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Here you’ll find the project website: http://id-eye.eu/

Project manual       

Here you’ll find the project manual in English: http://results.ideye.eu/eBook/Workshop_Instructor_Manual/EN Here you’ll find the project manual in Greek: http://results.ideye.eu/eBook/Workshop_Instructor_Manual/EL Here you’ll find the project manual in Spanish: http://results.ideye.eu/eBook/Workshop_Instructor_Manual/ES Here you’ll find the project manual in Polish: http://results.ideye.eu/eBook/Workshop_Instructor_Manual/PL Here you’ll find the project manual in Lithuanian: http://results.ideye.eu/eBook/Workshop_Instructor_Manual/LT Here you’ll find the project manual in Dutch: http://results.ideye.eu/eBook/Workshop_Instructor_Manual/NL Here you’ll find the project manual components: http://results.id-eye.eu/eBook

Project material   

Here you’ll find project files to download: http://results.id-eye.eu/eBook/Downloads Here you’ll find game-related material: http://results.ideye.eu/eBook/IDentifEYE_Game_Components Here you’ll find project outcomes: http://results.id-eye.eu/eBook/Project_Public_Outcomes

Project video:       

Here you’ll find the project video in English: http://results.id-eye.eu/eBook/Promotional_Video/EN Here you’ll find the project video in Greek: http://results.id-eye.eu/eBook/Promotional_Video/EL Here you’ll find the project video in Spanish: http://results.id-eye.eu/eBook/Promotional_Video/ES Here you’ll find the project video in Polish: http://results.id-eye.eu/eBook/Promotional_Video/PL Here you’ll find the project video in Lithuanian: http://results.ideye.eu/eBook/Promotional_Video/LT Here you’ll find the project video in Dutch: http://results.id-eye.eu/eBook/Promotional_Video/NL Here you’ll find the project video in Augmented Reality: http://results.ideye.eu/eBook/Promotional_Video_AR


PROJECT VIDEO IN AUGMENTED REALITY

Please visit: http://results.id-eye.eu/eBook/Promotional_Video_AR and follow the instructions. Attention. You will need a webcam to experience this. If you would be asked to give your permission to use the camera, please provide it. Hold the marker still, in parallel to your webcam. Make sure that the whole marker is visible to the cam and that you do not cover the marker with your hands.

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INSTRUCTOR INTRODUCTION Introduction Welcome instructor! Thank you for being interested in the IDentifEYE project. The overall aim of the IDentifEYE project is to enhance student online safety by empowering student online resilience. But, you will not instruct students. You will instruct teachers. The reason for this is scalability. In order to reach students in a scalable, structured way there are only two gateways: parents and teachers. Because teachers are organized and have a far larger reach than parents they are the ones you will deal with. Teachers are not the easiest group to work with. They feel overburdened and underappreciated. And they have become cynical when it comes to innovations. Education researcher Dylan Wiliam (2011) writes: “Because teachers are bombarded with innovations, none of these innovations has time to take root, so nothing really changes. And worse, not only is there little or no real improvement in what happens in classrooms, but teachers get justifiably cynical about the constant barrage of innovations to which they are subjected.” Your task will be to find a way to win them over. What usually helps is to acknowledge that within the education system they are the most important factor when it comes to improving the quality of education. Teacher quality has the biggest impact on student performance. A good teacher at a bad school turns out better students than a bad teacher at a good school. The IDentifEYE project will not revolutionize teaching. As Dylan Wiliam writes: “there haven’t been any real breakthroughs in teaching for the last two thousand years. Teachers need professional development because the job of teaching is so difficult, so complex, that one lifetime is not enough to master it.” The only thing the IDentifEYE project proposes is for teachers to try out a few new elements in their normal teaching. The project offers a menu card from which, hopefully, some items will be regularly used by teachers in their day-to-day teaching. All items on the IDentifEYE menu card will have a positive impact on student online safety. And all will, at the same time, change teacher student relations for the better. They will help students be more open to feedback, more open to learning, more engaged, and more positively responsive while feeling co-responsible for their learning process and for their reaction to social processes around them. At the same time, the items will open new channels of communication between teachers and students, leading to a more personal trust relationship. As a result, the elements that teachers will encounter in this workshop will make their job in the class room easier and more interesting. And they will make their students more resilient, especially regarding new technologies and online experiences. This resilience will enhance student online safety. That’s what’s in it for teachers. Good practices So, how does the project achieve this? It introduces new elements to teachers on four levels: new topics – (online) identities and a critical view on globalized society – interactive didactics, elements of prophylactics and introductions to new technologies and in particular to Augmented Reality. These elements are customized for two different target groups: teachers teaching students aged 811 and teachers teaching students aged 12 – 14. And it is you who will introduce these teachers to all of this.

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What you will present to teachers in this workshop are sets of good practices on all four levels. These good practices are elements that can be implemented by teachers in their lessons straight away. You will need background information in order to be able to present these good practices, and lots of it. This background information you will find in this manual. Workshop sessions How does the workshop concretely look like? The workshop consists of six sessions, five of which will be conducted by you. In the first two sessions you will present good practices concerning identities, interactive didactics and prophylactics for teachers teaching 8 – 11 year olds and identities, society, interactive didactics and prophylactics for teachers teaching 12 – 14 year olds. In session three you will present new technology good practices and an educational Augmented Reality game that was the starting point for creating this workshop. The game comes in two versions: for students aged 8 – 11 years about data sharing and online identities and for students aged 12 – 14 year about communication in the class room. At the end of session three you will ask teachers to start creating their own lesson plan, involving workshop good practices from all four levels. In session four the participants will finalize their lesson plans. The creation of lessons plans is the essence of the workshop. It is a first step to get teachers to reflect on how to concretely introduce and test elements from all four levels into their regular, curricular lessons. The fifth part of the workshop does not involve you. During this session teachers implement their individual lesson plans in their own class rooms. They are to experience the effect of the new elements that they decided to test out. During the pilot phase of the project this was the moment that teachers saw the effect of the good practices that they had chosen for their own students. It was the moment that many teachers felt quite insecure, or at least unsure of what to expect. And it was the moment in which they were surprised by the positive response by their students. In none of the pilot sessions teachers experienced a negative reaction in their classes. In the sixth part of the workshop, session five, you meet up with the teacher participants again to evaluate what went well and what did not. Workshop method The structure of the sessions is loosely based on a method called Brain Essential Learning Steps. The creators of the B.E.L.S. method – Brain Essential Learning Steps – define it as “a consistent thematic approach to teach children curricular content retained through interpretation and application”. There are four Brain Essential Learning Steps:  B.E.L.S. 1: Providing an introduction on a subject;  B.E.L.S. 2: Brainstorm and list ideas connected to the subject;  B.E.L.S. 3: Create a plan for action on the subject;  STEP 4. Implement the plan for action. The IDentifEYE project has added a fifth step to these four: Evaluation.

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The following lifelong learning skills are developed by means of B.E.L.S.:  Problem Solving;  Risk Taking;  Cooperative Learning;  Creativity;  Cognitive Responsibility Systems. Teacher challenges Your role during the workshop is crucial. You are the one who will be confronted with teachers complaining about them having to do yet another chore, while their work schedule is already stretched to the maximum. You will meet a sceptical attitude by teachers about yet another innovative workshop. And you will hear the sighs when teachers hear that they will have to evaluate their implemented lessons because that means yet another few hours of additional work in the evening. Nevertheless, by showing teachers what is in it for them you can win them over. Many teachers struggle with the use of new technology in the class room. This is not so much because they are too ignorant or too conservative but rather because they feel that students in their class room are much better with new technology. They are afraid they will lose authority when touching upon the subject. Also, quite a few teachers have a trust issue with their students. They believe that if they allow technology to be used in the class room students will use it to play games or to communicate with their friends, rather than use it for their assigned task. By means of the IDentifEYE workshop teachers can take a relative safe first or next step, because “it’s only an experiment”. Many teachers also struggle with their current top-down didactics. The downside of this didactics is that teachers know what they teach but only can find out what their students have learned when the students are tested. The test results are important not just for the future of the students but also for the future of the teachers: they are being evaluated on the success rate of their students. Unfortunately when the test results come out it is too late to improve the success rate – the next subject already awaits. The IDentifEYE workshop gives teacher an excuse to experiment with interactive didactics that allows for testing during the lessons. A third major teacher issue is where to draw the line between professional and private. How does one react to (cyber-)bullying? How does one deal with students who have serious problems at home? Does one need to be available for students in the evenings and during the weekends too? By introducing elements of prophylactics teachers get tools to deal with these types of issues too. Student online safety How is this exactly related to student online safety? The good practices that teachers will encounter during the IDentifEYE workshop do not just impact them but will also impact their students. The impact on their students is that student resilience is being empowered. The identity related workshop elements are to make them define themselves in a less all-or-nothing fashion so that they will become less vulnerable for identity meltdowns as a result of online attacks or experiences. The didactics and prophylactics will help them to be embedded in a more trusted environment so that they will always have someone to turn to when things go wrong online. And the new technology elements open up concrete communication channels with their teachers about online experiences.

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The idea that online safety can be increased by student empowerment is not new. The research EU Kids Online II brought to the forefront that the most effective instrument to promote youngster safety online is talking about online experiences with an adult. It also showed that youngsters who are protected by filters and are forbidden by adults to experiment online seldom encounter stressful situations online but when they do the impact of these situations on them may be immense. Youngsters who experiment a lot, on the other hand, become resilient. They encounter a lot of stressful online situations but the impact of these situations is much less severe. The project does not only aim to stimulate better teacher student contacts and teacher student contacts on online experiences. The project also aims to improve peer contact amongst youngsters by means of the project good practices. A study by the University of Sussex found that even one single close friendship empowers resilience among low-income youngsters. Workshop elements In order to present the concrete workshop impact on all three levels – impact on student online safety, teacher impact and student impact - it is time to introduce the workshop elements individually. The topic of identity consists of two components: “identity labels” for all age groups and “learning types” for the age group 8-11. Identity labels refer to the way we define ourselves. All of us create a self-definition of whom we are when we introduce ourselves to someone or present ourselves in an online profile. In these self-definitions we use labels such as “smart” or “pretty” as in “I’m smart” or “I’m pretty”. The type of labels we use is important for our openness to others – or defensiveness. While youngsters from the age of 11 and up start to reflect on general rules they encounter, younger children are mostly focused on their direct surroundings and on themselves. For these younger children, therefore, there is a module on learning types. The way they think they can achieve good results at school affects their resilience and ability to reflect on themselves. The older children of the IDentifEYE target group are served a module on the society they live in order to trigger their reflections on the rules that they follow and the situations they encounter that are the consequence of our current globalization and ultra-consumption. These modules are followed-up by modules on interactive didactics, prophylactics, new technology and the Augmented Reality game in two age-specific versions. Impact tables MODULE IDENTITY LABELS

LEARNING TYPES

IMPACT ON INTERNET SAFETY Less all-or-nothing reactions to online challenges, less prone to being onedimensionally profiled. Less resignation when meeting online challenges, less prone to being onedimensionally profiled.

IMPACT ON TEACHERS More positively responsive students.

IMPACT ON STUDENTS More open to feedback, more open to learning.

More positively responsive students.

More engaged, more positively responsive to challenges.

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SOCIETY

DIDACTICS

More critical attitude online, better skills to deal with “otherness” online. Having an adult to communicate with about online experiences is the most effective instrument to enhance student online safety.

PROPHYLACTICS 8-11

Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety. Children may enter the online world more consciously and safely when they can ask an adult for help. Having a peer friend is essential to overcome challenges, especially for more vulnerable students.

PROPHYLACTICS 12-14

Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

More critically responsive students, more tolerant students. Focus on student learning rather than on teaching, more frequent and meaningful communication – both teacher/ student and student/ student, formative assessments during the lessons. More student engagement and deeper trust relationships. Building conscious relation and sense of trust in the classroom, enlarging teacher’s abilities to communicate with students, more use of interactive methods.

More critical attitude, more civil skills.

Deeper trust relationships, better teacher responsiveness towards interactivity.

Deeper embedding in one’s environment, improving adult – youngster and peerto-peer communication and stimulating engagement. More personal teacher/ student contact.

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Co-responsibility for one’s learning process, more engagement. More personal teacher/ student contact.

Closer relations with their teacher, enlarged risk awareness, a better communication with their peers, a greater involvement in their studying.


NEW TECH

AR GAME (8-11)

AR GAME (12-14)

Having an adult to communicate with about online experiences is the most effective instrument to enhance student online safety. Provoking reflections on data sharing, online identities and online safety.

Provoking discussion on teacher – student communications as a starting point for teachers becoming suitable adult to communicate about online experiences.

Less teacher anxiety, more openness to new education technology. A deeper trust relationship with students.

Getting communication options to talk about new technology and online experiences with teachers.

Being a moderator Getting facilitating peer-tocommunication peer communication. options to talk about online experiences peer-to-peer. Temporary higher engagement, higher concentration levels, higher trust levels. Being a moderator Getting facilitating peer-tocommunication peer communication options to talk about while hearing didactics. Costudent responsibility for communication one’s learning preferences. process. Temporary higher engagement, higher concentration levels, higher trust levels.

The impact of the workshop methodology, B.E.L.S., is framed in the following table: MODULE IMPACT ON IMPACT ON IMPACT ON INTERNET SAFETY TEACHERS STUDENTS B.E.L.S. Facilitates relevant New skill set to Co-responsibility for lessons on online create a lesson plan one’s learning identities, data with colleagues or process, more sharing and online with students. engagement. safety. Workshop aim and success criteria The aim of the workshop is to positively impact teachers, students and student online safety. All the workshop elements are designed to make a positive impact on all three levels as the table above illustrates. The success criteria for this workshop are:  In the evaluation form teachers state that during their implementation lesson they made a positive impact on their teaching, their students and student online safety by implementing some of the workshop good practices, especially the AR game.  In the evaluation form teachers indicate that there are workshop good practices that they will use again. 8


 

During a follow-up meeting a few months after the workshop implementation it appears that teachers are still using some of the workshop good practices. This does not mean that teachers admit to this – the good practices could have been so integrated already in their day-to-day teaching that they forgot about the origin and consider these good practices as elements that were always there. This would be the best possible outcome. During this follow-up meeting it occurs that teachers have tried out workshop good practices after the workshop that they did not try out in their implementation lesson. During the evaluation session together with the teacher you draw up a list of Best Practices and lessons learned – and mail this list to the project partners (specifically to Mr. Onno Hansen: onno.hansen@gmail.com).

How to read the manual The manual consists of the following elements:  A theoretical background to the workshop age differentiation;  Overviews of the workshop session per age group;  Instructor background information;  Instructor practical documents;  Workshop documents;  Project information. Enjoy your reading!

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TABLE OF CONTENTS PROJECT VIDEO IN AUGMENTED REALITY............................................................................................1 INSTRUCTOR INTRODUCTION...............................................................................................................3 THE SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF CHILDREN IN THE AGE GROUP 8-14................12 WORKSHOP OVERVIEW......................................................................................................................16 WORKSHOP OVERVIEW......................................................................................................................19 SESSION 1...........................................................................................................................................22 SESSION 2...........................................................................................................................................26 SESSION 3...........................................................................................................................................29 SESSION 4...........................................................................................................................................32 LESSON PLAN (45 minutes duration)..................................................................................................33 MODEL LESSON PLAN 2 (45 minutes duration)..................................................................................37 IMPLEMENTATION LESSON.................................................................................................................40 SESSION 5...........................................................................................................................................41 SESSION 1...........................................................................................................................................43 SESSION 2...........................................................................................................................................47 SESSION 3...........................................................................................................................................50 SESSION 4...........................................................................................................................................53 LESSON PLAN (45 minutes duration)..................................................................................................55 MODEL LESSON PLAN 2 (45 minutes duration)..................................................................................61 IMPLEMENTATION LESSON.................................................................................................................63 SESSION 5...........................................................................................................................................64 BACKGROUND TO SESSION 1..............................................................................................................66 BACKGROUND TO SESSION 2..............................................................................................................78 BACKGROUND TO SESSION 3..............................................................................................................94 WHAT IS B.E.L.S.?..............................................................................................................................109 INSTRUCTOR DOCUMENTS...............................................................................................................111 INSTRUCTOR LOGISTICS....................................................................................................................112 PROJECT DESCRIPTION.....................................................................................................................114 DIAGNOSTIC QUESTIONS..................................................................................................................119 HOW TO PLAY THE AR GAME............................................................................................................121 HOW TO PLAY THE AR GAME............................................................................................................134 Preparations for the copying of the game........................................................................................143 CREATING AN AR GAME...................................................................................................................147 IDentifEYE WORKSHOP – DECLARATION OF CONSENT PARTICIPATION AND USE OF IMAGE..........158 INSTRUCTOR EVALUATION................................................................................................................159 WORKSHOP DOCUMENTS................................................................................................................161 WORKSHOP PRESENTATION 8-11.....................................................................................................162 WORKSHOP PRESENTATION 12-14...................................................................................................167 SUCCESS CRITERIA............................................................................................................................172 LEVEL 1 GOOD PRACTICES................................................................................................................173 LEVEL 1 GOOD PRACTICES................................................................................................................174 LEVEL 2 GOOD PRACTICES................................................................................................................175 LEVEL 3 GOOD PRACTICES................................................................................................................176 LEVEL 3 GOOD PRACTICES................................................................................................................177 LEVEL 4 GOOD PRACTICES................................................................................................................178 AR MARKERS.....................................................................................................................................180 10


IDentifEYE WORKSHOP - AR game task............................................................................................181 IDentifEYE WORKSHOP - AR game questionnaire............................................................................182 LESSON PLAN (45 minutes duration)................................................................................................183 TEACHER EVALUATION......................................................................................................................186 EVALUATION.....................................................................................................................................188 TEACHER EVALUATION TOOLS..........................................................................................................190 CERTIFICATE OF WORKSHOP ATTENDANCE.....................................................................................192 PROJECT PARTNERS..........................................................................................................................193 SUPPORTING PARTNERS...................................................................................................................196 VERY SPECIAL THANKS TO:...............................................................................................................198

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THE SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF CHILDREN IN THE AGE GROUP 8-14 Introduction Students in the age groups 8-11 and 12-14 clearly differ in behavior, their skills, understanding social norms and the degree of physical, mental and social development. This is what we, adults working with them on a daily basis, should not forget. But what unites these two age groups is the fact that both late childhood and adolescence is a difficult time for the young individual, as well as for their environment. What can be regarded as particularly important is the fact that as adults / teachers in both periods (in which emotional maturity, identity and their own "I" is dynamically shaped) is putting special emphasis on relationship building, dialogue, communication or simply friendship with the students. We assume that this will help students to safely go through certain stage of their development, and for us – to better understand and help them. More detailed characteristics of both groups are given below. Characteristics of age group 8-11 In psychology, the developmental period between 8 and 11 years is most often called the period of late childhood, before entering in puberty. Both late childhood and adolescence are difficult times for a young individual, but also for their environment. The child in earlier stages of development was taught to recognize and express emotions. The child by now is a social being, a member of a group and can have relationships with others. Frequently they have experienced their first friendships. The child creates an ever more complex self-image, begins to expand, diversifies its "I". During this period the child is no longer just a unit, it’s building its identity as a group member. In the words of Strelau the child goes to a "higher operational level of thinking" (Maria Kielar-Turska in: Strelau, J., "Psychology. Academic Handbook", Volume 1, p. 307, GWP, 2002). The child begins to be guided by the principles adopted by the group to which he or she belongs. The child’s cognitive activity becomes more and more systematic. The child can focus its attention better and uses different strategies to remember the absorbed material. There are new mental activities - specific operations on simple tasks, such as addition, subtraction, multiplication or division. With these skills the child can solve tasks that contain complete information. Babies cannot yet formulate the principles, rules or laws based on concrete operations. Looking at the moral development of children aged 8-11 years, it is impossible not to recall the achievements of researchers such as Jean Piaget and Lawrence Kohlberg. They believe that moral development of a unit runs in stages, without the ability to override any of the stages of development. Each subsequent change affects the further development of the individual. Both Piaget and Kohlberg claim that the late childhood is followed by one of the milestones of children’s moral development. In the childhood, the unit is guided by the principle based on “crime and punishment” social rules of behavior (Maria Kielar-Turska in: Strelau, J., “ Psychology. Academic Handbook ", Volume 1, p. 308, GWP, 2002).

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During childhood the child is able to perceive and interpret (understand) the emotional states of others. Guided by the principles and norms applicable in a group it assumes that whatever leads to mutual benefit is the right thing to do. On the other hand, the child treats group policies as external (although respects them) and therefore assumes that in each case the good is what has been (legally) established by the norms and principles. At the end of childhood the child enters the "conventional level of moral development. The child, adopting the perspective of his or her own, takes into account the perspectives of others; shows interest and concern for others and tries to maintain good relations with others" (Maria KielarTurska in: Strelau, J., “Psychology. Academic Handbook”, Volume 1, p. 308, GWP, 2002). The period of late childhood is a time of becoming a member of the classroom, which is a formal group. The child develops relationships with peers, builds its position in class, looks for its place in it. This position, however, doesn’t need to be constant, in the course of learning it can change. Friendships during this period become permanent at the end of late childhood. It’s a time of interest development. A very important component of the child's personality is a self-image. It’s affected by the opinions of adults and comparisons with others. A self-esteem is being formed. Characteristics of age group 12-14 In psychology, the development period called adolescence is assumed contractually as a time between 12 and 18 years old. Its beginning designates the physical changes, which signalizes biological maturation. Changes in the physique, gaining weight, deepening of the voice or appearance of hair in different parts of the body, are serious, often difficult changes to accept for a young individual. There are also series of changes in the mental sphere, resulting in the achievement by an individual the psychological maturity. Both late childhood and adolescence are difficult not only for a young individual, but also for their environment. In the first phase of adolescence, beyond observable physical changes, we can often notice a deterioration of motor coordination. The movements lose their fluidity and lightness, they are less precise. Sometimes hyperactivity appears. According to Jean Piaget (source: Strelau, J., "Psychology. Academic Handbook", Volume 1, p. 311, GWP, 2002) during adolescence a unit enters the period of formal operations in thinking. For example, a young individual sees the connection between the premise and a possible consequence (eg. if you read a given material, you will answer the questions during the quiz). Deductive reasoning is formed. The young individual reason creates hypotheses and looks for an opportunity to check them in reality. What gradually appears in thinking during adolescence is the reflexivity, criticism, own opinions and shaping of independence from other people’s opinions. Also the imagination develops. Growing up, a young individual seeks his own identity. According to Erik Erikson it's then when "an identity crisis in the development appears " (Erikson, 1997, for: Strelau, J., "Psychology. Academic Handbook", Volume 1, p. 314, GWP, 2002). The solution to this crisis is to merge one's own past and the present to what he already knows about himself and what he learns or discovers. The effect of a positive solution to the crisis is a strong sense of one’s own "I". In Piaget's concept of moral development, autonomous morality drops in the adolescence stage. A young individual learns that "the complex of social situations require high plasticity of conduct, and absolute application of the rules may lead to conflicts" (Strelau, J., "Psychology. Academic Handbook", Volume 1, p. 315, GWP, 2002). 13


The young individual firmly commits to free himself from the influence of adults. It is not easy. Many times parents, not wanting to let their children grow up too quickly, put a number of restrictions against which the young individual rebels. Many conflicts can occur in parent-child relationship. The child becomes more critical, learns that any question can be examined from many sides. In accordance with the principle of moral conformism, in his action, he often adapts to the group and is affected by the opinion of majority. Summary - Characteristics of the age groups described Age group 8-11 A child in the earlier stages of development learned to recognize and express emotions, is a social being, a member of the group, is able to establish relationships with others.           

A self-image is being created, the child begins to expand and diversify its "I" – it’s no longer just a unit, the child builds its identity as a group member; The child starts to be guided by the principles adopted by the group to which it belongs; More and more systematic becomes cognitive activity, the child better focuses attention, also uses different strategies to remember absorbed material; There are new mental operations - such addition, subtraction, multiplication or division. With these skills the child can solve problems that contain complete information. Babies cannot yet use concrete operations to formulate the principles, rules, or laws; Late childhood is one of the milestones in moral development of children; The child can already perceive and interpret (understand) the emotional states of others; The period of late childhood is a time of becoming a member of the classroom, which is a formal group; the child develops relationships with peers, builds its position in class, looks for their place in it; Friendships in the period of late childhood become permanent; It’s the time of interests development; A very important component of the child's personality is the self-image; children are affected by the opinions of adults, compare with others; Self-esteem is being shaped.

Age group 12-14 This age is marked by psychologists as a "crisis of identity development" often manifested as "rebellion" and risk behaviors.       

Physical changes which are the signal of biological maturation are often difficult to accept by a young individual; There is a number of changes in the mental sphere, resulting in the achievement of the mental maturity; Deductive reasoning is being shaped; a young individual argues by forming a hypothesis and looks for an opportunity to check it in reality; Reflexivity, criticism, own opinions and the development of the independence from other people’s opinions appear; imagination is being developed; A young individual growing up seeks for his own identity; according to Erik Erikson it is then when "an identity crisis is marked in the development"; A young individual firmly commits to free himself from the influence of adults; Many conflicts in parent - child relationship can occur; the child becomes more critical;

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 

In accordance with the principle of moral conformism a young individual often adapts to the group in his actions and is affected by the opinion of majority; A young individual looks for his way through experiencing different, often risky, situations.

Despite the fact that both periods of development in many ways significantly differ from each other, for us adults - parents / teachers - it's important to remember that in both these periods, young people need us as "wise adults", i.e. friends, guides and teachers. Without us they often cannot handle difficult and threatening situations.

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WORKSHOP OVERVIEW Age group: 8-11

SESSION 1 The objective of this session is to transfer knowledge of identities and learning types. Success criteria: The teacher participants are able to explain the impact effects of identity labels and learning types on three levels: their teaching, their students and student online safety.

TIME IN ‘ 15 10 10 5 10 10 5 10 10 5

MODULE DESCRIPTION Explaining aim of the workshop Identity labels Good practices Discussion Learning types Good practices Discussion Identity theories New online technologies and identity Discussion

SESSION 2 The objective of this session is to transfer knowledge on interactive didactics and prophylactics. Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety. TIME IN ‘

MODULE DESCRIPTION

10 20 15 15 15 15

Interactive didactics Good practices Discussion Elements of prophylactics Good practices Discussion

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SESSION 3 The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR) and on how to create and play an Augmented Reality game. Success criteria: The teacher participants are able to explain the impact effects of educational technologies and the AR game on three levels: their teaching, their students and student online safety.

TIME IN ‘ 10 25 20 15 5 15

MODULE DESCRIPTION Educational technologies Playing the AR game Creating an AR game Discussion Teacher perspective on the lesson plan First lesson plan sketch

SESSION 4 The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons). Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ 80 10

MODULE DESCRIPTION Teachers create individual lesson plans Discuss the evaluation template

IMPLEMENTATION SESSION The objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and their chosen good practices. Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ 45 30

MODULE DESCRIPTION Teachers implement their own lesson plan at their school Teachers fill out the evaluation template

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SESSION 5 The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons learned (BP/LL). Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ 30 50 10

MODULE DESCRIPTION Teacher summaries of their implementations Discussion leading to a BP/LL list Handing out certificates

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WORKSHOP OVERVIEW Age group: 8-11

SESSION 1 The objective of this session is to transfer knowledge of identities and the concept of “liquid life”. Success criteria: The teacher participants are able to explain the impact effects of identity labels and the concept of “liquid life” on three levels: their teaching, their students and student online safety.

TIME IN ‘ 15 10 10 5 10 10 5 10 10 5

MODULE DESCRIPTION Explaining aim of the workshop Identity labels Good practices Discussion “Liquid life” Good practices Discussion Identity theories New online technologies and identity Discussion

SESSION 2 The objective of this session is to transfer knowledge of interactive didactics and prophylactics. Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety.

TIME IN ‘

MODULE DESCRIPTION

10 20 15 15 15 15

Interactive didactics Good practices Discussion Elements of prophylactics Good practices Discussion

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SESSION 3 The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR) and on how to create and play an Augmented Reality game. Success criteria: The teacher participants are able to explain the impact effects of educational technologies and the AR game on three levels: their teaching, their students and student online safety.

TIME IN ‘ 10 25 20 15 5 15

MODULE DESCRIPTION Educational technologies Playing the AR game Creating an AR game Discussion Teacher perspective on the lesson plan First lesson plan sketch

SESSION 4 The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons). Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ 80 10

MODULE DESCRIPTION Teachers create individual lesson plans Discuss the evaluation template

IMPLEMENTATION SESSION The objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and their chosen good practices. Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ 45 30

MODULE DESCRIPTION Teachers implement their own lesson plan at their school Teachers fill out the evaluation template

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SESSION 5 The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons learned (BP/LL). Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ 30 50 10

MODULE DESCRIPTION Teacher summaries of their implementations Discussion leading to a BP/LL list Handing out certificates

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SESSION 1 Description for age group 8-11 TIME IN ‘ 15

MODULE DESCRIPTION Explaining aim of the workshop

PPT SLIDE 1

10

Identity labels

2

10 5 10

Good practices Discussion Learning types

3 4 5

10 5 10 10

Good practices Discussion Identity theories New online technologies and identity Discussion

6 7 8 9

5

HANDBOOK SECTION INSTRUCTOR INTRODUCTION PROJECT DESCRIPTION WORKSHOP POWERPOINT 8-11 SUCCESS CRITERIA DECLARATION OF CONSENT DIAGNOSTIC QUESTIONS SESSION 1 BACKGROUND LEVEL 1 8-11 GOOD PRACTICES DIAGNOSTIC QUESTIONS SESSION 1 BACKGROUND LEVEL 1 8-11 GOOD PRACTICES SESSION 1 BACKGROUND SESSION 1 BACKGROUND

10

Start the PowerPoint presentation. Make sure you’ll show the right slide at the right moment during the workshop, as indicated in the table. Hand out the success criteria document. Ask for the remaining teacher Declaration of consent documents. Explaining the aim of the workshop After you have introduced yourself you explain the aim of the workshop:     

You [teacher] will learn in this five-session workshop to create, implement and evaluate 45-minutes lesson plans for your students aged 8-11. The lessons are to enhance student resilience to deal with online experiences – and thereby enhance student online safety. Important tools to achieve this aim are an Augmented Reality game, interactive didactics and elements of prophylactics. You will individually create one lesson plan during this workshop. You will implement this lesson plan at your own school. After the implementation we will meet again to evaluate and create a common list of best practices and lessons learned.

Then you provide the session objective:  

The objective of this session is to transfer knowledge of identities and learning types. You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

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Success criteria:  The teacher participants are able to explain the impact effects of identity labels and learning types on three levels: their teaching, their students and student online safety. Now you will ask the teachers to introduce themselves one-by-one. 

 

 

You will notice that the first participant will need some time to answer. The next participant and those following will answer quicker. The reason for this is that the first participant needs to frame the answer. The first participant needs to choose which identity labels – see below – are appropriate. They might choose age, profession and amount of children, for instance. The next participants can then build on this framing of the first participant. The next participants can either follow the framing of the first participant or choose an alternative framing. Whether the majority of the participants choose to follow or not to follow the framing of first participant, you can explain that this is how identities are formed – by means of individual framing (the first participant and those not following the first participant) or collective framing (all those following the first participant). Resilience now is not giving in too much to peer pressure on our identities but at the same time being open to feedback and learning. We will look into identities and resilience by the following introductions on identity labels, learning types, identity theories and on the effect of new technologies on identities.

Identity labels Present an introduction on identity labels, based on the session 1 background section. The most import elements to highlight are:   

If we take identities as self-narrations, identities are made up by identity labels. These labels can be broader or less broad. The less broad our identity labels are, the less we are open to feedback and thus to learning. In situations of trust we are more open for feedback.

Good practices Present the good practices:  Let students repeat and understand the following three sentences: o o o

Sometimes I make mistakes; Sometimes my motivation is egoistic; I am part of the problem.

And explain the sense behind it. By saying the sentence “Sometimes I make mistakes” we exclude the possibility that we are always right. This ensures us a degree of humility: we might be wrong, even now. Saying “Sometimes my motivation is egoistic” makes sure that we cannot feel morally superior. And saying the sentence “I am part of the problem” precludes that we can divide the world in “us” and “them” in which “they” are the problem.  Ask your students whether they agree or not and how they feel saying these sentences.  Give students feedback and let them distinguish between coaching and evaluation;  Give students evaluation and let them distinguish between assessment, consequences and judgment;  Have students create a second scoring card to record how they reacted to a first situation.

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Impact table Explain the impact of identity labels and the good practices on the teacher, their students and student online safety. Online safety Less all-or-nothing reactions to online challenges, less prone to being onedimensionally profiled.

Teacher More positively responsive students.

Student More open to feedback, more open to learning.

Learning types Present an introduction on the concept of learning types, based on the session 1 background section. The most import elements to highlight are:  There are learners who see their achievements as the results of given attributes and those who see them at least partially as the result of their efforts.  The latter type will perform better. Good practices Present the good practices:   

Make students aware what kind of learners they are; Allow for failure in learning; Create a situation of “flow”: o Present them with a task that challenges available skills but is within reach; o State clear goals; o The effect: concentration, loss of self-consciousness, loss of feeling of time.

Impact table Explain the impact of the concept of learning types and the good practices on the teacher, their students and student online safety. Online safety Teacher Student Less resignation when More positively responsive More engaged, more meeting online challenges, students. positively responsive to less prone to being onechallenges. dimensionally profiled. Identity theories Present an introduction on identity theories, based on the session 1 background section. The most import elements to highlight are:   

Erving Goffman’s interpretation; Paul Ricoeur’s interpretation; Anthony Giddens’s interpretation.

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New online technologies and identity Present an introduction on the effect of new technologies on our identities, based on the session 1 background section. The most import elements to highlight are:     

No segregation of audiences; Algorithms and Big Data instead of nonverbal communication; Templates for profiles; Different narrations simultaneously; No consistency and no continuity in self-narratives.

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SESSION 2 Description for age group 8-11 TIME IN ‘

MODULE DESCRIPTION

PPT SLIDE

HANDBOOK SECTION

10

Interactive didactics

11

20 15 15

Good practices Discussion Elements of prophylactics

12 13 14

DIAGNOSTIC QUESTIONS SESSION 2 BACKGROUND LEVEL 2 8-11 GOOD PRACTICES

15 15

Good practices Discussion

15 16

DIAGNOSTIC QUESTIONS SESSION 2 BACKGROUND LEVEL 3 8-11 GOOD PRACTICES SESSION 2 BACKGROUND

Session objective Provide the session objective:  

The objective of this session is to transfer knowledge of interactive didactics and prophylactics. You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria:  The teacher participants are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety. Interactive didactics Present an introduction on interactive didactics, based on the session 2 background section. The most import elements to highlight are:  Students are to be co-responsible for their learning;  We need to engage all students in the class room;  Teaching and learning are two different domains. Only interaction can establish how much of the teaching is actually learned. Good practices Present the good practices:  Ask diagnostic questions during the lesson;  Let students indicate whether they still follow you; if not let another student explain who indicate they still follow;  Not the typical students’ “hands in the air” decides which students answer a question but a random selection by drawing. Impact table Explain the impact of interactive didactics and the good practices on the teacher, their students and student online safety.

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Online safety Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Teacher Focus on student learning rather than on teaching, more frequent and meaningful communication – both teacher/ student and student/ student, formative assessments during the lessons. More student engagement and deeper trust relationships.

Student Co-responsibility for one’s learning process, more engagement. More personal teacher/ student contact.

Elements of prophylactics Present an introduction on prophylactics, based on the session 2 background section. The most import elements to highlight are:  

   

Maintain a continuity of work with youngsters, do not to work episodically. Only a systematic continuity of activities brings results - create regular interaction opportunities, avoid apparent oneoff interactions. It is advisable to diagnose the class: discover what students can do, what they're interested in, what problems they have and what they need as a group from adults. Then bring out and enhance students’ potentials and resources: strengthen their social skills, give them a room to develop, provide and teach responsibility. Focus on teaching them those competencies and life skills that will help them to cope in difficult situations in the future. Treat the child as a subject, as an active participant in the interaction with adults - and not as an object. An important element of prophylactics in this age group is to involve parents. Be an authority for your students – children need wise adults. Build protecting relationships and trust through teacher-student dialogues.

Good practices Present the good practices:      

Use interactive methods, in which the teacher initiates the interaction and engages the children. The children are active participants and influence the course of interaction. For instance the Project-based Learning Method. Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and moderates ideas, plans and activities formed by the students themselves are the most effective ones. Based on the diagnosis of students the teacher plans what skills they should gain and experience during the project. The teacher implies a very clear and specific educational aim. Implement elements such as: discussion, brainstorm, task division, summary of each implementation stage, evaluation of the whole project, discussion on lessons learned. It is essential to sustain the motivation and faith of students, the faith of the teacher in the possibilities of the children helps them to endure failure, learn from mistakes and thus learn persistence. „Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you need to improve - so develop and train yourself, take care of your professional skills and develop skills useful for working with young people. This assumption can also have another aspect - if you can convince young people to this approach at an early age, they will learn the value and power of self-development.

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“I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause more credibility as an adult in relationships with children. It is a difficult approach to your work, because it assumes that in most problematic student situations you can have a distinct contribution - not necessarily a positive one. For example, if a student does not understand the lesson/ topic, analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem (as a young individual who is treated as a subject, and not as an object).

Impact table Explain the impact of prophylactics and the good practices on the teacher, their students and student online safety. Online safety Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety. Children may enter the online world more consciously and safely when they can ask an adult for help. Having a peer friend is essential to overcome challenges, especially for more vulnerable students.

Teacher Building conscious relation and sense of trust in the classroom, enlarging teacher’s abilities to communicate with students, more use of interactive methods.

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Student Closer relations with their teacher, enlarged risk awareness, a better communication with their peers, a greater involvement in their studying.


SESSION 3 Description for age group 8-11 TIME IN ‘ 10 25

MODULE DESCRIPTION Educational technologies Playing the AR game

PPT SLIDE 17 18

20

Creating an AR game

19

15 5

Discussion Teacher perspective on the lesson plan First lesson plan sketch

20 21

LESSON PLAN

22

LESSON PLAN

15

HANDBOOK SECTION SESSION 3 BACKGROUND SESSION 3 BACKGROUND PLAYING THE AR GAME 8-11 GAME MARKERS AR FORM AR QUESTIONNAIRE SESSION 3 BACKGROUND CREATING AN AR GAME

Session objective Provide the session objective:  

The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR) and on how to create and play an Augmented Reality game. You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria:  The teacher participants are able to explain the impact effects of educational technologies and the AR game on three levels: their teaching, their students and student online safety. Educational technologies Present an introduction on educational technologies, based on the session 3 background section. The most import elements to highlight are: Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.” Types of skills

21st cent. Skills

Learning Skills

Critical Thinking Creative Thinking Collaborating Communicating

Literacy Skills

Information Literacy Media Literacy Technology Literacy

Supporting Web 2.0 tools        

Blogs Wikis Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Aggregation services Blogs Wikis

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Life Skills

Flexibility Initiative Social Skills Productivity Leadership

           

Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Office-like applications Aggregation services Wikis Tagging and social bookmarking applications Multimedia sharing Audio blogging and podcasting Social networks Collaboration & Communication services Aggregation services

Impact table Explain the impact of educational technologies on the teacher, their students and student online safety. Online safety Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Teacher Less teacher anxiety, more openness to new education technology. A deeper trust relationship with students.

Student Getting communication options to talk about new technology and online experiences with teachers.

Playing the AR game Present an introduction on Augmented Reality, based on the Playing the AR game 8-11 section. The most import elements to highlight are: Augmented Reality (AR) consists of a real-time video stream generated by a camera to which digital elements are added that appear in reaction to a predefined trigger.  

AR triggers interest in our surroundings or in our identities. The AR game evokes interest in the emergence of online identities as a result of online data sharing.

Good practices Present the good practices:     

Play the game with the whole class; Get a student to play the game; Use the game as a stimulus for discussion; Ask students who of them has an opinion on the question themes; Let students interpret the augmentations.

Show the AR task and the AR questionnaire. Impact table Explain the impact of the AR game and the good practices on the teacher, their students and student online safety.

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Online safety Provoking reflections on data sharing, online identities and online safety.

Teacher Being a moderator facilitating peer-to-peer communication.

Student Getting communication options to talk about online experiences peer-to-peer. Temporary higher engagement, higher concentration levels, higher trust levels.

Now play the game on data sharing and online identities with the teachers. Read Playing the AR game 8-11 section on how to prepare, play and interpret the game.  URL: http://identifeye.ezzev.eu/. Creating an AR game In order to create an AR game you need to implement the following steps:        

Establish a theme; Create questions; Create answer options; Create augmentations per answer option; Create texts and sounds (optional); Create static blocks and pages; Translate (optional); Create a lesson plan.

Teacher perspective on the lesson plan It’s now time that teachers start preparing their lesson plan. Hand out the lesson plan template and all the good practices minus the educational technology good practices. Explain that the teachers now need to make some decisions regarding the lesson plan template they are about to fill out:  Will their lesson plan concern a curricular or extra-curricular lesson?  Which challenge or opportunity will be addressed? When they have made their decisions they need to choose from all four levels at least one good practice per level: o Level one: Identity labels & learning types; o Level two: Interactive didactics; o Level three: Prophylactics; o Level four: Playing the Augmented Reality game or create a new AR game; optionally, if the anxiety of a teacher appears to be too big the teacher can choose to implement a different educational technology good practice. First lesson plan sketch Teachers now fill out their lesson plan template individually and in silence. They are to use the break between the third and the fourth session to reflect on the first lesson plan sketch they create.

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SESSION 4 Description for age group 8-11 TIME IN ‘ 80 10

MODULE DESCRIPTION Teachers create individual lesson plans Discuss the evaluation template

PPT SLIDE 23

HANDBOOK SECTION

EVALUATION PPT

TEACHER EVALUATION EVALUATION PPT

LESSON PLAN

Session objective Provide the session objective:  The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons). Success criteria:  The teacher participants are able to write down hypotheses on the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Teachers create individual lesson plans  Teachers fill out the lesson plan template.  While teachers fill out the templates you have one-on-one “speed dating” sessions with individual teachers. Please sit for a few minutes with each individual teacher and support them in their task to fill out the template. Ask them about their decisions (in session 3) and about their choice of good practices to implement. If needed brainstorm with them or advise them.  If a teacher appears to be very anxious about using the AR game in their lesson or has no idea how to implement a lesson with the AR game hand them the two age appropriate model lessons as an option.  If a teacher would still to be anxious about using the game even after having considered the two model lessons you should suggest that the teacher chooses another educational technology from the list of good practices and apply this in their lesson plan. Please hand them the printed out educational technology good practices. Discussing the evaluation template  Hand out the printed evaluation template and show the evaluation PowerPoint presentation on a big screen.  Walk the teachers through the evaluation template slide by slide. Tell the teachers that they need to fill out the evaluation template after their lesson implementation. Ask them to send it to you by email before the fifth session and provide them your email address. Let the teachers know that they can contact you in the mean time if they have any questions.

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LESSON PLAN (45 minutes duration) Age group: 8-11 FIRST AND LAST NAME SCHOOL DATE EMAIL ADDRESS LESSON NAME

ID-EYE - STANDARD COURSE - "lesson model"

CURRICULAR IF CURRICULAR WHAT SUBJECT CHALLENGE/ OPPORTUNITY

X

EXTRA-CURRICULAR

Children start their online presence at an early age. This lesson is an opportunity for teachers /adults to build protecting relationships with students and to increase their future online safety.

LEARNING OBJECTIVES

SUCCESS CRITERIA

LEVEL 1 – SUBJECTS LEVEL 2 – DIDACTICS

- Students and teachers build closer relationships with each other; - Increased awareness of the risks associated with being online while sharing data and better ways to respond to risky online situations among the students; - Better communication with the group/ class; - As an additional result: greater commitment to education and the school community. - Increased awareness and reflection on the dangers that comes with presence online; - Increased integration of the class/ group and a more positive relationship with the teacher; - Improved communication within the class/ group, and between students and the teacher; - Greater awareness of children about the dangers of the Internet and of where to get help in an emergency situation. GOOD PRACTICES CHOSEN 3 sentences

 

  LEVEL 3 – PROPHYLACTICS

 

DIAGNOSTIC QUESTION RANDOMLY CHOOSE A STUDENT WHO WILL READ A GAME QUESTION AND WHO WILL SUGGEST AN ANSWER RANDOMLY CHOOSE A PARTICIPANT WHO REPLIED NO TO THE DIAGNOSTIC QUESTION AND ASK WHETHER THEY COULD EXPLAIN WHY THEY HAVE CHOSEN (NO) CHOOSE A PARTICIPANT WHO REPLIED YES TO THE DIAGNOSTIC QUESTION AND INVITE THEM TO EXPLAIN WHY THEY HAVE CHOSEN (YES) Focus on listening and creating a dialogue / relationships that one can use in the future with the group. Be attentive, listen and build trust-based relationship -

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young people need wise adults who want to listen to them and talk to them. INCLUDING AR GAME IF NO WHY NOT

YES

NO

IF NOT WHAT EDTECH PLANNED IMPACT Building conscious relation and sense of trust in the classroom, better communication with students and the use of interactive methods. A closer relationship with the teacher, risk awareness, better communication with the group, greater dedication to studying.

ON MY TEACHING ON MY STUDENTS

ON STUDENT ONLINE SAFETY

The presence of adult in learning about the presence on the Internet and the opportunity to talk about the risks and about their experiences online, is an effective tool to increase the safety of children Children may enter the online world more consciously which makes them safer. They will have less hesitations asking for help from adults

ASSESSMENT TYPES LESSON PLAN DESCRIPTION

Discussion at the end of the lesson

STEP 1 – 2’ EXPLAIN THE PURPOSE OF THE LESSON Children at this age cannot keep their attention for too long. Try to briefly and concisely deliver the purpose of your lesson.  THIS LESSON AIMS TO EXPLAIN WHAT ONLINE "IDENTITIES" ARE AND HOW THEY ARE BUILT. STEP 2 – 2’ DISCUSS THE RULES  WE ARE GOING TO PLAY A GAME – IT MEANS WE ARE GOING TO DISCUSS VARIOUS OFFLINE AND ONLINE SITUATIONS  IT IS IMPORTANT TO REMEMBER IN THIS DISCUSSION ABOUT 3 SENTENCES, WHICH YOU WILL REPEAT AFTER ME: o SOMETIMES I MAKE MISTAKES o SOMETIMES MY MOTIVATION IS SELFISH o I AM A PART OF THE PROBLEM STEP 3 – 20’ PLAYING THE GAME  Choose who will be playing - you or a student. If a student wants to be the person playing, they should do so, because placing them in a role in the foreground will increase their self-esteem and self-confidence, and the rest of the group will participate more actively in the lesson. If none of the students decides to play, then you as a teacher should assign yourself as a

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   

player, which can be a certain attraction for students and can give a greater commitment to the lesson. In case a student will play, remember to have contact with them before the lesson and calibrate the game to their features. This will allow you to implement your lesson smoothly and without disruption. The game is the central point of your lesson. Play it in such a way that children keep up with you, do not hurry. This will help them to focus attention. FOR EACH QUESTION RANDOMLY CHOOSE A STUDENT WHO WILL READ THE QUESTION AND WHO WILL SUGGEST AN ANSWER ASK WHO AGREES WITH THE SUGGESTED ANSWER AND WHY? ASK WHO DOESN’T AGREE WITH THE SUGGESTED ANSWER AND WHY? CONDUCT A VOTE

Take frequent and longer breaks, to discuss upcoming questions. Students of this age do not have a lot of patience; they want to understand, to learn as soon as possible. This will allow you to maintain order in the classroom and continue the lesson. Listen carefully to the questions and the comments of the students, try to catch as much information from them while speaking about the views and needs of your students. EXAMPLE: QUESTION 6 Do you normally fill out all the fields during a registration, even if they are not mandatory? If the answer YES is selected these are suggested deliberations: - What do you think happens with the information you entered in the fields that are not mandatory to fill out? - What do you think the site or app responsibles do with the information about you that you enter? Do you think that anyone will get to see it on the web? If the answer NO is selected these are suggested deliberations: - Why don’t you share all the information? - What do you think happens with your data if anyone has access to it? If the answer SOMETIMES is selected these are suggested deliberations: - When do you enter all the information about yourself, and when not? - Why do you sometimes leave fields empty? QUESTION 8 Imagine that your colleague published a photograph of you from five years back on his profile. What do you think? If you select an answer I LIKE THIS these are suggested deliberations: - Why do you like it? - Imagine that others do not like this picture, and maybe write a comment that does not appeal to you. How would you feel then? If you selected answer I DON’T LIKE THIS these are suggested deliberations: - Did this happen to you, or maybe any of your friends have been in a similar situation? - How do you think the person whose picture was placed without their knowledge online feels? - What can you do in this situation?

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STEP 4 – 6’ AFTER THE GAME – DISCUSSION ASK YOUR DIAGNOSTIC QUESTION PREPARED BEFORE: IS IT POSSIBLE TO BE ONLINE AND NOT TO BUILD YOUR ONLINE IDENTITY? EVERYONE NOW HAS TO SHOW A GREEN CARD: (YES) OR A RED CARD: (NO)  CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK WHETHER THEY COULD EXPLAIN WHY THEY HAVE CHOSEN (NO)  CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAIN WHY THEY HAVE CHOSEN (YES)  THEN – LET THE STUDENTS VOTE AGAIN  EXPLAIN YOUR POINT OF VIEW, EXPLAIN WHY THE ANSWER SHOULD BE (NO) - EVERY ACTION ONLINE BUILDS OUR IDENTITY. EXPLAIN WHY, USING EXAMPLES FROM THE GAME: USE THE QUESTION / ANSWER OPTION - GAME NOTES: No. 8, 9 My justification (the teacher): Each online action adds to building our online identities – It’s worth to show the children that almost every activity on the Internet, especially on social networking sites, leaves a trace. Profile updates, photos, videos and comments often cause people form their own opinion about us, not always consistent with our self-image. Uploaded information may live "their lives", which means it can be available and disseminated by other people, that we don’t know. We have less control over comments by others and places where they are published. Those information can build an unwanted image. Put a particular emphasis on the thinking and online safety, If there's anything students do not understand, let them ask for an explanation and help from adults. In the world of both offline and online there is a "golden" rule - "What you give is what you get", the sooner we can help students understand this, the faster they will be at least a little more aware and safe in the virtual world. STEP 5 – 10’ DRAWING – MY SELF-PORTRAIT ONLINE TASK 1 – DISTRIBUTE THE FORM  INVITE STUDENTS TO DRAW THEIR SELF-PORTRAITS ONLINE – THEIR ONLINE IDENTITY  AFTER THE DRAWING – ASK ALL INDIVIDUALLY TO SHORTLY DESCRIBE WHAT THEY HAVE DRAWN STEP 6 – 5’ QUESTIONNAIRE

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MODEL LESSON PLAN 2 (45 minutes duration) Age group: 8-11 FIRST AND LAST NAME SCHOOL DATE EMAIL ADDRESS

LESSON NAME

MEET THE PARENTS

X CURRICULAR IF CURRICULAR WHAT SUBJECT CHALLENGE/ OPPORTUNITY

Challenge: Parents hardly talk with their children on online experiences even though children want to.

LEARNING OBJECTIVES SUCCESS CRITERIA

EXTRA-CURRICULAR INFORMATICS

Students present their view on how to communicate with parents on online experiences and new technology. The answers show an envisioned communication that is: - Open - Non-moralistic - Non-divisive.

GOOD PRACTICES CHOSEN LEVEL 1 – SUBJECTS Provide coaching. LEVEL 2 – DIDACTICS Random selection by drawing sticks (2 times). LEVEL 3 – PROPHYLACTICS Project learning. Involving student environments beyond the school environment. INCLUDING AR GAME YES NO IF NO WHY NOT IF NOT WHAT EDTECH -

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PLANNED IMPACT ON MY TEACHING More openness towards edtech, more openness in the curriculum towards seemingly private subjects. ON MY STUDENTS Opening a new communication channel with adults (teacher and parents) on online experiences and new technology. ON STUDENT ONLINE SAFETY New communication channels on online experiences and new technology hopefully will lead to a situation in which - when something goes very wrong online - students feel that they can talk about it with an adult: teacher, parent or other. The game will provide more insights on online data sharing and online identities. This should lead to more student resilience. ASSESSMENT TYPES

Formative assessment during the process of filling out the answers by the several groups. Discussion at the end of the lesson on the answers provided.

LESSON PLAN STEP 1 – 10’ DESCRIPTION Introduce the learning objective, a list with questions and success criteria. The list of questions:  In what respect would adults need help when playing the game?  What would be simple for adults when playing the game?  Would adults answer the questions honestly?  What could you do to help adults play the game? Divide the class in 4 groups by random sticks selection. Hand out the list of questions to each group. STEP 2 – 20’ 38


Let each group play the game as a group with the list of questions in hand. Let them then answer the list of questions as a group. The teacher coaches and exchanges information and knowledge with each group. STEP 3 – 15’ The teacher randomly selects a representative per group by means of drawing sticks. The representative reads the group answers. The teacher discusses with them. This is implemented for all four groups.

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IMPLEMENTATION LESSON Description for age group 8-11 TIME IN ‘

MODULE DESCRIPTION

45

Teachers implement their own lesson plan at their school Teachers fill out the evaluation template

30

PPT SLIDE -

HANDBOOK SECTION -

-

-

Objective  The objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and their chosen good practices. Success criteria:  The teacher participants are able to test the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Teachers implement their own lesson plan at their school Teachers now individually implement the lesson plan they have written during sessions 3 and 4. They either use one of their regular lessons or an extra-curricular lesson, depending on their choice. You are not present. Teachers fill out the evaluation template After the implementation of the lesson plan teachers fill out the evaluation template and sends it to you by email before the fifth session.

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SESSION 5 Description for age group 8-11 TIME IN ‘ 30 50 10

MODULE DESCRIPTION Teacher summaries of their implementations Discussion leading to a BP/LL list Handing out certificates

PPT SLIDE 25

HANDBOOK SECTION TEACHER EVALUATION

26 27

CERTIFICATES

Session objective Provide the session objective:  The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons Learned (BP/LL). Success criteria:  The teacher participants are able to evaluate the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Teacher summaries of their implementations Have teachers answer one-on-one the following questions – based on the evaluation template they’ve filled out:  Was your lesson curricular or extracurricular?  What challenge or opportunity did you want to address?  What good practices did you chose?  What was the impact of the chosen good practices on your teaching?  What was the impact of the chosen good practices on your students?  What was the impact of the chosen good practices on student online safety? Optionally record the teacher answers on camera. If you’d do so, please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com. Discussion leading to a BP/LL list Provide a discussion with the teachers about their answers. Keep the following topics in mind:   

Did similar good practices have a positive impact on the teachers’ teaching, their students and on student online safety? Did similar good practices have no impact or a negative impact on the teachers’ teaching, their students and on student online safety? Under what conditions did good practices have a positive, negative or neutral impact on the teachers’ teaching, their students and on student online safety?

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Summarize the discussion by drafting a list of good practices that had a positive impact on the teachers’ teaching, their students and on student online safety for many teachers (“best practices”) and the conditions under which they worked out and a list of good practices that had no impact or a negative impact on the teachers’ teaching, their students and on student online safety for many teachers (“lessons learned”) and the conditions under which they failed. Please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com Handing out certificates The workshop draws to an end. The only task you have left is handing out the workshop certificates to each teacher individually.

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SESSION 1 Description for age group 12-14 TIME IN ‘ 15

MODULE DESCRIPTION Explaining aim of the workshop

PPT SLIDE 1

10

Identity labels

2

10 5 10

Good practices Discussion “Liquid life”

3 4 5

10 5 10 10

Good practices Discussion Identity theories New online technologies and identity Discussion

6 7 8 9

5

HANDBOOK SECTION INSTRUCTOR INTRODUCTION PROJECT DESCRIPTION WORKSHOP POWERPOINT 12-14 SUCCESS CRITERIA DECLARATION OF CONSENT DIAGNOSTIC QUESTIONS SESSION 1 BACKGROUND LEVEL 1 12-14 GOOD PRACTICES DIAGNOSTIC QUESTIONS SESSION 1 BACKGROUND LEVEL 1 12-14 GOOD PRACTICES SESSION 1 BACKGROUND SESSION 1 BACKGROUND

10

Start the PowerPoint presentation. Make sure you’ll show the right slide at the right moment during the workshop, as indicated in the table. Hand out the success criteria document. Ask for the remaining teacher Declaration of consent documents. Explaining the aim of the workshop After you have introduced yourself you explain the aim of the workshop: 

   

You [teacher] will learn in this five-session workshop to create, implement and evaluate 45-minutes lesson plans for your students aged 12-14. The lessons are to enhance student resilience to deal with online experiences – and thereby enhance student online safety – while at the same time empowering their conscious, creative and critical stance as evolving responsible citizens. Important tools to achieve this aim are an Augmented Reality game, interactive didactics and elements of prophylactics. You will individually create one lesson plan during this workshop. You will implement this lesson plan at your own school. After the implementation we will meet again to evaluate and create a common list of best practices and lessons learned.

Then you provide the session objective:  

The objective of this session is to transfer knowledge of identities and the concept of “liquid life”. You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

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Success criteria:  The teacher participants able to explain the impact effects of identity labels and the concept of “liquid life” on three levels: their teaching, their students and student online safety. Now you will ask the teachers to introduce themselves one-by-one. 

 

 

You will notice that the first participant will need some time to answer. The next participant and those following will answer quicker. The reason for this is that the first participant needs to frame the answer. The first participant needs to choose which identity labels – see below – are appropriate. They might choose age, profession and amount of children, for instance. The next participants can then build on this framing of the first participant. The next participants can either follow the framing of the first participant or choose an alternative framing. Whether the majority of the participants choose to follow or not to follow the framing of first participant, you can explain that this is how identities are formed – by means of individual framing (the first participant and those not following the first participant) or collective framing (all those following the first participant). Resilience now is not giving in too much to peer pressure on our identities but at the same time being open to feedback and learning. We will look into identities and resilience by the following introductions on identity labels, society as a context for our identities, identity theories and on the effect of new technologies on identities.

Identity labels Present an introduction on identity labels, based on the session 1 background section. The most import elements to highlight are: • • •

If we take identities as self-narrations, identities are made up by identity labels. These labels can be broader or less broad. The less broad our identity labels are, the less we are open to feedback and thus to learning. In situations of trust we are more open for feedback.

Good practices Present the good practices:  Let students repeat and understand the following three sentences: o o o

Sometimes I make mistakes; Sometimes my motivation is egoistic; I am part of the problem.

And explain the sense behind it. By saying the sentence “Sometimes I make mistakes” we exclude the possibility that we are always right. This ensures us a degree of humility: we might be wrong, even now. Saying “Sometimes my motivation is egoistic” makes sure that we cannot feel morally superior. And saying the sentence “I am part of the problem” precludes that we can divide the world in “us” and “them” in which “they” are the problem.  Ask your students whether they agree or not and how they feel saying these sentences.  Give students feedback and let them distinguish between coaching and evaluation;  Give students evaluation and let them distinguish between assessment, consequences and judgment;  Have students create a second scoring card to record how they reacted to a first situation.

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Impact table Explain the impact of identity labels and the good practices on the teacher, their students and student online safety. Online safety Less all-or-nothing reactions to online challenges, less prone to be onedimensionally profiled.

Teacher More positively responsive students.

Student More open to feedback, more open to learning.

“Liquid life” Present an introduction on the concept of “liquid life” by Zygmunt Bauman, based on the session 1 background section. The most import elements to highlight are:  Globalization;  Ultra-consumerism;  Fast changes so that new habits and interpretation frames are prone to fail;  All suffer from anxiety to become superfluous. Good practices Present the good practices: The only way to have a chance on self-respect is by gaining civil skills that facilitate us in living with Others:     

Conducting a dialogue; Conducting a negotiation; Gaining mutual understanding; Managing and resolving conflicts; Being able to learn and to react to new situations.

Impact table Explain the impact of the concept of “liquid life” and the good practices on the teacher, their students and student online safety. Online safety Teacher Student More critical attitude online, More critically responsive More critical attitude, more better skills to deal with students, more tolerant civil skills. “otherness” online. students. Identity theories Present an introduction on identity theories, based on the session 1 background section. The most import elements to highlight are:   

Erving Goffman’s interpretation; Paul Ricoeur’s interpretation; Anthony Giddens’s interpretation.

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New online technologies and identity Present an introduction on the effect of new technologies on our identities, based on the session 1 background section. The most import elements to highlight are:     

No segregation of audiences; Algorithms and Big Data instead of nonverbal communication; Templates for profiles; Different narrations simultaneously; No consistency and no continuity in self-narratives.

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SESSION 2 Description for age group 12-14 TIME IN ‘

MODULE DESCRIPTION

PPT SLIDE

HANDBOOK SECTION

10

Interactive didactics

11

20 15 15

Good practices Discussion Elements of prophylactics

12 13 14

DIAGNOSTIC QUESTIONS SESSION 2 BACKGROUND LEVEL 2 12-14 GOOD PRACTICES

15 15

Good practices Discussion

15 16

DIAGNOSTIC QUESTIONS SESSION 2 BACKGROUND LEVEL 3 12-14 GOOD PRACTICES SESSION 2 BACKGROUND

Session objective Provide the session objective:  

The objective of this session is to transfer knowledge of interactive didactics and prophylactics. You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria:  The teacher participants are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety. Interactive didactics Present an introduction on interactive didactics, based on the session 2 background section. The most import elements to highlight are:  Students are to be co-responsible for their learning;  We need to engage all students in the class room;  Teaching and learning are two different domains. Only interaction can establish how much of the teaching is actually learned. Good practices Present the good practices:  Ask diagnostic questions during the lesson;  Let students indicate whether they still follow you; if not let another student explain who indicate they still follow;  Not the typical students’ “hands in the air” decides which students answer a question but a random selection by drawing. Impact table Explain the impact of interactive didactics and the good practices on the teacher, their students and student online safety.

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Online safety Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Teacher Focus on student learning rather than on teaching, more frequent and meaningful communication – both teacher/ student and student/ student, formative assessments during the lessons. More student engagement and deeper trust relationships.

Student Co-responsibility for one’s learning process, more engagement. More personal teacher/ student contact.

Elements of prophylactics Present an introduction on prophylactics, based on the session 2 background section. The most import elements to highlight are:  

      

Maintain a continuity of work with youngsters, do not to work episodically. Only a systematic continuity of activities brings results - create regular interaction opportunities, avoid apparent oneoff interactions. It is advisable to diagnose the class: discover what students can do, what they're interested in, what problems they have and what they need as a group from adults. Then bring out and enhance students’ potentials and resources: strengthen their social skills, give them a room to develop, provide and teach responsibility. Focus on teaching them those competencies and life skills that will help them to cope in difficult situations in the future. Treat the child as a subject, as an active participant in the interaction with adults - and not as an object. An important element of prophylactics in this age group is to involve parents. Be an authority for your students – children need wise adults. Build protecting relationships and trust through teacher-student dialogues. Good replaces evil: Target your students' energy to perform tasks and socially useful activities that build up their self-esteem. This promotes the extinction of disturbed behavior. Real life: Make sure the development of your students’ social life skills takes place through tasks that are implemented in their natural environment. This contributes to a real change in the relationship with their environment. Pay It Forward: Stimulate students using the competences that they have developed to empower others – something they already do by themselves.

Good practices Present the good practices:    

Use interactive methods, in which the teacher initiates the interaction and engages the children. The children are active participants and influence the course of interaction. For instance the Project-based Learning Method. Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and moderates ideas, plans and activities formed by the students themselves are the most effective ones. Based on the diagnosis of students the teacher plans what skills they should gain and experience during the project. The teacher implies a very clear and specific educational aim. Implement elements such as: discussion, brainstorm, task division, summary of each implementation stage, evaluation of the whole project, discussion on lessons learned.

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  

Young people need to confront their ideas with adults – therefore you should not avoid "difficult issues". It is essential to sustain the motivation and faith of students, the faith of the teacher in the possibilities of the children helps them to endure failure, learn from mistakes and thus learn persistence. „Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you need to improve - so develop and train yourself, take care of your professional skills and develop skills useful for working with young people. This assumption can also have another aspect - if you can convince young people to this approach at an early age, they will learn the value and power of self-development. “I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause more credibility as an adult in relationships with children. It is a difficult approach to your work, because it assumes that in most problematic student situations you can have a distinct contribution - not necessarily a positive one. For example, if a student does not understand the lesson/ topic, analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem (as a young individual who is treated as a subject, and not as an object).

Impact table Explain the impact of prophylactics and the good practices on the teacher, their students and student online safety. Online safety Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Teacher Deeper trust relationships, better teacher responsiveness towards interactivity.

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Student Deeper embedding in one’s environment, improving adult – youngster and peerto-peer communication and stimulating engagement. More personal teacher/ student contact.


SESSION 3 Description for age group 12-14 TIME IN ‘ 10 25

MODULE DESCRIPTION Educational technologies Playing the AR game

PPT SLIDE 17 18

20

Creating an AR game

19

15 5

Discussion Teacher perspective on the lesson plan First lesson plan sketch

20 21

LESSON PLAN

22

LESSON PLAN

15

HANDBOOK SECTION SESSION 3 BACKGROUND SESSION 3 BACKGROUND PLAYING THE AR GAME 12-14 GAME MARKERS AR QUESTIONNAIRE SESSION 3 BACKGROUND CREATING AN AR GAME

Session objective Provide the session objective:  

The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR) and on how to create and play an Augmented Reality game. You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria:  The teacher participants are able to explain the impact effects of educational technologies and the AR game on three levels: their teaching, their students and student online safety. Educational technologies Present an introduction on educational technologies, based on the session 3 background section. The most import elements to highlight are: Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.” Types of skills

21st cent. Skills

Learning Skills

Critical Thinking Creative Thinking Collaborating Communicating

Literacy Skills

Information Literacy Media Literacy

Supporting Web 2.0 tools        

Blogs Wikis Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Aggregation services Blogs Wikis

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Technology Literacy

Life Skills

Flexibility Initiative Social Skills Productivity Leadership

           

Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Office-like applications Aggregation services Wikis Tagging and social bookmarking applications Multimedia sharing Audio blogging and podcasting Social networks Collaboration & Communication services Aggregation services

Impact table Explain the impact of educational technologies on the teacher, their students and student online safety. Online safety Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Teacher Less teacher anxiety, more openness to new education technology. A deeper trust relationship with students.

Student Getting communication options to talk about new technology and online experiences with teachers.

Playing the AR game Present an introduction on Augmented Reality, based on the Playing the AR game 12-14 section. The most import elements to highlight are: Augmented Reality (AR) consists of a real-time video stream generated by a camera to which digital elements are added that appear in reaction to a predefined trigger.  

AR triggers interest in our surroundings or in our identities. The AR game evokes interest in the emergence of the atmosphere in the class as a result of didactics.

Good practices Present the good practices:     

Play the game with the whole class; A teacher plays the game; Use the game to collect data for a subsequent discussion after the game; Ask specific individual students for their opinion on the question themes; Ask students to review the game.

Show the AR questionnaire. Impact table Explain the impact of the AR game and the good practices on the teacher, their students and student online safety. 51


Online safety Provoking discussion on teacher – student communications as a starting point for teachers becoming suitable adults to communicate about online experiences.

Teacher Being a moderator facilitating peer-to-peer communication while hearing student communication preferences.

Student Getting communication options to talk about didactics. Co-responsibility for one’s learning process. Temporary higher engagement, higher concentration levels, higher trust levels.

Now play the game on ideal didactics with the teachers. Read the Playing the AR game 12-14 section on how to prepare, play and interpret the game.  URL: http://id-eye2.ezzev.eu/. Creating an AR game In order to create an AR game you need to implement the following steps:        

Establish a theme; Create questions; Create answer options; Create augmentations per answer option; Create texts and sounds (optional); Create static blocks and pages; Translate (optional); Create a lesson plan.

Teacher perspective on the lesson plan It’s now time that teachers start preparing their lesson plan. Hand out the lesson plan template and all the good practices minus the educational technology good practices. Explain that the teachers now need to make some decisions regarding the lesson plan template they are about to fill out:  Will their lesson plan concern a curricular or extra-curricular lesson?  Which challenge or opportunity will be addressed? When they have made their decisions they need to choose from all four levels at least one good practice per level: o Level one: Identity labels & “liquid life”; o Level two: Interactive didactics; o Level three: Prophylactics; o Level four: Playing the Augmented Reality game or create a new AR game; optionally, if the anxiety of a teacher appears to be too big the teacher can choose to implement a different educational technology good practice. First lesson plan sketch Teachers now fill out their lesson plan template individually and in silence. They are to use the break between the third and the fourth session to reflect on the first lesson plan sketch they create.

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SESSION 4 Description for age group 12-14 TIME IN ‘ 80 10

MODULE DESCRIPTION Teachers create individual lesson plans Discuss the evaluation template

PPT SLIDE 23

HANDBOOK SECTION

EVALUATION PPT

TEACHER EVALUATION EVALUATION PPT

LESSON PLAN

Session objective Provide the session objective:  The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons). Success criteria:  The teacher participants are able to write down hypotheses on the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Teachers create individual lesson plans  Teachers fill out the lesson plan template.  While teachers fill out the templates you have one-on-one “speed dating” sessions with individual teachers. Please sit for a few minutes with each individual teacher and support them in their task to fill out the template. Ask them about their decisions (in session 3) and about their choice of good practices to implement. If needed brainstorm with them or advise them.  If a teacher appears to be very anxious about using the AR game in their lesson or has no idea how to implement a lesson with the AR game hand them the two age appropriate model lessons as an option.  If a teacher would still to be anxious about using the game even after having considered the two model lessons you should suggest that the teacher chooses another educational technology from the list of good practices and apply this in their lesson plan. Please hand them the printed out educational technology good practices. Success criteria:  The teacher participants are able to predict the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Discussing the evaluation template  Hand out the printed evaluation template and show the evaluation PowerPoint presentation on a big screen.  Walk the teachers through the evaluation template slide by slide.

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Tell the teachers that they need to fill out the evaluation template after their lesson implementation. Ask them to send it to you by email before the fifth session and provide them your email address. Let the teachers know that they can contact you in the mean time if they have any questions.

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LESSON PLAN (45 minutes duration) Age group: 12-14

FIRST AND LAST NAME SCHOOL DATE EMAIL ADDRESS LESSON NAME

ID-EYE - STANDARD COURSE - "lesson model"

CURRICULAR IF CURRICULAR WHAT SUBJECT CHALLENGE/ OPPORTUNITY

EXTRA-CURRICULAR

Young people have a chance to express their views and present them to others, discuss controversial topics with adults, which helps the teacher to get to know their students and helps to build trust and a mutual understanding in the class room. Young people will together with their teachers work on the concept of an "ideal class" – this particular challenge increases their responsibility for their own education and their school environment.

LEARNING OBJECTIVES

SUCCESS CRITERIA

X

- Students and teachers build closer relationships with each other; - An increase of student awareness of the risks associated with being online and new ways for students to respond to risky situations online; - Better communication with the group/ class; - As an additional result: greater commitment to education and the school community; - Through the use and application of methods of interactive and media education in youth work, teachers stimulate the development and skills of their students. Youngsters: - More conscious embedding in their environment, improvement of adult-teen relationship; - Direct communication and stimulation of involvement; - More personal and conscious contact between the teacher and the students. Teacher: - Building a relation of trust; - More openness for communication with students; - The use of interactive methods in teaching.

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GOOD PRACTICES CHOSEN 3 sentences

LEVEL 1 – SUBJECTS

LEVEL 2 – DIDACTICS

DIAGNOSTIC QUESTIONS RANDOMLY CHOOSE A STUDENT WHO WILL READ A GAME QUESTION AND WHO WILL SUGGEST AN ANSWER RANDOMLY CHOOSE A PARTICIPANT WHO REPLIED NO TO THE DIAGNOSTIC QUESTION AND ASK WHETHER THEY COULD EXPLAIN WHY THEY HAVE CHOSEN (NO)

CHOOSE A PARTICIPANT WHO REPLIED YES TO THE DIAGNOSTIC QUESTION AND INVITE THEM TO EXPLAIN WHY THEY HAVE CHOSEN (YES) 

LEVEL 3 – PROPHYLACTICS

INCLUDING AR GAME IF NO WHY NOT

Focus on listening and creating a dialogue / relationships that one can use in the future with the group. Be attentive, listen and build trust-based relationship young people need wise adults who want to listen to them and talk to them.

YES

NO

IF NOT WHAT EDTECH -

ON MY TEACHING ON MY STUDENTS

ON STUDENT ONLINE SAFETY

PLANNED IMPACT Building conscious relation and sense of trust in the classroom, better communication with students and the use of interactive methods. More conscious embedding of students in their environment, improving the relationship adult teenager, improving direct communication and engagement stimulation. More personal and conscious contact in the relation teacher – student. The presence of an adult on the Internet and the ability to communicate and talk about their experiences onlin, is an effective tool to increase the safety of students online. Conscious peers are a big support often needed to overcome emerging challenges and difficulties, especially for students with difficulties.

ASSESSMENT TYPES

Discussion at the end of the lesson

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LESSON PLAN DESCRIPTION

STEP 1 – 2’ EXPLAIN THE LESSON OBJECTIVE Youth in this age likes to have their own opinions and present them to others, they also easily enter discussions on controversial topics. THE OBJECTIVE OF THIS LESSON IS TO FIND OUT WHAT THE PERFECT CLASS ROOM LOOKS LIKE. STEP 2 – 2’ EXPLAIN THE RULES  WE’RE GOING TO PLAY A GAME – THIS MEANS WE’RE GOING TO DISCUSS HOW TEACHERS SHOULD IDEALLY TEACH AND STUDENTS WOULD IDEALLY LEARN  IT IS IMPORTANT TO REMEMBER IN THIS DISCUSSION ABOUT 3 SENTENCES, WHICH YOU WILL REPEAT AFTER ME: o SOMETIMES I MAKE MISTAKES o SOMETIMES MY MOTIVATION IS SELFISH o I AM PART OF THE PROBLEM STEP 3 – 5’ INTRODUCTION TO THE TOPIC OBJECTIVE OF THE LESSON: IMAGINING A PERFECT CLASS IS IMPORTANT, BECAUSE THE MORE “OUR CLASS” LOOKS LIKE “YOUR PERFECT CLASS”, WE WILL TRUST EACH OTHER MORE AND IT WILL BE EASIER TO COMMUNICATE WITH ME IF SOMETHING DIFFICULT WILL HAPPEN TO YOU ONLINE. DO YOU AGREE? INTRODUCTION TO AUGMENTED REALITY Show the students a visual presentation explaining the AR. A large part of young people consciously or intuitively uses this technology in a variety of games and applications that are becoming increasingly popular. Take advantage of this fact and show young people how to use AR in education. An example you’ll find: http://youtu.be/09vxKN1zLNI. STEP 4 – 15’ PLAYING THE GAME 

Choose who will be playing - you or a student. If a student wants to be the person playing, they should do so, because placing them in a role in the foreground will increase their self-esteem and self-confidence, and the rest of the group will participate more actively in the lesson. If none of the students decides to play, then you as a teacher should assign yourself as a player, which can be a certain attraction for students and can give a greater commitment to the lesson. In case a student will play, remember to have contact with them before the lesson and calibrate the game to their features. This will allow you to implement your lesson smoothly and without disruption.

The game is the focal point of your lesson.

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FOR EVERY QUESTION SELECT PARTICIPANTS RANDOMLY, ASK THEM TO READ QUESTION AND ANSWER, THIS WILL SUGGEST THE ANSWER  KEEP ON SELECTING ANOTHER PARTICIPANTS RANDOMLY, ASK THEM TO READ QUESTION AND ANSWER, THIS WILL SUGGEST THE ANSWER  GIVE THEM MINUTES TO DISCUSS AND AGREE TO ONE COMMON ANSWER, IF THEY DON’T AGREE, LET THEM VOTE Playing with youngsters in this age group must proceed rapidly, with short breaks for dialogues that you provoke with targeted individual students. Save the discussions for later, after the game. Students will probably have many questions, reflections and doubts which they will want to share with you and the other participants in the lesson. Listen carefully to the questions and comments of your students, try to catch as much information as you can while speaking about the views and needs of your students. EXAMPLE: QUESTION 1 Teachers build the highest trust when: If answer WORK IN ACCORDANCE WITH WHAT THEY SAY was selected these are suggested deliberations: - What does it mean for you? - Do you have such teachers? - What should a teacher do you to have more confidence in them (list)? If the answer THEY TRY TO UNDERSTAND STUDENTS is selected these are suggested deliberations: - Why do you think understanding so important? - Is it possible to have a good relationship with a teacher who does not understand you? - For what reasons teachers may not understand their students? If the answer THEY KNOW THEIR JOB is selected these are suggested deliberations: - In your opinion, what does it mean that a teacher who knows their job? - In your opinion, how should a good teacher behave like? QUESTION 4 When you have a problem on the Internet - to whom you speak? If the answer PARENTS is selected these are suggested deliberations: - What are your relations with your parents? - What makes these relationships good? Do we have an impact on these relations? If answer TEACHERS was selected these are suggested deliberations: - What makes you turn to a teacher? 58


- Does a good relationship with the teacher depend on the student, the teacher, or maybe it depends on both sides? If answer PEERS was selected these are suggested deliberations: - Why would you choose peers in the case of a problem on the Internet? - To whom of your peers would you go to ask for help? - Did such a situation happen to you? Or maybe someone asked you for help? - How have you managed to solve the problem? If answer INTERNET was selected these are suggested deliberations: - While seeking information on the web, are you checking their source? - Do you think that is all information on the Internet is accurate? - Do you rather consult with people online than in real life? AFTER THE GAME STEP 5 – 13’ DEBATE ASK YOUR FIRST DIAGNOSTIC QUESTION: ARE THE STUDENTS EQUALLY RESPONSIBLE FOR THE LESSON RESULTS? EVERYONE HAS TO SHOW NOW THE GREEN CARD: (YES) OR RED CARD: (NO)  CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK THEM TO EXPLAIN WHY THEY HAD CHOSEN (NO)  CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAIN WHY THEY HAD CHOSEN (YES)  THEN – LET STUDENTS VOTE AGAIN  EXPLAIN YOUR POINT OF VIEW, ANSWER: (YES) – A LESSON IS A COOPORATION, SO EVERYONE IS RESPONSIBLE FOR THE RESULT OF THE LESSON. My justification (the teacher): A lesson is a cooperation, so everyone is responsible for the results – together we have decided to cooperate, so the responsibility for the result spreads out to all of us. We have the same goal that we can achieve if we work on it together. Important is also the co-responsibility that each of us has for the impact on the form, course and outcome of our lesson. Our activities, commitment and partnership affect what one learns, about what one talks and whether one is supported by the class. Dear teacher - most of the time, youngsters retreat or remain passive during activities with adults when they cannot realize their ideas, or openly express their opinions – therefore, leave room for student selfrealization. ASK YOUR SECOND DIAGNOSTIC QUESTION: IS IT EASIER FOR YOU TO COME TO ME IN THE IDEAL CLASS, WHEN YOU HAVE A PROBLEM ONLINE?

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EVERYONE HAS TO SHOW NOW THE GREEN CARD: (YES) OR RED CARD: (NO)  CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK THEM TO EXPLAIN WHY THEY HAD CHOSEN (NO)  CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAIN WHY THEY HAD CHOSEN (YES)  THEN – LET STUDENTS VOTE AGAIN  EXPLAIN YOUR POINT OF VIEW, ANSWER: (YES) – I HOPE SO. My justification (the teacher): Is it easier for you to come to me in the ideal classroom, when you have a problem online? I hope so - trust and security are things without which it is difficult for us to live, we started talking about various topics that are important to us and often difficult. Each of us, by opening up, takes a risk, but the risk often pays off. As a group/ class we can be a support for each other, both in good and difficult times. However, there are cases and situations which young people themselves would not cope with and need a wise adult. In the ideal class that supporting adult should be a teacher, but building a trust needs time, so sometimes you need to start small – by a dialogue, by identifying common objectives for the group, by spending time together and discussing (also online). Sometimes it's helpful to invite someone to a part of our lives and see if there will be a place for them. Dear teacher - building trust takes a long time and often consists of a lot of details, such as dialogue, listening, understanding, discretion, time and keeping our word. As adults we need to earn and nurture the trust of young people. You do not get trust just because you're a teacher or you because you decided that right now you want to be friends with youngsters. STEP 6 – 5’ QUESTIONNAIRE

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MODEL LESSON PLAN 2 (45 minutes duration) Age group: 12-14 FIRST AND LAST NAME SCHOOL DATE EMAIL ADDRESS LESSON NAME

TALKING ABOUT LIFE ONLINE

CURRICULAR IF CURRICULAR WHAT SUBJECT CHALLENGE/ OPPORTUNITY

EXTRA-CURRICULAR -

Youngsters prefer talking to their peers about their life online rather than with adults. The challenge is to get them to talk to adults more about the subject.

LEARNING OBJECTIVES SUCCESS CRITERIA

LEVEL 1 – SUBJECTS LEVEL 2 – DIDACTICS LEVEL 3 – PROPHYLACTICS INCLUDING AR GAME IF NO WHY NOT IF NOT WHAT EDTECH

X

Students create a mini-lesson plan for an extra-curricular lesson with their parents. The lesson plans contain: - Serious reflections on how to start a conversation with their parents; - Realistic expectations; - Proposals for a communication that is:  Open;  Non-moralistic;  Non-divisive. - Serious reflections on the expected impact on their parents and themselves, including their online safety. GOOD PRACTICES CHOSEN 3 sentences. Random selection by drawing sticks. Project learning. Involving student environments beyond the school environment. YES (GAME 8-11) NO 61


ON MY TEACHING ON MY STUDENTS ON STUDENT ONLINE SAFETY

ASSESSMENT TYPES LESSON PLAN DESCRIPTION

PLANNED IMPACT More openness towards edtech, more openness towards seemingly private subjects in the curriculum. Opening a new communication channel with adults (teacher and parents) on online experiences and new technology. New communication channels on online experiences and new technology hopefully lead to a situation in which when something goes very wrong online students feel that they can talk about it with an adult – teacher, parent or other.

Discussion at the end of the lesson on the lesson plans created.

STEP 1 – 10’ Introduce the learning objective, a lesson plan template and success criteria. Introduce the three sentences as steps towards the communication aimed for. The less plan consists of:  Description of instruments to be used;  Description of the lesson;  Description of the expected impact on their parents;  Description of the expected impact on themselves, including their online safety. Divide the class in 4 groups by random sticks selection. Hand out a lesson plan template to each group. STEP 2 – 20’ Let each group play the game as a preparation on creating the lesson plan. The options in the game are to inspire the students to reflect on communication options just as the three sentences were to inspire students to reflect on how to start a dialogue. Let each group then fill out their lesson plan. STEP 3 – 15’ The teacher randomly selects a representative per group by means of drawing sticks. The representative reads the group lesson plan. The teacher discusses with them. This is implemented for all four groups.

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IMPLEMENTATION LESSON Description for age group 12-14 TIME IN ‘

MODULE DESCRIPTION

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Teachers implement their own lesson plan at their school Teachers fill out the evaluation template

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PPT SLIDE -

HANDBOOK SECTION

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Objective  The objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and their chosen good practices. Success criteria:  The teacher participants are able to test the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Teachers implement their own lesson plan at their school Teachers now individually implement the lesson plan they have written during sessions 3 and 4. They either use one of their regular lessons or an extra-curricular lesson, depending on their choice. You are not present. Teachers fill out the evaluation template After the implementation of the lesson plan teachers fill out the evaluation template and sends it to you by email before the fifth session.

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SESSION 5 Description for age group 12-14 TIME IN ‘ 30 50 10

MODULE DESCRIPTION Teacher summaries of their implementations Discussion leading to a BP/LL list Handing out certificates

PPT SLIDE 25

HANDBOOK SECTION TEACHER EVALUATION

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CERTIFICATES

Session objective Provide the session objective:  The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons Learned (BP/LL). Success criteria:  The teacher participants are able to evaluate the impact effects of their lesson plan on three levels: their teaching, their students and student online safety. Teacher summaries of their implementations Have teachers answer one-on-one the following questions – based on the evaluation template they’ve filled out:  Was your lesson curricular or extracurricular?  What challenge or opportunity did you want to address?  What good practices did you chose?  What was the impact of the chosen good practices on your teaching?  What was the impact of the chosen good practices on your students?  What was the impact of the chosen good practices on student online safety? Optionally record the teacher answers on camera. If you’d do so, please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com. Discussion leading to a BP/LL list Provide a discussion with the teachers about their answers. Keep the following topics in mind:   

Did similar good practices have a positive impact on the teachers’ teaching, their students and on student online safety? Did similar good practices have no impact or a negative impact on the teachers’ teaching, their students and on student online safety? Under what conditions did good practices have a positive, negative or neutral impact on the teachers’ teaching, their students and on student online safety?

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Summarize the discussion by drafting a list of good practices that had a positive impact on the teachers’ teaching, their students and on student online safety for many teachers (“best practices”) and the conditions under which they worked out and a list of good practices that had no impact or a negative impact on the teachers’ teaching, their students and on student online safety for many teachers (“lessons learned”) and the conditions under which they failed. Please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com Handing out certificates The workshop draws to an end. The only task you have left is handing out the workshop certificates to each teacher individually.

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BACKGROUND TO SESSION 1 Introduction The subjects that are related to the main workshop theme - the relationship between student online presence and student identities – are all connected to the notion of identity: identity labels and learning types for students aged 8 to 11 and identity labels and society (the concept of “liquid life”) for students aged 12 to 14. These subjects coincide (fully for the older age group and partially for the younger age group) with what sociologist Zygmunt Bauman (2005) – inspired by philosopher Richard Rorty – proclaims as “as desirable and fulfillable aims for educators, the tasks of ‘stirring the kids up’ and instilling ‘doubts in the students about the students’ own self-images, about the society in which they belong’.”

Identity labels [8-11; 12-14] Douglas Stone and Sheila Heen (2014) provide tools for an interactive learning experience based on the theme of identities. They limit themselves to the conscious part of our identity and define identity as follows: “Identity is the story we tell ourselves about ourselves – what we’re like, what we stand for, what we’re good at, what we’re capable of” – see Giddens in the “Identity theory” section below. According to Stone & Heen these stories consist of labels. We try to keep these labels simple, such as “I’m competent, I’m good, I’m worthy of love. These labels serve an important function: Life can be messy and confusing, and simple identity labels remind us of our values and priorities”. These simple identity labels get us into trouble though. “They are simple because they are “all or nothing.” That works fine when we’re “all.” But when we get feedback that we are not, we hear it as feedback that we are nothing. There’s no “partly all” ... If we’re not good, we’re bad”. This mechanism is an important reason why we cannot take criticism that easily and why it is hard for students to be resilient online. Online challenges, especially critical ones, seem like an attack on their entire identity. Leonard Mlodinow (2012) adds to this image of our identity an element that he calls “motivated reasoning”. This motivated reasoning helps us to “believe in our goodness and competence, to feel in control, and to generally see ourselves in a positive light. It also shapes the way we understand and interpret our environment, especially our social environment, and it helps to justify our preferred beliefs.” Motivated reasoning functions as a survival strategy: “studies show that the people with the most accurate self-perceptions tend to be moderately depressed, suffer from low self-esteem, or both. An overly positive self-evaluation, on the other hand, is normal and healthy.” Motivated reasoning installs a range of defense mechanisms in us to fence off negative feedback. Simple labels do the rest. This is to keep us from falling in a black hole and help us to keep our identity narration going. The downside of it is that it renders us incapable of receiving negative feedback that might actually bring us further in life and might teach us something. This is an undesirable situation since it is the opposite of resilience – it is defensiveness. To change this situation we should give up simple labels, for ourselves and for the world, and modify our motivated reasoning. But how do we do that? Stone & Heen write: “The first step is ... to recognize that your identity label is a simplification. ... You’ve been complicated all along.”

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According to them we need to accept our complexity and therefore need to embrace the following statements:  I will make mistakes  I have complex intentions – they are good but are sometimes mixed with less noble ones such as self-interest  I have contributed to the problem These statements are best uttered in a situation when we trust others and ourselves. In situations of trust we are far more open for feedback. Stephen Covey (2006) writes: “In a high-trust relationship, you can say the wrong thing, and people will still get your meaning. In a low-trust relationship, you can be very measured, even precise, and they’ll still misinterpret you.” In a situation of trust the mistakes that we all make are “seen as learning opportunities and [are] quickly forgiven”. According to Covey “trust is one of the most powerful forms of motivation and inspiration. People want to be trusted. They respond to trust. They thrive on trust.” This trust is hard to achieve in a transmission mode of teaching. Formative Assessment techniques help to create at least a minimum level of trust in the classroom – see Background to session 2 section. Covey explains what trust is: “Trust is a function of two things: character and competence. Character includes your integrity, your motive, your intent with people. Competence includes your capabilities, your skills, your results, your track record. ... Character is a constant; it’s necessary for trust in any circumstance. Competence is situational; it depends on what the situation requires.” Covey agrees with Stone & Heen that it is necessary to seen one’s self as part of the problem: “If you think the problem is out there, that very thought is the problem.” Covey supplies us with numerous ways to enhance trust on five levels – which he calls “waves”. The first one is related the trust we have in ourselves: “The key principle underlying this wave is credibility”. The second one is related to relationship trust: “The key principle underlying this wave is consistent behavior”. The third one is related to organizational trust: “The key principle underlying this wave [is] alignment”. The fourth one is market trust: “The underlying principle underlying this wave is reputation.” The firth one is societal trust: “The principle underlying this wave is contribution.” For Covey all waves are interconnected: “We see that trust in the Fifth Wave is a direct result of trustworthiness that begins in the First Wave and flows outward in our relationships, in our organizations, and in the marketplace to fill society as a whole.” He stresses: “As Gandhi said, “One man cannot do right in one department of life whilst he is occupied in doing wrong in another department. Life is one indivisible whole.”” Here Covey’s approach seemingly runs counter to the description by Goffman – see below - that we play different roles in different situations. But while Goffman only offers a frame to understand situations and our position in them, Covey presents an ethical perspective in which life should be an indivisible whole. This ethical perspective seems to be more in line with the way students see themselves: they do not feel a major difference between their identity online and offline. They condemn others who present themselves differently online and in real life. These are our observations from many conversations with students in Poland and the Netherlands. Covey’s ethics provide us with “the value that inspires the greatest trust”: “genuine caring”; with “the agenda that generally inspires the greatest trust”: “seeking mutual benefit” and with “the behavior that best creates credibility and inspires trust”: “acting in the best interest of others”. This ethical approach is even more needed according to Covey, because there currently is “a crisis of trust” and, as a result there is “an increasing focus on ethics in our society”. 67


Covey’s ethics move beyond Stone & Heen. For him it is not enough to acknowledge that we make mistakes, that we are selfish sometimes and that we are part of the problem. If we make mistakes we should repair them immediately: “As in almost every other aspect of life, breakdowns can create breakthroughs. Challenges and mistakes can become some of our opportunities to learn, grow, and improve.” Covey adds: “We are going to have challenges. We are going to make mistakes. And others are going to make mistakes that affect us. ... The issue is how we respond to those things ...” If we respond wrongly we will lose the trust we’ve built so painstakingly over years in an instant. This insight by Covey can be observed online again and again – companies making mistakes and being severely punished for this by heaped-up criticism. On the other hand, the loss of trust online seems extreme but very short. In line with the liquidity of the times as defined by Bauman – see below - all return to normal quickly. In addition to Stone & Heen’s three sentences a second instrument to open up further to feedback is to learn to differentiate between coaching and evaluation feedback. “Coaching is aimed at trying to help someone learn, grow, to change. The focus is on helping the person improve, whether it involves a skill, an idea, particular knowledge, a particular practice, or that person’s appearance or personality.” Evaluation, on the other hand, “tells you where you stand. It’s an assessment, ranking, or rating. ... Evaluations align expectations, clarify consequences, and inform decision making.” Making the distinction between the two “makes a huge difference in your ability to take in feedback productively. The reason is this: While identity is easily triggered by evaluation, it is far less threatened by coaching. ... You can learn without enduring the arduous task of reevaluating who you are.” A third instrument is to learn to distinguish different components of an evaluation: assessment, consequences and judgment. By doing this “you can figure out what about a given evaluation is triggering your identity. ... Breaking it down also helps you focus on what you want to discuss with the feedback giver.” The judgments can be ignored while the assessment and consequences components can be highly relevant. A fourth instrument is to give one’s self a second score that does not concern the evaluation but the way one handles the reception of the evaluation. “The scorecard reminds you that the initial evaluation is not the end of the story. It’s the start of the second story about the meaning you’ll make of the experience in your life.” This is not just a trick: “while the initial evaluation may not be fully within your control, your reaction usually is. ... in the long term, the second score is often more important than the first.” Learning types [8-11] Stone and Heen (2014) see two ways how we respond to challenges and mistakes: they call these the “fixed mindset” and the “growth mindset”. About half of us possess a fixed mindset the other half a growth mindset. “If you have a fixed mindset, every situation you encounter is a referendum on whether you have the smarts or ability that you thought (or hope) you have.” People with a growth mindset on the other hand believe that nothing is fixed. If they fail they “assume it is a skill that can be developed, and moreover, they see struggling with a tough puzzle as just the challenge they need to improve.” While those with growth mindsets are “amazingly accurate” in assessing their capabilities, those with a fixed mindset are “terrible” at it.

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The fixed mindset largely negates reality and is thus incapable of effective learning. Wiliam – see the didactics section in Background to session 2 - agrees: “The best learners consistently attribute both success and failure to internal, unstable causes.” Unstable causes for Wiliam are transient causes (“working hard”) as opposed to long lasting causes (“being smart”). Like with simple labels the fixed mindset constitutes an undesirable situation. It represents defensiveness and not resilience. To empower resilience we should move from a fixed mindset to a growth mindset. Wiliam observes this too: “learning in the classrooms will be considerably enhanced if students embrace this idea of “It’s up to me, and I can do something about it.”” Only then feedback has a chance to move learning forward. “Promote the belief that ability is incremental rather than fixed”. According to Stone and Heen going from a fixed to a growth mindset involves several steps. The first step is to be aware of what kind of mindset one has.      

I am fixed versus I grow; My capabilities are fixed versus my capabilities always evolve; My goal is success versus my goal is the process of learning itself; I feel smart when I do something perfectly and better than others versus I feel smart when I overcome challenges; I feel threatened by a challenge versus I see an opportunity when I’m challenged; I feel safe within what I can do versus I feel safe if I have to stretch myself a bit.

The second step is that students learn to accept failure as a part of their learning process. Whereas a fixed mindset only has success as a goal, the growth mindset sees failure as a challenge to do better next time. It is an invitation to work harder and tries one’s best harder. According to Jane McGonigal the option to fail is one of the major attractions in gaming. She describes a research outcome on gamers playing the game Super Monkey Ball 2: “They [the researchers] found that players exhibited the most potent combination of positive emotions when they made a mistake ...” The reason for this was that in the game players when they failed “hadn’t failed passively. They had failed spectacularly, and entertainingly. The combination of positive feeling and a stronger sense of agency made the players eager to play again. ... When we’re reminded of our own agency in such a positive way, it’s almost impossible not to feel optimistic.” The third step is to create a situation of flow, that is situations in which “individuals [become] completely absorbed in the activities in which they are engaged” (Wiliam, 2011). Mihaly Czikszentmihalyi, the originator of the concept, describes “flow” as: “the satisfying, exhilarating feeling of creative accomplishment and heightened functioning” (quoted in McGonigal, 2011). Wiliam writes: “This sense of flow can arise from one’s intrinsic interest in a task ... but can also arise through a match between one’s capabilities and the challenge of the task. When the level of challenge is low and the level of capacity is high, the result is often boredom. When the level of challenge is high and the level of capability is low, the result is generally anxiety. When both are low, the result is apathy. However, when both capability and challenge are high, the result is “flow”.” McGonigal tells us that “flow” is what makes playing a game so rewarding: “Czikszentmihalyi’s research showed that flow was most reliably and most efficiently produced by the specific combination of self-chosen goals, personally optimized obstacles, and continuous feedback that make up the essential structure of gameplay. “Games are an obvious source of flow,” he wrote, “and play is the flow experience par excellence.””

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McGonigal adds: “During this kind of highly structured, self-motivated hard work ... we regularly achieve the greatest form of happiness available to human beings: intense, optimistic engagement with the world around us. We feel fully alive, full of potential and purpose – in other words, we are completely activated as human beings.” Further reading  Douglas Stone & Sheila Heen – Thanks for the feedback (2014)  Dylan Wiliam – Embedded formative assessment (2011)  Jane McGonigal – Reality is broken (2011)  Stephen Covey – The speed of trust (2006)

Current society [12-14] Sociologist Zygmunt Bauman (2004, 2005) describes our current society as “liquid” and our lives as “liquid life”: „’Liquid life’ is a kind of life that tends to be lived in a liquid modern society. ‘Liquid modern’ is a society in which the conditions under which its members act change faster than it takes the ways of acting to consolidate into habits and routines. Liquidity of life and that of society feed and reinvigorate each other. Liquid life, just like liquid society, cannot keep its shape or stay on course for long.” Liquid life is a type of radical consumerism in which everything and everyone is turned into consumable objects. “Liquid life endows the outside world, indeed everything in the world that is not part of the self, with a primarily instrumental value”. Everything needs to be “good for consumption” to be useful. The changes occurring in liquid times are radical, “modifying many ‘traditional’ concepts that have structured our way of giving the world we live in, and our own lives, meaning”. (EGE, 2012) Individualism does not exist in these liquid times even though the slogan is that we all should be individuals. “In a society of individuals everyone must be individual; in this respect, at least, members of such a society are anything but individual, different or unique. They are, on the contrary, strikingly like each other in that they must follow the same life strategy and use shared ... tokens to convince others that they are doing so. In the question of individuality, there is no individual choice.” The only choice we have is there is the unique choice of the consumer. “The struggle for uniqueness has now become the main engine of mass production and mass consumption.” Uniqueness is defined by being “up to date”. While slogans of authenticity are propagated and we should all believe in a “pristine self” to listen to, all we do is buy to try and overcome our existential state of anxiety without success.” Children are not exempt from the liquid times. “As soon as they learn to read, or perhaps well before that, children’s ‘shop dependence’ sets in.” This makes sense because “today’s children are first and foremost tomorrow’s consumers”. They are seen by their parents as “knowledgeable choosers” when it comes to acquiring goods. Liquid life is a life of “constant uncertainty”. Constantly new commodities need to be acquired to keep up with the requirements of this radical consumerism. “Liquid life means constant selfscrutiny, self-critique and self-censure. Liquid life feeds on the self’s dissatisfaction with itself.” In the process a lot of waste is produced, both in the form of humans and of resources. Yes, humans are also an “object of consumption”.

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That is why humans are anxious to become waste themselves. If they cannot keep up with the pace of the change and do not buy the latest consumer goods they will fall down the ladder until they become useless for others – and thereby become human waste. They will then be cut off from society, like asylum seekers are, without any chance of ever climbing up the ladder again. We are all anxious that we will be disposed of. Further reading:  Zygmunt Bauman – Identity (2004)  Zygmunt Bauman – Liquid life (2005)  Zygmunt Bauman – Liquid times (2007)

Current society – Recipes for further action What can you and teachers do about this situation? Bauman writes: “The thrust of education ... is to challenge the impact of daily experience, to fight back and in the end defy the pressures arising from the social setting in which the learner operates.” But how should this be done? Programmatic learning of how to cope with liquid life is no option: “Conditions of action and strategies designed to respond ... age quickly and become obsolete before the actors have a chance to learn them properly.” The transmission model, therefore, is ruled out by Bauman: “knowledge needs to be constantly refreshed”. Also ruled out is to identify skills that are needed in liquid times and then learn these. “Future twists of market demand are not easily predictable, however artful the forecasters and methodologically refined their prognoses.” Seymour Papert (quoted in Bauman) agrees that skills education makes no real sense anymore: “So the model that says learn while you’re at school, while you’re young, the skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you’re at school will not be applicable. They will be obsolete by the time you get into the workplace and need them.” According to Bauman education nevertheless is the only way out. “Adverse odds may be overwhelming, and yet a democratic ... society ... knows of no substitute for education and selfeducation as a means to influence the turn of events”. While students might see education as “a gateway to jobs” we need to teach them how to be citizens too – give them “an education in citizenship”. This education needs to be permanent: “in the liquid modern setting, education and learning, to be of any use, must be continuous and indeed lifelong.” We need to empower the students’ individuality. “’Individuality’ stands today, first and foremost, for the person’s autonomy, which in turn is perceived as simultaneously the person’s right and duty. Before it means anything else, the statement ‘I am an individual’ means that I am the only one responsible for my merits and my failings, and that it is my task to cultivate the first and to repent and repair the second.” We need to take that part of identity that is still there in liquid life as a starting point. “”The sole ‘core identity’ which one can be sure will emerge from the continuous change not only unscathed but probably even reinforced is that of homo eligens – the ‘man choosing’ ... a permanently impermanent self, completely incomplete, definitely indefinite – and authentically inauthentic.” It’s not much, but it’s a start.

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The homo eligens is currently in a bad place. “What separates the present-day agony of choice from the discomforts which have always tormented homo eligens ... is the discovery or suspicion that there are no preordained rules or universally approved objectives that can be steadfastly followed whatever happens, thereby relieving the choosers from responsibility for any adverse consequences of their choices.” Only a lifelong education can empower this homo eligens. “We need lifelong education to give us a choice. But we need it even more to salvage the conditions that make choice available and within our power.” How does this empowerment look like? “’Empowerment’ requires the building and rebuilding of interhuman bonds, the will and the ability to engage with others in a continuous effort to make human cohabitation into a hospitable and friendly setting for the mutually enriching cooperation of men and women struggling for self-esteem, for the development of their potential and for the proper use of their abilities. In short, one of the decisive stakes of lifelong education aimed at ‘empowerment’ is the rebuilding of the now increasingly deserted public space where men and women may engage in a continuous translation between the individual and the common, the private and the communal interests, rights and duties.” Thus: “strengthening social cohesion and developing a sense of social awareness and responsibility have become important societal and political goals”. What is needed, therefore, is to strengthen human bonds. “In a liquid, fast-flowing and unpredictable setting we need firm and reliable ties of friendship and mutual trust more than ever before.” While they currently are being replaced by “sanitized contacts” online and brand loyalty in real life, human bonds are vital for a democracy. How do we strengthen these human bonds? Well, “we mix daily with others who ... ‘do not necessarily speak the same language (literally and metaphorically) or share the same memory or history’. Under such circumstances, the skills we need more than any others in order to offer the public sphere a reasonable chance of resuscitation are the skills of interaction with others – of conducting a dialogue, of negotiation, of gaining mutual understanding and of managing or resolving conflicts inevitable in every instance of shared life.” Bauman concludes: “This is indeed how education should be so that the men and women of the liquid modern world can pursue their life goals with at least a modicum of resourcefulness and self-confidence, and hope to succeed.” A second effect is “making the fast changing world more hospitable to humanity”. It is a way out of our current “landscape of ignorance”. “Ignorance leads to paralysis of the will. One does not know what is in store and has no way to count the risks.” Papert comes up with an additional skill that is crucial. According to him only one skill really makes sense to teach: “The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught at school, but to make the right response to situations that are outside the scope of what you were taught at school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically trained. Wiliam (2011) agrees although he does not rule out the use of learning skills at school: “This is why education – as opposed to training – is so important. Not only does education confer skills, but it also produced the ability to develop new skills.”

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Identity theories [8-11; 12-14] In social sciences it is common to define identity as the answer to the question: Who am I? Unfortunately, subsequently there exists no consensus on how to understand the answers to this question. According to one scientific current, personified by sociologist Erving Goffman, our identity is the sum of all roles that we play. The key idea here is that we behave differently in different contexts because different actions and reactions by us are required in various situations. Thus, we behave differently at work and at home and act different with friends and in a shop. We perform different roles for different audiences. While playing these different roles it is crucial that we keep our audiences separated in order to avoid severe damage of our image. To understand the damage that could occur, imagine the following situation. A mother visits at school a student who is very popular in her class. The mother brings a cute toy that she loudly proclaims is the favourite of her child. The effect is devastating – the child is deeply embarrassed. The reason for this is that the audience of one role (co-students) gets a glimpse of another role that is played by the child (cute daughter). A second aspect of Goffman’s work on identity is that there are two ways in which we share information about ourselves with others: consciously (“giving information”) and unconsciously (“giving off information”). A large part of this information given off unconsciously is made up by our nonverbal communication. Both types of information are used by others to interpret us. Sometimes the unconsciously given off information contrasts highly with the information that we consciously give on ourselves. For instance, we stutter and sweat while we proclaim that we are not nervous at all. In those cases our role will not be very credible and our performance might be rejected by our audiences. The interpretation by Goffman is not the only approach to the concept of identity. Another important approach is based on the philosopher Paul Ricoeur. According to Ricoeur identities consist of two parts: those of our characteristics that discriminates us from others (l’ipsete) and those of our characteristics that remain the same over longer periods of time (la memete). Ricoeur’s interpretation is key for European legislation on data protection. Our l’ipsete makes us identifiable for the law. Being identifiable, for instance in a database, causes our data to be protected under EU law. The Data Protection Directive [Directive 95/46/EC of the European Parliament and of the Council of 24 October 1995 on the protection of individuals with regard to the processing of personal data and on the free movement of such data] specifies what makes us identifiable: “an identifiable person is one who can be identified, directly or indirectly, in particular by reference to an identification number or to one or more factors specific to his physical, physiological, mental, economic, cultural or social identity.” Unfortunately, no further details are provided, neither in the Directive nor in subsequent regulations. The use of the concept “identity” in the Directive seems to indicate that identity equals an identifiable person – a use that is seen as too limited by advisory body European Group on Ethics in Science and New Technologies to the European Commission (EGE) in its Opinion 26: “it is not enough to analyse identity questions in terms of those matters that mostly concern the identification of a person rather than his or her identity as a person”. A third interpretation of identity postulates that identities are stories we tell ourselves and others about ourselves. For instance sociologist Anthony Giddens writes on identity: “A person’s identity is not to be found in behavior, nor – important though this is – in the reactions of others, but it the capacity to keep a particular narrative going.” Philosopher Jean-Paul Sartre calls this a “lifelong project”. The idea in this interpretation is that we reflect the understanding of ourselves into an 73


“ongoing ‘story’ about the self” which is “the individual’s biological narrative”. Only one, rather coherent version of our story about ourselves can exist at any moment. Over time the stories change but never can two versions be told at the same time. This interpretation lies underneath the so-called European Union “right to be forgotten” – the right of individuals “to request that his or her data be removed from accessibility via a search engine”. According to the Giddens tradition we have the right to erase unwanted elements from our narration. Further reading:  Anthony Giddens – Modernity and Self-Identity (1991)  Erving Goffman – The presentation of Self in everyday life (1959)  Paul Ricoeur – Oneself as another (1992)

New online technologies and identity [8-11; 12-14] Having the notions from the “Identity theory” section in mind the concept of online identity now seems easy to construct: online identities are the answer to the question who we are online. To understand the answers we just need to apply one of the three identity interpretations to the concept of online identity. Following the first interpretation our online identity would then consist of the information we give consciously and give off unconsciously online. According to the second interpretation our online identity then could be seen as that what makes us different online with regard to others and that what is online consistent about us. For EU legislation, therefore, online identities, or digital identities, are defined by “identity-as-identification” online. This basically means that our online identity equals our passwords and username combinations or our biometric identifiers or our login tokens and certificates rather than us as online persons. In the third interpretation of online identity then we would be the online narration we provide of who we are – our profiles. Unfortunately, the relationship between online presence and identity cannot be summarized by just applying interpretations of identity to online identities. Digital technologies have complicated our interpretations of identities per se. Let’s start with the impact of new technologies on the first interpretation of identity as represented by Goffman. We still do segregate our audiences to a certain degree – we behave differently on Facebook and on LinkedIn and we publish different texts on Twitter and on World of Warcraft – but in no way a hermetic wall exist separating our audiences. Whereas for Goffman the separation is complete and truths from one role are not to leak to another role, we have troubles maintaining this segregation online. Only a few of us consequently use the options available in social media to target a different audience for each message that we send. Rather we share our holiday pictures and funny cat videos with friends, families and colleagues alike. Some of us even consciously link many or all of our profiles to each other. But even if we would be careful and try to segregate audiences then Google functions as the great connector, linking us to our online content for anyone who cares to search. Because of our online presence also a shift has also taken place in the kind of information we accidentally give off. Whereas information that was giving off traditionally occurred between two or more people during a physical get-together, currently our accidentally given off information mainly consists of our click behaviour that is being interpreted by companies and authorities unknown to us by means of algorithms and Big Data (“profiling”). Nonverbal communication has almost completely disappeared online. We rather chat or SMS, thereby missing out on the information that was traditionally given off. 74


Taking the Ricoeur-based interpretation of identities into account, we cannot but notice the similarities between our profiles online. Whereas in older social networks like MySpace we could co-create our profiles in newer social networks such as Facebook an Twitter we are all condemned to fit in the same template. Therefore, it is very hard to be different (l’ipsete). Next, we have an enormous tendency to conformism online. We all pull the same duckfaces on selfies and many of us show our tanned upper legs near the sea on our holiday pictures. We all share cute children’s pictures, memes with lolcats and weird news stories. The reason for this conformism could stem from our insecurities. Duval & Wicklund (1972) describe this logic in their Objective Self-Awareness (OSA) theory. According to them we are always shocked when we attentively look in a mirror, because the image of ourselves that we carry in us is positively distorted. When we look in the mirror and see our actual self we thus are disappointed and insecure. The easiest way out of this negative emotional state is by starting to conform more to the norm of beauty and being accepted as we perceive it around us. If we are to accept that our profiles are mirrors in a way then our online conformism could at least be partially explained. Facebook’s timeline on the other hand erodes our memete. By placing us on a historic timeline it becomes visible how we change. We change partners, friends, work and our opinion and all this is neatly presented as information elements that make up our identity. In the same fashion Facebook’s timeline challenges the third interpretation of identities – our identities as narrations by us on ourselves. Facebook’s timeline shows multiple versions of our story at the same time – and this runs counter to our narrative being a unique coherent story about us that is told by us to ourselves and to others – a story that exists in one version only. In addition, others add their content to our profile so that it is no longer only “by ourselves”. EGE, an advisory organization to the European Commission, comments on this: “Facebook now allows its members to store a life story and hence structure their entries in a diachronic manner. Memory and forgetting are complementary concepts for personal identity: without some forgetting and the necessary selection process in giving meaning to one’s identity, the creation of an identity of the self (ipse) becomes more and more dependent on the socially ascribed ‘markers’ of identification (idem). As has been stated with respect to the legal initiative of the ‘right to be forgotten’, however, the web seems to ‘never forget’. The ethical question with respect to identity concepts, then, is how it affects one’s self-relation and social relations alike over time — there are signs that the impossibility of ‘deleting’ a part of one’s life story from the collective memory of the web may create an unforgiving culture, either with respect to employment or social forms of shaming, or with respect to surveillance policies.” But this is not the only challenge in the digital age to the Giddens inspired interpretation. A second one is the notion from interpretation one that our consciously given information is only a part of our identity. More powerful is the information that is “given off” on us, either by third parties or unconsciously by ourselves. This was the case in pre-digital times when our body language and our voice were important indicators for others of who we are and it is the case now. Research results from neurosciences show us how important our own information “given off” about us is. To fully appreciate this we need to delve a bit into neuroscience theory. Timothy Wilson (2002) was one of the first to proclaim that a large part of our identity is made up by what he calls “the adaptive unconscious”. This unconscious part of us has nothing to do with Freud’s unconscious. Wilson defines the adaptive unconscious as “mental processes that are inaccessible to consciousness but that influence judgments, feelings or behavior”. It “plays a major executive role in our mental lives. It gathers information, interprets and evaluates it, and sets goals in motion, quickly and efficiently.” According to some the unconscious makes up 95% of our behaviour. 75


The remaining conscious 5% is only “loosely related” to the other 95% and has no access to it. It can merely try to rationalize what the other part has decided – as people seem to do in a range of experiments. Wilson calls this: “confabulation”. Wilson writes: “we are forced to make educated guesses about our unconscious dispositions”. The unconscious part of us “is tied to the here-and-now, It reacts quickly to our current environment, skilfully detects patterns, alerts us to any dangers, and sets in motion goal-directed behaviors. What it cannot do is anticipate what will happen tomorrow, next week, or next year and plan accordingly. Nor can the adaptive unconscious muse about the past and integrate it into a coherent self-narrative. Among the major functions of consciousness are the abilities to anticipate, mentally stimulate, and plan.” Nobel Prize winner Daniel Kahneman (2011) translates Wilson’s unconscious versus conscious into two decision-making systems that we humans have. He calls these systems “System 1” that performs automatic operations and “System 2” that performs controlled operations. For Kahneman these are two modes of thinking that he labels “fast” versus “slow”. Leonard Mlodinow (2012) takes the unconscious to the social realm. He sees the unconscious as the reason why nonverbal communication is so important. Most of human interactions take place at the unconscious level. Mlodinow: “we ... have a parallel track of nonverbal communication, and those messages may reveal more than our carefully chosen words and sometimes be at odds with them. Since much, if not most, of the nonverbal signalling and reading of signals is automatic and performed outside our conscious awareness and control, through our nonverbal cues we unwittingly communicate a great deal of information about ourselves and our state of mind. The gestures we make, the position in which we hold our bodies, the expressions we wear on our faces, and the nonverbal qualities of our speech – all contribute to how others view us.” Experimental psychologist Joshua Greene (2013) claims that the two realms even create two different sets of morality that he calls “morality fast and slow”. A third challenge to the Giddens-inspired interpretation of identity comes from Zygmunt Bauman’s “liquid life”. According to him in these times we do not consistently try to build one narration as we used to do. Once we might have tried to create a final image with jigsaw puzzle pieces in hand. Nowadays we also start with jigsaw puzzle pieces in hand but then “you try to find out how you can order and reorder them to get (how many?) pleasing pictures. You are experimenting with what you have. Your problem is ... what are the points that can be reached given the resources already in your possession, and which ones are worthy of your efforts to obtain them.” He adds: “A cohesive, firmly riveted and solidly constructed identity would be a burden, a constraint, a limitation on the freedom to choose. It would portend an incapacity to unlock the door when the next opportunity knocks.” The EGE Opinion links to Bauman and speaks about “fluid self”: “Its relevance for ethical reflection lies in its impact on the traditional concepts of ‘authenticity’ and ‘autonomy’: fluid or hybrid identities may threaten the consistency and continuity that has been considered to be crucial for the concept of a practical identity, which ultimately relies upon a self that may not only identify with his or her actions but is also identified by others. Hence, the new possibilities for shaping one’s own identity, constrained only by the features and rules of the programs one uses, make social relationships potentially insecure; ethical concepts such as trust, truthfulness or reliability may lose their function to create spheres of belonging — while at the same time enforcing short-term relationships that can easily be replaced.” 76


Further reading:  Daniel Kahneman – Thinking, fast and slow (2011)  EGE, Opinion 26: Ethics of Information and Communication Technologies (2012)  Joshua Greene – Moral tribes (2013)  Leonard Mlodinow – Sublimal (2012)  Shelly Duval & Robert Wicklund – Objective Self-Awareness (1972)  Timothy Wilson – Strangers to ourselves (2002)  Zygmunt Bauman – Identity (2004)

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BACKGROUND TO SESSION 2 Introduction In this session two main workshop elements are discussed: interactive didactics and prophylactics. Interactive didactics Introduction The dominant didactics currently implemented at the majority of schools in the European Union still is the transmission model, in which a teacher teaches top-down and students try to understand what the teacher teaches. The transmission model rests on the assumption that knowledge is to be transmitted and learnt, that understanding will develop later, and that clarity of exposition accompanied by rewards for patient reception are the essentials of good teaching” (Black & Wiliam, 1998). After having analyzed the outcomes of a vast body of research education researchers and innovators Black & Wiliam boldly state that is a “wealth of evidence that this transmission model does not work, even by its own criteria”. According to them “there is little, or no, worthwhile learning”. Black & Wiliam propose an alternative didactics: a didactics that is interactive rather than topdown: “the commitment must be to teaching through interaction to develop each pupil’s power to incorporate new facts and ideas into his or her understanding.” This kind of didactics is more effective when it comes to the most important curricular point of reference: the exams results. This, according to Wiliam (2011), holds good for all students but interactive didactics is “most beneficial for lower-achieving students” and for “students from different ethnic backgrounds”. Interactive didactics rests on the following premises:      

Students are co-responsible for their learning. In order to achieve this co-responsibility students should also be co-responsible for the lessons. The students’ role should not be limited to “playing a game of “guess what’s in the teacher’s head”” (Wiliam, 2011). No longer is the teaching of the teacher crucial. Teachers are to facilitate effective learning environments. Teachers should clearly express the learning objectives and the criteria for success for each lesson. Students need to know what is expected of them to take their responsibility. Teachers have to open up more channels of communication with their students. Wiliam (2011) assures us: “When teachers open up the channels of communication with the students, the students will use them.” Teachers no longer postpone their actual checking whether students have understood the lessons until during the exams. Exams grading is a closure of a subject after which no additional learning takes place, not even by those who failed the exams. Instead, teachers need to permanently check interactively whether all individual students understand the lesson’s content. If one or more students have lost track of what the lesson is about, the teacher or peers should give more attention to this student on this subject. Interactivity is the constant sensitivity by a teacher to individual student learning. The essence of interactive checking is that teachers accept that they do not know what students have learned until they check. Because teachers allow for a far greater student involvement engagement by all students becomes more possible.

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Wiliam defines his version of interactive didactics, which he labels Formative Assessment, as follows: “An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.” Formative Assessment didactics are not easy to implement. It will take time and a step-by-step approach. Wiliam explains: “When teachers try to change more than two or three things about their teaching at the same time, the typical result is that their teaching deteriorates and they go back to doing what they were doing before. My advice is that each teacher chooses one or two of the techniques ... and tries them out in the classroom. If they appear to be effective, then the goal should be to practice them until they become second nature.” This is why the IDentifEYE workshop does not propose to radically change teacher day-to-day teaching but rather tries out a few items from a larger menu card of good practices. It is advisable that teachers participating in the IDentifEYE workshop start to create teacher learning communities (TLCs). We suggest that the IDentifEYE workshop is not treated as a one off exercise but will function as the starting-point for monthly teacher meetings on didactics. In line with Wiliam’s prescription we advise a group size of eight to twelve teachers. “The idea of the TLC is that each participant comes to the meeting with their personal professional development plan, and gets support of the group in achieving this.” Good Practices In his book Formative Assessment Embedded Wiliam describes quite a few concrete good practices. Within the framework of the IDentifEYE pilot workshops European teachers have tested out a selection of them. Below you’ll find the good practices that were evaluated the best: 

Diagnostic questions o An important instrument to check whether you are understood in the class room is the instrument of diagnostic questions. These are “questions that provide a window into student’s thinking”. They are not easy to generate but reading Wiliam’s book Embedded Formative Assessment (2011) will support you. Rule of thumb for those questions is: “What makes a question useful as a diagnostic question ... is that it must be very unlikely that the student gets the correct answer for the wrong reason.” And, the question should be constructed in such a way that “the incorrect answers should be interpretable.” The underlying assumption should be: “it is better to assume that students do not know something when they do than it is to assume they do know something when they don’t.” The best time to ask these questions is “at hinge points in lessons”. These are points “at which the teacher checks whether the class is ready to move on”. o To save time create multiple choice diagnostic question, preferably only with an A and a B answer. Hand out two colors of Post-Its before the lesson: for instance a blue for A and a yellow for B. Now if the teacher asks a diagnostic question, students are to raise one of the two colors. If more than 80% of the students shows the right color, the teacher can move on. Optionally the teacher could ask a random student why they picked the answer. If the students provides the right reasoning the lesson can move on. If less than 80% of the students show the right color the teacher should ask a student with the right answer to provide their reasoning. If the student provides the right reasoning the teacher should ask the students who had another color whether they understand what the first student had said and whether they agree with it. If yes, the teacher can go to the next subject. If not, or if a student with the right color provides a faulty motivation, the teacher knows they should stick to the subject still.

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Red/ green Post-Its. Each student receives a red and a green Post-It card. As long as a student understands the lesson they have the green Post-It on top. The moment they lose track they put the red Post-It on top. Since all other students at that moment still have a green Post-It on top all show that they still understand the lesson. Thus, the teacher can ask any of them to explain to their colleague showing the red color what the lesson is about at that point. Wiliam explains: ““This technique neatly encapsulates two key components of effective formative assessment – engagement and contingency. If a student is showing ... green, he can be called upon to explain the work to someone else, which requires the student to be monitoring their own learning and, therefore, engaged. And the flow of information from the students about the pace of instruction helps the teacher make adjustments to better meet the students’ learning needs.” Random selection. One of the few certainties teachers have in the class room is that always a few students are willing to answer teacher questions. Most often these are time and again the same students who show their eagerness to answer a teacher question by raising their hands. While these students and their replies, that are often correct, give the teacher a comfortable feeling that they can move on, in reality they only provide a false sense of interactivity. While a part of the students is engaged the majority is not. They have lost track but do not show that they have lost track because they feel that they are not asked anything. This situation seems safe for all involved: the teacher can move on without too much loss of time, the students raising their hands get teacher appreciation and confirm also that they are star students while the students not raising their hands do not have to endure public humiliation that follows not knowing the answer to a question. But the students not raising their hands now also reinforce their feeling of being second grade students by not answering and not reacting. Both “good” students and “bad” students thus are reinforced in their self-definitions. As was described in the background to session 1 section tighter defined identity labels have a negative effect on student ability to learn or to hear feedback. This is a very undesirable effect of only reacting to students who raise their hands. A way to end this situation is to write all student names down on identical sticks, like from ice creams, and have the teacher draw out one of the sticks when they have a question. At first this is very uncomfortable for all involved. The teacher might find out that a randomly chosen student does not know the answer – which means time loss. A “good” student is not always chosen and therefore has far less opportunities to shine. Worse even, a “good” student might be selected randomly at the rare moment that they do not know the answer to a question – which means a dent in their selfdefinition. And “bad” students cannot hide anymore: there is a looming risk that their stick will be drawn. Nevertheless, it makes sense to start drawing sticks – it challenges student self-definitions and teacher prejudices and engages all students. After a while this will have a positive effect on exams results.

Further reading:  Paul Black & Dylan Wiliam – Inside the black box (1998)  Dylan Wiliam – Assessment for learning: why, what and how (2009)  Dylan Wiliam – Embedded formative assessment (2011)

Prophylactics A Positive Education – raising awareness in the teacher-student relationship The Gdansk Addiction Prevention Centre team’s collaboration with schools and organisations in Gdansk led to the conclusion that preventive campaigns should take the young peoples’ needs into consideration. Hence, other areas, apart from school activities ought to be taken into account i.e. family issues, the local environment, and online activities. In contrast, the ‘adults know best’ 80


approach to the campaign should be avoided. The most effective campaigns are, in our opinion, those addressing the subjectivity of the student; giving an opportunity to develop, decide, and participate, as well as raising social awareness and responsibility in order to enhance social skills within a safe environment. The implementation of these actions is only possible if adults act not only as partners in the dialogue and guides, but also as demanding teachers. One of the recommended methods of implementing the above mentioned schemes, currently used at the Gdansk Addiction Prevention Centre and selected schools in Gdansk, is the ProjectBased Learning Method. A GOOD PROJECT ALLOWS YOUTH TO BECOME INVOLVED IN ACTIONS AND SITUATIONS PREVIOUSLY ATTRIBUTED TO ADULTS, THUS GIVING YOUTH A CHANCE TO GAIN SPECIFIC SKILLS NEEDED IN ADULTHOOD. What is the Project-Based Learning Method? The Project-Based Learning Method is a task or series of tasks with common goals and using coherent content designed and coordinated by the educator (teacher, instructor, counsellor), implemented independently by young people. It is flexible, versatile and enables combining various forms of interaction. The stages of implementation of the Project-Based Learning Method are based on a simple scheme that uses the intuitive logistics processes. The project, seen as an educational process, gives an opportunity to prepare young people to take on social roles. This method is derived from didactics and is effectively used in activities aimed at selfdevelopment, as well as in prevention and correction of behavioural disorders. According to Krzysztof Ostaszewski, the Project-Based Learning Method, as a prophylactic factor, carries the basics of positive prevention i.e.: • strengthening the skills and the development of social competences • assuming the existence of protective factors of an individual, within a family as well as external ones • seeking to balance the influence of risk factors (considering their existence but not focusing on eliminating them) • using a positive approach How to implement the project? The aims of the project are the following: reinforcing protective factors (e.g. developing social skills, developing interests, building positive relationships and becoming involved in constructive activities, emphasising values, etc.), correcting unwanted behaviour. PREVENTIVE FACTORS CONSTITUTE A CERTAIN BUFFER REDUCING THE EFFECT OF RISK FACTORS AND MODIFY (REDUCE) THEIR IMPACT. The Project-Based Learning Method is interactive! Tobler and Stratton (1997), and Tobler (2000) indicate that the key element of effective prevention programs are interactive methods: the teacher initiates the process of interaction - creates a task specific situation in which a young man discusses, plans, communicates with others, cooperates, verifies the skills, makes decisions, etc. 81


The project as a method of social work    

The project may incorporate a vast array of resources and themes (e.g. a Youth Club prepares contests for children from the day care centres). The project involves both, people who are in need, and people willing to give (e.g. children take care of the disabled / young people become volunteers) The project works towards a common goal and develops new goals as well (e.g. through a collaboration between various organizations) Whole families may be involved in the implementation of the project

Types of projects 1. Group projects: an experience for an entire group. 2. Individual projects: a specific experience for a particular child. Roles in the project 1. Adult: coordinator, trainer, project-partner, companion, student, expert, etc. 2. Child: partner, guardian, teacher, initiator, coordinator, leader, announcer, planner, buyer, a PR specialist, etc. By assuming these roles, every project participant has the opportunity to gain experience and important social skills! Stages of implementation 1. Diagnosis of the current needs of the group              

What difficulties have the children been facing recently? What are they unable to do? Which of their behaviours are disturbing, destructive? What do they like, what do they refuse to do? What influences them and what does not? What are they keen on? What questions do they ask? What is unknown to them? What do they enjoy? What issues are they currently interested in? What do they do spontaneously? What do they offer, what do they ask for? What surprises you in their behaviour? What are the underlying problems and needs of these "signals"?

2. Long-term diagnosis - key questions        

What future do you want for your protégés? Who are they going to be in the future? What are the social roles they play in the family, at work, in the community? How do they behave, refer to others, fulfil their duties? How are they perceived by others? What do the children need, to make this vision of the future possible? In what situations children can gain the knowledge, skills and abilities they need? What experiences do they need?

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3. Initiating the project • • • • • • • • •

The adults attitude: faith in children, enthusiasm and commitment Showing children what may change as a result of initiatives taken by them It ought to be a real, socially useful activity Preparation – preliminary steps (distribution of tasks, selecting coordinators, scheduling, communication methods). A respected and significant person (educator, volunteer, priest, manager...) gives meaning to an event, a situation, tells the children what needs to be prepared, asks the children how to do it? (e.g. we want to make a music video, how should it look like and how can we do it?) The message should contain an element of uniqueness and mystery Adults ask the kids for their help Openness to children’s ideas, affirming their belief that it is a good initiative Passing the responsibility for the activities and situations on to the children

4. Implementation of activities • • • • • •

Establishing the group’s resources – assessing the strengths of group members and their willingness to take part in certain activities Cooperating with the community - checking on whom you can count (the people, institutions and organizations). Encouraging the project participants - by supporting, motivating, convincing. Resolving conflicts (being a negotiator). Motivating further actions (support new ideas, do not limit the kids!) Adults supervise the progress, provide assistance (you are important for children)

5. Summary - assessment of the activity effects, conclusions.     

Summarizing every activity with the children (e.g. What did you manage to do? How do you feel about it?) Appreciating the group and individual participants Building a positive identity (e.g. I am a person that managed to ...; We are a group that managed to... .) External presentation of the project results! Talking about future plans

What else you need to know while using the Project-Based Learning Method? Characteristics of a good project: • • • • • • • • • • • •

Referring to realistic, everyday situations for young people – applying them in practice An interesting and socially useful purpose Co-operation and an open approach Giving freedom to leaders but also motivating less active participants Supporting participants Acknowledging the participants’ contribution Meeting deadlines on every stage of the project Transparent task assigning, Developing a good plan, including objectives, working methods, deadlines Creating space for individual and team work Involving experts (specialists in various fields), External presentation of the results of the project

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The SMART analysis – a method of goal setting The SMART analysis helps to set proper and feasible goals, which in turn increases the chance of achieving them. It requires a thorough analysis and consequently gives the participants a great deal of satisfaction, as the results are clearly measurable. Specific – the goal should be easy to understand and clear, rather than vague and open to interpretation. Measurable - the goal must be measurable in order to determine whether it has been achieved. Attractive - the goal should be attractive, its achievement should require effort and work, the goal cannot be a routine. Realistic – for a goal to be measurable, it ought to be feasible and realistic for the participants, as such goals are motivating. Time-related - to achieve the goal it is important to determine the time frame of every stage of the project. Unlike a process, the project is carried out once and every project has a definite start and end date (however, it does not mean that these dates cannot be changed - in practice it happens quite often). Benefits of the Project-Based Learning Method  

  

Helps the children with behavioural problems. Prepares for carrying out social roles in the society: o Gaining social skills o Gaining experience in performing social roles. Children can work within their community and influence it, they can play a GOOD role. The implementation of a project changes the functioning model of the facilities involved. Integration of the community due to common goals and values: o Reorganising work schemes, a flexible approach, creativity, acknowledging the changing needs of children, cooperation with the community, o Changing the traditional role of educators and teachers - towards the role of instructors, animators, partners, mentors, etc.

Difficulties in the Project-Based Learning Method  De-motivation - sustaining the dynamics of the project (e.g. poor time management).  Loss of individual participants.  Routine projects.  Deciding on the degree of involvement of adults.  Projects as part of the annual work plan. The 3 principles of working with children and youth 1. Good replaces evil. Focusing children's energy on performing tasks and socially useful activities that build their selfesteem, helps to eliminate behavioural problems.. 2. Real life. Developing social skills takes place through the tasks carried out in the natural environment of the child. This contributes to a real change in the relationship of the child and the society. 3. Pay It Forward. Children use the competences they have developed for the benefit of others. 84


Competences Every project, regardless of its nature, may develop a "package" of competencies and skills such as: • • • • • • • • • • • • • • • •

Interpersonal communication Co-operation, teamwork Creativity Conflict management Time management Analysing the actions taken Gaining allies Formulating problems Using different sources of information Formulating and expressing opinion Active listening Group decision-making Creative thinking Setting goals Self-assessment of work Public presentation

The project may relate to a particular person (protégé) and take into account their individual needs, deficits, interests and talents. REMEMBER! The project is just an excuse – it will not replace conscious educational work based on: • dialogue (individual interviews and group interviews), • VALUES, • building relationships, • setting requirements and giving support, • intervening (e.g. in a situation of violating the norms), • building confidence in young people, appealing to their needs, • conducting daily activities - you can include them in the project as well, • creating a group rapport, etc. THIS BELONGS TO YOU Examples of activities that use elements of the Project-Based Learning Method: 1. The streetworking program "ULICA" run by the Gdansk Addiction Prevention Centre www.gcpu.pl 2. Environmental Prevention Society "Mrowisko" - www.mrowisko.org.pl 3. Youth Club Association ‘St. Philip Neri in Ruda Slaska’ - www.nereusz.pl Prepared by: Radosław Nowak and Andrzej Skorupski - Gdansk Addiction Prevention Centre Study materials used: Aleksandra Karasowska - "Projekt jako metoda wspierania rozwoju, korygowania zaburzeń i zapobiegania zagrożeniom " Dariusz Kowalski - "Metoda projektu w profilaktyce" 85


Good practices 8-11 How to talk? Lessons based on The Project-Based Learning Method: Drawing upon the experience of experts working with the youth, I would like to suggest a good practice in working with children in the area of communication. The group between the ages of 8 and 11 is known as the younger school age. During this stage children experience rapid changes, both in their physical and mental development. Starting and continuing education at school is a huge step for children and their parents, as it means changing the dominant form of activity. What has been dedicated to fun in the previous stage, is now being increasingly replaced by learning (at school). The child learns to solve problems, is being evaluated, must meet different requirements and accept responsibilities; hence the two stages differ significantly. Learning at school places certain requirements upon the child, nevertheless it also helps in the mental development (J. Strelau: Podstawy Psychologii. P. 235). The school-age children’s observations are more accurate than those of preschool age, however with more complex tasks there are still signs of difficulty with the analysis and synthesis of data; therefore it is important to take this notion into account when choosing topics for conversation. Children this age often still live in the 'fairy tale' world, which means that in many cases they are not able to imagine the implications and consequences of their behaviour. It is not without reason that the sincerity of a child is the most brutal and often painful one, especially in peer relations. We often hear statements such as: you are fat, you smell bad, etc., nevertheless there is no intention of harming the listener, it is just a statement of fact. Therefore, it is important to start interacting at such a young age, so that certain behaviours are not reinforced or embedded and that adults can begin to model positive attitudes. Before presenting the proposed working methods, it is advisable to learn with whom we work with, based on the emotional development, keeping in mind that an 8-year-old is at its beginning, and the 11-year-old is slowly entering maturation: General characteristics of the period In this age, increasingly emotional reactions are accompanied by an intellectual assessment, e.g. the child begins to understand why he/she is getting angry or laughing, develops a skill of selfcontrol of the feelings. Moreover, the manifestation of emotions is more durable. Furthermore, the ability of experiencing longer lasting feelings and the disappearance of sudden outbursts of anger is also shaping. Communication with parents Feelings are still predominantly linked with family life, wherein the mother is traditionally considered to be the person to whom the child is most closely emotionally attached. She is the parent the child spends practically the most efficient time with, the one giving support in the emotional life, and the one who is trying to understand the child. Contacts with peers A need to live in harmony with a group of peers is growing. The group’s well-being is increasingly important, as well as loyalty, sacrifice, acceptance of the group’s interests and standards. The group members’ opinion starts to play a key role and the process of learning to interact is developing. 86


Values The child begins to recognize the values and norms of the group, adheres to the principles and learns to perform duties within the group. When it comes to relations with peers it is worth remembering that an 8-year-old has colleagues and IS a colleague, but an 11-year-old already has friends and IS a friend. During this period the teacher naturally may become an authority and a role model. The proposed good practice is one of the methods that can be used to start a dialogue and in my opinion has at least two advantages. Firstly, it can stimulate young people to look at themselves and learn skills that in the future may prove crucial in their professional, personal and social life. Secondly, the ability of conversation / dialogue acquired at an early age would result in greater life resourcefulness in conflict situations, and thus may lead to a potential reduction of stress and frustration. The preventive approach should result in a reduction of risk factors that could cause, for example, a will to try psychoactive substances. While deciding to initiate the dialogue and to use the proposed good practice, you may use the prophylactic approach based on the Project-Based Learning Method, which draws from personal experiences of professionals who work with youth on a daily basis. The proposed stages of implementation and preparation: 1. Diagnosis of the groups’ current needs If you decide to diagnose the current needs of the group, try to answer a few questions, which are a mini-diagnosis of the group you work with. While looking for an answer, use individual interviews, group discussions, observation and suggestions from other people you work with. The questions and the diagnosed areas are the same for all children between the ages of 8 and 11. Examples of areas to be checked may include (keeping to the topic of Dialogue):            

What are the difficulties young people lately experience? What are they not able to do? What seems to be disturbing, destructive about their behaviour? What works and what does not work? What kind of activities do they willingly take part in? What questions do they ask? What are they not aware of and do not understand? What issues are they currently interested in? What do they do spontaneously? What are they proposing, what do they ask for? What surprises you in their behaviour? What are the underlying problems and needs of these "signals"?

2. Long-term diagnosis: key questions When thinking about prevention, consider whether it is worth to ask yourself a few questions e.g.: What do your mentees need to learn? What skills should they acquire? Who are they supposed to 87


be in the future? When looking ahead at working with young people during a three year period of middle school, one might begin the "process of change", nevertheless it is worth remembering that such a process needs to be monitored and watched over. Questions and areas to check in the diagnosis are the same for all children between 8 and 11 years old. Examples of questions that can help in thinking about the long-term operation ought to include:        

What kind of future do you want for your mentees? Who are they going to be in a few years’ time? What are the social roles they play in the family, at work, in their community? How do they behave, relate to others, cope with their responsibilities? How are they perceived by others? What do the children need, to make this vision of the future possible? In what situations can the children gain the knowledge, the skills and competencies they need? What experience do they need?

3. Initiation After answering the above mentioned questions and deciding to start a project in this form, you initiate a phase during which, together with the children, you define the subject matter, e.g.: How to talk to each other? What is dialogue? How to be a friend / colleague? (the theme is the result of a mini – diagnosis). It is worth to save enough time for conversations and discussions, so that everyone can speak and understand the topic/issue you will deal with. Do not rush. The more time you spend on the discussion, the less resistance due to ignorance and reluctance there will be later. Give the youth initiative, do not impose your ideas, resolve only to making suggestions. Assume that there are no bad solutions, they only need to be checked and possibly changed, and the decision is to be made by the whole group. At this stage it is necessary to pay attention to the age, the possibility of perception and the understanding of the topics to be covered by the children, as well as to remember the key differences between 8-year-olds and 11-year-olds. At this stage, the following issues are worth emphasising: • • • • •

• • •

The attitude of an adult: faith in children, enthusiasm and commitment Showing the youth, what may change as a result of initiatives taken by them It must be a real, socially useful activity Preparation – setting specific stages (task delegation, the appearance of coordinators, scheduling, communication methods) A respected and significant person (educator, volunteer, priest, manager...) gives meaning to an event, a situation, tells the children what needs to be prepared, asks the children how to do it? (e.g. we want to make a music video, how should it look like and how can we do it?) The message should contain an element of uniqueness and mystery Openness to children’s ideas, affirming their belief that it is a good initiative Passing the responsibility for the activities and situations on to the children

4. Implementation It is worth remembering to be a wise adult. Contrary to the stereotypical opinion, there are few people on whom the youth can rely on and be understood. It is a developmental period in which the teacher can quickly become an authority and an example to follow. Consequently, it is a big 88


responsibility, nevertheless it is worth to accept it, as the child can build the capacity and confidence which is useful in later stages of development. This stage requires: • • • • • •

Assessing the children and their abilities - check who can do what and if they want to do it Cooperating with the community - on whom can you count - the people?, institutions and organizations? Reassuring the project participants - supporting, motivating, convincing Resolving conflicts - be a negotiator Motivating further activities - supporting new ideas, encouraging Supervising and providing assistance - you are important for children

5. Summary - evaluation and conclusions During this stage the activity is summarised and the ability to reflect on the previous experiences (which is a particularly important social skill) is being learned. This stage can also be the moment to start a new topic with the children.     

Summary of every activity/conversation with children: "What did we manage to do?", "How do you feel about the things we did?" Appreciation of the group and individual participants Building a positive identity: "You are the person who ...", "We are a group that ..." External presentation of the results! A discussion about plans “ What plans have you got for the future?”

The proposed good practice is developed as a combination of assumptions and methods regarding education and prevention, in cooperation with the project partners: Beata Staszyńska - Citizen Project Foundation and Onno Hansen - Ezzev Foundation. In the initiating stage, as well as during the implementation, an adult ought to consider adopting an attitude, which at the very beginning of the project takes two key assumptions into consideration: 1. "Think of yourself as a tool" - this applies to the teacher’s self - improvement – tools need to be improved, therefore it is advisable to develop and educate oneself, to improve professional skills as well as skills useful when working with young people. This assumption can also have another aspect: if one can convince young people to follow this approach at an early age, they will learn the value and power of self-development. 2. "I'm part of the problem" – this approach ought to facilitate the work and cause more credibility of an adult in relationship with youth. This is a difficult approach to one’s work, because it is assumed that in most problematic situations related to the student, the teacher can have their distinct contribution - not necessarily positive. Consequently, if a student does not understand the topic of a lesson, before giving a grade, the teacher analyses what has been done and what has not been done in order for the student to make progress. It is vital to keep in mind the 3 principles of working with children and youth 1. Good replaces evil. Focusing children's energy on performing tasks and socially useful activities that build their selfesteem helps to eliminate behavioural problems.. 2. Real life. Developing social skills takes place through the tasks carried out in the natural environment of the child. This contributes to a real change in the relationship of the child with the society. 3. Pay It Forward. 89


Children use the competences they have developed for the benefit of others. To conclude, I would like to draw attention to a few issues, the inclusion of which had a beneficial effect on working with children.

1. Create a ritual - make sure you save enough time to talk individually with the pupils, and for a discussion with the whole group about the difficulties, needs and ideas (it can be once a month, but it must be clearly defined, e.g. during the first lesson of the month) - kids love rituals, secrets, uniqueness.

2. Jointly create a list of topics for discussion that are important for the children and talk them over during the school year - let the children prepare the meeting and give them a possibility to invite guests, teachers, parents (not only does the inclusion of parents have a beneficial effect on the children’s self – confidence, but it also enables parents to become more easily and closely involved in other school activities).

3. Media literacy - using the skills of the participants and becoming familiarised with the online world - the Internet and the media can be of help, as they allow for a better understanding of the children’s needs and their online identity (and also allows for self-education along the way).

The above described group is very specific, not only because of the age, but also because it is the first generation that was born when the Internet was already widespread. Hence, it is something ordinary and natural for them, just one of the tools to use, to have fun with, and to learn from. They do not really see it as a risk the adults talk about. The online reality is also a place where children spend a lot of time and where, just as in the "real world", the same communication skills, and the ability of maintaining a dialogue are needed. Good practices 12-14 Dialogue lessons based on The Project-Based Learning Method: Drawing upon the experience of experts working with the youth, I would like to suggest a good practice in working with young people in the area of communication. The time of adolescence, and thus the period of learning in middle school is a special time for learning the skill of dialogue, which both the youth and adults simply lack. Each of these age groups has its own explanation for this situation - both worth listening to and reflecting on. Young people usually believe that most adults do not understand them or are just plain stupid, while adults say that young people are arrogant (‘we were not like them’), and that it is all because of the Internet which is dangerous (at least there is an excuse) or the school system which set up middle schools and thus isolated a very specific and demanding period of development (both for young people and their caregivers). During this period the parent is often at a loss, and, motivated by love or helplessness, begins seeking for help, reading guides, self-educating, in order to understand the child. In turn, a teacher neither willing to understand the child nor to improve his teaching skills, gets angry or may become burned-out, which often results in mutual frustration and lack of any benefits on both sides (adult / youth). 90


It is worth remembering that children this age are self-centred and experience the world, school, and family issues from their subjective point of view. The questions that they ask are not easy and could on occasion be waking fear, e.g.: Who am I?, Who am I going to become?, Who am I to others?, How do others see me?, Who do I want to be? etc. The proposed good practice is one of the methods that can be used to start a dialogue and in my opinion has at least two advantages. Firstly, it can stimulate young people to look at themselves and learn skills that may prove crucial in their professional, personal and social life. Secondly, a skilful and clever introduction to the theme by an adult / teacher can promote dialogue between teachers and children. Later on, the children may use this experience when encountering other adults. While deciding to initiate the dialogue and to use the proposed good practice, you may use the prophylactic approach based on the Project-Based Learning Method, which draws from personal experiences of professionals who work with youth on a daily basis. Suggested stages of implementation and preparation: 6. A diagnosis of the groups’ current needs If you decide to diagnose the current needs of the group, try to answer a few questions, which are a mini-diagnosis of the group you work with. While looking for an answer, use individual interviews, group discussions, observation and suggestions from other people you work with. Examples of areas to be checked may include (keeping to the topic of Dialogue):            

What are the difficulties young people lately experience? What are they not able to do? What seems to be disturbing, destructive about their behaviour? What works and what does not work? What kind of activities do they willingly take part in? What questions do they ask? What are they not aware of and do not understand? What issues are they currently interested in? What do they do spontaneously? What are they suggesting, what do they ask for? What surprises you in their behaviour? What are the underlying problems and needs of these "signals"?

7. Long-term diagnosis: key questions When thinking about prevention, consider whether it is worth to ask yourself a few questions e.g.: What do your mentees need to learn? What skills should they acquire? Who are they supposed to be in the future? When looking ahead at working with young people during a three year period of middle school, one might begin the "process of change", nevertheless it is worth remembering that the process needs to be monitored and watched over. Examples of questions that can help in thinking about the long-term operation ought to include:     

What kind of future do you want for your mentees? Who are they going to be in a few years’ time? What are the social roles they play in the family, at work, in their community? How do they behave, relate to others, fulfil their responsibilities? How are they perceived by others?

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  

What do the children need to make this vision of the future possible? In what situations can the children gain the knowledge, the skills and competencies they need? What experience do they need?

8. Initiation After answering the above mentioned questions and deciding to start a project in this form, you initiate a phase during which, together with the children, you define the subject matter, e.g.: How to talk to each other? What is dialogue? How to be a friend / colleague? (the theme is the result of a mini – diagnosis). It is worth to save enough time for conversations and discussions, so that everyone can speak and understand the topic/issue you will deal with. Do not rush. The more time you spend on the discussion, the less resistance due to ignorance and reluctance there will be later. Give the youth initiative, do not impose your ideas, resolve only to making suggestions. Assume that there are no bad solutions, they only need to be checked and possibly changed, and the decision is to be made by the whole group. At this stage, the following issues are worth emphasising:        

The attitude of an adult: faith in children, enthusiasm and commitment Showing the youth, what may change as a result of initiatives taken by them It must be a real, socially useful activity Preparation – setting up specific stages (task delegation, the appearance of coordinators, scheduling, communication methods) A respected and significant person (educator, volunteer, priest, manager...) gives meaning to an event, a situation, tells the children what needs to be prepared, asks the children how to do it? (e.g. we want to make a music video, how should it look like and how can we do it?) The message, which contains an element of uniqueness and mystery Openness to ideas of young people to affirm their belief that it's a good initiative Giving young people responsibility for the activities, situations...

9. Implementation It is worth remembering to be a wise adult. Contrary to the stereotypical opinion, there are few people on whom the youth can rely on and be understood. It is a developmental period in which the teacher can quickly become an authority and an example to follow. Consequently, it is a big responsibility, nevertheless it is worth to accept it, as the child can build the capacity and confidence which is useful in later stages of development. This stage requires:      

Assessing the children and their abilities - check who can do what and if they want to do it Cooperating with the community - on whom can you count - the people?, institutions and organizations? Reassuring the project participants - supporting, motivating, convincing Resolving conflicts - be a negotiator Motivating further activities - supporting new ideas, encouraging Supervising and providing assistance – remember that you are important for children

10. Summary - evaluation and conclusions During this stage the activity is summarised and the ability to reflect on the previous experiences (which is a particularly important social skill) is being learned. This stage can also be the moment to start a new topic with the children. 92


    

Summary of every activity/conversation with children: "What did we manage to do?", "How do you feel about the things we did?" Appreciation of the group and individual participants Building a positive identity: "You are the person who ...", "We are a group that ..." External presentation of the results! A discussion about plans: “What plans have you got for the future?”

The proposed good practice is developed as a combination of assumptions and methods regarding education and prevention, in cooperation with the project partners: Beata Staszyńska - Citizen Project Foundation and Onno Hansen - Ezzev Foundation. In the initiating stage, as well as during the implementation, an adult ought to consider adopting an attitude, which at the very beginning of the project takes two key assumptions into consideration: 1. "Think of yourself as a tool" - this applies to the teacher’s self – improvement. Having in mind that tools need to be improved, it is advisable to develop and educate oneself, to improve professional skills as well as skills useful when working with young people. This assumption can also have another aspect: if one can convince young people to follow this approach at an early age, they will learn the value and power of self-development. 2. "I'm part of the problem" – this approach ought to facilitate the work and cause more credibility of an adult in relationship with youth. This is a difficult approach to one’s work, because it is assumed that in most problematic situations related to the student, the teacher can have their distinct contribution - not necessarily positive. Consequently, if a student does not understand the topic of a lesson, before giving a grade, the teacher analyses what has been done and what has not been done in order for the student to make progress. It is vital to keep in mind the 3 principles of working with children and youth 1. Good replaces evil. Focusing children's energy on performing tasks and socially useful activities that build their selfesteem helps to eliminate behavioural problems.. 2. Real life. Developing social skills takes place through the tasks carried out in the natural environment of the child. This contributes to a real change in the relationship of the child and the society. 3. Pay It Forward. Children use the competences they have developed for the benefit of others.

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BACKGROUND TO SESSION 3 Introduction In session three new technologies are discussed: educational technologies and Augmented Reality. In addition you’ll focus on how teachers could create an Augmented Reality game themselves. Educational technologies [8-11; 12-14] Educational technology, also known as instructional technology, information and communication technology (ICT) in education, EdTech, and learning technology, is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." (Richey, 2008) Approaches

There are three prominent approaches towards educational technology. The distinction is made by the channels utilized for the delivery of the learning result. More in particular the basic distinctions made with regards to the educational technology types are the following:

Figure 1: Educational technologies (ICT) approaches

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Hardware Approach The hardware approach focuses on the technical/physical medium through which learning results can be achieved. The particular approach is product oriented and focuses on the development of learning machines i.e. audio-visual aid material such as computers, sophisticated gadgets etc.

Figure 2: Example of a pre-school learning machine

Software Approach This approach focuses on the didactics and learning methods with which learning results can be obtained. The cornerstones of the software approach are behavioural sciences and psychology. Emphasis is given to the ways in which students learn. The advantage of this approach is that a vast variety of typical and non-typical learning tools can be used by the educator in the learning procedure as long as they are utilized in the proper educational framework.

System Approach The system approach is a relatively new approach that focuses on the learning process in a more systemic and integrated context. This approach considers the overall school environment as a system. The classrooms, faculty, student groups etc. are considered sub-units of this system. This system approach focuses on:      

Identifying and stating the goals to be achieved; Identifying the processes, methods, techniques and strategies that may be most relevant to achieving the predetermined goals; Building up theoretical foundation justifying the relevance of these processes to achieving the goals; Determining specific interactions visualized existing among various other components of inputs; Specifying the various kinds of controls needed in the total system at different points; and Keeping the whole in mind all the time while preparing the model or the system.

It acts as a link between hardware and software approach. It is also known as 'Management Technology'. It has brought to educational management a scientific approach for solving educational administrative problems.

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It is essentially a new management approach, influencing management decisions in business, industry and education. Education is regarded as a system while the system approach is a systematic way of designing an effective and economical educational system. The IDentifEYE project addresses the development of the appropriate software that acts in accordance with hardware (Software and Hardware approach) and examines how the project results can be integrated in school systems (System approach). Current Trends

According to 2013 survey results from the 2013 Speak-Up Survey from the project Tomorrow, which CEO Julie Evans revealed at the FETC 2014 conference the following trends were considered to have the most significant impact on the school classrooms for the aforementioned year in the United States schools. Personal Access to Mobile Devices: Mobile devices have already become an integral part of our everyday and social lives even. Educational approaches need to be organic and adaptable. Mobile devices when introduced into the curriculum properly can provide powerful learning results. According to this research: Sixty percent of students are using mobile devices for anytime research, 43 percent for educational games and 40 percent for collaboration with their peers. Thirty-three percent of the students surveyed use mobile devices for reminders and alerts related to their academic lives, 24 percent for taking photos of their assignments, and 18 percent for in-class polling. Surprisingly, said Evans, 12 percent of the students responding said they use mobile devices to text questions to their instructors while in the classroom. Internet Connectivity: Connection to the World Wide Web is a fundamental right in some countries. Internet connection is already an essential part of many school curriculums and most of students use the Internet for everyday homework. Use of Video for Classwork and Homework: Learning tools that use audio visual have the power to convey large amounts of information to learners in a way that is both fast and effective. That particular trend has been in use for several years now; the only new tool introduced is new devices (mostly portable). Social Media in Schools: More and more schools had adopted social media and Web 2.0 tools in general (blogs, wikis, social networks, etc.). An increased Interest in Online Learning: Learning management systems like Moodle are on the rise not only in informal contexts but also in formal contexts such as universities and schools. Their use is expected to be established even more. Using Different Tools for Different Tasks: Rather than using one or even a few platforms for various tasks, students are increasingly savvy about taking advantage of the benefits of the tools available. “We find them using video, social media and cell phones for communications; they use e-readers for reading texts and articles; they write, take notes and do research on laptops. But,” she paused, “where does that leave tablets?” According to Evans, tablets were the second or third choice device for completing many of the academic tasks students are faced with. “They like the devices,” she noted, “but they are more focused on using the right tool for the task at hand,” and many times tablets don’t seem to fit. Paying Attention to the Digital Footprint: Digital footprint was a new research area for the 2013 survey and, according to Evans, showed some interesting results. Sixty-four percent of high school students responding admitted to being careful about the things they post online; 39 percent said 96


they advise friends about the content they post, with 32 percent saying they stopped interacting with friends who post inappropriate content online. Finally, 44 percent of high school students said they believe a positive digital profile is an important part of their future. Gaming is Growing, and the Gender Gap is Closed: This year’s results showed 60 percent of students using laptops as a gaming device. Cell phones and game consoles tied with 54 percent use, while tablets clocked in at 44 percent. Of particular note is students’ interest in taking gaming technology and applying it to learning difficult concepts, as well as their interest in using games as a way to explore career opportunities. Evans also noted no gender difference in students’ interest in games, with younger girls actually showing more gaming activity than their male counterparts. What Devices Belong in 'The Ultimate School?': The final piece of data Evans shared focused on students’ ranking of the relative importance of devices in their classroom experience. Fifty-six percent of students said laptops were most important; 51 percent chose digital readers; and 48 percent selected tablets. As for the current ICT trends in European schools, they share similar orientations, but the focus is given more on:  Students’ soft skills development (communication, leadership etc.);  Acquisition of key competences by the students; 

Focusing on teacher training.

Emerging trends

The pace of change and development in education has picked up substantially in recent years – largely because of the key role ICT is increasingly playing in both teaching and learning. To think that only a few years ago we lived in a world with no social networks – today these constitute a vital part of our, and even more, our youngsters’ lives. One can hardly imagine a student unable to use a computer when they leave school. This is why predicting what the trends in European education will be in the coming years is almost impossible. Cloud computing: However, there are some obvious developments, such as the latest phrase du jour: cloud computing. With applications increasingly moving from your desktop computer to the internet, cloud computing represent a revolution in how IT services are delivered. It allows users to scale and virtualize resources over the Internet, carrying immense implications for the education sector, in particular as it is likely to dramatically reduce costs for institutions such as schools. Gaming: Gaming is probably a surprising area to include, however games – or rather so called serious games or educational games, if done right, can become a powerful tool to get groups to work together, increase social interaction and civic engagement among youth. Gaming also allows learners to "fail to success". This concept of failing forward allows learners to test their limits in a safe environment. In addition, gaming increases muscle memory, or the rehearsal necessary to solidify correct behaviour. Finally, gaming increases an internal and external competitive spirit related to learning opportunities. Mobile devices: New advances in hardware and software are making mobile “smart phones” indispensible tools – in schools as much as elsewhere. Just as cell phones have leapfrogged fixed line technology in the telecommunications industry, it is likely that mobile devices with internet access and computing capabilities will become a valuable tool along with the personal computers as the information appliance of choice in the classroom. 97


One-to-one computing: One-to-one computing describes a notion that every child should be given a computer or a device that would allow them to have universal access to technology. One-to-one computing will give the student access to knowledge anytime anywhere and it gives the teacher the possibility to personalize the learning to suit the single student’s learning style. Also some of the benefits associated with this notion include increasing student achievement and engagement. However, it is particularly important to development of the workforce of the future. An example of this trend is the one laptop per student initiative: http://one.laptop.org/ Emergence of free online courses and the move towards providing credits and credentials for them: If one pays even the slightest bit of attention to the education media, it’s impossible to miss the recent mention of MOOCs (“Massively Open Online Courses”) in one article after another. Of course, MOOCs are just one option for learning – not all free courses are MOOCs (and not all MOOCs are free). A particularly intriguing aspect of this discussion is the move to provide formal credits or credentials for these courses, which seems to be picking up traction. Student Response Systems (SRS), polling apps, and other synchronous tools to increase interaction and engagement in both online courses and ground courses: Smartphones and tablets can work as SRS tools, and a history of responses can provide learning analytics that help teachers focus on which topics need the most reinforcement (an idea that also happens to go hand in hand with the flipped classroom). SRS’s have been around for years and they have been gradually gaining popularity as a classroom tool, but what seems to be ‘emerging’ about the concept is the move towards using more common, less proprietary devices to access these classroom interactivity and assessment apps, and the growing number of innovative applications like Lecture Tools and LearningCatalytics. OER (Open Educational Resources): While OER has not necessarily seen the increases in popularity and adoption over the last year that some of the technology-based ideas above have, it continues to hold tremendous potential, and only more so as the quality and quantity of offerings continue to improve. OER is a transformational idea that can play an important role in changing the nature, availability, and costs of educational materials, content, and tools. Learning Analytics: Yet another technology that has really begun to gain momentum over the last year or so, and is clearly focused on enhancing learning outcomes by leveraging data. Learning Analytics may only be emerging from its infancy, but the growing number of institutions and organizations working to deliver and leverage the concept positions it as one of the top technologies that can help to deliver on the promise of increasing the efficiency and effectiveness of instruction through the thoughtful and informed application of information technologies. All in all, it seems that one of the few things that can be said for sure is that ICT is more critical to education now than ever before and likely to increase in its importance. Today, computers, software and the internet aren’t simply part of the educational process, they are embedded in it. With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are developing the ability to provide learning opportunities to students “anytime, anywhere”. ICT has already transformed how we access information and that has in turn transformed the skills our educated people require. Web 2.0

Definition: Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and 98


services in a form that allows remixing by others, creating network effects through an “architecture of participation,” and going beyond the page metaphor of Web 1.0 to deliver rich user experiences. (O’ Reilly T., 2005)

Figure 3: Web 2.0 Meme Map

Figure 4: Web 2.0 - Key points

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Web 2.0 tools Web 2.0 consists of a set of certain technologies. There are more categories (e.g. virtual worlds) than that are explained below but, the following were chosen as they facilitate the needs of the target group. Blogs: The term web-log, or blog, was coined by Jorn Barger in 1997 and refers to a simple webpage consisting of brief paragraphs of opinion, information, personal diary entries, or links, called posts, arranged chronologically with the most recent first, in the style of an online journal (Doctorow et al., 2002). Wikis: A wiki is a webpage or set of webpages that can be easily edited by anyone who is allowed access (Ebersbach et al., 2006). Wikipedia’s popular success has meant that the concept of the wiki, as a collaborative tool that facilitates the production of a group work, is widely understood. Tagging and social bookmarking applications: Social bookmarking systems share a number of common features (Millen et al., 2005): They allow users to create lists of ‘bookmarks’ or ‘favourites’, to store these centrally on a remote service (rather than within the client browser) and to share them with other users of the system (the ‘social’ aspect). Multimedia sharing: One of the biggest growth areas has been amongst services that facilitate the storage and sharing of multimedia content. Well known examples include YouTube (video) Flickr (photographs) and Odeo (podcasts). Audio blogging and podcasting: Podcasts are audio recordings, usually in MP3 format, of talks, interviews and lectures, which can be played either on a desktop computer or on a wide range of handheld MP3 devices. Social networks: Professional and social networking sites that facilitate meeting people, finding like minds, sharing content—uses ideas from harnessing the power of the crowd, network effect and individual production/user generated content. Collaboration services: Collaborative, Web-based project and work group productivity tools which use architecture of participation. Office-like applications: Web-based desktop application/document tools. Replicate desktop applications. They are continually renewed based on technological developments. Aggregation services: Gather information from diverse sources across the Web and publish in one place. Includes news and RSS feed aggregators and tools that create a single webpage with all your feeds and email in one place— uses ideas from individual production/user generated content.

Why implement Web 2.0 tools Web 2.0 tools are ideal for enhancing the so-called 21st century skills (i.e. the necessary skillset that a today’s student), since:       

They support collaboration across time and space; They are easily accessible and easy to use; Many people already have a comfort level using them; They are low-cost (sometimes even free); They do not require much IT support; They have very little “downtime”; Because they are inexpensive and easy to use, there is little risk in trying them.

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The table below illustrates the 21st century skills and what Web 2.0 tools can be utilized to develop these skills. Table 1: 21st century skills and supportive tools

Types of skills

21st cent. Skills

Learning Skills

Supporting Web 2.0 tools   

Critical Thinking Creative Thinking Collaborating Communicating

 

Literacy Skills

Information Literacy Media Literacy Technology Literacy

     

Life Skills

   

Flexibility Initiative Social Skills Productivity Leadership

    

Good practices WEB 2.0 TOOLS

Blogs Wikis Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Aggregation services Blogs Wikis Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Office-like applications Aggregation services Wikis Tagging and social bookmarking applications Multimedia sharing Audio blogging and podcasting Social networks Collaboration & Communication services Aggregation services

TOOLS & SUGGESTED USE

Blogs

• •

Blogger: Professional e-portfolio www.blogger.com Wordpress: Professional e-portfolio www.wordpress.org

Wikis

Wikipedia: Info management and sharing www.wikipedia.org

Tagging and social bookmarking applications

• •

Delicious: Info management and sharing www.delicious.com Diigo: Info management and sharing www.diigo.com

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• • Social networks

• •

LinkedIn: Personal and professional networks www.linkedin.com Instagram: Personal and professional networks www.instagram.com Twitter: Personal and professional networks www.twitter.com Google+: Personal and professional networks www.plus.google.com

Edmodo: Info management and sharing www.edmodo.com Fotobabble: Communication skills development www.fotobabble.com Vimeo: Info management and sharing www.vimeo.com

Audio blogging and podcasting

• •

AudioBoo: Communication skills development www.audioboo.fm iPadio: Communication skills development www.ipadio.com

Collaboration & Communication services

• • • • • • •

Google Docs: Effective collaboration www.drive.google.com Google Drive: Effective collaboration www.drive.google.com Dropbox: Effective collaboration www.dropbox.com YouTube: Info management and sharing www.youtube.com Clilstore: Communication without barriers www.multidict.net Skype: Communication without barriers www.skype.com WhatsApp: Communication without barriers www.whatsapp.com

Khan Academy: Info management and sharing www.khanacademy.org Google Maps: Info management and sharing www.google.com/maps Scoop.it: Info management and sharing www.scoop.it Paper.li: Info management and sharing www.paper.li Google Alerts: Info management and sharing www.google.com/alerts

Multimedia sharing

• •

• Aggregation services

• • •

Office-like applications

• • • • •

Mind24: Engaging presentations www.mind24.com Prezi: Engaging presentations www.prezi.com Screenr: Engaging presentations www.screenr.com Slideshare: Engaging presentations www.slideshare.net GoAnimate: Engaging presentations www.goanimate.com

Reflection tools

•  

IDentifEYE AR game: Serous game 8-11: http://identifeye.ezzev.eu/ 12-14: http://id-eye2.ezzev.eu/

Impact on teacher’s profession

Subject matter and didactic knowledge is not enough; teachers must have supervisory and guidance skills as well. The ability to work in a team, to organize and to plan is important. It will become increasingly taken for granted that teachers have basic ICT skills.

Competences and skills The teacher in this scenario is a tutor who facilitates the learning process of the group and the individual students, employing all her/his creativity.

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Pedagogical knowledge and skills and subject knowledge in a broad field are expected of teachers. They become ‘educational designers’, preparing not lessons but projects. This makes planning and coordination skills important. These projects cross the customary boundaries between disciplines and subjects which necessitates intensive cooperation between teachers. Consultation with colleagues from the same and other schools is important in preparing and implementing projects. Subject specializations and specific teaching skills are utilized in implementing particular methods of working. The roles of instructor, trainer, coach, etc., are important in this scenario too. In addition teachers are adept at prompting and holding discussions with students about meaningful questions. Internet plays an important role in communication between teachers. Ideas are presented and discussed. In this way teachers have access to the ideas and materials of others, a source of inspiration for lessons and projects.

Figure 5: The portrait of the networked teacher

Playing the Augmented Reality game [8-11; 12-14] Definition: Augmented Reality (AR) consists of a real-time video stream generated by a camera to which digital elements are added that appear in reaction to a predefined trigger.

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Augmented Reality as a technology is not new. During the twentieth century AR components were conceived from the nineteen fifties onwards. In the nineteen sixties and seventies the first AR applications appeared while in the nineteen nineties the term “Augmented Reality” was coined. But it was only from 2009 that it slowly started to take off as a mass consumption technology. Despite large-scale implementations by for instance IKEA and McDonald’s the technology has remained a fringe technology in the consumer market. In education AR is being used to stimulate interest in our surroundings by adding digital information to physical objects – as seen on our smartphone screen, tablet screen or computer screen - by means of digital Post-It-like labels. This digital information can refer to objects that are registered on our screens such as mountains. The digital information concerns for instance the name of the mountain or its height. The digital information can also refer to objects that are invisible on our screen because they are blocked by other objects – for instance metro stations that are a few blocks away – or that were once here in another era. This use of AR in education is being popularized by teachers in the United States but also in Europe and beyond. The Augmented Reality game [8-11] The IDentifEYE AR game is to evoke interest in our online identities. The game stimulates the emerging relationship between our online data sharing and our online identities. “Emergence” is a specific kind of causal relationship between two processes (one process leading logically to the other), in this case between online data sharing and online identities. The relationship is causal but the concrete causality cannot be established. It is impossible to pinpoint how the causality exactly works. Think of emergence in the following way. If you would be reading the rules of a game to play you can try to imagine how it would be to play this game. Nevertheless, you will never succeed in predicting how it is to play the game. The experience of playing is always different than imagined before. Although the experience of playing the game is evoked by following the rules of the game it cannot be logically derived from these rules. The AR game also is a kind of emergent. Visual digital elements (augmentations) appear as a response to answers given in the game. These visual elements together build the representation of our online identity that emerges from the game answers on data sharing. Still, the direct relationship between the answers and the augmentations is not clear. This lack of clarity is to reflect the lack of clarity in the online identity building process and is to evoke questions and reflections. The Augmented Reality game [12-14] The IDentifEYE AR game is to evoke interest in our online identities. The game stimulates the emerging relationship between didactics that are employed by the teacher and the atmosphere in the class room. “Emergence” is a specific kind of causal relationship between two processes (one process leading logically to the other), in this case between didactics and class room atmosphere. The relationship is causal but the concrete causality cannot be established. It is impossible to pinpoint how the exactly causality works. Think of emergence in the following way. If you would be reading the rules of a game to play you can try to imagine how it would be to play this game. Nevertheless, you will never succeed in predicting how it is to play the game. The experience of playing is always different than imagined before. 104


Although the experience of playing the game is evoked by following the rules of the game it cannot be logically derived from these rules. The AR game also is a kind of emergent. Visual digital elements (augmentations) appear as a response to answers given in the game. These visual elements together build the representation of our online identity that emerges from the game answers on data sharing. Still, the direct relationship between the answers and the augmentations is not clear. This lack of clarity is to reflect the lack of clarity in way the atmosphere in the class room is trigged by the didactics chosen by the teacher and is to evoke questions and reflections. Creating an AR game Disclaimer In order to create their own game teachers must get into contact with the project partners – contact Mr. Onno Hansen: onno.hansen@gmail.com. Teachers need to order a copy of the game and install this copy on their own server – or request that it will be hosted by IDentifEYE. Unfortunately the creation of a copy and the optional hosting are not free. For the actual conditions and terms of use, please check out our site. The copy of the game consists of a CMS that links directly to the IDentifEYE game engine. In the CMS teachers can add, edit and delete questions, answer options, augmentations, texts, sounds and static pages and blocks – in up to four different languages simultaneously. Optionally the game interface can be personalized, again for a fee. Introduction In order to create one’s own game one need to understand the essence of the game. It is a multiple choice questionnaire in which the game immediately reacts to the individual answers given. In the game there are no scores or levels. It is not about winning or losing. Rather it provides an experience. The game is a great tool to:   

Start a conversation on a “hard” subject; Trigger understanding of an abstract subject; Change the tone of an ongoing discussion.

STEP ONE: Establish a theme Before one does anything else one needs to choose a subject for the game:   

A concrete “hard” subject about which it seems difficult to talk in the class room, for instance because it is too personal or too controversial. Our didactics game for the age group 12-14 is an example. An abstract subject that needs a lot of visualization to become more accessible. Our game on the relation between online data sharing and online identities for the age group 8-11 is an example. An ongoing discussion that has derailed and needs a change of tone. An example could be a game about how to understand the school regulation.

Age group differentiation:  

For students in age group 8-11 more individual themes are relevant. Too abstract themes should be avoided. For students in age group 12-14 more social themes are relevant: themes that have to do with social norms or group processes. The themes can be abstract but should have a direct link to the daily life of one’s students.

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STEP TWO: Create questions As soon as one has established a theme for the game one can start to create the questions for the game. The optimal amount of questions is eight to fourteen. Only if a subject is abstract and of great interest to one’s students one could create up to twenty questions. There are several methods to create relevant game questions:  

Break down the chosen theme in smaller steps and then allocate one question per step. Create a lot of questions that are relevant for your target group and let representatives of the target group select the most relevant questions.

Basically, there are two types of questions one could create:  

Diagnostic questions – see the didactics section – to check whether one’s students have understood knowledge that was transferred to them. Survey questions to poll student opinions on the chosen theme. The both IDentifEYE games are examples of this type.

Age differentiation:  

For students in age group 8-11 it is advisable to choose diagnostic questions or personal survey questions that directly link to personal student experiences. For students in age group 12-14 it is advisable to choose diagnostic questions or more abstract survey questions.

NB The second question in the game always is associated with the player taking a picture or not. This is a system question that is hardcoded in the game. STEP 3: Create answer options 

Diagnostic questions require answer options in which one answer option represents the right interpretation of the knowledge transferred while one or more other answer options represent assumed student prejudices and false assumptions that might have survived despite the knowledge transferred. Survey questions require a set of answer options that are relevant for the target group. Students will react negatively if an answer option is irrelevant or, worse, if a relevant answer option is missing. It is advisable to check one’s answer options against representatives of the target group when drafting.

STEP 4: Create augmentations per answer option Once the answer options have been drafted one needs to create augmentations for each of them individually. One could do this one’s self or involve a graphic designer in this. For the technical specs of the augmentations, please read section Creating an AR game. One has to choose between several options – for the implementation of these options see section Creating an AR game:   

Static or dynamic: the augmentations can remain placed motionless at the same space on the screen or can be ordered to follow the head of the individual playing the game. Temporary or permanent: the augmentations can be made to last only until the individual who plays the game answers the next question or can be allowed to stay until the end of the game. Replacing or additional: the augmentations can replace any previous augmentation that was triggered by an earlier answer option or can be added to the existing set of augmentations on the screen. The replacing option is tricky to implement though. One needs to define the earlier augmentation or augmentations that one wants to replace by means of a layer code. If one would

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just define the new augmentation to present itself on the same place as a previous augmentation or augmentations the new augmentation will either overlap or immediately be overlapped depending on the layer code number – see the section Creating an AR game. Animated or static: one can create augmentations that consist of one image only or animations that change form and/ or placement. The trick to animate augmentations is to upload more than one image in the CMS as augmentations associated to the relevant answer option. The multiple pictures will then be played at a speed of 12 images per second – just as film frames are played to create a film.

It is a good practice to define the augmentations associated with answer options linked to one single question in such a way that they cover more or less the same space on the screen. This way it is easier to keep an oversight over all the subsequently appearing augmentations, question after question. An example of this good practice is a design like this in which “1” stands for all answer options associated with question 1, “2” for all options associated with question 2 etc.:

Age differentiation: •

For students in age group 8-11 it is advisable to create cartoon-like, colourful animations – at best many appearing at the same time. Students in that age group also generally like lots of movement, temporary chaos and “naughty”/ funny animations. For students in age group 12-14 it is advisable to create more realistic, more serious and “arty” augmentations – especially for 14-years old students. There should be controlled movement and a sense of overall organization in the way that augmentations are placed on the screen.

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STEP 5 [optional]: Create texts and sounds In addition to augmentation one can also add, optionally texts (“Ticker tape texts”) and sound files to individual answer options. The texts will be shown in the tickertape at the top of the screen. The sounds will be played temporary when the associated augmentation appears. NB Be careful with adding heavy sound files. They might interfere with the game performance. STEP 6: Create static blocks and pages One can add one’s own texts in the CMS that will appear on the game start page and on additional pages – so-called “static texts”. The texts could consist of an introduction on the theme as well as an explanation on how to play the game. STEP 7 [optional]: Translate Once one has entered all the necessary content in one’s own language – questions and answers, static texts and user interface items – one can translate these texts in up to three languages. NB If one chooses to add a language beyond the current default languages (English, Greek, Polish, Spanish, Lithuanian and Dutch) one should contact us for changing the flag in the game linking to that translation. This is not cost-free. STEP 8: Create a lesson plan The game one creates is half of the job, creating an appropriate lesson plan is the other half. One creates the lesson plan by filling out the workshop lesson plan template – see the session 3 description section for your relevant age group. Age group differentiation •

For students in age group 8-11 it is advisable to first provide an introduction, both to the chosen theme and the game and then play the game for at least twenty minutes. During the game play there should be enough time for students to relate their personal experiences and for the occasional discussion. It is advisable to end the lesson with a “to do” task such as drawing or retrieving information online.

For students in age group 12-14 it is advisable to first provide an introduction, both to the chosen theme and the game and then play the game for a maximum of fifteen minutes. During the game play the teacher is to listen very carefully to all remarks by the students and their contributions to emerging discussions. The teacher is to come back to those in a more organized way after the game during a structured discussion. The teacher should include space for student reviews of the game. Then the teacher could end the lesson by asking students to write down their suggestions for improvement while explaining the background of their suggestions.

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WHAT IS B.E.L.S.? Introduction The creators of the Brain Essential Learning Steps (B.E.L.S.) method define it as “a consistent thematic approach to teach children curricular content retained through interpretation and application”. [http://www.achildsworldcenters.com/curriculum.html] Rather than a method to enable a top-down transfer of knowledge B.E.L.S. aims at empowering the understanding of new information from one’s own perspective and at empowering learning by experiencing. As such B.E.L.S. is a fruitful frame for the implementation of the IDentifEYE teaching workshop that aims to positively impact teachers, students and student online safety by means of letting teachings try out and evaluate new good practices.

B.E.L.S. finds its origin in neuroscience. Author Andrea Seidman and her team at the A Child’s World Center, came up with the method “to bring the world a new pedagogy that would make teaching the way the brain learns the new paradigm in education”. [http://www.achildsworldcenters.com/about-us.html] This means that the method is in constant flux. B.E.L.S. was at first implemented by a Child’s World as an early care and early education method. Later on the method was used in all kinds of educational settings [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf], including lifelong learning. This is how B.E.L.S. is used in the IDentifEYE workshop: as a method for lifelong learning. Skills The following lifelong learning skills are developed [http://www.achildsworldcenters.com/curriculum.html]:  Problem Solving;  Risk Taking;  Cooperative Learning;  Creativity;  Cognitive Responsibility Systems. Four steps There are four Brain Essential Learning Steps: • • • •

B.E.L.S. 1: Providing an introduction on a subject; B.E.L.S. 2: Brainstorm and list ideas connected to the subject; B.E.L.S. 3: Create a plan for action on the subject; B.E.L.S. 4. Implement the plan for action.

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by

means

of

B.E.L.S.


The first Brain Essential Learning Step can be described as follows [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf]: “This is the introduction to the learning unit, theme, specific curricular content or subject. The fact-finding begins here.” The step may concern a broad subject or a sub-subject. The step helps participants to “begin exploring what they know about the topic”. In the IDentifEYE workshop the first step takes place during the introductions of the themes during the first three sessions.

B.E.L.S. 2 concerns collaborative brainstorming:: “List the activities on your mind map that reinforce the theme, topic, concept you are teaching – This step should include visual, auditory and kinesthetic exercises. Brainstorm and list ideas related to the main topic. The ideas include each student’s understanding of the topic, each student’s personal knowledge and experience on the topic, and each student’s evolving ideas for a working plan as each student builds ideas on the contributions of the members in the class.” [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf] The second step is in implemented in the workshop in the form of a discussion after each introduction. B.E.L.S. 3 is about developing a learning plan: “It is time to plan how to use the information introduced and learned. This step requires the student to interpret the facts and concepts for application. The focus in this step is why this information is relevant to the class and to each of its members. Relevance is basic or more abstract depending upon the content and the goal of the lesson. It is always necessary to have students clarify the meaning of the information for a specific purpose that is personally relevant. Gather the facts and information together as a group and develop a plan for action. Plan for action suggestions are: original skits, journal writing, presentations, through dance, through music, through art displays or through combinations of all these suggestions. Each student’s strengths are represented in developing the plan.” [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf] The third step takes places in the workshop at the end of session three and then comprises the whole of session four. Some brainstorm elements (step two) will still be present as well. In B.E.L.S. 4 action is taken: “– It is time to use the information and implement the plan. Should we create a bulletin board display? Should we make costumes, scenery, props for a show? Are we presenting to an assembly of other classes? Parents? Community groups? School parade? Class museum? School display? The possibilities are as numerous as our imaginations will take us!” [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf] The fourth step is executed during the teacher implementation of their lesson plan at their own school.

Step 5 In the workshop there is a fifth step added to the original B.E.L.S. method: Evaluation. This has been done because in education good practices can only be good practices when they are tested. By creating in addition a Best Practices/ Lessons Learned document based on the evaluation the evaluation results become sustainable. 110


INSTRUCTOR DOCUMENTS In this section you will find documents that will help you prepare the workshop as an instructor. The first document, the INSTRUCTOR LOGISTICS, will present you with a step by step overview what to do and how to prepare. The PROJECT DESCRIPTION will help you, and later your participants, to remember the aim of the workshop. The RECRUITMENT document will support you in recruiting teachers. It was drafted by partners who used the document to draft teachers for the pilot sessions. The DIAGNOSTIC QUESTIONS document should give you inspiration to create your own diagnostic question for the workshop, but naturally you are cordially invited to use these to test whether your transfer of knowledge to your participants was successful. The PLAYING THE AR GAME documents concern two different games, one for teachers teaching students in age group 8-11 and one for teachers teaching students in age group 12-14. In both versions you’ll find playing instructions, the game storyboard and potential interpretations of the occurring augmentations. Do not attach absolute value to these interpretations – rather think of your own interpretations or, better yet, invite teachers to come up with creative ideas. The CREATING AN AR GAME documents help you both functionally and technically set up your own version of the AR game. The TEACHER CONSENT FORM is a document you’ll need to distribute to your workshop participants before the workshop so that you can freely document the workshop while you provide it. The last document in this section, INSTRUCTOR EVALUATION, is the evaluation that you should fill out, to measure the impact of your workshop.

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INSTRUCTOR LOGISTICS STEPS

TO DO

NB

PRINT DOCUMENTS

Printing organizational documents: School management approval is INSTRUCTOR LOGISTICS so that the essential. instructors can start preparing RECRUITMENT PROCESS so that the instructors can start planning the recruitment PROJECT DESCRIPTION for the relevant age group so all know what the project is about DECLARATION OF CONSENT so dissemination material may be produced

CHOOSE DATES

CREATING A DETAILED TIME-TABLE

It is important to leave enough time (more than a week) between the first set of sessions (sessions 1 to 4) and the fifth session (evaluation) so that teacher have enough time to prepare their implementation lesson.

RECRUITING TEACHERS

Follow the RECRUITMENT section

Important to inform the teachers that they will be recorded on video and that they need to take pictures in theit class room. In some countries the recording in the class room may be legally (near) impossible.

PREPARATION

Read the background sections to session 13

ORGANIZE AN INTRO TEACHER MEETING

Hand out the printed out document DECLARATION OF CONSENT to the teachers which they should sign Hand out document DECLARATION OF CONSENT so that the representatives of their students can sign it

PREPARING WORKSHOP SPACE

Choose a workshop space where there is a central computer with Internet access and with a beamer & screen/ digiboard and space to create a U-shaped setting for the teachers

EDIT DOCUMENTS

Customize the CERTIFICATES – create an individual copy for each teacher who participates.

TEST THE AR GAME

Test the online game on the same computer and at the same place where the workshops will be organized. Instructions are provided in the section PLAYING INSTRUCTIONS for the appropriate age group

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Since the students are under age their parents or caretakers should sign the DECLARATION OF CONSENT. In case they refuse make sure to NOT take pictures of these children or film them.

Keep a copy as evidence


PRINT INSTRUCTOR DOCUMENT

Print and read the age group appropriate session descriptions. Print and read the instructor evaluation. Print and read the document DIAGNOSTIC QUESTIONS. If needed create new diagnostic questions of your own.

In the section BACKGROUND TO SESSION 2 you will read more on diagnostic questions.

PRINT TEACHER AND WORKSHOP DOCUMENTS

Print the SUCCESS CRITERIA for each session. Print the DIAGNOSTIC QUESTIONS. Print the 4 levels of GOOD PRACTICES for the appropriate age group. Print the game MARKERS, game TASK (for teachers of age group 8-11), the game QUESTIONNAIRE. Print the age appropriate MODEL LESSONS (1 and 2). Print CREATING AN AR GAME. Print the LESSON PLAN. Print the teacher EVALUATION documents: EVALUATION and IMPLEMENTATION CRITERIA EVALUATION. Print the customized CERTIFICATES.

Print a few copies of the teacher documents extra

DOWNLOAD WORKSHOP DOCUMENTS

Download the appropriate WORKSHOP PPT.

PROVIDE THE WORKSHOP SESSIONS

Hand out the teacher and workshop documents at the appropriate time as described in the session descriptions. Show the WORKSHOP PPT. Make sure that all teachers know when the EVALUATION session takes place. Let the teacher participants know that you are available for them. Make sure teachers organize their IMPLEMENTATION lession, fill out the TEACHER EVALUATION form and the IMPLEMENTATION CRITERIA EVALUATION form.

EVALUATION

Fill out the INSTRUCTOR EVALUATION form. Please send the filled out INSTRUCTOR EVALUATION instructor to us: Mr. Onno Hansen – onno.hansen@gmail.com.

CHECK AFTER A FEW MONTHS

Please meet up with the teachers again after a few months and ask them the questions provided in the INSTRUCTOR EVALUATION form. Add the new information to the existing filled out INSTRUCTOR EVALUATION form.

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Please send the filled out teacher evaluation documents to us: Mr. Onno Hansen – onno.hansen@gmail.com.

Please send the completely filled out INSTRUCTOR EVALUATION instructor to us: Mr. Onno Hansen – onno.hansen@gmail.com.


PROJECT DESCRIPTION Age group: 8-11 Instructors teach teachers - by means of a five-session workshop plus implementation - to create, implement and evaluate 45-minutes lessons plans for students aged 8-11 that enhance student resilience to deal with online experiences – and thereby enhances student online safety. Important tools to achieve this are an Augmented Reality game, interactive didactics and elements of prophylactics. Age group: 12-14 Instructors teach teachers - by means of a five-session workshop plus implementation - to create, implement and evaluate 45-minutes lessons plans for students aged 12-14 that enhance student resilience to deal with online experiences – and thereby enhances student online safety – while at the same time empowering a conscious, creative and critical stance by students as evolving responsible citizens. Important tools to achieve this are an Augmented Reality game, interactive didactics and elements of prophylactics.

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How to recruit teachers to IDentifEYE workshops? Tricks and tips in recruitment management. 1. Prepare a work plan that will help with managing the tasks. The beginning of recruitment should start at least 3 months before the workshops. Here's an example of a basic work plan: When?

What?

Tasks

Material s

Person responsible

Deadlines

October 2014 November 2014 December 2014 January 2015 February 2015... 2. Start with a school database. This will be your most important tool in managing the first tasks. Create an excel file with information about schools in your area that you would like to recruit. Prepare separate sheets for 2 groups of teachers (8-11, 12-14). Put in the tables information about: - name of the school - contact information (address, telephone number, website and e-mail) - name of the headmaster (very important) TIP: Start with schools that are already cooporating with your organisation. Think of any teachers or school board members you know personally that would be of any help in the recruitment process. TIP 2: Remember that you will need at least 8 teachers in each group. From our experience it's best to have 2-4 teachers from each school. Make sure you will have at least 2 schools extra from each group on the final list in case some of them will withdraw last minute. 3. Prepare necessary documents. Before you start calling the schools prepare the documents with information that you want to sell to the headmasters. During the meetings they will ask you a lot of questions, so you need to outrun them. Prepare: - document with information about the project (put down the main topic and objectives of the project, mention the international partners and the financial funding source, write your name and how to contact you) - official invitation to the project addressed to the management of schools - preliminary declaration of participation form for teachers - poster/leaflet of the project

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4. The calling begins! Sending e-mails to schools with information about the workshops is good, but from our experience it doesn't bring as many results as direct calls. When you call the school you want to recruit, ask the secretary to connect you directly with the headmaster. If they're not available leave a message, but then call again. When you talk to the headmaster don't waste your time to explain the whole project. Briefly mention its objectives and why is it so important. Tell the headmaster that their school was chosen among many other schools to take part in the project and ask for the meeting to talk about the details. This way they will be eager to know more. Leave them with the feeling that they are important and one of a kind. TIP: Remember that the headmasters are also people. Probably they are busy with their own problems, so you may encounter their lack of time or lack of interest. Sometimes they might be even angry that "another person is bothering them with some new projects like they didn't have any better things to deal with". Be aware of that and prepare for such situations. Always be cool and polite. Tell them you understand their situation. TIP 2: National holidays, school events, trips and vacations... A lot of things can occur on the way, so plan the meetings at least few days ahead. 5. During the meeting. The meeting with the headmasters are the most important part of the recruitment process. They shouldn't last longer than 15 minutes. It's a lot of time to talk about the details of the workshops: what is its main purpose and objectives, how they will be organized, when they will start and how long they will last, who will conduct them, what will come out of them, what skills the teachers will gain, etc. It's also the time to get down to business. What are your expectations? Of course recruiting teachers to the workshops. Tell them how many teachers should they delegate and what is the deadline for applying. Remember that there no conditions regarding the subjects the teachers teach - the only condition is that they should teach in one of the age groups mentioned before and that they shouldn't be school counselors. Keep the documents you prepared before with you. Hand them to the headmaster. Repeat your name and how to reach you. Assure them that you are available if they have any further questions or doubts. TIP: The first impression is the most important, so be prepared. Dress well and smile a lot! A compliment never hurt nobody, so while you're there congratulate the headmaster of his/her latest achievements (schools like to brag about how good they are, you don't have to dig deep to learn about them - school websites are usually full of information about their successful students and school projects). 6. After the meeting. Send the e-mail to the headmasters to remind them about yourself. Thank them for the meeting. Even though you handed them the documents about the project during the meeting, attach them to the e-mail again. Remind the headmasters about the application deadline. Don't forget about attaching the forms with preliminary declarations of participation for teachers! Stay in touch with schools. Make sure you send the reminder about the deadline also a week before it finishes.

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7. Prepare a teachers data base. Organize the data base of recruited teachers. Create a new excel file or simply add new sheets to the previous one. Prepare 2 sheets for each age group. Put in the tables information about: - name of the teacher - school they represent - e-mail and telephone number - subject they teach From now on you will contact the teachers directly, not through schools. The headmasters gave you what you wanted so there is no need to bother them anymore. Once the recruitment process is finished and you have a full list of at least 16 teachers, send the e-mail to congratulate the teachers that they have been selected to participate in the workshops. Briefly explain again the objectives of the workshops. Write down the list of names and groups the teachers will belong to. Attach the documents you have prepared before - the file with information about the project and also the form with preliminary declaration of participation in case you are still missing some of them. Write in the e-mail when and where the workshops will take place (add the directions on how to get there). TIP: From our experience it's good to prepare a sort of an organizational meeting. A simple 1-2 hour meeting when everyone can meet each other, break the ice and ask additional questions (and also bring the missing preliminary declarations). If you feel like preparing such meeting, send the teachers an e-mail with information about it too. And a reminder a day before! :) 8. Organizational meeting. During this meeting everyone can meet each other. Instructors can get to know the teachers, teachers can get to know the instructors and other teachers. It's a good time to break the ice and talk more about the project. It's also a space for questions from the public and dealing with formal issues like preliminary declarations of participation and other documents that will be needed from teachers (for example permission to the use of image). The organizational meeting should take place around 2 weeks before the workshops. What to prepare for the meeting? - attendance list - forms to be fulfilled by teachers (preliminary declarations in case you are STILL missing some :)) - a workshop "portfolio" with: information about the workshop, information about your organisation, program of the workshops with timetable, a pen and a company notebook or something to write on) After the meeting send an e-mail to the teachers with a short summary. Attach to the e-mail the forms they need to fill out and bring to the workshops after signing (permission to the use of image). Once again attach the program of the workshops. Remind about the time and place of the workshops. Send them also a reminder a day before. :)

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9. Workshops. Although it might look differently the recruitment process hasn’t finish yet. The workshops will be prepared and conducted by the instructors, but you should be there too to assist in case there are any (for example technical) problems. What to prepare for the workshops? - attendance list for each group - portfolios with workshop materials - certificates Stay in touch with teachers. After the workshops send them an e-mail with the summary. Congratulate them on completion of the workshops. Send them any additional materials they might need (some of the things can come up during the workshops, that's why you need to be there to follow up). Thank them for the cooporation and wish good luck in the future. :) A BONUS Tips on how to encourage headmasters to delegate their teachers to the workshops. During your recruitment process you may meet, let's say "difficult" headmasters on your way. They can be tired, bored, even fussy. They will try to refuse to meet with in person claiming they have no time, etc. How to handle a phone call with a headmaster when you have only few minutes to "sell the product"? Here are some key words and phrases I picked up from my experience that you can use to convince the headmasters to the project. Remember: they don't need to be entirely true! :) Key words and phrases: - your school was chosen as one of the (for example) 5 schools in the whole region to take part because of your achievements (mention the achievements) - prestigious project, it's a first project on such a level in the region - international impact (partners from 5 countries - you can mention all of them) - transfer of innovation - pilot project of great importance - free of charge workshops - certificate of participation - new technologies (mention the game) - current topic, interesting and developing for teachers - European impact followed by a wide promotion (publications, promo video, etc.) Prepared by: Ewelina Gerke (GCPU)

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DIAGNOSTIC QUESTIONS 1. In interactive didactics you are not allowed to correct students. A. Yes B. No Correct answer: B (No). As facilitators teachers do correct but as a coach, not as a person who judges. 2. A facilitator is to invite parents or representatives of the police to the class room. A. Yes B. No Correct answer: A (Yes). Involving student environments beyond the school environment is an important prophylactic instrument. 3. In interactive didactics a teacher gives up their right to privacy. A. Yes B. No Correct answer: B (No). By accepting a role as facilitator a teacher still needs to set clear boundaries as can be seen from the prophylactics good practices. One of those boundaries to be set is to which extent the teachers want to communicate about private issues. 4 Identities are different offline and online. A. Yes B. No Correct answer: B (No). The contexts online are different and online life heavily influences both personal identities and the concept of identity but both offline and online identity is the answer to the question: “Who am I?” 5. [12-14] Tradition according to Bauman is an effective strategy to survive “liquid life”. a. Yes b. No Correct answer: B (No). Holding on to tradition is a logical reaction against fast change and fast globalization but this does not shield us against the extreme consumer times we live in. Only by learning to learn and acquiring skills that help us be citizens and deal with otherness might help us to preserve a modicum of self-determination. 6. Students that do well in the traditional class room also will do well in real life. a. Yes b. No Correct answer: B (No). [8-11] Students that never fail tend to attribute their success to given attributes. As a result, they are less open to learning and feedback. [12-14] The skills needed to be successful in the traditional class room are different from the skills needed to be successful in the 21st century. For instance, adaptability by redefining one’s identity over and over again is not a skill leading to success in the class room but is a skill set that is very useful in real life.

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7. [8-11] If a student is a “fixed learner” the teacher needs to intervene. a. Yes b. No Correct answer: A (Yes). Fixed learners have troubles adapting, learning and hearing feedback. This hampers their development. 8. In the interpretation of Goffman – is it possible to be one’s self with someone? a. Yes b. No Correct answer: B (No). According to Goffman we always play a role. 9. [12-14] Does it make sense to create a new school curriculum now based on pre-defined skills for the 21st century? a. Yes b. No Correct answer: B (No). Unfortunately, we cannot predict what exact skills we might need in the near or not so near future. What we can do is introduce skills to learn how to learn and skills that empower us to deal with Otherness – but this is a far cry from creating a definite new curriculum. 10. Grading is harmful. a. Yes b. No Correct answer: A (Yes). Grading as such focuses on fixating a result at a certain time. Less important is to provide insights to students how to improve the parts that they do not really master yet. Even when these insights are provided they are not taken very serious by students because the grade terminates a lesson subject and the mastering of the missing parts does not lead to a better grade.

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HOW TO PLAY THE AR GAME Age group: 8-11 Quick overview

   

              

To play the AR game you need computer with Internet access and webcam (built in or plugged in); The game needs constant acces to the Internet during the play, so we suggest to use ethernet cable; It is good to have constant background behind you when playing the game. The color of the background should be different from skin tone – the best background would be a monochromatic blue or green wall or sheet; You need to have Silverlight installed – see below; Before starting the game you need to calibrate it. You can calibrate the game here http://identifeye.ezzev.eu/?debug – see below; The game is available here http://identifeye.ezzev.eu/ - ENG, GR, PL, NL versions and in http://identifeye2.ezzev.eu – for ES, LT versions When start window will appear, click on the flag in upper left corner to choose the language of the game; Now we can play the game; We can fill in the data form on the start page, but it's not necessary to start the game; Click "Start" to start the game; A new window will appear. We will see the view from the camera – optionally you need to give permission first - and, in the bar over the view of camera, instructions and questions and answers will appear; Click on the image of the markers on the right side of the screen. A PDF file will open. Please print the markers (one page A4 format). After you have printed the markers cut out the markers to get four seperate markers for the game; Follow the instructions on the screen. Begin by showing marker A to the camera; In the bar over the view of camera, questions will be shown. After choosing an answer option show the corresponding marker (A for A, B for B etc.); On the right side of the screen at the bottom there is a "Quit" button. When you click it you will be transfered to the start page; Show the marker only for a short period into the camera, untill the next question will appear in bar. If you show the marker too long, it is possible that the game interprets the marker as the answer to the next question; After your have provided your answer by means of a marker, a graphic representation of the answer (augmentation) will appear on the screen; After you have answered all of the questions, "Finish" button will appear next to the "Quit" button. Click on it to end the game; After finishing the game, we will see a summary of the game on the screen with all questions and answers and a photo of the view of the final screen with all the augmentations. Questions and answers can be downloaded by clicking on "Download results" button; the photo can be downloaded by clicking on the "Download photo" button; To end the game click "Finish".

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Storyboard Marker A Augmentation

Marker B Augmentation

Marker C Augmentation

Marker D Augmentation

A new page opens. In one frame one sees one’s self. Pre-screen: Before In a separate page frame [Start] you enter the there is a running game, please fill [Allow tickertape. In it are the the out the following data that were entered at fields: - Name – camera the startup screen. If no to Age - Town of data were provided the 0A residence - School operate] tickertape shows: * * * *

An augmented popup with instructions appears [This should be in the language as 0B chosen] Click on the image with letters A-D below. A PDF will appear containing 4 markers. Print all 4 markers - with them you can answer the questions in the game. Now show marker A to the 0C camera.

1

2 3

Are you a boy or a girl?

[OK, I understa nd]

The popup disappears.

[Show marker A]

Starting - good luck!

Boy

Do you want to take a picture of yourself? Yes I’m your helper, Gadget nice to meet you! I s would like to get to know you a bit better. I will ask you a few questions. There are no right or wrong answers, so

An augmented kakhi crown appears on the head of the player. In a separate page frame a realistic helper character appears, male version.

A picture is taken and twice uploaded as an augmented picture in a picture frame – one to the left and one to the right of the face; the tickertape becomes bigger The pictures/ signs from 2. are displayed on two augmented tablets

An augmented purple crown appears on the head of the player. In a separate page frame a realistic helper character None of appears, female your Girl version. business Two “no photography” signs augmentations are added as augmented pictures in a picture frame – one to the left and one to the right of No the face x Animals The pictures/ signs Music from 2. are displayed on two augmented puppies

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An augmented golden crown appears on the head of the player. in a separate page frame a random helper character appears - male or female version.

x

x

x x x The pictures/ signs Footba The pictures/ from 2. are ll signs from 2. displayed on two are displayed augmented musical on two notes augmented footballs


4

How would you describe yourself?

5

When you register on a website (like you just did for the game) why would you hand out information about yourself? I don't

6

Do you usually fill out all the registration screens, even the ones that are not compulsory?

7

Let's see if you are in the know. What do you think 'Terms & Conditions' means?

8

Say, a friend uploaded a picture of you made five years ago on his profile page. How do you feel?

Trendy

Yes

I click that away

I like that

An augmented smartphone is added to the crown

The following text is added to the tickertape: "my lips are sealed"

The crown turns icy white; the font of the tickertape becomes bigger

Augmented sneakers are added to the crown

Relaxed

Otherwi The following text The following text se I’m is added to the Everyon is added to the blocked tickertape: "please e does tickertape: "hi out let me in" that friends"

A flash of dust; the font of the tickertape becomes smaller

No

A hawk flies by and drops poop that permanently That's A hawk flies by and remains on the lower where drops an egg that edge of the AR frame – the appears on the does not move with the rules of crown. The hawk head. The hawk the site disappears, the disappears, poop stays are egg stays

An augmented button with a smiley is added; the tickertape becomes bigger

Cool

Augmented sunglasses are added to the crown - not covering the eyes but on top

I don’t like that

An augmented button with a smiley is added; the tickertape becomes bigger

Someti mes

The crown turns grey A hawk flies by and drops poop that permanently remains on the lower edge of the AR frame – does not move with the I don't head. The hawk know disappears.

Sporty

An augmented baseball cap is added to the crown

As if I care

The following text is added to the tickertape: "i have nothing to hide"

x

x

x

x

x

x x A message is shown that someone decided to change the child’s identity too– then an augmented A button with a “cyberb mean looking face ully” is added to the Nothin button crown g

x

A messageis shown Now it’s time for that someone action. You can decided to change now make a A message is shown that the child’s identity change to the someone decided to too – then an identity of another change the child’s augmented A flash of child playing the A identity too – then an A “peace” button is dust/ game. What do “nerd” augmented“nerd” button “peace” added to the nothing 9 you add? button is added to the crown button crown happens 2 augmented white buttons are added plus one button with a bit 4 augmented blurry image of 4 augmented Only if buttons are I wonder. Do you creepy stranger buttons are added they added with a accept friendships 4 augmented buttons are and onebutton with a bitblurry are bit blurry and chats from added with a bit blurry with a bit Only if nice (2) and friends nice (2) and people you don't nice (2) and creepy (2) blurryimage of a they are creepy (2) of creepy (2) 10 know in real life? Yes strangers No nicestranger nice strangers friends strangers

11

If someone you don't know in real life wants to be friends with you online, what do I look you do before you at their accept? profile

The images with strangers on the buttons added in Q10. are replaced by similar buttons with sharper I ask my images friends

The images with strangers on the buttons added in Q10. are replaced by similarbuttons with sharper images

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I just accept them

The images with strangers on the buttons added in Q10. are replaced I don't by similar buttons accept with very blurry strange images rs

A flash of dust/ nothing is changed


12

OK. Do you share data like your mobile phone number with all your friends?

Do you think it's important that your friends’ profile pictures give a realistic impression of who 13 they are?

14

Yes

No, I don’t

Now some questions on friendship. Suppose there's a new kid at school. We like You start calling the them friend same when ... things

All 4 buttons added in Q10. start sending visual messages

A flash of dust/ nothing is changed

x

x

x

x

All 4 buttons added in Q10. are All 4 buttons added in changing into Q10. are changing into buttons with a buttons with a slideshow slideshow of of random images all the randomimages all time Yes, I do the time

x

x

X

x

An augmented mouth is added to the face

No

I know them

An augmented brain is added to the face

They are nice

We have Augmented the ears are same added to the friends face

An augmented nose is added to the crown

15

When do you consider yourself A temporary A temporary friends with ! accept A temporary augmented We have augmented rain of We like augmented rain of someone you met their rain of pigeons starts in the the same dolphins starts in the same cats starts in the They are online? When... request background friends the background things background nice

16

Do you think you could fall in love with someone you only know online? Yes

17

How do you tell someone at school I ask that you like someone The crown gets a parrotthem? to tell it print

I’ll try to The crown gets a stand out tiger-print

18

How do you tell someone online that you like them?

A temporary augmented rain of buttons with tigerI’ll try to print starts in the I just tell stand out background them

19

We’re almost at the end. Do you defriend a friend when it appears they seriously lied f.i. about their age? Yes

Augmented cupids start flying around the crown

A temporary augmented I ask rain of buttons with someone parrot-print starts in the to tell it background

No

Half of the slideshow buttons (Q13.) get an addition X over them. They do keep sendingmessages No

Augmented koalas start flying around the crown

A flash of dust/ nothing is changed

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Maybe

Augmented balloons start flying around the crown x

I just tell The crown gets a them hearts-print

x

x

I don’t

A temporary augmented rain of buttons with hearts-print starts in the background I don’t

x

A temporary augmented rain of dogs starts in the background

x

The crown turns grey A temporary augmented rain of grey buttons starts in the background

x


20

Final question. Would you like to clean up your image by unsharing all your data? Yes

Half of the augmented crown turns black; half of the augmentation added in 2. is colored black; the slideshow buttons (Q13.) are half black – no matter if they are crossed out in Q19 or not No

A flash of dust/ nothing is changed

x

x

x

x

Explanation of the augmentations Questi on Topic

Augmentations – description

Explanation

A tickertape will present the data that are filled out. A tickertape is a field with text flowing from right to left. Think CNN. The

An identifier is a characteristic that helps to identify you like name, age, town

information is not stored in any other way, it of residence and school. By sharing these there is a major chance that they will 0

Sharing

is there only as session information. If you

become visible for others too. The tickertape represents throughout the game

characteristics

start the game up again it will be gone.

the information that you share.

Interpreting information often equals stereotyping: Prejudices are getting confirmed. These augmentations are an example of this. Boys are stereotyped as tough and get a khaki colored crown as a hint to the army. Girls are Boys (A) will get a khaki colored crown and a Sharing 1

stereotyped as sweet and get a sweet, pink color. If you do not chose you

male helper. Girls (B) get a pink crown and a

cannot be profiled exactly. But some guessing takes place (male or female

female helper. Option C leaves the player

helper). The crown, as well as the picture taken in question 2, will be the place

characteristics with a golden crown and a random helper.

in the game where identity elements are added.

Pictures are an essential element in profiling. For some they even equal A picture will be taken and in twofold added

biometric information. There are two pictures to illustrate that if you have a

Sharing

as augmentation for (A). For (B) a sign is

picture online it will be copied. These copies are beyond one’s control – as will

2

characteristics

added that no picture was taken.

appear in 20A.

3

Sharing

added with a symbol – gadgets (A), animals

Our ‘Like it’s are a crucial instrument to profile our preferences and routines.

characteristics

(B), music notes (C) or footballs (D).

They are directly linked to our identity as symbolized by our pictures.

Our pictures, as taken in question 2, now are

Interpreting lifestyle is – like our ‘Like it’s - a crucial instrument to profile our Sharing 4

5

The crown is added with a smartphone (A), preferences and routines. They are directly linked to our identity as symbolized

characteristics sneakers (B), sunglasses (C), baseball cap (D)

Attitude towards sites Amount of

The following text is added to the tickertape: A. My lips are sealed B. Please let me in C. Hi! Friends D. I have nothing to hide

by the crown.

These additions are paraphrases of the person’s attitude towards the site. They are important for interpreting actions by that person and are therefore added to the ticker as basic data material. For tickertape – see 0.

A. The crown turns icy white and the font of If we share a lot of information we become more visible – the tickertape font

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6

information shared

Attitude 7

the tickertape becomes bigger B. A flash of dust – nothing happens C. The crown turns grey

becomes bigger – and more transparant – the crown becomes icy white (A). If we do not – nothing changes to our identity – represented by a flash of dust throughout the game. If we do share information sometimes our crown turns grey – as a symbol of being between the extremes.

A. A hawk flies by and poop appears on the screen. The hawk disappears, poop stays. B. A hawk flies by and an egg appears on the crown. The hawk disappears, the egg stays. C. A hawk flies by and poop appears on the The hawk is the symbol of good eyes, seeing things sharply. You have sharp screen. The hawk disappears, poop stays. eyes to read the Terms and Conditions. If you don’t do that, poop happens. If

towards sites

you do read it new insights, symbolized by the egg, comes into existence.

Attitude towards

8

A. A button with a smiley is added; the

others,

tickertape becomes bigger.

If someone publishes a picture of you, to third parties it appears you agree

others add

B. A button with a smiley is added; the

and are happy with it. The only way to change that impression is to convince

information

tickertape becomes bigger.

your friends to take the picture offline, or force them legally.

A text is displayed that someone changed Attitude

your profile too:

towards

A. A “nerd” button is added

others,

B. A “peace” button is added

you react to them. If you do something to them, they will do something to

C. A ”cyberbully” button is added D. A flash of dust, nothing changes

you. Whether you will flame (C), stereotype (A) or be nice (A), others are likely

others add 9

10

information

Attitude towards others Attitude towards

11

others

What you give is what you get. Most people will react to you in the way that

to do the same to you.

A. Buttons are added with fuzzy images of nice and creepy strangers B. White buttons are added and buttons If you accept as your friends people you don’t know then you don’t really have with fuzzy images of nice and creepy an image of them as they really are – represented by the fuzziness of the strangers pictures. These friends can turn out to be nice or creepy. Friends who are C. Buttons are added with fuzzy images of known to you are symbolized by the imageless buttons. But even your friends nice and creepy strangers are not known to the end. They can turn out to be (online) nice or creepy. D. Buttons are added with fuzzy images of nice and creepy strangers A. The pictures from 10. become sharper B. The pictures from 10. become sharper C. The pictures from 10. become very fuzzy D. A flash of dust/ nothing changes

never be 100% sharp. But if you don’t check at all, everything becomes very

A. The buttons from 10. start

with you as symbolized by virtual messages that are sent by the buttons. They

communicating B. A flash of dust/ nothing changes

become clear in 18A.

The more you check the sharper image of others you’ll achieve, but they’ll fuzzy. As soon as you share contact data, people can and will start communicating

Amount of information 12

shared

will keep sending you information, even if you would defriend them, as will

A. The images on the buttons from 10. are

13

Attitude

replaced by slideshows

Whether you like it or not others can and will represent themselves any way

towards

B. The images on the buttons from 10. are

they want to – by profile pictures or by whatever images. The same goes for

others

replaced by slideshows

you. You can do that too.

Attitude

A. An augmented mouth is added to your

The mouth symbolizes what we talk about – we talk about the things we like.

towards

face

The brain symbolizes the cognitive; knowing something.

friendship

B. An augmented brain is added to your

The nose symbolizes intuition. You sniff up trust (they are nice) but it is

face intangible. C. An augmented nose is added to your face From friends we get information on others. The ears receive that information. D. Augmented ears are added to your face

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14

Attitude towards 15

A. A temporary rain of pigeons appears B. A temporary rain of dolphins appears C. A temporary rain of cats appears D. A temporary rain of dogs appears

friendship

16

17

Attitude towards love

A. Cupids start flying around the crown B. Koalas start flying around the crown C. Balloons start flying around the crown

Attitude towards love

A. The crown gets a parrot print B. The crown gets a tiger print C. The crown gets a heart print D. The crown turns grey

Pigeons always flock together, do things synchronized even though they have not a lot in common. They seem to accept whatever happens to always peacefully and trustingly return to the same placed. Dolphins are the symbol of social animals. Cats are fickle, they only seem to do things they like. If someone is nice to them, dogs are trusting. Cupids are the classic symbol of love and falling in love Koalas are cute and lazy animals that do not seem to want a lot. Balloons can be associated with the light and temporary.

The parrot stands for the go-between – someone is to repeat your words. Tigers can be associated with wild and impressive. Just telling them is showing your heart. Not telling others what you feel makes you difficult to interpret – grey identity.

A temporary rain appears with buttons with A. Parrot print B. Tiger print 18

19

Attitude

C. Heart print

towards love

D. A grey color

Attitude

A. Half of the slideshow images of 13 get an

See 17.

towards

“X” over them

Defriending means that you cross out friends. But they can still send you

others

B. A flash of dust/ nothing happens

messages if you shared your contact data (12A)

A. Half of the crown is blacked, one picture Amount of 2

information

0

shared

of you turns black, half of the buttons turn black. B. A cloud of dust/ nothing changes.

Even if you delete all the information from the Internet that you have ever shared, an important part will remain nevertheless. Independent of your will you leave serious traces. That information has started to live a life of its own, without you.

Preparing the game Prerequisites      

Computer with a webcam (preferably a PC since the installation of Silverlight on a MAC can be more troublesome) Browser with MS Silverlight 5 plug-in 2+ GHz CPU 1+ GB RAM Internet connection Digiboard (or beamer with projection screen)

Silverlight The IDentifEYE game has been developed as a MS Silverlight application. In order to be able to play the game, the user must have a browser, preferably with the latest, MS Silverlight plug-in installed. The installed version of the plug-in must at least support MS Silverlight version 5.

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If you have a previous version of MS Silverlight installed, please de-install it completely before installing the latest version. MS Silverlight plug-ins are available for both Windows and OSX, as well as for a multitude of browsers. IDentifEYE does not require a specific platform or a specific browser. Given the fact that Silverlight is a Microsoft product though, best results will likely be obtained on a Windows machine, using Internet Explorer. Only the Internet Explorer version of the Silverlight plug-in has the necessary hardware acceleration for graphics operations. IDentifEYE has been tested on both Windows and OSX, using Internet Explorer, Chrome and Safari (OSX only). Chrome no longer supports Silverlight. Silverlight can be downloaded free from: http://www.microsoft.com/getsilverlight/GetStarted/Install/Default.aspx Installation instructions are provided on the same page. After installation, the user should be able to start the IDentifEYE game right away by visiting the url. Mac Users should completed delete all earlier versions of Silverlight before installing V4 or V5. Webcam In terms of hardware, IDentifEYE does not impose any restrictions, other than the requirement of a webcam. These days, most webcams are close to HD resolution. For performance reasons though, IDentifEYE works with 320x240 screen captures. As long as the webcam supports that lower limit, it will suffice for playing the game. CPU The CPU is the abbreviation for central processing unit. Sometimes referred to simply as the central processor, but more commonly called processor, the CPU is the brains of the computer where most calculations take place. In terms of computing power, the CPU is the most important element of a computer system. In theory, wherever the Silverlight plug-in runs, IDentifEYE will run. However, as IDentifEYE’s core functionalities are all centered around the face detection, face tracking, augmentation and marker detection -- which are all computationally (very) demanding operations -- it is recommended to have a powerful CPU. What a powerful CPU is depends on the used platform and what other processes are running on the machine at the same time, so it can’t be specified. Great results have been obtained with Intel 2 GHz and up CPU’s. The effect of lesser CPU’s will be that the machine’s CPU usage will peek while playing the game, and the cooler fan will probably spin up. During tests, only when using an Intel Atom powered netbook, noticeable glitches in the game operations were detected. RAM RAM is the acronym for random access memory, a type of computer memory that can be accessed randomly; that is, any byte of memory can be accessed without touching the preceding bytes. RAM is the most common type of memory found in computers and other electronic devices.

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In terms of RAM, the IDentifEYE game can be pretty demanding. Due to the graphical nature of the game, many images will be held in the memory at any one time while playing. Based on tests, a lower limit of 1 GB of RAM was determined. Keep in mind, that other processes running on the same machine as the browser will also consume RAM and might lead to a higher overall RAM usage. Not having enough RAM available while playing the game will result in hard disk swapping -- orchestrated by the operating system -- and ultimately creating unwanted visual side-effects (glitches). Getting best results Face detection Face tracking in IDentifEYE is based on skin colour detection. In order to get best results, try to:  Face the camera whilst playing the game;  Sit straight in front of the camera, centering the face in the view pane;  Sit at about 80 centimeters away from the camera;  Avoid multiple faces and/or other body parts (like hands) in the camera view;  Arrange for clear ambient light, that: o does not cast a lot of shadows onto the face; o does not cause bright highlights in the face, eyes or glasses;  Sit in front of a background of a non-skin color. Blue and green backgrounds work best. When you play the game and augmentations become jumpy or fails completely, one of the following things is the matter:  There is insufficient light;  There are other objects in the camera’s view that are assumed to be (potential) faces. When you play the game and augmentations are projected all over the game’s screen you are probably sitting too close to the webcam. Please make sure that when you show the marker to the webcam the whole marker is visible on the screen. Please show the marker only until you see an indication that the marker has been recognized. Showing the marker longer might cause the game to interpret the marker as the answer to the next question. Tweaking face detection In order to adjust the game to your environment, please visit http://identifeye.ezzev.eu/?debug . Run the game up to the point that your camera is activated. In the frame where you see yourself you’ll find sliders at the bottom. These are your controls to play with. Now you can tweak what shades of color should be interpreted as skin tones. This is based on YCbCr color space (http://en.wikipedia.org/wiki/YCbCr) – as is the default for these kinds of applications. On the screen you will see yellow sections – those are the detected skin tones. In red you’ll see what the game considers to be your head. Now you can change the values of the thresholds in such a way that only your head will be found and the section is not too jumpy. You will notice that the red section will have a delay versus the yellow section. This is a conscious decision. It makes the augmentation less jumpy. Make sure you use the debug functionality on the face of the person who is to play the game!

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Once you have found the ideal setting for your environment, click “SAVE”. From that moment on the game settings will be stored on that particular computer, also outside of the debug-page. If you want to return to the default settings, just click DEFAULT and then SAVE. Marker detection To some extent the 4 markers (ABCD) are not a very sensitive process and therefore should not cause marker detection errors. For best results however, avoid:  Displaying multiple markers at the same time;  Holding markers in a way that fingers overlap the marker (the black border is part of the actual marker). When things go wrong Important Silverlight applications run in a sandbox. This means that a Silverlight application cannot crash the browser, nor can it freely access resources on the user’s computer. If a problem occurs related to the stability of the browser, or to any other program or file on the user’s computer, IDentifEYE cannot be the cause! Trouble shooting Whenever a user has problems starting or playing the game, please do the following:  Make sure the Silverlight plug-in is installed by visiting any other MS Silverlight based website, or directly by going to the previously mentioned download URL;  Make sure the user is not behind a firewall that blocks Silverlight applications (.XAP); XAP (pronounced ZAP) is the file extension for a Silverlight-based application package (.xap). This file contains the compressed assemblies and resources of a Silverlight 2 application.  Determine whether the currently signed in user has enough privileges to: o Download Silverlight games; o Execute Silverlight games; o Use the webcam.

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Silverlight will show a popup every time that an application wants to access the webcam. On that popup a user can choose to accept his choice. You should either not see the game URL on this tab, or see it with the above Allowed permissions. In case you read Deny there, please remove the permission and restart the browser. Next time, the same popup will be shown to ask for permission to access the webcam.

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If you see yourself in this format (page image can differ with platform) you know the webcam is working properly and the user has access permissions to use it. The actual window lay-out of the Silverlight Preferences window and tabs may differ per operating system and plugin version. Still having problems Sometimes, when the above doesn’t solve the experienced problems or lead you to a root cause, the following might help:  Uninstall Silverlight, then reinstall it;  Clear the browsers cache;  Add the game URL to the trusted sites of the browser. Last resort When all above fails, please make a written note of the items below to assist the game developers to help you or rectify possible programme errors.  Computer (Make / CPU / RAM / Webcam);  Operating System (including version);  Browser (including version);  Firewall (yes/no);  Wifi or wired network;  Is the user administrator on his/her computer (yes/no);

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 

A clear description of the problem; Screenshots of the problem screen (if applicable); Screenshot of the Silverlight Preferences tabs (context menu, right click on the game).

Please Note No data whatsoever are transferred to a server outside of the local machine on which the game is played. No data are requested by an external server, neither are data offered to an external server. The personal data that are optionally entered at the beginning of the game are temporarily stored in the machine’s RAM during the game session. Those temporarily stored local data are cleared after the session by means of the ‘explicit content clear’ functionality that is part of the game software. It can thus be guaranteed that no data that are entered in the IDentifEYE game are stored for whatever purposes, either externally or locally.

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HOW TO PLAY THE AR GAME Age group: 12-14 Quick overview

   

              

To play the AR game you need computer with Internet access and webcam (built in or plugged in); The game needs constant acces to the Internet during the play, so we suggest to use ethernet cable; It is good to have constant background behind you when playing the game. The color of the background should be different from skin tone – the best background would be a monochromatic blue or green wall or sheet; You need to have Silverlight installed – see below; Before starting the game you need to calibrate it. You can calibrate the game here http://ideye2.ezzev.eu/?debug – see below; The game is available here http://id-eye.ezzev.eu/ - for PL, GR, ES, LT versions and in http://ideye2.ezzev.eu/ for ENG, NL versions When start window will appear, click on the flag in upper left corner to choose the language of the game; Now we can play the game; We can fill in the data form on the start page, but it's not necessary to start the game; Click "Start" to start the game; A new window will appear. We will see the view from the camera – optionally you need to give permission first - and, in the bar over the view of camera, instructions and questions and answers will appear; Click on the image of the markers on the right side of the screen. A PDF file will open. Please print the markers (one page A4 format). After you have printed the markers cut out the markers to get four seperate markers for the game; Follow the instructions on the screen. Begin by showing marker A to the camera; In the bar over the view of camera, questions will be shown. After choosing an answer option show the corresponding marker (A for A, B for B etc.); On the right side of the screen at the bottom there is a "Quit" button. When you click it you will be transfered to the start page; Show the marker only for a short period into the camera, untill the next question will appear in bar. If you show the marker too long, it is possible that the game interprets the marker as the answer to the next question; After your have provided your answer by means of a marker, a graphic representation of the answer (augmentation) will appear on the screen; After you have answered all of the questions, "Finish" button will appear next to the "Quit" button. Click on it to end the game; After finishing the game, we will see a summary of the game on the screen with all questions and answers and a photo of the view of the final screen with all the augmentations. Questions and answers can be downloaded by clicking on "Download results" button; the photo can be downloaded by clicking on the "Download photo" button; To end the game click "Finish".

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Storyboard Q

Marker A Augmentation Marker B

1

A summery blue Act in line sky with a little Try to with what cloud hardly understan they say d students moving

Teachers build the highest trust when they

[Question for the teacher] How do you want to play the game? Rather privately or as a teacher? 2

As a private person

What is the best style for teachers in relation 3 with students? Being: Specialists

4

5

When you have a problem online – to whom do you turn? Does using new technologies during class always makes sense?

How do you want to learn? By means of How should a teacher find out whether all that was presented during the lesson was understood? By 7 means of 6

In what kind of lesson activities do you like 8 to participate? How do you like to 9 work during lessons?

Augmentation

Marker C

Autumn sky with complicated clouds in which it seems that familiar shapes Know their could be recognized profession

A system generated picture – no additional augmentation needed

As a teacher

Like a school board – with mathematic equations

Wall with a poster of. two hands holding Sensitive each other

Augmentation

Marker D Augmentation

Are befriended Autumn sky with with Spring sky with clouds racing one students on beautifully behind another social media placed clouds

A wheel of colours

Funny

Able to Bricks (closeWall full of comic maintaining up: abstract characters order pattern)

Roof tiles (close Glas roof – Glass roof – seen up: abstract seen from the Parent Teacher Peer from the inside Internet pattern) Cement outside Rather Depends on Close-up of Close-up of only the decisions young and old Close-up of a during ICT Close up of a and skills of someone clicking hands clicking the keyboard Never keyboard lessons projected keyboard the teacher Always the keyboard A mouth and an Several eye as in a Hands and a brain as mouths as in Hands as in a medical Experienc in a medical Creating a medical Lecture handbook e handbook something medical handbook Discussion handbook Control Irregular tiles – close- questions Very small tiles like up during the an irregular mozaic – close-up Exams Discussion lesson A computer screen while searching – Draw or no specific build A paintbrush Write A pen writing text – Search for something painting – close- somethin no specific language something company or results visible – close-up manually up g – close-up online Collectively Individuall One abstract A group of abstract with the A horde of abstract persons y person In groups persons whole class Very regular tiles – close-up

Move around

A moving landscape (animation)

Explanation of the augmentations Questi on

Topic

Augmentations - description

Explanation

0

Sharing A tickertape will present the data that are filled out. A characteri tickertape is a field with text flowing from right to left. Think stics CNN. The information is not stored in any other way, it is there only as session information. If you start the game up again it will be gone.

1

Ideal class room

1a - A summery blue sky with a little cloud hardly moving (animation) 1b - Autumn sky with complicated clouds in which it seems that familiar shapes could be recognized 1c - Autumn sky with clouds racing one behind another (animation) 1d - Spring sky with beautifully placed clouds

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An identifier is a characteristic that helps to identify you like name, age, town of residence and school. By sharing these there is a major chance that they will become visible for others too. The tickertape represents throughout the game the information that you share. A. The simple, near still cloud at a clear sky indicates that the approach is almost carefree. B. The clouds have appearantly recognizable forms to indicate that we might interpret others but never know to the end whether our interpretation is right. C. The racing clouds symbolize the teacher pace of having to keep up as a specialist. D. The spring sky is a cliche for upcoming beautiful times.


2

Ideal class room

2a - A system generated picture – no additional augmentation needed 2b – A wheel of colours

B. The wheel of colours represents the numerous aspects that characterize being a teacher while at the same time being a symbol rather than a person.

3

Ideal class room

3a - Like a school board – with mathematic equations 3b - Wall with a poster of two hands holding each other 3c - Wall full of comic characters 3d - Bricks (close-up: abstract pattern)

A. The school board stands for traditional teaching. B. The hands holding eachother stand for friendship. C. Cartoons represent lightness, entertainment. D. Bricks stand for order, discipline. Think Pink Floyd.

4

Ideal class room

4a - Roof tiles (close up: abstract pattern) 4b - Cement 4c - Glass roof – seen from the inside 4d - Glas roof – seen from the outside

A. Roof tiles stand for „home”. B. Cements rpresents the empathetic teacher who keeps different spheres of life together. C. The glass roof symbolizes transparancy. The look from the inside symbolizes a common starting point. D. The glass roof symbolizes transparancy. The look from the outside symbolizes a common aim.

5

Ideal class room

5a - Close-up of a keyboard 5b - Close up of a projected keyboard 5c - Close-up of someone clicking the keyboard (animation) 5d - Close-up of young and old hands clicking the keyboard (animation)

A. The keyboard is not in use – no ICT is used. B. The projected keyboard stands for advanced technology. C. Someone clicking means the teacher themselves clicking. D. Several hands clicking stands for the use by all of ICT.

6

Ideal class room

6a - A mouth and an eye as in a medical handbook 6b - Hands and a brain as in a medical handbook 6c - Hands as in a medical handbook 6d - Several mouths as in a medical handbook

A. A lecture consists of someone speaking – the mouth – and the audience listening and observing – the eyes – what is being demonstrated. B. The hands symbolize doing something. The brain stands for thinking. C. The hands symbolize doing something. D. The mouths represent multiple persons speaking.

7

Ideal class room

7a - Very regular tiles – close-up 7b - Irregular tiles – close-up 7c - Very small tiles like an irregular mozaic – close-up

A. Regular tiles symbolize neatly following the pattern. B. Irregular tiles represent the unpredictability of a discussion. C. The small and irregular tiles stand for detailed information that is being discussed in an unpredicatable interaction as triggered by control questions (diagnostic questions).

8

Ideal class room

8a - A paintbrush painting – close-up (animation) 8b - A pen writing text – no specific language – close-up (animation) 8c - A computer screen while searching – no specific company or results visible – close-up (animation) 8d – A moving landscape (animation)

A. Symbol for creativity. B. Symbol for writing. C. Symbol for online search. D. The moving landscape represents the view we would have when running .

9

Ideal class room

9a - One abstract person (animation) 9b - A group of abstract persons (animation) 9c - A horde of abstract persons (animation)

A. B. C. speak for themselves.

Preparing the game Prerequisites      

Computer with a webcam (preferably a PC since the installation of Silverlight on a MAC can be more troublesome) Browser with MS Silverlight 5 plug-in 2+ GHz CPU 1+ GB RAM Internet connection Digiboard (or beamer with projection screen)

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Silverlight The IDentifEYE game has been developed as a MS Silverlight application. In order to be able to play the game, the user must have a browser, preferably with the latest, MS Silverlight plug-in installed. The installed version of the plug-in must at least support MS Silverlight version 5. If you have a previous version of MS Silverlight installed, please de-install it completely before installing the latest version. MS Silverlight plug-ins are available for both Windows and OSX, as well as for a multitude of browsers. IDentifEYE does not require a specific platform or a specific browser. Given the fact that Silverlight is a Microsoft product though, best results will likely be obtained on a Windows machine, using Internet Explorer. Only the Internet Explorer version of the Silverlight plug-in has the necessary hardware acceleration for graphics operations. IDentifEYE has been tested on both Windows and OSX, using Internet Explorer, Chrome and Safari (OSX only). Chrome no longer supports Silverlight. Silverlight can be downloaded free from: http://www.microsoft.com/getsilverlight/GetStarted/Install/Default.aspx Installation instructions are provided on the same page. After installation, the user should be able to start the IDentifEYE game right away by visiting the url. Mac Users should completed delete all earlier versions of Silverlight before installing V4 or V5. Webcam In terms of hardware, IDentifEYE does not impose any restrictions, other than the requirement of a webcam. These days, most webcams are close to HD resolution. For performance reasons though, IDentifEYE works with 320x240 screen captures. As long as the webcam supports that lower limit, it will suffice for playing the game. CPU The CPU is the abbreviation for central processing unit. Sometimes referred to simply as the central processor, but more commonly called processor, the CPU is the brains of the computer where most calculations take place. In terms of computing power, the CPU is the most important element of a computer system. In theory, wherever the Silverlight plug-in runs, IDentifEYE will run. However, as IDentifEYE’s core functionalities are all centered around the face detection, face tracking, augmentation and marker detection -- which are all computationally (very) demanding operations -- it is recommended to have a powerful CPU. What a powerful CPU is depends on the used platform and what other processes are running on the machine at the same time, so it can’t be specified. Great results have been obtained with Intel 2 GHz and up CPU’s. The effect of lesser CPU’s will be that the machine’s CPU usage will peek while playing the game, and the cooler fan will probably spin up. During tests, only when using an Intel Atom powered netbook, noticeable glitches in the game operations were detected. RAM RAM is the acronym for random access memory, a type of computer memory that can be accessed randomly; that is, any byte of memory can be accessed without touching the preceding bytes. RAM is the most common type of memory found in computers and other electronic devices.

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In terms of RAM, the IDentifEYE game can be pretty demanding. Due to the graphical nature of the game, many images will be held in the memory at any one time while playing. Based on tests, a lower limit of 1 GB of RAM was determined. Keep in mind, that other processes running on the same machine as the browser will also consume RAM and might lead to a higher overall RAM usage. Not having enough RAM available while playing the game will result in hard disk swapping -- orchestrated by the operating system -- and ultimately creating unwanted visual side-effects (glitches). Getting best results Face detection Face tracking in IDentifEYE is based on skin colour detection. In order to get best results, try to:  Face the camera whilst playing the game;  Sit straight in front of the camera, centering the face in the view pane;  Sit at about 80 centimeters away from the camera;  Avoid multiple faces and/or other body parts (like hands) in the camera view;  Arrange for clear ambient light, that: o does not cast a lot of shadows onto the face; o does not cause bright highlights in the face, eyes or glasses;  Sit in front of a background of a non-skin color. Blue and green backgrounds work best. When you play the game and augmentations become jumpy or fails completely, one of the following things is the matter:  There is insufficient light;  There are other objects in the camera’s view that are assumed to be (potential) faces. When you play the game and augmentations are projected all over the game’s screen you are probably sitting too close to the webcam. Please make sure that when you show the marker to the webcam the whole marker is visible on the screen. Please show the marker only until you see an indication that the marker has been recognized. Showing the marker longer might cause the game to interpret the marker as the answer to the next question. Tweaking face detection In order to adjust the game to your environment, please visit http://id-eye2.ezzev.eu/?debug . Run the game up to the point that your camera is activated. In the frame where you see yourself you’ll find sliders at the bottom. These are your controls to play with. Now you can tweak what shades of color should be interpreted as skin tones. This is based on YCbCr color space (http://en.wikipedia.org/wiki/YCbCr) – as is the default for these kinds of applications. On the screen you will see yellow sections – those are the detected skin tones. In red you’ll see what the game considers to be your head. Now you can change the values of the thresholds in such a way that only your head will be found and the section is not too jumpy. You will notice that the red section will have a delay versus the yellow section. This is a conscious decision. It makes the augmentation less jumpy. Make sure you use the debug functionality on the face of the person who is to play the game!

138


Once you have found the ideal setting for your environment, click “SAVE”. From that moment on the game settings will be stored on that particular computer, also outside of the debug-page. If you want to return to the default settings, just click DEFAULT and then SAVE. Marker detection To some extent the 4 markers (ABCD) are not a very sensitive process and therefore should not cause marker detection errors. For best results however, avoid:  Displaying multiple markers at the same time;  Holding markers in a way that fingers overlap the marker (the black border is part of the actual marker). When things go wrong Important Silverlight applications run in a sandbox. This means that a Silverlight application cannot crash the browser, nor can it freely access resources on the user’s computer. If a problem occurs related to the stability of the browser, or to any other program or file on the user’s computer, IDentifEYE cannot be the cause! Trouble shooting Whenever a user has problems starting or playing the game, please do the following:  Make sure the Silverlight plug-in is installed by visiting any other MS Silverlight based website, or directly by going to the previously mentioned download URL;  Make sure the user is not behind a firewall that blocks Silverlight applications (.XAP); XAP (pronounced ZAP) is the file extension for a Silverlight-based application package (.xap). This file contains the compressed assemblies and resources of a Silverlight 2 application.  Determine whether the currently signed in user has enough privileges to: o Download Silverlight games; o Execute Silverlight games; o Use the webcam.

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Silverlight will show a popup every time that an application wants to access the webcam. On that popup a user can choose to accept his choice. You should either not see the game URL on this tab, or see it with the above Allowed permissions. In case you read Deny there, please remove the permission and restart the browser. Next time, the same popup will be shown to ask for permission to access the webcam.

140


If you see yourself in this format (page image can differ with platform) you know the webcam is working properly and the user has access permissions to use it. The actual window lay-out of the Silverlight Preferences window and tabs may differ per operating system and plugin version. Still having problems Sometimes, when the above doesn’t solve the experienced problems or lead you to a root cause, the following might help:  Uninstall Silverlight, then reinstall it;  Clear the browsers cache;  Add the game URL to the trusted sites of the browser. Last resort When all above fails, please make a written note of the items below to assist the game developers to help you or rectify possible programme errors.  Computer (Make / CPU / RAM / Webcam);  Operating System (including version);  Browser (including version);  Firewall (yes/no);  Wifi or wired network;  Is the user administrator on his/her computer (yes/no);  A clear description of the problem;

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Screenshots of the problem screen (if applicable); Screenshot of the Silverlight Preferences tabs (context menu, right click on the game).

Please Note No data whatsoever are transferred to a server outside of the local machine on which the game is played. No data are requested by an external server, neither are data offered to an external server. The personal data that are optionally entered at the beginning of the game are temporarily stored in the machine’s RAM during the game session. Those temporarily stored local data are cleared after the session by means of the ‘explicit content clear’ functionality that is part of the game software. It can thus be guaranteed that no data that are entered in the IDentifEYE game are stored for whatever purposes, either externally or locally.

142


Preparations for the copying of the game Preparations on PC/Laptops (for Windows):  Create an Azure account http://azure.microsoft.com/ or get access to an existing account  Download and install Visual Studio (2013 – http://www.dobreprogramy.pl/Visual-StudioUltimate,Program,Windows,12106.html; or 2015 - https://www.visualstudio.com/enus/downloads/download-visual-studio-vs.aspx ). Attention! Depending on the software version you can be asked to install additional software.  Download and install Silverlight 4 SDK http://www.microsoft.com/enus/download/details.aspx?id=7335  Download and install NuGet http://www.nuget.org/  Download and install Notepad++ https://notepad-plus-plus.org/download/  Download and install Silverlight 5: http://www.microsoft.com/silverlight/  Download and install an FTP client like: Total Commander http://www.ghisler.com/download.htm or FileZilla https://filezillaproject.org/download.php?type=client Online preparations (for an empty game, without any data like: questions, augmentations, texts):  Go to http://manage.windowsazure.com/  Log in with your Azure credentials  Click (on the bottom of the screen): NEW -> COMPUTE -> WEB APP -> QUICK CREATE  Choose a URL, for instance: test-ezzev.azurewebsites.net  Choose an app service plan  Click CREATE WEB APP  In a few moments your web app will be created  Go to WEB SITES (by choosing in the toolbar on the left)  Select your web app, i.e: test-ezzev  Go to DASHBOARD  Click on DOWNLOAD THE PUBLISH PROFILE  Save the profile on your disk, please remember where you saved it.  Click (on the bottom of the screen): NEW -> DATA SERVICES -> SQL DATABASE -> CUSTOM CREATE  Choose the name of the database, i.e.: TEST  Choose a subscription (your subscription will be chosen by default), choose the BASIC service tier, choose your server and click COMPLETE  In few moments your database will be created Online preparations (for a copy of an existing game, with all data like: questions, augmentations, texts):  Go to http://manage.windowsazure.com/  Log in with your Azure credentials  Click (on the bottom of the screen): NEW -> COMPUTE -> WEB APP -> QUICK CREATE 143


              

Choose a URL, for instance: test2-ezzev.azurewebsites.net Choose an app service plan Click CREATE WEB APP In a few moments your web app will be created Go to WEB SITES (by choosing in toolbar on the left) Select your web app, i.e: test-ezzev Go to DASHBOARD Click on DOWNLOAD THE PUBLISH PROFILE Save the profile on your disk, please remember where you saved it. Go to SQL DATABASES (by choosing in toolbar on the left) Chose an existing database with the game, i.e. ID-EYE Click COPY (on the bottom of the screen) Choose the name for the copy of the database, i.e. TEST2 Choose a server and click COMPLETE In few moments your database will be created

Copying of the game via FTP:  Go to http://manage.windowsazure.com/  Go to WEB SITES (by choosing in toolbar on the left)  Select your web app with the existing game, i.e. IDENTIFEYE  Go to DASHBOARD  Click on DOWNLOAD THE PUBLISH PROFILE  Save the profile on your disk, please remember where you saved it.  Open the profile via regular notepad or Notepad++  Look in the file for <publishProfile> for FTP (i.e. <publishProfile profileName="adt-ezzev FTP">) and copy to a different document:  publishUrl (i.e.: ftp://waws-prod-am2-031.ftp.azurewebsites.windows.net/site/wwwroot )  userName (i.e.: adt-ezzev\$adt-ezzev)  userPWD (i.e.: tixHYirlZwBLXBclupBD6SLHKRXwTozw9pPjmEAoaRnLRN3lji1mifwpprG4)  Open your ftp client  Create a new connection using the url without "ftp://" and "/site/wwwroot) so only wawsprod-am2-031.ftp.azurewebsites.windows.net and provide your user name and password  After you are logged in, copy all folders and data to your hard drive.  After you are done, close the connection.  Open the folder with downloaded files, go to: site\wwwroot\ and open the WEB.CONFIG file with the Notepad++  Go to the section <connectionStrings> and find the line starting with "<add name", i.e. <add name="IDentifEYE" connectionString="Data Source=tcp:lpqaf9z5zy.database.windows.net,1433;Initial Catalog=IDENTIFEYE;User ID=identifeye@lpqaf9z5zy;Password=!d3nt1f3y3" providerName="System.Data.SqlClient" />  Change the Initial Catalog name to the name of your database, i.e. TEST. So the string should look like <add name="IDentifEYE" connectionString="Data Source=tcp:lpqaf9z5zy.database.windows.net,1433;Initial Catalog=TEST;User ID=identifeye@lpqaf9z5zy;Password=!d3nt1f3y3" 144


                

providerName="System.Data.SqlClient" /> Save the changes Now go back to http://manage.windowsazure.com/ Go to WEB SITES (by choosing in toolbar on the left) Select your web app created for the copy of the game,i.e. test-ezzev Go to DASHBOARD Click on DOWNLOAD THE PUBLISH PROFILE Save the profile on your disk, please remember where you saved it. Open the profile via regular notepad or Notepad++ Look in the file for and copy to a different document strings of characters for: publishUrl (i.e.: ftp://waws-prod-am2-031.ftp.azurewebsites.windows.net/site/wwwroot ) (Attention. It should be the same as used before) userName (i.e.: adt-ezzev\$adt-ezzev) userPWD (i.e.: tixHYirlZwBLXBclupBD6SLHKRXwTozw9pPjmEAoaRnLRN3lji1mifwpprG4) Open your ftp client Create a new connection using the url without "ftp://" and "/site/wwwroot) so only wawsprod-am2-031.ftp.azurewebsites.windows.net and provided user name and password After you are logged in, upload from your disk all downloaded files to opened space When the upload is complete, you can close the ftp client. Now go to the game's url (i.e. test-ezzev.azurewebsites.net) and test your game

Copying the game via Visual Studio:  Open the developer file of the project  If you will be asked, please log into your Azure account  If the file already has built a solution, click on it with right mouse button and choose PUBLISH SOLUTION.If not, first click BUILD SOLUTION, from the BUILD menu  When the publish window will open, click IMPORT in the PROFILE section  Choose the downloaded publish profile  When the CONNECTION section will open, you will see all login data extracted from the file.  Click NEXT  In the SETTINGS section choose a database created for this game  Click PUBLISH  The game will be uploaded to the site  When the publishing will finish, your game url will be opened by the browser Adding access to game's CMS:  Locate the WEB.CONFIG file (either on an FTP server, or a copy on your computer)  Go to section <authentication>  Under <credentials> add new login and new password, i.e. <user name="test@test.com" password="43v3r" />  Save the file  If it's a local copy, log onto the FTP server, and replace it under "/site/wwwroot"  Reload the CMS page in your web browser

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Useful links:  http://blogs.msdn.com/b/kaushal/archive/2014/08/02/microsoft-azure-web-site-connectto-your-site-via-ftp-and-upload-download-files.aspx#comments  http://blogs.technet.com/b/cbernier/archive/2013/09/24/deploy-your-web-application-towindows-azure-from-with-visual-studio.aspx  http://www.asp.net/mvc/overview/getting-started/database-first-development/publish-toazure

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CREATING AN AR GAME Intro In this section you can find out how to use the IDentifEYE game CMS (Content Management System) to create your own Augmented Reality game. In the IDentifEYE CMS the following game elements can be defined:       

Questions; Answers; Augmentations; Sounds; Ticker Tape texts; Static texts – blocks and pages; GUI (Graphic User Interface) labels.

All the language-based elements can be translated in the CMS in three languages besides the default English language. The default English language could be replaced by another language by overwriting it. Log in Go to the game CMS online. Use the game URL that has been provided to you but now add /cms to the address. Log-in information is required:  

Username: [will be provided to you]; Password: [will be provided to you].

Creating questions In the CMS a maximum of twenty questions can be defined. To enter the question definition functionality you need to click on the navigation item Questions in the navigation bar at the top of the screen.

On the page that opens you can add questions (by means of the link: Add new question), edit an existing question by clicking on the question number as displayed to the left of a question and delete a question by clicking on the X symbol on the right of an existing question.

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All questions can be freely defined except for Q2. This is a system question that always triggers a photo to be taken (answer option A) or an augmentation to occur on the place where the photo would have been (answer option B). The place where the photo or the augmentation will appear is a system defined value and cannot be changed in the CMS. Add new question After clicking the link Add new question a new form opens. Here you need to define the question number â&#x20AC;&#x201C; this defines the ranking order of the question. The question number will not be displayed in the game. It is advisable to add the number manually to the question as an indication of game progress. The field number needs to be in the range from 1 to 20. Field number 2 is taken by the system question.

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Then the question itself can be entered – in a maximum of four languages. The game’s default language is English but should an English version be absent the question will be displayed in the first available language – even when playing the game in English. This also holds for the other languages: should no question text be added in this language then the English translation of the question will be displayed. NB This language logic applies for most fields in the CMS. Only when described otherwise the language fields below do not share this language logic. Edit an existing question After clicking the question number to the left of the question on the question overview page, an individual question can be edited. On this page the field number and the question itself can be edited in four languages. To save the changes, click SAVE. Delete a question By clicking the X to the right of a question, individual questions can be deleted. After clicking the X a pop-up will appear requesting a confirmation. By deleting the question you will delete more than just the question. Also the associated answers, augmentations, sounds and Ticker Tape texts will be deleted. So be careful with this functionality. Question 2 is given. It is system defined and cannot be deleted. Answers On the question overview page answer functionalities are opened up by clicking on the displayed answer option letters belonging to an individual question [A,B,C,D] or – if absent – by clicking on the three dots that are displayed under the header Answers.

On the individual answer page a maximum of four answers can be entered or edited. These answers are associated with the individual question that is displayed on the top of the page. The answer options can be entered in four languages. 149


The default amount of four answers involves all questions except system question 2. System question 2 has a maximum of two. This is system defined and cannot be changed in the CMS. The answers should be kept as concise as possible since the GUI space for them is very limited. There is no preview functionality. The only way to check whether the answers fit is by saving them and then loading the game. Be sure to first empty your browser cache. In the game GUI it will show whether the answers fit or not. Answer options also can be edited and deleted on the same page where you have entered them. You delete the answer option by just deleting your text and then SAVE the result. And you edit answer options by just editing them and clicking SAVE. Augmentations On the question overview page augmentation functionalities are opened up by clicking on the displayed answer option letters belonging to an individual questions [A,B,C,D] or â&#x20AC;&#x201C; if absent â&#x20AC;&#x201C; by clicking on the three dots that are displayed under the header Augmentation.

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This opens a page containing an overview of the existing augmentations and their characteristics (type, layer number, permanent or not and static or not). On this page existing augmentations can be deleted.

When clicking on the letter placed before the individual augmentations [A,B,C,D] an individual augmentation page opens. On this page we can add or delete one or more augmentations, define the layer number of the augmentations, define whether itâ&#x20AC;&#x2122;s permanent and whether it follows the playerâ&#x20AC;&#x2122;s head. Adding images is simple: one uploads images by means of the UPLOAD IMAGES button.

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Augmentations for the AR game are created in layers – like in Photoshop   

.PNG format, most preferably PNG-8; Resolution: 640 x 480; They take a template as their starting point:

The template layer is used to position the augmentation’s location vis-à-vis the future player’s head and to establish its relative size. When the augmentations are finished the template layer is NOT included in the end result. They are created in mirror reverse.

If you add more than one image the game will display the images at a rate of 12 frames per second in the following order of their alphanumerical file names. This means that you’ll need 12 images for one second of animation. The CMS automatically then changes its type from image to animation and adds the amount of uploaded images on the overview page. The uploaded image(s) can be removed by clicking ticking their boxes and then clicking the SAVE button. NB If the original images should be uploaded again as augmentations after they have been deleted before it is not sufficient to simply upload them again. The images should first be renamed.

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The layer number is simply entered. The higher the layer number the higher the augmentation is located on the screen – and the less chances it has to be blocked by a next augmentation on the same place. The highest layer number, 1000, is a system layer number for the pictures taken or the augmentation triggered by answering question 2. If you would choose a layer number that was already used before for an augmentation belonging to an earlier question it replaces the earlier augmentation. In the same way an augmentation linked to a later question that is given the same layer number as the current one will replace the current one. By ticking the box “Augmentation stays until it's layer is recycled.” you’ll create an augmentation that is permanent. Not ticking the box means the augmentation is only temporary. By the ticking the box “Augmentation should not follow the user's face.” you’ll create an augmentation that remains static at the same place on the screen. Not ticking the box means that the augmentation will follow the user’s face. The last element to add on this page is sound. A sound file can be uploaded here simply by clicking the UPLOAD AUDIO button. The sound will be released accompanying the augmentation and will last until the player chooses a next answer in the game. NB Be careful with heavy sound files. They might seriously interfere with the game’s performance. Ticker Tape text A next option to add to an answer option – besides augmentation and sound – is a Ticker Tape text. The Ticker Tape is a flowing text field displaying texts at the top of the player’s game screen. Ticker Tape texts are permanent. On the question overview page Ticker Tape text functionalities are opened up by clicking on the displayed Ticker Tape texts belonging to an individual question or – if absent – by clicking on the three dots that are displayed under the header Ticker Tape Text.

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On this page a new Ticker Tape text can be added or existing Ticker Tape texts can be edited or deleted.

Add a new Ticker Tape text A new Ticker Tape text can be added by clicking on the Add new ticker tape text link on the Ticker Tape text overview page. On the form that opens now an answer option needs to be chosen with which the Ticker Tape text will be associated. Then the new Ticker Tape text can be entered in four languages.

Editing an existing Ticker Tape text On the Ticker Tape text overview page all existing Ticker Tape texts are displayed. By clicking on the displayed answer option letters belonging to an individual question [A,B,C,D] or – if absent – by clicking on the three dots that are displayed under the header Ticker Tape Text an individual Ticker Tape text editing page opens. On this page a text edited by just editing them and clicking SAVE. Deleting an existing Ticker Tape text On the Ticker Tape text overview page all existing Ticker Tape texts are displayed with an X to the right of them. Clicking that X will delete the text in all four languages. By clicking on the letter [A,B,C,D] to the left of the ticker tape text line on the individual ticker tape text page linked to an individual answer a page opens where the entered ticker tape text can be deleted – if followed by clicking the SAVE button.

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Static Texts Static texts are larger text fields that are displayed at the IDentifEYE game site. These static texts consist of static text pages that can be opened by the player by clicking a link on the game site and of text blocks on the opening screen of the game. The static texts editor can be entered by clicking the navigation item Texts in the in the navigation bar above.

After clicking the navigation item Texts a static texts overview page opens. Here all the static texts are displayed as fields belonging to system codes. Next to it are the static texts in a maximum of four languages.

If no texts are defined the system code itself will be displayed at the place where the static text would have been displayed had they be defined. To enter, edit or delete a static text one should click on the system code. Now an individual static text page opens in which the text can be entered, edited or deleted in a maximum of four languages.

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The static pages have an additional option. The individual text pages also allow for uploading an image and editing or deleting this image. Labels Labels are short texts as displayed in the IDentifEYE site and game GUI. These include button texts, headers, labels and titles. The labels should be kept as concise as possible since the GUI space for them is very limited. There is no preview functionality. The only way to check whether the labels fit is by saving them and then loading the game â&#x20AC;&#x201C; first empty your browser cache. In the game GUI it will show whether the labels fit or not. The labels editor can be entered by clicking the navigation item Labels in the in the navigation bar at the top of the screen.

After clicking the navigation item Labels a labels overview page opens. Here all the labels are displayed as fields belonging to system codes. Next to it are the labels in a maximum of four languages.

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On this page labels can be added, edited or deleted for a maximum of four languages. One just needs to add, edit or delete a text and click the SAVE button. If no texts are defined the system code itself will be displayed at the place where the label would have been displayed had it be defined.

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IDentifEYE WORKSHOP – DECLARATION OF CONSENT PARTICIPATION AND USE OF IMAGE

I, the undersigned, agree to participate in the workshop based on the educational European project IDentifEYE [2013-1-GR1-LEO05-13907] - realized within the Lifelong Learning Programme LEONARDO DA VINCI – and agree to be registered in audio, video and photo format while performing activities during the workshops and events. During the IDentifEYE workshop participants will create, implement and evaluate 45-minutes lessons plans for students aged 8-14 that enhance student resilience to deal with online experiences – and thereby enhances student online safety – while at the same time empowering a conscious, creative and critical stance by students as evolving responsible citizens. Important tools to achieve this are an Augmented Reality game, interactive didactics and elements of prophylactics. Registered materials will be used for non-commercial purposes only on the Internet and in electronic and in printed media. I declare my consent to the publication of my activities, statements and images (photos, videos). I agree to the processing of my personal data – and the publishing of my first, last name, profession and country of residence –for research purposes and purposes associated with media education. More about ID-EYE project can be found at the project website: http://www.id-eye.eu. PARTICIPANT NAME NAME OF LEGAL CUSTODIAN (IF APPLIABLE) CONTACT TELEPHONE DATA SIGNATURE

E-MAIL DATE/ PLACE

[INSERT YOUR ORGANIZATION NAME, LOGO, CONTACT DATA]

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INSTRUCTOR EVALUATION After the workshop How many teachers stated in their evaluation form that during their implementation lesson they made a positive impact on: #POSITIVE IMPACT OUT OF HOW MANY PARTICIPANTS THEIR TEACHING THEIR STUDENTS STUDENT ONLINE SAFETY How many teachers stated that they will use workshop good practices again? INDIVIDUAL WORKSHOP # WILL USE AGAIN # WILL NEVER USE AGAIN GOOD PRACTICE

List of Best Practices and Lessons Learned BEST PRACTICES

LESSONS LEARNED

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How do you assess the workshop impact on teachers, students and student online safety? IMPACT ON 1 – Very 2345 – Very negative Negative Neutral Positive positive TEACHERS STUDENTS STUDENT ONLINE SAFETY After a few months How many teachers are still using workshop good practices? INDIVIDUAL WORKSHOP GOOD PRACTICE #TEACHERS STILL USING IT

How many teachers have tried out workshop good practices after the workshop that they have not tried out during their individual implementation lesson? INDIVIDUAL WORKSHOP GOOD PRACTICE #TEACHERS TRIED OUT AFTER THE WORKSHOP

How do you assess the workshop impact on teachers, students and student online safety? IMPACT ON 1 – Very 2345 – Very negative Negative Neutral Positive positive TEACHERS STUDENTS STUDENT ONLINE SAFETY

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WORKSHOP DOCUMENTS In this section you’ll find the documents you’ll need during your workshop with your participants. The WORKSHOP POWERPOINT is a visual support for your participants to keep track of your themes. In each session description you’ll find a table that tells you which slide to show when. The SUCCESS CRITERIA document is to make your participants understand what they should be able to do after each session. The explicit criteria should help your participants focus on which part of your transfer of knowledge and skills is essential to them. The GOOD PRACTICES overviews for the workshop modules on four levels are to serve as a big basket from which your participants will pick at least one for each level to implement in their own implementation lesson. The GAME MARKERS you will need to play the game. The GAME TASK is important to understand for teachers of students in age group 8-11. You should tell them that the task consists of students drawing their own online identity, inspired by the game. You could let the teachers try out the task by asking them to draw their online identities, either in forms or by means of words. Also let the participants get acquainted with the GAME QUESTIONNAIRE that students are to fill out after having played the game. The LESSON PLAN template is of utmost importance because your participants are to spend a part of the third and the fourth session filling this out. Since you are to give them support, you should be very familiar with the template. The EVALUATION documents are also of great importance, because they will be the feedback from the teachers to you about their implementation lessons. The EVALUATION document itself concerns teachers only. The IMPLEMENTATION EVALUATION CRITERIA document concerns both your teachers and their students. The last document, the CERTIFICATE, is to be personalized by you for all your participants and serves as recognition of your participants’ efforts and progress in the workshop.

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WORKSHOP PRESENTATION 8-11

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WORKSHOP PRESENTATION 12-14

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SUCCESS CRITERIA SESSION 1 [8-11] You are able to explain the impact effects of identity labels and learning types on three levels: your teaching, your students and student online safety. [12-14] You are able to explain the impact effects of identity labels and the concept of â&#x20AC;&#x153;liquid lifeâ&#x20AC;? on three levels: your teaching, your students and student online safety. SESSION 2 You are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety. SESSION 3 You are able to explain the impact effects of educational technologies and the AR game on three levels: your teaching, your students and student online safety. SESSION 4 You are able to write down hypotheses on the impact effects of your lesson plan on three levels: your teaching, your students and student online safety. IMPLEMENTATION SESSION You are able to test the impact effects of your lesson plan on three levels: your teaching, your students and student online safety.

SESSION 5 You are able to evaluate the impact effects of your lesson plan on three levels: your teaching, your students and student online safety.

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LEVEL 1 GOOD PRACTICES Age group 8-11 Identity labels Good Practices  Let students repeat and understand the following three sentences: o o o

Sometimes I make mistakes; Sometimes my motivation is egoistic; I am part of the problem.

 

And explain the sense behind it. Ask your students whether they agree or not and how they feel saying these sentences.

 

Give students feedback and let them distinguish between coaching and evaluation; Give students evaluation and let them distinguish between assessment, consequences and judgment; Have students create a second scoring card to record how they reacted to a first situation.

Learning type Good Practices   

Make students aware what kind of learners they are; Allow for failure in learning; Create a situation of “flow”: o Present them with a task that challenges available skills but is within reach; o State clear goals; o The effect: concentration, loss of self-consciousness, loss of feeling of time.

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LEVEL 1 GOOD PRACTICES Age group 12-14 Identity labels Good Practices  Let students repeat and understand the following three sentences: o o o

Sometimes I make mistakes; Sometimes my motivation is egoistic; I am part of the problem.

 

And explain the sense behind it. Ask your students whether they agree or not and how they feel saying these sentences.

 

Give students feedback and let them distinguish between coaching and evaluation; Give students evaluation and let them distinguish between assessment, consequences and judgment; Have students create a second scoring card to record how they reacted to a first situation.

“Liquid life” Good Practices The only way to have a chance on self-respect is by gaining civil skills that facilitate us in living with Others:     

Conducting a dialogue; Conducting a negotiation; Gaining mutual understanding; Managing and resolving conflicts; Being able to learn and to react to new situations.

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LEVEL 2 GOOD PRACTICES Age groups 8-11; 12-14 Interactive didactics Good Practices  Ask diagnostic questions during the lesson;  Let students indicate whether they still follow you; if not let another student explain who indicate they still follow;  Not the typical students’ “hands in the air” decides which students answer a question but a random selection by drawing.

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LEVEL 3 GOOD PRACTICES Age group 8-11 Prophylactics Good Practices  Use interactive methods, in which the teacher initiates the interaction and engages the children. The children are active participants and influence the course of interaction. For instance the Project-based Learning Method.  Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and moderates ideas, plans and activities formed by the students themselves are the most effective ones.  Based on the diagnosis of students the teacher plans what skills they should gain and experience during the project. The teacher implies a very clear and specific educational aim.  Implement elements such as: discussion, brainstorm, task division, summary of each implementation stage, evaluation of the whole project, discussion on lessons learned.  It is essential to sustain the motivation and faith of students, the faith of the teacher in the possibilities of the children helps them to endure failure, learn from mistakes and thus learn persistence.  „Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you need to improve - so develop and train yourself, take care of your professional skills and develop skills useful for working with young people. This assumption can also have another aspect - if you can convince young people to this approach at an early age, they will learn the value and power of self-development.  “I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause more credibility as an adult in relationships with children. It is a difficult approach to your work, because it assumes that in most problematic student situations you can have a distinct contribution - not necessarily a positive one. For example, if a student does not understand the lesson/ topic, analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem (as a young individual who is treated as a subject, and not as an object).

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LEVEL 3 GOOD PRACTICES Age group 12-14 Prophylactics Good Practices  Use interactive methods, in which the teacher initiates the interaction and engages the children. The children are active participants and influence the course of interaction. For instance the Project-based Learning Method.  Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and moderates ideas, plans and activities formed by the students themselves are the most effective ones.  Based on the diagnosis of students the teacher plans what skills they should gain and experience during the project. The teacher implies a very clear and specific educational aim.  Implement elements such as: discussion, brainstorm, task division, summary of each implementation stage, evaluation of the whole project, discussion on lessons learned.  Young people need to confront their ideas with adults – therefore you should not avoid "difficult issues".  It is essential to sustain the motivation and faith of students, the faith of the teacher in the possibilities of the children helps them to endure failure, learn from mistakes and thus learn persistence.  „Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you need to improve - so develop and train yourself, take care of your professional skills and develop skills useful for working with young people. This assumption can also have another aspect - if you can convince young people to this approach at an early age, they will learn the value and power of self-development.  “I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause more credibility as an adult in relationships with children. It is a difficult approach to your work, because it assumes that in most problematic student situations you can have a distinct contribution - not necessarily a positive one. For example, if a student does not understand the lesson/ topic, analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem (as a young individual who is treated as a subject, and not as an object).

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LEVEL 4 GOOD PRACTICES Age groups 8-11; 12-14 Education technology Good Practices WEB 2.0 TOOLS Blogs Wikis Tagging and social bookmarking applications

 

Blogger: Professional e-portfolio www.blogger.com Wordpress: Professional e-portfolio www.wordpress.org

Wikipedia: Info management and sharing www.wikipedia.org

Delicious: Info management and sharing www.delicious.com Diigo: Info management and sharing www.diigo.com

  

Social networks

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Multimedia sharing

  

Audio blogging and podcasting

  

Collaboration & Communication services

    

Aggregation services

TOOLS & SUGGESTED USE

LinkedIn: Personal and professional networks www.linkedin.com Instagram: Personal and professional networks www.instagram.com Twitter: Personal and professional networks www.twitter.com Google+: Personal and professional networks www.plus.google.com Edmodo: Info management and sharing www.edmodo.com Fotobabble: Communication skills development www.fotobabble.com Vimeo: Info management and sharing www.vimeo.com AudioBoo: Communication skills development www.audioboo.fm iPadio: Communication skills development www.ipadio.com Google Docs: Effective collaboration www.drive.google.com Google Drive: Effective collaboration www.drive.google.com Dropbox: Effective collaboration www.dropbox.com YouTube: Info management and sharing www.youtube.com Clilstore: Communication without barriers www.multidict.net Skype: Communication without barriers www.skype.com WhatsApp: Communication without barriers www.whatsapp.com Khan Academy: Info management and sharing www.khanacademy.org

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   

Office-like applications

Reflection tools

Google Maps: Info management and sharing www.google.com/maps Scoop.it: Info management and sharing www.scoop.it Paper.li: Info management and sharing www.paper.li Google Alerts: Info management and sharing www.google.com/alerts

    

Mind24: Engaging presentations www.mind24.com Prezi: Engaging presentations www.prezi.com Screenr: Engaging presentations www.screenr.com Slideshare: Engaging presentations www.slideshare.net GoAnimate: Engaging presentations www.goanimate.com

  

IDentifEYE AR game: Serous game 8-11: http://identifeye.ezzev.eu/ 12-14: http://id-eye2.ezzev.eu/

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AR MARKERS

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IDentifEYE WORKSHOP - AR game task AGE GROUP: 8-11 FIRST NAME AND FAMILY NAME CLASS AGE

PLACE/ DATE

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IDentifEYE WORKSHOP - AR game questionnaire Age group: 8-11 / 12-14 FIRST NAME AND FAMILY NAME CLASS AGE

PLACE/ DATE

QUESTIONNAIRE QUESTIONS 1

What use does this kind of Augmented Reality game have during the lesson? /Please answer in one sentence /

2

What do you think about the game? /Mark with X one of four possibilities/: boring innovative exciting interesting 3 Were the questions in the game understandable for you? /Mark with X one of three possibilities/: yes no partially 4 Were the symbols in the game understandable for you? /Mark with X one of three possibilities/: yes no partially 5 Would you be willing to play this game again? /Mark with X one of three possibilities/: yes no don’t know Why (not)? /Please answer in one sentence/

6

7 8

Were you more than usually engaged in the course and the theme of this lesson? /Mark with X one of three possibilities/: yes no don’t know Do you feel co-responsible for your learning? /Mark with X one of three possibilities/: yes no don’t know If you have any remarks – please write them here:

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LESSON PLAN (45 minutes duration) Age group: 8-11

FIRST AND LAST NAME SCHOOL DATE EMAIL ADDRESS

LESSON NAME CURRICULAR IF CURRICULAR WHAT SUBJECT

EXTRA-CURRICULAR

CHALLENGE/ OPPORTUNITY LEARNING OBJECTIVES SUCCESS CRITERIA

GOOD PRACTICES CHOSEN LEVEL 1 – SUBJECTS LEVEL 2 – DIDACTICS LEVEL 3 – PROPHYLACTICS INCLUDING AR GAME IF NO WHY NOT

YES

IF NOT WHAT EDTECH

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NO


PLANNED IMPACT ON MY TEACHING

ON MY STUDENTS

ON STUDENT ONLINE SAFETY

ASSESSMENT TYPES

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LESSON PLAN DESCRIPTION

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TEACHER EVALUATION

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EVALUATION FIRST AND LAST NAME SCHOOL DATE EMAIL ADDRESS

LESSON NAME HOW WAS YOUR CHALLENGE/ OPPORTUNITY ADDRESSED? ASSESSMENT RESULTS

LESSON IMPACT ON YOUR TEACHING

LESSON IMPACT ON YOUR STUDENTS

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LESSON IMPACT ON STUDENT ONLINE SAFETY

WHICH GOOD PRACTICE WILL YOU USE AGAIN?

WHICH GOOD PRACTICE WILL YOU NEVER USE AGAIN?

DID YOU MEET YOUR LEARNING OBJECTIVES MEASURED AGAINST YOUR SUCCESS CRITERIA?

ADDITIONAL REMARKS

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TEACHER EVALUATION TOOLS For your students Create a questionnaire with the following multiple choice questions measuring the broadness of identity labels (questions 1 – 3), the fixedness of mindsets (question 4, for age group 8-11), the level of tolerance for otherness (question 4, for age group 12-14). Hand these out at the start of the implementation lesson. Q1 Q2 Q3 Q4 Q4

From time to time I make mistakes. Agree/ Don’t agree. From time to time my motivation is selfish. Agree/ Don’t agree. If there is a problem, I’m part of it. Agree/ Don’t agree. [8-11] It’s a good thing to fail from time to time. Agree/ Don’t agree. [12-14] I have the skills to communicate with people who have a completely different opinion than I have. Agree/ Don’t agree.

Count the amount of “Agree”s and take this score as point zero. Then ask the same questions at the end of the implementation lesson. Again count the amount of “Agree”s and take this score as point one. The amount of “Agrees” at point one should at least be 10% higher. Enter the results in the evaluation template under the section: “Lesson impact on your students”.

Student online safety Add to the questionnaire one question on online safety: Q5

Rate the following on a scale from 1 (don’t agree at all) to 5 (very much agree): if something bad happens online I’ll know what to do.

Ask the same questions at the end of the implementation lesson. Enter the results in the evaluation template under the section: “Lesson impact on student online safety”.

For you [the teacher] Rate the expected positive impact of the following elements on a scale from “1” (very low expectations) to “5” (very high expectations) before your implementation lesson:  Identity theory;  Interactive didactics;  Prophylactics;  Augmented Reality.

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These ratings are your point zero. After the implementation lesson but before you fill out the evaluation template rate the elements again, but this time on experienced positive impact:  Identity theory;  Interactive didactics;  Prophylactics;  Augmented Reality. These ratings are your point one. Now enter both scores in the evaluation template under the section: “Lesson impact on your teaching”.

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Project title: Augmented Reality towards better understanding of Online Identities - IDentifEYE – 2013-1-GR1-LEO05-13907

CERTIFICATE OF WORKSHOP ATTENDANCE In the IDentifEYE workshop participants learn to create, implement and evaluate 45-minutes lessons plans for students aged 8 -14 that enhance student resilience to deal with online experiences – and thereby enhances student online safety – while at the same time empowering a conscious, creative and critical stance by students as evolving responsible citizens. Important tools to achieve this are an Augmented Reality game, interactive didactics and elements of prophylactics. The workshop is based on the educational European project IDentifEYE [2013-1-GR1-LEO05-13907] realized within the Lifelong Learning Programme LEONARDO DA VINCI. The workshop was piloted in Greece, Poland, Spain and Lithuania. It originated in Cyprus and the Netherlands. More about ID-EYE project can be found at the project website: http://www.id-eye.eu.

PARTICIPANT NAME DATE PLACE INSTRUCTOR NAME INSTRUCTOR SIGNATURE

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PROJECT PARTNERS

CrystalClearSoft (Greece)

http://www.ccseducation.com/

CrystalClearSoft (CCS) was founded in 2005 by a group of teachers and technologists who recognized the benefits that new technologies can bring to both teachers and learners of all ages. The mission of CCS is to propel the teaching-learning process into a new era, increasing its effectiveness through the use of specially structured technologies.

EZZEV Foundation (EF) is a small non-profit foundation that stimulates youngstersâ&#x20AC;&#x2122; awareness on their online rights and on the effects of their online presence, as well as technologies that enable on-topic communication with youngsters. EF was founded in 2005. Ezzev Foundation (The Netherlands) http://www.ezzev.eu/

COSMIC INNOVATIONS (COIN) is a very dynamic consultancy offering a vast range of services bridging the gap between the commercial and public/EU funding ecosystems. Cosmic Innovations (Cyprus) http://www.cosmic-innovations.eu/

Fundacja Citizen Project (Poland) http://www.foundationcitizenproject. eu/home/

COINâ&#x20AC;&#x2122;s service provision ranges from business development and public funding acquisition to custom implementation, training and technology transfer. All services are offered with focus on high quality of results which is what separates COIN from most consultancies that distance themselves from technical implementations leaving their customers exposed. The Citizen Project Foundation (FCP) is a small non-profit foundation. It aims to empower civil society by promoting new media skills, new didactics and civil skills among Polish and European citizens. The foundation functions as a network organization, cooperating with volunteers, experts and institutions such as schools and local government organizations alike.

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The Gdansk Centre for Addiction Prevention (GCPU) was created by the Gdansk local government to initiate, realize and coordinate actions in the field of addiction prevention. Gdańskie Centrum Profilaktyki Uzależnień (Poland) http://www.gcpu.pl/

Within the GCPU there is one team specialized in school and extracurricular prevention, psychological or pedagogic help, while a second team undertakes activities associated with education, providing training information and organizing campaigns to raise social awareness, knowledge and a sense of responsibility conducted in cooperation with the police and local media on behalf of the Gdansk mayor. The mission of GCPU is the improvment of the quality of life of Gdansk inhabitants through the reduction of problems connected with addictions and family violence. The organization cooperates with groups of professional and social workers, NGOs, schools and public institutions.

Viešoji įstaiga JAUNIMO KARJEROS CENTRAS (Lithuania) www.karjeroscentras.eu

JKC is non-governmental, non-profit organisation with more than 10 years' experience supporting youth and adults through non-formal education programmes and guidance services. It aims to meet public needs through educational, scientific, cultural, social and legal initiatives. JKC has 5 permanent staff members and a strong network of trainers, experts, consultants and advisers providing education and guidance all around the country. Since 2001 JKC actively works with teachers and educational support staff (psychologists, social pedagogues, etc.) in order to equip them with knowledge and skills and provide them resources necessary for expanding lifelong learning and guidance opportunities in their schools. As the accredited in-service teacher training institution it constantly implements projects for development of teaching/learning tools and resources and delivering in-service trainings, which could contribute to the successful guidance and skills development in educational system.

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Fundación Privada Joan XXIII http://www.cetei.info http://www.j23.fje.edu/

The CETEI, under Joan XXIII Foundation is a center of technological innovation that creates new opportunities for personal and professional development throughout long life learning, creates synergies between training and employment and improving competitiveness and business productivity. The CETEI acts as comprehensive provision and management of projects in education center to boost innovation and profound change in schools and institutions in their transformation challenges and improve their professional skills. It is divided into four areas: - Pedagogical Innovation - Application of ICT in the classroom - Leadership techno-pedagogical - Educational consulting services. The CETEI is the Jesuitas Educación Foundation and its center’s node of educational innovation through ICT and the Internet. CETEI also offers educational innovation in teaching and learning methodologies, transformation and change of schools services.

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SUPPORTING PARTNERS

Gdańsk

Ateneum Szkoła Wyższa w Gdańsku

http://www.gdansk.pl/

http://ateneum.edu.pl/

Szkoła Podstawowa nr 57 w Gdańsku Primary School no. 57 in Gdansk www.sp57gda.pl

Szkoła Podstawowa nr 21 w Gdańsku Primary School no. 21 in Gdansk www.sp21.to.pl

Szkoła Podstawowa nr 75 w Gdańsku Primary School no. 75 in Gdansk www.zssio.eu/szkolapodstawowa

Szkoła Podstawowa nr 79 w Gdańsku Primary School no. 79 in Gdansk www.sp79.gda.pl

Gimnazjum nr 10 w Gdańsku Secondary School no. 10 in Gdansk www.gim10.edu.pl

Gimnazjum nr 2 w Gdańsku Secondary School no. 2 in Gdansk www.gim2.gda.pl

105ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΑΘΗΝΩΝ 105st Primary School of Athens

Gimnazjum nr 25 w Gdańsku Secondary School no. 25 in Gdansk

www.gimnazjum25.pl

JESUITAS BELLVITGE BELLVITGE JESUIT

JESUITAS CASP. SAGRAT COR DE JESUS CASP JESUIT. JESUS' SACRED HEART

http://www.joan23.fje.edu/

http://www.casp.fje.edu/ 196


JESUITAS EL CLOT. ESCOLA DEL CLOT CLOT JESUIT. CLOT SCHOOL http://www.clot.fje.edu/

JESUITES GRÀCIA. ESCOLA KOTSKA GRÀCIA JESUIT. KOTSKA SCHOOL http://www.kostka.fje.edu/

JESUITES POBLE SEC. ESCOLA SANT PERE CLAVER POBLE SEC JESUIT. SANT PERE CLAVER SCHOOL http://www.spclaver.fje.edu/

JESUITES SANT GERVASI. ESCOLA INFANT JESUS SANT GERVASI JESUIT. JESUS SCHOOL http://www.santgervasi.fje.edu/

JESUITES SARRIA. SANT IGNASI. SARRIA JESUIT. SANT IGNASI http://www.santignasi.fje.edu/

Kauno Simono Daukanto vidurinė mokykla Kaunas Simonas Daukantas middle school http://www.daukantas.kaunas.lm.lt/

Kauno Rokų gimnazija Kaunas Rokai gymnasium

Prienų rajono Veiverių Tomo Žilinsko gimnazija Prienai disctric of Veiveriai Tomas Zilinskas gymnasium http://www.vtzg.lt /

Raseinių rajono Nemakščių Martyno Mažvydo gimnazija Raseiniai district of Nemaksciai Martynas Mazvydas gymnasium www.nemaksciugimnazija.lt

KTU Vaižganto progimnazija KTU Vaizgantas pro-gymnasium www.ktuprogimnazija.lt

Kauno Jono Jablonskio gimnazija Kaunas Jonas Jablonskis gymnasium www.jablonskis.kaunas.lm.lt

Biržų "Aušros" pagrindinė mokykla Birzai "Ausra" high school http://birzuausra.lt

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VERY SPECIAL THANKS TO: All who contributed to implementation of the project and Paweł Adamowicz, Irena Adamowska, María Teresa Arbués, Mariola Ataman-Mańkowska, Anna Baranowska, Beata Bukowska, Maria Christodoulou, Patrycja Cybulska, Anna Dąbrowska-Górska , Miguel Delgado Caballero, Dimitris Diamantis, Anna Dolata, Jadwiga Drosdowska, Jelmer Evers, Alicja Fortenbach, Greta Gedgaudaitė, Ewelina Gerke, Hanna Górecka, Joanna Gregorowicz, Michał Guć, Onno Hansen, Mattheos Kakaris, Petra Keller, Piotr Kowalczuk, Joanna Kowalczyk, Jakub Kownacki, Jovyta Kumpienė, Adam Landowski, Lidia Lisińska, Hans en Sofie van Manen, Elena Mantzari, Katarzyna Marczewska, Milena Misztal, Urszula Młynarczyk, Anna Mrotek, Radosław Nowak, Piotr Olech, Henryk Olszewski, Chara Papanikolaou, Monika Piotrzkowska-Dziamska, Małgorzata Perzyna, Liliana Płoszaj, Agata Rafałowska, Anna Rejkowska, Piotr Romanowski, Magdalena Skiba, Sylwia Sorn, Marzena Sorokosz, Beata Staszyńska, Teresa Staszyńska, Ewelina Szajdziuk, Grzegorz Szczuka, Waldemar Tłokiński, Anna Turowska, Antonis Vlahakis, Hein Wils, Anna Wolińska, Dariusz Wołodźko, Elżbieta Zakrzewska, Michał Zapolski-Downar, Katarzyna Ziemann, Joanna Zorn-Szumiło, all students from Gdansk schools, all the participants in the Polish, Spanish, Greek and Lithuanian workshop.

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COLOPHON PROJECT TITLE: Augmented Reality towards better understanding of Online Identities IDentifEYE - 2013-1-GR1-LEO05-13907 EDITORS: Onno Hansen, Beata Staszyńska ASSISTANT EDITORS: Jakub Kownacki, Ewelina Gerke, Chara Papanikolaou TEXTS: Onno Hansen, Beata Staszyńska, Mattheos Kakaris, Radosław Nowak , Jakub Kownacki GRAPHIC DESIGN: Chara Papanikolaou, Beata Staszyńska PHOTOS, ILLUSTRATIONS: Jakub Kownacki, Beata Staszyńska ISBN: 978-83-63988-10-4 COPYRIGHT BY: IDentifEYE – WWW.ID-EYE.EU NOT FOR SALE


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