EuInnovaLab: esperienze di apprendimento innovative in ambito europeo


Breve scheda descrittiva del progetto

L’Istituto Scolastico I.C. Vittorio ALFIERI – Taranto promuove la sperimentazione di esperienze di apprendimento innovative in linea con i modelli di riferimento europei

  • DigComp (per la competenza digitale),

  • EntreComp (per la competenza imprenditoriale),

  • LifeComp (per la competenza personale, sociale imparare ad imparare).

Il progetto EuInnovaLab accompagna gli studenti ad abitare con “competenza” un ambiente di apprendimento allargato alla dimensione digitale e a consultare fonti autentiche (in lingua italiana e in lingua inglese).

Apprendimento legato a problemi e compiti

Le attività sono strettamente connesse all’affidamento di “compiti” che consentono agli allievi di “agire” le competenze al fine di consolidarle, potenziarle, auto-valutarle e alla produzione di out-put concreti in formato digitale.

In EuInnovaLab la progettazione della attività di apprendimento è realizzata impiegando modelli ispirati a quelli utilizzati in progetti a carattere europeo promossi dalla rete European Schoolnet.

Le schede di progettazione, in lingua inglese (e/o italiana), sono finalizzate a rendere replicabili le attività didattiche in altri contesti (non solo nazionali) e sono rilasciate con licenze Free Culture.

Attività progettata, coordinata e realizzata dalla prof.ssa  Sandra Troia 

Learning Scenario: MI POSSO FIDARE DI TE?

Documentazione attività svolta (in lingua italiana)

SCHEDA PROGETTUALE LS “MI POSSO FIDARE DI TE”? (in lingua inglese)

Title  “Can I trust you?”

Author  Sandra Troia 

Abstract

The learning scenario focused on media literacy and is linked to the transversal discipline “civic education”. The teacher guides the students (12 – 13 years old) to reflect on the importance of process information critically using qualified data and sources. The exposure of citizens to non-truthful information on a large scale is a great challenge that sees Europe occupied in numerous education contrast actions. In fact, the spread of online fake news in Europe is considered a serious threat to European democratic values ​​and systems. At the center of the learning experience is the knowledge and verification of data and information relating to the phenomenon of human migration. Students are guided to verify their perceptions on the migratory phenomenon (gained through exposure to the media) and to deepen the knowledge of the migrant as a human being bearer of experiences and culture.

Key words

migration, media literacy, data, fake news, digital citizenship.

Age of students

11 to 13

Teaching time

20 hours

Licenses

Attribution CC BY. This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.

Aim of the lesson

The aim of the learning activity is to guide the students to reflect on the importance of process information critically using qualified data and sources.

Integration into the curriculum

Education for digital citizenship is inserted as a transversal element in the curriculum of the Italian school of the first cycle and in the civic education subject (acquire, consolidate, and enhance the ability to analyse, compare and critically evaluate the credibility and reliability of data sources, information and digital content). Moreover,  this activity is in line with the indications of the National Digital School Plan – Action # 15 – Innovative scenarios for the development of applied digital skills.

Outcome of the lesson

Students collaboratively design and produce a digital manifesto to spread the following message: “Media literacy is essential to counter the effects of disinformation campaigns and fake news spreading through digital media”. They license the product and share it with hashtags #MediaLiteracyEuropeana.

Name of activity Procedure Time
The learning scenario and the project The teacher introduces the concept of media literacy, to guide the students to reflect on the importance of process information critically using qualified data and sources.

 

The teacher uses this digital resource to introduce the problem and the scenario https://ec.europa.eu/digital-single-market/en/tackling-online-disinformation

 

Teacher asks students to share their expectations regarding the learning experience.

 

1h
The information processing The teacher guides the students to get to know the theme of media education and to reflect on the competence “Information processing”.

 

The teacher can use this digital resource to introduce the topic:

https://en.wikipedia.org/wiki/Information_processing

https://en.wikipedia.org/wiki/Media_literacy

 

Entrusting the following task:

–       collaboratively find out more about media literacy at https://it.wikipedia.org/wiki/Educazione_ai_media / https://en.wikipedia.org/wiki/Media_literacy

–       describe the media literacy and explain why it is important

–       compare responses using the shared digital whiteboard http://linoit.com/

–       see https://europass.cedefop.europa.eu/it/resources/digital-competences / https://europass.cedefop.europa.eu/resources/digital-competences

–       read carefully the description of the levels of mastery for the competence “Information processing”,

–       self-evalute your level of proficiency,

–       share the self-assessment on the digital bulletin board using the shared digital whiteboard http://linoit.com/

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
The misinformation The teacher introduces a theme of reflection “misinformation” and briefly presents

The Code of Conduct on Misinformation https://ec.europa.eu/digital-single-market/en/news/code-practice-disinformation

https://ec.europa.eu/commission/news/code-practice-against-disinformation-2019-jan-29_en

 

Entrusting the following task:

 

–       Identify the area of the code of conduct on misinformation on which it is most important to focus attention and motivate the choice.

–       Compare responses using the shared digital whiteboard http://linoit.com/

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

1h
The hate speech and offensive language The teacher introduces a theme for reflection “hate speech and offensive language”.

 

Guided consultation of the following resources https://www.coe.int/en/web/freedom-expression/zagreb2018

https://blogs.unicef.org/evidence-for-action/migration-hate-speech-and-media-ethics/

 

Watching video  https://youtu.be/tyaEQEmt5ls

 

Entrusting the following task:

–       share your reflections and emotions in the shared bulletin board  http://linoit.com/

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
The EUROPEANA platform The teacher presents the EUROPEANA platform with reference to specific sections and guided the students to consult the website.

 

Guide to the use of the resources present in Europeana respecting the licenses of use indicated https://creativecommons.it / https://creativecommons.org/

 

Exploration of the sections https://www.europeana.eu/portal/en/collections/migration

https://www.europeana.eu/portal/en/explore/galleries/famous-migrants

 

Entrusting the following task:

-Imagine having created an advertising poster on the theme of the attention of data. Choose a license to attribute to this hypothetical product of yours. Use https://creativecommons.it  / https://creativecommons.org/

 

Share the choice of license and motivate it

–       http://linoit.com/

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
Famous migrants The teacher guide students to select the photo of a famous migrant from the “famous migrants” section https://www.europeana.eu/portal/en/explore/galleries/famous-migrants

and invite them to collect information about the  biography of this person using the internet.

 

Using the platform https://mapmaker.nationalgeographic.org  the students trace and mark on the map the movements that this person has made in the course of his or her life.

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
Media and  public perception The teacher introduces a reflection theme “Media can play a fundamental role in influencing the public perception of migrants and / or in facilitating their integration”.

 

Entrusting the following task:

–       Referring to the news you’ve learned through the media, does your perception indicate that the number of migrants currently in your country has increased or decreased?

 

Compare your perception with that of your peers.

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
Data The teacher guides the students to the consultation and reading of statistical data.

 

Entrusting the following task:

–       Consult this selection of sources, which you are strongly invited to integrate with others in your possession, to compare your perception and what the data from accredited sources “tell”

https://www.interno.gov.it/it/sala-stampa/dati-e-statistiche/sbarchi-e-accoglienza-dei-migranti-tutti-i-dati / https://migrationdataportal.org/regional-data-overview/europe

https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Migration_and_migrant_population_statistics/it  / https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Migration_and_migrant_population_statistics

–       Is your perception of the number of migrants currently in your country in line with the data provided by the sources consulted?

 

Compare your perception with that of your peers.

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
Fake news The teacher introduces the theme of “fake news”.

 

“Fake news (also known as junk news, pseudo-news, or hoax news) is a form of news consisting of deliberate disinformation or hoaxes spread via traditional news media (print and broadcast) or online social media.” https://en.wikipedia.org/wiki/Fake_news

 

-Consultation “From autism to vaccines to migrants who infect: the most popular fake news” https://www.ilsole24ore.com/art/dall-autismo-colpa-vaccini-migranti-che-infettano-le-fake-news-piu-gettonate-ACs42ov?refresh_ce=1

https://www.bbc.com/future/article/20181114-could-this-game-be-a-vaccine-against-fake-news

 

Entrusting the following task:

–       Try to define a definition of “fake news” in your own words.

–       Compare the definitions with those available online. Start by consulting https://it.wikipedia.org/wiki/Fake_news

https://en.wikipedia.org/wiki/Fake_news

–       Is your definition in line with other online definitions?

–       Use the shared bulletin board http://linoit.com/

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
Share your story The teacher introduces the theme of data journalism https://it.wikipedia.org/wiki/Data_journalism

https://vimeo.com/114502440

 

The teacher guides to the consultation of the EUROPEANA platform with reference to specific sections “SHARE YOUR HISTORY OF MIGRATION” https://contribute.europeana.eu/migration

 

Entrusting the following task:

–       Answer the question: do you think the initiative “SHARE YOUR HISTORY OF MIGRATION” is useful? For what purpose?

–       Share and compare your answer.

See the section in EUROPEANA dedicated to the “Migration day” held at the MUSEUM OF GRAPHICS in the city of Pisa https://www.europeana.eu/portal/en/collections/migration/collection-days.html

–       with a special focus on testimony: The Number One robot,  We’re all migrants, Immigration by necessity, Someday I’m gonna come home.

–       What reflections have these testimonies aroused in you?

–       Share and compare your answer.

 

Teacher asks students to reflect on the learning experience and to share their observations.

 

2h
Create a manifesto The teacher guides the production of a manifesto on the theme of media literacy

 

Entrusting the following task:

–       Design and produce collaboratively  a manifesto to spread the following message: media literacy is essential to counter the effects of disinformation campaigns and false news that spread through digital media.

 

For the realization of the project you can use offline or online solutions (e.g. https://www.photovisi.com/photovisi/overlapping-fade/fullsize )

 

–       Grant your product a license to use and share it with hashtag #MediaLiteracyEuropeana

 

3h
key competences The teacher guides the reflection of the learning experience focusing on the two key competences identified in the COUNCIL RECOMMENDATION of 22 May 2018 on key competences for lifelong learning (digital competence –

personal, social and learning to learn)

https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC

 

Teacher asks students to share their observations.

https://docs.google.com/document/d/1bDwkGLYa405W9eaRZQaEZsRzm-ayl37TAohhV-EK86A/edit?usp=sharing

 

1h

Assessment

The evaluation is carried out through the observation of the students’ ability to solve tasks, of the level of autonomy demonstrated, of the cognitive domain put into action.

LEVEL Complexity of tasks Autonomy

 

Cognitive domain
                                 Foundation Simple tasks

 

With guidance

/Autonomy and with guidance where needed

Remembering

 

 

 

 

Intermediate

 

Well-defined and routine tasks, and straightforward problems / Tasks, and well-defined and non-routine problems On my own / Independent and according to my needs

                                                            

Understanding
                               

Advanced

                                                                                                

Different tasks and problems/ Most appropriate tasks Guiding others /Able to adapt

to others in a complex context

Applying /Evaluating / Creating
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf

 

Also, the formative assessment has as its reference the following descriptors (3 level of proficiency: bud – foundation, flower – intermediate, fruit – advanced according LifeComp framework):

  • Readiness to review opinions and course of action in the face of new evidence, adjusting to available information.
  • Awareness of another person’s emotions and experiences.
  • Cognitive understanding of another person’s emotions and experiences, and the ability to proactively take their perspective.
  • Responsiveness to another person’s emotions and experiences.
  • Listening to others and engaging in conversations with confidence, assertiveness, clarity and reciprocity, both in personal contexts and in public settings.
  • Fair sharing of tasks, resources and responsibility for a group project taking into account its specific aim adopting a systematic approach.
  • Openness and curiosity to continuously engage in learning.
  • Collecting valid and reliable information and ideas from diverse and reputable sources taking into account one’s personal limitations, and potential biases in the data.
  • Analysis, discernment, and synthesis of acquired data, ideas, cultural and media messages in view of drawing logical conclusions.
  • Reflecting on and evaluating purposes, processes, outcomes and relationships in learning and knowledge construction, considering common and specific features across knowledge domains.

(The Personal, Social and Learning to Learn key competence Framework. Working document for the multi-stakeholder consultation of November 27th, 2019. Arianna Sala, Vladimir Garkov, Yves Punie, Marcelino Cabrera Giraldez  – JRC Workshop paper in collaboration with DG EAC – November, 2019 )

Learning Scenario: CITTADINANZA DIGITALE?

Documentazione attività svolta (in lingua italiana)

 

SCHEDA PROGETTUALE LS “CITTADINANZA DIGITALE”? (in lingua inglese)

Title: Digital citizenship

Author: Sandra Troia

Teaching time: 10 hours

Age of students: 11 to 13

Licenses

Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.

Integration into the curriculum

Education for digital citizenship is inserted as a transversal element in the curriculum of the Italian school of the first cycle. (Http://www.indicazioninazionali.it/2018/08/26/indicazioni-2012/). Moreover, this activity is in line with the indications of the National Digital School Plan http://www.miur.gov.it/scuola- digitale

 (Action # 6 – Guidelines for active BYOD (Bring Your Own Device) policies;Action # 14 – A common framework for digital competences of students;Action # 15 – Innovative scenarios for the development of applied digital skills)

Aim of the lesson

Through the assignment of a reality task that requires the use of digital environments and applications, , students are guided to consolidate, test and self assess their digital , geographical and citizenship competence.

Activities

The teacher introduces the DigComp model https://ec.europa.eu/jrc/en/digcomp

60 minutes

 

The teacher presents and guides exploration and use of  environments – Europeana platform https://www.europeana.eu

– Mindmup application http://mindmup.com

– MapMaker application http://mapmaker.nationalgeographic.org

120 minutes

The teacher presents Creative Commons user licenses and guide to understanding their use http://www.creativecommons.it

60 minutes

The teacher presents the task and guides the activity

Students design a model card by selecting the items they consider most important for the description of a state. The following must necessarily be included in the form: a section dedicated to the concept map, a section dedicated to the geographical map, a section dedicated to Europeana, a section dedicated to the user license.

30 minutes + 60 minutes

Students starting designed card model use it by entering the creation information and other resources provided. In a collaborative
way they decide which country to dedicate the prototype to.

60 minutes

Students reflect on the actions and activities carried out, operational describe and elaborate them as a regulatory text with the aim of allowing the reproducibility of the intervention.

60 minutes

Students analyze the products they have made and suggest, if necessary, modifications and improvements.

60 minutes

The lecturer presents Europass for the self-assessment of the acted digital competence (based on the DigComp model) http://www.cittadinanzadigitale.eu/wp- content/uploads/2015/10/Competenze-digitali.pdf

Students are guided in

  •   reflecting on the activity carried out and on digitaltools / environments / skills as resources to promote inclusion and improvement of educational levels throughout the planet;
  •   reflecting on the use of the EUROPEANA platform to promote cultural heritage using digital tools and environments;
  •   self-assessing their level of digital competence.

Assessment

The evaluation is carried out through:

 the observation of the students’ ability to solve tasks, of the level of autonomy demonstrated, of the cognitive domain put into action

LEVEL

Complexity of tasks

Autonomy

Cognitive domain

Foundation

Simple tasks

With guidance /Autonomy and with guidance where needed

Remembering

Intermediate

Well-defined and routine tasks, and straightforward problems / Tasks, and well- defined and non-routine problems

On my own / Independent and according to my needs

Understanding

      Advanced                          

Different tasks and problems/ Most appropriate tasks

Guiding others /Able to adapt
to others in a complex context

Applying /Evaluating / Creating

 the administration of a structured questionnaire https://forms.gle/td5GSBV4ybpBicTHA

In Europeana … *

  1. all resources are reusable
  2. only some resources are reusable
  3. there are no indications on user licenses

Europass allows you to self-evaluate your digital competence … *

  1. choosing from 3 levels of competence
  2. choosing from 5 levels of competence
  3. choosing from 8 skill levels

DigComp is a template for describing … *

  1. digital competence of citizens
  2. citizenship competence
  3. entrepreneurial competence of citizens

MindMap is an application for … *

  1. create concept maps
  2. create geographic maps
  3. create images

MapMaker is an application for … *

  1. create concept maps
  2. create geographic maps
  3. create images

CC0 indicates *

  1. the public domain of a resource
  2. that the resource cannot be used
  3. that the resource has no author

Creative Commons high schools … *

  1. can only be awarded by companies
  2. can be attributed by everyone
  3. can only be attributed by the book publishers

What is the meaning of BYOD *

  1. bring your book with you
  2. bring your digital instrument with you
  3. it is forbidden to use your digital instrument in the classroom

 a guided path of self-evaluation of digital competence areas for citizenship

Using Europass https://europass.cedefop.europa.eu/sites/default/files/dc- en.pdf )

Self-assess your digital competence level of INFORMATION PROCESSING

1. BASIC LEVEL

2. AUTONOMOUS LEVEL

3. ADVANCED LEVEL

Self-assess your level of COMMUNICATION digital

1. BASIC LEVEL

2. AUTONOMOUS LEVEL

3. ADVANCED LEVEL

Self-assess your level of digital CONTENT CREATION competence

1. BASIC LEVEL

2. AUTONOMOUS LEVEL

3. ADVANCED LEVEL

Self-assess your level of digital SECURITY competence

1. BASIC LEVEL

2. AUTONOMOUS LEVEL

3. ADVANCED LEVEL

Self-assess your digital competence level of TROUBLESHOOTING

1. BASIC LEVEL

2. AUTONOMOUS LEVEL

3. ADVANCED LEVE

Learning Scenario: La pubblicità

Documentazione dell’attività

Learning Scenario: Il giornale della cultura

Descrizione delle fasi e delle attività

Documentazione dell’implementazione del LS

 

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