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Local documentation of UAB participation

Transcript

Why?

In 2018, 22.3 million people of the 512.4 million people living in the EU were non-EU citizens, which poses a major challenge to ensure social integration, but also cultural and linguistic diversity. To address this challenge, this intercultural, intergenerational, and multi-sector project aims to 1) develop Open Educational Resources (OER) that will foster intercultural understanding within and between the members of immigrant and host communities; 2) promote opportunities for intergenerational interaction; 3) engage communities in co-producing materials for the OER; 4) provide support for task-based innovative digital pedagogy offering a real-world, immersive learning experience that brings culture to life; 5) bring a wider focus on the role of European cultural and linguistic heritage; 6) contribute to great social cohesion; and 7) foster inclusive higher education (HE) systems in the EU.

Our task-based innovative learning pedagogy will involve the development of a responsive web app tailored for the creation of, and engagement with interactive digital media (e.g. interactive videos, branching scenarios and interactive virtual 360 tours). The web app will also provide tools to support the creation of an online community ranging from commenting and voting on content on the platform to sharing and promoting content using existing mainstream social networking tools by providing shareable links. Using the web app, participants will co-create interactive digital artefacts for cultural activities (e.g. sewing, dancing, singing, children's games, henna tattoos, puppet shows, etc), engage with the artefacts created by others, participate in an online intercultural community, and carry out activities of other cultures.

What?

Our task-based innovative learning pedagogy will involve the development of a responsive web app tailored for the creation of, and engagement with interactive digital media (e.g. interactive videos, branching scenarios and interactive virtual 360 tours). The web app will also provide tools to support the creation of an online community ranging from commenting and voting on content on the platform to sharing and promoting content using existing mainstream social networking tools by providing shareable links. Using the web app, participants will co-create interactive digital artefacts for cultural activities (e.g. sewing, dancing, singing, children's games, henna tattoos, puppet shows, etc), engage with the artefacts created by others, participate in an online intercultural community, and carry out activities of other cultures.

How?

We will recruit up to 80 (20 at UAB) immigrants, refuges, and asylum seekers, and up to 80 members of host communities, who will work in intergenerational, and/or intercultural pairs to jointly describe, record, share, and carry out culturally relevant activities. We will also recruit up to 40 HE students, 12 HE staff, and 8 members of non-governmental organisations who will facilitate co-production of OER (IO 5), participate in training events (C1-3), provide linguistic support (IO 4), and contribute to dissemination (E1-4). During project activities, close collaboration among community members, nonprofit organisations, HE students, and HE staff will establish a model of inclusive HE systems with a local learning ecologies approach.To achieve the project aims, we will (1) carry out a needs analysis to understand requirements of the participants for the innovative technology; (2) develop a web app, project website, user guides and tutorials; (3) develop evaluation, recognition and certification systems to measure and certify digital, linguistic, intercultural gains and recognition of HE students’ community work in their academic results; (4) create 8 language versions of the web app and user guides; (5) organise co-production workshops to ensure development of and engagement with high-quality interactive digital artefacts (OER); (6) train HE students, HE staff, and members of non-profit organisations to facilitate the co- production workshops, (7) engage in research activities to evaluate and validate the outputs, and (8) conduct 4 local multiplier events.

Who?

UAB team: Melinda Dooly (local coordinator), Dolors Masats (deputy manager), Xavier Pascual, Claudia Vallejo, Johanna Buitrago Peña (research assistant), Wu Jiabi (PhD student)

ENACT Project: Communities, Languages & Activities App

UAB Team Timeline

timeline

Directorate General for Education and CultureErasmus+ 2019 Key Action 2 Strategic Partnerships for Higher Education,(2019-1-UK01-KA203-061567)

Initial consortium meeting in Newcastle, UK

UAB TIMELINE OF ACTIVITIES (i)

Kick-offOctober 2019

Team building

Piloting technology

Piloting materials

Online meetings

UAB puts together its local team

Introduction to pedagogical affordances of 360º VR

Preliminary workshops held

Revision of plans due to Covid 19 situation

360º VR workshop 9 November 2019Preservice teachers at the UAB were introduced to the pedagogical affordances of VR technology in a 1-day workshop. Invited guest, Dr. Volker Eisenlauer from the Universität der Bundeswehr München, presented materials and pedagogical ideas for the use of 360º cameras to Melinda's students in the final year of their teaching degree.

Barcelona, February 27th & 28th 2020The UAB team had 7 participants in two separate pilot worshops in which they had a chance to talk and share their own cultural activities and thoughts about creating content for the app. The team will use the data to contribute to the firstreporton user needs.Gathering around a typical Catalan winter activity called the “Calçotada”, participants had the opportunity to try new devices such as the Google Cardboard. They were also able to talk about their digital needs in order to create interactive videos and 360º recordings. Even though the experience with the 360/VR headset was the most engaging activity, speaking about their favourite cultural activity was also an important part of the discussion during the meeting.

ENACT kick-off meeting in Newcastle, UK

Meetings held: March 9 & 12; May 4 & 18; June 1 & 3Need to add minutes & pics

UAB team: Melinda Dooly (local coordinator), Dolors Masats (deputy manager), Xavier Pascual, Claudia Vallejo, Johanna Buitrago Peña (research assistant), Wu Jiabi (PhD student)ADD PICTURES

Originally to be held in Helsinki

UAB TIMELINE OF ACTIVITIES (ii)

Online consortium meeting June 2020

Exploring materials

Piloting the App

Online consortium meeting Dec 2020

Next event

Preservice Teachers explore and critique the app

Preservice teachers create materials

Output is starting to come together!

Exciting things happening soon!

Both groups put their creativity to use and gave the ENACT app a test run. There are some really nice productions. You can see some of their work at these links:Tió de Nadalhttps://enactproject.online/?q=node/80Typical dances around the worldhttps://enactproject.online/?q=node/81Sant Jordi: Rosa de Sant Jordi!https://enactproject.online/?q=node/79Dia de muertos in México makeuphttps://enactproject.online/?q=node/77Greetings from around the worldhttps://enactproject.online/?q=node/75Bitlles catalaneshttps://enactproject.online/?q=node/78Масленица (Maslenitsa) in Russiahttps://enactproject.online/?q=node/76Old McDonald in Koreanhttps://enactproject.online/?q=node/70Setsubunhttps://enactproject.online/?q=node/67Tattoos in Japanhttps://enactproject.online/?q=node/69Conan Harasses Neapolitan Coffee Shop in Napleshttps://enactproject.online/?q=node/68Knock, knock! Trick or treat!Chinese New Yearhttps://enactproject.online/?q=node/71Making Onigirihttps://enactproject.online/?q=node/74

Information coming soon!

June 4, 5 & 163day online meeting (substitution for original plan of consortium meeting in Helsinki). UAB participants: Melinda & JohannaDay 1: Principally discussion of Output 3 (Certification, Evaluation, etc.). Included break-out discussion groups. UAB team worked on Strand 2 (intercultural aspects - how to assess gains, etc.)Day 2: Principally discussion of Output 6 (Research)Day 3: (PENDING)1

Next event soon

2 classes, one at the Universitat Autònoma de Barcelona and the other at University of Illinois Urbana Champaign (USA) worked together to explore the ENACT app. They had a chance to go through the examples available on the webpage and then critique them. They gave perspectives from the learners point of view as well as future teachers. You can see their comments below.

INTELLECTUAL OUTPUTS

IO 1

Deliverables IO 1Materials developmentInformation about participants,Baseline data: participants' current digital competence, linguistic, cultural and digital needs and motivationsReport on requirements for 1) the design of the web app, and 2) the co- production workshops.

IO 2

Deliverables IO 2Project WebsiteLogoSocial Media PresenceFlyer/Poster;App templateVideo tutorials and user guides

IO 3

Deliverables IO 3Planning and division of workCertificationEvaluation tools and systemsRecognition guarantee

IO 5

Deliverables IO 5Participant recruitmentProduction of 10-20 OER in each countrySet up Functioning online communitiesCollect impact data (at the end of each workshop)

IO 6

Deliverables IO 6Research planResearch outputs (design process, technological innovation; certification systems for inclusive HE systems (local learning ecologies); longitudinal development of individuals in relation to digital skills, language learning, and cultural gains and attitudesManuscripts of the research outcomesAcademic presentations

Digital applications and infrastructures

Develop a detailed technical understanding of the H5P engine (3weeks)Based on the technical understanding of H5P engine and the user requirements in O1, develop a set of functional and non-functional requirements for the web app. (1 week)Develop a first English version of the web app with support for a customisable language and user interface based on the H5P engine but hosted and run independently from the H5P.org website to be used as the basic building block for the project web app (12 weeks)In parallel with the above point, develop the project website (4 weeks)Carry out informal preliminary user evaluation of the first version of the web app to identify any usability problems while carrying out testing and debugging on different platforms and devices (2 week)Develop the first version to a full application based on user feedback with a multi-language user interface and include online community support (16 weeks)Testing and debugging the developed web app on multiple platforms and hardware settings (2 weeks)Creating video tutorials and user guides for the web app (4 weeks)

Development of certification, recognition & evaluation systems

Searching for existing tools, procedures, and systems by a thorough literature review of academic papers in relevant areas.Searching the Erasmus+ Project Results portal https://ec.europa.eu/programmes/erasmus- plus/projects/ in order to identify existing EU project outputs, materials, and frameworks that can be adapted or used as a starting point for the current project.Evaluation of the results of steps 1 and 2, and making decisions for adaptations or new development.Adaptation or development of the 8 deliverables mentioned above.Conducting validity, and reliability studies; assessing feasibilityMaking necessary revisions and producing final copies.Tools and procedures developed for points 1-3 will be employed as pre- and post-tests before and after the co-production workshops to measure the direct impact of OER development and use through the web app on digital, linguistic and cultural gains for co-production workshop participants. Tools and procedures developed for point 4 above will be used at the end of the co-production workshops. Point 6 will identify the transversal skills and competences HE students will develop during the training events (C3), while facilitating, or participating in the co-production workshops (IO 5), and through their involvement in multiplier events and activities (E1-4). Points 7 and 8 will take the form of participant evaluation forms to be used following the training (C1-C3) and multiplier events (E1-4).To discuss: And/or reflective journals and/or case & success storiesSpecificallyThe development of all the tools, procedures, and methods mentioned above will follow the following stages:Searching for existing tools, procedures, and systems by a thorough literature review of academic papers in relevant areas.Searching the Erasmus+ Project Results portal https://ec.europa.eu/programmes/erasmus- plus/projects/ in order to identify existing EU project outputs, materials, and frameworks that can be adapted or used as a starting point for the current project.Evaluation of the results of steps 1 and 2, and making decisions for adaptations or new development.Adaptation or development of the 8 deliverables mentioned above.Conducting validity, and reliability studies; assessing feasibilityMaking necessary revisions and producing final copies.Previous Examples & Ideas:Evaluating and certifying digital competences: We will draw on DigComp v.2.0 (https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical- research-reports/digcomp-20-digital-competence-framework-citizens-update-phase-1-conceptual- reference-model)We will utilise an adaptation of DigComp for Linguacuisine (https://linguacuisine.com)We will explore other projects, such as Digital Competences Development System (https://all- digital.org)Evaluating and certifying knowledge of and/or attitudes towards other cultures, languages, and cultural activities. We will develop self-reporting systems such as questionnaires, and schedules for focus groups/interviews.Other tools tool we can build on are:- the Intercultural Development Inventory (IDI): https://idiinventory.com/- The Multicultural Personality Questionnaire (MPQ) which has been used to measure ICC development of HE students: https://www.tandfonline.com/doi/abs/10.1080/00223891.2012.718302Evaluating and certifying language learning gains. For vocabulary gains, we can use pre- and post tests (drawing on tools used in the Linguacuisine project (https://linguacuisine.com)We can also produce systems for self-reports such as e-portfolios, questionnaires, or draw on existing frameworks, such as Common European Framework of Reference for Languages (https://www.coe.int/en/web/common-european-framework-reference-languages)For the points 1-3 above, we will audio and video record the co-production workshops in order to collect evidence of development in these areas. Evaluation systems will include methods of identifying (for example Conversation Analysis: Seedhouse, 2004), and reporting the evidence, such as through case studies, and success stories.4. Obtaining user evaluations of the web app. We will produce a visual evaluation form of the web app that participants will complete following the co-production workshops to evaluate the engagement, creation, and online community interfaces of the web app. We will use materials evaluation tools used in other projects, such as Linguacuisine (https://linguacuisine.com), and CSLW (www.cslw.eu). At UNEW, we will seek advice from School of Computing Science.Evaluating participant engagement with the online communityWe will develop methods in identifying engagement and intercultural communication on the online community. Potential methods include Social Network Analysis (Satar & Akcan, 2018), conversation analysis (Seedhouse, 2004), and user analytics data (such as login frequency and duration.recognising HE students' community involvement in their academic resultsWe will identify the transversal skills and competences HE students will develop through their involvement in project activities, match them with the objectives of the modules they are taking as part of their degrees, and revise the module assessment guidelines to allow for recognition of the skills they have developed as part of module assessment.Participant evaluations of the training events (C1-C3), and 8. user evaluations of the project and the multiplier events following E1-4We will draw on the expertise of the consortium when identifying best practice in preparing evaluation sheets for the training and multiplier events. All HE partners have previously participated in EU funded projects, which have conduced similar evaluations. We will also draw on results and deliverables of other EU projects.

Co-production workshops

co-production workshops will run separately in 4 partner countries (Finland, Spain, Turkey, UK).Each workshop (Figure 1) will comprise 4 sessions of 3 hours each, with max 10 participants. To reach target participant numbers (10-20 host and 10-20 immigrant community members), we will run 2-4 iterations. The workshops will be facilitated by HE members of staff and students, and non-profit organisations. The facilitators will be trained at C1-C3.The workshops will involve three steps in 4 sessions:STEP 1: Digital skills training, and intergenerational/intercultural skills transferSession 1: Training will be provided to the partners for:digital skills, including producing and editing videos and images, and using the app;effective production of instructional task-based videos:(a) planning the video (storyboarding), e.g. how to divide the task into smaller steps, give instructions, describe the action, as well as speed of their speech, and difficulty of their language, and(b) ensuring high-quality of materials (film editing), e.g. how to position the camera, where to stand, effective use ofbody language.In preparation for session 2, participants will be asked to choose a cultural activity they will produce materials for, and bring necessary equipment/prompts. If needed, we will obtain these equipment/prompts (see exceptional costs).Session 2: The participants will produce the materials for their chosen activity using the creation interface of the app. They will work in pairs to co-produce digital cultural artefacts (OERs). Based on the local needs, the pairs can comprise:members of the same community (to maximise intergenerational contact)members of different communities (to maximise intercultural contact)The language of the final product (digital artefact) will be the relevant language for the cultural activity (i.e. activities for the immigrant cultures will be produced in the heritage language, and host community activities will be in the host language).The language used during co-production workshops will be the host language to optimise linguistic benefits for the migrant community members.If the final products are produced interculturally (option b), then the pairs will co-produce artefacts for both cultures where possible, and the pairs will comprise persons from different generations where possible.STEP 2 / Session 3: Online intercultural exchange on the app:Participants will engage with the interactive artefacts produced by the members of the other communities. The participants will then review and/or comment on the activities they engage with on the app. Finally, they will choose one activity from another community to carry it out.Depending on the local needs:Younger generation of the migrant communities will be given opportunity to engage with the content in their heritage language.Bilingual/multilingual captions for the videos, and instructions for the steps will be produced.Engagement with the content on the app can be through rating/likes (as in Linguacuisine) or can involve multilingual comments.Editorial control: We ensure that activity on the online community is moderated to prevent any inappropriate comments. This will be achieved automatically through use of computerised digital filters, and monitoring by HE students, whose involvement will be ensured through our sustainability plan as HE institutions continue to promote the use of the app, and social inclusion activities with associated partners beyond project end. This means that editorial control over content is maintained.STEP 3 / Session 4: Intercultural skills transfer by carrying out the activities:Minority and host community members will carry out the activity they have chosen in Step 2. They will have the opportunity to record their instantiation of the activity and share it as a response with the online community on the app.Depending on the local needs, these workshop sessions can be organised in the following ways:Both host and migrant community members can attend the same session, or the sessions can be organised separately.The sessions can take place at an appropriate venue at the HE institution, or at non-profit organisations.The sessions can take place in larger or smaller groups. - The duration and frequency of the sessions may vary.

Learning & Teaching Events

The aim of the training events (C1-C3) is to train the facilitators of the co-production workshops in each country (See IO 5). The co-production workshops will run on different dates at each partner country. Thus, the training events will ensure transnational collaboration, but also offer transversal (time management, intercultural collaboration, confidence, ethics, etc) and field specific (teaching, translation, etc.) skills training.C1-C3 is going to be a 5-day training event, planned by the HE partners, with advice from non-profit organisations (formal and associated partners). We can send our students (paid).Day 1 Objectives of the project, the co-production workshops, and the training, followed by identification of suitable cultural activities (If facilitators already have ideas for suitable cultural activities, we can have a plan for recruiting relevant members of the host and migrant communities. For example, if facilitators identify that Morris Dancing will be a suitable cultural activity, they can approach the Newcastle Morris dancing society.)Day 2 How to use the web app (engagement, creation, and online community interfaces), and relevant digital skills (e.g. producing and editing textual, audio, and visual digital materials)Day 3 Best practice in creating the interactive digital cultural artefacts (instructional design principles following the task-based approach, and media design principles in producing professional digital media - text, images, videos, and 360 videos), and encouraging participation in the online communityDay 4 Procedures to follow when organising and running the workshops (including how to record the sessions, administer data collection tools and certification systems for digital, linguistic, and cultural benefits, and recognition of HE students' involvement in academic work)Day 5 Ethical procedures; understanding the requirements of participants; providing digital, cultural, and linguistic support to immigrants and senior citizens; mitigating any potential cross-cultural conflict that may arise during the workshops; and treating all participants equally, respectfully, and with dignity.Selection and preparation of, and support for participants:All participants will be over 18. Voluntary participation in the training and in facilitating the co-production workshops (IO 5) in the local partner country will be the key criteria in selecting participants. The language of the training event will be in English, and a good command of English as a Lingua Franca will also be essential.Members of the non-profit organisations who will attend the training will be identified by our formal and associated partners who work with migrant communities. These people will be activity involved in organising and running the workshops.HE staff will be selected by HE partners on a voluntary basis. HE staff specialising on education, languages, cultural studies, translation, and digital skills in particular would be more suitable participants.HE students will be selected by HE partners on a voluntary basis. Students studying education, languages, cultural studies, translation, and computing sciences would be more suitable participants.We will also consider the availability of the participants during the planned timeframe for the training and co-production workshops, and any travel requirements.In order to prepare the participants for the training events, we will:- offer a detailed briefing about the objectives of our project including the training and the co- production workshops,- explain planned activities within the training programme,- outline how they will personally benefit from attending the training,- confirm their commitment to facilitate the co-production workshops following the training,- inform them of any relevant travel (including visas) and accommodation issues,- identify their accessibility, and dietary requirements, and- hold a Q&A session.In order to support the participants during the training events, we will organise parallel workshops specific to the needs of each participating group (HE students, HE staff, and members of non-profit organisations), as well as to the local needs of each partner country. During the training, we will ensure that all participants know what will happen, where, and when. We will make sure that the signage at the venue is clear and concise.To ensure safety of all participants, we will inform them of the health and safety procedures at UAB (the training venue). We will also ensure that all participants have travel insurance, and know the address and phone numbers of relevant cultural embassies. We will also provide contact details of emergency services in Spain. We will have emergency contact details for each participant, and ensure that they all know who to contact and how in case of an emergency.No practical training, teaching or learning arrangements are in place, nor required.

Multiplier Events

We will organise and conduct a multiplier event in each participating country (E 1-4) to disseminate our findings and deliverables, and to achieve wider impact and sustainability.We envision this to be a one-day event with breaks and lunch. Involvement of HE students in the organisation and facilitation of the event will be recognised in their academic work using the recognition system developed in IO 3. We will ensure that both migrant and host communities are presented at equal status in these events.The objectives are to:1) raise awareness of the project in each partner country,2) demonstrate the use of the web app,3) ensure widespread adoption of the deliverables,4) inform target groups of our outcomes,5) disseminate research results through case studies and success stories,6) contact key stakeholders in transversal fieldsTo achieve these objectives, we will organise:1) a keynote to present main findings and outcomes,2) a workshop demonstrating the use of the web app (engagement, creation, and online community interfaces),3) parallel sessions tailored to the needs of the different stakeholders where we can present information specific to their needs, and discuss requirements and future directions.Our target groups will be:1) HE staff and students, managers, internationalisation directors, and mobility officers,2) delegates from non-profit organisations working with immigrants,3) members of the immigrant communities who are represented in the OER,4) members of other immigrant communities who are not represented in the OER so that we can engage them with the web app to produce their own interactive digital cultural artefacts,5) members of the host community,6) educational providers of digital skills, languages, and cultures,7) local government officials concerned with integration of migrants, linguistic and cultural diversity, and education,8) EU cultural institutions in the local partner country, e.g. Goethe institute,9) embassies and cultural bureaux of all countries represented within the local partner country (e.g. British Council, Alliance Francaise),10) representatives of relevant media outlets.

Evaluation, validation, and research outputs

We will publish a white paper, and a final project report.Other research outputs may take the form of international, peer-reviewed journal articles, a book, case studies, and success stories.

Preliminary analysis & 'short' report

Read the report: Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning

Read the report: Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I., Buitrago Peña, J., Dooly, M., Öztekin, E., Akcan, S., Kotilainen, L., & Kurhila, S. (2020). Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning.