Fatores para a promoção do diálogo e comportamentos saudáveis em comunidades escolares online
DSAIPA/DS/0102/2019
O crescente ecossistema da informação online cria oportunidades sem precedentes para a democratização do conhecimento. Por exemplo, através da participação em conversas online, podemos descobrir e avaliar possíveis fatos, assim como as nossas crenças, à luz de argumentos e evidências. O fenómeno oposto também existe, e atualmente prevalece. Algumas vulnerabilidades humanas e socioculturais têm criado o contexto para a emergência do que conhecemos como a era da pós-verdade, na qual muitas pessoas optam por acreditar em ideias falsas, mesmo quando apresentadas com evidências. Isto tem amplificado fenómenos coletivos, como os discursos de ódio, disseminação de notícias falsas e discriminação. Estes fenómenos influenciam a tomada de decisão, tanto ao nível individual como no coletivo. Um dos primeiros lugares em que devemos estudar a formação destas dinâmicas de conversa social é na escola. Uma das metas para o desenvolvimento sustentável das Nações Unidas para 2030 é a melhoria substancial da educação para a qualidade, inclusão, igualdade e aprendizagem ao longo da vida. O projeto Debaqi tem como objetivo o uso de dados obtidos em conversas sociais na escola para identificar os fatores (potencialmente) causais que determinam a sua saúde e qualidade. Estes fatores poderão ser usados para o desenho de intervenções educativas. O objetivo destas intervenções é que os jovens consigam avaliar os diálogos nos quais participam por si próprios, aumentar a valorização da argumentação como parte importante de um diálogo saudável, assim como da inclusão e pluralidade através de dar espaço a ideias diferentes, evitando assim a tendência atual à polarização. Debaqi tem como base o uso de técnicas de Ciência dos Dados e Inteligência Artificial, assim como a consideração rigorosa de aspetos relativos à privacidade, proteção de dados e aspetos éticos, tanto no desenho de algoritmos analíticos, como nas recomendações de fatores a considerar em intervenções educativas.
Instituições envolvidas: CICANT, Universidade Lusófona, Instituto Gulbenkian de Ciência, Inesc-ID Instituto Superior Técnico, University College London (UCL) e Ministério de Educação de Portugal.
“Montessori Method in Teaching 2nd Language to Adults” is a project under the funding of the Erasmus Plus Program. This project is developed in the scope of the Key Action2- “Cooperation for Innovation and the Exchange of Good Practices”, and is coordinated by Professor Ana Cunha.
The project consists in teaching second language to adults using the Montessori method who emphasizes the active learning through the five senses, not only through the passive listening, vision or reading.
In recent years, sustainable social and economic development, along with intercultural dialogue, have been sought through efforts to ensure universal access to high quality education. In parallel, individual nations, and economic groupings such as the European Union, have been calling for a fundamental transformation of education to develop new competences among their citizens if they are to remain competitive. Educational innovation is a high priority
contributing to key targets on adult learning, up-skilling and modernization of training in the Europe 2020 strategy and the European agenda for adult learning.
The Montessori Method is a rather old but very effective educational method that has been implemented especially for the education of children. It is based on the individual needs of each learner and therefore it can address the learners’ needs in different education fields and training sectors and take into deep consideration the personal attitude, learning time and psychological blocks.
This project it is also aimed at introducing the Montessori Method to the field of language learning as for adults and promoting the acquisition of key competencies and skills throughout the education and training system.
Partners will work in the following ways:
Development of a manual guidebook for the transfer of the Montessori Method in language learning to adults – it will be primarily addressed to language teachers and will describe analytically how to implement the principles of the Montessori Method to adults over 20.
Organization of training workshops for language teachers on Montessori method.
Development of online training for the language teachers in partner countries and then in all over Europe in the methodology.
The expected impact on the attractiveness and the efficiency of the training course developed with the methodology studied in the research phase will be measured and documented through the analysis of the results obtained by pre- and post-course tests filled by participants, trainers and observers, to assess the effectiveness of the active/participatory method. All results will be organized in tables and all the possible quantitative elaborations will be performed.
FUNDING: Erasmus + Program (European Union).
DURATION: 24 months
PARTNERS:
The project has 6 entities from 6 different countries as follows:
Osmaniye Il Milli Egitim Mudurlugu
Fundacja Instytut Badan I Innovawacji W Edukacji (FIB
Europe For All (EFA)
Centrul Judetean De Resurse Si Asistenta Educationala Arad (CJRAE ARAD)
Vienna Association Of Education Volunteers (VAEV)
Universidade Lusófona de Humanidades e Tecnologias (ULHT)
RE:ANIMA European Joint Master in Animation is a new Erasmus Mundus Joint Master Degree (EMJMD) in the area of Animation and the creative arts.
RE:ANIMA is oriented towards an international dimension of the industry and the profession. It envisions the creation of an international community of animators who make diverse connections and create a network for future career endeavours. RE:ANIMA is fully taught in English and strives for establishing a high-level profile and a network of global connections, namely via the involvement of international professionals in the programme, including experts from international production companies. With the combination of the students’ individual learning trajectory and a broad, multicultural orientation, RE:ANIMA assumes a unique presence in Europe, and strongly intersects with the needs of the animation film industry. Students will become familiarized with three entirely different locations, both culturally and industry-wise, and will be continuously motivated to broaden their cultural horizon. This will provide them not only with a varied palette of skills in animation filmmaking, but also with an international network and orientation, which is invaluable in a sector where international co-production is at the heart of the industry.
The integration of different forms of expanded animation into the programme is a new curricular feature which does not exist in traditional animation programmes that are usually oriented towards short film production with a narrow focus and specialization in animation techniques. RE:ANIMA acknowledges and fosters the importance of using animation outside the film and TV series formats, hence the fact that live animation, VR and visualization are considered essential in the programme. RE:ANIMA will dedicate a semester to the use of various animation techniques in documentary production, while other semesters focus on fiction formats (film and TV) and experimental uses of animation. This broad understanding of the field opens unbounded possibilities to the students in terms of their graduation projects. The first semester, to be taught in Genk, will focus on fiction and narrative, the second one in Helsinki, on experimental animation and visualization and the third one, in Lisbon on documentary. During the fourth semester, students will move to the school that hosts the area in which their thesis project focused on. Alongside these specialized applications, there will be a constant focus on an expanded use of animation techniques independently of the formats at stake.
The program is jointly promoted by:
Universidade Lusófona – FILM AND MEDIA ARTS DEPARTMENT – Lisbon, Portugal
Aalto University – ELO DEPARTMENT OF FILM, TELEVISION AND SCENOGRAPHY – Helsinki, Finland
Luca School of Arts – C-MINE CAMPUS – Genk, Belgium
The “ID GAMES” project is based on the belief that each person should be given the chance to be accepted, valued and have equal opportunities to develop their skills and personality. Social inclusion is defined as “the process of improving the terms of participation in society, particularly for people who are disadvantaged, through enhancing opportunities, access to resources, voice and respect for rights.” (UN Report on the World Social Situation, 2016).
With partner organizations from other countries, such as Greece (PekAmeA PEIRAIKI ENOSI GONEON KHDEMONON KAI FILON AMEA and MPIRMPAKOS D. & SIA O.E.), Romania (ASOCIATIA ALIANTA PENTRU COPII ARAD), and Poland (Specjalny Osrodek Szkolno – Wychowawczy Nr 1), the team will develop the project activities during 30 months with the end date being the 28th of February 2022.
This project focus on:
-Developing an innovative methodology of participatory living labs for inclusion where pwID, their careers, their trainers, healthcare professionals, game-designers/ developers, university students from related disciplines, people from local communities, volunteers, form mixed teams and design ideas-prototypes of serious games addressing the needs of pwID;
-Developing 6 serious games (digital, physical, phygital) that adapt to the ages, interests and needs of pwID;
-Creating an E-course for strengthening the competences of trainers of pwID, relevant professionals, caregivers and organizations addressing pwID on how to organize and implement participatory game-creation workshops and how to use the serious games;
-Developing and E-platform with all the material of the project for sharing its results to a larger audience within Europe and worldwide and promoting inclusion and skills development of pwID and their careers and trainers.
