2-5 June, 2012 - Visegrád, Hungary - FDSC · International Seminar on Resources for Global...

International Seminar on Resources for Global Education

2-5 June, 2012 - Visegrád, Hungary

International Seminar on Resources for Global Education – 2-5 June 2012, Visegrád, Hungary

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Table of contents 1. Description of the project ..................................................................................................................... 3

The Project .......................................................................................................................................... 3

The 5th International Seminar.............................................................................................................. 3

What is global education? .................................................................................................................... 3

2. Programme .......................................................................................................................................... 4

2.1. What global education resource development is about? - Anne Strachan .................................... 5

2.1. Workshop on Educational Resources - Anne Strachan .............................................................. 13

2.3. Representing Others - Judit Kende ............................................................................................. 15

2. 4. Workshop on digital educational materials – Attila Főző ............................................................ 23

2. 5. How do we do it? ....................................................................................................................... 32

2.5.1. Hungarian Green Roots (ZÖFI) – Anna Goy ............................................................................ 32

2. 6. Workshop on quality criteria and evaluation/impact assessment of study materials (Anne Strachan) ........................................................................................................................................... 34

3. Evaluation and feedback from the participants ................................................................................... 38

Organisation / infrastructure............................................................................................................... 38

The trainers have ............................................................................................................................... 38

Content /method ................................................................................................................................ 39

4. List of participants .............................................................................................................................. 40

5. Pictures .............................................................................................................................................. 42

Contacts ................................................................................................................................................. 47


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1. Description of the project

The Project

Global Education without borders is a 3 years program, bringing together organisations and multipliers from six Central- and Eastern European countries: Austria, Bulgaria, Czech Republic, Greece, Hungary and Romania, to build up a network for exchange of materials, good practice and strategies on Global Education.

The 5th International Seminar

The international seminar on “Global Resources for Global Education” will bring together professionals involved in the development of study materials: textbook and elearning content authors/developers, editors and publishers interested in how the topics of global education can be integrated into educational resources. The seminar offers lectures and interactive workshops about Global Education, with a special focus on resources and study materials helping the teachers, trainers and students during the teaching/learning. Throughout the seminar the trainers and the participants will exchange experiences, learn more about global education resources and search, investigate and define quality criteria for educational materials. The main aims are to deepen the knowledge of the participants on quality criteria, and show new methods and tools to change experiences/best practices.

What is global education?

Global Education is an educational perspective which arises from the fact that contemporary people live and interact in an increasingly globalized world. This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting.


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2. Programme

Saturday, 5 June

Arrivals Informal welcome

Sunday, 6 June

Welcome and introduction session Lecture on developing educational materials for global education (Anne Strachan) Workshop on educational resources (Anne Strachan) Workshop on the representation of cultural differences in educational materials (Judit Kende)

Monday, 7 June

Workshop on digital educational materials (Attila Főző) How do we do it? (Short presentations of educational materials prepared by participants) - Hungarian Green Roots (Anna Goy) Walking discussion Workshop on quality criteria and evaluation/impact assessment of study materials (Anne Strachan)

Tuesday, 8 June

Planning in national teams Closing session and evaluation


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2.1. What global education resource development is about? - Anne Strachan

Aim of this session Explore what global learning means to: • you • your organisation • your audience And relate this to the production of resources Discussion: What is an educational resource? What, if anything, makes a global education resource different from others Some funders don’t like resources -- a lot of resources are not used --so … why produce it? will anyone buy it? will they buy it at its true cost? how will they find about it? How will they obtain/buy it? how does it stand up to the competition? Clarity of mission Discussion: What does global learning mean to you? Do you agree on the definition? Can you describe global learning in one sentence What is left out? Global learning is … … knowledge, skills, and attitudes that students acquire through a variety of experiences enable them to understand world cultures and events; analyse global syste; appreciate cultural differences; and apply this knowledge and appreciation to their lives as citizens and workers. USA … education that puts learning in a global context, fostering: critical and creative thinking; self-awareness and open-mindedness towards difference; understanding of global issues and power relationships; and optimism and action for a better world. UK … about social and political interrelations and tries to raise an active awareness of structural similarity, inequality and injustice … enables learners to reach a global perspective and see circutances and proble in a worldwide and holistic context. Hungary … to enable every person in Europe to have life-long access to opportunities to be aware of and to understand global development concerns and the local and personal relevance of those concerns, and to enact their rights and responsibilities as inhabitants of an intredependent and changing worl affecting change for a just and sustainable world. European Consensus on Development How? -- Ways of engaging and relating Learning and teaching approaches that are: • active • participatory


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• democratic • inclusive • critical • experiential • empathetic / empathic Ways of engaging need to consider and encourage informed and ethical action beyond the classroom. Different perspectives DE is ….”basically motivated by a desire to change the world to be a better place, fighting poverty and injustice. Thus, the part of the world most hit by poverty and injustice, the South, should have a say in how DE is done in the North” van der Merwe, Norway … to build and nurture a community of thinking, compassionate world citizens, who are committed to living with responsibility, learning with enthusiasm and balancing a strong work ethos with a sense of play. India Pathways How does my resource idea covers different perspectives

A multitude of terms education for sustainable development global learning


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global education global citizenship development education development awareness A multitude of ter – Question: does this matter? Typology of Concepts (Kraise, J.: European development education monitoring reprt, Brussles)

Exercise


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Jane Gilbert: Catching the knowledge wave. NZCER Press, 2005


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Vanessa Andreotti 2011 http://oulu.academia.edu/VanessaAndreotti Examples from teaching climate change

Climate change is the most serious issue facing humankind. I teach how and why it is happening and what they can do as individuals.

I teach critical thinking skills and enquiry based learning. We examine all the evidence and students come to a rational decision based on the overwhelming scientific evidence.

We explore all the arguments and perspectives across the globe. We try to understand the motivations, as well as the arguments, of climate change deniers. In this way students are better equipped to take action at home and in the community.

We use climate change to explore the complexities of a globalised world. We explore different and changing perspectives and how they relate to culture, power, commerce, poverty etc. across the globe.


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Which approach(es) do you currently use in your work?

What does this all mean for engaging our target audience? Know your audience!


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TIDE http://www.tidec.org/ What does this mean for resource development? • Content • Direct or through intermediary • What medium • USP (unique selling point) • Financially viable


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2.1. Workshop on Educational Resources - Anne Strachan

Ai of this session: Critically examine your motivation for producing resources Start to develop a business model around your USP (unique selling point) Recap: Some funders don’t like resources -- a lot of resources are not used --so … why produce it? Exercise Give two reasons why will anyone buy it? will they buy it at its true cost? how will they find about it? How will they obtain/buy it? how does it stand up to the competition? What does this mean for resource development?

• Content • Direct or through intermediary • What medium • USP (unique selling point) • Financiall viable

What gives your resource its USP? Business Model Canvas Alex Osterwalder Yves Pigneur http://www.businessmodelgeneration.com


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How can you describe your business modell?

The business model canvas


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2.3. Representing Others - Judit Kende

THE OTHER IN TEXTBOOKS

STEREOTYPES


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STEREOTYPES (FISKE, 2008)

STEREOTYPES OF COUNTRIES (ALEXANDER, 2006)


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HOW ABOUT THESE COUNTRIES?

EXERCISE

WHAT IS BEING OVERGENERALISED? WHAT IS MISSING?


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EXERCISE: YOUR COUNTRY?


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THE OTHER IN TEXTBOOKS

GENDER AND SEXUAL ORIENTATION


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AFRICA IN U.S. HUMAN GEOGRAPHY TEXTBOOKS

EXERCISE: WHY IS THIS A PROBLEM?


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DR. MYRA POLLACK SADKER: SEVEN FOR OF BIAS IN INSTRUCTIONAL MATERIALS

EXERCISE: BIAS IN GLOBAL EDUCATION TEXTBOOKS


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STATION LEARNING


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2. 4. Workshop on digital educational materials – Attila Főző

What is a digital learning resource?


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Is this a digital learning resource?

Learning environments – digital content


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Definition chaos

Content creation


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Quality of thedigital learning resources

Becta, UK


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21th century skills

Low quality examples


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Activity Evaluating digital learning resources using the power league - Do I have a right? http://www.oercommons.org/courses/do-i-have-a-right


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- Bound for Britain http://www.nationalarchives.gov.uk/education/lesson11.htm

- Rivers http://www.nationalarchives.gov.uk/education/lesson11.htm


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- Civil war http://www.brainpop.com/socialstudies/freemovies/civilwar/

- The peace doves http://www.nobelprize.org/educational/peace/nuclear_weapons/


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Selective waste management http://www.kvvm.hu/szelektiv/jatek.html


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2. 5. How do we do it?

2.5.1. Hungarian Green Roots (ZÖFI) – Anna Goy

Beginning

• ZÖFI - Hungarian Young Greens was founded in 2001 - Hungarian Green Roots from 2012 Jan

• Independent NGO • Wide range of projects: promoting a more sustainable environment and society • Protection of civil rights, human dignity, solidarity, equal opportunity, the caring for marginalised

minorities and more

Current Activities • Participation in annual events such as: Earth Day, the "Green Courtyard" at the Sziget Festival,

Buy Nothing Day and World Carfree Day • Organising awareness raising events on a wide range of sociological and environmental issues • Managing national and international projects, such as:

1. Social Bike Business 2. Fair Trade - African Art 3. Edible Garden - FIGE 4. Mirror to the World exhibition and workshops

Mirror to the World exhibition and workshops Why is it unique?

• Exhibition (with guiding) and workshops • Based on not only one but 3 pillars of sustainability • Main target groups: 10-18 year old children, teachers, families, everybody • Moving exhibition (foldable re-paper walls, installations and items which makes it environment

friendly to move –fits in a small truck) • Workshops can be brought to schools/events

EXHIBITION

• The exhibition started in 2008 • Sustainability: Social pillar, Environmental pillar, Economical pillar • 10 ‘rooms’ of Manfred Max-Neef’s (Chilean economist) philosophy, about what we need • our needs: knowledge, survival, choice, identity, creation, security, relaxation, love, dream,

participation • Creators: ZÖFI, Edit Jagodics - environmental educator and Cellux Group - design


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WORKSHOPS Three different workshop programs, connected to the exhibition, which can be taken to schools or events.

1. Our food (discussing: food kilometer, fair trade, packaging options, local food, large multinational factories, water footprint, environment friendly solutions)

2. Cool stuff (where were my clothes made?, fair trade, useless/useful items, consumery society, gift voucher/favor coupon)

3. The way we live (ecological footprint, energy usage, northern-southern countries, Happy Planet Index, global village)


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2. 6. Workshop on quality criteria and evaluation/impact assessment of study materials (Anne Strachan)

Exercise Have you brought one object

- that interests you - not something you own - something new

Now please get into groups of four Explain to the group why the object interests you Then link each object to the theme of the conference – global learning resources! Be as creative as you like! Choose one object to explain its significance to everyone else.

The quality of a resource is evidenced through your output and is within your control Achieving desired outcomes is still within your control Impact on learners is up to them (and other factors) Quality: a high standard of excellence Which should lead to meeting agreed outcomes!


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…the likely or achieved short-term and medium-term effects of an intervention’s outputs. Outcomes are the observable behavioural, institutional and societal changes that take place. Which … could … lead to impact … the positive and negative, primary and secondary long-term effects produced by a intervention, directly or indirectly, intended or unintended. Planning for impact …? For each of the following films jot down answers to …

- why was it produced? - what is its quality ? - why did it “go viral”? - what is a likely impact?

Shift happens http://www.youtube.com/watch?v=fhnWKg9B2-8

[Presentation to a faculty meeting in 2006 at Arapahoe High School Colorado about the world the students were entering. “Went viral" on the Web in February 2007 now the old and new versions of the online presentation have been seen by at least 20 million people, not including all those who have seen it at conferences, workshops, training institutes, and other venues.]


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Derek Sivers - How to start a movement http://www.ted.com/talks/derek_sivers_how_to_start_a_movement.html

[1,957,564 Views on TED, 200,000 on YT, Confs etc] What impact do we want? How can we plan for this impact? How will we know?


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- “I still have more questions than answers” - That’s sort of OK


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3. Evaluation and feedback from the participants

Organisation / infrastructure

The trainers have


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Content /method


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4. List of participants

Name / Country Organisation / Title

Austria

Claudia Niedermayr Student, International Development and Pedagogy – University of Vienna

Christine Teresa Schwarzgruber Developer of Global Education resources, Baobab – Global Education Center, Vienna

Barbara Nicole Wiesinger Editor and author, E. Dorner and Westermann (publisher), Vienna

Raphael Nagy Editor, Ed. Hölzl (publisher), Vienna

Elke Huber-Lang Teacher and author, E. Dorner, Vienna

Franz Halbartschlager Südwind

Alexander Pfeffer Südwind

Bulgaria

Dimitar Vatsov New Bulgarian University, Professor

Teodora Karamelska New Bulgarian University, Professor

Tzvetan Tzvetanski Centre for Educational Initiatives

Lilia Krasteva Centre for Inclusive Education

Liuba Batembergska CEGA

Czech Republic

Kristýna Hrubanová NaZemi Martina Pavlíčková NaZemi Linda Mikulenková Prodos / editor and author Markéta Pastorová VUP Tereza Čajková ADRA Jana Pokorná EDUCON Marie Šírová Prodos / editor and author

Greece

Evgenia Vathakou European Perspective Maria Fragkaki Director of primary school, Professor-advisor at the Open University Gelly Manousou Director of primary school, pedagogical material author Anezoula Tsimpika Teacher / educational material author Konstantinos Papadas Depart of Social and Educational Policy, University of Peloponnese

Hungary

Borbála Horvát The Tree of Life Public NGO Zsuzsanna Kiss Teacher / textbook author (literature) Koháry Mária Teacher / trainer Veronika Gémes University student - library studies / ELTE, Budapest Anna Goy Hungarian Young Greens Balazs Lerner Anthropolis Judit Kugler Anthropolis Daniel Taskó Volunteer / photographer

Romania Iuliana Rada Civil Society Development Foundation

Cristian Ticu Civil Society Development Foundation


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Stoian Iulian-Ginel Soros Foundation Romania

Alexandra Bunica Centre for Innovation in Education TEHNE

Mihaela Stoica Textbooks collaborating author, curriculum author, lifeskills trainer


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5. Pictures


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More pictures at http://www.anthropolis.hu/visegrad/?show=gallery


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Contacts For further information visit http://www.anthropolis.hu/visagrad or contact Anthropolis Association at

office[at]anthropolis[dot]hu

Anthropolis Association office[at]anthropolis[dot]hu http://www.anthropolis.hu/ https://www.facebook.com/anthropolis.hu +36-1 79 79 634 Office: H-1146 Budapest, Thököly út 58-60., 2/216-217. Mailing address: H-1426 Budapest, Pf. 105. Hungary

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2-5 June, 2012 - Visegrád, Hungary - FDSC · International Seminar on Resources for Global...

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