netWorked Youth Research for

Empowerment in the Digital society

Mid Term Review

24th Jan 2018

CONSORTIUMIntroductions

ReviewersKaren TriquetSimon Schnetzer

CommissionMargareta TraungPia Levicnik

WYRED ConsortiumFran GarciaNick KearneyMary O’ReillyDanny AratiAreta SobierajSabine Zauchner

AGENDA

09.30 - 09.45 Briefing meeting (project officer and reviewers)

09.45 – 11.15 Overview of WYRED so far, WYRED cycle (WP 4-7)

11.15 - 12.45 WYRED platform (WP3), Inclusion and diversity (WP2) 12.45 - 13.30 Lunch

13.30 - 14.30 Valorisation (WP8), Management (WP9), Quality (WP10), Processes (WP1)

14.30 – 14.45 Private session (project officers, reviewers)

14.45 – 15.00 Preliminary feedback to the consortium on review conclusions (reviewers)

15.15 - End of meeting

CONSORTIUMOrganisations

UNIVERSIDAD DE SALAMANCA (USAL)

OXFAM ITALIA ONLUS (OXFAM)

PYE GLOBAL (PYE)

ASİST ÖĞRETİM KURUMLARI A.S. (DOĞA SCHOOLS)

EARLY YEARS – THE ORGANISATION FOR YOUNG CHILDREN LBG (EARLY YEARS)

YOUTH FOR EXCHANGE AND UNDERSTANDING INTERNATIONAL AISBL (YEU)

MOVES (MOVES)

THE BOUNDARIES OBSERVATORY C.I.C. (BOUNDARIES)

TEL AVIV UNIVERSITY (TAU)

WYRED outsetObjectives

• to provide a framework in which children and young people can articulate and explore their perspectives and interests in relation to digital society

• to provide a platform from which children and young people can communicate their perspectives to other stakeholders effectively through innovative engagement processes.

• to engage children and young people in a generative research cycle involving networking, dialogue, participatory research and interpretation

• to generate a diverse range of outputs, critical perspectives and other insights that can inform policy and decision-making in relation to children and young people’s needs in relation to digital society

• to make this process continuous and sustainable

WYREDIn a nutshell

Wyred is about empowering young people, by trusting them and listening to them.

What we do is bring them together, they talk to find out what issues matter most.

Then they explore the issues more deeply in projects, looking for solutions, and better understanding

Finally they share what they have discovered, with society, with those who make decisions.

We guide them, they grow and realise their voice can be heard, and play a more active role in society.

And society, and policy, find out what really matters to young people

WYRED StructureThe WYRED Cycle

WYRED Structure

WYRED Project StructureWork Packages

WP no. WP Title WP Owner

WP1 WYRED PROCESSES DEFINITION BOUNDARIES

WP2 INCLUSION MOVES

WP3 WYRED PLATFORM DEVELOPMENT USAL

WP4 BUILDING THE WYRED NETWORK YEU

WP5 SOCIAL DIALOGUE PHASE EARLY YEARS

WP6 PARTICIPANT RESEARCH PHASE DOGA SCHOOLS

WP7 EVALUATION AND INTERPRETATION PHASE PYE GLOBAL

WP8 VALORISATION OXFAM

WP9 PROJECT MANAGEMENT USAL

WP10 QUALITY MANAGEMENT BOUNDARIES

WYRED outsetChallenges

•ENGAGEMENT - children and young people are to a large extent immersed in a setof activities that take up most of their time, and their free time is precious.Competition for attention with existing activities

•RESEARCH - research is frequently understood in society as a dry activity divorcedfrom everyday reality. Exploration may be a more fruitful word to use in this context

•LEGITIMACY - one of the ultimate aims of WYRED is to help young peoplecommunicate their issues and concerns to those who take decisions about them. Willoutputs be perceived as legitimate by decision-makers?

•TECHNICAL ISSUES - configuring a safe space for the activity in WYRED, that is bothsufficiently attractive to children and young people and compliant with the necessaryethical requirements

WYRED a prioriChallenges

•DIVERSITY – WYRED is committed to diversity and inclusion, however theeasiest children and young people to access are to be found in middle-classschools with receptive families, the challenge is to move beyond this context

•SUSTAINABILITY - making the activity sustainable involves promoting self-management among young people and facilitating the transition from fundedproject to self-funded youth-led activity

•ETHICS OF EMPOWERMENT - the central conundrum in facilitating theempowerment of young people and their agency is the question “when is theright moment to let go”

THE STORY SO FARWYRED Year 1

• New methodological framework for working with young people• Dialogues develop their voice• Projects develop sense of agency, give depth and ground their views• Process of evaluation/interpretation develops relevance

• A platform that functions as a safe space for young people to carry out their explorations and exchanges, which also serves to connect young people from different countries and environments

• A substantial number of young people, across seven European countries, and a wide range of ages and socio-economic backgrounds, have been engaged in the process

THE STORY SO FARWYRED Year 1

• A valuable Delphi process as part of a wider process of youth dialogues that has identified a set of concerns that are of particular importance to European young people at present

• The consortium is supporting a good range of youth-led exploratory and research projects in which young people are getting the chance to go beyond opinion to more in-depth understanding of the issues that concern them

• A wide range of different organisations across Europe have been made aware of the WYRED project and its approach

WYRED IssuesGeneral

• CONVERGENCE - coming together, backgrounds, organisational cultures, need for agility and

adaptation etc.

• MEASUREMENT - key success factors in WYRED are

• the engagement of young people through the process

• their emerging agency

• their sense of ownership of that process

These are not simple to measure

• SCHEDULING - diversity of contexts and backgrounds requires flexibility (risk of lockstep),

building in flexibility (scaffolding, not blueprint)

WYRED IssuesGeneral

• FOCUS – from digital concerns, to concerns in a digital society

• ENGAGEMENT – not a single event but an ongoing process, nature of engagement may require

identification with process, integration with current activity

• ENGAGEMENT – local rather than international, proactive diversity

• PRIVACY/SAFETY – the other side of freedom, making a safe space for that freedom was more

complicated than expected

The First Cycle

Networking (WP4)

The objective of this WP is to attract children and young people to engage in the WYRED

process

Tools used• Manifesto: statement of intentions with Consortium Manifesto and initial Children

and Young People’s Manifesto which shall be developed further by young people in

later stages of the process

• Slogan competition: 270 applications received

Under 14 years: Share your dream – be part of the WYRED team, Vincent Lowry –

St Macarren’s Youth Club, Northern Ireland

14 to 17 years: Raise Your Voice, Be Your Own Future, Acarkent Doğa IB World

School – Turkey

From the age of 18: Be a part, not apart – David Furtschegger, University of

Innsbruck – Austria

• Delphi process: 206 young people and 69 stakeholders in the first round and 260

young people with 89 stakeholders in the second round

• Initial stakeholder questionnaire: >380

• Engagement meetings: direct outreach to 73 youth organisations and platforms and

56 educational institutions

The First CycleNetworking (WP4)

Achievements

• Largely successful in generating networks of children and young people nationally andinternationally among the partners with numbers continually expanding and diverseparticipation

• Useful initial identification of themes (Delphi)• Self-image and self confidence• Internet safety and data security• Roles of friends/parents/peers• Interrelation of real/online worlds• Cyberbullying• Distinction between fake and real news

• International interaction has turned out to be highly attractive with having young peopleand youth organisations from countries not involved officially in the project asan outcome

241

151 136 130 118 11784 73

47 447

050

100150200250300

Self-i

mage, a

wareness…

Internet safet

y (data…

Roles o

f friends,…

Interrelat

ion of the…

Cyber-b

ullying

Distincti

on between …

Gender d

iscrim

ination

Online-G

aming

Sexu

alisat

ion in th

e…

Educational…

Other

Num

ber o

f ent

ries Issues

The First CycleNetworking (WP4)

3,45

3,57

3,57

3,63

3,75

3,75

3,78

3,78

3,90

3,90

3,93

4,05

4,07

4,18

4,20

0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50

Adults misunderstanding of young people

Media literacy

Roles of parents, friends and peer groups

Crime

Cyber-bullying, shaming

Causes of stress among young people

Integration of migrants/refugees in schools and in the society

Gender stereotypes / discrimination

Employment prospects

Environmental problems

Internet safety & privacy

Mental wellbeing

Self-image, self-confidence

Necessary changes in education

Tolerance to different cultures/opinions

Most important issues: Young People survey

Round 1 Round 2

The First CycleNetworking (WP4)

3,18

3,35

3,44

3,45

3,64

3,71

3,71

3,83

3,90

3,91

3,93

3,94

3,94

4,09

4,26

0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50

Crime

Adults misunderstanding of young people

Environmental problems

Integration of migrants/refugees in schools and in the society

Roles of parents, friends and peer groups

Gender stereotypes / discrimination

Causes of stress among young people

Internet safety_privacy

Necessary changes in education

Cyber-bullying, shaming

Employment prospects

Reliability of information on the Internet and social media

Mental wellbeing

Tolerance to different cultures/opinions

Self-image_self-confidence

Most Important Issues - stakeholders survey, 1st and 2nd round

First round Second round

The First CycleNetworking (WP4)

Challenges

• Role of Manifesto, too early in 1st cycle, but the manifesto has good potential forpromoting engagement and as a dissemination tool, so will be revisited

• Delphi process’ tight timeframe has created bottleneck affecting participation in somecountries. Running in parallel in the second cycle

• Initial questionnaire and slogan competition were good kick-starters for the project butnot necessary for second cycle

• Fine tuning engagement strategies to ensure sustained involvement and continuousactivity. Terminology used needs to be further in line with youth context and language inorder to project achieve higher engagement

• Increasingly it will be necessary to understand networking in WYRED as a continuous process

The First cycleSocial Dialogues (WP5)A key aim of WYRED is to engage young people in a process of social dialogue that gives them a voice, and help them use this process to design participatory research projects that allow them to surface and explore their concerns about the digital society in ways defined by them

Article 12: UNCRC

All children have the right to express their views freely in all matters that affect them

The First cycleSocial Dialogues (WP5)

First cycle dialogues (summer 17): 436 participants in 26 face to face dialogues + 2 online

Further dialogues (autumn 17): 82 participants in 13 face to face dialogues + 3 ongoing international online dialogues

Generated Research Questions in Cycle 1

24 under the prioritised topics from the Delphi results in Summer 2017Newly generated research questions: 49 in Autumn 2017Total questions: 73

The First cycleSocial Dialogues (WP5)

The social dialogues achieved their aim as part of the cycle driving participation in the research phase and also generating useful insights regarding the priorities of young people and the differences with those of the stakeholders

They constituted a valuable opportunity to engage students in analysing, reflecting and critically thinking about their own generation in terms of what they identify as their principal concerns and problems. In many cases there was also a reflection around their degree of engagement in society and decision-making

The result of the process was frequently that the young people involved left with a sense of empowerment through sharing their knowledge and perspectives, and furthermore that the issues that concerned them were also relevant for their peers and for society

KEY SUCCESS

The engagement of young people through the process, their emerging agency, and their sense of ownership of that process

WP5 DialoguesMoves Austria

Group1

1. Environmental

problems:

2. Future

Technologies:?

3. Nuclear Power:

4. Cyber-Bullying:

5. Future Prospects:

1.How did climate change over time? Which forms of natural disasters do exist? What are the consequences of the climate change for us and for others? Which technologies can be used against climate change? Alternatives for palm-oil? How can information about the climate change be disseminated effectively?

2. Which impact does robotic technology have on employment? What are future technologies? How have technologies been changing over the last decade? Which impacts do films have on future technologies? Will digital implants be used in the future and what for? Is there anyone/who is exploited for the production of new technologies

3. Which alternatives do exist for nuclear power? What are the effects of nuclear incidents on humans and the environment? What are the reasons for nuclear incidents? Which impact does nuclear power have on our future?

4.What are the strategies to deal with cyber-bullying? Where can help be obtained? Why do people bully someone? What are the legal aspects of bullying?

5.What are the requirements for jobs today? What are the consequences of digitalization for jobs? What are the job prospects for students who do not finish formal education? How can apprenticeship be made more attractive? How can I take a good decision for my future occupation (e.g. job-counselling, coaching)? How can insecure job situations be dealt with?

WP5 DialoguesTAU Israel

Most important issues:

• The most important definitely is Education (emphasis: financial education,

teachers’ status).

• Employment prospects

• Tolerance

• Gender

Possible focal points and research questions related to Education

• Freedom of choice of learning topics/contents. Today there is no such freedom. Questions could be from what age and

which topics. Or what are the criteria of choice (benefits for future employment? Or just pure interest or fun in learning?)

• Impact of technologies on education

• Individual / personalized education; the freedom to choose what to learn. Education should be adapted to the person and

not vice versa

• Some participants pointed out that there is a problem of conflicting messages conveyed by adults (including teachers): On

one hand they encourage us “to experience new things” as much as we can while we are young, on the other hand this and

that are “forbidden” (e.g. drugs, alcohol)

• Special spaces / means where YP can express themselves are lacking. For example, through art. There are YP who wish to

express themselves and share their feelings and/or artistic talents with the world, but they don’t have the adequate place

or means. One participant mentioned the “Spoken Word” concept (performance art that is word based) as a very good idea

that can be followed. The ability to express feeling e.g. through art is crucial in many cases of YP with distress, that don’t

have access to the adequate means. Some of them are in risk of deterioration if this is not taken care of

• Adaptation of the education concept to present reality. More “preparation for life”. More consideration of alternative

educational challenges that YP use (like social networks) that are not part of the curriculum today

• Bad imitation models. YP tend to imitate persons who are not projecting positive values

WP5 DialoguesEarly Years Northern Ireland

Research topics/activities

Self Esteem-How does the Online world affect this?

Do Children really understand when they are bullies online?

Are children aware of keeping safe online?

Why do children tell lies on the internet?

Prioritised TopicsSelf Image and self confidenceCyber bullying and shamingInternet safety and privacy

WP5 DialoguesYEU Belgium

Group 1:

Necessary changes in

education

The use of Digital as content

in Education. “Can that have

benefit or not for the

learners?”

Group 2:

Causes of Stress

“Does Digital Identity (life in

SM) lead to stressful behavior

in real life?”

Group 3:

Internet Safety and Privacy

“Are young people aware of

privacy and safety aspect

when being online?”

Group 4:

Employment Aspects

Which level is better to cover employment

prospects.” (support questions - From local to

international? Online versus offline?)

Group 5:

Gender Stereotypes

Gender and non-binary Identities. “What is

the impact of Social Media on building

awareness and understanding around gender

and gender identities?”

Group 6:

Tolerance towards different

Cultures/Opinions

Tolerance towards different cultures and

opinions at school - what's the perception of

migrant students and how does the virtual

world affect reality on this topic?"

"Tolerance towards different cultures and

opinions from an intergenerational

perspective: online generation vs. offline

generation"

Tolerance towards different cultures and

opinions in cultural events: can the

virtual/digital tools help? how?"

WP5 DialoguesUSAL Spain

Topics selected1. Gender stereotypes and discrimination2. Emotional education and Internet3. Causes of stress among young people4. Self-image and self-confidence5. Internet and social media risks

The whole discussion has been organized and moderated by young people, without adult supervision or guidance. They started from different approaches but it was possible to reach a consensus in every different topic covered by the social dialogue. They found these topics really fitted to their world since they effectively live in both worlds (digital and physical) without a clear border between one and the other, and the mutual implications are perceived as belonging to a unique reality. Nevertheless, they really appreciated to perform this debate in presence, since these discussions rarely occur in their digital lives and it was a great opportunity to publicly debate what they individually are aware ofThere are a lack of spaces to promote these social debates, so they found WYRED activities very useful to become aware of their own challenges and so thinking about the possible solutions and consequently to take part on them

WP5 DialoguesPYE UK

We spoke about the value of face to face interactions and dialogue between people from different countries. We would like to pursue the possibility of bi-lateral or multilateral exchange opportunities. Importance of trust for more in depth discussion and development of research questions

The average price of rental accommodation in Brighton and the salary needed to be able to afford a one bedroom flatWant to know how much it costs to rent a one bedroom flat in Brighton? How does this relate to the 50% increase of homelessness in our city?

1) Social Dialogue: More forthcoming with issues they care about. Topics included racism, poverty and homelessness. We did a problem tree exercise on poverty2) Preliminary research: Students were encouraged to look at statistics and facts about homelessness in Brighton on the Internet3) Developing empathy: Discussion about homelessness lead to conversations about why or how should we care about the predicament of others

WP5 DialoguesBoundaries UK

After identifying topics, we then focus on narrowing the interest down to a specific question that can be answered in some kind of exploratory project

Discipline Rules in Education Self Image Tolerance Jobs Internet issues

• Group 1 chose to focus on the ways in which dress rules and codes within the school environment can affect behavior/ learning• Group 2 felt that the question they would explore had to do with the contrast between what we feel we should wear and what

we might want to wear• Group 3 want to explore the nature of the intolerance and perhaps the depth of knowledge people actually have of Polish

culture• Group 4 want to explore the casual jobs market in Trowbridge, and understand the factors that may limit the number of jobs

available• Group 5 are interested in looking the forthcoming Internet safety law that the government will be publishing and how it may

affect their lives

WP5 DialoguesOxfam Italy

Most relevant issues:

- Education (1.1.1.1)- Self-image - Causes of stress

Research questions:

- The links between authority and quality of the education curricula (subordination to teachers) how does it influence students learning processes?

- To what extent does fear of the future in terms of finding a job influence how you live in the present

- To what extent do schools (up to high school) influence your personal self-esteem and security?

Current Research Topics• sociability and social media: help or

convict?• self-representation on social media:

comparing two generations• prevention and opposition to

cyberbullyism and bullyism. How do institutions support schools' teachers to tackle this issues?

• globalisation: photography denounce• how Italy is seen by other countries (the

research will take place on WYRED platform through a survey for YP of partners' countries.. surprise!!)

• how digital era and economic crisis have revolutionised the youth relationship with labour market

• how does fear of the future in terms of working uncertainty influence YP's present reality?

• what has changed, if has changed, over the last 10 years in the perceptions of people with different cultural backgrounds?

• integration of young migrants in schools• youth and political participation

The showcase workshop, March Roma Tre University. YP presenting and debating in three panels the main outcomes with some political representatives

WP5 DialoguesDOGA Schools Turkey ISSUES: Diversity/ City Challenges

1. Respect Diversity

Howtoacceptandrespectothercultures?Whyisitimportanttorespectdiversityintermsoftolerance?

2. Population changes in the last 10 years as a result of migration by refugees

Theperceptionofthepeopletowardsrefugees:howcanwechangemisconceptions,whatsolutionsarethetointegraterefugeesandimmigrantsinoursocietyTowhatextenddorefugeesimpacttheGPDandtheemploymentrateofthehostcountries?

3. Gender discrimination

Howbadlyarewomendiscriminatedagainst,andhowcanwepreventit?Doessocietystilldiscriminateagainstwomen?

1. Cosmopolitan City

Whatmakesacity‘cosmopolitan’,howdiditgetthere?Whatareitsbiggestchallenges,andhowcanweaddressthem?Canthehistoryofthecityteachussomethingforitsfuture?

2. Alternative to air pollution: Algea

Whatcausesenvironmentalpollutioninabigcity?Whatarethealternative,scientificsolutionstopollution?Howcanwereducepollutionbyusingnaturalresourcesandsustainableresources?Howcanwepromotesustainableenergyresourcestocontrolpollution?

WP5 Challenges and SolutionsThese were the first social dialogues in WYRED and the focus was therefore on the process itself rather than any other issues

• ENGAGEMENT - children and young people are to a large extent immersed in a set of activities that take up most of their time, and their free time is precious. Competition for attention with existing activities

• Complement existing activities where possible where C&YP are already engaged (e.g. at school) Should not seem like work but a fun and interesting project to be involved in

• SCHEDULING - For example, for some partners there was a need to begin the initial meetings before content was agreed and circulated such as the manifesto

• As the first cycle is now complete all the content required for meetings and delivery is now developed and so not an issue going forward

• TIMING - coincided with periods in which the target groups were not available e.g. exam periods and over the summer months

• Each partner can now plan their timeframes realistically based on their local contexts –e.g. holidays and festivals

WP5 Challenges and Solutions

• PARTICIPATION - sustained engagement is much harder to commit to than participation in a single event, such as a youth panel

• Participation will vary between partners – whether it is one group of C&YP working over a period of time on a particular issue and research question or a number of individual groups working independently

• REPORTING - Reporting of the social dialogues was variable. Though the reporting template created is very clear and easy to use, work needs to be done to provide a greater degree of detail in some reports since this is vital for the analysis of the dialogues

• Work needs to be done to provide a greater degree of detail in some reports since this is vital for the analysis of the dialogues. New reporting forms designed to capture this

The First CycleProjects (WP6)

• WP6: ProjectsThis WP focuses on a wide range of exploratory activities for young people, to investigate and

examine issues that concern them in the digital society

• WP6.1 Research ToolkitA wide range of project types have been dissected and presented in a manageable, step-by-

step format: research projects, creative projects, journalistic approaches, action research,ethnographic projects, solidarity projects

→ The list is not exclusive and participants are welcome to share and contribute

with their own research ideas

→ the guiding principle of all methodologies is to conduct a generative research

(i.e. creative process, to generate ideas, tangible solutions, etc.); a number of

artefacts are attached as a deliverable to this WP

→ Primary audience of the toolkit: project partners as facilitators, who will further

adapt language to final audience

The First CycleProjects (WP6) – (continued)

• WP6.1 Research ToolkitResearch questions have been generated by the previous WP

There are a range of projects under way

Some examples

• Reflection and discussion, presented as conference session (yoga in society)

• Exploration and video development (cost of a home/homelessness)

• Refection and journaling (Thoughts about Life)

• Investigation, questionnaire and posters (Lies on the Internet)

• Online exploration in community, open dialogue (gaming)

→ The level of ownership, engagement, autonomy etc. is variable, depending on context

Artefacts are being produced during research projects, and are to be published on the WYRED

platform

The First CycleProjects (WP6) – Examples

• Do children tell lies on the Internet?

• Emotional Education in Turkey https://twitter.com/demiralay_polat/status/905405195647115265/video/1

• Perry from the PRU

• The Austrian experience

• Self-directed WYRED – Team Bliss

The First CycleInterpretation (WP7 )

• WP7 focuses on engagement and interest of the activities, NOT of the project (WP10 focuses on the project-wide evaluation); the evaluation here asks questions along the lines of

Are our suggestions practical? Are we doing what we said we were going to do? Are the participants engaged? Do they show interest? What is the impact/reach of the activities?

• Evaluations will look at three levels• Social Dialogue• Research Activity• Results/Outcomes (e.g. consolidation, suitability for policy proposals, etc.)

• The evaluation approach is flexible and can be adapted for the 2nd Cycle, depending on needs. It is also expected that the evaluation outcomes will inform activities in the 2nd Cycle

The First CycleInterpretation (WP7)

• Artefacts are being produced during research projects, and published on the WYRED platform. Project participants will be able to select public vs private access rights, incl. a RSS channel for externals

• Templates for facilitators and participants have been distributed. They will be completed during the research projects (i.e. formative rather than summative)• To facilitate collection and

consolidation of data, online templates are being piloted on Typeform (freemium)

• Delayed due to technical complications relating to ensure safety and privacy• Technical back office issues, relating the dissociation of personal data

from avatar• Data collection issues• Interface iterations• Language and cultural issues

• Knock on effects on international activity• Platform is now functional, launched and running with large

user group (310 of whom 279 are under 30, interacting into 42 communities)

The First YearPlatform (WP3)

Inclusion questionnaire

Communities

Help

Projects

About inclusionSome questions which focus

on diversity and inclusion

Share, participateA public or private space to work in your projects and share your ideas

HelpVideos, email and a community

for technical issues

VisibilityPublic results related to the work in the communities

https://www.youtube.com/watch?v=gTWFoA4bwkw

Usability studySystem Usability Scale (SUS)

• The System Usability Scale (SUS) provides a reliable tool for measuring the usability• It consists of a 10 item questionnaire with five response options for respondents; from

Strongly agree to Strongly disagree• SUS has become an industry standard, with references in over 1300 articles and

publications• 96 persons have worked with the platform during 17 days (4-21 Dec 2017) with

different roles, facilitator and participant, in different communities• 70 people started the questionnaire, 43 of them completed it• All facilitators answered (12)

Usability studyAnalysis

• The figure summarizes the outcomes of the SUSquestionnaire and includes the individual scores forevery participant

• The average perceived usability of the WYREDplatform is an acceptable SUS score (65.23) becauseit is close to the average SUS score (68.00)

• The perceived learnability seems to be slightlyhigher (66.28) than the usability (64.97), both beingacceptable scores

StatisticsUsers and interaction

StatisticsUsers by country

United Kigdom & Northern Ireland

WYRED Understanding of Inclusion

Inclusion in WYRED is committed to an understanding of diversity that regards differences as normal and values the idea of anyone equally participating in all aspects of life and decision-making. Differences between individuals are regarded as an enrichment and as being normal. Inclusion values equality and equal participation of every member of society in all aspects of

life, including civic, social, economic, and political activities, as well as in decision-making processes

Diversity is the heart of WYRED

Inclusion Questionnaire

Diversity Criteria

• Gender• Age• Educational status• Socio-economic background• Geographic location• Migration• Cultural background• Religion• Disability or long-term

illness• Sexual orientation

Questionnaire versions

1) >=18 years: Full Questionnaire

2) Up to 17 years: Sexual orientation-question and transgender-question excluded

3) Up to 14 years: Age adequate introduction

0

5

10

15

20

25

30

35

<10 10 to 14 15 to 19 20 to 24 25 to 29

5

0

24

35

56

1

27

12

6nu

mbe

r (n)

Age Categiories

GENDER/AGE (N=121)

femalemale

Diversity in Cycle 1 Overview

Female; 69; 57%

Male; 52; 43%

GENDER (N=121)

0

10

20

30

40

50

60

<10 10 to 14 15 to 19 20 to 24 25 to 29

11

1

5147

11

num

ber (

n)

AGE (N=121)

Yes; 95; 79%

No; 26; 21%

STUDENT IN FORMAL EDUCATION? (N=121)

Minority Group; 8; 7%

Majority Group; 65;

52%

No answer; 51; 41%

ETHNIC GROUPS (N=121)

Diversity in Cycle 1 - Overview

0

10

20

30

40

50

1 2 3 4 5 6 7 8

117

50

4

12

26

81

num

ber(

N)

ISCED Level

LEVEL OF EDUCATION

0

20

40

60

80

100

120

No migrant 1st generation 2nd generation

106

11 4

num

ber (

n)

MIGRATION (N=121)

0

10

20

30

40

50

Low Medium High No answer

33

44

33

11num

ber (

n)

SOCIO-ECONOMIC STATUS (N=121)

Heterosexual; 58; 70%

Homosexual; 7; 8%

Bisexual; 4; 5%

No answer; 14; 17%

SEXUAL ORIENTATION (N=83)

Diversity in Cycle 1 - Overview

05

101520253035404550

Christia

n

Muslim

Agnostic

Orthodox

Jew

Buddhist

No answer

45

11 96

3 1

46

num

ber (

n)

RELIGION (N=121)

Yes; 8; 7%

No; 101; 83%

No answer; 12; 10%

DISABILITY OR LONG-TERM ILLNESS (N=121)

1. Participants with low socio-economic status (n=33)

2. Minority ethnic groups (n=8)

3. Migrants of the first generation (n=11)

4. Homosexual persons (n=7)

5. Persons with disabilities or long-term illness (n=8)

6. Low ISCED as related to age (n=6)

Minority Groups

Going on Inclusion (WP2)

1. Continuously enhance number of questionnaires – apply strategy

2. Involve more male participants (especially in the age group of 20 to 24 years)

3. Involve more participants in the age group of 10 to 14 years and between 25 to 29 years

4. Reconsider questions: Ethnics and Religion

5. Compliance to diversity from all partners: They already involve or will involve new participants from diverse organisations into cycle 2

Valorisation WP 8Valorisation (WP8)

• Valorisation plan, graphic design, website, initial promotional video.

• Technological infrastructure to support the dissemination work• publication and blogs in each of the partner languages • global blog in English

• Social media infrastructure • accounts in Twitter and Instagram• automated system for the generation of newsletters

• Institutional repository of GRIAL group at the University of Salamanca https://repositorio.grial.eu/handle/grial/722 (41 documents)

• Public community in Zenodo, for visibility/interoperability with the EU OpenAire initiative. https://zenodo.org/communities/wyred (44 documents)

Valorisation WP 8Achievements • High quality, clear and easy to use

dissemination materials have been produced such as the templates

• Most dissemination support tools are automatically generated such as the website with 7 local blogs that feed news to social media

• Valorisation and dissemination of WYRED at several significant conferences, presentations and in publications such as - a paper "Interaction design principles in WYRED platform" presented during the 19th International Conference on Human-Computer Interaction held in Vancouver, Canada in July 2017 and a presentation of Wyred to 200 Early Education staff in the UK June 2017, and young people presenting at Instill (November 2017) as an output of their process

Valorisation WP 8Achievements

• Networking as dissemination. Extensive and detailed interaction with large number (>70) of organisations

• Emergence of a number of sympathetic organisations, who are aware but unable to participate to the extent WYRED involves. Important for future sustainability

Valorisation WP 8Telling the stories

• Partners have been focused on networking, which has reduced emphasis on telling their stories of what has been happening. As research projects mature we begin to have these stories, and so the newsletter, which depends on this kind of content has started to gain relevance

Valorisation WP 8Strategies to improve

• Partners have agreed to increase frequency of valorisation activity reports (simplified template) to record what is happening

• Oxfam will involve the Department of Political and Social Sciences (specialised in Sociology of Cultural and Communication Processes) at the University of Florence to strengthen dissemination both nationally but also facilitating the consortium’s coordination. Partners will therefore be supported additionally by Oxfam (together with the University of Florence) to create contents which has a communicative narrative that can generate news better, more widely and more frequently

• Partners are encouraged to find national allies or stakeholders which could similarly strengthen communication and dissemination locally

• There is a focus now on harvesting content from the cycles in different countries, and sharing more the project’s activities extensively to external channels

• Young people will be invited to blog or YouTube, telling their stories first hand

The First YearManagement (WP9)

Objectives• to effectively facilitate and manage the interaction of the different groups in the Project• to successfully integrate different backgrounds from research, young people and technical environments• to ensure that the generated data along the Project is quality controlled and effectively exploited

Actions- progress control of each WP- coordination of the different Project activities- implementation of quality control mechanisms (with Quality Management)- administrative, financial and exploitation aspects

The First YearManagement (WP9)

Covered by D9.1 Project Management Handbook

D9.1 Project Management

Handbook

Management procedures

D9.2 Year 1 Annual report

Documentation Management

Management structure

The roadmapA living document for managing procedures and documentation

Communication mechanisms

Website, social media, Redmine, meetings and

collaborative spaces

The M12 pictureOutcomes, results, challenges, plan of action

Documentation managementArchiving and storing

ZENODO. WYRED community:https://zenodo.org/communities/wyred currently 52 public documents

GRIAL group institutional repository. WYRED project Community: https://repositorio.grial.eu/handle/grial/722 currently 72 public documents

Communication mechanismsMeetingsMeetings Project Month Location• Kickoff meeting M1 Salamanca Spain

• Project meeting M7 Vienna Austria

• Project meeting M12 Florence Italy

• Project meeting M18 London United Kingdom• Project meeting M25 Istanbul Turkey• Project meeting M30 Belfast United Kingdom• Project meeting M35 Brussels Belgium

Workplan M13-36WYRED 2nd and 3rd cycles

• The two cycles will be implemented from November to October

• Periods have been identified (mostly November – May) where the international activities are easier to organize

• The reporting periods are more frequent in all the phases

• The implementation of networking, dialogues, researches and the relevant evaluation are understood as a constant flow, so to ensure the participation of the groups of children and young people

The First YearQuality (WP10)

Focus on evaluation of project as a project, especially through partner perceptions ofsuccess of project and its outputs

Definition of the quality and evaluation procedures in Quality and Evaluation plan. Includesnotion of continuous monitoring and a formative reflective approach. Built in to the practice,and into design of meetings

Also specific “moments” of evaluation, through generation of yearly report, process ofinterviews, group reflection and conversations

First year process led to changes in scheduling and design of second cycle particularly

The First YearQuality (WP10)

The aim of this Board is to monitor the work of the project and its progress and act as afriendly critical eye, helping the consortium to keep the work on track and achieve itsobjectives

• Jordi Jubany (ES)• Philipp Ikrath (AT)• Brikena Xhomaqi (BE)

Ideally every six months, though some delays. New schedule

• Jan 18 online (DONE)• Feb/March 18 online• May/June 18 UK• Nov/Dec 18 TR• March/April 18 online• Sep/Oct 18 BE

The First YearProcesses (WP1)

The aim of this WP is definition, and then collection and organisation of all the processesinvolved in WYRED. Central element the handbook. a way of coming to a sharedunderstanding, and of structuring and framing the process, and tracking development

Initial definition of handbook as focus tool early on, initial cycle exploring these definitions.Process handbook perhaps over theoretical, but will evolve (new version coming). Revisedafter each cycle

Other aim is ethics, already present in other WPs and baked in. The WP produced theParticipant Protection Policy

Also manages independent ethical review. Under way, candidate chosen (Angela Daly) anddecision being made

Ethics aspects felt to be well covered (ethical advisory review pending)

W Y R E DnetWorked Youth Research forEmpowerment in the Digital society

WYRED Consortium