curriculum development · competences for lifelong learning. in so doing, social documentary is a...

Curriculum

Development

Dissemination level

PU Public X

RE Restricted

CO Confidential

Project title Europa 2111

Acronym EU2111

Programme Lifelong Learning Programme, Transversal programme, KA3

Grant Agreement N° Agreement n. 2010-4084

Workpackage 6 Curriculum Development

Deliverable D25 EU2111 Curriculum

Authors Elisa Cimino, Andrea Terradura, Silvia Francario

Contributors Europa 2111 partnership

Contractual Date of Delivery: 31/10/2011

Actual date of Delivery 31/01/2012

Abstract

It contains the module for the implementation of the learning path, which will be

experimented by each partner in its country in an asymmetrical but highly

complementary way

Approval Status: Final

Method of Distribution: e-mail/uploading in the Moodle/Website/Dropbox

Document Log

Version Date Comment Author

0.0 14/10/2011 1st release after the Birmingham Meeting Elisa Cimino, Andrea Terradura, Silvia Francario

0.1 31/01/2012 Final release Elisa Cimino, Andrea Terradura, Silvia Francario

The Europa 2111 Partnership

This project has been funded with support from the European Commission. This publication reflects the views only

of the author, and the Commission cannot be held responsible for any use which may be made of the information

contained therein.

@ EU2111 Partnership 2010-2012. Reproduction is authorised, except for commercial purposes, provided the

source is acknowledged.

CENJOR PT

Gouré IT

Newuman University College UK

Microcinema IT

Menon BE

Perspektivwechesel DE

Cineuropa BE

Mediaopera AT

Casa delle Culture IT

Exemplar curriculum: EU2111

Introduction

Europa 2111 is a project of educational-pedagogical experimentation aimed at the introduction of the video-

documentary as a learning and teaching tool.

The curriculum is an operational tool, that applies the general methodology to the specific project – a social

documentary, to be produced in the local community, gathering the public’s views on the future of the local area /

country / Europe in the next hundred years. This can work as a model for future applications to different themes.

Goals

*Produce a video-documentary that represents perceptions of local, national, European and global identity in the

learners local area.

*Learners in the documentary will articulate their feelings about their identities as citizens in a changing, arguably

more ‘global’ culture and share their ideas about what their local area will be like in the year 2111.

*The video-doc has to be planned and realised in a way, which gives learners the maximum opportunity to

articulate these feelings and perceptions without leading them to a particular view.

*The planning must take full consideration of ethical issues and the process must be ethnographic so that the

learners speak for themselves.

The task is to produce a video documentary in the ethnographic mode (without the conventional use of voice over

or other framing devices that speak on behalf of participants), thus enabling the learners to acquire the key

competences for Lifelong Learning. In so doing, social documentary is a reflective tool– as opposed to merely a

‘media product’ that necessarily adopts existing institutional conventions – in order for participants in the

documentary to directly reflect and comment upon their perceptions of their identities as more or less individual,

local, national, and global. This will include articulation of how they imagine their local area to change in the next

one hundred years. This digital ethnography will capture the ‘lived experience’ of citizenship.

Reflexive media literacy is achieved through combining technical skills (digital competence), communication ,

(meticulous research and planning, attention to detail and designing), (consideration of audience and how to

engage people), and civic competences(understanding of political, economic, ethical and legal frameworks) and

awareness and expression(telling stories and making meaning).

The production of an ethnographic social documentary allows for these competences to be realised and for media

literacy to be enhanced through praxis, using Jenkins (2010) principles of education as a framework.

Digital ethnography (see Wesch, 2011) adopts the well established ethnographic methodology – immersion in

specific locations and cultures in order for research to be situated within contexts as opposed to observed from

outside – with the use of new media to allow students of media to act as media producers and researchers at the

same time in virtual ways and across geographical boundaries.

Structure

The curriculum is structured into 7 modules, depending on the specific target it is addressed to and on the formal

or non-formal learning context, with a different learning outcome:

* VOCATIONAL TRAINING STUDENTS

(Professionals and Students of Communication and Journalism and Students of Film Making)

* SECONDARY SCHOOL STUDENTS

* UNIVERSITY STUDENTS

* EDUCATIONAL PRACTITIONERS

* ADULTS

* PROJECT COORDINATORS and PROJECT MANAGERS

The modules are based on a similar structure: same units, different implementation according to the specific

learning context (formal/non-formal) and target competences. Therefore, also the duration of each module can vary,

in the Europa 2111 testing, around an average estimation of 20 hours.

Each module is built upon the key competence map, where each step of the video-doc production becomes a unit, a

learning step for the acquisition of specific key competences:

1. plan

2. capture

3. edit

4. share

5. review

6. learn

Plan → cultural awareness and expression, communication, social and civic competence, learning to learn, sense

of initiative and entrepreneurship.

Who will take each role on the production? How will the producers work with the subjects (peers) to ensure an

ethnographic approach? Who will be the subjects? Which existing documentaries inform the approach, and how

will the documentary, in its ethnographic form, challenge conventions of ‘objective’ documentary? What are the

access routes to the participants, how will consent be secured, how will the material be ‘triangulated’ – shown to the

participants prior to dissemination? What will be the locations? How will open-ended questions be posed? What is

the desired cultural and demographic range (in ethical contexts and with an understanding of representation)? How

will appropriate sound and lighting be achieved in the locations? What are the contingency plans for unforeseen

problems? What are the planned timings for stages of the data collection?

Capture → digital competence, cultural awareness and expression, social and civic competence, sense of initiative

and entrepreneurship

Low-tech filming of a sufficient range of raw footage from which to edit to the required documentary length and

meet the objectives of the ethnographic project. Footage must be appropriately lit and audio must be clear. Framing

and composition must suit the intended mise en scene.

Edit → digital competence, learning to learn, communication, cultural awareness

Critical storytelling principles inform choices made about inclusion and exclusion, sequencing, narrative

construction, combination of elements in demographic and cultural contexts, ‘anchoring’ voice-over and music.

Editing should be an ‘invisible glue’ where unobtrusive continuity is required and demonstrate literacy skills where

symbolic ‘dialectical montage’ is intended to convey meaning.

Share → sense of initiative and entrepreneurship, cultural awareness

Following appropriate ‘triangulation’ and consent, the film should be disseminated online to invite playback and

comment / paratextual exchange and reworking where appropriate.

Review → cultural awareness

The documentary will be critically evaluated as a) an exploration of documentary conventions and b) a piece of

ethnographic research on the theme of identity in global contexts.

Learn → learning to learn

Using the transmedia education framework and key competences for critical media literacy, students should reflect

on how the process and outcomes have enabled learning about their own identities in relation to ideas about place,

culture, citizenship and storytelling. Key elements will be immersion, multiplicity, drillability, subjectivity and

performance.

This approach is an example of praxis in its combining of a range of theoretical perspectives (documentary

conventions, theories of identity, theoretical principles of storytelling, continuity and narrative) with key learning

competences and an ethnographic method will enables richer consideration of ‘voice’ and representation. Theory

and practice are thus inter-related at every stage of the curriculum.

LEARNING OUTCOMES

LEARNING OUTCOMES

TARGET

TYPOLOGY

CONTEXT

TYPOLOGY

FORMAL-NON

FORMAL

OUTCOMES of the MODULE

Vocational

training

students

formal / students of

journalism

Vocational journalism students will be able combine their competences to

the purposes of the project: a) understanding and applying the

methodology of the ethnographic documentary; b) acquiring the skills to

produce a documentary using different technical means; c) developing the

capacity for teamwork to express ideas; d) constructing a reflexive

awareness on the subject of Europe in 2111.

formal / students of

film making

Film schools students will be able to combine their competences and

knowledge of the film production (directing/filming/editing) to the purposes

of the project. Students will understand the methodology and the specificity

of the ethnographic documentary, and will work on them with creativity,

adapting their technical competences to the criterion of the project: they will

use low budget tools to film and express their ideas of Europe in 2111.

They could work alone or in groups, and will develop their own way of

working. At the end of the projects they will demonstrate abilities in team

building, self-expression, communication, organisation, entrepreneurship

and sense of initiative. In the meantime, they should have acquired new

competences in sharing, reviewing and promoting their products.

LEARNING OUTCOMES

TARGET

TYPOLOGY

CONTEXT

TYPOLOGY

FORMAL-NON

FORMAL


Secondary

students

formal

Citizenship students in 3 secondary schools will demonstrate ethnographic

learning through the production of documentaries that represent a range of

viewpoints on local, national, European and global identity with a focus on

predicting the difference between their local area (or that of the school) now

and in one hundred years' time. They will work in groups using low-tech

recording devices and open source editing software. Teachers will

introduce them to documentary conventions, technical requirements and

the ethnographic mode. Students (through self-reflection), teachers

(through observation and assessment) and researchers (through

observation and interviews) will demonstrate self-expression,

communication, initiative and entrepreneurship and civic and social

competence (engaging with the relationship between their locality and

Europe and focusing on ways of representing their community openly

through the ethnographic mode).

non-formal

Young students are carriers of certain informal competences – through the

use of smartphones, cellphones, tablet, video cameras – and they are daily

producers of videos. Training is aimed at the acquisition of specific

technical competences and of the awareness of the potentials offered by

these tools in the development of creative works. Moreover, this process

aims at the development of a collective project of content production which

would enhance the awareness of being European citizens. The training is

intended to inspire a dialectal relationship with the target "adults" in order

to stimulate a dialogue on different views of the current social, political and

economic European situation and on the different individual experiences of

the citizens. The training takes into account the need and the attitudes of the

young users of internet and social networks and wants to push forward the

boundaries of these realms through the production of videos explicitly

conceived for the project. This would give the chance to include clues for

reflection within their usual "digital eco-system".

LEARNING OUTCOMES

TARGET

TYPOLOGY

CONTEXT

TYPOLOGY

FORMAL-NON

FORMAL


Educational

Practitioners

formal

Secondary school teachers will be trained in the use of ethnographic

documentary making, with low-tech equipment, as a pedagogic tool. They

will implement / test this method with their students in the context of the

Citizenship curriculum. Through interviews and group discussions,

researchers will evaluate the success of this pedagogic mode in this

particular context (engaging with questions of identity, community, voice

and representation) and its potential as a transferable pedagogic tool.

Teachers will be required to transfer knowledge gained from the project to a

whole-school context.

non-formal

Teachers will be able to plan and develop units of video documentary

making which fit in their individual school program, applying new

methodological tools. They know which media units are necessary and are

equipped with basic technical and creative media skills. They know how to

evaluate media products especially by considering the principles of media

law. Teachers constitute and manage working groups who are focusing on

different topics.

LEARNING OUTCOMES

TARGET

TYPOLOGY

CONTEXT

TYPOLOGY

FORMAL-NON

FORMAL


University

Students

non-formal

University students, beside their own university career, will acquire the

technical skill to use the video documentary as a research and analysis tool.

The focus is still on the enhancement of competences and awareness, both

on a technical and on a conceptual level. The ethnographic approach will

make them able to compare the video making tool with the writing tool and

to realize the specific relevance of the video making in reflecting,

describing, improving the social and civic competences and the potentiality

of the video as a strongly sharable material within the virtual environment.

Also the interaction and the confrontation with the adult world can be

deemed fundamental in the training work, as well as the elaboration of a

European consciousness, from today and into the future.

formal

Students acquire all necessary technical and creative skills to use the video

documentary as a research and analysis tool on how will life look like in

their local area in a hundred years. Realizing a filmic interpretation of their

ethnographic approach gives them alternatives to understand their own

biography by allowing subjectiveness and visionary ideas. The students

develop their personal skills in communication, team building, presentation

skills, empowerment, conflict management, because they realize media

products in working groups.

LEARNING OUTCOMES

TARGET

TYPOLOGY

CONTEXT

TYPOLOGY

FORMAL-NON

FORMAL


Adults non-formal

The target will acquire new technical competences related to the use of

basic digital technologies and tools for video production – smartphones,

tablet, cellphones, open source editing software. The outcome will be the

production of videos. The acquisition of new competences will be the

prerequisite for an inter-generational dialogue with the target group

"Secondary and University Students", through the comparison between

video projects and through possible collaborations. Thanks to this

approach, the final outcome will be homogeneous. The peculiarities due

to different age and experiences will result in a fundamental outcome for

our social ethnographic research.

The quality of the result will depend on the interaction between targets.

Europe in 100 years, the current economic and political crisis of Europe,

the difficulties and the problems met by individual citizens will be the

actual and tangible theme on which adults and young students will be able

to interact, sharing the video projects. It all represents a contribution to

the development of today's European consciousness.

LEARNING OUTCOMES

TARGET

TYPOLOGY

CONTEXT

TYPOLOGY

FORMAL-NON

FORMAL


Training and

project

professionals

non-formal

Training and project professionals get to know a methodology how to

produce an ethnographic video documentary which enables people to

participate in democracy. They know which organizational aspects

(number of participants and media units, time-scheme) are important and

how to encourage their participants. They refresh their technical and

creative media skills while enabling them to document the innovation they

have produced in their project with a very suitable tool. They know how to

evaluate media products especially by considering the principles of media

law.

MAP OK KEY COMPETENCES

Step of the video

documentary / Unit of

the modules

Core elements of the Unit Teaching area Learning procedures

How to do it! Process making K- competence related

PLAN

Research

Documentation Research methods Techniques of data collection Collect material to develop the documentary concept Cultural awareness and expression

Premise Writing Writing techniques Writing documentary premise Communication in mother tongue

Individual sources Interpersonal relations Techniques of interview Preparing the scripts questionnaires Social and civic competence

Planning

Time management

Personal Responsibility

Ability to Compromise

Planning

Learning type-Check, Cluster, Mind Maps, Worde,

Timeline, "Force field analysis", Routing /

Documentation

Project management (e.g. planning from the end to the

starting point): results can be: Timetable, Treatment,

Storyboard

Learning to learn Sense

of initiative and entrepreneurship

Ethics Freedom of expression and rights of personality Law and ethics Explanation with case studies Ethical guidelines Social and civic competence and Cultural

awareness and expression

CAPTURE

Filming

Technical skills Digital audio/video supports,

Equipment's knowledge

Study of recording/play backing audio/video digital

stuff, Study of technical equipment Audio/Video recording, Equipment setting Digital Competence

Language Video documentary history,

Audiovisual syntax and semantic

Vision of video documentaries, Critical reflection on

semiological elements

Choosing camera and microphone point, Selecting images

to record Cultural awareness and expression

Adaptation ability Sociology, Anthropology Ethnology Study of social setting Reacting to the environment stimuli Social and civic competence/Sense of

initiative and entrepreneurship

EDIT

Review

Technical competence related to the video clips

playback and marking areas of interest

Editing software: introduction/use

of the import/playback options

offered; use of markers

Analysis of how the import/playback options work and

could effect the subsequent decisions - also on a visual

level

Import into the editing software the video clips captured in

the previous step and play them back Digital competence

Language

Social video-doc

history/classification, Audiovisual

syntax and semantic, Digital

ethnography, elements of

storytelling

Analyzing documentary's edit, critical reflection on time

role in the video, how to create meaning posing picture

in sequence (e.g. Kulesov experiment); reflecting on how

the different ways the clips could be assembled would

bring different results

Review the video clips marking relevant areas of interest Learning to learn

Judgment / Collaboration Reflexive media literacy;

ethnographic research

peer review, co-operation, exchange of opinions

regarding the application of the principles of

ethnographic research

Selection of images, in coherence with the targets related

to the theoretic guidelines

Learning to learn / Communication in mother

tongue

Adherence to the main subject / Meaning / Identity Social ethnography, concept of

identity

Evaluation of the elements which more closely describe

the subject chosen and of the emerging traits related to

the concept of identity and cultural specificity

Selection of images, in coherence with the need to

represent a specific cultural environment Cultural awareness and expression

Digital Editing

Technical competence related to the editing tools Editing: use of main tools

Practice according to the possibilities offered by the

software, work on a main sequence to give a time/space

structure to the clips selected

Assembling the selected images in the narrative order

established Digital competence

Expression / Narration / Identity

Digital ethnography, reflexive

media literacy, elements of

storytelling

exploring ways to edit and express an ethnographic,

non-objective narrative based on the accordingly

selected images

Assembling the images, with the intention to conceive a

meaningful, narrative sequence coherent with the

conceptual cultural background

Communication in mother tongue / Cultural

Awareness and expression

Subtitling Language and Inter-cultural competence Foreign languages and cultures Working on the translated text and refine it in order to

respect time/space parameters (readability)

Adaptation of the translated dialogues of the selected

images Communication in foreign languages

Step of the video


the modules



Technical competence: editing tools related to the

text/subtitles

Editing software: functions related

to text and timing

Use the editing tools in order to define the stylistic

parameters (e.g. font, width, position) of the titles and

their duration

Editing of the titles in order to ensure a proper readability Digital Competence

SHARE

Dissemination

(promotion)

Technical competences: good knowledge of

internet and social networks; enthusiasm and

sense of initiative: ability of "selling" its own

product, in the virtual (internet) and in the real

(festivals) world --> marketing, managerial skills,

organisation, communication

Internet and technical tools,

overview of the cinematographic

industry, old and new platforms to

promote and spread contents

"Lunch bag break", Film festival, "public beamer"

Overview of the different tools and platforms at our

disposal, critical reflection on how to use them and how

to reach the largest audience;

Deciding on the question through which channels shall the

video be published ---> deciding what's the best

tool/platform or combination of platforms (website/social

networks/cross media); deciding how to present the

content in front of the audience (festival)

Sense of initiative and entrepreneurship

Language and intercultural competences (finding

a "universal language" - which comprehends

words, images, sounds… - to disseminate the

content through the web); Communication: ability

to introduce a documentary to the audicence,

ability to explain involvement, reasons, outcomes

and feelings in relation to the documentary (and

to the own project)

Marketing strategies, technical

knowledge

Overview of marketing and communication strategies,

critical analysis of the best practices and best examples

of promotional campaigns (only low budget and

independents campaigns will be considered)

Understanding the audience (what kind of festival is it? In

what country? Age/background of the audience) and adapt

exhibition/presentation strategies to it; deciding what we

want to communicate and how

Cultural Awareness and expression

REVIEW

External impact.

Triangulation

Spatial triangulation - reviewing documentaries

from other cultural contexts. Sociology, Anthropology Comparative analysis

Compare the planning and the final cut, interviewing

people on the meaning of the video documentary, share

comments

Cultural Awareness and expression Reviewing the theme - versions of local, national,

European identity. Critical reflection on the aims

and the outcomes

Anthropology Sociology

Peer review, critical friend. Reflection on the

ethnographic way, analyzing objective and subjective

point of view

Compare the planning and the final cut, interviewing

people on the meaning of the video documentary, share

comments

LEARN

Internal reflection on

yourself. It can be

based in a self

assessment, or it can

be a focus group.

Key critical question (1) - how did the social

ethnographic process shape the learning - how is

this different to more traditional modes of

learning?

The social ethnographic approach

allows to deal with the question "What

is objective/ what is subjective?"

Videos are a tool to show aspects of

real life, even though they will remain

excerpts

Starting with Visualizations: Example - the Elephant

story (by Charles Hampdon-Turner) could be used

either as text or as a Graphic. It demonstrates that there

is no objective but only subjective truth.

By producing Videos the participants are asked to

represent themselves. In this Unit they will see whether

there is a difference between their self-image and the

public image.

Learning to learn

based on abilities such as:

- reflectivity

- critical faculty

Step of the video


the modules



Key critical question (2) - reflect on critical

decisions made in the capturing as well as in

digital editing process and how these shaped

representation of theme / self-representation.

Defining the criteria for a video-diary

or a learning diary, e.g. does it

support self-evaluation or shall it

monitor the pedagogical approach?

"Video-dairy": participants talk about their experiences,

what was good / bad, what they learned in front of the

pocket cam. or "Learning Diary" by writing about

experiences during the video producing process. or

"Online video and tutorials" e.g. to show to others what

they have learned in the field of audio / video language.

The Participants should develop a consciousness that the

process of capturing and editing supports the acquisition

of key-competences:

- it strengthens the self-esteem regarding the own ability

and skills

- it gives confidence in believing to be able to act positively

during learning process, counting on his/her own potential

- it influences contexts outside the learning one, being able

to take responsibility, to make decisions and achieving

results

- it shows them how to work in and benefit from a group

- articulateness

- patience

- optimism

- empathy

- sociableness

- intercultural comp.

- ability to deal with conflicts

- willingness for changes

- resilience

Analysis of participants - are there shared

perceptions, contrasts? Self assessment

- "Silent Dialogue": large sheets of paper that already

have a headline (the training / the group / me) is open

for the participants to write their thoughts on it. There

is no discussion or commentary, but they can answer

by writing to others associations and so there is the

possibility to produce chains of thought. It is a good

way for timid participants to contribute their ideas.

or

“sentence beginnings” (the trainer writes various

beginnings of a sentence (e.g. “editing is to me….”)

on a different sheets, the participants are asked to

complete the sentences and write on cards(can by

anonymously).

- SMS / Twitter”- the participants are asked to send text

messages at the end of a meeting with not more than

fictitious 11 words to a person known to them (e.g.

trainer), the restricted form helps to focus on the

essentials and often generates linguistic creativity

Asserts an insightful position and provides multiple

reasons to justify it.

Provides an analysis that reflects a consideration of the

complexity of the issue.

Possibly refutes major counterarguments or considers

contexts integral to the issue (e.g., ethical, cultural, social,

political).

external evaluation

(e.g. by the trainer)

Analysis of experts perceptions of the above -

shared perceptions, contrasts? self assessment

"Learning Diary" by writing about experiences during

the video-producing process. It addresses to the

teacher / expert

or

"one year later”- the participants describe in a kind of

fantasy which video-documentary they will film in

twelve months / with whom / where and so on. This is

a good tool for externals to evaluate the acquired

competences and skills.

Reflection, planning, documentation and evaluation of

learning processes by regarding either the working results

based on filmic criteria or the working process based on

structural criteria such as time-management, goals,

problems / successes, setting

Adjustment of learning and teaching objectives

external evaluation in

dialogue with peers

Analysis of participants - are there shared

perceptions, contrasts?

Comparative analysis in between the

group

“sentence beginnings” (the trainer gives beginnings of

a sentence (e.g. “editing is to me….”), the participants

are asked to complete the sentences.

Stating a position, providing valid reasons to support the

own position, and demonstrating and understanding the

complexity of the issue by considering and possibly

refuting alternative viewpoints.

VOCATIONAL STUDENTS - JOURNALISM

Outcome of the Module

a) To understand and to apply the methodology of the ethnographic

documentary;

b) To acquire the skills to produce a documentary using different technical

means;

c) To develop the capacity for teamwork to express ideas;

d) To construct a reflexive awareness on the subject of Europe in 2111.

STRUCTURE - Overall duration: 32 hours

Unit 1: Plan Number of Hours Foreseen: 4

Learning Outcomes Understanding and applying the methodology of the ethnographic documentary

and produce it

Learning Tools Computer - DVD Player - Projection System

Reference materials and sources Textual, visual and audiovisual documents.

Unit 2: Capture Number of Hours Foreseen: 12 (6 theory + 6 field)

Learning Outcomes Using video image language.

Recording video and audio.

Learning Tools miniDV - tripod - microphone

Reference materials and sources Handbooks and tutorials.

Unit 3: Edit Number of Hours Foreseen: 8

Learning Outcomes Selecting material with critical criterion.

Acquiring editing competencies.

Learning Tools Avid Editing System or Sony Vegas Movie Studio HD (to PC). iMovie or Final

Cut or Avid (to MAC) -- according to the specificity of each group of learners.

Reference materials and sources Handbooks and tutorials.

Unit 4 : Share Number of Hours Foreseen: 2

Learning Outcomes Spreading documentaries choosing the adequate ways.

Learning Tools Computer - DVD Player - Projection System - web sharing platform

Reference materials and sources Case studies

Unit 5: Review Number of Hours Foreseen: 4

Learning Outcomes Understanding how editing decisions affects the final documentary.


Reference materials and sources Documentaries

Unit 6: Learn Number of Hours Foreseen: 2

Learning Outcomes Understanding the interaction among cultural environment, individual attitudes

and production process. Reflecting on media literacy.


Reference materials and sources Internet, case studies, media literature, experts' experiences

STUDENTS OF CINEMA MAKING


Film schools students will be able to combine their competences and

knowledge of the film production (directing/filming/editing) to the purposes of

the project.. Students will understand the methodology and the specificity of the

ethnographic documentary, and will work on them with creativity, adapting their

technical competences to the criterion of the project: they will use low budget

tools to film and express their ideas of Europe in 2111. They could work alone

or in groups, and will develop their own way of working. At the end of the

projects they will demonstrate abilities in team building, self-expression,

communication, organisation, entrepreneurship and sense of initiative. In the

meantime, they should have acquired new competences in sharing, reviewing

and promoting their products.

STRUCTURE - Overall duration: 34 hours

Unit 1: Plan Number of Hours Foreseen: 2

Learning Outcomes

The students will refine their competence focusing on the prescriptions of the

methodology and will contribute actively in planning accordingly the activities

related to the production of the social video-documentary

Learning Tools Computer, Dvd player, internet

Reference materials and sources the methodology, essays and texts on digital ethnography and on identity;

audio-visual representation of social environments

Unit 2: Capture Number of Hours Foreseen: 4

Learning Outcomes The students will capture images according to the principles set in the

methodology

Learning Tools low tech cameras, sound and lighting devices

Reference materials and sources Methodology, handbooks and tutorials.

Unit 3: Edit Number of Hours Foreseen: 4

Learning Outcomes The students will adapt their knowledge to the idea of editing - invisible glue -

respectful of the concept of digital ethnography

Learning Tools computer, editing software

Reference materials and sources Methodology, handbooks and tutorials.

Unit 4 : Share Number of Hours Foreseen: 12

Learning Outcomes

Indepth overview of most important/effective web instruments to share

audiovisual contents. Practical learning of how to use and how to maximize

effectiveness of social media, blogs, storify, web pages, etcetera… Focus on

communicative skills, self expression, entrepreneurship, sense of initiative,

managerial and organizational skills, multi-linguism, cultural awareness.

Learning Tools Internet/pc


Unit 5: Review Number of Hours Foreseen: 6

Learning Outcomes

Practical learning on how to review and promote an audiovisual product

through the web. Students should learn how to promote their own product

using writing, pictures and videos. Focus on communicative skills and self-

expression


Reference materials and sources Internet, case studies, media/journalism literature, experts' experiences

Unit 6: Learn Number of Hours Foreseen: 6

Learning Outcomes

Reflection on abilities acquired in creating, sharing and promoting a film.

Students will develop a deeper awareness of their own abilities, competences

and expectations; they should learn how to better use their own creativity and

communication abilities combined with internet tools



SECONDARY STUDENTS


To provide the learners basic technical skills and competences in order to train them

to use low-tech and open source audio/video tools as language tools. To develop

and interpret the concept of European identity of the learners through the

audio/video making process. The final outcome will be the production of video

documentaries in accordance with the principles expressed in the methodology. The

videos will be published online in order to stimulate comments and exchange of

opinions between learners and common users.

STRUCTURE - Overall duration: 30 hours (average)

Unit 1: Plan Number of Hours Foreseen: 6 (average)

Learning Outcomes

The students will learn how to compare their technical/cinematic experience with the

project requirements. They will play an active role in the discussion which will

eventually generate a specific production plan regarding the logistic of the shooting

phase, the aim of the video documentary, the choice of subject related to the main

topic, the ethic values involved in the film making process and the screenplay

Learning Tools Questions/answers modules, role games, tablet, laptop, smart phone, internet

access, books, newspapers, flipchart

Reference materials and sources Moodle, timetable, video documentaries and feature films, books, web sites,

teachers' materials for curriculum / schemes of work

Unit 2: Capture Number of Hours Foreseen: 6 (average)

Learning Outcomes

Pupils will be able to recognize the video-documentary techniques, to create a good

picture, to use the audio/video language in order to express ideas, describe a social

environment, according to the production plan and to the project theoretical

guidelines

Learning Tools flip camera and low-tech video camera, microphone, tablet, laptop, smartphone,

internet access, lighting

Reference materials and sources Moodle tutorial guidance, user manual of technical devices

Unit 3: Edit Number of Hours Foreseen: 6 (average)

Learning Outcomes

In accordance with the methodology, the students will learn basic editing skills -

how to create a narrative sequence, how to select images and place them in a certain

order - and how to implement an "ethnographic" approach: editing to harmonize, not

to transform the captured images, understanding the potential impact on the viewer

Learning Tools computers, editing software, hard disks, video tools

Reference materials and sources Moodle tutorial guidance, editing manual, footage, websites

Unit 4 : Share Number of Hours Foreseen: 4 (average)

Learning Outcomes

Students will learn how to publish their works online and to use ICTs within a

European context. Their products will be seen and commented by internet users and

by other learners who took part in the project in order to develop a critical point of

view, to interpret contents in different environments and to give value to diversity.

Learning Tools computers, world wide web, DV projection for event

Reference materials and sources video documentaries coming from foreign countries, online platforms, methodology

- evaluation sections / tools (via teachers)

Unit 5: Review Number of Hours Foreseen: 4 (average)

Learning Outcomes

Thanks to the reviewing process, the learners will develop a more refined awareness

of the connection existing between the guiding principles and their application, and

they will learn to give value to mistakes

Learning Tools Evaluation tools, computers, question/answers module, tasks

Reference materials and sources Methodology - evaluation sections / tools (via teachers),footage, world wide web,

initial production plan

Unit 6: Learn Number of Hours Foreseen: 4 (average)

Learning Outcomes

Learners will produce a brief manual, on paper and on video (to be posted on the

website). They will consider new applications of the model that they experienced and

how such process helped enhance their European consciousness and their attitude

towards contemporary and future Europe

Learning Tools Evaluation tools, meetings presentations, questionnaires

Reference materials and sources Methodology - evaluation sections / tools (via teachers) + Key Competence map for

self assessment, videos produced by other pupils

UNIVERSITY STUDENTS


University students, beside their own university career, will acquire the technical skill

to use the video documentary as a research and analysis tool. The focus is still on the

enhancement of competences and awareness, both on a technical and on a conceptual

level. The ethnographic approach will make them able to compare the video making

tool with the writing tool and to realize the specific relevance of the video making in

reflecting, describing, improving social and civic competences and the potentiality of

the video as a strongly sharable material within the virtual environment. The students

develop their personal skills in communication, team building, presentation skills,

empowerment, conflict management, because they realize media products in working

groups.



Learning Outcomes

The students will play an active role in the discussion which will generate a specific

production plan and how to avoid being subjective and visionary. They learn how to

plan the documentary, developing an open treatment and face the problems regarding

logistic and organization, individual topics, locations, social groups.

Learning Tools Questions/answers modules, social analysis, role games, beamer, tablet, laptop,

smart phone, internet access, books, newspapers

Reference materials and sources

timetable, video documentaries and feature films, books, web sites, material on visual

ethnography, essays on the impact of the video making into an anthropological and

social research, timetable


Learning Outcomes

The students apply the principles on how to compose pictures and prepare / make

interviews, how to use the audio/video language in order to express ideas, describe a

social environment, according to the production plan and to the project theoretical

guidelines.

They realize their own visual and textual ideas and visions and learn how to avoid or

handle problematic technical situations using low-tech cameras.

Learning Tools flip cameras and low-tech video camera, microphone, tablet, laptop, smartphone,

internet access, lighting


Moodle tutorial guidance, user manual of technical devices, studies on the how the

presence of a video device can affect the filming environment, principles of pictoral

design, survey on potential problems;


Learning Outcomes

In accordance with the methodology, the students will learn basic editing skills - how

to create a narrative sequence, how to select images from raw footage and place them

in a certain order - and how to implement an "ethnographic" approach: editing to

harmonize, not to transform the captured images, while expressing their own ideas

and visions.

Learning Tools computers, editing software, hard disks, video tools

Reference materials and sources Moodle tutorial guidance, editing manual and essays, footage, websites


Learning Outcomes

Students will learn how to publish their works online, how to participate in digital

democracy and to use ICTs within a European context. Their products will be seen

and commented by internet users and by other learners who took part in the project in

order to develop a critical point of view, to interpret contents in different environments

and to give value to diversity.

They understand which aspects of media law have to be considered and how to

handle with external feedback.

Learning Tools computers, world wide web, DV projection for event, reports on the impact of the

video documentaries


video documentaries coming from foreign countries - also produced within the same

testing phase of the EU2111 project, online platforms, methodology - evaluation

sections / tools (via teachers), papers/websites dealing with media law


Learning Outcomes

The students present their documentary to their fellow students and feedback on the

filmic results, keeping in mind the connection existing between the guiding principles

and their application. They experience critical feedback on their personal and

subjective ideas and theories on what will Europe look like in 100 years. They will be

able to reflect on the process, technical mistakes and conceptual problems during the

production period.

Learning Tools Evaluation tools, computers, question/answers module, tasks, beamer,

Exchange/Feedback

Reference materials and sources Methodology - evaluation sections / tools (via teachers), footage, world wide web,

initial production plan, final media products


Learning Outcomes

Learners will produce a brief manual, on paper and on video (to be posted on the

website) and will summarize in which ways the video documentary making affected

their social competences. They will evaluate the sustainability of the individual

learning outcome. They will consider new applications of the model that they

experienced and how such process helped enhance their European consciousness

and their attitude towards contemporary and future Europe.

Learning Tools Evaluation tools, meetings presentations, questionnaires, feedback,74 comparison

report between writing process and film making process

Reference materials and sources Methodology - evaluation sections / tools (via teachers) + Key Competence map for

self assessment, web blog, "Learning Diary", shared material

EDUCATIONAL PRACTITIONERS


Teachers will be trained in the use of ethnographic documentary making, with low-

tech equipment, as a pedagogic tool. Teachers will be able to plan and develop

units of video documentary making which fit in their individual school program,

applying new methodological tools. They know which media units are necessary

and are equipped with basic technical and creative media skills. They know how to

evaluate media products especially by considering the principles of media law.

Teachers constitute and manage working groups who are focussing on different

topics.



Learning Outcomes Teachers shall understand how to adopt and eventually modify the complete

module in order to transport it as a teaching example for their own context.

Learning Tools Exchange / Feedback, word-game, task, PC with internet access

Reference materials and

sources

NC Citizenship, Teachers' materials for curriculum / schemes of work, timetable,

video documentaries, books, web sites


Learning Outcomes

The Teachers understand the way to organize images and interviews. They will

refine their knowledge of the equipment and its relation to technical, creative and

ethical aspects. They get to know how to avoid or handle problematic technical

situations.

Learning Tools Flip cameras, pocket cam and low-tech cameras, microphone, beamer, task,

microphone


sources

Moodle tutorial guidance, video documentaries, websites, user manual of technical

devices, principles of pictorial design, survey on problems which might occur and

how to handle it; textual, visual and audiovisual documents


Learning Outcomes

The teachers, knowing the editing software, can understand the importance of the

editing phase in order to convey a meaning, express ideas and describe a social

environment, in order to train the recipients.

Learning Tools computers, open source editing software (imovie)


sources

Moodle tutorial guidance, footage, editing manual, essays and FAQs on editing;

Papers, Websites


Learning Outcomes

The teachers get to know the different levels to distribute the final media products

(internal / external presentation, online platforms, festivals) and which aspects of

media law have to be considered and how to sensitize their pupils for legal matters.

They develop and stimulate the ability to communicate in foreign language, to

design a common methodology within the European educational context, and

compare in a critical way the outcomes of the modules.

Learning Tools computers, world wide web, DV projection for event


sources

Methodology - evaluation tools, video documentaries coming from foreign

countries, online platforms


Learning Outcomes

The teachers understand how to evaluate the medial outcomes by feedback rounds

and questionnaires, in order to teach the students how to learn from the gap

between aims and final outcomes

Learning Tools Evaluation tools, exchange/feedback, computers, questionnaires, tasks to the

students addressed to the critical reflections


sources

Methodology - evaluation materials, footage, world wide web, exemplary

questionnaires; textual documents


Learning Outcomes

The Teachers know about the active use of videoproductions as a pedagogic tool

and will understand how to apply organisational aspects of the methodology to

their individual needs.

Learning Tools Methodology - evaluation tools, questionnaires, feedback/exchange


sources

Key Competence mapping / criteria for film selection, shared material

textual documents, webblog

ADULTS


The target will acquire new technical competences related to the use of

basic digital technologies and tools for video production – smartphones, tablet,

cellphones, open source editing software. The outcome will be the production of

videos.

The acquisition of new competences will be the prerequisite for an inter-

generational dialogue with the target group "Secondary and University

Students", through the comparison between video projects and through

possible collaborations.

Thanks to this approach, the final outcome will be homogeneous. The

peculiarities due to different age and experiences will result in a fundamental

outcome for our social ethnographic research. The quality of the result will

depend on the interaction between targets. Europe in 100 years, the current

economic and political crisis of Europe, the difficulties and the problems met by

individual citizens will be the actual and tangible theme on which adults and

young students will be able to interact, sharing the video projects. It all

represents a contribution to the development of today's European

consciousness.



Learning Outcomes

Adult learners will relate their technical/cinematic experience to the project

requirements. They will contribute to the ideation of the production plan,

gaining knowledge and informations regarding the methodological tools.

Learning Tools Tablet, laptop, Smartphone, internet access, Books, news papers…

Reference materials and sources timetable, video documentaries and feature films, books, web sites


Learning Outcomes adult learners will capture images according to the production plan and to

the project theoretical guidelines, acquiring technical and conceptual knowledge

Learning Tools Low-tech cameras, tablet, laptop, Smartphone, internet access, lighting,

microphones

Reference materials and sources User manuals, tutorials


Learning Outcomes

In accordance with the methodology, the learners will acquire basic editing

skills and follow an "ethnographic" approach: editing to harmonize, not to

transform the captured images

Learning Tools laptop, internet access, technical devices (hard disks, video tools), open

source editing software

Reference materials and sources Footage, Editing manual, essays and FAQs on editing; Papers, Websites


Learning Outcomes

Learners will grow more familiar with the online tools necessary to publish

their works online. Their products will be seen and commented by internet users

and by students participating in the project; they will establish a relationship

based on interaction and on the exchange of opinions on the results achieved.

Learning Tools Tablet, laptop, Smartphone, internet access

Reference materials and sources video documentaries coming from foreign countries, virtual video-

platforms, papers/websites dealing with medialaw


Learning Outcomes

Thanks to the reviewing process, the learners will develop a more refined

awareness of the connection existing between the guiding principles and their

application

Learning Tools Laptop, tablet, questionnaires, tasks

Reference materials and sources Video products, initial production plan, questionnaires


Learning Outcomes

Learners will produce a brief manual, on paper and on video (to be posted

on the website). They will consider new applications of the model that they

experienced and how such process helped enhance their European

consciousness and their attitude towards contemporary and future Europe.

Learning Tools meetings presentations, questionnaires

Reference materials and sources project methodology, self-evaluation

TRAINING AND PROJECT PROFESSIONALS

Objective of the Module To provide the learners the skills of the videodocumentary making

process: being equipped with basic technical and creative media skills.

Learners will be able to plan and develop units of video documentary

making - used as a teaching tool- which fit in their specific program. They

will know how to evaluate mediaproducts especially by considering the

principles of media law. Professionals constitute and manage working

groups who are focussing on different topics.



Learning Outcomes Learners shall understand how to adopt and eventually modify the

module in order to apply it to their own context. They can reflect on the

distinctiveness of the ethnografic documentaries.They know how to work

with tools on developping ideas for videodocumentaries.

Learning Tools Exchange / Feedback, wordle-game, task, PC with internet access,

timetable

Reference materials and sources Video documentaries, books, websites


Learning Outcomes

To provide learners the basic technical skills: third sector professionals

understand the principles how to compose pictures and prepare / make

interviews. They know which equipment is necessary and how to use it

concerning technical, creative and ethical aspects. They get to know how to

avoid or handle problematic technical situations.

Learning Tools Pocketcam, microphone, Beamer, task

Reference materials and sources User manual of technical devices, principles of pictoral design, survey

on problems which might occur and how to handle it; textual, visual and

audiovisual documents


Learning Outcomes

The learners know which equipment is necessary and how to use the

software. They understand the importance of selecting data by creating

different meanings in order to influence the recipients, and to convey a

meaning, express ideas and describe a social environment

Learning Tools PC, editing software, Task

Reference materials and sources Footage, Editing manual, FAQs on editing; Papers, Websites, essays on

editing


Learning Outcomes The learners get to know the different levels to distribute the final media

products (internal / external presentation, online platforms, festivals) and

which aspects of media law have to be considered and how to sensitize their

subjects for legal matters. Learners will be motivated to get used to

communicate in foreign language, to evaluate the difference in term of

pedagogical approach in order to design a common methodology within the

european context, revise in a critical way the outcomes of the modules in

comparison with other european institutions

Learning Tools PC with internet access

Reference materials and sources virtual video-platforms, video documentaries, papers/websites dealing

with medialaw


Learning Outcomes The learners understand how to feedback and evaluate the medial

outcomes by feedbackrounds and apply questionnaires which demonstrate

whether the future participants have achieved new technical and social

skills. The learners will be also enabled to review the videodocumentary

from other cultural contexts, coming from foreign countries, or report

outcomes coming from foreign schools which made the same

experimentation.

Learning Tools

Exchange/Feedback, Questionnaires, PC, the producing of

questions/answer modules, the giving tasks to the students addressed to

the critical reflections

Reference materials and sources exemplary questionnaires; textual documents


Learning Outcomes The learners know about the active use of videoproductions as a

pedagogic tool and how to transport organisational aspects of the

methodology to their individual needs. They are able to understand that

future participants will gain technical and social competences. This phase

will enable them to exploit the review phase as a critical phase in order to

teach the participants how to learn from the gap between the starting aims

and the finale outcomes

Learning Tools Summary, Feedback/exchange, the methodology

Reference materials and sources textual documents, webblog, shared material

curriculum development · competences for lifelong learning. in so doing, social documentary is a...

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