education

Project Location

Country: 
Italy
City: 
Bisignano/Calabria

Organization

Organization Name: 
Circolo Didattico S. Umile Bisignano
Organization Type: 
School

Website

http://raccontisultettodelmondo.jimdo.com/

Privacy Law

Consenso al trattamento dei dati personali
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I do authorize the FMD to the use of my personal data.

Project Type

Education up to 10 years

Project Description

Description Frase (max. 500 characters): 

La Narrazione come strumento di conoscenza, espressione della lingua come arte, sapere estetico, accessorio, o espres­sione di cultura in senso lato, secondo la visione umanistica.

Project Summary (max. 2000 characters): 

Necessità di approfondire il tema: “la costruzione dell’io”, attraverso interventi di educazione, formazione e istruzione, miranti allo sviluppo della persona, adeguati alla domanda delle famiglie, alle caratteristiche specifiche dei soggetti coinvolti, alle offerte del territorio al fine di garantire il successo formativo dell’individuo, la prevenzione del disagio, la sua eliminazione il suo contenimento, convinti che un bambino-ragazzo che cresca in armonia con se stesso sia la base necessaria di una cultura della legalità democratica.
Su queste basi ci prefiggiamo di costruire il senso etico, facendo capire agli alunni a quali valori ispirare i propri comportamenti (presentazione di modelli positivi), analizzando insieme a loro le regole del vivere civile con l’intento di promuovere comportamenti positivi necessari per la “formazione dell’uomo e del cittadino”.
Il Progetto mira a stimolare il processo di formazione di una Cittadinanza attiva e consapevole e di un'Etica della responsabilità ampiamente condivisa, in grado di garantire non solo il trasferimento dei valori di legalità ma la concreta assunzione nei comportamenti quotidiani delle nuove generazioni di comportamenti ispirati al rispetto dello Stato e delle regole di convivenza civile.

How long has your project been running?

2010-09-29 22:00:00

Objectives and Innovative Aspects

L’obiettivo chiave di questo progetto è educare alla lettura, attivando un complesso di attività che miri a promuovere, non solo lo sviluppo di competenze, ma anche un’attitudine positiva verso il libro. Il piacere della lettura è un’emozione frutto dell’incontro tra componenti cognitive e affettive ed è dunque artificioso considerarle separatamente. È importante tuttavia riconoscere che la mancanza di competenza e una comprensione approssimativa minano il piacere della lettura. Per questo il progetto si pone, altresì, come finalità quella di sviluppare negli allievi quelle competenze che permettano loro, non solo di comprendere il testo, ma di essere consapevoli dei processi mentali che si attivano nella comprensione per poi regolarli al fine di un progressivo miglioramento della stessa. Altra finalità del Progetto, strettamente connessa alle precedenti, sarà quella di potenziare la funzione elaborativa della scrittura, rendendo consapevoli gli allievi che scrivere vuol dire mettere ordine nelle proprie idee e scegliere ciò che si ha da dire. Per fare questo la scrittura e la lettura saranno considerate attività che vengono strettamente connesse e si integrano, creando nella classe una reale “comunità di discorso”, rendendo il libro oggetto di conversazione e le diverse interpretazioni oggetto di confronto.
- Stimolare nei bambini e nelle bambine processi creativi utili alla rappresentazione di sé e del mondo esterno utilizzando codici diversi.
- Diffondere l'utilizzo di software che esaltino la capacità creative dei bambini.
- Favorire: - l’esercizio del diritto di cittadinanza e la ri-rappresentazione di sé.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Valutare non è sinonimo di giudicare. Anzi chi pretende di giudicare commette due grossi errori: prima perché si arroga un diritto sull’altro che a nessuno è concesso; secondo perché ogni giudizio può essere solo parziale. Infatti,un giudizio può riguardare solo il passato di una persona e solo l”io” della persona che di fatto è in continuo sviluppo con esso. Il pensiero socratico “conosci te stesso” è essenzialmente rivolto, non agli altri, ma a noi stessi in qualunque attività lavorativa e sociale. I metodi osservativi, come dice la stessa espressione, si basano sull'osservazione dei compor­tamenti degli alunni. Per dare una maggiore sistematicità e consistenza a questo tipo di valu­tazione sono state costruite griglie osservative, cioè elenchi ben strutturati di com­portamenti esterni ritenuti significativi indizi di quanto si vuole rilevare. La costru­zione di una griglia di osservazione implica, d'altronde, il riferirsi all'impostazione data all'a­zione didattica, cioè agli obiettivi che sono stati assunti. Nella sua costruzione sono state identificate le varie categorie osservative, perché queste posseggano alcune caratteristiche fondamentali quali la pertinenza, l'identificabilità, la non sovrapposizione, la completezza, la praticabilità.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

La rendicontazione sociale attuata attraverso la multimedializzazione del progetto ha permesso ad un gran numero di utenti di conoscere il percorso ed applicarlo all'interno di realtà sociali nuove. A tutt'oggi 1146 utenti hanno visitato il sito e i contatti avuti tramite e mail sono stati circa il 65%.

Sustainability

What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Grants
Specify: 
Scuola Primaria
Is your project economically self sufficient now?: 
No
Since when?: 
2015-07-30 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
In altre realtà scolastiche grazie alla socializzazione del percorso sul sito http://raccontisultettodelmondo.jimdo.com/
What lessons can others learn from your project? (max. 1500 characters): 

È un percorso attraverso il quale l’alunno costruisce conoscenze in modo divertente, senza l’assillo della valutazione. L’intenzione di fondo è quella di privilegiare la promozione di ogni alunno, con l’intento di promuoverne tutte le potenzialità. È una didattica volta più che alla trasmissione del sapere, alla rielaborazione, in modo che la scuola diventi un luogo di produzione, costruzione, condivisione dei saperi. Il ruolo dell’insegnante è, pertanto, quello di porsi come “facilitatore” dell’apprendimento, in quanto non si tratta di trasmettere un sapere preconfezionato, ma di cooperare con gli alunni al raggiungimento delle conoscenze. Sono praticate tutte le forme di scambio comunicativo in quanto essenziali per l’apprendimento cognitivo. Infatti l’interazione sociale a scuola ha un ruolo determinante , non solo nella costruzione della conoscenza, ma anche nella maturazione cognitiva e affettiva dell’adolescente. La discussione (tra insegnante e allievi, e tra allievi), cioè la negoziazione con gli altri, è “lo strumento indispensabile per la costruzione di un comune mondo di significati”.
La classe può diventare così una comunità di apprendimento e di ricerca, in cui si pensa insieme ed insieme anche si impara: si impara a riconoscere e ad inventare situazioni problematiche, ad affrontarle da diverse prospettive, con diverse premesse e presupposti. Infatti apprendere vuol dire far proprio qualcosa che prima non si aveva, essere diversi da come si era precedentemente e questo processo è certamente facilitato dalla possibilità di confrontarsi con qualcun altro, con sentieri concettuali e processi di pensiero alternativi e/o complementari ai propri.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Future plans and wish list (max. 750 characters): 
Utilizzo di nuove tecnologie quali document camera, kit risponditori per la verifica, LIM
education social inclusion narrazione story-telling Attività Laboratoriali per l’Integrazione sociale tecnology

Project Location

Country: 
Switzerland
City: 
Zurich

Organization

Organization Name: 
Global Changemakers
Organization Type: 
Association

Website

http://www.global-changemakers.net/action-tools/

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

inn

Project Description

Description Frase (max. 500 characters): 

Online education tools to build skills of young people in project management, social media and fundraising in order to implement their own innovative initiatives.

Project Summary (max. 2000 characters): 

The Global Changemakers model is unique in it's kind as it provides a round approach that goes from identifying promising talent, enhancing their capacity through training, tools and connections to supporting their initiatives. Changemakers are running successful, ground breaking initiatives. Since 2007 Global Changemakers has been working with the most talented youth Globally and we have developed online educational materials that allow young people to learn the necessary skills to design and implement their own world-changing ideas. Since April 2014 Global Changemakers has worked on translating this tools to be able to reach out to more youth. We have just finished the Italian version of this proven and unique tools.

How long has your project been running?

2014-03-30 22:00:00

Objectives and Innovative Aspects

Through the use of our tools we want to allow young people to design and implement innovative ideas that have a positive impact in their communities and the world at large. The tools are interactive and open source downloads that guide young people step by step in defining, designing, implementing and promoting these type of projects. They have educational videos and real examples of our Global Changemakers who have run successful and innovative world-changing projects.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
- We have Changemakers in 128 countries. - We have conducted over 50 Changemakers events - Our extended network reaches out to over 100 thousand followers - Our tools have been used by international organizations such as Peace Corps and World Vision. - Our tools are available in 7 languages.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

- 200,000 people were directly involved in Changemakers' activities
- 4 million people were beneficiaries of Changemakers projects
- the global interaction is mostly online (through Facebook, Twitter and our Website), however the projects lead by the changemakers are on the ground and mostly grass- root face to face activities.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 10.001 to 30.000 Euro
What is the source of funding for your project?: 
Grants
Is your project economically self sufficient now?: 
No
Since when?: 
2015-07-30 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Our Changemakers conduct cascade trainings based in our model and toolkits in their own communities. We have changemakers in 128 countries.
What lessons can others learn from your project? (max. 1500 characters): 

Engaging young people in project work is not a new phenomenon. Traditionally, however, a youth project has been one that is conceived (and typically implemented) by adults on behalf of young beneficiaries. The Global Changemakers approach enabling young people to develop their own strategies for issues that they care about has proven to be highly effective.
Once selected and trained, the Global Changemakers are allowed to apply for funds to start up their own initiatives. So far we have supported 280 projects world-wide. Most of the members of our network, have however initiated projects of their own, finding funding from different sources, but supported and mentored by the Global Changemakers network and partners.
After the event has taken place, we will open a call for applications for projects from participants to propose initiatives to bring about positive changes in their communities. The projects will be conducted by the Changemakers but mentoring and follow up from the core team and partners will be provided.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

education Youth - uso delle tecnologie social entrepreneurship

Project Location

Country: 
Cameroon
City: 
Yaounde

Organization

Organization Name: 
Nathalie Tekam
Organization Type: 
Other
Specify: 
Grants for the first year, grants and sale of services for the second year, and self sufficience for the third year

Website

www.lets-getready.org

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 18 years

Project Description

Description Frase (max. 500 characters): 

GetReady already brings ICT into classrooms through Kebisu, a web tutoring platform to be used for regular educational activities, develops children' creativity and innovation potential through STEM talks, and breaks gender stereotyping related to STEM fields, through role modeling by successful professional women in STEM.

Project Summary (max. 2000 characters): 

GetReady was initiated in 2013 by young Cameroonian individuals led by Ms. Nathalie Tekam, who is implementing the project today. It all started with the desire to impact the mindset of children and youth aged 8-18 years on three points: help them discover their creativity and innovation potential, help them to appropriate ICTs as development tools rather than as toys (internet usage in Cameroon is growing, but meanwhile, about 50% of our traffic is oriented toward leisure), break the myth that STEM studies and careers are too difficult or frustrating for girls and women. To achieve these objectives, the following strategies were adopted. 1.Offering to primary and secondary schools, a web tutoring platform (to be used locally) containing interactive and multimedia scientific educational resources complying with Cameroonian official scholar programs, as well as attractive and customized content related to STEM fields and careers. Kebisu, this tutoring platform, is edited and provided freely by a Cameroonian startup named ITISS, co-founded by Nathalie Tekam (www.itiss-group.com) 2. For the most underprivileged schools, offering computers to allow them to use the platform. 3. Organizing STEM talks in schools, animated exclusively by women in STEM, and including activities inspired by the techbridge toolkit (http://www.techbridgegirls.org). For the first year, funded by personal contribution and the support of a WeTech Seed Fund grant (http://www.iie.org/who-we-are/news-and-events/press-center/press-release...), GetReady could benefit to 4 schools, for a total of more than 800 students (boys and girls). Feedback was collected from 298 individuals: 261 students (including 117 girls), 23 teachers and 14 parents. 100% of students expressed that GetReady impacted them positively concerning their understanding of STEM subjects and careers, and 77% of girls described STEM fields as interesting or easy. 1 IT room was created (the very first one in a small community near Yaounde), 2 IT rooms were upgraded, representatives from 4 Cameroonian ministries and from private companies were sensitized on the issues of improving educational methods through ICT, creating an early IT literacy among young children, and reducing the gender gap in STEM fields.

How long has your project been running?

2013-11-29 23:00:00

Objectives and Innovative Aspects

By the end of the year 2016:
- Making 100 000 primary and secondary school students to be IT literate, and to consider ICT tools as development tools rather than toys.
- Getting 50 women to volunteer to serve as role models for girls, with the aim to get more of them into STEM fields and career
- Witnessing an increase of 75% in the number of beneficiary girls willing to get into STEM fields and careers later.
Our instruments are:
- A tutoring platform named Kebisu, provided free of charges to school, to be used during regular educational activities;
- The provision of computers and associated services to schools that need equipment to be able to use Kebisu;
- the organization of STEM talks in schools, animated by successful professional women in STEM.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
For its first year, GetReady could benefit to 4 schools, for a total of more than 800 students (boys and girls). Feedback was collected from 298 individuals: 261 students (including 117 girls), 23 teachers and 14 parents. 100% of students expressed that GetReady impacted them positively concerning their understanding of STEM subjects and careers, and 77% of girls described STEM fields as interesting or easy. 1 IT room was created (the very first one in a small community near Yaounde), 2 IT rooms were upgraded, representatives from 4 Cameroonian ministries and from private companies were sensitized on the issues of improving educational methods through ICT, creating an early IT literacy among young children, and reducing the gender gap in STEM fields.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

At least 800 students and educators interact with GetReady during the school year, through the usage of the web tutoring platform installed in beneficiary schools. Added to that, during the first year, 298 individuals (students, teachers and parents), attended STEM talks organized in beneficiary schools. 2 community events were attended by 85 key actors of the community.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 10.001 to 30.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
No
Since when?: 
2015-06-29 22:00:00
When is it expected to become self-sufficient?: 
2016-08-30 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

- Close communication actions are more efficient than mass communication for schools that are the most in need concerning ICT literacy issues. Schools having basic but insufficient IT equipment are the most eager to spontaneously apply to programs similar to GetReady. Schools having no IT equipment at all often don't even get the information, or don't consider themselves as eligible.
- Initiatives aiming to influence educational methods through ICT, and/or to impact girls about STEM during regular school hours, need to impact their teachers first. Even when they may be interested in the initiative globally, many consider any ICT or STEM related innovation requiring their personal involvement as an undesired additional workload.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
The major challenges faced was to get teachers actively involved in the project. Our solution has been a huge effort of communication, sensitization and identification of key leaders able to motivate their colleagues.
Future plans and wish list (max. 750 characters): 
Our future plans include: - going online (to give the possibility to individuals anywhere in Cameroon to have an individual account on Kebisu, even if they are not related to a beneficiary schools) - Take profit of the increasing usage of smartphones, by publishing a mobile version of Kebisu. Teenagers using their internet connection and their smartphone to study and learn while "playing", will be more eager to look for useful content on internet than if their smartphone is simply a "toy". We believe that this will lead to more innovation, and even to early entrepreneurship. - Addressing schools in more rural areas of Cameroon. This necessitate more material and human investment, but they are the most in need of GetReady's benefits.
web STEM internet ICT girls leadership education Cameroon

Project Location

Country: 
Italy
City: 
Romania ( Baia Mare city, Maramures region)

Organization

Organization Name: 
Club Sportiv Supersport and Liceul Teoretic Emil Racovita Baia Mare
Organization Type: 
School
Specify: 
borse di studio, sponsorizzazioni

Website

http://elena1r.wix.com/fare-football-2014

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 18 years

Project Description

Description Frase (max. 500 characters): 

Fare Football People Action Weeks” is a project about fight against racism and discrimination in footbal, sport and social life and we tried to find social inclusion methods for discriminated groups in community, using sport and education.

Project Summary (max. 2000 characters): 

The idea behind the Action Weeks is an european event promote by FARE network, that a wide range of initiatives and activities that address local problems take place within clubs or communities across the European continent to present a unified stand against discrimination in the game.
A key part of the activities are the events that further social inclusion by bringing people of different communities together through sport.
Our project aims are:
• To Create a united front by bringing together everyone in football /sport by involving immigrants, ethnic minorities or other target groups (religious, with disabilities, sex, etc.)
• To Develop ideas and new practices that challenge social exclusion and to provide tools for good practices evidenced by projects, extracurricular activities or other activities undertaken by schools or other community associations
• To create a national event to promote sport, physical activities, especially football and conducting a campaign to fight against discrimination and racism in community, especially in schools.
• To develop publications that can be examples of good practice

How long has your project been running?

2012-09-29 22:00:00

Objectives and Innovative Aspects

Our Objectives
- Addressing to European topic by carrying out activities which aim to eliminate prejudices and stereotypes, to promote dialogue, tolerance, intercultural awareness, solidarity and social inclusion by bringing together target groups through sport.
- Participation in the European campaign to fight discrimination:,, Football against racism in Europe "
- Awareness of the general public, young people, students, teachers and the community on issues of social exclusion, racism and discrimination.
- conducting a campaign to fight against discrimination and racism in community, especially in schools
- Guiding young peoples towards a healthy lifestyle
- creting a national event to promote sport, physical activities, especially football, but also other sports and to foster social inclusion and inclusive approach
- to promote national networking and cross-sector exchange experiences and knowledge

Specific objectives
- Informing students about the theme of the project and creating specific teaching materials
- Developing language skills, native language and English language
- Developing creativity, originality, teamwork of students and teachers
- Using ICT to create materials, to connect participants, to disseminate and promote our project on internet
- To provide the participants with tools for social integration work, and multi-stakeholder cooperation and partnership ( good practices evidenced by projects, extracurricular activities or other activities undertaken by schools in Romania (or other community associations)

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
There were organized activities at national level : • 60 football exhibition matches and tournaments between pupils from schools and pupils of discriminated groups: minorities, other religions, disabilities, etc. • 15 other sport activities : handball, basketball, cheerleading, cross country, etc. with the inclusion of students in the target group • 20 meetings and debates about discrimination, racism and social violence, especially about violence in sport, with representatives of NGOs or community institutions • 12 Presentations and achievements of video, PPT, reports, quizzes, etc. on the project • 15 lessons on project topic • 24 Workshops for creation of drawings and posters with messages against discrimination and 6th exhibition of works by students • 8 Application of questionnaires Final products: • project website (website in Romanian and English) http://elena1r.wix.com/fare-football-2014 • a ,,Good Practice Guide,, with activities developed in the project - ISBN 978-973-0-17553-0 published at http://issuu.com/elena1r/docs/revista_fare_2014/1 • ,,Sport and Antidiscrimination” ( magazine and CD) containing materials in Romanian and English about sport, discrimination and social inclusion (stories, essays, ideas and impressions of students and teachers involved in the project) ISSN 2457-5267 , ISSN-L 2457 – 5267 published at http://issuu.com/elena1r/docs/revista_sport_si_antidiscriminare_2?e=2220418/13741688 • posters and flyers on project, photos, videos and teaching materials essays, lesson plans, PowerPoint presentations, etc. This project was FINALIST at National Gala Volunteers in december 2014
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

• number of participants (more than 4000 students and 200 teachers),
• partner schools (more than 60) and
• other institutions involved.(more than 20)
They used internet, facebook page , emails to communicate in project

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 3 to 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
Yes
Since when?: 
2012-09-29 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

• Our project meet European values promoting equal opportunities, social inclusion through sport and language education.
• Our project use sport to fight against discrimination, racism and social violence. Projects like this are quite a few, although very important role of sport in society are well defined.
• Addressing cross curricular project involving more subjects (Romanian Language, Physical Education and Sport, arts education, ICT, English, music education, etc) defines an innovative method of teaching and learning.
• Informal and nonformal mtehodes used in project is a requirement of quality education.
• Although the basic theme is sports, many activities have led to a transdisciplinary approach to the educational process, through which students:
• assume roles in the team, developing prosocial behavior,
• develop their learning to learn competence
• develop their critical and creative thinking
• develop their language skills
• develop the ability to solve problems in new situations encountered by applying acquired knowledge
• Students and teachers generate new ideas, so that the virtual environment, we could participate in an exchange of experiences and best practices where creativity, imagination and innovation have played a very important role.
• The project addresses to all age groups, regardless of gender, religion, physical condition, social environment , etc, so that the proposed activities can be adapted to the requirements, needs, material conditions.
Sport makes an important contribution to economic and social cohesion, the special role that sport can play for young people, people with disabilities and those from less privileged backgrounds must be taken into account.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
Due to lack of funds participants from different schools could not meet face to face in this project. Activities were held simultaneously in partner schools and were published online
Future plans and wish list (max. 750 characters): 
• involving a large number of schools and institution in the coming years • involvement in new activities , sports competitions and creative contests • a national event and conference about sport and discrimination
SPORT antiracism education football F.A.R.E. action week antidiscrimination

Project Location

Country: 
Italy
City: 
Roma / Lazio

Organization

Organization Name: 
Scuola paritaria Istituto Massimiliano Massimo
Organization Type: 
School
Specify: 
non finanziato

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 15 years

Project Description

Description Frase (max. 500 characters): 

Studenti in grado di costruire robot che interagiscono con l’ambiente.

Project Summary (max. 2000 characters): 

Le scuole dei pp. Gesuiti stanno ripensamento il sistema educativo al fine di rispondere più efficacemente alle esigenze del mondo di domani. In particolare, l'Istituto M. Massimo rappresenta il proseguimento di una tradizione educativa presente a Roma dal 1551. In questo contesto, è stato avviato a partire dalla scuola primaria dell’Istituto Massimo un progetto pilota sulla individuazione e risoluzione di problemi complessi.
Il progetto pilota, erogato dall’ing. Claudio Becchetti, ex alunno di questo istituto, si pone l’obiettivo di rafforzare la capacità di problem setting e problem solving degli studenti della scuola primaria utilizzando una metodologia che si basa su alcuni aspetti specifici del paradigma ignaziano.
La prima fase del progetto ha messo in evidenza la capacità dei piccoli alunni di capire, saper spiegare e utilizzare concetti complessi quali “vision” e “mission“. Alla fine del corso anche i ragazzi più timidi hanno acquisito una buona capacità di esporre in pubblico e di lavorare insieme per capire e risolvere i problemi.
Secondo i docenti che hanno assistito al primo corso: “c'è stata una sorta di trasformazione all'interno del gruppo classe. Si è partiti da un primo momento di stupore e tensione a un secondo momento di assoluta distensione e divertimento a un terzo ed ultimo momento di consapevolezza e capacità di autovalutazione. Questi aspetti, che attengono meramente all'atmosfera respirata in classe, fanno capire quanto desiderio c'è, da parte di questi giovani, di una proposta che li ponga al centro del loro apprendimento“.
Il progetto sul problem setting e problem solving si colloca nel quadro più ampio del rafforzamento delle competenze trasversali degli studenti. E’ dunque necessario, già dalla scuola primaria, sviluppare quelle competenze che sono indispensabili in qualsiasi ambito lavorativo. Oggi il progetto viene portato avanti dal Prof. Fabrizio Olati, docente di Tecnologia nella scuola secondaria di primo grado.

How long has your project been running?

2013-10-30 23:00:00

Objectives and Innovative Aspects

Rendere in grado gli studenti di costruire robot a partire da macchine radio comandate giocattolo che interagiscono con l’ambiente, acquisendo competenze di problem setting, problem solving, team working, programmazione con Scratch ed applicandole alle materie di base. La metodologia utilizzata prevede lezioni aperte laboratoriali, con studenti divisi per gruppi con gli stessi obiettivi; in questo modo gli studenti, affinando la collaborazione tra loro, focalizzano la loro attenzione sugli obiettivi da raggiungere cercando i modi e i mezzi opportuni.
Il progetto prevede alcuni prerequisiti software, ovvero la presenza su ogni personal computer utilizzato dell'ultima versione di Java, di Scratch 2.0 e di Arduino, oltre che di Scretch4arduino; e di alcuni prerequisiti hardware: scheda Arduino Uno 3R, il modulo Motor shield ed un modulo Bluetooth.
Ad ogni lezione, che viene condotta da un docente “presentatore” ed alla quale assistono uno o più docenti “valutatori” (nel caso della scuola primaria la funzione dei valutatori è stata svolta dalle maestre prevalenti), tutti i gruppi hanno un obiettivo comune da raggiungere (ad esempio, montare e smontare la macchina radio comandata in un tempo stabilito, collegare la scheda Arduino al pc, far lampeggiare un led, far accendere le luci o suonare il clacson dell'auto mediante una opportuna programmazione di Arduino, comandare l'auto non più con il radiocomando bensì attraverso il modulo Bluetooth opportunamente programmato).
Al termine, dopo che tutti gli obiettivi sono stati raggiunti (ogni obiettivo corrisponde ad una lezione), nella palestra dell'Istituto, le macchine robot e i loro creatori sono pronti per le gare finali: la partita di calcio e la prova di “save and rescue”. Come in ogni area di rischio, ci sono stati momenti di difficoltà e di scoraggiamento, ma è impagabile, alla fine, il gusto di raggiungere un obiettivo sfidante facendo qualcosa di più.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Non è semplice far funzionare qualcosa che non è mai stato provato prima. Un’esperienza didattica unica: macchine che sembrano telecomandate ma che, in realtà, sono state costruite da bambini di 8 e 9 anni, utilizzando vere schede elettroniche e comandate da software scritto dagli stessi bambini utilizzando una piattaforma informatica creata dal MIT (Massachuttes Institute of Techonolgy). Sotto la guida dell’Ing. Claudio Becchetti, ex studente dell'Istituto M. Massimo, i bambini hanno cominciato a smontare - con grande gioia - macchine telecomandate e a sostituire i circuiti esistenti con le schede “dei grandi”. Incuriositi, hanno cominciato a collegare e a programmare il funzionamento di luci, del clacson, del motore e dello sterzo della macchina. Poi hanno creato il telecomando, anche questo programmato con il computer. Hanno giocato con led, breadboard e altoparlanti. Alla fine, hanno staccato il cavo che collegava le macchine al computer e montato la scheda bluetooth, assicurando il collegamento tra macchina e computer. La programmazione per i bambini è un’attività sempre più diffusa nei contesti didattici avanzati. In questi sistemi si ha la consapevolezza che programmare un PC è uno dei metodi più efficaci per rafforzare la capacità di risolvere problemi complessi e di lavorare in gruppo, migliorando la comunicazione interpersonale. Dopo una prima fase di disorientamento, i piccoli studenti hanno rapidamente raggiunto la capacità di lavorare insieme e ottenere risultati; all’inizio molti bambini timidi non guardano in faccia e non richiedono l’attenzione, alla fine hanno chiesto l’attenzione e parlato a voce alta guardando i compagni. I bambini hanno compreso il concetto dei problemi mal strutturati, hanno spiegato concetti particolarmente evoluti. L'impressione generale è stata di entusiasmo, emergono parti del carattere nuove e il desiderio di ricoprire ruoli attivi
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

Durante il progetto, i soggetti che interagiscono, oltre ai piccoli studenti, sono le maestre, non solo quelle prevalenti delle classi dove la sperimentazione didattica è stata avviata, ma anche il resto del corpo docente della primaria, con il quale è stato avviato un dialogo ed una condivisione circa l'opportunità di rendere curricolare tale attività.

Sustainability

What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
No
Since when?: 
2015-06-29 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

Principalmente una modalità di scuola più vicina alla realtà.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
Le difficoltà maggiori sono legate ai prerequisiti inerenti l'uso della tecnologia. Occorre tempo per permettere che tutti gli studenti possano avere gli strumenti in ordine per collaborare in sintonia (occorre tempo per superare le differenze tra i diversi sistemi operativi e per scrivere il firmware opportuno; queste difficoltà sono state superate con la presenza di docenti competenti). Una seconda difficoltà è legata alla creazione del clima giusto tra gli studenti e tra gli studenti e i docenti, per collaborare in modo costruttivo: è necessario favorire il dialogo tra studenti e tra studenti e docenti. Questo tipo di progetto vede quindi la partecipazione di più figure coinvolte nella formazione. Una terza difficoltà è connessa con l'accettazione del progetto da parte dei dirigenti scolastici. Esso deve rispondere a vari requisiti di carattere pedagogico, economico e deve permettere la partecipazione al maggior numero di studenti
Future plans and wish list (max. 750 characters): 
Questo progetto apre a molte applicazioni. Per esempio, l'applicazione di Arduino alle materie scolastiche sia alle medie che al liceo (ad esempio, fisica e chimica). Infatti sono diversi i sensori che possono applicarsi, quali sensori di luminosità, di rilevamento gas, infrarossi e ultrasuoni. Arduino è possibile usarlo anche per realizzare un piccolo robot che usa sensori di temperatura e di distanza
coding education problem setting programmazione arduino creatività problem solving lavoro di gruppo Gioco

Project Location

Country: 
Italy
City: 
Roma

Organization

Organization Name: 
Scuola paritaria Istituto Massimiliano Massimo
Organization Type: 
School
Specify: 
i genitori di ogni studente partecipante hanno provveduto all'acquisto del drone in kit.

Website

https://sites.google.com/site/MakingDrones https://www.facebook.com/MakingDrones

Privacy Law

Consenso al trattamento dei dati personali
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I do authorize the FMD to the use of my personal data.

Project Type

inn

Project Description

Description Frase (max. 500 characters): 

Bambini costruiscono i loro droni professionali: il progetto open source Making Drones, il Papa-drone e quello che possono realizzare bambini e adolescenti dagli 8 ai 17 anni.

Project Summary (max. 2000 characters): 

L'idea di questo corso è nata da alcune riflessioni: i bambini e i ragazzi possono realizzare cose meravigliose divertendosi e acquisendo competenze indispensabili nel mondo del lavoro; la necessità di creare un ambiente dove i genitori e figli possano riscoprirsi in un gioco in comune; Heckman, premio Nobel per l’economia, ha riscontrato che ricchezza e povertà sono strettamente correlate all’acquisizione di competenze in età scolare. A supporto di ciò, secondo recenti proiezioni, molti dei lavori attuali saranno sostituiti nei prossimi anni da sistemi automatizzati (robot, software o droni). Si creeranno nuove professioni accessibili da coloro che potranno dimostrare competenze, creatività e capacità di problem solving.
Abbiamo quindi individuato in questo progetto educativo legato ai droni la possibilità di formare alcune competenze necessarie ai lavori del nuovo millennio.
Nelle lezioni sono stati utilizzati gli elementi “facilitatori” della didattica che consentono ai ragazzi di essere protagonisti attivi del loro apprendimento: il gioco; la competizione utilizzata come leva per un apprendimento stimolante dove le modalità di punteggio sono allineate alle finalità formative.
La struttura delle lezioni è stata organizzata in modo da mantenere costantemente alta la curva di attenzione con rapidi cambi di contesto. Il corso è stato progettato dall’ing. Claudio Becchetti già docente della facoltà di Ingegneria della Sapienza, genitore ed ex alunno dell’Istituto Massimo e da P. Sergio Cavicchia SJ, docente di fisica e di religione presso l'Istituto. Per lo svolgimento e l'organizzazione delle lezioni hanno collaborato altri 14 docenti volontari provenienti dal mondo dell’industria, della scuola e dell’università.
A Maggio 2015, il corso ha avuto una forte eco sulla stampa mondiale a seguito del dono del primo drone professionale a Papa Francesco costruito dagli studenti più giovani del corso.

How long has your project been running?

2014-08-30 22:00:00

Objectives and Innovative Aspects

Making Drones è un corso che ha insegnato a progettare, costruire e pilotare un drone professionale a 60 bambini e ragazzi di età compresa fra gli 8 e i 17 anni. Il corso ha dimostrato le enormi potenzialità dei ragazzi che sono in grado, anche ad 8 anni, di costruirsi interamente un drone professionale partendo dai componenti elementari che sono stati saldati, assemblati, configurati e testati.
Poiché la preparazione di questo tipo di lezioni è particolarmente onerosa, i 14 docenti volontari hanno cercato di “copiare” esperienze open, simili, nel mondo, ma senza successo. Per tale motivo, gli studenti e i 14 docenti volontari parteciperanno alla prossima edizione Maker Faire Roma (15-17 ottobre 2015): per divulgare i contenuti open source del corso e invitare altre realtà a copiare/migliorare questa e le altre esperienze già svolte ed in corso.
Gli obiettivi di formazione generale hanno previsto il rafforzamento delle competenze determinanti nel contesto del lavoro e della vita. Basandosi sui modelli sviluppati dall’OCSE, dalle industrie e dai sistemi educativi più avanzati, sono state previste azioni per consolidare 4 competenze specifiche: il problem solving in contesti reali, il team working, la comunicazione efficace e la perseveranza, intesa come capacità di raggiungere un obiettivo di lungo termine attraverso step successivi.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Le lezioni si sono svolte presso l’Istituto Massimo di Roma dove gli studenti hanno costruito i loro 55 droni e ad ogni lezione hanno dato anonimamente un voto ai loro docenti che di media hanno raggiunto un punteggio di 9,2/10 in 500 valutazioni. Questo percorso didattico rappresenta il primo esempio al mondo considerando le fasce d’età coinvolte, i contenuti e la particolare modalità didattica utilizzata. Il corso ha previsto il raggiungimento di obiettivi formativi specifici in ambito tecnologico e di finalità di formazione generale. In ambito tecnico i ragazzi hanno imparato le formule necessarie alla progettazione-costruzione del drone (fisica, elettronica, chimica, aerodinamica) e le competenze laboratoriali associate. L’apprendimento del volo prevede un percorso che si è articolato attraverso ore di simulatore e pratica in analogia con le scuole di pilotaggio commerciale. I risultati che hanno determinato il successo del corso sono state le prove di volo (anche simultaneamente di tutti i droni costruiti in occasione di alcuni eventi appositamente messi a punto) che hanno dimostrato le capacità e le competenze raggiunte da tutti gli studenti; le richieste che sono pervenute da più parti al team di docenti organizzatori di riproporre il corso o di realizzarne una versione “full-immersion”.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

Gli utenti che hanno interagito con il progetto sono stati principalmente i genitori degli studenti partecipanti, soprattutto quelli degli studenti appartenenti alla fascia d'età più bassa (dagli 8 ai 12 anni) ai quali, al termine di ogni incontro, è stata consegnata una scheda di valutazione da restituire in forma anonima. In questo modo, il team docente ha avuto modo di monitorare ed eventualmente modificare il piano d'azione di ogni singolo incontro.

Sustainability

What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
No
Since when?: 
2015-06-29 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

a progettare, costruire e pilotare un drone professionale ai bambini e ragazzi di età compresa fra gli 8 e i 17 anni.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
Inizialmente immaginavamo che le adesioni al corso sarebbero state non superiori alla decina, più che altro per la logistica che avrebbe previsto un impegno, non solo dello studente ma anche della sua famiglia, anche nella giornata del sabato, quindi a scuole chiuse. In realtà, ci siamo trovati nella condizione di dover chiudere le iscrizioni, ponendo un limite a 60 partecipanti, per motivi di spazio e di organizzazione delle lezioni. La difficoltà maggiore è stata quella di “tenere a bada” i genitori degli studenti più piccoli che in talune occasioni hanno provato a sostituirsi ai propri figli nelle attività di laboratorio. Non abbiamo avuto alcuna difficoltà nel far accettare il corso e le sue modalità ed abbiamo apprezzato la vicinanza di tutti riguardo le scelte didattiche e formative proposte dal corso
Future plans and wish list (max. 750 characters): 
In occasione della partecipazione alla manifestazione Roma Drone Expo&Show (29-31 maggio 2015) molti genitori ci hanno chiesto di replicare questo corso, con le medesime modalità; alcuni docenti provenienti da altre scuole ci hanno chiesto di poter mettere a disposizione le nostre professionalità per poter replicare in altri contesti la medesima esperienza. Inoltre, nel corso dell'anno scolastico 2015-16 l'Istituto realizzerà, con le stesse modalità didattiche, un corso che insegnerà come costruirsi da soli ed utilizzare una stampante 3D.
problem solving lavoro di gruppo Gioco didattica drones creatività education open source

Project Location

Country: 
India
City: 
KASHINAGAR

Organization

Organization Name: 
KASHINAGAR PIONEER SCIENCE CLUB
Organization Type: 
Association
Specify: 
OUR FOUNDER PRESIDENT DR. NITYAGOPAL BASU BEARS ALL EXPENSES SINCE THE ESTABLISHMENT OF SCIENCE CLUB (1979) FOR ITS ALL ACTIVITIES. HE SPENDS 10% OF HIS TOTAL INCOME (FOR LAST 25 YEARS) TO THIS KIND OF ACTIVITIES (FOR A BETTER SOCIETY FOR OUR NEXT GENERAT

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 29 years

Project Description

Description Frase (max. 500 characters): 

NO MORE SUPERSTITIONS : THINK RATIONALLY & LOGICALLY, PRACTICE SCIENTIFICALLY, LIVE BETTER AND MAKE THE WORLD A BETTER PLACE!

Project Summary (max. 2000 characters): 

IN OUR SOCIETY THERE ARE SO MANY SUPERSTITIONS PERSISTENT STILL TODAY WHEN MANKIND HAS LANDED OVER THE MOON AND PLANNING TO SEND AERONAUTS TO THE MARS! THESE SUPERSTITIONS BEGIN FROM DIFFERENT REASONS. 1) IGNORANCE 2) LACK OF PROPER KNOWLEDGE THAT CAN CIRCULATE FROM FELLOW-MEN AND GIVE THEM LIGHT OF WISDOM, 3) OVER-POWER OF BAD PEOPLES (IMPOSTORS) LIKE ‘SNAKE CHARMER’, ‘EXORCISTS’, ‘PERSONS WHO FAVOR INCANTATION TO HARM OTHERS WITH CHARMS AND SPELLS’, PEOPLE WHO PRACTICES WITCH-CRAFT. THEY SIMPLY MOTIVATE COMMON IGNORANT PEOPLE TO DEVIATE FROM RATIONAL AND SCIENTIFIC THOUGHTS AND PRACTICES OF MODERN SCIENTIFIC WAY TO GET RID OF DISEASES.
HERE IN OUR LOCALITY ‘SNAKE BITE’ IN RAINY SEASON AND DURING HARVESTING TIME AND ‘DOG BITE’ ARE VERY COMMON AS STRAY DOG POPULATION IS VERY HIGH. IN HEPATITIS THAT CAUSES ‘JAUNDICE’ (YELLOW DISCOLORATION OF WHITE PART OF EYES, YELLOW URINATION AND SKIN) ARE USUALLY TREATED WITH WEARING A NECKLACE MADE OF SOFT GREEN STEM OF LOCAL SHRUBS ALONG WITH SOME DIRECTIONS OF ‘DO’ AND ‘DON’T’. WITH TIME THE GREEN STEMS START DRYING AND THREADS GET TIGHTENS OVER IT THUS ELONGATING THE LENGTH OF NECKLACE. COMMON PEOPLE CAN’T NOT EXPLAIN THIS WITH THEIR KNOWLEDGE AND THINK PERHAPS YELLOW COLOR OF JAUNDICE IS DESTROYED BY THAT NECKLACE AND IT GETS LONGER! SOME THOUGHT, IMMUNIZATION TO CHILDREN CAN CAUSE INFERTILITY IN THEIR LATER LIVES. PEOPLE WALK IN THE DARKNESS AND BARE-FOOTED. SO THERE IS MORE CHANCES TO SNAKE BITE IN VILLAGES. SNAKE CHARMER USUALLY TIE A TOURNIQUET LIKE THING JUST ABOVE BITING SITE. THEN THEY START HYMES, CHARMS AND SPELL TO DESTROY POISONS OF SNAKE THAT IS UNSCIENTIFIC. INSTEAD OF TAKING THE VICTIM TO HOSPITAL, TIME IS WASTED AT HOME AND THUS LOSING THE PATIENT. IF THE PATIENT IS TAKEN TO HOSPITAL, THE DOCTORS HAVE NOTHING TO DO ANYMORE, PATIENT DIES!
WE STARTED TO STOP ALL THESE KIND OF MAL-PRACTICES, SINCE THE ESTABLISHMENT OF OUR SCIENCE CLUB (1979) TO EDUCATE PEOPLES, STUDENTS AND PREGNANT MOTHERS. BUT IT WAS OCCASIONAL. IN 2007, 3 CHILDREN OF A SINGLE FAMILY DIED AFTER SNAKE BITE (COMMON KRAIT) DUE TO PROCEDURES DONE BY SNAKE CHARMERS WHO ASSURED THE LIVES OF ALL KIDS. THIS PATHETIC EVEN FORCED US TO DO VIGOROUS CHAMPAGNE TO EDUCATE TARGET PEOPLE IN THE COMMUNITY

How long has your project been running?

2008-04-29 22:00:00

Objectives and Innovative Aspects

EPIDEMIOLOGICAL SURVEY OF 26 VILLAGES WITH A TOTAL POPULATION OF NEARLY 30,000 INDIVIDUALS IN SOUTH 24 PARGANAS DISTRICT OF WEST BENGAL STATE IN INDIA, WE WORKED OUT AN ANNUAL INCIDENCE OF 0.16% AND MORTALITY RATE OF 0.016% PER YEAR FOR SNAKE-BITE. THE ANNUALIZED DOG BITE RATE IS 51.9 PER 10000 POPULATION IN THESE POPULATION. "JHAAD PHOONK" AND CONSUMPTION OF HERBAL REMEDIES. OFTEN THE PATIENT IS TAKEN TO HOSPITAL TOO LATE TO BE SAVED. BLIND FAITH AND SUPERSTIONS ARE COOMON IS POOR AND ILLETERATE PEOPLE OF REMOTE VILLAGES AROUND US. THIS LEAD TO PRACTISING CHARMS & SPELLS, EXORCISE, USING INCATATION TO HERM A PERSON, ARE VERY COMMON IN DOG BITE, SNAKE BITE, DIFFERENT HEALTH PRACTICE IN MOTHER AND CHILD & IN HYSTERICAL FITS AS POSSESSING BY DEITY OR EVIL SPIRIT WITHOUT TAKING MODERN TREATMENTS, RATIONAL AND SCIENTIFIC THOUGHTS TO ALEVIATE THESE. IN SNAKE BITE, SNAKE CHARMERS KILLS THE PATIENTS IN THE NAME OF TREATMENT AS PATIENTS DON’T GET MODERN ANTIVENINS, OR WASTE TIME TO TAKE THEM TO HOSPITALS. IN DOGBITE THEY PROVIDE MAGIC BANANA AND TABIZ TO STOP RABISES WITHOUT ANTIRABISE VACCINATION. IN JAUNDICE THEY GIVE A MAGIC NECKLACE OF PLANT STEM IN ARRANGED IN COTTON THREAD THAT INCREASES IN SIZE WITH TIME. IN HYSTERIC FITS WITHOUT FOLLOWING MODERN MENTAL TREATMENTS, EXORCIST OFFER PAINFUL PHYSICAL TORTURES IN THE NAME OF CUREING. HOMEOPATHY AS SUBSTITUTE OF IMMUNIZATIONI N ANTE-POST NATAL CARE AND IN NEWBORN BABIES. OBJECTIVES ARE 1) TO STOP THESE PRACTICES TO SAVE LIFE IN DOGBITE & SNAKE BITE PATIENTS. 2) TO UNDERSTAND HYSTERIA, JAUNDICE AS DISEASES THAT ARE COMPLETELY CURABLE WITH MODERN MEDICINES 3) TO AVOID PRACTICES THAT STOP IMMNIZATIONS IN PREGNANT MOTHERS AND NEW BORN CHIDREN TO ENSURE HEALTHY FUTURE-CITIZEN OF THE COUNTRY.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
OUR AIM WAS TO MAKE THE TARGET PEOPLE FREE OF SUPERSTITIONS AND TO MOTIVATE THEM TO THINK SCIENTIFICALLY AND RATIONALLY AND APPROACH TO MODERN MEDICINES TO REDUCE HUMAN MORTALITY AND MORBIDITY IN SNAKE BITE, DOG BITE, JAUNDICE, HYSTERIA AND TO UNDERSTAND IMPORTANCE OF IMMUNIZATION AMONG PREGNANT MOTHERS AND CHILDREN IN COVERED POPULATION. WE WANTED TO ATTAIN OUR GOAL OF AVOIDING QUACKERY AND EXORCIST-PRACTICES AMONG TARGET PEOPLE. WE HAVE FOUND OUT THE REASONS BEHIND THESE KIND OF PRACTICES ARE 1) LACK OF EDUCATION 2) THE CONTEMPORARY EDUCATION SYSTEM THAT DOESN’T HIGH-LIGHT THIS PRACTICAL ASPECTS OF LIFE AT ALL IN DAY TO DAY LIVING. 3) EDUCATION IS BEING ADOPTED AS METHOD THAT SIMPLY ENABLE PEOPLE TO PASS EXAMINATIONS AND TO GET READY FOR A JOB AFTER LEAVING SCHOOL, COLLEGE AND UNIVERSITY, NEITHER TO QUENCH THE THIRST OF GATHERING KNOWLEDGE, NOR IGNITE CURIOSITY TO FIND REASONS BEHIND EVERY INCIDENCE. 4) IN LATER LIFE MOST PEOPLE ARE NOT INTERESTED IN CONTINUATION OF READING AND UPDATE THEIR STATUS OF KNOWLEDGE, SO WHAT THEY LEARNT ONCE IS FORGOTTEN EASILY. WHILE THEY FACE PROBLEMS IN REAL LIFE, THEY SIMPLY FOLLOW THE PRACTICES (IRRATIONAL, UNSCIENTIFIC) WHAT IS IN VOGUE WITHOUT SECOND THOUGHT. WE HAVE FIXED PARAMETER OF FOLLOW UP AS 1) NUMBER INCIDENCE OF SNAKE BITE, DOG BITE PER YEAR 2) HOW QUICKLY THE PATIENTS ARE TAKEN TO HOSPITAL FOR MODERN TREATMENT 3) NUMBER OF LIFE SAVED. IN CASE OF HYSTERIC FITS OF WOMEN IF THEY ADOPT CHARMS AND SPELLS OF AN EXORCIST, IN JAUNDICE 4) IF THEY USE QUACKERY TREATMENT AND OR WEAR NECKLACE OF PLANT STEM, 5) POSITIVE FEEDBACK FROM COVERED POPULATION.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

USUALLY WE TRY TO ORGANIZE AT LEAST ONE SEMINAR/SLIDE SHOW/FILM SHOW/DISCUSSION IN FORTNIGHT. SOMETIMES IT IS ONCE IN A WEEK. DURING ‘DURGA PUJA’ IT COUNTS CONSECUTIVE 4 DAYS IN FESTIVAL GROUND. AVERAGE GATHERING IS 150- 200 PEOPLE PER SHOW. WHEN THE TARGET POPULATION IS STUDENTS, THE NUMBER INCREASES UP TO 1000-1200 ON SATURDAY AFTERNOON. IN THE FAIR, AUDIENCE EVEN EXCEEDS 3000-4000. IT DECREASES IN 50-60 WHEN IT WAS TARGETED TO ANTENATAL CARE AND IMMUNIZATION AS WE SELECT A VILLAGE AND CALL THEM TO A COMMON PLACE. WE INSPIRE AND MOTIVATE TO ASK QUESTIONS. THEY ASK QUESTIONS AND DISCUSS ABOUT THEIR BELIEVES AND SEEK WHAT IS BETTER WAY OUT.

Sustainability

What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
No
Since when?: 
2014-10-30 23:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
WE DON’T KNOW. WE HAVE NO SUCH INFORMATION. BUT SOME OTHER ORGANIZATION ARE GETTING INTERESTED TO THIS ACTIVITY AND INVITE US TO THEIR PLACES FOR ‘CALL SHOW’. WE ACCEPT THIS GLADLY AND SHARE OUR EXPERIENCE AND SUCCESS STORY TO THOSE PEOPLE OUTSIDE OUR WORKING BOUNDARY
What lessons can others learn from your project? (max. 1500 characters): 

WITH SINCERITY AND CONTINUOUS EFFORT EVEN WITHOUT BIG BUDGET, FEW MEMBERS OF AN ORGANIZATION CAN DO A POSITIVE CHANGE FOR SURE IN A SOCIETY WITH SUPERSTITIONS AND BLIND-FAITHS TO MAKE IT A BETTER PLACE FOR OUR CHILDREN

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
IN THE BEGINNING, WE FACED OPPOSITION FROM MANY OLD PEOPLE OF THE SOCIETY. THEY TRIED TO DO SOME PROPAGANDA THAT WHAT WE WERE TRYING TO IMPLEMENT, WAS NO GOOD FOR THEM, FOR THE SOCIETY. SOME MUSLIM COMMUNITY WERE NOT TAKING ROUTINE IMMUNIZATION (ORAL POLIO FOR CHILDREN, TETANUS-TOXOID AND HEPATITIS B IMMUNIZATIONS FOR PREGNANT MOTHERS), SOMETIMES EXORCISTS TRIED TO STAND AGAINST US. THEY FOLLOW UNSCIENTIFIC & TORTURE LIKE METHODS IN THE NAME OF CURING A HYSTERIA. BUT WITH REPEATED DISCUSSION AND EVEN WITH INTERACTION WITH EXPERTS, DOCTORS, POLITICIANS, GRADUALLY THEY ARE MOTIVATED AND FINALLY THEY HAVE UNDERSTOOD ITS IMPORTANCE FOR BETTER LIVING.
Future plans and wish list (max. 750 characters): 
WITH OUR EXPERIENCE, ITS SO CLEAR THAT WITH CONTINUOUS EFFORT AND CONSTANT WILL TO DO PEOPLE’S GOOD IF YOU WANT TO. WE WANT 1) TO INCORPORATE MORE VILLAGES UNDER COVER OF OUR AWARENESS EDUCATION AND SURVEILLANCE, 2) WE WANT AT LEAST FEW CLASS IN THE LOCAL SCHOOLS TO EDUCATE STUDENTS AND AT LEAST A CHAPTER ON EACH CLASS CURRICULUM, AND 3) WANT TO SHARE WITH OTHER ORGANIZATIONS FROM OUR COUNTRY OR BEYOND WITH SIMILAR PROBLEMS WITH EXORCIST- PRACTICE AND LOTS OF SUPERSTITION. WHAT WE NEED TO MAKE OUR DREAM COMES TRUE, 1) ECONOMIC FREEDOM TO EXTEND OUR BOUNDARY, 2) PROFESSIONAL MAN POWER (IT’S NOT ALWAYS GOOD AND UP TO MARK IN VIEW OF STANDARDIZATION WITH ONLY VOLUNTEERS. WE NEED SOME RESOURCES THAT MIGHT NEED TO BE HIRED FOR BETTERMENT OF PRESENTATION. 3) GOVT. ASSISTANCE FOR WIDE IMPLEMENTATION OF OUR ACTIVITY IN NATIONAL LEVEL AND BEYOND.
education ECURED LIFE SUPERSTITIONS

Project Location

Country: 
Macedonia
City: 
Skopje

Organization

Organization Name: 
FON University
Organization Type: 
University
Specify: 
Incredible Green Contest organised by Acer Foundation

Website

http://fon.edu.mk/content.aspx?cid=420&ln=mk

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

ICT for environmental sustainability

Project Description

Description Frase (max. 500 characters): 

Climate for Children represents multiple-awarded set of multimedia interactive presentations and games that are used on interactive boards in classrooms.

Project Summary (max. 2000 characters): 

Climate for Children represents a concept which combines 3 strategies: 1) Bringing the new technology in the educational system; 2) organizing the wave of lot of new information offered by the world organizations – Open Data Initiatives; 3) involving the children in the climate change awareness process. It is a project that aims to mobilize children from early ages to social responsibility and enables teachers to enrich their lessons using the latest technology. The solution is a set of multimedia interactive presentations and games for interactive boards in classrooms. Interactive boards provide rich learning environment that integrates with traditional classroom layouts and collective activities. They boost creativity, encourage collaboration, and allow moving away from teacher-centric to a more personalized constructive learning.
The initial idea about the project was born as part of an assignment in the course Educational software. The presentations in Climate for Children use different sets of open data from the World Bank (http://goo.gl/Kx8cc6) and the Human Development Reports’ (http://goo.gl/dWPBeb) databases making the learning process more interesting. World Organizations around the world provide free access to a variety of raw data that give important information related to the UNDP Millennium Development Goals. Using the embedded codes, the students can interact with the presentations, finding data for a specific country and using these presentations to discover how they can contribute to solve a particular problem. This concept brings students closer to the problems that the world is facing nowadays, raise the awareness of the children about the problems defined in Millennium Development Goals and encourage the teachers to use the opened data from different sets of the World Organizations to stimulate the children. The implementation of this project is supported by specific grants and by the facilities that the university provides.

How long has your project been running?

2012-03-30 22:00:00

Objectives and Innovative Aspects

In this project the main objectives are: creating a huge range of interactive presentations and games which address the problems defined in Millennium Development Goals, raising the necessary awareness of the children from the early ages and encouraging the teachers to combine the opened data with the latest technology in the educational process.

To achieve these objectives, the project Climate for Children was tested on pilot elementary and high schools where a group of students was chosen to participate in the testing process. The testing process gave very promising results. In the surveys we’ve made, we noticed that the students were really excited about this new way of learning offering us a full support.

After the first positive results at our university where for a period of less than a month more than 1000 students were tested and the results were really satisfactory, we was awarded with a research grant from the COST Action IC0904. The student Darko Bozhinoski went to Cyprus University of Technology for a Short Term Scientific Mission to work under the supervision of Dr. Panayotis Zaphiris on further development of the prototype in the direction of its usability and further testing of the current solution.

The government in our country in this moment does the supply of interactive boards for the elementary and high schools. This means that the need for an educational material for interactive boards is increasing a lot. Even if all the of the interactive presentations and games address different problems, they follow the same template, which is based on a standardized heuristic used in the schools around our country, which means that they can be implemented as a study material for all the students in our country. In a meeting with the minister of education in Macedonia, we discussed about the different directions how this project could be implemented in the educational system in Macedonia. He assessed the idea with a positive assessment.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Climate for Children have been awarded multiple times by really prestigious world organizations and companies as one of the best projects for addressing and promoting environmental sustainability. We will briefly describe the awards with which this project was awarded. First, at the World Bank competition called “Apps for climate change”, “Climate for Children” was selected as one of the winners of this contest (http://goo.gl/s8j6f ). Afterwards, Climate for Children won the highest recognition on two very prestigious contests for young people under the age of 30 - the World Youth Summit Award (http://goo.gl/RC1Wc) and the European Youth Award (http://goo.gl/VMZoh) in the category GO GREEN – two very important competitions which select and promote the best solutions that have important social impact. Another important event worth mentioning was the invitation of the project for the final stage at Innovact - Forum for Innovative Start-Ups (http://goo.gl/me10f). Still, the biggest recognition for this project came before one year. Among 2100 projects, the project was awarded with the Bronze Medal Award and a grant for further development at the “Incredible Green Contest” organised by Acer (http://goo.gl/cQdPc5).
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

As a part of an UNESCO project our university was involved in making a portal for free sharing of materials that was really popular among the students and the teachers in Macedonia. We put our interactive presentations on this portal and the professors following our concept gave us an acknowledgment that the students that used our additional materials had better understanding of the consequences of the climate change. Now, around 40 professors and around 1000 students are using this concept.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Grants
Specify: 
Faculty for Information and Communication Technology
Is your project economically self sufficient now?: 
No
When is it expected to become self-sufficient?: 
2014-12-30 23:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

Combining the opened data with the new technologies like Interactive boards, teachers can really improve the students’ experience. This can be done by creating a big number of multimedia interactive presentations that will be available for a broad range of people. Interactive boards provide rich learning environment that integrates with traditional classroom layouts and collective activities. They boost creativity, encourage collaboration, and allow moving away from teacher-centric to a more personalized constructive learning. This technology had shown great results in increasing teaching productivity by combining the power of traditional multimedia with the ability to navigate the content more flexibly. We had tested this project on pilot schools and we encountered a positive response from them. Our interactive presentations and games follow the same template, which is based on a standardized heuristic used in the schools around our country. All presentations are divided in three parts: 1) displaying the problem and the effects it has nowadays; 2) showing videos and discussions about it; and 3) working exercises and games that the students need to solve. After the class, the students have a homework they need to make and a diary to write for their ecological activities that are needed in order to successfully deliver the homework. This way, students learn about the problems and the possible solutions of the problems defined in Millennium Development Goals.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Future plans and wish list (max. 750 characters): 
Our future work will include: - Expanding the scope of the interactive multimedia presentations and games for every indicator from the opened data from the World Organisations - Expanding the interactivity including different kinds of games and exercises in the presentations - Expanding the project across different platforms and gadgets (currently used only interactive boards) - Translating the presentations in other languages: German, Italian etc. - Promoting the presentations in the elementary and high schools in our country and on other sites for sharing materials
presentations and games interactive learning interactive boards environmental sustainability education Climate change

Project Location

Country: 
Colombia
City: 
Bogotá

Organization

Organization Name: 
Juanete Comunicaciones S.A.S
Organization Type: 
Cultural Institution (foundations, museums, galleries, etc…)

Website

www.vocescomunes.com https://vimeo.com/user25657508

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 29 years

Project Description

Description Frase (max. 500 characters): 

Voces Comunes (Common Voices) is a communicational training project for the youth of indigenous and afro descendant communities in Colombia. In which through: A) An 8 days workshop, B) A continuos technical and theoretical accompaniment and C) A second workshop (a 4 days re enforcement workshop), the communities create their own communication collective and learn to produce their own content and media. Our goal is that giving them this knowledge and the necesary equipment, the youth represents communities interest and express themselves freely, and use communication and ICT as a tool for change, social inclusion, fostering self-recognition and community empowerment. Voces Comunes is also a place on the Internet where the ethnical minorities, that are often invisible to its governments and predominant cultures, can communicate, connect, interact, gather and share all the content produced by them as a result from the project, making a noticeable impact.

Project Summary (max. 2000 characters): 

Voces Comunes is a communication project developed for the youth of indigenous and afro-descendent communities in Colombia. Through practical workshops in their territories and continous accompaniment, they learn how to operate the computer, audio and video equipment that the project provides them, the communities will acknowledge and strengthen their communication skills with the use of the ICTs. All this through: A) An 8 days workshop, B) A continuos technical and theoretical accompaniment, C) A second workshop (a 4 days re enforcement workshop), D) the communities create their own communication collective and learn to produce their own content and media, allowing them to share their visions, cultures and processes in a better way, a way of their own.

Communication is a powerful tool that contributes to social inclusion, fostering self-recognition and community empowerment. It provides communities with the possibility to design and disseminate messages not just about their cosmovision but also using their own language and symbols. If such messages emerge from each community, they will respond to their particular context and, therefore, they will contribute to actual empowerment and self-advocacy. If youth of ethnical communities have access to the new technologies they will be able to produce accurate information about themselves. Moreover, they will have the power to make visible their experiences, needs and strategies to cope with conflicts. Through this, they can make their voices heard and find echo in other communities. Voces Comunes, being a network in itself, understands networking as a suitable and desirable outcome towards the strengthening of local and global relationships.

Due to our focus on the youth of ethnical minorities, Voces Comunes support community objectives related with their youth as: A) The participants of the project in each community strengthens their role and commitment within, they become the voices of their communities. B) The partincipants find the importance of communication as a motor for expressing their realities and as a tool for preserving their culture and surviving the challenges they face. C) In zones of violence, armed conflict and paramilitarism, the young participants of Voces Comunes have a new and different life option. D) Using the knowledge in communication acquired in the workshops, they can have an additional source of economical income. E) The young participants assume a new roll within their communities: they become the teachers in the communication for the generations that follows.

Voces Comunes has a website in which disseminates the contents produce by the communities and encourage the visibility, social inclusion, free expressions and interactions of each one. It allows communities participating in the project to share their content and find out what others have produced. In this website they will make evident problems they have in common, at the same time that they will identify successful conflict resolution strategies to reproduce. Our goal through this website is to consolidate a network in which the communities that are part of the project can post and share their own content and see the productions that others communities made. A place where they can comment, learn from each other experiences and share them with the world. With Voces Comunes, the indigenous and afro-descendent communities of the region will take advantage of Internet to be visible, heard, known and included.

The final version of our website (www.vocescomunes.com) will be online in two weeks, meanwhile please watch our videos: https://vimeo.com/user25657508 https://www.youtube.com/channel/UCQ_Xy3WCI0mWBJlntbgaa3g/videos

How long has your project been running?

2013-01-30 23:00:00

Objectives and Innovative Aspects

- Establish communications collectives formed by young members of each community. We've achieved this by conforming the ideal group of young people as one of the first activities in the workshop.
- Sustain a project in which indigenous and afro-descent communities use communication as a tool for change, social inclusion and community empowerment. We've achieved this with the workshops, its practical exercises and motivational talks on the power of communication, as well as following every step of their learning process.
- Familiarize participants with the possibilities offered by the ICTs so they can produce and disseminate their own communicational products. We've achieved this with the workshops and by resolving every doubt they have.
- Establish the Voces Comunes network, a site in which many ethnical communities can connect, be seen, heard and included. A network that will help them strengthen their survival processes and life projects, and allow them to know the ones that others face. We achieve this by a continuos update of the Voces Comunes site and the interaction of its social networks.
- Disseminate the media content produce by each community in different platforms. We've achieved this A) through screenings in each community to show the productions the collectives made throughout the workshop, B) through Voces Comunes’ site and social media, and C) through applications to film festivals.
- Provide each community with basic equipment so they have the tools to produce their media content. The 4 communities attended so far have received a basic communicational kit.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
- Voces Comunes started operations more than a year ago. During this time we have formed our professional staff and consolidated our field research that allowed us to start working with 3 indigenous communities (from the Nasa´s and Arhuaco´s people) and 1 afro-descent community (La Boquilla) in Colombia. - We have designed and developed a 8-day workshop for each one of them, in which a group of young people that represents the community create their own communication collective and learns to produce media content and express themselves trough video, photos and audios. So far, we have 8 productions made by the communities after we developed the workshops. In this productions they've used the knowledge and equipments acquired, and most of all, they've used their own culture as inspiration. All their media products will be posted in Voces Comunes’ website (which is in the last phase of construction). - We have also made the research and approach in order to attend and work whit the next (8) indigenous and afro descendant communities in Colombia. - Other results achieved by the project: Number of participants of the workshops developed so far: 60 people Number of etnical communities attended: 4 Number of communication collectives created: 4 Number of video produced by the project: 36 Number of excersices of video produce by each community during the workshops: 6 Number of video productions made by the communities after the workshops: 8 Number of communicational kits given: 4
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

Voces Comunes' site is still under construction, therefore the last couple of months we’ve focused on the interaction trough social media (Facebook, Flickr, YouTube, Vimeo and Instagram) and, our face-to-face workshops. Our Facebook page has been the most popular form of interaction, mainly because everyone can see any type of content (video, photos or information) in one place.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 75.001 to 500.000 Euro
What is the source of funding for your project?: 
Grants
Is your project economically self sufficient now?: 
No

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

- Communication and free expression should be more democratic because everyone can tell stories and everyone has stories to tell.
- Ethnical communities want and are ready to tell their own stories. They don’t allways need others to talk about their realities.
- Even tough Internet offers many different content, the digital users are interested in what the ethnical communities have to say and in seeing them in equal conditions (they can also be media producers).
-Communication is not only useful to inform, but to generate social changes.
- The indigenous and afro-descendant communities of Latin America are facing similar realities and challenges in order to survive. This is why they want to learn from the survival processes that other communities face.
- Like us, the ethnical minorities also have a voice and want to use it. As it has been said to us, they are planning to be the “best ancestors of history”, therefore they want to leave their legacy and show their culture, cosmovision and social problems through the use of ICTs.
- Even though the young representatives of the communities have not grown up using the ICTs, they know the importance they have and are eager to learn how to use them. Its commitment in this matter can be seen in the videos they’ve produce by themselves since we developed the workshops.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Future plans and wish list (max. 750 characters): 
Future plan: Found raising, grand searching for next 3 years of the project sustain. Future plan: Re enforcement workshops (4) for the communities that Voces Comunes work with in 2013-2014. Future plan: Inicial workshop for new communities (Attending 4 new communities per year). Future wish: Voces Comunes for children: design the strategy to start early the recognition of ITCs and properties of communications: Photography, video, audio basic knowledge for children, prepare them to be around the community communicational project. Future wish: After attending the first 8 communities develop Voces Comunes Festival: To gather the young participants from each community, discuss each process and show all the productions and share experiences. Future wish: Voces Comunes Latin America: Expand the project and help other countries in Latin America to replicate it. Future wish: Global Voces Comunes: Expand the project and help other countries to replicate it.
Youth technologies social development minorities indigenous communities identity free expression Environment EMPOWERMENT education communities communication afro-descendant

Project Location

Country: 
Bangladesh
City: 
Dhaka

Organization

Organization Name: 
JAAGO Foundation
Organization Type: 
Other

Website

http://www.jaago.com.bd/schooling/online-school

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 10 years

Project Description

Description Frase (max. 500 characters): 

The project is designed to use video conferencing technology to provide free-of-cost education to the underprivileged children living in remote areas where student are deprived of quality education due to lack of skilled teacher and educational resources.

Project Summary (max. 2000 characters): 

Access to education remains a challenge for children of Bangladesh, particularly working and indigenous group, living in remote areas or those in extreme poverty. Tribal children, for example, have a net attendance ratio of just 68 per cent, far below the national average of 81 per cent at the primary-school level.

Urban-rural divide in the quality of education in Bangladesh is vivid, and the factors cited behind the disparity are the quality of teaching, school infrastructure, and educational materials. Moreover, the factors are also immediate determinants of whether children attend school and what they gain when they attend.

As it is difficult to find and retain good teachers in rural areas, JAAGO Foundation came up with an innovative solution of ‘Online School’. The idea of online schooling is designed to bridge the quality gap by connecting skilled teacher and resource with the disadvantaged students living in remote area through the modern technology. With support from partners, JAAGO Foundation succesfully installed online schooling in 5 schools in different district and all of the schools are now in operation with a demand of further expansion.

Within the end of 2014, 5 of our existing online schools will be expanded and 5 new online schools will be established to offer education for additional 400 students and approximately 800 students in total around Bangladesh. Moreover, evaluating the feedback and outcome of the online school project, interactive contents will be developed and teacahers centere’s will be enriched with necessery equipments to ensure interesting learning experience for the disadvantaged children who would be deprived education otherwise.

The Online schooling and synchronous learning through internet is a leap towards educational revolution specifically in context of Bangladesh as our country has not experienced this schooling method before that has the potential to solve the issues regarding quality education and lack of skilled teachers in remote areas of the country. Under the project, we are working to replicate the online school project in every district of Bangladesh and even build colaboration with neighboring countries.

How long has your project been running?

2011-06-29 22:00:00

Objectives and Innovative Aspects

PROJECT OBJECTIVES:
The project has the following objectives…
1. To provide international standard education to the unprivileged student living in remote rural areas of Bangladesh who are otherwise deprived of quality education.
2. To train and develop skilled teachers and moderator so that they can use multimedia while teaching students even in traditional schools.
3. To equip poor and marginalized children with education and life skills so that they can break the cycle of poverty and live a meaningful life.
4. To develop interactive contents that develops children’s analytical and vocational skills. The contents will be suitable for online schooling and also interesting for children.
INSTRUMENT USED IN THE PROJECT
The mechanisms behind the ‘JAAGO Online School’ are fairly simple yet effective. A rural classroom of Bangladesh is connected to a teacher in Dhaka via video conferencing technology and internet. The classes are run in the physical presence of two facilitators in rural areas and another teacher who takea class online through WEBEX system from JAAGO’s teaching center in Dhaka.
The current software used for this form of schooling is WebEx which is an interactive and professional video conferencing software aimed at making the learning process communicative and interactive even with the virtual presence of its remote learners.
The program contains interactive whiteboard, slide-sharing and video-sharing features and combines a sketch-board to acquaint the students with alphabets through just a stroke from its virtual tutor.
Thus the geographical distance between students and teachers is being covered easily with the use of simple software that enables synchronous learning for students who are otherwise deprived of quality education.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Our first online school was established in the year 2011 in Gazipur situated near Dhaka to spread the light of education among the underprivileged children deprived of quality education. After the successful beginning of this innovative project, the online school soon expanded in another four regions of the country over a time span of 3 years only. Till now, we had started five online schools replicating our own model that is an evidence of the feasibility and scalability of the project. Now the number of students in five online schools increased to 356 within a short period of time. The impacts of the project include educating the underprivileged students of five different districts/regions of Bangladesh and being able to provide good standard education in rural remote areas of the country by overcoming the geographical barriers. The long term impact of our project is improving the standard of living of the children and their families receiving quality education in JAAGO online schools by empowering them with education and skills.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

Now the number of students is approximately 356. Within the end of 2014, we are to expand existing online schools and set up 5 more schools and the number of student is to be increased up to around 800.

The current software used for interaction between students and teachers is WebEx which is interactive and professional video conferencing software. The program contains interactive whiteboard, slide-sharing and video-sharing features and combines a sketch-board to acquaint the students with alphabets through just a stroke from its virtual tutor.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 75.001 to 500.000 Euro
What is the source of funding for your project?: 
Grants
Is your project economically self sufficient now?: 
No
Since when?: 
2014-05-30 22:00:00
When is it expected to become self-sufficient?: 
2015-05-30 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

In the online schooling method, the geographical distance between students and teachers is being covered easily with the use of simple software that enables synchronous learning for students who are otherwise deprived of quality education.
The project has proposed a solution to the illiteracy in the geographically disadvantaged area of Bangladesh. Using the online school method and expertise, one can easily replicate the method in any country where similar geographical barrier create obstacles while ensuring quality education for all. Especially, marginalized and underprivileged children can be brought under the light of education and thus giving them a tool for breaking the cycle of poverty.

The project also an example of youth initiative that encourage the youth of Bangladesh or any other country to motivate each other for a good cause to ensure social justice and equal opportunity for all.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
The main challenges we are currently facing with our project is the inadequate sources for high-speed internet connection which is the primary tool to run our project, insufficient funding support to expand and replicate the project in other localities of our country and lack of financial support to establish a complete research team to work on the overall content development and school model for our online schools based on local context.
Future plans and wish list (max. 750 characters): 
The first step we want to take is establishing at least 5 new online schools within the end of 2014. Secondly, opening a new grade each year in each of the existing schools to promote the present students to an upper grade is another significant future plan for our project. Last but not the least another major plan is to develop our own content keeping the local context in mind. We are also working for corporate collaboration opportunity to set up online schools in 64 districts of Bangladesh. The implementation plan includes opening new grades in the existing schools by taking support from our present corporate partner on a contractual basis where the contract is renewed every year. We have the capacity to run our project with our sponsorship campaign that ensures every child in our schools has a sponsor to bear the overall cost of a student.
Poverty technology education SCHOOL online

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