The goals of the workshop were to teach the topic of climate change to 8th graders and develop their skills of online inquiry.The students made presentations of climate change to different target groups. The workshop was part of the larger Climate change project (‘theme days’) for all 8th graders. The workshop lasted three days, during which the students learned methods for online inquiry, how to be critical to the data in the Internet and search for suitable data to their target group (e.g. pre-school children, other students in the lower secondary school, parents and the local people in the suburb area). The students designed and created presentations, such as videos, articles to the local magazine and a speech to the school radio. All the presentations were published after the workshop.
digital literacies, climate change, online inquiry, data search
text: lesson plan
Arja Kangasharju / Lintumetsä school, Finland
Attribution – Share Alike (CC BY-SA)
Online inquiry about climate change and own presentations -workshop
1) To develop students digital skills and especially online inquiry skills 2) To learn from climate change by making presentations 3) To create digital material for the presentations and publish them
x Direct teaching (e.g. teacher giving a lecture to introduce key concepts) x Group work (e.g., students working in small group to pursue a common objective) x Brainstorming (e.g. students engaged in process of generation of ideas)
All the practises were organized through the Google Classroom. The students used iMovie to make the videos with iPads. The completed works could be saved and shared, e.g., in the Google Classroom course. The students wrote the articles collaboratively in Google docs.
Introduction Concepts concerning climate change were introduced to students by a presentation which the teacher of biology and geography had made for them. Examples of different kinds of online information were analysed together with the students (fake news or not?) e.g. The climate is warming / The climate is cooling Instructions of how to search, analyse and evaluate online information were given by the teacher of Finnish language and literature. Activity A course area created in Google Classroom was used as a material repository, where both teachers and students shared their materials and links. The small groups decided who they will inform about climate change and what media is used for their presentation (e.g. an article in the local magazine, presentation video to parents, video for pre-school children etc.) The students filled in an online inquiry plan and self estimation in working documents (English translation of the working document template). In the end of the project the students self-estimated their learning and working in small groups. Conclusion In the workshop the 8th graders practised the online inquiry process: searching, collecting, analysing and evaluating information concerning climate change. They also learned online reading comprehension whilst searching information and making their own presentations on the basis of it as well as source validation and verification taking into consideration their target public and the media they wanted to use for their presentation. The students used digital media - for collaborative online writing, making videos, tutorials etc. Learning copyright issues were also involved in the workshop’s aims. The students had to search for information on the internet themselves and consider how best to explain it to their target groups. They had to pay attention to what kind of information is needed and suitable to their audience. The students had to work quite efficiently, as the workshop only took two days and the presentation day: The success of the workshop was also supported by the fact that there were two teachers available and about 15 students per workshop. That way the teachers were able to provide support at the right time to those who needed it. The teachers were kind of coaches to the students. The 8th graders participating in the workshop reported learning new things about climate change and online inquiry. They estimated that their skills in data searching were developed.
x Final evaluation (e.g. using a rubric to evaluate students’ final media products) x Self-evaluation (e.g. students self-evaluate their products)
The Critical Digital Literacies framework for educators aims to capture the various dimensions and sub-dimensions of critical digital literacies which are vital for educators and students living, teaching and learning in a digital world.
Read the Framework here.
This project on food surplus was carried out in October 2020 with eighth-grade students in Finland. In total eight Finnish teachers participated in the planning and implementation of this theme week and two teachers planned this workshop on food surplus. The preliminary planning of this project took about three days and the last day of this theme week was used for evaluation and reporting of the workshops.
The aim of this project was to learn about climate change with different themes. Other goals for this project were learning about different digital text types and creating them.
The eighth-grade students of a Finnish lower secondary school were divided into groups of about 10 students and they worked together in a two-day workshop with the direction of two teachers. The outcome of this project were different multimodal presentations made by the students.
Susanna Talka-Korhonen and Heta Oinonen / Lintumetsä school, Finland. Material on how households can reduce food surplus made by a Finnish bakery company Vaasan. https://havikkiviikko.fi/ Information about a national theme week on food surplus. This website contains plenty of useful information about food surplus in Finnish and instructions on how to participate in the yearly theme week. https://www.valio.fi/ruokahavikki/havikkivinkit-ja--reseptit-arkeen/ This website contains tips and recipes on how to prepare meals from food surplus in households. Valio is a Finnish dairy producer, some more information about Valio in English can be read on https://www.valio.com/ https://www.resq-club.com/fi/ Resq-club is a Finnish app that is used for saving restaurant meals from going to waste. https://www.fiksuruoka.fi/ Fiksuruoka is a webstore where customers can order surplus products from different wholesale suppliers and importers. https://www.lovefoodhatewaste.com/ Information about food waste in English. Contains tips and recipes.
These educational tools for students aim at raising awareness on the violent contents of media and promoting civic engagement and media/digital literacy. They have been developed under the project e-EAV (e-Engagement Against Violence), supported by the DAPHNE-programme 2012-2014.
About the project
“The project looked at the pronounced populist and racist movements and groups in seven European countries, i.e. Austria, Belgium, Bulgaria, France, Italy, Great Britain, Slovenia.
The project analysed media and their use by populism actors. It looked into communication strategies of movements and their messages directed against “the Other”. The aim was to contribute to empowerment of youth and of teachers in counteracting racism”
media literacy, citizenship, propaganda, videogames
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text: presentations image: pictures
Consortium of e-EAV (e-Engagement Against Violence) project
The document includes a concise model about a curriculum plan or learning path for Grades 1-9 related to programming and computational thinking. The model is created in the EU funded CodeInnova project. The material defines knowledge, skills and practices relevant for each grade level and suggest practical ways to support multidisciplinary teaching and learning at different stages of the learning path.
Programming, Computational thinking
Information and communication technologies
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Erasmus+ -project CodeInnova, the material compiled by Jukka Lehtoranta/ University of Jyväskylä, Department of teacher education