Teachers from the Irish school St. Paul’s CBS join the teacher training course

The first Irish school to join as research partners is St. Paul’s CBS, North Brunswick Street. With a migrant student population of over 35%, it is hoped that the students will benefit greatly from participation in this European study.  Teachers, Ms. Valerie Roe and Mr. Ciaran Geraghty are looking forward to engaging with the ten students who will work together over the coming weeks.

E-EVALINTO Teacher Training Session at ITIS “Galileo Galilei” of Arezzo

On occasion of the Teacher Training Session held on the 8th March of 2018 at ITIS “Galileo Galilei” of Arezzo, Industrial and Technical School, we had the chance to see the implementation of activities of the Mentoring project. This school has experienced Oxfam Intercultural Mentoring Project since three years and it has been successful in the engagement of young students, both as mentors and mentees. The mentees comes from different parts of the world: from Africa to Asia passing through Eastern Europe. The students are at this point able to conduct their tasks with minimum supervision and there is a great trust between them and the two coordinators. All the students involved in the program demonstrated a good interest towards the new activities proposed from E-EVALINTO assignments. [Youngsters already find some “free” moments inside the normal homework timetable to interact between them about their different cultural backgrounds: we spotted a nice scene where a Chinese boy was teaching to his Italian mentor how to eat with chopstick, using two pencils and a rubber for the demonstration! A possible challenge will be there when these young people are invited to reflect on their differences in a more structured way and then to put the results into written words and finally to assess each other performances.]

In the need assessment phase, in fact, it emerged from the students a strong request for an increase in intercultural events and activities inside the school circuit. Keeping in mind the priority school needs of the students, E-EVALINTO might represents a positive chance to go deeper in the process of interculturalism and integration.  After many years concentrating in homework and after-school sessions and in addressing the academic weakness of the mentees involved, these new ludic and playful activities are a mean to even out the school differences and to bring the tutor-mentee relationship to a more personal level. E-EVALINTO activities are an enriching chance for the whole program that is already a best practice in intercultural mentoring experiences. Actually, creating stronger personal relationships between students with different backgrounds is a powerful way to prevent school drop-outs and to nourish broader intercultural sensitivity.

It is also an opportunity for teachers and trainers to learn the importance of a pre-structured evaluation mechanism, as envisaged in the project. In fact, there is a low awareness about the importance of peer assessment and self-assessment as a different way to promote personal growth. Furthermore, EVALCOMIX offers the chance to teachers and students to receive a training on the use of the digital platforms (school funds allocated to computer technology are very poor). On the side of migrant students, EVALCOMIX represents a stable mean to stay updated on the progresses of the activities even when they are abroad or busy somewhere else. In fact, it is typical for some young foreign people (for instance among the Chinese community) to go back to their Country of origin during special occasions, or to have a part-time job that sometimes make them skip afterschool activities.

 

Voices in the digital world

Shortly before Easter-time the first WYRED cycle was finished at the  “Produktionsschule Eggenburg“ in Lower Austria. At this school Young People are prepared for either continuing formal school education or for starting an apprenticeship. They are intensely supported in defining their occupational future. Highly engaged they worked on the topics, being specifically important for them in the digital world. This means that they add their specific ideas, expectations and wishes to these of the participants in the other countries and make them available to external stakeholders.

Participants from the „Produktionsschule Eggenburg, on the righ the coordinator at Eggenburg Franziska Titzmann

 

Topics for the digital future

Impressively “derkoffer1”, “zeref36” and “178” (avatar-names) for example describe the fascination gaming has for them: It turnes out that this fascination has a lot to do with being a valuable part of a community. A member of a community who is appreciated and who´s contribution to the game is regarded as a being welcomed and wanted. Amongst several other participants “Sedetka” explores environmental pollution, inequalities of the resources-distribution in the world or the issue blaming colleagues in school. So, she writes a story and tells us, how to avoid blaming and shaming. Furthermore, her poems describing good and not so good times in life in their emotionality are very touching.

High creativity

Just exemplary you find two artefacts below, indicating the high level of creativity the young people from Eggenburg have shown. One product is from Sedetka about what she is expecting for her future life. The second artefact is from “Jesseal”, who created a collage showing the dangers of nuclear power plants, being a steady real danger in the northern border region of Austria – the region where the Produktionsschule Eggenburg is located nearby.

Sedetka: My life is great

 

Jesseal: Dangers of nuclear power plants

The WYRED team wants to thank the young people from Eggenburg for their engagement, their ideas and the topics they brought in. Thereby they significantly contributed to making WYRED a success.

 

 

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E-Evalinto Transnational meeting – Dublin, March 2018

The six partner institutions of the Erasmus+ funded research project E-Evalinto met in DCU St. Patrick’s Campus on 15 – 16March 2018.  Over the two days, partners shared their experiences of how the initial pilot schools who have joined the project as research partners are progressing with the intercultural peer mentoring activities.

The research project, which aims to combat early school leaving amongst migrant students, focuses on a variety of targeted peer mentoring activities followed by a range of assessments on a purpose-built virtual campus.  Presently, a pilot group of post-primary teachers in Spain, Italy, Poland, Cyprus and Ireland are receiving training in the use of the E-EVALINTO virtual campus.

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).