This assessment reports the usefulness of the teachers' online resource tool, using data gathered from the set of teachers recruited to test it. It uses the questionnaires generated in WP4 to draw conclusions about the resources, with implications for the future and consideration of the sustainability of the resource beyond the life of the project.
This manifesto will have been co-created by students during the DIALLS 2020 semi-virtual conference, drawing on their discussions about cultures, identities and espousing shared positive values.
This deliverable results from a critical review of available tools and preliminary usability studies. It will include a functional analysis of user requirements and assess relevant characteristics of a range of available online collaborative tools. Following small scale user studies in participating countries a final recommendation will be made.
This report will detail the qualitative analysis of the transcribed data from the CLLP programme. using the coding schemes detailed in WP5 it will report on the students' interactions looking particularly at: explicitness (students’ capacity to express the cultural values and background knowledge underlying their own arguments); relevance (capacity of analysing and addressing different points of view and arguments, and the values and background knowledge underlying them); critical stance (the capacity to integrate different points of view and implicit, latent values, and to assess the differences and similarities between cultural values, and discuss and negotiate cultural values)
The cultural analysis framework is formed from a qualitative content and concept analysis of existing research and educational policy reports and documents which focus on broad aspects of culture and intercultural dialogue during the past decade. It is a systematic analysis of European and national education policies dealing with intercultural dialogue policy documentation, to perceive the meanings, uses and interdependence of their core culture-related concepts, such as ‘culture’, ‘values’, ‘cultural heritage’, ‘identity’, ‘multiculturalism’, ‘intercultural dialogue’, ‘citizenship’, ‘participation’ and ‘social responsibility’.
Policy Briefing document including policy implications and recommendations from the DIALLS project to date. This will focus on the findings from the analysis of policy documentation within Europe and subsequent cultural analysis framework developed in WP2
This quantitative analysis will capture whether and how the argumentation dialogue based on the aforementioned cultural literacy activities and materials (WP2 & WP3) relate to raising awareness of cultural identities and differences, and encourage the assessment, discussion and renegotiation of cultural values It will take into account the constitution of the classrooms and of the students groups in terms of age, gender and ethnicity variations, as well as the socio-economical context of the school district for each one of the participant schools. In this way, we will be able to identify significant correlations between the activities held, on one hand, and the manifestation of dialogue and argumentation skills at a classroom or group level, on the other.
The appointment of an International Advisory Board will enable a vital critical voice for the project. This team comprises international and interdisciplinary expertise, from policymakers and local stakeholders to highly regarded academics with many years of experience in leading similarly sized projects and who represent the ‘state of the art’ in their fields. In the event of conflicts that are unresolved within the General Assembly, advice will be sought from the International Advisory Board
This report will be a social semiotic, viusal and multi-modal analysis of the artefacts created buy the students in response to the Cultural Text and discussions will their peers. The analysis will highlight the themes. culture-specific and intercultural modes of expression, global cultural influences and cultural creativity.
The bibliography of Cultural Texts will be the larger selection from which the core texts for using the CLLP will be selected (the selection of the 45 core texts is a milestone 2.1). Unlike the core selection, not all of these texts will be wordless, they will represent multimodal texts produced across Europe. The bibliography will be available on the project website with references to the Cultural Analysis Framework.
2nd DIALLS policy briefing summarising relevant policy implementations and recommendations. This will focus on the implementation and implications of the CLLP in schools
The selection of the core set of Cultural Texts for the CLLP will be described in this public report.
These scenarios will relate to the tasks developed in the CLLP. They will include synchronous and asynchronous tasks, with alternatives tested in limited experiments. Pedagogical adaptations will also include producing versions of these scenarios/tasks and tools in local languages for schools involved in the project
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Author(s): Lähdesmäki, Tuuli; Koistinen, Aino-Kaisa; Ylönen, Susanne C.
Published in: 2020
Author(s): Maine, F and Vrikki, V (Eds)
Published in: 2021
Author(s): Fabrizio Macagno, Chrysi Rapanta
Published in: Studia paedagogica, Issue 24/4, 2020, Page(s) 11, ISSN 2336-4521
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Author(s): Fiona Maine, Anna Čermáková
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Published in: Learning, Culture and Social Interaction, 2019, Page(s) 100352, ISSN 2210-6561
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Published in: Comunicar, Issue 29/66, 2021, Page(s) 21-31, ISSN 1134-3478
Author(s): Chrysi Rapanta, Susana Trovão
Published in: Pedagogy, Culture & Society, Issue 28/4, 2020, Page(s) 581-603, ISSN 1468-1366
Author(s): Fabrizio Macagno
Published in: Learning, Culture and Social Interaction, 2019, Page(s) 100349, ISSN 2210-6561