Post on 14-Oct-2020
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
OUTCOMES of the MODULE
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
OUTCOMES of the MODULE
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
OUTCOMES of the MODULE
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
OUTCOMES of the MODULE
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
OUTCOMES of the MODULE
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
documentary / Unit of
the modules
Core elements of the Unit Teaching area Learning procedures
How to do it! Process making K- competence related
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
documentary / Unit of
the modules
Core elements of the Unit Teaching area Learning procedures
How to do it! Process making K- competence related
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.
Learning Tools Computer - DVD Player - Projection System
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.
Learning Tools Computer - DVD Player - Projection System
Reference materials and sources Internet, case studies, media literature, experts' experiences
STUDENTS OF CINEMA MAKING
Outcome of the Module
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
Reference materials and sources Internet, case studies, media literature, experts' experiences
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
Learning Tools Internet/pc
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
Learning Tools Internet/pc
Reference materials and sources Internet, case studies, media literature, experts' experiences
SECONDARY STUDENTS
Outcome of the Module
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
Outcome of the Module
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.
STRUCTURE - Overall duration: 28 hours (average)
Unit 1: Plan Number of Hours Foreseen: 4 (average)
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
Unit 2: Capture Number of Hours Foreseen: 6 (average)
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
Reference materials and sources
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;
Unit 3: Edit Number of Hours Foreseen: 10 (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 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
Unit 4 : Share Number of Hours Foreseen: 3 (average)
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
Reference materials and sources
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
Unit 5: Review Number of Hours Foreseen: 3 (average)
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
Unit 6: Learn Number of Hours Foreseen: 2 (average)
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
Outcome of the Module
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.
STRUCTURE - Overall duration: 14 hours (average)
Unit 1: Plan Number of Hours Foreseen: 2 (average)
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
Unit 2: Capture Number of Hours Foreseen: 3 (average)
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
Reference materials and
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
Unit 3: Edit Number of Hours Foreseen: 3 (average)
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)
Reference materials and
sources
Moodle tutorial guidance, footage, editing manual, essays and FAQs on editing;
Papers, Websites
Unit 4 : Share Number of Hours Foreseen: 2 (average)
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
Reference materials and
sources
Methodology - evaluation tools, video documentaries coming from foreign
countries, online platforms
Unit 5: Review Number of Hours Foreseen: 2 (average)
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
Reference materials and
sources
Methodology - evaluation materials, footage, world wide web, exemplary
questionnaires; textual documents
Unit 6: Learn Number of Hours Foreseen: 2 (average)
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
Reference materials and
sources
Key Competence mapping / criteria for film selection, shared material
textual documents, webblog
ADULTS
Outcome of the Module
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.
STRUCTURE - Overall duration: 16 hours (average)
Unit 1: Plan Number of Hours Foreseen: 3 (average)
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
Unit 2: Capture Number of Hours Foreseen: 3 (average)
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
Unit 3: Edit Number of Hours Foreseen: 4 (average)
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
Unit 4 : Share Number of Hours Foreseen: 2 (average)
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
Unit 5: Review Number of Hours Foreseen: 2 (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
Learning Tools Laptop, tablet, questionnaires, tasks
Reference materials and sources Video products, initial production plan, questionnaires
Unit 6: Learn Number of Hours Foreseen: 2 (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 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.
STRUCTURE - Overall duration: 13 hours (average)
Unit 1: Plan Number of Hours Foreseen: 2 (average)
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
Unit 2: Capture Number of Hours Foreseen: 3 (average)
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
Unit 3: Edit Number of Hours Foreseen: 3 (average)
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
Unit 4 : Share Number of Hours Foreseen: 2 (average)
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
Unit 5: Review Number of Hours Foreseen: 1 (average)
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
Unit 6: Learn Number of Hours Foreseen: 2 (average)
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