ProjectAcronym: TRANSLITERACYProjectFullTitle: TRANSMEDIA LITERACY. Exploiting transmedia skills and

informallearningstrategiestoimproveformaleducationCallIdentifier: H2020-ICT-2014/H2020-ICT-2014-1GrantAgreement: 645238Typeofaction: RIAProjectDuration: 36monthsStartingDate: 01/04/2015

D5.5Teacher’sKitreadyforsubmissionDeliverablestatus: FinalFileName: D5.5Teacher’sKitreadyforsubmission.pdfDueDate: March2018SubmissionDate: March2018DisseminationLevel: PublicTaskLeader: ARSMEDIAAuthor: SilviaAmici(amici@ars-media.it)

GabriellaTaddeo(gabriella.taddeo@gmail.com) SimonaTirocchi(simona.tirocchi@unito.it) María-JoséEstablés(mariajose.estables@upf.edu)TheTRANSLITERACYprojectconsortiumiscomposedof:UPF UniversitatPompeuFabra SpainUOC FundacióperalaUniversitatObertadeCatalunya SpainUOXF TheChancellor,MastersandScholarsoftheUniversityof

OxfordUK

JYU JyväskylänYliopisto FinlandUMINHO UniversidadedoMinho PortugalUdelaR UniversidaddelaRepública UruguayPUJ PontificiaUniversidadJaveriana ColombiaUNITO UniversitàdegliStudidiTorino ItalyARSMEDIA ArsMediaSRL ItalyRMIT University (Australia) participates in the research but is not a beneficiary of theTRANSLITERACYProject.

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Teacher’sKit

1. Theteacher’sKitintheoriginalTransliteracy

proposalBriefly,theoriginaldisseminationstrategyoftheTRANSLITERACYActionincludedawebsite

and an ambitious publication plan including a Digital Bulletin every three months, n. 9

papers,n.11scientificarticles,aWhitePaper,andabook.Thestrategyalso includedthe

organizationof an international conference inBarcelona, a seminar in LatinAmericaand,

themostrelevantproduction:thedevelopmentoftheTeacher’sKit.

RegardingthewebsiteandtheDigitalBulletins,asindicatedintheDoAtheonlinespacewas

thought of as a space “to describe and promote the research” that, at the end of the

project,would “adopt the formof an online platform to distribute the Teacher’s Kit”. As

therearesomanyhigh-levelplatformsoffering resourcesonmedia literacy research (e.g.

EU Kids online, Better Internet for Kids, Connected Learning Alliance, Digital Literacy

Resource Platform, DigitalMedia and Learning Research Hub, etc.)1, during the first two

yearsoftheresearchthewebsite includedbasic informationabouttheresearch,partners

andpublications.Thetransformationofthewebsiteintoanonlineplatformwasscheduled

for the second half of 2017. Regarding the online publications, the Digital Bulletinswere

publishedasoriginallyplanned(everythreemonths)onthewebsite.

In this context the Teacher’s Kit was considered the main non-academic output of the

research.TheobjectiveoftheKitwastoexploitthetransmediaskills identifiedduringthe

researchandfacilitatetheintroductionofthenewlearningpractices-inspiredbyinformal

1AmorecompletelistofmedialiteracyresearchportalsmaybeconsultedontheTRANSLITERACYwebsite(https://transmedialiteracy.org/the-links/).

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learningexperiences- intoschools.According to theDoA, theTeacher’sKit,anonlineand

interactivecontentpackageinfivelanguagesproducedbyArsMedia(Italy),wouldincludea

seriesoffeatures:

● Transmediaoverviewandstateoftheart:resourcesontransmediatheoriesand

practices,bestpractices,etc.

● Mapoftransmediaskills:aninteractiveenvironmentthatshowsthetransmedia

skillsofteensdetectedduringtheresearch.

● Transmediamachine:thisdevicewillhelpteacherstodevelopusefulandeasytouse

didacticactivitiesinsideandoutoftheclassroombasedontransmediaskills.

● Transmediaexperiences:thewebtoolwillallowteacherstouploadexperiencesand

sharetheminaglobalcontext.

2. ReviewanddiagnosisDuringtheReviewMeeting (January19,2017) itwasdiscussedthedisseminationstrategy

andthepossibleimpactoftheresearch.Inthismeetingthecommunicationapproachwas

considered “rather static” and, regarding the Teacher’s Kit, in the Consolidated Review

Reportthereviewersrecommended

Re-assessingthetoolkit:Itmustberecognizedthatasitstands,thiskitmaynotbethemost

effectiveofapproachesfortheproject’sstatedobjectivesandeducationaltargets.Theteam

isstronglyurgedtore-evaluatehowthefindingsoninformallearningandmedialiteracyadd

andproveinnovativewithintheexistingfieldofsolutions,digital influencers,practitioners,

and active stakeholders as well as in light of the respective contextual threats to media

inclusionineducation.Thisisimportantinordertoassurethatitsconceptionwillcontribute

toexistingdiscourseandinitiativeswithoutreplicatingexistingsolutions.

Time/Manpower:Hoursspentontoolkitcreationshouldberevisitedinlightofchoicesofits

conception (online selection, platform creation etc.). Similarly, the respectiveman power

dedicated to the toolkit’sdesignanddeliveryversus its consequentbenefits shouldbe re-

evaluated.

Impact exploration of research: Several research impact pathways are also possible and

should be discussed, explored, and mapped by the project leaders. These might include

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partnershipswithexistingplatformsforcontentdelivery,creationofonlineteachercourses

on highly visibleMOOC and or SPOC platforms, and generally bridging and tying inmore

strongly to the existing Youth and Media Consortia and/or Digital Literacy and Skills

initiativesattheEUlevel.

AsindicatedintheShortReport(March31,2017)elaboratedbytheConsortiumafterthe

ReviewMeeting,theresearchteamcompletelyagreedwiththediagnosismadebythePO

duringtheReviewmeeting:therearesomanyeducationalplatformswithlearningcontents

intheEU.AsimilarprocessmaybehappeningwithMOOCs:thereisanincreasingnumber

ofopenonlinelearningplatformsandcourses.Inthiscontext,theConsortiumanalysedthe

situation and redefined the dissemination and exploitation strategy according to the

suggestionsmadebythePOandreviewers.

3. The new dissemination and exploitation

strategyInthiscontexttheConsortiumdecidednottomodifytheWP5objectivesbuttoreorganize

andredefinethedifferentstrategiesandproductions.

3.1. WebsiteRegardingthewebsite,inMarch2017,assuggestedbythePOandthereviewers,theweb

was expanded with more contents and resources about (trans)media literacy, similar

researchprojects,nationaland international institutions involved inmediaandeducation,

MOOCplatforms, andeducational portals. At the time itwas created a new sectionwith

methodological informationabout theTRANSLITERACYAction. Finally, the teamcreateda

Twitter account (@Trans_literacy) in March 2017 to promote the research, disseminate

outputsandsharelinksaboutmedialiteracy,communicationandeducationintheacademic

andscientificcommunities.

As originally planned, in the new proposal the website would be expanded to host the

Teacher’sKitattheendof2017/early2018.

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3.2. Teacher’sKitTheConsortium,followingthesuggestionsofthePOandreviewers,decidedtoreformulate

the Teacher’s Kit and incorporate an online audiovisual learning activity to increase the

impactoftheresearchoutputs.Afteracomparativeanalysisoftheeducationalportalsand

online learning initiatives addressed to teachers and teens, and considering the

collaborative side of transmedia experiences (that is, the central role of user-generated

contents in transmediastorytelling)andtheobjectivesof theTRANSLITERACYproject, the

Consortiumdecidedtofocuson‘youth-generatedcontents’.

AsindicatedintheDoA,theTRANSLITERACYProject

(...)will addressquestions suchas:What transmediaproductionand sharingpracticesare

teensdevelopinginnewmediaenvironments?Whatinformal learningstrategiesareteens

engaged in outside the school?How can schools integrate thesepractices to improve the

learning-teaching process inside the classroom? What can educational institutions learn

from transmedia storytelling?Why should the educational discourse be mainly based on

written texts? How could student-generated content be introduced into the learning

process?(DoA,p.120)

The orientation towards youth-generated contents is the logical extension of transmedia

practices

The creation of user-generated content by fans is one of the key elements of transmedia

storytelling.User-generatedcontentintroducedaseriesofquestionsandcriticalissuesinto

culturalindustries,suchasconflictsaroundcopyright,authorshipandcontentappropriation

andmodification.Forexample,manyteensareactivemembersofmanyfancommunities,

from Harry Potter to Twilight (Jenkins, 2006; Martens, 2011). New forms of digital

storytelling (Erstad, 2012, 2013; Erstad and Wertsch, 2008), videogames and the user

production of machinima (Lowood and Nitsche, 2011) and social networks which use

YouTubeasaplatformforwatching,creatingandsharingvideos(BurgessandGreen,2009)

are largely being developed outside the formal rules and regulations of schools. The

TRANSLITERACYProjectwillexplorethesenewareasofthemediaecology(DoA,p.126).

Inthiscontext,theConsortiumdecidedtomakeaseriesofmodifications:

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● The team accorded to produce a series of short videos (6’/7’) with a three-fold

objective: 1) to disseminate the outputs of the project; 2) to explain the possible

usesoftheTeacher’sKitthroughaseriesofexamples;and3)toattractuserstothe

Teacher’sKitandincreaseitsimpactontheeducationalcommunity.Themaintarget

of the videos is high school teachers and educational actors involved in teaching-

learningprocesses.

● Regardingthedisseminationofthevideos,thefirstintentionoftheConsortiumafter

theReviewMeetingwastocreateaMOOC.Eveninthiscasetheteamdetectedan

increasing number of public and private platforms. The experience of some

members of the Consortium (UPF, UNITO, INDIRE and UMINHO) who have

participated in MOOC design and development was useful for redefining the

strategy. After a series of deliberations the Consortium decided to develop a

TRANSLITERACYYouTubechannel,whichisamoreflexibleandpopularalternative

forthedisseminationofaudiovisualcontents.Thevideoscanbeviewedfollowinga

linealpathsuggestedby theplatformor individually. Initially thevideoswillbeon

boththeYouTubeChannelandtheTRANSLITERACYprojectwebsitebuttheycould

belinkedfromanyotherwebsiteorplatform.

● TheConsortiumalsodecided to redesign theTeacher’s Kit to fit thenew strategy

better. This online platform would still include information about transmedia

experiencesineducationandamapofteens'transmediaskillsdetectedduringthe

research(butrepresentedthroughawell-designedinfovisualizationsothatitcanbe

easily shared on social media). The ‘transmedia machine’ and the ‘transmedia

experiences’ toolswouldbemodified:originallyplannedasahigh-tech interactive

databasewithlearningactivities,inthenewstrategythisplatformwillbesimplified

sothattheresourcescanbeaccessedfromthevideos.

● As originally planned, the Teacher’s Kit would include the learning cards with

different activities that any teacher can apply in the classroom to exploit the

transmediaskillsdevelopedbyteensoutsidetheschool.Thecardswouldbetagged

with a series of categories (transmedia skills, platform, technology, objectives,

knowledgearea,students’age,etc.)tomakeiteasytoidentifytheactivities.Inthis

new context the online platform would accept new learning cards generated by

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teachersbasedontheirexperiencewithtransmediapractices.Thecardtemplatewill

beshortandeasytouse.

Regarding the resources and work distribution, the new dissemination and exploitation

strategydidnotimplyachangeintheoriginalplanning.ArsMedia(Turin,Italy),thepartner

in charge of producing the Teacher’s Kit, has extensive experience in producing

multimedia/interactive educational contents. In this sense, Ars Media would internally

redistribute their resources to include the coordinationandproductionof the videosand

theTeacher’sKit.

Once clarified the evolution of the original proposal, now it is possible to focus on the

design, production, testing and dissemination activities carried in the last year of the

TRANSLITERACYaction(March2017-18).

4.TheTeacher’sKitMaking learning culturally responsive is a key factor to develop teens’ intelligent and

emotionalskills.Inordertoachievethisobjective,theTeachers’Kitprovidesteacherswith

accurateinformation,educationaltips,andconcretetaskstomapstudents’communication

cultureandabilities,andtakethemintoconcrete formal learningactivities.TheTeachers’

Kit(http://transmedialiteracy.upf.edu)alsoendowsteacherswiththeresourcestopropose

activitiesandgivelessonsthatengage,motivateandimprovestudents’learningoutcomes.

The Teachers’ Kit website and YouTube channel, together with the book and theWhite

Paper,areat theheartof thedisseminationstrategyof theTransmediaLiteracyresearch.

The website shows the main research findings through a dynamic info-visualization

approach,andprovidesausefultoolfordesigningin-classactivelessonsbasedonstudents’

useofdigitalmedia.Ontheotherhand,theTransmediaLiteracyYouTubechannelincludes

acollectionofvideosproducedbypartners inSpain, Italy,Portugal,andFinland,withthe

aimofillustrating,throughrealcase-histories,howteens’transmediaskillscanbeactivated

intheclassroomframework.

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4.1. ThewebportalByexploitingtheeducationalpotentialofweb-basedresources,theaimoftheprojectisto

increase teachers’ engagement, expose them to authentic content, and involve the

classroomincollaborativeactivitiesthattriggercriticalthinkingandcreativity.

Goodpracticesconfirmthatasatisfyingonlineexperienceinvolvescertainspecifictopics:

1/USER-CENTREDDESIGN

Theoverall lookisthefirstthingthatusersnotice:thisincludesthelayout,andtheuseof

colours,imagesandfontsinordertomakethewebsitereallyaccessibleandergonomicfor

all kinds of users. Most users, including teachers, parents and students will visit the

Teachers’ kit using their tablets or mobile devices. Therefore, the responsive layout is

importanttomakesurethatthewebsiteremainsclearonalldevices.

2/QUALITYCONTENT

Teachers are continuously asked to visit websites and participate in forums. Although

independentsitesmightprovide interestingcontent,theTransmediaLiteracyprojectaims

to support the educational community with a wide range of high-quality and evaluated

content. Basic information like contact details, welcoming messages, project value and

images in the homepage are followed by learning resources, cards and videos, and an

exhaustivemapofteens’transmediaskills.

3/NATURALINTERACTION

Good content and design are essential, but other aspects have also been considered to

guarantee teachers’ involvement. The interfaceand interactiondesignare strategic to let

usersfindtheinformationtheyarelookingforeasily.Thenavigationpathsareasergonomic

aspossible,sousersdonotbecomefrustrated.

TheTeachers’Kitoffersresourceslike:

• TheTransmediaSkillsandInformalLearningStrategiesMap;

• TheLearningCards;

• ThevideosembeddedfromtheYouTubeTransmediaLiteracyChannel.

Thefeaturesofeachtoolaredescribedbelow.

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Tipstomanagetheclassroom

TheonlineTeacher’sKitalsoincludesaseriesoftips(seeFig.1)tomanagetheemotional

aspectsintheclassroom:

● CREATEAPOSITIVE,EMOTIONALENVIRONMENT

The use of digital media in the classroom is not enough to guarantee the young’s

involvement. On the contrary, the creation of a spontaneous and genuinely emotional

environmentisthekeyfactortodevelopmeaningfulinteractions.

● MANAGEYOURSELF-DISCLOSURE

Involving teens’ transmedia skills in the classroom implies youremotionaldisclosureand

youravailabilitytosharebeliefs,opinionsandviewpoints,andtotellpersonalinformation

orstoriesaswell.

● BECONFIDENTABOUTYOURRESOURCES

Teachers who believe in their effectiveness in creating more authentic and innovative

learningexperienceswillbeabletobeempathictowardstheirstudents.

● EMPHATHIZE

Teachersarerequiredtoenteryouthculture,gettingtoknowyoungpeople’smediahabits,

theproductstheyenjoy,thecontextsinwhichtheyusespecifictoolscomparedtoothers,

andthemotivationbehindtheirchoices.

● INVOLVESTUDENTSINTHEDESIGNOFTRANSMEDIALEARNINGACTIVITIES

Youhavetointerprettheeducationalecosystemsinwhichyourstudentswork,andbuilda

learning path with your students, taking into account all those factors that require a

constantchangeinplanseitherintheclassroom,ingeneralorforanindividualstudent.

● FOCUSONCURRICULUMINTEGRATION

Select activities closely connected to your curriculum. The cards should allow you to

introduceordevelopcontentdirectlyrelatedtoyour learningobjectivesonthetopicthat

you'reteachingrightnow.Ifyoufindanactivitythatfitswellwithafutureunit,bookmarkit

andmoveon!

● ASSEMBLEAPERSONALCOLLECTION

Usethebookmarkingsystemtocreateacollectionofcardsforfutureuse.

● REFLECTABOUTTHEEXPERIENCE

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After class, take a fewmoments to reflect on how the activitywent.Were the students

engaged?Takenotesonwhatyouwilldodifferentlynexttime.Involveyourstudentsinthe

reviewprocess.Assessingthevalueofaweb-basedresourceisacritical21st-centuryskill.

● CREATENEWCARDS

Youcancontributetotheplatform,byuploadingnewcardsoraddingacommenttothose

alreadyavailableonline.TheTeachers’Kitprovidesasimpletooltouploadanewcardand

shareitwiththeeducationalcommunity.

Figure1.Tipstomanagetheemotionalaspectsintheclassroom

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Transmediaskillsandinformallearningstrategiesmap

Theresearchfindingshavebeenorganizedandvisualizedinadynamicmap(seeFig.2and

3)thatrepresentsthetransmediaskillsandinformallearningstrategiesofteensaged12-18

detected in the project. Exploring the circumference, users discover the specific skills

associatedwith themain topic (e.g. Production skills, Risk prevention skills, Performative

skills,etc.).Themapaims to represent thehuman,emotionaland rational spheresand is

conceivedasawhole.

Eachskillisdescribedbyashorttextandaseriesofexamples;mostofthemarecompleted

withotherresourcessuchaslearningcardsorvideosthatwillsupporttheteacherinhis/her

lessondesign.

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Figure2and3.Dynamicmap

Learningcards

Following the research-action approach, the Teacher’s Kit provides a large set of cards

designedtosupportthecreationanddevelopmentofnewdynamicandplayful lessons, in

whichteens’transmediaskillsplaysacentralrole.

The search engine invites users to choose the activity that best fits the teachers’ plan,

filteringthemby(seeFig.4):

• Transmedia Skills: Production, Risk Prevention, Performance, Ideology and Ethics,

Social Management, Individual Management, Content Management, Media and

Technology,andNarrativeandAesthetics.

• Learning area: Arts, Foreign languages, Language, Learning Support Teacher,

Mathematics, Physical Education, Professional Competences, Religion and Ethics,

Sciences,SocialSciencesandTechnologies.

• Tags: Advertising, Animation, Audio, Blog, Book, Coding, Comic, Cosplay, Design,

Documentary,Facebook,FanFiction,Fashion,Game,Graphic,Instagram,Journalism,

Media, Movies, Music, Music Video, News, Photo, Reality Show, Snapchat, Social

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Media, Spotify, Theater, TV Series, Twitter, Video, Videogames, Wattpad, Web,

WhatsApp.

• Teens’age:10-13,14-16,and17-18yearsold.

• Language:English,Spanish, Italian,Portuguese,andFinish.OnMarch,312018two

languagesareonlineandtranslations intoItalian,PortugueseandFinishhavebeen

implemented.Pleasecheckthefinalreportfortheupdatedrelease.

Figure4.Imageoftheorganizationofthelearningactivitiesinthewebsite

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AseriesoftableswiththeexactdataonthelearningcardsincludedintheTeachers’kit(on

March2018)arelistedbelow.Thesetablesincludeinformationaboutthedistributionofthe

cardsbyage(seeTable1),thedistributionofthecardsbytransmediaskill(seeTable2),and

thedistributionofcardsbylearningarea(seeTable3).Wewillincludeupdatedinformation

innthefinalreportoftheproject.Thewebsiteisstillbeingupdatedatthetimeofwriting

thisreport.

Age N.ofCards(March2018)

10-13 13

14-16 30

17-18 27

Table1.Distributionofcardbyageofadolescents

TransmediaSkill N.ofCards(March2018)

ContentManagement 23

IdeologyandEthics 21

IndividualManagement 9

MediaandTechnology 14

NarrativeandAesthetics 25

Performance 9

Production 24

RiskPrevention 8

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SocialManagement 20

Table2.Distributionofcardsbytransmediaskills

LearningArea N.ofCards(March2018)

Arts 12

ForeignLanguages 14

Language 17

LearningSupportTeacher 5

Mathematics 4

PhysicalEducation 3

ProfessionalCompetences 8

ReligionandEthics 11

Sciences 10

SocialSciences 25

Technologies 14

Table3.Distributionofcardsbylearningarea

Each learning card provides a synthetic roadmap to develop a transmedia activity in

classroom and perform it with students: the field’s “key questions”, “development”,

“evaluation”and“didacticresources”areusefulfordefiningthelearningscenario;thefields

“participants”,“duration”and“materials”offeraconcretesupportforprojectingthesetting

(seeFigure5).

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Figure5.Anexampleofalearningcard

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Teacherswillhavethefollowingoptions:a)Savethecard;b)Bookmarkthecardsbysection,

c)Downloadthecardsforprinting;d)Sharethecardwithcolleaguesorwithstudents;and

e)Reviewanduploadnewcards(explainedinthenextsection)2.

Reviewinganduploadingnewcards

Teachers can contribute to enrich the platform by uploading new cards or adding a

commenttothosealreadyavailableonline.

Thesetasksshouldrequirestudentinteraction,creativity,andcriticalthinkingskills,sharing

ideas,experiencesandcontributingtoexperimentnewwaystoconnectmediawithlearning

atschool.

After class, teachers are invited to reflectonhow theactivitywent and to takenoteson

whattheywoulddodifferentlynexttime.It’salsorecommendedtoinvolvestudentsinthe

reviewprocess.

To comment thoroughly on the content of the card chosen, teachers are invited to ask

themselves:

● Isitaccurate,up-to-date,andappropriate?

● Whatarethestrengthsandthecriticalaspectsrelatedtoitsapplication?

4.2. TechnicalinformationHosting

Thewebsiteishostedonanemulationofacomputersystemalsoknownasvirtualmachine.

ThearchitectureofthisserverisLAMP:

● Linuxoperatingsystem

● ApacheHTTPServer

● MySqlrelationaldatabasemanagementsystem

● PHPprogramminglanguage

2 Regardingthecardevaluationprocess,pleaseconsulttheAnnexIattheendofthepresentdocument.

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Theversionsofthecomponentsindicatedjustaboveare:

● Linux:Ubuntu16

● Apache:2.4

● MySql:5.0

● PHP:7.0

ThisenvironmentishostedbyUniversitatPompeuFabra–Barcelona,whoprovidedaVPN

accessinordertofacilitatethewebsitedevelopment.

CMSandFramework

The frameworkandContentManagement System todevelop theTeacher’s kitwebsite is

Drupal7.56.ThecoreversionoftheCMShasbeencustomizedwithaThemecreatedadhoc

fortheproject,withtheaddingofmanymodules.Themostrelevantaddedmodulesare:

● mPDF library handler. Through the mPDF library users can download the PDF

versionoftheLearningCards.

● Workflow. This module has been used to set up and organize workflow states.

Transitionsbetweenstatescanbeallowedperrole:aworkflowwiththestatesDraft,

Review,andPublishedcouldbeassignedtotheLearningCardcontenttype.Related

toWorkflowmodule isAutoAssignRolemodulethat isusedbytheCMStoassign

specificrolestouserswhoregisteronwebsite.ForexampletheEditorrole,assigned

touserswhowanttoaddaLearningcard.

● Internationalization. ThismoduleextendsDrupal coremultilingual capabilitiesand

lettheallowedusersmanagethefivedifferentlanguagedeployedintheproject.

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Figure6and7.Waystoaccesstothelearningcardsthroughthemenuorthesearchengine.

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Programmingandformattinglanguages

TheprogramminglanguagesusedtodevelopTeacher’sKitwebsiteare:

● PHP

● Javascript

● Ajax

Theformattinglanguagesandtechniquesusedare:

● HTML5

● CSS3

● jQuery

A particularmention goes to the Transmedia SkillsMap that is based on Scalable Vector

GraphicsthatinteractswithjQuerytodynamicallyachievecontentstobedisplayed.

Responsiveversionandaccessibility

Thewebsitedesktop version is optimized formonitorswith a resolutionof 1280pxwidth

and for modern browsers. The website adopts a responsive display technique that

guarantee theusability andaccessibility ondeviceswith lower resolution, suchas tablets

andsmartphones.

TheresponsiveversionoftheTransmediaSkillsMaphasalsokeyboardshortcutstoincrease

accessibility(seeFig.6and7).

Otherfeatures

● Bookmark:thissectionusesCookietostoretheLearningCardsselectedbyusers.

● Videos: all the videos available on the website are hosted on YouTube. They are

displayedonTeacher’skitwebsiteusingtheEmbedIFrameprovidedbyYouTube.

● Sharing Learning cards: the tool for sharing the Learning Cards is provided by

AddThis,asocialbookmarkingservicethatcanbeintegratedintoawebsitewiththe

useofawebwidget.

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4.3.TheYouTubeChannel

Therearemanybenefitstousingvideo ineducationasshown

in several decades of research.Mayer and Gallini (1990) and

many other authors have demonstrated the connection

between visual clues, the memory process, and the recall of

newknowledge.

TheTransmediaLiteracyprojectaimstogetteachersenergized

andengagedinthehands-oneducationalactivities,andvideois

clearlyaninformationandinstructionalmediumthatgenerates

a much greater amount of interest and enjoyment than the

moretraditionalprintedmaterial.

Using sight and sound, video is the perfect medium to

introduceteacherstothetransmediatopics,toexplainhowto

takeadvantageoftheonlineresourcesandtoshowcasesome

goodexamplesofformallessonsinspiredbyteens’transmedia

abilities.

Videoproduction

The videos pre-production started in September 2017, the

partnerswerecontactedtodefine the local recordingagenda.

Videoswererecordedinfourdifferentlocations:

● Jyvaskyla(n.1video)

● Braga(n.1video)

● Turin(n.2videos)

● Barcelona(n.4videos)

● Barcelona,Braga,andJyväskylä(n.1.video)

Figure8.The9videosintheTeachers’kit.

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TwopeoplefromArsMediatookactivepartintherecordingprocess:

● N.1Director

● N.1Cameraman

Eachvideohasbeenassociatedtoamaintopic:

1/THETRANSMEDIALITERACYPROJECT

Whatareteensdoingwithmediaandwhatcanwelearnaboutit?

Duration:10'08"

Realisation:Barcelona(Spain)

Inthisvideo,theresearchersfromSpainpresentthemainquestionsandobjectivesrelated

totheTransmediaLiteracyProject.TheaimoftheTransmediaLiteracyprojecthasbeento

understandhowyoungboysandgirlsarelearningskillsoutsidetheschoolenvironment.The

constructionofthoseculturalcompetenciesandsocialskillshasbeenatthecenterofthe

research. This project has been carried out by 50 researchers coming from 9 different

countries. Also, this video shows a critical review about media literacy and transmedia

literacy.

2/TEEN’STRANSMEDIASKILLSANDINFORMALLEARNINGSTRATEGIES

Presentationofthemapoftransmediaskillsandinformallearningstrategies

Duration:13'28"

Realisation:Barcelona(Spain),Braga(Portugal),andJyväskylä(Finland)

In this video, the researchers fromSpain,Portugal andFinlandpresent thebroadmapof

transmedia skills and informal learning strategies. The research team has found 44main

transmedia skills and 190 secondary skills. The transmedia skills are divided into 9

dimensions: Production, Risk Prevention, Social Management, Individual Management,

Content Management, Performance, Media and Technology, Ideology and Ethics, and

NarrativeandAesthetics.Also,theresearchershavefound6modalitiesofinformallearning

strategies:Learningbydoing,Problemsolving,Imitating/Simulating,Playing,Evaluatingand

Teaching.

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3/BEHINDFAKENEWS

Didacticactivityfocusedoninformationanalysisandcontentproduction

Duration:14'20"

Realisation:Braga(Portugal)

ThePortuguesestudentsonthisvideogetinformedmainlythroughsocialmedia,television

andonlinesitesandapps. In this lesson, teachersstartbypromotingself-reflectionabout

howthestudentsgetinformed.Then,theclassisdividedingroupsandeachhastodotwo

differentactivities:onefocusedonnews,fakenewsandinformationanalysis,anotherone

focusedonnewsandcontentproduction.The lessonaims topromoteacriticalapproach

towardsmediamessages,toteachstudentshowtodistinguishnewsfromfakenewsandto

enhancetheirconsciousnessaboutconstraintsandinterestsbehindnewsproduction.

4/NEWSSTORIESINSOCIALMEDIA

Didacticactivityabouttheroleofsocialmediaasproviderofdailynewsforteens

Duration:11'32"

Realisation:Jyvaskyla(Finland)

Inthisvideo,theresearchersarefirstdescribingtheincreasingimportanceofsocialmedia

astheproviderofdailynewsforteens.Duringtheclass,thestudentsaretakingtheirsocial

media feed into theclassroom,andcomparing it to themainstories innewspapers.They

will reflectonhowthesocialmediapersonalitiesarefilteringandpresentingdailyevents,

and also comparing their personal media coverage with their classmates. In the joint

discussion,thereliabilityofnewsreceivedfromvarioussourcesisdiscussed.

5/HUNTINGMEDIASTEREOTYPES

Didacticactivityabouthowtodetectgenderstereotypesinmedia

Duration:10’36”

Realisation:Barcelona(Spain)

This video showcases how teenagers detect gender stereotypes through differentmedia

suchasvideogames.Intheclassroom,teachersmakeanintroductiontoreflectaboutthe

stereotypes and encourage the students to map and identify them. Additionally, the

Transmedia Literacy Project researchers contribute to a more general understanding of

genderstereotypesfoundinvideogames.

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6/IMPROVINGREADINGANDWRITINGINASOCIALWAY

DidacticactivitybasedontheuseofWattpad

Duration:13'20"

Realisation:Turin(Italy)

This video showcases the use ofWattpad by a group of Italian teenagers. They use the

platformtolookfornewnovelstoread,butalsotowriteandsharetheirownworks.When

in classroom, the teacher starts talkingwith teens about their usageof theplatformand

thushetakestheopportunitytolinksuchpracticestoadidacticissue:thenarrativegenres’

inliterature.Expertscontributestoamoregeneralcomprehensionofthesocialreadingand

writingphenomenainteenagersculture.

7/TEACHINGSCIENCEWITHYOUTUBE

DidacticactivityabouthowtouseaYouTubechanneltoteachscienceatschool

Duration:10’41”

Realisation:Barcelona(Spain)

Inthisvideo,teacherspresentalearningcardthatservesasaguidetorecordvideosfora

YouTubechannel.Inthiscase,thesevideosareausefultooltobothteachersandstudents

inordertoteachsciencetotheirpeers.Also,theresearchersoftheprojectprovideanin-

depth explanation on how the students can adapt scholar contents into audiovisual

contentstargetedatdifferentaudiences.

8/COMICTHOSEMATHS

DidacticactivityabouthowtoteachMathswhileproducingcomicstories

Duration:10’32”

Realisation:Barcelona(Spain)

In this video, teachers introduce a playful way to teach mathematics to freshmen high-

schoolstudentsdrawingonthenarrativeworldstheynavigateintheirdailylives.Organised

ingroups,studentsarepromptedtotransformamathematicalproblemintoacomicstrip

using thealphabet lettersanda secretoperationprovidedby the teacher.Once students

havefinishedtheircomicstrip,theyswappositionsandtrytosolveeachothers’enigmas.

25

Beyond thesevideos, theYouTubechannelwill include then.6 interventionsholdduring

theEDUxperienceeventandthen.3scientificdialoguesorganizedduringtheTransmedia

LiteracyInternationalConference(seeDeliverable5.7ConferenceonTransmediaLiteracy).

ByMay2018thechannelwillincludeatotalof17videos.

26

Annex1:LearningCardsValidationProtocolAUTHORS: Gabriella Taddeo (INDIRE), Simona Tirocchi (UNITO), and María-José Establés

(UPF).

Introduction

The validation process of the learning cards was a strategic issue for the Transliteracy

project,because it involved theapplicationon thegroundof the transmediaskillsmap,a

veryrichandusefultoolforteachersandstudents.Itisnotsoeasyorimmediate,infact,to

translatetheinformalskillsofyoungpeoplewithinaneducationalperspective,linkedtothe

school world and to the everyday didactic practices. We know that teaching is a very

complex activity,which requires adaptability to different audienceswith various abilities,

flexibility but also the ability to interest and stimulate children and adolescents. So, the

assessmentprocessrepresentedamomentoftesting,toobserveandevaluatethemeeting

between two worlds: that of formal learning and teaching and the activities that the

adolescentsdevelopintheir“lifeworlds”.

In this case, we worked for the assessment of the education tool, rather than for an

assessment,which involved the learningoutcomesof the final audience, the students. In

fact,toassesstheimpactofthesetoolsandapproachesonthewholelearningprocess,we

wouldneeda long-termperspective,whichwouldrequiremonthsoryearsofobservation

andtesting,thatwillvalidatecurrentlearningpracticesaimedtoimprovestudentlearning.

Furthermore,wecantalkaboutassessmentinaparticularmeaning,referringtothequality

of the didactic/educational material prepared for the teachers or by the teachers. For

example, to be considered of quality, a learning material must be functional for its

educationalobjectives,butitmustbealsoattractiveforteachersandstudents.

The threemain issues considered as parameters for the evaluation of the quality of the

cards,byteachers,were:

1)Connectionoftheactivitywiththeschoolcurriculumandaspecificdiscipline;

2)Suitabilityoftheproposedactivityforthespecificstudents’target;

3)Sustainabilityofthelearningcardsintermsoftimescheduled,organizationbyteachers,

aswellasintermsofbalancecosts/benefits.

27

Designofthevalidationprocess

ThevalidationprocessofthelearningcardsincludedbothintheTransmediaLiteracyBook

and in the Teacher’s Kit, was organized into three phases, which can be considered

complementary:

1)A first phase, which took place in Spain, for the validation of 6 cardswith a group of

teachersandthedesignofnewcards.

2)A secondphase,which tookplace in Italy, aimedat the validationof 30didactic cards

withanotherteacher’steam;

3) A third phase with some, experimental, participatory design sessions that involved

teachersinthecreativerealizationofnewdidacticcards,inSpain.

Wedecidedtoapplytwodifferentapproachesinordertoestablishaopenendedmeaning

tothevalidationmethod:

• Theuseofparticipatorydesign isusefulasaexploratorymethodtocollectvisions,

implicitknowledge,needsandexpectationsbythefinaltargetabouttheaims,issues

and general structures of the cards. It also allowed us to observe obstacles and

enablersforthecreationofnewcardsbyteachers.

• The use of surveys and evaluation grids is more suitable to collect concrete and

standardizedfeedbackaboutthealreadyexistentcards.

Assessmentprocess:firstphase

On6th February 2018 a validation sessionwas performed at CentroUniversitario La Salle

(Madrid,Spain).

This centre is university-connected but most of the participants came from different

Secondary schools associated to this Universitary centre. It is a double-funded (public-

private)academiccentreassociatedwiththeFrenchCatholiccongregationLaSalle.

InMadridtherewere11teachers,butnotallof themassessedthecards,because5only

wantedtocreatethecards.

The validation process was organized in one session, through two different parts and

accordingtotwomethodologies:aparticipatorydesignsession,andasurveysession.

28

Participatorydesignsession

The first method entailed the use of a participatory design session in order to involve

teachers in the creation of new learning cards. This process allowed us to observe and

understand better how, according to the final target of the teachers, a learning activity

should be structured and described. During this session they produced the card “Latest

News”.

Fiveteachers(threeofScienceandTechnology,andtwoofSpanishlanguageandLiterature)

participatedintheparticipatorydesignsession.

During this creative process,we could perceive some implicit knowledge and values that

teachers have about the use of media in classroom as well as about concrete

implementationofinnovativeactivitiesinclassroom.Theteachersaskedsomequestionsto

theresearchteamandcreatedadebateonsome issues.Particularly, someof themwere

interested in knowing how the transmedia skills are connectedwith the traditional skills

(oral communication, writing skills, etc.). Furthermore, one participant asked about a

specificmethodologyinordertousethelearningcardsinhisclasses.Theprincipalconcern

amongtheteacherswastheirdifficultiestoimprovenewmethodologiesandactivities,such

as lack of time, strictmandatory national curriculum or a high rate of students for each

classroom.

Surveysession

A secondmethodentailed theuseofa survey and itwasaimedathavinga first general

evaluationofthelearningcards.

The teachers who evaluate the cards were 6:one teacher of Technology, one teacher of

Foreign Language (she also teaches at University), one teacher ofMaths, one teacher of

Arts, Professional Competences and Technology, one teacher of Religious and Ethics and

SocialSciences,onelecturerofArts,ForeignLanguagesandSocialSciences.

29

Figure9and10.SomemomentsoftheevaluationprocesswiththeteachersinMadrid

The6participantsevaluatedthefollowing6learningcards:

• Huntingformediastereotypes.

• TeachingwithYouTube

• Thesocialmediamanager

• LatestNews!

• TheGameofHistory

• Tellit!Creatingadocumentary

Every teacherwasgivencopiesof the6 learningcardsanda link to thesurvey.However,

theyweretoldonlytoanswerthesurveyofthelearningcardsthatwereassociatedtotheir

educationalareasofexpertise.

30

Thesurveyaskedforthefollowingteachers’information:

• Titleofthelearningcard

• Teacher’semail

• Areaofexpertiseoftheteacher

• Ageoftheirstudents

• Teacher’sgender

• Iftheteacherconsidershimorherselfasatechnologyheavyuser

Thequestionsofthesurveyweredividedinthreeareas,withtwoquestionseach:1)How

thelearningcardsareconnectedwiththeschoolcurriculum;2)Iftheyaresuitableforthe

target3)Sustainabilityofthelearningcards.

Allthequestionswereformulatedtohavingopenanswers.

Thequestionswerethefollowing:

● Connectionwiththeschoolcurriculum

o In youropinion, is the activity linkable tooneormore topics you cope

withduringyourschoolyear?

o Do you consider that such activity can be linked to other issues and

contentyouusuallyworkwith?

● Suitableforthetarget

o Inyouropinion, is thisactivity feasible foryourstudents? Ifnot,please,

tellusyourreasons(forexample,differentagetoaddress,verydifficult

todevelop,etc.)

oDoyouthinkthatthetimingoftheactivityisfeasible?

● Sustainability

o Do you think that some or critical factors could occur in the specific

developmentoftheactivity?Whattypeofconstraints?

o Please, indicate your opinion about the balance costs/benefits of the

activityinyourclassroom.

31

Evaluationresults

Connectionwiththeschoolcurriculum

● Accordingtotheresultsofthefirstquestion,1ofthe16answersindicatedthatthe

learningcardsarehardlylinkabletooneormoretopicsthattheteachersdealwith

during the school year.However, 15of them indicated that the learning cardsare

linkablewithoneormoretopics.

● Regarding the secondquestion,1of theanswers indicated that the learning cards

cannotbe linkedwithother issuesand contents that the teacherworkwithevery

day.However,15of them indicated that the learningcardsare linkablewithother

issuesandcontents.

Suitabilityforthetarget

● Accordingtotheresultsofthethirdquestion,itisremarkablethatthelearningcards

Tellit!CreatingadocumentaryandTeachingwithYouTubewereconsideredbyone

participantasnotfeasible,becausetheyrequiremuchtimeansessionstodevelop

them.

● Regardingthefourthquestion,therewere10answersthatdeemedthetimingofthe

activities as feasible. However, there are three participants that think that the

learningcardsHuntingformediastereotypes,TeachingwithYouTube,TheGameof

HistoryandTellit!Creatingadocumentaryrequiremoresessionstobedeveloped.

Sustainability

● According to the results of the fifth question, four participants of the survey

remarkedthefollowingcriticalfactorsorconstraintsinordertodevelopthelearning

cardsintheirclassrooms:

○ ProblemstoaccesstoICThardwareandsoftware.

○ Studentslackofskillstorecordandeditaudiovisualproductions.

○ The possible not adaptation of the learning card tomandatory curriculum

contents.

○ Theevaluationoftheactivityofthetiming.

32

○ Activities too much focused on digital and ICT contents and less in

performativeskills(dancing,acting,playingmusic,etc.)

○ Teacherscontrolofthecontentsproducedbythestudentsinordertoavoid

privacyissues.

● Regarding the sixth question, there are different advantages and disadvantages

foundbytheparticipants:

○ Fiveparticipantsindicatedthattheproblemswithtimingarereallyimportant

and that great attention must be given to the time factor and the right

balance of thework between school time and extra-school time. All these

learningcardsarerelatedwiththeproductionofaudiovisualcontents.

○ One participant thought that the activities can make the students think

criticallyaboutprivacyissueswhilepublishingcontentsonsocialmedia.

○ Two participants thought that using video games in the classrooms can

stimulate students’ motivation. However, another participant thought that

using video games could be a problem if there are some students in the

groupthatdonotlikethem.

○ Oneparticipant remarked thatusinga foreign languageasEnglishcanhelp

studentstodeveloptheirlanguageskills.

○ One participant thought that using some of the activities proposed in the

learningcardscouldhelpteacherstostimulatethestudentsbecausetheyare

notusedtothem.

Tosumup,this learningcardevaluationtestwasthefirststeptodiscoverwhichactivities

could be useful for secondary school teachers and which not. Also, this experience was

interestingto improvethesefirstsix learningcardsandfinally, itwasusefulto implement

anddevelopamoreexhaustivesecondevaluationprocessperformedbytheItalianresearch

team.

33

Assessmentprocess:secondphase

Inordertoevaluateandvalidatethe30learningcardsproducedbythedifferentcountries

involvedintheproject,theItalianresearchteamorganizedanassessmentsessionthattook

placeinTurin,onFebruary23th2018,attheschool“IISAvogadro”.

Thesession involved6 teachersof theschoolswhichhadparticipated in theTransliteracy

projectand1trainerofthemunicipalpoliceofTurin,involvedinmediaeducationprojects.

Wedecidedtoalso involveadifferent figurethantheteacher, toobtainanotherpointof

viewthatcouldenrichourdiscussion.

Afterageneralpresentationoftheresearchprogramandtheexplanationoftheassessment

activity,theresearchersaskedtheparticipantstobrieflypresentthemselves.Afterthat,the

teamdividedtheteachersintwogroups,basingonthedisciplinethattheyteachatschool.

One group received and discussed the cards related to scientific subject areas, while

anothergroupworkedwith thecardswhichpresentedactivities related tosocial sciences

andliterarysubjects.

Theteachersreceivedanevaluationformtocompile,inordertopointascore(from1=low

consensusto5=highconsensus)tothefollowingdimensions:

1. Clarityinthedescriptionoftheactivity;

2. Usefulnessoftheactivityfortheteacher’ssubject;

3. Suitabilityforthetarget(accordingtostudents’ageanddifficulty);

4. Sustainabilityoftheactivity.

Theteachersinvolved(briefprofiles)

● Emilio Albano, “I.C. Calamandrei” (Turin) lower secondary school[8]: teacher of

Italian,HistoryandGeography.Heparticipatedinseveraldigitaleducationprojects,

e.g.theClassrooms2.0program.

● Antonio Mandarano, “IIS Avogadro” (Turin), upper secondary school: teacher of

Mechanic.Hemanagesaudiovisual activitiesandmanages theYoutubechannelof

theschool.

● Valter Bouquiè: commissioner of the proximity nucleus of themunicipal police of

Turin,heworksasatraineronviolencepreventionamongadolescents.

34

● LinaScaldaferri,“LeonardodaVinci”(LaLoggia),lowersecondaryschool:Teacherof

technology.

● Lorenzo Cesare, “IIS Avogadro” (Turin): Media educator and teacher of Italian at

uppersecondaryschool,currentlyretired(collaborateswiththeYoutubechannelof

theschool).

● MariaTeresaPalmieri, “IISAvogadro”, (Turin),upper secondary school: Teacherof

ItalianandHistory.

● Flavia Riconda Galletti, IIS Avogadro (Turin), upper secondary school: Teacher of

ItalianandHistory.(Note:Theyfilledtogethertheevaluationform)

Atthebeginningofthesession,theresearchersbrieflyillustratedthestructureofthecards

andthenaskedtoteacherstoexpresstheirgeneralimpressions:Arethecontentsclear?Are

the sections in the card sufficient to explain the activity and to cover the key aspects

(organization,knowledgeprocess,evaluation)toimplementitintheconcreteschoollife.

Drawingontheteachers’comments,theresearchersarguedthatthecardstructureisquite

clearandcomplete,becausetheydidn’tsuggesttoaddmorefields.However,theynoticed

some problems about the specific cards: not all the cards were homogeneous, because

somecardsshoweddifferentwaystoorganizecontents(e.g.thedevelopmentofactivities

wasmorestructuredinsomecases).

Theteacherspointedoutsomeissuesrelatedtothefield“tags”:forsomeofthemwasnot

so clear the operating criteria behind the tags. In some cards, they found a list of social

media(e.g.Twitter,Instagram),inothercasestheyfoundtopics(e.g.journalism).

Other observations involved the “language”: teachers feel the difficulty to read and

understandtheEnglishlanguage,especiallythemeaningsoftechnicalandspecificwords.

Regardingthefield“age”,theteachersnoticedthatsometimesacardthat isdesignedfor

anage,couldbealsosuitableforanotherorforboth.

Aboutthe“duration”,theteachersunderlinedthatthetimescheduledcouldbestructured

better(e.g.,165’shouldbemoredetailed,indicatingeachphasemoreprecisely).

35

Figures11,12and13.SomemomentsoftheevaluationprocesswiththeItalianteachers. The field“evaluation”wasalsodiscussed.According to the teachers,notonly the results,

butalsotheprocesses(forexample,howstudentsinteracteachother)shouldbeevaluated.

Furthermore,somecardsnothaveclearcriteriaintheevaluationfield.Forthesecardsthe

teacherssuggestedtogomoreindepth,notonlytosay“therewillberubricofevaluation”,

36

but suggestingwhich criteria could be used in these rubrics (also suggesting thatmaybe

thesecriteriamaybecreatedstartingfromthekeyquestionsproposedinthecard).

Titleofthecard Clear Useful Suitablefor

thetarget Sustainable

n.of

teachersthat

vote

Total

score

Analyse,clickandthinkon

media 4-4-2 3-4-3 4-4-3 3-3-2 3 39

AugmentedClimathology 4-4-3 4-2-3 3-3-4 4-2-3 3 39

Beingwell-informed:tricks

andtipsaboutmedia 4-5-4 5-4-4 4-2-1 4-4-4 3 45

Elementary,myDearWatson 5-5-4 4-3-3 3-2-3 3-2-3 3 40

“Enjoythebeauty.Analyzing

theimageworld” 4 4 3 2 1 14

“Funsub_school” 5 5 5 4 1 20

Huntingmediastereotypes 3 4 3 4 1 15

Instanstory 4-3 4-4 4-2 4-3 2 28

"Isthisart?":Appreciationof

contemporaryart 5 4 4 4,5 1 18,5

Knowingacomputer 3-3-4 5-2-4 4-4-4 3-3-2 3 41

LATESTNEWS! 2-2-2 2-2-1 3-3-2 1-1-1 3 22

LifepublishingintheInternet 3 4 4 4 1 15

Lookingforthehidden

character 5-1 5-4 5-1 5-3 2 29

37

Memesandgifsas

commentary 4-4-4 3-4-2 4-5-4 3-2-3 3 42

Narratinggameplay(Let’s

Play) 4-3-3 4-2-3 3-4-3 4-2-2 3 37

NewsStoriesinSocialMedia 4-3-3 4-2-2 5-4-4 5-3-5 3 44

“Play”abookand“read”a

movie

5-5 5-4 5-4 4-4,5 2 36,5

Reviewingvideogames

online 3-2-3 2-2-2 2-2-2 2-2-1 3 25

Roletwitting 5-4-3 4-3-2 4-3-3 3-2-3 3 39

Synt-class 4-5-4 4-5-4 4-4-4 3-4-4 3 49

TeachingwithYoutube 3-4 3-3 4-2 2-2 3 23

Theartofexpressing 5 5 4 3 1 18

Tellit!Creatinga

documentary 4 3 3 1 1 11

Theexperienceofa

decade[9] 5-4-4-

5-5

5-5-5-5-

5 5-5-5-5-5 4-5-5-5-5 5 97

Thegameofhistory 5-4-4 3-3-4 3-2-4 4-2-4 3 42

Thesocialmediamanager 2-3-2 2-2-2 3-5-1 3-3-1 3 29

TheTransThermopylaeBattle 5 5 5 5 1 20

Tipthescales 2-3-2 1-2-1 2-3-2 2-2-2 3 24

Transmedianarratives 4 3 2 3 1 13

Tumblenglish 2 4 4 2 1 12

38

Table4.Scoresgivenbyteacherstothelearningcards,onascale1(lowconsensus)-5(high

consensus).

Thescoresgivenbytheteacherstothecardshaveapurelyindicativevalue,sinceitwould

take much higher numbers of teachers/evaluators to make the evaluation meaningful.

Furthermore,notallteachersassessedallthelearningcards.However,thisisanimportant

qualitativeanalysis,whichcanprovideuswithafirstindicationofthe"didactic"functioning

ofthecardsandtheiradaptabilitytotheteaching/learningcontexts.

Assessmentprocess:thirdphase

The last participatory design session for creating of the learning cards was on 22March

2018, during the Transmedia Literacy conference. It was a workshopmoderated by two

researchers.Itinvolved2secondaryschoolteachers,and2lecturers.

One of themoderators introduced the workshop, explaining that the teachers would be

collaborativelydesigninglearningactivitiesthattookadvantageofthestudents’transmedia

skillsandputthemattheserviceoflearningbyadaptingthemtodifferentsubjects.Theaim

oftheworkshopwastocreateaLearningCardthatcontainedthedescriptionoftheactivity

andthatteacherscouldusebyapplyingsomechanges intheirrespectiveclassrooms.The

philosophy of the workshop was “to learn from each other”, by sharing, and finding

elements of interest that would have accompanied teachers in the design of learning

processes that involve transmedia skills in one way or another, taking advantage of the

informallearningstrategiesthatstudentsareusingoutsidetheclassroom.

Theparticipantswere invited to identify a theme thatwasboth interesting for themand

suitable for an educational use. To do this, they worked collaboratively on a shared

environment(aGoogledocument),reachingthecreationofnewlearningcards.

Howcanthisdesignphasealsobeconsideredusefulfortheassessment?Basically,because

itwasabottomupprocess:theteachersthemselvesbegantoreflectonthepossibilityof

articulatingdidacticpathsinthemodeloflearningcard.Sowecouldobserveifteacherscan

approachsuchdesignprocess,thusproducingnewcards,anddetectthedifferentphases,

obstaclesandenablers.Asstatedby IreneGujit (2014)about impactevaluation (although

39

notinthedidacticfield)“theunderlyingrationaleforchoosingaparticipatoryapproachto

impact evaluation can be either pragmatic or ethical, or a combination of the two.

Pragmaticbecausebetterevaluationsareachieved(i.e.,betterdata,betterunderstanding

ofthedata,moreappropriaterecommendations,betteruptakeoffindings);ethicalbecause

itistherightthingtodo(i.e.,peoplehavearighttobeinvolvedininformingdecisionsthat

willdirectlyorindirectlyaffectthem)”(p.2).

Figure14and15ImagesfromtheparticipatorydesignsessioninBarcelona

40

Useofthefeedbacksfortheiterativedesign Wereceivedmanymeaningfulfeedbacks inrespectofthegeneralconceptofthelearning

activities,suggestionsandreviewsontheirspecificimplementationintheclassroom.

We used such feedback to make some changes on the existent cards (for example re-

adjusting the scheduled time of some sessions in the cards, according to the teachers’

reviews, or specifying the evaluation criteria of the activity), as well as to design the

“welcome message” in the Teachers’ kit home page, the video tutorial and the written

instructionstousethecards.

In particularwe tried to dealwith possible concerns from teachers about the use of the

cards and the feasibility of such innovative practices at school (e.g.connection with the

curriculum,timing). Inaddition,wewere interested insendingamessageofpracticaland

emotional support for them, addressing to the specific values, pedagogical views and

practicalscenariostheyhavedescribedduringtheevaluationsessions.

Sustainabilityofthevalidationprocess

Finally, inorder toguarantee thesustainabilityof thevalidation through time,aboardof

10-15 teacherswill be set up to ensure the evaluationof the future learning cards to be

uploaded to the portal. It is important to have the proper structure to ensure that the

process,onceinplace,isself-sustained.Forthisreason,inItalywewillcreateacommittee

of expert teachers, which will be comprised of at least one representative teacher from

each curriculum subject and that will cooperate to review the cards uploaded to the

platform.

References

Guijt, I. (2014), «Participatory approaches. Methodological Briefs: Impact Evaluation 5»,

UNICEFOfficeofResearch,Florence.Availableat

http://devinfolive.info/impact_evaluation/img/downloads/Participatory_Approaches_ENG.

pdf

The TRANSMEDIA LITERACY project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 645238