TASKs for democracy

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Write down something you learned about or learned to do while you were attending the face-toface sessions. Write down an interesting idea or reflection you had while you were learning about multimedia projects (or planning your own). Please comment on anything that seemed unclear or was missing from the session. Write down in a few words what you would like to use/change in your own teaching on the basis of what you experienced in this session. PLANNING Preparation The training has to take place in a multimedia lab with computers with an Internet connection for the whole group (and also for individual work). You need to upload educational materials and presentations for the participants on the Moodle platform in advance. Resources and equipment A projector and a laptop for the trainer to show PowerPoint slides and demonstrate the use of the Moodle platform Computers (with an Internet connection and multimedia capability) for individual work A Moodle platform (created before the first meeting) where participants will have the opportunity to communicate, ask questions and share materials, available at http://demo.moodle.net. Accessed 20 November 2014 Presentation materials organised in a challenge cycle (see for example Task sheet/slide 3, part of an educational product created for this course before the meeting) Added materials for participants on the Moodle platform (accessed 20 November 2014). The European Convention on Human Rights: starting points for teachers, available at http://book.coe.int/EN/ index.php?PAGEID=165&lang=EN Council of Europe (2002), COMPASS – A manual on human rights education with young people, Council of Europe Publishing, Strasbourg, available at http://book.coe.int/EN/ficheouvrage.php?PAGEID=36& lang=EN&produit_aliasid=1326 See also: www.eycb.coe.int/compass/en/contents.html www.eycb.coe.int/compass/en/chapter_2/2_1.html www.fredcavazza.net/2008/06/09/social-media-landscape Tips and potential difficulties 1. Inform the group that the training will combine theory and practice and will gradually go from a preliminary design of a multimedia project to its implementation (Task sheet/slide 3). 2. Inform participants that new educational materials will become available on the Moodle platform after this initial training session. 3. The concept of the “challenge cycle” is demonstrated in handout/slide 1. It starts with a short movie with instructions about what to look out for. Task sheet/slide 3 illustrates four types of “challenge cycle”. They all begin with a “challenge movie” to activate participants. In “initial thoughts” participants must write down their first ideas in a Word document. After some group discussions and reading resource materials, participants revise their initial ideas. All the necessary files can be uploaded on each computer in Moodle in advance. In the “conclusion” stage all the groups present their results for feedback and listen Activity 45 – Media literacy and human rights Page 253
to comments from others. The structure is flexible as we can always put the latest and most appropriate documents – new texts, new movies, or clips from local TV into “resources”. We can also include links to useful websites. 4. Follow-up idea: participants plan a simple structure for a multimedia project of their own by brainstorming ideas about the topic, the key audiovisual and static and dynamic components, and the necessary software for producing and editing these components. Participants discuss how they can use these components for the presentation of the problems of human rights and Web 2.0 opportunities to their students. TASK SHEET 1 TASKs for democracy Page 254
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TASKs for democracy 60 activities t
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The opinions expressed in this work
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Acknowledgements M any people have
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EDUCATION The expansion of the digi
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Introduction Ildikó Lázár and Pa
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the co-operative principles and pra
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The core components or TASKs are il
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mediating in conflict situations. W
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periphery. Looking at old maps in w
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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Table 2: Guiding questions to evalu
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Part two Toolbox TASKS FOR DEMOCRAC
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Diversity and empathy 2 I am intere
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People who develop these skills are
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Knowledge and understanding Diversi
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Diversity and empathy 2 I find ways
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CODING First letter Thematic code N
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The formulation of the question is
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Activities 1-6 15-25 minutes Page
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PLANNING Preparation Ideally, the r
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PLANNING Resources and equipment A2
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PLANNING Preparation Make room for
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PLANNING Preparation The room could
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Activity 6 Pieces of a puzzle DESCR
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Activities 7-11 30-45 minutes Page
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PLANNING Preparation Optional: the
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Step 4 (debriefing - 10 minutes) Di
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Tips and potential difficulties 1.
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PLANNING Preparation Have enough co
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Activity 11 Show me your ID DESCRIP
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Activities 12-20 60 minutes Page 7
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Step 2 (pair work - 10 minutes) Aft
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Activity 13 Negotiating the meaning
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3. The group’s observer: during t
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Activity 14 Exploring concepts thro
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Não sei quantas almas tenho. Cada
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Formal and informal skills: .......
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Step 4 (debriefing/reflecting - 20
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SITUATION 2 Instructions and materi
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SITUATION 4 Instructions and materi
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Step 4 (debriefing - 10 minutes) Mo
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TASK SHEET 3 Friendly school! Pre-r
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Step 3 (plenary debriefing - 20 min
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Principles Yes No Awareness about t
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Activity 18 The learning suitcase D
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Activity 19 What is education for d
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Activity 20 Little experiments for
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Step 4 (debriefing - 10 minutes) 1.
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Activities 21-26 90 minutes Page 1
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Were you aware of the difficulties/
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Example of a filled-in task sheet K
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Activity 22 In a storm at sea DESCR
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Activity 23 Tell me your story DESC
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Resources and equipment Pictures of
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Sample text and explanation Telling
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Activity 24 What are humans’ basi
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Resources and equipment Copies of J
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TASK SHEET 1B Pour faire le portrai
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Task Complete some of the following
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3. Ask participants to form micro-g
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Maria: You’re joking. My mum said
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3. Show the first post in the blog,
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TASK SHEET 1 Now we’re talking -
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Activities 27-36 120 minutes Page
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2. Participants discuss how they al
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TASK SHEET 3 Before drawing your dr
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Step 2 (acting - 30 minutes) 1. Wit
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Further reading Maley A. and Duff A
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Another text/video/audio should pre
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8. Do you have many identities on t
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Step 3 (conceptualisation - whole g
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Activity 31 Choosing what I can do:
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Tips and potential difficulties If
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Activity 32 Maps: describing our re
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Resources and equipment Task sheet
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Activity 33 Communication breakdown
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Tips and potential difficulties 1.
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Communication at its best minimises
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Reflections What is behind avoidanc
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Activity 34 Trading values DESCRIPT
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Can we change values? Is there some
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Activity 35 Change the rules! DESCR
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2. Discuss how the players behaved.
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Activity 36 Fostering understanding
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PLANNING Preparation Take the time
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Activity 37 How well equipped are y
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Tips and potential difficulties Thi
Page 203 and 204: 7. Each member in turn does three t
Page 205 and 206: than most people. To give it a last
Page 207 and 208: 8. Thinking about encounters with p
Page 210 and 211: Activity 39 Imagining possible outc
Page 212 and 213: When the plan is announced, some lo
Page 214 and 215: Activity 40 Participatory communiti
Page 216 and 217: TASK SHEET 1 Images of different ge
Page 218 and 219: TASK SHEET 3 Mapping barriers/const
Page 220 and 221: TASK SHEET 6 Questionnaire - Partic
Page 222 and 223: Activity 41 Teaching difficult issu
Page 224 and 225: argues that we need to focus on the
Page 226 and 227: 2. Show images and discuss the stor
Page 228 and 229: 2. Organise the first set of cards
Page 230: Activities 42-50 180 minutes Page
Page 233 and 234: Step 3 (group work - 50 minutes) 1.
Page 236 and 237: Activity 43 A shoebox full of memor
Page 238 and 239: Step 5 (trainer’s evaluation of t
Page 240: 4. Is one allowed to touch the obje
Page 243 and 244: Step 2 (individual and group work -
Page 245 and 246: 1. How long have you been using the
Page 247 and 248: 24. Do you use fake information abo
Page 249 and 250: He has to visit for a video confere
Page 252 and 253: Activity 45 Media literacy and huma
Page 256: TASK SHEET 2 theory practice Defini
Page 259 and 260: Step 3 (group work and plenary - 60
Page 261 and 262: TASK SHEET 2 Documents On Internall
Page 263 and 264: 4. Have participants write their gr
Page 265 and 266: Resources and equipment The “squa
Page 267 and 268: Step 2 (Silent debate - group work
Page 269 and 270: PLANNING Preparation Activity 1-4:
Page 272 and 273: Activity 49 Education for preventio
Page 274 and 275: How much do you need to know about
Page 276 and 277: TASK SHEET 2 Cards Murder and exter
Page 278 and 279: Activity 50 Living together in dive
Page 280 and 281: What will be the challenges for you
Page 282 and 283: Basic principles on the rights of m
Page 284: Activities 51-54 Session evaluation
Page 287 and 288: Step 1 (survey - 10 minutes) 1. The
Page 289 and 290: Step 1 (pair work - 15 minutes) 1.
Page 291 and 292: 3. Alternatively, you may want to g
Page 293 and 294: Option 2 1. Divide the group into m
Page 296 and 297: Unit 1 Building empathy Originally
Page 298 and 299: Name Level of empathy (1-7) What is
Page 300 and 301: SELF Description Response Hot butto
Page 302 and 303: Unit 2 My backpack for learning, a
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Picture 1 Why did I choose this par
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Unit 3 Negotiating co-operation Ori
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Debriefing/reflecting The groups
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Unit 4 Stimulated recall Originally
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Procedures 1. Displaying the audio/
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Tips for trainers This is an acti
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2. The remaining group members (in
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Unit 6 My pluri-cultural self Origi
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My identities Unit 6 - My pluri-cul
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About the authors Series editor Cou
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Appendix LIST OF TASKS A_DIV_1 A_DI
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Time 15-20 minutes Time 30-45 minut
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Time 90 minutes Title of activity F
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Time 150 minutes Time 180 minutes T
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Time Session evaluation activities
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TASKs for democracy

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