SEE WEB TV and MOOC guidelines: HOW to use the SEE project tools for enhancing

educative opportunities to increase the awareness about risk prevention in School

INDEX

1. A (short) pedagogical revue: Why new tools for “teaching” civil protection in

Schools

1.1 Visual learning

1.2 What’s MOOC

1.3 What Internet TV is

1.4 Why a Web TV for Civil protection

2. The SEE MOOC Platform

2.1 Introduction

2.2 How to access a SEE MOOC Resources: SEARCH A COURSE2.3 The structure of the COURSES2.4 How to access the SEE MOOC Resources: MY MOOC – CREATE A COURSE BY YOURSELF

3. CIVIL PROTECTION WEB TV3.1 Guide to an educational use of VideosA certain regard on Civil ProtectionMission for SchoolsTeaching Civil ProtectionCivil Protection StoriesCivil Protection Film FestivalStories of natural heartbreaksCivil Protection Video-gate

3.2 Educational use of the Civil Protection web TV

STEP 1 - Defining the topic

STEP 2 - Create your Playlist (MY WEB TV)

STEP 3 - Present the Videos in class

4.The Platform and the WEB TV: a new approach for a MASSIVE increase of

Knowledge

SEE WEB TV and MOOC guidelines

HOW to use the SEE project tools for enhancing educative opportunities to increase

the awareness about risk prevention in School

1. A (short) pedagogical revue: Why new tools for “teaching” civil protection in

Schools

1.1 Visual learning

Teachers are aware that, in general terms, students learn more by seeing the relevance and

effectiveness of the contents presented in the classroom. In particular, the students are interested

in the material presented, where they realize the relationships of the contents with reality and life.

In order to achieve the ultimate goal of student’s learning it is important to use a combination of

teaching methods and to make the classroom environment as stimulating and interactive as

possible. Students learn in many different ways. Some students are visual learners, while others

are auditory or kinaesthetic learners. In particular, visual learners learn visually by means of video,

charts, graphs, and pictures. These different learning styles require the teachers to organize

activities related to each of these learning styles so that all students are able to succeed in their

classes.

A theoretical lesson may find the students quite uninterested. But not only students may find

difficult to be concentrated when concepts are explained in mere theory. Making an example:

when the plane crew explains how to behave in case of an airplane accident, almost no one cares.

People go on reading and chatting not showing interest in the presentation. They really don’t

believe that the situation presented can become real. But, what if the same explanation is given in

a context related to reality? “Dear passengers, we are quickly falling down! And soon, if lucky, we

will land in the middle of the Ocean. Now please, listen to my explanation about how to protect

yourself!” No one would go on reading and chatting, giving a strike attention to the lesson.

Learning styles may be defined in multiple ways, depending upon one’s perspective. Authors

relate about various definitions of learning styles. For someone is the manner in which individuals

perceive and process information in learning situations. Others define learning styles as the

general approaches—for example, global or analytic, auditory or visual—that students use in

acquiring a new language or in learning any other subject. Learning style can be defined as

cognitive, affective, social and physiological attitude that is related to have indicators of how

learners perceive, interact with, and respond to the learning environment.

In particular, visual learners have the attitude to select an impact of knowledge defined in pictures

and learn best with visual images. They prefer non- verbal cues and videos for them represent a

powerful tool of learning.

The Visual learners are facilitated when the approach is Massive and Open.

1.2 What’s MOOC

As its name suggests, a massively open online course (MOOC) is a model for delivering learning

contents online to a very large and various group of learners virtually, with no limit on

attendance.

Participants can be students enrolled at the institution hosting the MOOC or anyone with Internet

access. The “open” learners join the course activitiesthat generally include videos, forums,

discussion boards and MP3 files. Discussions and comments might be included via social media

platforms. While a MOOC might accommodate enrolment in the thousands, some of these courses

enrol far fewer—the “massive” part of the name speaks more to the potential to include vast

numbers of students than to the actual size of the class.

The term MOOC integrates the connectivity of social networking, the facilitation of an

acknowledged expert in a field of study, and a collection of freely accessible online resources.

Perhaps most importantly, however, a MOOC builds on the active engagement of several hundred

to several thousand “students” who self-organize their participation according to learning goals,

prior knowledge and skills, and common interests. Although it may share in some of the

conventions of an ordinary course, such as a predefined timeline and weekly topics for

consideration, a MOOC generally carries no fees, no prerequisites other than Internet access and

interest, no predefined expectations for participation, and no formal accreditation.

The MOOC is open to the participation of all kind of learners. In principle, all the potentially

interested to participate are accepted; “people negotiate the extent and nature of their

participation according to their individual needs and wishes, regardless of whether those needs

are defined, for example, by personal interest or workplace requirements. From a theoretical

perspective, this creates a very broad form of legitimate peripheral participation” (Wenger, 1991).

In practice, in the MOOC framework, access is guaranteed to large numbers of people who are at

risk to be excluded for many reasons: management of life-time, geographic location, prerequisites

(formal and substantial), financial problems.

1.3 What Internet TV is

Web TV – May also be known as: Web-over Television Services, Web Enhanced TV, TeleWebbing,

Teleweb, TV-based Web Browsing, TV Internet Delivery System, Set-top Box, TV Internet Access

Device, Phone-Based Web Boxes, WebTV Device, Hybrid WebTV Device, Web Over TV, Web-based

Internet TV, Web Channels, Web TV, Web-connected Smart TV, Web-based Television, Hybrid Web-

to-TV, hybrid-capable STB.

Associated with TV Internet Access Device, Terrestrial-based Internet-over-TV service, IP Niche

Programming, Narrowcasting, Slivercasting, VOD, IP VOD Channel, IPTV, Internet Channels, Online

TV, Net TV, Television-over-broadband, Broadband Entertainment, Internet enabled TV, Internet on

TV, Internet-over-TV, High Speed Internet on TV, Internet-connected TVs, TV Internet System,

InternetTV, Online Video, TV-over-ADSL, TV-based Internet, Broadband-based TV, ITV-over-DSL,

Broadband ITV, ADSL-based VOD, Interactive Broadband Television, Interactive Online TV,

Terrestrial-based Internet-over-TV.)

(1)Utilizing a television system to access Web programming content that is delivered via the

Internet. (Web-based Television technically would be the accessing of programming content over

the Internet while utilizing a television system but that gets used interchangeably with the term

"Web TV".) See Internet-connected TVs.

A Web TV system typically incorporates Internet access, a Web browser, wired or wireless

networking, a keyboard/keypad or mini-keyboard and a wireless control device such as a wireless

mouse. While Web TV browsers might not offer as much functionality as a PC-based browser, it

can be a low-cost alternative to a traditional Internet-connected computerized device. (This is

changing with Internet-connected TV hooked to HDTVs.) Unlike the digital input that computer

monitors receive, most non-HDTV TVs receive their input in the form of analog waves,(SDTV

versus digital TV.) Those Web TVs display fewer pixels per square inch than a computer monitor or

compatible HDTV.

(2) Web TV also might be used to describe any computerized system that enables viewing of TV

programming that is delivered via the Web. These different devices include PCs, mobile devices

and Internet-connected TVs. (Internet TV technically is more the act of watching video

programming via the Internet, but the term is sometimes used interchangeably with Web TV

anyway.). See http://www.itvdictionary.com/web_tv.html.

1.4 Why a Web TV for Civil protection

The idea of developing a project about a Civil Protection web TV is the result of considering the

opportunity to have two areas of impact:

- educative impact: video and visual experiences can be very important in order to raise the

awareness of the young generation about how to protect the educative environment

towards risks related to natural and anthropic disasters. The structure of a WEB TV can

guarantee a very easy link with the natural and actual dimension of the ubiquitous learning

growing attitudes, being very simple to be connected with any kind of devices. A web TV is

not a simple web page; it is neither a video repository nor a thematic video guide. It is a

tool that broadcasts “web TV series” with the aim to make possible an educative use of the

relationships the adolescents and children have with the TV realization.

- Informative impact: it is easier for the students involved in activities of prevention and

preparedness to be informed trough visual approach. The web series can contain a lot of

useful information about how to behave in case of disasters, giving the teachers and civil

protection staff an effective support in developing proper risk protection awareness.

2. THE SEE MOOC PLATFORM

2.1 Introduction

The SEE platform is the first experiment of a MOOC expressly dedicated to the Civil Protection

topics. It containson line educative tools and materials, proactive instruments, multimedia courses

and practices about risks, emergencies, behaviors in case of disasters, and information about “how

to protect school environment in case of disaster and how to prevent damages”

The Civil Protection MOOC platform has some key characteristics:

It provides courses and other educational resources a la carte. It’s possible to pick and

choose among lessons. There aren’t starting dates: the resources are always accessible,

allowing users to start and finish when they like and to work at their own pace. No courses

have an end date.

They are entirely online, rather than hybrid or blended. So it’s possible to have massive

number of users over time,

They are open in two important senses. They are free, and they have no admissions

requirements: anyone with internet access can get started. Other than this all the contents

are freely distributed for re-use.

The SEE MOOC platform is like a Civil Protection catalog from a book publisher. The courses are

divided in specific categories, can be selected per typology of users and also per language.

The courses are available in English or in Bulgarian, Dutch, English, Greek, Italian, Romanian,

Spanish.

2.2 How to access a SEE MOOC Resources: SEARCH A COURSE

Once you enter in the SEE project website www.seeproject.eu, you have to click MOOC Platform

The platform is free, so it’s not necessary to register yourself.

It contains online educational courses based on multimedia tools, materials and proactive

instruments.

Once you are inside the Platform, you have to click on SEARCH a COURSE

To access a course available on the SEE MOOC Platform you should easily select the items under

‘Categories’ ‘Courses’ and ‘Languages’ on the column on the right and thus you can decide on

which ones your course should focus on.

The Categories that you can choose are the following:

The Courses that you can choose are related to the following topics:

And finally you can choose the language. The courses are available in English or in Bulgarian,

Dutch, Greek, Italian, Romanian, Spanish

At the end of your selection, you should click on the button ‘Search on MOOC Plaform’

The titles of the courses containing the characteristics you selected should appear and you can

simply click on ‘Read More’ to enter the complete course and see its didactic units, assignments

and the deepening materials available.

2.3 The structure of the COURSES

Each course has the same structure:Title; Instructor; Overview; Goals; Didactic Units; Assignments, Materials

2.4 How to access the SEE MOOC Resources: MY MOOC – CREATE A COURSE BY YOURSELF

The SEE MOOC Platform gives you also the possibility to create a new course by inserting new

materials. You can choose the topics you prefer your course should focus on, the categories these

should be mainly addressed to and your preferred language.

The Steps for creating a new course are the following:

If you are a new user:

Fill in the registration form you find once entered into MY MOOC and have clicked on the

‘Instructions’. By reading the instructions, you will be guided to click on the specific link that will

lead you to an empty form - ‘New Users Registration’ - where you will have to insert the

information requested.

After you have inserted your data, the ‘Captcha’ and clicked on ‘Submit’, a message displays:

‘Congratulations! Your registration was successful. You may now login using the password that

was emailed to you’.

The Courses Administrator will soon send your username and password to the email you indicated

in the registration form.

Once you have received your username and password, you should insert them under ‘Existing

Users Login’ (in the same page with instructions you will be guided to the link where to click).

Now you are able to create a new course by writing and uploading new materials (documents,

links, videos, presentations, any other material) in the fields covering the following items:

Instructor; Overview; Goals; Didactic Units; Assignment;Materials.

Moreover, you should also select one or more items you find in the sections ‘Categories’ ‘Courses’

and ‘Languages’. You can decide on which specific items your course will focus on.

Once you have inserted all the materials and made all the selections, you should click on ‘Validate’

so that your course is uploaded on the SEE MOOC Platform.

The course you have created will be included in the group of courses available on the SEE MOOC

Platform after a check by the platform administrator.

More specifically, the Steps for creating a new course are:

1. Give a title to your course, indicate who is the instructor and describe the overview and

the goals of the course.

2. You can organize your course in one or more didactic units. You can create up to 5

didactic units. Briefly describe your didactic unit by writing on the empty box and, for

each unit, you are invited to upload related explanatory material/s.

3. You can give an Assignment and upload related materials under the empty box.

4. In the ‘Materials’ box you can write references to links and documents that can help

users to gather more information and deepening materials.

5. You should also select one, or more than one, items you find in the sections ‘Categories’

and ‘Courses’ and decide to which category/ies your course is addressed and on which

specific topic/s your course is focused on. Then you have to select the language of your

course.

6. Last step is to click on the ‘Validate’ button and the administrator will verify the course

you have created.

7. After approval by the administrator your course will be online.

It must be underlined that

- themaximum size of files that can be uploaded under each box is 25 MB

- The Units can be 5 at maximum

If you are analready registered user, you have to insert, under ‘Existing Users Login’, the username

and password you already have, and you will be able to create a new course by writing and

uploading new materials (documents, links, videos, presentations, any other material) in the fields,

following the same rules explained above.

By clicking on the page of the ‘Instructions’ you will be simply guided to the page where you

should click to start creating a new course.

ENJOY PLAYING AND CREATING YOUR CIVIL PROTECTION COURSES!!!!!

3. CIVIL PROTECTION WEB TV

3.1 Guide to an educational use of Videos

The Civil Protection web TV includes a list of different kinds of videos such as documentaries,

reports, interviews, video-lectures and stories.

The web series:

A certain regard on Civil Protection

This series presents opinions, issues and ideas about the European systems and approaches on Civil Protection.

Mission for Schools

Mission for Schools shows news reports and experiences carried out in several European Schools

on how to react to natural and anthropic disasters.

Teaching Civil Protection

A list of topics related to scientific and operative contents about the general framework of Civil

Protection includes the origins and history of natural disasters and the social and natural impact of

catastrophic events.

Civil Protection Stories

Civil Protection is made also by stories of people and of places. This web series presents a number

of videos with different topics and approaches centring on the life of local communities.

Civil Protection Film Festival

On the Internet there is a very interesting list of independent productions representing a wealth of

opinions and ideas on what civil protection is for people directly involved and for the victims of

disasters.

Stories of natural heartbreaks

What happens to people who have lost loved ones and own belongings in a natural disaster?

This web series presents heartrending stories of human distress from the Haiti earthquake to the

Fukushima disaster, and other recent disasters, independent filmmakers try to recount stories of

people who survived and had to rebuild their lives all over again.

Civil Protection Video-gate

Can Civil Protection become a viral WEB event? The video-gate is a web series which presents

short films and snippets from a long list of video-disasters hosted on video social media.

3.2 Educational use of the Civil Protection web TV

The Civil Protection web TV presents a comprehensive list of videos with different aims and

contents. When using them in an educational context, teachers should know beforehand the main

purpose of the information they intend to transfer and then create a specific playlist. A single

video or a group of videos can be divided according to subject and educational objectives.

This preparatory activity can be divided into four STEPS.

Before logging in and starting the selection of videos you have to register

STEP 1

Defining the topic

Example: Prevention of EARTHQUAKE damages occurring during school time.

Look at the videos. This can help you to present ideas and suggestions about this topic.

Select a list of educational UNITS considering the different styles and approaches of each video.

Please note: mixing videos with different styles and contents can be very stimulating for the

students!

STEP 2

Create your Playlist (MY WEB TV)

You can define your:

Category: define the name of your own category

Ex: Earthquake prevention activity at school

Short description of contents:

Ex: These educational activities give information about how to behave in case of an earthquake

during school time

UNITS

You can create a list of UNITS

(please note: these units can be matched with the related section of MY MOOC)

See The VIDEO Tutorial

www.montesca.eu/mywebtvtutorial

STEP 3

Present the Videos in class and enjoy them.

4. The Platform and the WEB TV: a new approach for a MASSIVE increase of

Knowledge

Multimedia materials are now increasingly used in education. Putting together the contents of the

MOOC platform and the Web TV is possible to create personalized paths and curricula concerning

different topics related to the Civil Protection issues.

Through the educative tools realized in the SEE project it’s possible to deliverlearning contents

online to a very large and various group of learners virtually with no limit on attendance.

The SEE MOOC platform and Web TV are like a Civil Protection catalog from a book publisher. The

courses and videos are dividend under specific categories, can be selected per topics and also per

language. The educative tools, videos, materials, proactive instruments, multimedia courses and

practices are related to several hot topics in Civil protection such as risks, emergencies, behaviors

in case of disasters, information about “how to protect school environment in case of disaster and

how to prevent damages”, emotional videos and stories…

Both the MOOC Platform and the Web TV are open to the participation of all kind of learners. In

principle, all the potentially interested to participate are accepted; “people negotiate the extent

and nature of their participation according to their individual needs and wishes, regardless of

whether those needs are defined, for example, by personal interest or workplace requirements.

From a theoretical perspective, this creates a very broad form of legitimate peripheral

participation” (Wenger, 1991).

Access is guarantee also to large numbers of people who are at risk to be excluded from Civil

Protection education and training for many sort of reasons: management of life-time, geographic

locations, prerequisites (formal and substantial), financial problems.

The MOOC Platform and the Web TV provide courses, videos, and other educational resources a la

carte. It’s possible to pick and choose among lessons and video resources. There aren’t starting

dates: the assets are always accessible, allowing users to start and finish when they like and to

work at their own pace. There are no starting date neither end date.

All the educative resources are openin two important senses. They are free, and they have no

admissions requirements: anyone with internet access can get started. Other than this all the

contents are freely distributed for re-use.

Other than this it must be underlined that several studies have demonstrated that the

presentation of emotionally arousing stimuli (compared to neutral stimuli) results in enhanced

memory by influencing attention and visual resources in education can represent this kind of

stimulus.

Accordingly, the MOOC Platform and the Web TV are to be considered an emotion-based adaptive

multimedia learning system for supporting personalized learning in Civil Protection.

The different multimedia materials, image-based multimedia material, video-based multimedia

material, and animated interactive multimedia material can emotionally enhance the memory

retention because emotion can have effects on memory and this is particularly relevant if the

topics are related to Civil Protection issues.

A number of studies show that over time, memories for neutral stimuli decrease but memories for

arousing stimuli remain the same or improve. So the SEE tools can be considered an innovative a

valid method towards a process of creating a permanent record of the encoded information about

Civil Protection.