Many students of migrant background find themselves in a location where the main language is new to them.  This can impact on their personal, social and academic development.  It is important to give these students specific targeted opportunities to learn the language of the country in which they now reside at a pace suitable to them.  It is also recommended that they be enabled to have additional practise in listening, speaking, reading and writing in their new language.

  • My Culture, Your Culture

In a school with a migrant student population, there is much opportunity for all students to learn from ‘real people’ with ‘real life experience’ of a culture other than their own.  Celebrating such diversity is a positive way of exploring the similarities and differences in many aspects of our cultures from language, literature and music to food, lifestyles and religions.  Encouraging students of both native and migrant backgrounds to share their cultures with each other offers them the opportunity to explore their own culture more deeply and give each other a chance to ‘taste the flavour’ of another culture.  Such activities promote inclusion and tolerance.

  • Study skills

Different countries have different approaches to education.  Students of migrant background may be adjusting to different school sizes, class levels, academic subjects, school calendars and timetables, styles of teaching and learning, and school ethos.  It is important that the students develop an understanding of these issues and refine their skills in study and time management.  They should be enabled to try different study techniques and ways to prepare for exams, both oral and written, and how to present their work well.

  • Interests and hobbies

A holistic approach to education is important to achieve a healthy balance between the academic and non-academic school experiences of students.  For their own personal wellbeing, as well as the forging of new friendships or broadening their social circles, it is recommended that students be given the opportunity to share with others their interests and hobbies and be given the chance to try out new experiences.


WYRED Video: “Young people should have a voice”

In this post, Sofia and Cristina, the young colleagues who made the WYRED video, talk about the ideas behind it.

Adults tend to view “youth” as a homogenous group, talking of the concerns of youth as if all of us shared the same opinions and values. We are, of course, as diverse as adults, though like adults we may share some concerns.  One of the key aims in the WYRED project is to reflect and explore this diversity, and to give young people not just one voice, but as many as possible. This was the principal concept we were asked to capture in the WYRED promotional video.

When it comes to advertising an important and innovative project like WYRED, there is a need to make something different, attractive, but at the same time functional. We wanted to create a video with a strong visual meaning, with a different look to other work of this kind, and we decided to use a metaphor to transmit the central idea of WYRED.

Of course the other vital aspect is to attract the attention of the public. The metaphor technique we chose allowed us to capture the meaning of the key idea through the use of an object, in order to make it more concrete and eye-catching, and to ensure the effect of the video as a whole would be more immediate and arresting.

During the pre-production phase, we considered a wide range of objects that might be used to represent the idea of youth metaphorically. The object chosen needed to be attractive to the eye, easily recognisable, with a range of possibilities to play with (shape, colours, movement…) to show the variety and heterogeneity of youth. It also needed to be an object in some way associated with this age group. The balloon has a range of characteristics that make it an appropriate choice. It was really just what we were looking for: it’s attractive from an visual point of view, it has a large range of different forms and colours, and movements, which provided a lot of flexibility, and most important of all, it is an object that is related with youth. Adults don’t use balloons, they no longer see them as fascinating. Not only is it associated with childhood and youth, but it has associations of lightness, play, movement, lightness, vibrancy, colour and so on.

Another very important tool that we used to represent the challenge and solution involved in WYRED is light itself. We played with it as much as possible. During the first 15-20 seconds of the video the balloons are not well lit, but as the voiceover moves to describe the potential of young people they become more and more well-lit until eventually they are freed to float in the sunlight as the WYRED solution is described.

And last but not least, another key element was the voiceover. The images were very important but the tricky part came with the sound. We didn’t want that the weight of the meaning and purpose of the video to be carried only by the images or the sound. There needed to be a balance with voice accompanying image and visa versa. Furthermore, to reinforce the notion of diversity we chose to have a combination of different voices rather than just one, We hope you like it!

The post WYRED Video: “Young people should have a voice” appeared first on netWorked Youth Research for Empowerment in the Digital society.

Identify the intercultural profile of your school

My school’s “intercultural profile” is a survey developed by the E-EVALINTO team with the objective to provide the schools interested in dealing with the challenge of the integration of pupils with migrant background, with a tool for the evaluation of the school context as regard to the management of intercultural issues (identification of needs and individuals potentially at risk and development of specific action plans).

It is composed by a set of questionnaires and semi-structured interviews to be applied to the different school actors, school managers, counsellors, parents or legal guardians and pupils, because we consider that in order to obtain a multi-perspective picture of the context, it is crucial to identify the “intercultural profile” of an entire school instead of taking isolated assessments oriented to single individuals or groups.

This tool has been applied during the Spring 2017 in 5 pilot schools in the project partners’ countries and the four target groups have been involved by questionnaires or semi-structured interviews depending on the target group to be addressed. The results helped the project teams to design, with the support of the schools, a specific “tailored” training for the teachers, which will be held next November in each school.

The package is composed by:

We invite other schools interested in identifying their intercultural profile to use this tool and bring back their feedback.
Further information here.