Enact Project: UAB timeline

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?

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 Culture Erasmus+ 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-off October 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

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

ENACT kick-off meeting in Newcastle, UK

360º VR workshop 9 November 2019 Preservice 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 2020 The 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 first report on 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.

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

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

IO3 completed

Preservice Teachers explore and critique the app

Preservice teachers create materials

Output is starting to come together!

UAB team finalizes pre- and post workshop tasks

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.

June 4, 5 & 16 3 day online meeting (substitution for original plan of consortium meeting in Helsinki). UAB participants: Melinda & Johanna Day 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

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/81 Sant 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

Notes of meeting (to be added)

IO 3: Evaluating and certifying knowledge of and/or attitudes towards other cultures, languages, and cultural activities The ENACT project aims to shorten the bridge between culture and language and clearly there are a lot of challenges. In other words, certifying gains in IC during a training week cannot be the same as certifying gains of someone engaging in the apps over a longer period of time. The focus of the gains are related to the purpose of the activity; we suggest considering more than one instrument; according to purpose and audience. We also want to take into account the notion that we may be working across different age levels and pushing for deep introspection may not be possible. Because of the complexity of the topic and the fact that the workshops are very contextually bound by who the participants are, we suggest two pre and two post app activities. These can be used together or separately and would have to be adapted to the needs of each workshop. We call these activities pre and post app because we understand that they would take place before and after the participants have worked together to create an activity in the enact web app. Measuring cultural gains: An overview Measuring cultural gains is not an easy task and the conception we all have about culture is different. According to (Ganassin, 2018) the grammar of culture rests on the belief that culture is socially constructed by different people at different times and in different contexts. The multicultural competence involves a mixture of skills based on knowledge, self-knowledge, reflection, will and proficiency. It means being conscious of one’s feelings and reactions, especially to surprising or disturbing events in the guidance process and being able to see that there might be a range of explanations for the behaviour of a guidance seeker. Above all, it is necessary to develop the skill of intelligible communication with people whose first language is not the counsellor’s and who have different norms and values. Communication is always a complicated process. Not only does it involve decoding body language and intonation as well as the words, phrases and sentences used, there are factors – or filters – that get in the way of a message being received exactly as transmitted. Such factors include prejudice, preconceptions, preoccupation with personal concerns, anxiety, fear – and this applies to both sides. In multicultural communication there are the added filters of cultural norms and expectations, language skills and in some cases the presence of an interpreter. Ladson-Billings, G. & Gillborn, D (2004) Outline of proposed activities Participants: intergenerational, multiple language participants Contents: 2 pre-workshop tasks 3 post-workshop tasks (1 optional) Contextual factors:

We must take into account the notion that we may be working across different age levels and therefore pushing for deep introspection through may not always be possible.
The tool should not be too time-consuming (these tasks are not the main focus of the workshop).
Participants may not all speak the same language (thus the tasks are not predominantly text-based).
The tasks are not designed to measure development over a time span, but they can provide some cross-context comparable data.

Because of the complexity of the topic and the fact that the workshops are very contextually bound by who are the participants, we are suggesting two pre and two post app activities. However, these can be used together or separately and would have to be adapted to the needs of each workshop. We call these activities pre and post app because we understand that they would take place before and after the participants have worked together to create an activity in the enact app. Pre-app task 1: Here’s where I draw the line Preparation: Create a ‘life-size’ Likert Scale on the wall or floor (this can be done with masking tape for instance; see image 1). Have definitions ready (or strips of paper and pens if you will ask the workshop participants to write their own definitions). Have simple statements ready (or strips of paper and pens if you will ask the workshop participants to write their own statements). The facilitators should also have on hand different definitions/statements of culture and language that can serve as prompts. These can be used to prompt the participants to write their own definitions/statements or used to elicit opinions (positioning on the Likert scale) without asking the participants to contribute more definitions/statements. Note that this activity requires a fairly good understanding of the language being used in the workshop. Activity steps:

Participants are asked to write definition or key ideas on the strips of paper (optional).
The facilitator reads aloud the definitions, one at a time.
Participants ‘line up’ on the life-size Likert scale.
The facilitators take pictures to record participant positions on the Likert scale.

Rationale and summary: The main idea behind this activity is to get the workshop participants to actively engage in giving their opinion about statements. As each sentence is read aloud, the participants would be asked to line up next to the descriptor that best describes how they feel. It should be made clear to the participants that they can write statements that they feel are true or false - not just what they think since the idea is to get people to move around on the Likert scale. A simpler version of this activity could be to read out statements regarding ideas about culture and language and ask the participants to position themselves on the Likert scale. Examples of statements:

My language is the same as my culture.
I can tell a person’s culture by the way the dress.
I like learning about other cultures.
I know many languages.
Language learning is easy for me.
I am a good language learner.
I like learning languages.
Language learning can be fun.

The main points of this activity are to warm up the participants, to bring in reflection while having fun and to get the participants to focus on the notion of culture (Ladson-Billings, & Gillborn, 2004). Pre-app task 2: Flower power Preparation: Materials: Paper and colored pencils (optionally have leaves and stem of flower already cut out). Activity steps:

Participants are asked to write definition or key ideas on the strips of paper (optional).
The participants are asked to draw the base of a flower (or optionally, a paper with the leaves and stem can be given to the participants).
The participants are asked to draw in a petal for each language that is in their daily lives.
The participants explain their flowers to the rest of the workshop members (where and when they use the different languages).
The flower pots and 'gardeners' should be photographically documented.

Rationale and summary: This is an adaptation of an activity created by EVLANG in the 1990s (Dooly & Ellermann, 2007; Noguerol, 2000; Nussbaum & Tusón, 2006; Masats, Noguerol, Prat, & Vilà, 2002). It has been around for several decades now but being a classic, we feel it is worth reviving. Other versions consist of drawing the body and languages are placed in different parts (e.g. head, heart). We feel that drawing a flower is easier than drawing a human silhouette or other illustrations that have been promoted for evoking intercultural reflection. The facilitators will have to decide if they want to include only languages, which is the most common implementation of this tool. Or if they want to introduce cultures or both. The basic idea is that the participants draw and colour the petals that make up their linguacultural* environment. However, we suggest a slight modification. The participants can draw loose petals on the ground to represent more distant languages or cultures and put only the petals that they identify closely with themselves on the flower stem. *Linguaculture (or languaculture) is understood as focusing on culture in language or the cultural dimensions of language. The term is used to highlight the interface between studies of language and studies of culture (Risager, 2015). Post-app task 1: Here’s where I drew the line Preparation: None (definitions and Likert scale are already prepared) Activity steps:

Individually, participants read their previous definitions and make any revisions they feel are necessary.
In pairs, they compare and revise again for a more refined definition (snowball method).
If time permits, the pairs form groups of four and then revise one more time (snowball method).
The facilitator collects the final versions and reads them aloud.
Participants ‘line up’ on the life-size Likert scale.
The facilitators take pictures to record participant positions on the Likert scale
Pictures of before and after are discussed (reasons for any changes).

Rationale and summary: As with the pre-task 1, this activity must be adapted to the participants of each workshop. In the case of a digital workshop, participants will need a different way to indicate their position on the Likert scale (e.g. use of polling tools). An essential part of this activity is to promote reflection on any sort of change or lack of change in positions on the Likert scale, so interpreters may be necessary. Facilitators should be prepared to discuss changes as well as the that a person who has not changed positions following the workshop. Post-App task 2: Flower gardenPreparation: Materials: Paper and colored pencils (optionally have leaves and stem of flower already cut out); previous output from 'flower pots' pre-task activity. Activity steps:

Participants are asked to add to their flower pot by reflecting on more 'peripheral' cultures and languages.
Each language is added as an extra flower or petal.
Participants should represent the distance or proximity they feel to the language or culture as creatively as possible.
The flower garden and gardeners should be photographically documented.
If time permits, reasons for changes are discussed.

Rationale and summary: Ideally after this workshop the participants have a broader vision of how languages and cultures are all around us and that we are interacting with multiple cultures every day. So as a post-app activity, we would ask the participants to not only focus on themselves and the languages and cultures that make up the more immediate part of their lives but also to include other more peripheral cultures and languages that they have encountered. They could represent the distance they identify according to where they place the flowers and petals. Thus, a language that they have heard once or twice, perhaps in an airport, might be represented as a petal in the wind. Languages that are in their neighbourhood but they do not speak or interact with very often might be represented as flowers in the back of the garden. And alternative implementation of this activity would be to create a community garden, based on the participants’ previous floral illustrations and the experiences that they had during the workshop. This could be done on a poster on the wall. Of course, if social distancing is in place, a gallery of individual contributions would have to suffice. (Optional) Post-App task 3: Help us growPreparation: ENACT app account and knowledge of how the platform works Volunteers are asked to work together to create an enact app that promotes a deeper understanding of culture (definitions; refer to pre- and post-tasks 1). Supplementary reading (depending on the level) could focus on reflexivity in daily practice (Byrd Clark, 2020), interrogation of language education and global citizenship (Porto & Zembylas, 2020) and intercultural responsibility (Guilherme, 2020). Rationale and summary: We feel that we could not ask all of the participants to do this but some of them might be willing to create supplementary activities that focus specifically on promoting a deeper comprehension of the complexity and multi-layered aspects of culture. This would need a lot of support from the facilitators, but we feel that the tool itself could be used to push for more critical thinking about these very elusive concepts such as language and culture. How the data sets be collected and used to recognise cultural gains? We will collect different data sets:

Pictorial: The photos of the participant positions in the life-size Likert scale (pre and post-workshop)
Artefacts: definitions written on paper; flower assemblies (original, scanned or photo)
audio (and when possible) video recordings of the participants describing their positions; explaining their definitions
Post-workshop interviews or focus groups

The pictorial and artefact data will be used for self-reflection (and certification) These data, along with the other data sets will also be used to validate that there are cultural gains for the project report through the following application:

Thematic analysis (Maxwell & Miller, 2008)
Photo and artefact elicitation (Glaw, Inder, Kable & Hazelton, 2017)
Coder reliability through the development of a code book for replicability (Boyatzis, 1998)

References Boyatzis, RE. (1998). Transforming qualitative information: thematic analysis and code development. Thousand Oaks CA: Sage. Byrd Clark, J.S. (2020). Reflexivity and criticality for language and intercultural communication. In J. Jackson (Ed.) The Routledge handbook of language and intercultural communication (pp. 86-106). Milton Park: Routledge. Dooly, M. & Ellermann, C. (2007) Engaging young learners in online, intercultural learning: The MICaLL project. In Dooly, M. & Eastment, D. (eds.) How we’re going about it. Teachers’ voices on innovative approaches to teaching and learning languages. Newcastle upon Tyne. Cambridge Scholars Publishing. Ganassin, S. (2018). Teaching and learning about Chinese culture: pupils’and teachers’ experiences of Chinese community schooling in the UK. Language and Intercultural Communication, 19(2), 167-183. https://doi.org/10.1080/14708477.2018.1504953 Gillborn, D., & Ladson-Billings, G. (2004). The Routledge Falmer reader in multicultural Education. London: Psychology Press. Glaw, X., Inder, K., Kable, A., & Hazelton, M. (2017). Visual methodologies in qualitative research: Autophotography and photo elicitation applied to mental health research. International Journal of Qualitative Methods, 16, 1–8. https://doi.org/10.1177/1609406917748215 Guilherme, M. (2020). Intercultural responsibility: Transnational research and glocal critical citizenship. In J. Jackson (Ed.) The Routledge handbook of language and intercultural communication (pp. 343-360). Milton Park: Routledge. Masats, D., Noguerol, A., Prat, A. & Vilà, N. (2002) Recursos para el desarrollo de la conciencia lingüística. En J. M. Cots & L. Nussbaum (eds.) Pensar lo dicho: la reflexión sobre la lengua y la comunicación en la enseñanza de lenguas. Lleida: Editorial Milenio: 137-151. Maxwell, J.A., & Miller, B.A. (2008). Categorizing and connecting strategies in qualitative data analysis. In S. Hesse-Biber & P. Leavy (Eds.) Handbook of emergent methods (pp. 461-477). New York: Guilford Press. Noguerol, Artur (2000) Aprendre llengua (i altres coses) des de la diversitat. Perspectiva i Diversitat: Suplemento de Perspectiva Escolar, 10: 3-6. Nussbaum, L. & Tusón, A. (2006) El aula como espacio cultural y discursivo (reedición). In Lomas, C. (comp.) La educación lingüística y el aprendizaje de las competencias comunicativa, Bogotá (Colombia), Cooperativa. Editorial Magisterio, 153-164. ISBN 958-20-0858-8-X Porto, M., & Zembylas, M. (2020). language education and global citizenship: Decolonial and posthuman perspectives through pedagogies of discomfort. In J. Jackson (Ed.) The Routledge handbook of language and intercultural communication (pp. 312-326). Milton Park: Routledge. Risager, K. (2015). Linguaculture. In J. Bennett (Ed.), The SAGE encyclopedia of intercultural competence (pp. 596-597). SAGE Publications. https://www.doi.org/10.4135/9781483346267.n194

Intensive preliminary work

UAB TIMELINE OF ACTIVITIES (iii)

Planning training week

Online training week

Creating new materials

Preparing UAB workshops

Internal Training

1-12 March 2021

UAB & Boğaziçi partners play & learn

Revising materials

UAB team learns 360º

59 Participants in total! Johanna, Melinda & 7 students (2 undergrad and 5 MA students) took part as facilitators and participants in the 2-week online training. The reactions from the participants was very positive and they will (hopefully) soon be taking part as facilitators in their own intercultural, interlingual, intergenerational workshops and activity production!

February 15-26th, 2021 Johanna, Melinda & Sara Ganassin have spent several intensive online meetings discussing and planning for the upcoming online international training session. After much back and forth and a lot of work, we are quite satisfied with the final design of the first week of the module (focused on culture and intercultural awareness). Additionally, UAB prepared videos for the pre- and post-activities for language awareness reflection: Flower Power (pre) Flower Garden (post)

During the workshop and as part of the follow-up the UAB and Boğaziçi University partners worked together to create an ENACT app activity on learning basic Turkish words. A real challenge for the UAB team to learn the pronunciation!

After several meetings and discussions about how to move forward with the UAB workshops as vaccines become more prevalent and restrictions are becoming looser, we have opted for smaller 'clusters' of people. For both convenience and comparability across different contexts we have revisited the pre and post-workshop activities and completely digitalized them so that they can be done more easily in small groups and still have similar formatting of output. Pre-workshop activities Post-workshop activities <div style="width: 100%;"><div style="position: relative; padding-bottom: 56.25%; padding-top: 0; height: 0;"><iframe frameborder="0" width="1200px" height="675px" style="position: absolute; top: 0; left: 0; width: 100%; height: 100%;" src="https://view.genial.ly/60b0dba90322d50d63bdf428" type="text/html" allowscriptaccess="always" allowfullscreen="true" scrolling="yes" allownetworking="all"></iframe> </div> </div>

June 4th - First f2f meeting since 2020! Melinda & Johanna met at the UAB to begin exploring the use of the 360º and to try to learn to edit the videos - no easy task for anyone used to more 'lineal' type of editing! We are getting ready to start our 'cluster' workshops soon.

16/06/2021

UAB TIMELINE OF ACTIVITIES (iv)

Local UAB Meeting

Consortium meeting

Local UAB Meeting

Consortium meeting

Online meeting

18/06/2021

25/06/2021

01/10/2021

28/09/2021

Busy agenda! A lot of work done! Agenda items and Minutes:

Welcome and opening - congratulations to Melinda for her appointment to professorship (MS)
Reporting progress with Output 5 (all partners)
1. How are we doing in achieving targets (see doc on Teams: Output 5
2. Each partner to add notes/report on current progress / achieving targets and future plans from page 4 of this document? By end of June
3. Is research data collection going according to plan? Have you collected data required for your research? (See latest research plan on Teams > Management documents

Paul: We are collecting large amounts of data. Paul is going to create folders for each partner where we can report which data has been collected for which strand in the research plan. We will upload data where size is not an issue. Action: Paul to send info We can use this to structure the book proposal Melinda: Teacher education strand may be dismissed Paul: We can review the strands after the workshops are finalised To be revisited in September

Decision required: Do we need a physical training event to complement the March online training? (MS)

If yes, where / when?
- Due to Covid, unlikely to be able to have students travel to other countries by September. Even if countries opening (eg Spain) could be very expensive to travel with PCR tests etc required. Could be better to continue as we are due to uncertainty.
- Therefore training component is now complete. Action: MS to update
If not, we can transfer up to 60% of the unused funds. Send plans for budget allocation to Muge to be confirmed by the national agency. Action: all partners

Output 3 progress so that we can publish/release this on the website: (all partners)
1. See draft on Teams > Output 3
2. Feedback and revisions for the section you have developed by end of October
3. MD to add gamified version of HIWIDTL - add links to report
Teams > Transnational Meetings > Updates on any outstanding actions (first column highlighted in yellow) for you (all partners) - revisit in September for updates
Updates on the web app: (all partners)
1. local app launch in partner countries? UH planning small event but would like to test and get the translations done before launching. Have discussed at educational conference recently. UAB may present to faculty esp to students of EFL. BU may present some progress and introduction to project and web app to faculty and department in first instance. UNEW have presented at conferences and published, and had article and paper accepted for coming months.
2. Colin is currently with us until end of July (with potential to have additional 8 days until end of Nov): any app features that need improvement? Essential desirable features?
3. Any further web app translations required? (future translations on the Learn and Create pages will be almost impossible to update)
4. Notes from Ahmed:
  1. Please create links to enacteuropa.com from your institutional webpages to increase visibility on Google search - our app is not always the first result so more links from different websites will increase visibility.
  2. Encourage participants to use the community elements more: likes, comments, ‘replies’ to comments (where relevant, we could encourage people who created the activities to respond to comments on their activity). Notifications from the app when someone replies to your comment, or add a comment to your activity is being considered
Dissemination and Impact - more important at evaluation stage (all partners)
1. Updates from all partners - See your dissemination plans
Quality Assurance: (MS) - quick overview on achievements and urgent actions using Teams > Management documents
1. (to be updated by September meeting if possible)
2. Time sheets to be regularly updated
3. Any questions around finances?
Next meeting date - Friday 1st October 2021 09:00 UK, 10:00 Spain, 11:00 Finland, and 11:00 Turkey - 120 mins

The UAB team met online to discuss the outcomes of the most recent workshops, to update our 'action log' notes and to plan for the next workshops. We are pleased with the way things are turning out (expect for our frustration with the editing of 360º videos!)

The UAB team met online again to finalize some decisions about our 'action log' notes before 'shutting down' for the summer. We have some small workshops in the upcoming weeks and then off for holidays!

Agenda items and Minutes:

Welcome (all)

Anna Sundqvist joined the team at UH, Welcome Anna!

5 minute brief verbal reports: All partners to update Output 5 progress on this document: Co-production workshop targets by 30 Sept, 12:00 (UK). Partners to read before the meeting.

BU: Have recordings and data from 14 participants (7 pairs) in online workshops who completed ENACT activities, all activities on web app. Some facilitators still available, some have graduated, so planning to ask them to work with Syrian participants in face to face workshops over the coming months. Will then collect data and compile from all face to face sessions. Also getting ready to write case studies and chapter for the book.
UH: Held number of workshops and planning more, trying to match participants.
CF: Going slowly but very positively, community participants are enthusiastic when taking part.
UNEW: Held face to face workshops and one online workshop using several of the facilitators, migrant participants and some students. Followed this up with full day (two half days) workshop with 23 migrant/asylum seekers interacting with UK activities which had been prepared during the co-production sessions or facilitator training. During that half day couldn’t create activity but they did complete HIWIDTL etc and engaged with activities.
UAB: Some workshops done online, some face to face. More workshops are in progress and more planned for autumn. Difficulties with 360. Face to face sessions are easier now at the university due to space, hopefully completing workshops by end of October. Had 3 intergenerational pairs but not from same family.

Remember to keep a record of participants’ ethical information especially in relation to our use of their audio and still/moving images.
Step 5: How-to videos: Course presentation: Encourage participants to upload short videos on Youtube, and not on the app. If you need access to Google account, contact Muge.
Case studies for website are very short, 2 pages, not necessarily research, more narrative and background, how they have benefitted from project etc, could be pairs or single participants. Cases for chapters are more based on a theme eg in-service teachers,intergenerational cultural and language exchange, based on expertise of each partner. Aim is to show impact in those areas. (See PS later in minutes).
Action point MS: See CBD re activities and UAB translations.
Interviewing participants for case studies - may not be necessary as all the data is available from HIWIDTL and evaluation questionnaires. MS and AW (UNEW) will put together a sample case study for website in next month.

To note: Alison has started working on an autumn newsletter. It would be great to have input from you as well. by 30 Sept, 12:00 (UK)

If you have any information to be circulated please send to Alison. Newsletter to be distributed by 31st October.

To note: Action Log & outstanding items - All partners to update the information by 30 Sept, 12:00 (UK). Muge to check files on Thursday afternoon, and will only ask clarification questions or add comments where needed. - Update information regularly and contact Muge if you have any questions.
1. Equipment status, storage, use
2. Timesheets (if you already have this, please share)

To note: Final input to Output3 report draft 1a by 31 October

Please feel free to include specific author names in your sections - happy to give colleagues the credit they deserve. Could each section be consistent to include the information below in this order, please?

Literature review on existing tools, procedures and systems in relevant areas.
Review of existing EU project outputs, materials, and frameworks that can be adapted or used as a starting point
Evaluation of the review outcomes of steps 1 and 2, and explanation of decisions for adaptation or new development.
Reporting on validity and reliability studies; assessing feasibility (or an explanation of why this is not necessary given a specific theoretical / epistemological perspective (e.g. CA analysis)
A final version of the evaluation tool/framework (feel free to add screenshots and URLs where relevant). If you use URLs, we need to make sure they are hosted in a long-term space (e.g. an institutional repository). Or simply provide a word version of the tool you have developed.

ACTION POINT for all partners by 31st October.

For reference only: Monitoring Grid - not for discussion nor reporting. If you have any questions, email Muge.)

To report: Muge - Brief on UK summer internships and publicity materials - 5 mins

Banners / Posters / Research poster / PPT template / Promo video
ACTION POINT MS - update links to all promo materials

All editable files are on Teams > publicity materials > Alex App banner: https://newcastle.sharepoint.com/sites/ENACT9/Shared%20Documents/General/Publicity%20materials%20and%20dissemination/Alex/Banners/App_Banner.pdf Project Banner: https://newcastle.sharepoint.com/sites/ENACT9/Shared%20Documents/General/Publicity%20materials%20and%20dissemination/Alex/Banners/Project_Banner.pdf Academic poster: https://newcastle.sharepoint.com/sites/ENACT9/Shared%20Documents/General/Publicity%20materials%20and%20dissemination/Alex/Poster%201/Academic%20Poster.pdf Research poster template (A1 size): https://newcastle.sharepoint.com/sites/ENACT9/Shared%20Documents/General/Publicity%20materials%20and%20dissemination/Alex/Research%20Poster/Research%20Poster_A1.pdf Powerpoint template: https://newcastle.sharepoint.com/sites/ENACT9/_layouts/15/Doc.aspx?OR=teams&action=edit&sourcedoc={E1531E35-4DC0-4B49-A5B5-AFEF747DBCA7} Promo video: https://www.youtube.com/watch?v=LE4K07mVl9s

Video is on YouTube but it is unlisted
We have raw materials for all these media files under the Publicity folder - should you wish to make changes and/or translate them
Website updates

To report and some decisions needed: Overview of the year ahead: what needs to be achieved & when for successful completion of the project by August 2022 (Muge)
1. including book proposal (Paul)

Chapters do not need to be case studies. PS to distribute samples of case studies from previous E+ projects. Think about angle of human interest and change rather than research statistics. Checking with all partners which area they would like to focus on - see overview document. UNEW team to look at both digital gains and also virtual exchange (synchronous and asynchronous). ACTION POINT all partners - add synopses to book proposal by 31st October

Joint research article from all four countries on digital competences, pre and post, HIWIDTL, flower garden images etc. Not expecting everyone to translate all data. Would need to discuss what data to be used - not necessarily video data due to not all partners collecting and length of time to transcribe and analyse. MD - decision needed on who would take lead on this to ensure consistency and direction taken. MS - if in principle this seems a good idea, we’ll look at data in next meeting. ACTION POINT MS.: look at the shared idea, propose a structure way of pulling information together
Ideas for dissemination - not necessary to do everything.
Transnational meeting in BU - potentially in May 2022. To discuss sustainability and future collaboration.
Local multiplier events - promised 50 attendees for each partner to receive funding. PS - no funding for any attendees from own university.

Dissemination - discussion/planning
1. Brief overview of dissemination in the UK so far (Alison)
2. A international panel at ICOP L2 2022, 8-10 Sept 2022, organised by Greip at UAB? https://tefluab.wixsite.com/icop-l2-2022 (submission deadline 17/01/22)
3. In small international groups, partners to update on dissemination progress, refer to their original dissemination plans, and generate ideas/plans for next year

(See your dissemination plans here (Teams > Management Documents)

AoB
1. ENACT virtual exchange with Muge’s teacher trainees in Nov: 8 students

ACTION POINT all partners - MS looking for partners to take part in asynchronous virtual exchange with 8 students for 3 weeks in November. Contact MS.

Next meeting date

Johanna & Melinda meet to organize and discuss upcoming tasks to be completed.

Completion of IO3 guidelines (we'll use screenshots to create step-by-step)
First round of data analysis of workshop interactions (for chapter synopsis) to be completed by October 26th.
We will use the emergent categories from the interaction to decide the focus group interview questions (chapter draft).
Continue with mini-workshops.

25-27/10/2021

UAB TIMELINE OF ACTIVITIES (v)

Pre-service workshop

More events soon

00/00/2021

More coming soon

Johanna attended a pre-service teacher workshop on the use of 360º for language and intercultural learning. It was a lively 2 days full of fun and insightful discussion.

More coming soon

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INTELLECTUAL OUTPUTS

IO 1

Deliverables IO 1

Materials development
Information about participants,
Baseline data: participants' current digital competence, linguistic, cultural and digital needs and motivations
Report on requirements for 1) the design of the web app, and 2) the co- production workshops.

IO 2

Deliverables IO 2

Project Website
Logo
Social Media Presence
Flyer/Poster;
App template
Video tutorials and user guides

IO 3

Deliverables IO 3

Planning and division of work
Certification
Evaluation tools and systems
Recognition guarantee

IO 5

Deliverables IO 5

Participant recruitment
Production of 10-20 OER in each country
Set up Functioning online communities
Collect impact data (at the end of each workshop)

IO 6

Deliverables IO 6

Research plan
Research 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 attitudes
Manuscripts of the research outcomes
Academic presentations

Digital applications and infrastructures

Develop a detailed technical understanding of the H5P engine (3 weeks)
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 feasibility
Making 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 stories Specifically The 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 feasibility
Making 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)
1. 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.
1. 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/10.1080/00223891.2012.718302

Evaluating 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)
1. 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 community

We 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 results

We 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 E1-4

We 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 transfer Session 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 of body 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 community Day 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 fields To 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

Home

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.

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