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.
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!
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 conferenceTechnological 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).
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.
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.
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.
The E-EVALINTO project was included to the Booklet of case studies, testimonials and collaborative programs that was created within the framework of the Mediterranean Migration Network (MMN) project. In detail, CARDET is the coordinator of the Mediterranean Migration Network (www.migrationnetwork.org), an initiative that aims to establish a multilateral network with countries in the Mediterranean region. One of the objectives of the MMN is to support the exchange of information and best practices among organizations active in the fields of migration, integration and diversity.
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!
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.
A key aim of WYRED is to engage children and young people (C&YP) in a process of social dialogue giving them a voice to share their thoughts, fears and feelings in relation to the online world and explore a range of topics and themes that interest and/or concern them
26 face to face and including 2 online social dialogue sessions took place by end of June 2017 across 8 countries involving 436 C&YP! The Dialogues engendered lively and energetic debate among the children and young people using a range of creative techniques to motivate the C&YP.
The process of social dialogue allows for engaging and building alliances and the diverse nature of the groups reflected the inclusive nature of the WYRED project. C&YP proved themselves to be active decision makers. They felt heard and listened to in the process and willing to be challenged in relation to their ideas and concepts. Sound relationships were formed between groups of young people.
The dialogues facilitated by the 9 WYRED partners provided the opportunities for C&YP to explore both the digital and physical worlds in which they live. The themes identified throughout the Delphi process provided the stimulus for the later conversations to begin and to grow. However there was room for a number of other issues and topics to be explored which were initiated by the C&YP themselves.
The results from both rounds of the Delphi show that 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, is also perceived as very important and emphasized in some of the initial face-to-face social dialogues with young people carried out by the project team.
A wide range of potential research areas were identified throughout this process by some of the partners and this will be explored further.
The social dialogue phase has provided a unique opportunity for a range of stakeholders and most importantly our C&YP to be fully engaged in a process that will put them at the heart of research involving the online world which is part of their everyday lives. Research questions identified lend themselves to manageable and accessible projects which we are excited to take forward in the next phase of the WYRED project using a wide variety of expertly designed innovative research tools to appeal to the broad age range of the C&YP involved in the project.