The web navigator Bucharest PACT · Organization [name and website]: PACT Foundation Compilation...

This material has been produced with the financial support of the Fundamental Rights and Citizenship Programme of the European Union. The contents of this material are the sole responsibility of its author and can in no way be taken to reflect the views of the European Commission. Project code: JUST/2011/FRAC/AG/2638

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TRAINING OUTLINE FORM

The Web 2.0 Navigators. The Unseen Face of Internet

City: Bucharest

Organization [name and website]: PACT Foundation

Compilation date: 14th of January 2014

Responsible for the training and trainer: Radu Racareanu

SYNOPSIS OF THE TRAINING:

Young people learnt what's "cool" and "uncool" over the internet in terms of relating to one another and they reflected on how discrimination is present in the online environment.

They will get to understand the concept of discrimination, what it means to be discriminated against and explore their own feelings and thoughts regarding discrimination and exclusion, both in real life and virtual environments.

The exploration stage will culminate in an "Action" stage, young people gaining abilities and tools to fight off online discrimination and communicate coherently in an online environment.


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The project

The ICUD Project (http://digitaldiscrimination.eu/) aims to Creatively Unveil hidden forms of Discrimination on the Internet, and analyze how youths contribute to its proliferation on social network sites. The project seeks to provide practical tools to combat digital discrimination. Based on academic and field research a creative methodology has been developed, which will be tested in pilot sessions with youths in five EU countries. Expected results will include an interactive anti-discrimination-pack, to raise awareness as well as stimulate youths to become proactive online users, who detect, react and act against discrimination online.

The research and theoretical frame

During five month the ICUD project partners from 5 EU countries have looked at different Facebook profiles of youths, and have collected information about open and hidden forms of discrimination online. Much has been found and the partners will address the main ‘themes’ that arose during the pilot sessions. The research was lead and analyzed by the Social and Organisational Analysis research group (ASO) at the Sociology Unit of the University Rovira i Virgili (Tarragona, Spain) and a full research report will be published on the project website http://digitaldiscrimination.eu/

What is this ‘training outline form’?

The ICUD project ‘training outline forms’ describe the actions carried out by each project partner during the pilot sessions, in a way that can be replicated by others. We hope you find them useful to copy and adapt in your learning environment as well as everyday.


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What are the ICUD training aims?

The main emphasis of the ICUD training is to engage young people in digital activities on social network sites (sns) and to raise their awareness about discrimination during the sessions, as well as motivate them to become proactive internet users, who implicitly and explicitly combat discrimination through their informed actions and responsible behaviour.

The training outline forms contain a detailed description of the didactic work carried out by each project partner in five EU cities (Barcelona, Brussels, Bucharest, Rome and London) during the pilot sessions (October-December 2013). They represent an important work tool for the replicability of the tested model. The pilot sessions test the previously compiled methodological guide, and include creative and empowering activities with young people aged 15 to 30, who are the primary target group and are more likely to be exposed to discrimination. Participants of the pilot groups receive on-site training and follow-up online sessions, and they are encouraged to express their thoughts and reactions through audio-visual tools. In this way the ICUD training helps young people to find their voice and to involve and integrate their ideas in practical actions with digital tools.

Training / pilot sessions general objectives

− raising awareness about discrimination online, especially subtle and hidden forms , such as jokes, song lyrics, comics, stereotyping or even denial or invisibility of issues (i.e. denial of LGBT discrimination or of the existence of disabled people) etc.

− stimulating reaction in youth to respond to the theoretical and practical material in the methodological guide about discrimination and social networks, and invite them to add further experiences and their own digital material (AV production)

− giving a space for youth to act on the internet, whilst exerting self-reflection about their own positioning in relation to discrimination in their ‘real’ and online communities, in order to empower them to become conscious and active members of our society


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Training / pilot sessions overall methodology

The methodological basis for the pilot sessions is the ‘be-learning’ methodology (belearning.info), which is used by the ICUD partners in 5 EU countries. However each partner is invited to incorporate activities best suited to their local issues, needs and infrastructures. The methodology combines three phases/parts and three layers. Every part includes different units and one or more layers:

Phases/parts:

1: Awareness raising: work introduction and target involvement using digital engagement and documentation.

2: React with digital production: Exploring, workshop about how to use a specific digital production to express opinion online, and specifically react to discrimination issues.

3: Action on the internet: explore, experiment, evaluation and thinking the results, and learn by exploring to act on the internet in responsible and positive ways.

Layers:

1: web-digital space – used throughout part 1, 2 and 3 (online)

2: interaction face to face – used in part 2

3: action – in part 2 and 3 (face to face and/or online)

The activities of each phase/part of this training are subdivided and described in units, i.e. the preparation of the awareness raising activities and examples would be unit 1. Each partner will define the content and how many units specific to their subjects, themes, online and AV activities they need.


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This methodology is open and adaptable to local context, needs and know how of each partner.GENERAL DESCRIPTION OF THE TRAINING:

Due to the fact that the concept of discrimination was not at all clear to our target group, we addressed in the face-to-face sessions mainly what discrimination means, its sources and how it influences people.

In the second face-to-face session we covered the topic of how discrimination manifests itself over the Internet and within social networks and what responsible use of the Internet means.

The methodology of the training course has combined a non-formal education approach based on the participants own life experience, thematic movies and debates with the IT solutions and online tools that the participants can apply in their real life (e.g. using Pinterest, Facebook, Google docs, video materials, preparing a blog, etc.). Thus, the participants will be empowered to tackle online discrimination.

The Action phase of the training includes the preparation of anti-discrimination materials that can be used in the European campaign.

Three training courses have been organised: one for the young people of Slatina (Olt county), one for the young people of Balta (Gorj county) and one for teachers from the Southern communities in Romania. The training courses include two face-to-face sessions of 6-7 hours each.

The courses have had the following structure:

Week 1+2: Online work - around 1 hour

Week 3: First session - 7 hours face to face

Week 4: Online work - 4 hours

Week 5: Second session - 7 hours face to face

January: Online work - 6 hours

The group work will be continued online also in the next months. The young people will be updating a blog focused on anti-discrimination and human rights issues.


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PROFILE OF THE TRAINER/S:

Radu Racareanu, research expert and trainer - He has experience in youth work of over 10 years and has worked on anti-discrimination and human rights issues since 2008. Among others he has worked with socially disadvantaged groups and ethnic minorities.

PEDAGOGIC OBJECTIVES:

1. Young people will understand the concept of discrimination both from cognitive and emotional point of view (what it means and how it feels);

2. Young people will understand how discrimination appears and the different mechanisms that lead to discrimination in day to day life

3. Young people will be able to identify different forms of discrimination, including hidden discrimination in real life and over the internet;

4. Young people will be able to critically assess the content posted over the internet (aim, target group and form) and how it should be adapted for different platforms (Facebook, twitter, e-mail, messenger, LinkedIn, blog, webpage)

5. Young people will be able to produce digital material in order to position themselves online - present themselves, communicate and share their values and opinions, fight negative attitudes and discrimination.

EXPECTED RESULTS

a) Outputs: What have I learned?

1. Young people have learnt what discrimination means, how it feels, different groups that are discriminated against and what kind of problems they encounter, as well as how discrimination negatively impacts the life of people and especially the development of young people. The second part of the training focused on different forms of hidden discrimination.

2. Young people are able to explain the different mechanisms that lead to discrimination and how discrimination appears.

3. Young people will be able to identify different forms of discrimination, including hidden discrimination in real life and over the internet


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4. Young people will be able to analyse and structure online communication using criteria such as the aim, the target group, the form and the platform they use. They will be able to identify differences between different styles of online communication and adapt their message to different target groups and platforms of online communication according to what they want to communicate.

5. Young people will learn how to present themselves digitally and basic techniques to develop a dialogue and debate by using rational arguments rather than unsubstantiated judgments.

b) Deliverables: What have I produced?

1. The young people produced collages (in physical format) and boards on Pinterest on the topic of discrimination and how it can be fought. They have also prepared digital collages from the pictures taken during the training course.

2. The young people have offered examples of discrimination that they have found over the internet.

3. The young people are in the process of creating online materials (individually and in teams) on the topic of fighting discrimination.

4. The young people will create and update a blog on which they will post materials concerning discrimination in Romania and propose solutions for fighting it

5. The young people presented their personal transformation during the training on the Facebook group by means of visual metaphors.


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TARGET GROUP/S:

Training 1

High-school students from Balta village, age 15-18 from disadvantaged backgrounds. Many of them do not live with their parents, who work abroad, and have been raised by other relatives. Many of them have to work and contribute to their family well-being and some of them are suffering from health issues which prevented them from socialising with their peers as other teenagers do.

Training 2

Young people from the town of Slatina, aged 17-21. They have cooperated with a local NGO, either as volunteers or as participants in some of its activities. The NGO works with disadvantaged young people, including Roma.

Training 3

Teachers and youth workers from rural communities in the South of Romania.

We strived to ensure a gender balance for all training courses.

METHODOLOGY:

The methodology will be based on non-formal education tools, especially in order to cover the training content on discrimination. For using the online tools we will employ especially tools for vocational learning.

- films on the topic of diversity, discrimination and human rights and group discussions based on these movies;

- self-reflection and small group reflection

- case studies

- debate - including online debate

- role-plays

- small group work (3-4 people per group)

- online assignments

- digital creation


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DESCRIBE CATEGORIES OF DISCRIMINATION YOU MAY FOCUS ON IN THE PILOT SESSIONS:

- Racial

- Social/ Economic

- Gender

- Disability

- Religion

- Sexual Orientation

- Appearance

Due to the fact that many of the participants lacked basic notions in the field of diversity and discrimination (e.g. discrimination women face, what is an atheist or a bisexual, etc ) we decided to cover basic issues about several of the discriminated categories, though initially we planned to focus on two-three categories of discrimination.

However, gender and racial discrimination surfaced naturally more often during the discussion, as these were categories of discrimination to which the young people were exposed more often in their day-to-day life.

PLEASE DESCRIBE HOW YOU WILL ADDRESS HIDDEN FORMS OF DISCRIMINATION IN THE PILOT SESSIONS: [which kind of activities/methodologies you will implement to address hidden forms of discrimination, i.e. showing case studies and discussing them or playing interactive games aimed at making participants reflect on the different level of discrimination...

While in the beginning we planned to focus more on hidden discrimination and tackle it mostly via practical assignments, we realised that the participants actually lacked basic understanding of what discrimination is and there we focused in the first part of the training on discrimination in general and we tackled hidden discrimination in the second part.


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In the second part the participants received a definition of hidden discrimination, a classification of hidden discrimination and how it can manifest itself and concrete examples.

Afterwards, they were asked to find examples of hidden discrimination over the internet. Each of this example was afterwards discussed in the large groups - if it's a case of explicit or hidden discrimination and what type it is.

RESOURCES:

a) Logistics:

One big room, where chairs and tables can be moved around. A flipchart was available.

b) Technical requirements:

Four working laptops and a beamer; internet connection.

In Balta we had access the computer lab of the high-school and thus each participant worked on one desktop computer. However, due to the low computer literacy of some of the participants, several of them were grouped together.

c) Material:

Coloured pens, flipchart paper, A4 white and coloured paper, scissors, glue, old magazines, videos, handouts adapted to each sessions with practical examples


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SHORT DESCRIPTION OF TRAINING UNITS

part unit CONTENT ACTIVITIES ICT interaction

1 1

Introduction to the project and the training

We subscribed all the participants to a closed Facebook group; They presented themselves on the group; everyone had to mention a personal trait starting with the initial of their name and their favourite movie

Only ICT interaction; communication on the Facebook group.

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First face-to-face training session

1. INTRODUCTION - ice-breakers and name games - presentation of the project and of the training course - expectations from the training course (Tree of expectations) 2. DIVERSITY & ACCEPTANCE - CASE STUDY - the Abigail story; discussed concepts of oppression, diversity, choices and how each of us position her(him)self towards other people and their behaviours; how we let others influence the our opinions, attitudes and behaviours; Gender roles and how we conform ourselves to them; how we position ourselves regarding LGBT couples vs straight-ones 3. INTRO TO DISCRIMINATION Short animated movies from Pixar to introduce the topic of discrimination and

Playing media content


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diversity; Also had the role of ice-breakers 4. HOW DOES DISCRIMINATION APPEAR, CONSEQUENCES - ADAGIO - 11 minute movie; factors that lead do discrimination, the role of emotions in the mechanics of discrimination 5. WHAT IS DISCRIMINATION - role playing; Each participant had to create a character for themselves based on the following traits: gender, race/ethnicity, socio-economic status, religion, the presence or absence of a specific disability and sexual orientation. Some participants could choose all or some of these traits. We explored the layers of individual identity, empathy - how much we are able to "try another person's shoes", prejudices and stereotypes and the basis for discrimination; other types of discrimination than those already mentioned 6. FIGHTING DISCRIMINATION - collage; what are the means we can use to fight against discrimination in day to day life

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Communicating on-line on the topic of anti-discrimination

1. Means of expressing yourself online - making a collage of photos (of the training course) and a

Facebook, Picasa, Pinterest


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Pinterest board (on the topic of fighting discrimination) 2. Watching movies - the group organised together with an educator and watched the feature film "Freedom Fighters" about the life of high-schoolers in a US ghetto and the role of education in reaching them; tackled racial and ethnic discrimination, anti-Semitism, violence, poverty and breaking away from a culture of violence and (self)distruction

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Second face-to-face training session

1. How does discrimination appears, ways of fighting discrimination and changing attitudes - movie "A Class Divided". How people can be influenced and the process of changing attitudes; 2. Hidden discrimination - presentation and discussion, examples; each participant had to look for examples online 3. Power and discrimination - similiarities and differences between the person that discriminates and the one that is discriminated against - case study 5. The role of Internet and new technologies - how they foster discrimination and how they help fighting it - group work and plenary discussion

Google Search, Facebook, Google docs, E-blogger, Doodle, Youtube, Photo and Video editing functions


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6. Responsible use of internet (focus on Facebook) - group work and plenary discussion 7. Using online tools: Cooperative office tools Google docs and Microsoft Office Online; Blogging (Eblogger, Wordpress, Tumblr) - presentation and application, cooperative scheduling - doodle, other social networks (LinkedIn, Google plus, Twitter, Pinterest, Instagram); Editing photos and videos - Irfan Viewer, Picasa, Youtube

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Action: Fighting discrimination online

1. Creating digital content - photo, video, text in teams and individually; the content will focus on combating discrimination 2. Creating and updating an anti-discrimination blog 3. Writing a personal Essay

Blogging, Photo and Video Editing, writing for the online


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TIME

Part Layers Unit Days / hours specify if face2face or online

1 1 1 1 hour Online

1 2 7 training hours Face to face

2 2 3 4 hours Online

2 4 7 hours Face to face

3 3 5 8 hours Online

MONITORING AND EVALUATION TOOLS

- Questionnaires (after each face to face session)

- Expectations tree and checking of the expectations in the first session (On a tree drawn on a flipchart, the participants had to draw a symbol of themselves - who they are at the beginning of the session, as well as two post-its with their expectations and fears; at the end of the session they had to draw another symbol of themselves - who they have become after the training session in the drawing and check if their expectations were fulfilled and fears were avoided)

- Who are you on Facebook (at the end of the session, the participants had to post two pictures on Facebook on how they changed from the start of the training course)

- Plenary discussions

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