The WYRED Delphi Study: some highlights

The objective of the Delphi study in WYRED was to identify and prioritize key areas of interest for young persons, and to provide additional insights regarding their involvement in decision making related to their concerns, attitudes and perceptions.

The Delphi method has been widely used in different areas, for the elicitation of experts’ opinions on a certain subject, by means of an iterative anonymous group interaction. It involves repeated (multi-round) polling, in each round feeding back anonymised responses from earlier rounds, so that respondents can re-consider their previous answers and submit new insights.

In the WYRED Delphi, the subject-matter experts were young people and relevant stakeholders. Therefore, we designed two surveys: one aimed at young people and one for stakeholders. Each survey was carried out in two rounds (in accordance to the Delphi method), and different questionnaires were developed for each.

The first round consisted of one closed question (rating the most important issues of concern for young people) and open questions about engagement of young people in decision making and the benefit to society of such engagement.

The second round consisted of closed questions formulated based on the results obtained in the first round.

The questionnaires were accessible online, in six languages according to the WYRED partner countries: English, Spanish, German, Italian, Hebrew and Turkish.

206 young people and 69 stakeholders from different countries took part in the 1st round. 260 young people and 89 stakeholders participated in the 2nd round.

A report with full results and detailed analysis will be published in September 2017. At the moment we briefly present some highlights:

Young people consistently attribute the highest importance to the issues of “self-image and self-confidence”, “tolerance to different cultures/opinions”, and “necessary changes in education”. One issue, mental wellbeing, which was added in the 2nd round (based on young people suggestions in the 1st round), is also perceived as very important.

 

 

 

 

The opinions of stakeholders regarding the most important issues is in general rather similar to young people, except one noticeable difference: they attribute much higher importance than young people to media literacy, namely the reliability of information on the internet and in social media. (This observation has been confirmed by some of the initial face-to-face social dialogues with young people carried out by the WYRED team).

Among potential ways to engage young people in decision making processes, the highest usefulness was attributed by young people as well as by stakeholders to “direct communication between young people and decision makers”, followed by “fostering active groups in schools/universities/workplaces and recognition of the activists”.

Most young people tend to believe that the society in the year 2030 will be better if their voice is heard by decision makers (interestingly, this tendency is significantly higher among female respondents). They believe that first and foremost it will be a fairer society (more tolerant, more equal, more open to different genders, cultures, religions, political opinions, controversial issues, etc.). Moreover, they think that the education system will improve and that young people will feel more confident, expressive and in control of their role and impact in the society they live in.

Regarding the question (only presented to stakeholders) how to ensure that decision makers take into account the views of young people, the highest usefulness was attributed to “strengthening the citizenship of young people so that they learn to exercise their right to evaluate the system and not evade it”, followed by “regular evaluation of decisions that affect young people and require their opinion”.

The results of the Delphi study provide interesting insights and valuable inputs to the subsequent stages of WYRED, in which the relevant topics will be explored further in more detail.

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WYRED Project in the 19th International Conference on Human-Computer Interaction

Dr. Francisco J. García-Peñalvo, head of the research GRoup in InterAction and eLearning (GRIAL), University of Salamanca, and coordinator of H2020 WYRED Project, has organized the Special Session Emerging Interactive Systems for Education, in the scope of the 4th International Conference on Learning and Collaboration Technologies (LCT 2017) sub conference of the 19th International Conference on Human-Computer Interaction (HCII 2017), held in Vancouver, Canada in July 9-14, 2017.

The HCI International 2017 Conference is just about to kick off expecting around 1800 participants from 59 countries.

In this event, Dr. García-Peñalvo presented the paper entitled “Interaction design principles in WYRED platform” devoted to introduce the WYRED project and the platform to develop the most of the interactions among young people. This presentation is available at http://goo.gl/of6R3x.

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TACCLE3 Coding: Evidence shows that girls (relative to boys) start disengaging from IT and technology at age 7

Only 17% of Google’s engineers, 15% of Facebook’s, and 10% of Twitter’s are women. (Ref)

“the gender gap is not at all connected to innate ability; girls are not less likely than boys to be good at these subjects.

In fact, The Engineer reports that in the UK girls outperform boys up to GCSE level (exams taken at age 16). But after this, the further on you go, the fewer women you find pursuing these subjects.

For instance, women make up just 12% of engineering students at universities in the UK, and just 4% of those taking engineering apprenticeships.” (Ref)

+ info

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WYRED FACES

 

We are glad to introduce the faces of the winners of the WYRED Slogan competition!

In the pictures Elif Çalışkan from IB World School (Turkey), David Furtschegger from University of Innsbruck (Austria) and the youngest Vincent Lowry with the friends of Saint Macarten’s Youth Club (Northen Ireland).

Click here to read their slogans.

 

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Workshop “Evaluation Tools: training on the E-EVALINTO online environment”

Are teachers able to manage the assessment of a learning activity properly?
How to design an evaluation tool where the role of assessor can be undertaken by both teachers, mentors and students, through self-assessment or peer assessment?

Gregorio Rodríguez Gómez, Professor of Educational Research Methods at the Didactic Department of the University of Cádiz (Spain), trained the E-EVALINTO team to design, manage and implement evaluation tools by using the EVALCOMIX app for Moodle during a workshop held in Florence last 5th of July.

The workshop was performed by proposing the development of several activities to the attendees, through an active learning methodology, aimed to let them become aware of the steps required to design different learning activities with their assessment tools to be analyzed by the E-EVALINTO environment.

 

The propose of this training is to spread the skills to use the environment by turning each attendant into a trainer in their own institutions and school contexts.

To learn more about the E-EVALINTO assessment tool, have a look at the Getting Started Guide. 

2nd transnational project meeting in Florence

Oxfam Italia hosted the 2nd project meeting in Florence (4th – 6th of July).

The main objective of the meeting was to review the design of the training course for teachers scheduled for autumn 2017.

The 2nd day was totally devoted to the workshop “Evaluation Tools: training on the E-EVALINTO online environment”.

Thanks to all the participants for these profitable days!

Talking about E-EVALINTO with the team of the EFI_DIGCOM_CYL project

On the occasion of AIDIPE 2017 XVIII Congreso Internacional de Investigación Educativa (Salamanca, 28th-30th of June 2017), Antonio M. Seoane Pardo and María José Rodríguez Conde presented the approach of the E-EVALINTO assessment of peer mentoring activities to their colleagues from universities and secondary schools of Castilla y León involved with them in the EFI_DIGCOM_CYL project Evaluación, Formación e Innovación en Competencias Digitales en Castilla y León.

Beside the added value of sharing experiences and good practices for an advance in research, the activity plan of E-EVALINTO for the next school year has been described so to keep potential new pilot schools informed.

CARDET conducted a workshop about unaccompanied minors on the International Children’s Day

On the 1st of June 2017, on the occasion of the International Children’s Day, CARDET conducted a workshop under the title “Tell my Story” within the framework of the E-EVALINTO project. The main theme of the workshop was the lives of unaccompanied minors in the host countries. The workshop’s theme was developed around the real stories of three children from the moment they were forced to leave their country and their family until they arrived at reception centers in Athens (Greece).

These stories were brought to light from the organization Médecins sans Frontières – Doctors without Borders.

More specifically, three sixth grade classes at the Lakatamias E’ Elementary School in Nicosia had the opportunity to participate to the workshop. The workshop was experiential and the main purpose was to raise awareness and promote and understanding on the welfare, well-being and the rights of unaccompanied minors living in the host countries.

Inaugural Centre for Evaluation, Quality and Inspection (EQI) Keynote Lecture

EQI, the research centre of the Dublin City University partner of the E-EVALINTO project held a Keynote Lecture a couple of weeks ago which was given by the Chief Inspector of the Department of Education and Skills, Dr. Harold Hislop. The lecture provided a comprehensive overview of the development, current realities and future challenges facing school inspection and evaluation in Ireland.

The E-EVALINTO project was mentioned as one of the European projects that EQI is engaged in. The audience were a variety of leading figures in the Irish education system.

Click here for more details about the event.