APP YOUR SCHOOL
Since October 2016, Karpos is a partner of the Erasmus+ “App Your School” which involves 8 European countries for the next two years: Czech Republic, Finland, Greece, Italy, Lithuania, Poland, Portugal and Turkey. The project aims at testing and implementing innovative methodologies and practices using technology in the field of education, in secondary schools. The leader partner is the Italian Centro Zaffiria.
Our main objective is to value media literacy skills of students, their competences developed outside schools and promote young creativity through the development of “Digital Ateliers”. These workshops will use participatory approaches based on the methodologies of Alberto Manzi and Bruno Munari and ICT, in order to better include ICT in the school curricula, with focus on digital creativity.
A specific objective is furthermore to integrate students' extracurricular competences into the school curricula: we all consider that time spent outside school is valuable and students acquire knowledge and competences that often remain out of the classroom sphere, wasting certain creativity and knowledge potential which could be integrated into learning and educational processes. National and European agendas often concentrate on the dangers of the digital, like cyberbullying, hatespeech or privacy violation. The time dedicated to the experimentation of the creative potential of digital knowledge seems rather short, as well as the guiding of these potentials into public engagement and active citizenship. It is also often the insecurity of the teacher in changing didactical models and leaving his/ her comfort zone that makes a transition of such competences difficult.
A further specific objective of the project is therefore to develop the competences of the teachers through the establishment and promotion of complex didactical situations that challenge teachers and students alike, in line with their individual needs and expectations, and that value media literacy competences on both sides. The role of the teacher should become one of a key element in the transition of school extern solitary consumer relation with digital knowledge into collaborative productive processes. The training of the teacher in innovative methodologies is therefore crucial.
PHASES OF THE PROJECT1. The first stage corresponds to the first year of the project and will be the training of the staff of the partner organizations through a Transnational Training, Teaching and Learning Activity (LTT) and national training seminars of the teachers – it’s essential in order to start the project with a common methodological background. 2. After this, staff and teachers will elaborate a draft for a “Digital Atelier” to be experimented in classes of secondary schools (students aged 11-16 years old) involved in the project. Staff and teacher representatives will meet again in a second LTT in order to elaborate content, tools and methodologies valorizing the needs and practical questions of the teachers.The experimentation period foresees the application of the learned methodologies and the development together with the students of services for the benefit of local communities, through the designing of new public services and imagining new developments of their local communities. 3. The third year is dedicated to the elaboration of Toolkits in the 8 languages of the project, integrating the experimental phase of every country with the respective teaching/ learning approaches integrating ICT, in order to guarantee at national level the dissemination and use of the produced material.
We will also elaborate a Manual in English with guidelines that are usable and useful at European level, based on the experimentation of the new methodologies performed in and with the schools in the second year, proposing approaches that can be used transnationally by educators in order to better include ICT in the school curricula, with focus on digital creativity and the benefits it can create for society as a whole.
Sound is an area crucial in media production which is often considered secondary. We are here dealing with the narrative capacities of sound and how it carries meanings which can be created in a process similar to the one we use for visuals. The idea of “shots”, “background” and “depth of field” may be well transferred from visual to aural experiences. Our aim is to realise the semantics of sound in relation to how story progression works and how, sounds can create images, anticipation and feelings. This activity also helps understand how in media, we structure content both in sequential order (on a timeline) and in layers (by using more than one, parallel tracks) to structure the editing. Finally, sounds, help realize not only aural but visual rhythm too and assist in creating a film narration due to particular characteristics that distinguish them from visuals.
TRUTH OR DARE
Build your own student campaign based on a truth or a lie, using 3 technology tools (social media posts, poster creation, video interviews). Students will work in groups and will finally vote on which campaign tells a true story and which lies. Regardless of the original identity of the story (truth or lie), the winning campaigns are the ones that made it look real and convincing. In the end, students based on their personal experiences, are encouraged to discuss the easiness for one to create content across the various new media. In addition, they are called upon to negotiate the concept of misinformation and to propose ways of dealing with it.
Students experiment with verbal and visual abstraction. They are introduced to the concept of symbols and they create their own. They study how ver-bal and visual communication (text and symbols) can be combined to create a visual rep-resentation of a set of information on a particular subject. Finally they create their own in-fographic in order to communicate a set of information in a quick and easy to understand way.
The students get to know and experiment with qr codes. Then, in teams they create content on a specific theme using video, image, sound and text. Then, they generate their own qr codes in order to‘hide’ their content. Finally they use their qrcodes they generated in order to create an engaging poster. All the teams’ posters constitute a campagne on the specific subject. The basis of this activity is the gamification of learning. Students are being engaged in hiding and seeking/revealing information using qr codes. They have to collaborate, to think creatively, to test and evaluate, to present their work and create engagement.
ONE OBJECT MANY VARIATIONS
Students photograph a selected object/idea in 5 different ways related to 5 different social conditions: reality, surreal use, advertising, fairytale and social interaction. Then, they create a digital collage with 4-9 photos based on a related concept or theme. Finally, they develop this concept into video, using 5 different types of video: reportage, documentary with personal narrative, fiction, no sound videos (as for social networks), advertising).
NATIONAL TRAINING BY KARPOS, JUNE 2017, GREECE
4 January 2017, Karpos
Karpos organised a meeting with a group of teachers and representatives of institutions which are already active in new media in order to design -through brainstorming- practices related to new technologies and digital media in education.
9-13 January 2017, Bologna
Five of our trainers took part in the 1st LTTA (Transnational Training, Teaching and Learning Activity). We participated in the interactive workshops based on visual communication methods by Bruno Munari & Alberto Manzi at Centro Zaffiria.
12-16 June 2017, Karpos
International training of Bologna was disseminated in 20 teachers of Greek Schools during June 2017! The program lasted 16 hours.
18-22 September 2017, Bologna
2nd LTTA took place in Centro Zaffiria.
2017-2018 School Year in Greece
The 5 Digital Ateliers designed by Karpos are being implemented in the school classrooms with the valuable help of our educators-partners.
8, 9 January 2018, Partner Meeting, Istanbul
Coordination and communication between the 8 partners at a transnational meeting in Istanbul, under the hospitality of our Turkish partners Esenler District Education Authority.
4, 5 September 2018, Partner Meeting, Warsaw
Transnational meeting just before our greek and english toolkit publication, under the hospitality of our Polish partners Fundacja Nowoczesna Polska.