My name is Sam Baklin, and I am the author of Malignant Self-Love, Narcissism Revisited. The narcissist has no private life, no domain reserved exclusively for his nearest and dearest. The narcissist's life is a spectacle, with free access to all constantly on display. To solicit narcissistic supply, attention and admiration from his audience, the narcissist flaunts a false self. He pretends to be all-powerful, omnipotent, and all-knowing, omniscient, brilliant, unique, perfect. Pathological narcissism, as we all know, is a reaction to prolonged abuse and trauma in early childhood or early adolescence, the latest. The source of the abuse of trauma is varied. The perpetrators could be parents, role models, teachers, even peers. Moreover, pampering, smothering, spoiling the child, or engulfing it, are also forms of abuse. The narcissist's true self, his inner child, if you wish, is obliterated by this barrage of a variety of forms of mistreatment. That the narcissist possesses a prominent false self, as well as a suppressed and dilapidated true self? We all know, it's common knowledge. Yet, how intertwined and inseparable are these two? Do they interact? How do they influence each other? What behaviors can be attributed squarely to one or the other? Does the false self assume traits and attributes of the true self in order to deceive the world? We should not forget that the false self is an adaptive reaction to pathological circumstances, but its dynamics make it predominate. The true self devours the psyche and preys upon the true self. Thus, it prevents the efficient and flexible functioning of the personality as a whole. The remnants of the true self are so ossified, so shredded, so repressed, and so cowed into submission, that for all practical purposes, the true self is dysfunctional and useless and even, to some extent, non-existent. In a full-fledged narcissist, the false self is the one to imitate the true self, and it does so in two ways. First one is reinterpretation. The false self causes the narcissist to reinterpret certain negative emotions and reactions in a flattering, socially acceptable light. For instance, if the narcissist is afraid of someone, he is unlikely to admit it. He will reinterpret his discomfort as empathy and compassion. To be afraid is humiliating and narcissistically injurious. To be compassionate is commendable and earns social approval and respect. The second mechanism is emulation. The narcissist is possessed of an uncanny ability to psychologically penetrate others, to immediately discern their frailties, their weaknesses, their vulnerabilities. But he abuses this gift. He puts it at the service of his own control freakery and even sadism. The narcissist uses this ability to annihilate the natural defenses of his victims by faking empathy, by imitating emotions and their attendant behaviors, their affect. The narcissist possesses emotional resonance tables. Throughout his life, the narcissist keeps records of every action and reaction that he observes in his human environment. Every utterance and its consequence, every datum provided by others regarding their own state of mind and emotional makeup. From these enormous databases, the narcissist constructs a set of formulas which often result in impeccably accurate renditions of emotional behavior. This can be enormously deceiving. Once formed and functioning, the false self stifles the growth of the true self, paralyzes it. Henceforth, the true self is virtually non-existent and plays no role, whether passive or active, in the conscious life of the narcissist. It is difficult to resuscitate the true self, even in psychotherapy. Thus, there is no real conflict between the false self and the true self. First, as I said, the true self is much too weak to do battle with the overbearing false self. The false self is all-pervading. It is adopted. It helps the narcissist to cope with the world. Without the false self, the narcissist would be subjected to so much pain and hurt that he might disintegrate. This happens to narcissists who go through a life crisis. The false self becomes dysfunctional and inefficient for a while, and the narcissist experiences a harrowing feeling of annulment and disintegration. The false self has thus many functions, but two of them are critical. It serves as a decoy. It attracts the fire. It is a proxy for the true self. It is tough as nails and can absorb any amount of pain, hurt and negative emotions. By inventing it, by inventing, conjuring up the false self, the child develops immunity to the indifference, manipulation, sadism, smothering or exploitation of others. The false self is a cloak, a mantle, a high reporter contraption, protecting the narcissist, rendering him invisible and omnipotent at the same time. Secondly, the false self is misrepresented by the narcissist and presented by him as his true self. The narcissist says in effect, I am not who you think I am. I am someone else. I am this false self. Therefore, because I am omnipotent and omniscient, I deserve a better, painless, more considerate treatment. The false self is therefore the foundation of the narcissist's inane and insane sense of entitlement. It is a contraption intended to alter other people's behavior and attitude towards the narcissist. These roles are crucial to survival and to the proper psychological functioning of the narcissist. The false self is far more important to the narcissist than his dilapidated, dysfunctional, shameful true self.


Oh, okay. He's sweating. I'm gonna fear it. I'm gonna fear and then repatriate Okay, he's okay. He's okay. Chance is okay. No no chance is okay. Just repatriate you just repatriate man Who was the mage a random person random? Why do? Do they get grieved? Why would we invite a random man? Why would we invite a random person? We had it. No guilty is available dude. I can't believe he died Dude sod comes on four days. I think I told you to pet you before you died. I think I did Got a shield on right now. Okay, just kind of backwards a bit kill the low ones. I Got I might be dead here boys Petri Petri So okay some watching this they pull they've got Gordak brew massifs Okay, two dogs and two packs. So they got two packs dogs shield on right now They got a mage and mage goes and he sheeps this guy Right I got mage sheeps their mage lord sheeps are made Whenever he does that Chance calls for Petri He says our doc. Oh Petri pet Sardako drops to one health. I might be dead here Sardako drops to one health boys Petri, but why poke is attacking this dog that is on Sardarco Chance is tanking But this thing this pull gets completely out of hand because it looks like they aggro to pack I gotta go wash a full bod Okay, it's but it's bonds not public wait So they died like as soon as they got into the dungeon. This is like on one of the early pulls So this chances POV see why do you even need to tank the mobs when they're just dead instantly when you're fewer? You know Confidence, dude, that's always her it comes from dude. Oh You know fury is definitely better for dungeons, especially when like you're doing them slow I think fury proc can be good So they go and they pull this cord off and it's fine much Everyone goes slow and hardcore. So so when it's this pull So they go they pull the dogs the pack of three dogs with a Right with a brute just so then what ends up happening? So Darko goes and picks these guys like pull your rage too much why? So our darko is here.  Yeah, I great This mage This mage goes and he he's not hugging the wall Poke is hugging the wall Italian guys hugging the wall the major standing here the major body pulls whenever the major body Pulls our darko sees it something he goes to go pick it up So he runs in he runs in he goes to get aggro these guys He's picking these guys up Italian guys a paladin healer meaning all his heels are single target Right, so he has to focus one guy at a time and heal one guy at a time the mage Gets kidney shot in here. It looks like he gets done. He ice blocks whenever he ice blocks he sits the ice block and These all go back on to main fang and Sardarco Sardarco has one brute on him. He'll coming Sorry, there's another mage Lord. He has mage Lord. He gets back on him What the mage Lord does is he goes and he's about to cast a polymorphic cast upon the mage The mage is trying to go and just a we everything down when the reality probably what he should have done what the mage should have done is he should have gone and Pollied this mage so that this mage could not polymorph the paladins to ogre mages Which means to two polymorphs So they go and polymorph the paladin and polymorph the mage if he was able to polymorph one and then make sure to focus counter not literally focus but focus and Counterspell the other one then that polymorph wouldn't have gone off and then Italian guy would have been fine Italian guy threw a bomb on main fang at one point. That's why he has forbearance, but Italian guy might have his bubble up I'm assuming he doesn't because he bubbles it right here. Okay, so he bubbles it right here bubbles The point in which he does Chance goes go ahead and Petrie Poke gets all the aggro because I a we taunted I a we taunted and lipped lip a we taunt My he'll get it.  This is a rend. I thought this was a show right now Okay, just kind of backwards a bit of a low ones. No No, there's a bop. He has a bop on him. So Italian guy bops main thing whenever Italian guy bops Chance is trying to bloodthirst, but he has a bop on him because he has bop on him He can't actually bloodthirst so he loses aggro the aggro goes crazy because of the bop on him Goes on a poke and he calls for a petrie. He's like, I don't know what's happening. I can't attack I have a bop on myself. He's trying to bloodthirst and then all the aggro shifts to the next guy on the threat meter Which is poke and then he's like Petrie Petrie Sardarco Petrie Petri and leave so and poke was just not ready to Petrie in time which damn Dude, it's always these kinds of things that happen are always it's it's like one little mistake One individual mistake is gonna be fine But but it's like the the one individual mistake it stacks up one after another because Italian guy goes to I don't I wonder Why he bopped chance? Why do you bop the tank? I mean you can you can totally bop I mean there's times where you do bop a tank. It's not like totally out of the blue But Italian guy goes and he actually pops his land Holy light holy light shield on right now Okay, just kind of backwards a bit of low ones. He's Paulie. He's sitting in Paulie and then he realizes.  I'm gonna bubble out after like two seconds bubbles Petrie Petrie Sardarco is low. I go Patrick lay on hands Sardarco. Okay, so he goes in mage in the back I don't know we taunted and left lay on hand Sardarco My heel gonna big heel coming Sardarco live live live live live You're a shield on right now Okay, just kind of backwards a bit kind of low ones whenever he lay on hand Sardarco He has about 500 Petrie Petrie Sardarco Lay on hands.   Yes, like But it's it's this whole scenario something so obtuse like why would you kick somebody when they're down on that same front? Okay, well, why didn't chance know not to remove the bop as a tank? It's see it's insane.  It's it's stupid to go in and have these kinds of arguments chance chance Obviously, he's the tank. He feels bad. You think it doesn't feel bad when at the end they we all know How is this not misgives fault? Right like I've read assman's YouTube comments. I know damn well. This is Mrs. Fault somehow, okay? Like that clearly there is a path where this leads back to miss


Arms on now, where we go, terrific start there on the inside, it's Ty Woofendon who makes the best of it. What a move from Jason Doyle, chops back to the inside. Keep an eye on Jason Doyle on the outside gate in yellow, you can see there he's got across Max Frick, then he realises he's not going to go any further, Ty Woofendon just moves off the curb and that gives enough room for Jason Doyle to sneak between him and the concrete, not a lot of room there.  That really was quite dramatic, now he dive bombs him once again going into turn three, Chris, what an opening lap from Smalslik. Inside just jumps clear, just what he needed to do, doesn't ride across the corner and does everything right but the battle between Wozniak and Smalslik at the back was unbelievable, one solitary point but it can make all the difference in a qualification for the semi-finals and we can see here now, this is the move I think when he makes the stick, no maybe not, but yeah he does it. To give them a little bit more traction now on the edge of it, still too deep and wet on the outside but Janowski's not giving up yet. Janowski on the outside in the last corner, Freddie Language just straightens out, there's going to be a run to the low. Look how close this is, Lingren just steaming up the inside of Janowski, steaming through, he's not tempted to run across the corner, he stays down low on the snicker dryer surface but these guys really going at it for the entire race and just when I thought, Janowski was out of it, that he'd settled for the one point, oh no, he's got other ideas. They come out of this last corner, half a mistake from Freddie Lingren and he pays dearly for that by dropping a point. He's got that bike hooking up, he hasn't got the traction but he's got 11 in his eyes in the back of his head. Freddie Lingren ran outside, parry on, coming on down, very close. Once again, oh Lingren's gone down as well after the start. Anders Thomsen out of gate number two, he fires himself to the front, superb of Anders Thomsen, spectacular stuff from him, right in the last corner, Anders Thomsen wins it here in the Edward Jensen stadium. Delight for him, Smalslick back in third place, do they just missing out? Baselick in there second, wow, what a performance from Anders Thomsen, my tip, my hat to him.


3 o'clock start doors kindly start the recording. So I'll pass some I'll pass over to my colleague Alfredo Solero, who is an Indian senior fellow participates in many different groups within the organization and he's also a full professor of engineering at the University of Porto in Portugal So Alfredo switch over to your presentation and we'll let you get on with it. Thank you very much. Thank you, Tim Hello everyone. I'm very glad that we have this discussion about this important topic of social engagement and civic education but what I'm going to present is something that I've worked for some time with for those who know the tuning academy within a project that was called um The Call of Heat and The point is that we like to have a list of competencies within them within the the This subject list of competencies that could somehow Define what type of education and training we could provide or we could attempt to acquire these competencies that are more and more necessary in the current times. So This is what I'll talk. I will try to be brief. I was at wedding hour at noon and sorry at 1 o'clock noon over here and the point is that We we don't have time. So I would like to have more time for questions So I'll try to be brief You have the presentation afterwards and I'll be available for them For any questions you you you have but like I mentioned, you have this website where you can You can find more information about Call of Heat. Call of Heat is a the framework that got two additional extensions to define frameworks in Five subject areas together with forms of assessment and of teaching and learning There are two Follow-up projects that have been approved also by the European Commission that started This year and you will probably hear more about it, but within this one that ended last year What I want to talk is about these Four dimensions of the framework that have been identified by the group and were used to define the competences in five areas physics teacher education History Nursing and civil engineering. That's where I Got in in the civil engineering area and For these dimensions We also identified the descriptors. So that's what I'll show you quickly Of course the descriptors have The three dimensions of the European qualification framework knowledge skews autonomy and responsibility. I like to call it attitudes, but Others would like to to call it. I mean the European Commission prefers autonomy and responsibility Of course the descriptors can be broken into sub descriptors and Of course the sub descriptors have to be adapted to the academic level Bachelor master Other types of higher education continue education and of course to the education problem and to the local or society rules because What is neither its proper assessment? And the the question of The assessment is very important because If you want to be sure that our students and our learners have these competences, we have to assess them properly So we will probably need the sub descriptors to do that. And that's what I'll talk about The four Aspects that were considered like I mentioned were societies and cultures The question of interculturalism Currently as you know, it's a it's a big problem with this globalization and we need to Understand better and to work with other cultures but the second one is What competences people need for the civic social and cultural engagement concerning Information and communication People talk about fake news. They talk about This information propaganda, etc. But what competences we need to address this question of analyzing information and communication Now the third one is about governance about the participation All kinds of organizations from local to National to global and of course the decision-making decision-making is something that Is affecting everyone and We need the competences to do it Taking into account what we're talking in this webinar and of course The last aspect is the ethics norms values and professional standards. They are different Ethics has been changing in history And geographically, so we know we have different ethics. We have different norms We have different values and professional standards. I in my profession in engineering. We have some strict professional standards of other activities don't have it and we need to define competences to address these issues And like I said, this framework can be used as a standalone that there is you have to do it or adapted and incorporated in the subject area and Let's say find the right the right competences concerning The program or the context where we are using this framework Starting with the first dimension the societies and cultures This is what the knowledge that it's necessary in terms of competence And we use the strong words of bloom at all, you know, it's it's something that was carefully Defined so we can somehow find Ways of measuring this competence assessing and measuring so we can guarantee that our students have Sufficient knowledge. They have sufficient skills to analyze issues In and between societies and cultures and also engagement By developing scenarios and best practice of interaction between Cultures which is which is not easy but necessary second dimension the process of information and communication the knowledge Uh The the students or the learners we have to teach them how to They can critically understand the process of information and communication They can have the skill to review and judge and judge the news use of sources date, etc Conspiracy experts and then of course in terms of attitudes The the learner has to show active contribution to debates Using a reliable and justified data and information so you have a Right participation in these debates The third one in terms of governance and decision-making The knowledge is required to understand the process of governance and decision-making I don't know how much you know, but the decision theory is something that it's uh very elaborate and very Advanced and They have to to to take the right decisions with the right Let's say data and information from the previous process For instance in terms of skills They can be Tested against applying and supporting the the learning textbooks and norms In terms of transparency accountability, etc democracy and In terms of attitude they have to demonstrate some active contribution In the groups that they are inserted and Of course, uh, with respect to to to What are the norms and principles of the society of the organization they are working on? um The last one in terms of ethics norms and values and professional standards I teach ethics and to my last year students and believe me It's not easy because there's generally a certain confusion between ethics norms and professional standards And the ethics is something that it's really personal so The these requirements in terms of competencies That we can teach or foster or examine In terms of knowledge what it is recommended is that Students have to demonstrate critical understanding of the ethical principles They have to have the skills to apply this process to decision making and of course, they have to Be able to Participate and promote and depend the ethics norms and values and professional standards applying it in what This framework is all about which is government's communication and cultural interaction And this is what I wanted to say. I don't have anything else except a thank you and then I hope that somehow you can participate in the promotion of this type of framework within your teaching and activities and organization activities and Thank you Thank you very much. I think it was uh, it was very interesting I see many advantages of having A framework when it comes to actually formalizing this this kind of process I think it's particularly interesting not just to our funding season The HCI is a higher education institutions that are directly Relating to our students, but also from the corporate world. I mean you can see this in a way in a tangential Aspect of the the soft skills and the importance that That the employers are giving to this. I think they want our graduates not just to be good engineers. They want them to be good People are here on the good soft horizontal skills. And I see this kind of framework as being very important for that. So, um Let's uh, let's skip to the the chat if that's okay. We've got an eastern question asked by Richard power Alfredo and says on on slide four point four about the ethics How would you actually make this Yeah, um, it is a good point that if you go through slide, I don't you You let me show you. Um I think I can go backwards but the point is um When you have the the sub descriptors, these are the descriptors And when you have the sub descriptors which have the indicators you can measure because You can establish the sub descriptors. For instance, uh, when I teach ethics, there are three rules that I pass to the learners of the students about These ethics problems and of course these ethical problems never have just one solution. They have several solutions and One of my descriptors are they able to apply those rules You see and that's how you assess it because the rules are very simple. I mean one of them is Whatever you do if it becomes public on the social media, are you really Going to do it if it's going to be public. So that's one of the rules But there are others and the other two I can talk about it later Um, but if they are able to apply this rule in the case That is how I assess if they are capable of looking at these Of these ethical studies There are discussions, you know the paper clip right the question of the If you are working and take a clip home from your university, is that acceptable or not and then comes the the norms and the principles which is one of the rules and We are able to understand and discuss and debate. That's that's that's enough because at least raises the issues about Learning activities. Yes, the learning activities if you go to them And I'm answering to Richard part if you go to the site of the project colony, they have not only the The methods of assessment, but they also have learning activities. So I'm not going to explain but There are many because these ethical rules were not just applied to engineering. I think I don't think I didn't explain myself Well, but they were not just using engineering. They were using nursing. They were used in In physics. They were used in teacher training. They were using history and And so it is Something that it's a transversal always on for all such. Okay, last question the survey. Oh, yeah In open resources and well, there is an open resource. There is a I can email to you And I can write Here a project where I participated many Some years ago, I mean time flies by quickly and it has Precisely open resources from guides to to manuals That was called pinter. It was coordinated by the unit We look on the tree in spainter as a lot of us the coordinator and It has many open resources that you can use Manuals are very good manuals in several languages that probably can use in your case. Is that okay? Yes, I think that's a that's a great um Okay, I've answered. I appreciate it. Thank you Richard for the questions.  I mean She thinks we're gonna have If you like activating the students helping them to actually realize the value of being more if you're like more active in these in these sorts of competencies When you're young in the university you're studying you're focused on the technical aspects, perhaps in engineering You're aware Yeah, let me tell you how I do it in engineering you take a lot of decisions Especially in my area, which is civil engineering they affect people one of them that I tell you where I Generally explain the problem is for instance you have a roundabout and you can put traffic lights Or you can put just a roundabout or you can put bumps in the street that costs money But the effects are very different And when you show them that when you take this decision it can save lives or not save lives They understand the importance of ethics and Because these are not professional standards. They all the solutions Technically are correct. But in terms of ethics They have consequences people die people get hurt and This is how I think we can promote The the conscience about ethics and norms and values if we bring The the cases where the decisions imply other people's lives and well-being so That's how I do it Yeah, that that makes a makes a lot of sense. I think it would be nice um in the future to see this kind of framework being being adopted by uh um By degree program designers, so we can actually begin to see the the you know the explicit presence of these sorts of But these you know these structures in the in the courses. I think they are very important And quite possibly in the in the medium term more important in a lot of the standard subjects We teach on Yeah, thank you very much. Um, if uh anybody else has any other questions, please feel free to Ask them to Alfredo in the chat and I think we'll we'll move on to our next our next presenter now and We can come back to these these issues at the the end now, so If you can put your camera off please Alfredo and then our next speaker is um diane anduin who's a elin vice president She's also a full professor at the polytechnic university to be sort of roma In the areas of multimedia and web technologies. Thank you diane. I'll pass over to you Thank you very much. Timothy. I hope everybody can hear me well And uh, okay, so yes, I'm darin. I'm darin. I'm coming from the polytechnic university of In the west part of romania And I would like to speak today about something that's tiny bit different Also about active engagement, but this time about young people Students and high schoolers which are trying and using in fact Lots of technology to become more engaged especially with culture and heritage So that's the main topic and you have down there My twitter id because in the next in the previous session. That was one of the first questions which were asked So, um, you can also tweet about this and please use Eden official twitter also id and open education with hashtag if you tweet about this webinar So i'm coming from the polytechnic university of tunisiana. We are a 100 years university. We are celebrating our Centennial this year and i'm actually the manager of the e-learning center in this university Working very hard on trying to promote technology for education and educators I would like to speak about two projects the first one. It's called digital culture and it's mainly about Digital competencies and social inclusion for adult in creative industries. What are the creative industries? The creative industries are the industries which Incorporate culture, art heritage, but also media Press advertising even gaming and some software development So everywhere where creativity is the major how to say Product product where you can't you cannot create impact quite a lot of goods But you can create a lot of interesting things using your own creativity And we were looking a lot of universities around Europe and some companies and associations including Eden To how we can improve the digital competencies and The project website is there so you can have a look at some of the things which we already done We are mainly trying to build up an online Course free obviously available for everybody in six different languages with Several courses dedicated to Digital competencies We are looking at the digital competencies as they were defined by the european union in the become 2.1 For those which are not coming from europe in europe We have defined about three years ago four years ago the digital competencies and they are part of the official curriculum vitae which everybody now uses at least officially in europe And we are part of the european education area where one of the main Initiatives and my own targets are for the Next years and including this year How to improve the digital competencies of everybody because Today we cannot use almost nothing and we cannot work without technology So you can find soon the launch of the environment is ready We have the course is almost finished and we are looking forward for the beginning of april to start This course but The courses are very very different. They are 12 courses at this moment They are all coming and covering almost all the main subjects which we were able to Realize that they are interesting for the creative industry because we were running together with All the partners involved in the digital culture project a survey which gather information for more than 30 countries About what people will like to know in terms of technology and especially how to apply that technology in Culture heritage in that creativity Domain and we need to say that the communication Management and also publishing and social media But also how to build up your own website came on the top. So we are really focusing on those Abilities and those competencies in our courses and you will have a lot of applications and technologies presented in this course So join us But the interesting bit about the active engagement is how part of this course content was produced We took a different approach than probably the normal Let's say massive and open online courses approach We try to focus a lot on using open education resources We analyze the open education resources and where we couldn't identify the best ones or the ones which were more Let's say adequate for our purpose and for our learning outcome We try to produce them and to invite Artists students and freelancers to produce them together with us. So we Actively engage in fact our target group in producing content for our courses and we managed to do that with several students We have at this moment. I'm speaking care from my university only we have more than 60 open education resources produced By the students and the young artists which incorporate different examples of technology different examples of best practices And different examples on how you can use technology for example, I don't know to manage a Cultural project or to market a cultural project And unfortunately because all of them are in based in videos, maybe we cannot really put them here so I just had some Shots some screenshots of them. So they are all as you can see develop with students under some Of some of our professor supervision But also by young artists and they all have interesting aspects and interesting The content to be shown what is proven to us This has proven to us that we can really include students on creating content and make Allow them to become creative creators the creative creators as Thomas Whitmer has defined them about almost 10 years ago which are the young people which are going really the extra mile to provide information and content and How to make it more easier for people to Provide information online And here we have another example This is an example using the virtual reality down and augmented reality on the top where you can See exactly some examples on how you can use augmented reality and virtual reality In in culture. So how to present some Artistic or some sculptures in this case is a is a public art in one of the squares from From Tinshwara and you have also some hands-on in the courses on how to really develop this sort of demos and applications using a very simple AR tools So the students are becoming creators. They learn how to do these on a specific topic They do some research and analyze on that. They use different tools They understand obviously the open education principles to some of them that was very new They were not aware of them. They were not aware of the creative comment licenses So this is really becoming some promotion which we are doing for the open education and at the end The resources are evaluated by their colleagues. So they also have quite valuable feedback from their colleagues Another project in which we use in a different way a tiny different way the young citizen Engagement was what we call spotlight heritage Tinshwara in the spotlight heritage Tinshwara we try to involve young people together with our university with Museum and experts from the national museum of history from our region in Romania and with the Tinshwara 2021 European capital of culture because our city next year will become the European capital of culture So lots of interesting activities building up this How to say application and project involve different ideas the main idea was that we wanted to be able to tell the stories of the digital and of the Digital stories of the cultural and heritage of Tinshwara All the communities were developed how the technical development was in the city and how the buildings are Existing existing buildings how they can say their story And we involved for these different groups of students on trying to build up these digital stories. So we have a website mobile application exhibition in the museum and also a street exhibition with some public points where with tools as augmented reality you were able to Get some more information about those buildings about the stories of the communities or the people which were living in that building or in the area next to them The most important bit which I try to focus here is the young people's active engagement in reclaiming their Cultural heritage that involved students and high schools. So people between 14 to 20 years old Which visited the exhibition in guided tools and the guides were also students So we trained some of the students and high school pupils on becoming guides for The spotlight heritage and discovering the Tinshwara by digital storytelling and they really Love this they use the mobile app. They use the tools which were available in the museum during the wintertime and they put a lot of stories and a lot of information and what to say their own perspective on how The city was what was the result the result was sorry the result was that the students Completely learned new things about their city. It's very very difficult today to Involve young people to learn something about the history about old buildings about old people or the Heritage and the community of your own even your own city They are very reluctant on any information which you try to deliver about History, so we try to use a lot of digital tools on Engaging them and we wanted to engage them by using their peers to engage them So it's always much more easier for youngsters. A lot of research is saying that it's showing us this that if you engage the youngsters it's really how to say very For young people to understand and to accommodate with this information You can obviously See my information here and you can get some more information about what we are doing and the projects which we are doing by following us on twitter and By doing on our website and output immediately here the project websites where you can find some more information And let me use my last 50 seconds on inviting you To the Eden annual conference which is happening in my city In a city which is going to be the european capital of culture So you will be able to have hand-drawn experience on how to involve digital heritage and how to use digital storing for For culture. So hopefully I'll see you next journey in finishara. Thank you Thank you very much indeed. I know that was a very impressive Presentation and I was completely overwhelmed by the number of projects. It's really quite quite incredible and I think you're completely Spot on in the approach of trying to get younger younger people interested in different aspects of cultural heritage part of their history. I mean I know from my own Children and children's friends and stuff the difficult it is to get to get young people actually motivated and it's interesting from your comments the The underlying mediating role that technology has in in In culture and I think that's actually really really really good Especially I like the the way you are related with virtual worlds because it might also be possible if we're talking about culturally Significant buildings to actually be able to feel like get somebody in there with their avatar And then if you like take the type take them back in time and they can see how things that we We assume has been normal where in fact different some some time ago I mean I've got a couple of questions. I'll ask you one to give our audience time to Please don't be shy and ask us some some questions on this. It's very impressive Work you've you've presented. I mean you talk about the importance of student engagement. I mean you want to get the younger younger people actually Involved. I mean, did you actually if you like reach out and contact them before you started to do the The projects to try and find something that would be relevant for them? Or did you I mean, how did you go about this whole engagement process really? I guess it's my question Yeah, so basically let's say about popular heritage because that's really with very young people. I mean The youngest to which was involved there was eight years old So in fact, we contacted the school And we told the schools that we are doing this project and we let the schools to involve this And to be honest the the teachers from the professors from the school were very reluctant They said initially that they really don't expect that the students and the youngsters to be really very keen on Learning something about the heritage of our city But we tried and what was very surprising was that the student clubs So the clubs which they the students had in the high schools Become very active. They really took it over. So in fact, we almost haven't done too much to be honest we just Showed to Some of the guides as we said about 10 of them coming from different schools from From Timishara area the application and especially the augmented reality application how you can use it and how it is and We informed them because we only took this year a neighborhood I was very fast going very quick going over the slides. This is a four-year project We take each year a different neighborhood In this year is another neighborhood Very a historical neighborhood of Timishara where we are going to present The stories and the buildings and the fact about that neighborhood. So it's really how to say a very Popular for the students to use mobile phones, for example to find out nothing About anything and we really push the the use of the mobile phones for For this culture and heritage. So they use the mobile phones. They had a lot of videos and 360 photos about the buildings about the inside of the building Old photos which we renderize and we make them in 3d They had the augmented reality so they can go in the location and And point the camera of their mobile phone towards the building and that's more information and old photos of that building pop in them They will see them and they really love it and was really Not just loving it. It was really engaging for them to be able to How to say see their reaction to that information and to the stories about the community which lives in that area So that was about the portal heritage and very quickly about the digital culture There was a bit different stories. We have used Student as active creators of open education resources for the last year in In my in my group in my in my department And they quite like it. So in fact, to be honest, the students ask about this because the students know ones from each other about What's happening at certain courses and they ask when we are doing the The videos when we are we will be able to say something about what we want to do and what we want to do They it's very easy to motivate sometimes and engage them Even if I need to say that to develop a very good open education resources, which has tax images videos and they respect all the The regulation about creative commerce about copyright and so it's not easy But some of them were very very impressive. We were very pleased with that It's just just incredible. I mean for for people who are participating in this webinar and don't come from a technical background Perhaps they don't they don't realize quite the huge quantity of The effort that's got into these sorts of projects and I really take my hat off to your to your engineers And technical people as well as the graphical designers. It's it's very good. Um one kind of like your You're very lucky because I had a very good team these days I've got one question for you. Um, it's interesting when we when we you're talking about social inclusion and also on your Following on comments. I understand you're referring to including younger people In the project because they're typically the people if you like Not in their particular phase of life that interested in in In the wider aspects of culture and history But um, how do you think we could also use this if you like to include If you like the people who have been left behind because quite often you've got the older generations who actually know an awful lot about this Historically, but because of the technology they feel alienated. How do you think we could reach out to them and involve them in these sorts of projects? You are really something that's one of the challenge which we have at this moment because We did such and probably of three or four stories which was coming from quite Let's say old people They have over 85 and 90 years old, but which use their grand I think even great-grandchildren to Reach us and to put their stories onto our application The the others were very reluctant and in fact they completely didn't want to touch in the museum At the opening because the exhibition was also for three months on in the museum with a lot of how to say exponents and photos and objects and everything what the museums can offer in terms of how to say good and and real palpable and Real things from the past were put on a very interesting display Surrounding the stories which we were telling about the 18 different locations from one neighborhood They came to the exhibition because everybody which was living in that area at least but also some other from the King Shara area They were very keen on seeing the all of these old bits of history of the city and of the people which lived in that city But they were so afraid of touching. We had a huge interactive Table interactive display there. They really didn't want to touch it. You know, they were very very reluctant They looked at the young people how they are touching and navigating at what they're doing but not so keen So that's one of the challenges which we face for the next month and we had some strategy where we are trying to use against students combined with some of our Colleagues from NGOs from the local NGOs To try to really connect with these people and we need to remember that not a lot of them are living now in Kimishara quite a lot of them left usually After the war or during the war Kimishara is well known for 14 one four different nationalities living here for more than 300 years Is considered one of the most multicultural cities of the central and eastern Europe And all of them are some of them are living all over the world So I don't know the United States, Australia and Israel and so on So we really try to connect with the elderly which are living outside and Trying to get them to tell the story So that's one of the challenge where we are trying to involve now not the engineering students but the students in sociology and anthropology Thank you very much. That was a really inspiring answer Yeah, I see another question here just briefly if I can answer if we are planning to share extend the program to other European capital of culture. We were discussing this We during the 2021 when Kimishara is going to be European capital of culture Novi Sad is going to be also which is very near to us. It's less than 120 kilometers far away from us And we have the discussion exactly about Novi Sad. Yes. Thanks, Kladena To try to extend them and to even make a parallel because we are all coming somehow from the same region of Europe and to try to see how we can Say the same stories in fact By combining I don't know maybe happening then historical fact between us So we hope so we we are looking forward to that the problem is always a bit of funding A lot of this both of these projects even the digital driven if it had the european union funding that was less than 50 of the effort which was put on even until now and the project is still running To to develop the courses new courses in 12 different subjects showcasing more than 300 technologies It's not really to be to be done and not cheap to be honest also And the same with this to have a website a mobile app in all Also an iOS and Android and to be able to have augmented reality and to have Exhibition exhibition to have museum exhibition. It's not coming cheap and it's been done quite a lot with In fact completely with local effort From our university from the museum and the association of kimshara 2021 Well, thank you very very much indeed Diana also, thank you for the the questions in our chat We'll have more opportunities for more questions as we go on just just before I pass over to our next speaker I'd like to make the most of the the last slide that Diana's very kindly put up for us here Reminds you about iodine 2020 annual conference, which is going to be taking place in kimshara in Toward the end of june and I think after the wonderful presentation by diana of the Of the work that they're doing now. I really can't encourage you enough to To come into our conference and meet some other people who've worked on this and participate in the in the whole Eden experience. Thank you very much Diana. So, welcome to kimshara Absolutely Okay, so I'd like to pass over to our third speaker. Javier Atenez who's at the open education policy lab also a member of the open education working group Which has got a very large experience in in the area that we're coming in this webinar and finally she's also a researcher at the university of of Barcelona so Javier if you can switch on your webcam. You have your your presentation and the floor as they say is is all yours Hi, thanks for you for inviting me and happy Open education week. I hope you can hear me. Hi from London. It's pretty cold up here I think there's another storm coming What I want to talk today and following following up what of Fredo and diana talked about Is about how to do civic engagement from but from another perspective Uh, okay, you can see me. I think there I think now it's working What what I want to talk about today is how we are developing some strategies mostly with the open education working group and with all the little projects I'm working on at the moment about civic engagement and democracy through Mostly open data open data is any kind of data that's been released in the open by governments or Scientific groups scientists also release data quite often international organizations like the United Nations or the inter-american development bank or the World Bank they release data and this data can be used to sort out Challenges that students can work with with teachers. So When we talk about open education and citizenship from my my own perspective Is that open education can contribute develop citizenship by working with students Or or actually bringing challenges from from from the society into the university into the school so How do we develop training materials and open educational resources That can help to challenge and to understand society problems One of the examples of one of the things I personally work mostly on is how to use open data as open educational resources One one of the interesting bits of open data And when you think about the kinds of literacies that you need to develop when you work with data are related with New skills It's quite interesting what diana was talking about the citizenship and competencies framework for for literacy Solving real life issues that issues that are connected with your reality with what you do every day With the problems of of your local community doesn't need to be a global issue, but with your local community Is something interesting and using a bit of the open science approach to teaching and learning using open educational resources. So Uh despite Understanding that data is never raw data always has a component of Culture where the data has been collected on Um, you can bring the data to the classroom And use this data to challenge students to challenge the perception actually using And and recalling on what Alfredo was talking about Ethics of of pedagogy. So how to embed ethical principles in the pedagogy to sort out Daily life challenges so if we think of what you can find resources for OER for Citizenship and democracy there is no man. There's no many I was um looking at different projects during the weekend when I was preparing the presentation and I couldn't find many OERs In general about Human rights or peace education except for OER commons that have a section for open education There is a lack of materials. Of course, there's plenty of research and in plenty of handbooks and booklets so you can work With um, UNESCO has a great collection But how do we teach human rights or how do we teach education for for the peace or um gender equality If we can present students with challenges they may be able to to solve By giving them for example data challenges and or data expeditions. So I was looking at some interesting projects mostly At european level Instead of Where to find resources is where in these cases would be mostly where to find techniques where you can bring the data into Into the classroom Uh, one of one of the most interesting projects that I've met in the in the last few years is as a monitoring cell Uh, they work with open data during doing civic monitoring. So someone Presents a problem for example in how how the money is being spent uh, european money for example european funds and citizens Go and try to solve this challenge by analyzing the data um Is this this uh a group founded by by academics and an advocate in in italy um Where are the proposed challenges for people to resolve so how the money is being spent how um funds have been allocated Where where the money is and people try to find Solutions to problems and how to spend or spend spend some money for example By by working with with open data the most of the data comes from the the portal of National national affairs. Um, it's it's they have a national portal for data and most of the european countries But nowadays mostly most of the countries have national data portals those data portals Normally are opened up through their transparency laws and actually You can request data if you cannot find it through freedom of information. So it's it's kind of easy to to get data so But a spin-off of monitoring easily is the school of open cohesion The school of open question in italy These guys are doing a fantastic fantastic work with secondary schools in italy They use basically the same protocol of um civic monitoring but Through challenges on school. So every year, uh, there is an open call for for schools to present projects where they want to resolve Local issues using um national data Uh, some schools get selected and then the teachers get training on data literacy so they can pass This new knowledge into students. There is a mini MOOC for for teachers to um to learn and also for designing activities so curriculum design is really important and and In this case because activities need to Be very well designed so students can resolve them curriculum design and ethics around it. It's it's quite quite key and so the students work with complex data sets. So we're talking about students from 16 to 19 years old um, and they work with data in in a way that um They solve local problems and then once the problem is resolved or you're solved They communicate this information using a citizen science approach They just um Writer board they send it to the local authorities. They try to meet with the local authorities and They do a presentation Can be a board or a or a chart box where people can go and look at the information They have a website where people outside the school community can look into the project and once those that have um made Their supports get get get an award but the students learn to communicate the results using for example data journalism techniques which Uh, it's it's it's an available skill. It's an available way to communicate Uh results from from data analysis So they have dashboards and they learn how to do data visualizations And once they have they communicate, um They they communicate with with with with the local authorities and Which have all the relevant um Unit can keep you from for example some some contact the local newspapers or the local radio They do videos for you to presenting the results of the study um Another way to promote citizenship Using open educational resources or open educational practices It's also to engage with discussions at the level of open government partnership um, I've been quite involved in few instances of developing small national commitments or assessing or evaluating national commitments on open education uh, interestingly one of the first ones to have a national commitment in open education through The open government partnership, which if you don't know what it is is basically a coalition of countries Promoting openness transparency and Reliability of of how they manage the governance, so it's openness and transparency are up Poor principles for open government partnerships, so it's not about just Transparency and accountability at an economical level. It's also fostering participation from from the citizens from the citizens including um stuff like a citizen budget Or developing capacities in the communities of the local communities for understanding open data or freedom of information laws, so people So there are some a set of national commitments where countries pledge to Not only communicate but also promote and endorse good practices in open data and freedom of information So one of the first countries that developed some national commitments was Romania they pledged to Open up teaching and learning resources through a national library of open educational resources Also Greece has a commitment on how in opening up materials for higher education but What interesting talking about um A citizenship and democracy if the chili has pledged in the last two years To develop a curricula and open educational resources to train citizenship What is why it's interesting this is because um, um, uh civic education The program of civic education got cancelled by the government The government decided to take it off the curriculum a few years ago Now in a way to really implement and to relearn how To understand the society the national library of the congress has pledged to develop OERs and online teaching materials and an online curriculum and maybe an online course um To Foster citizenship through open education that includes also open data Uh, one of the interesting things when you work with open government partnership It's not it's not just the government that makes the commitments. It's You can find out who's working on commitments in your own country and to advocate a civil society for example or As academics or for a group of academics to have Embedded a design a national curriculum in the upcoming A national action plan so Spain had had one that didn't work through but if it was there at least they they at least they try Chili has one now. Romania has one So maybe a way to promote Civic civic citizenship is Engaging with the open government partnership in in your in your country In this case because there's no much about There are no many resources the way I can say okay, you should look at this or you should look at that into literacies for Citizenship and democracy There's some readings that I might like to recommend here How to develop open education? Resources they're sustainable Respective from from the close out from actually kind of work. It's kind of the core resources when you're trying to design Materials that are sustainable for all the communities My colleague Leo have a man and I been working quite a lot on how to use open data as open educational resources So there's plenty of open access Papers that we've both published When we talked about How to use open government data open data for teaching and learning One of the founders of money to easily Luigi Regi has published a paper about promoting the use of open government data for training and engagement So that's a reading this of course open access so you can access it There is a work on open education and education for openness, which is how to Create materials that can be adopted by others and kind of engaging with development of open educational resources Of course, we have me and I have published in Cases of emerging practice on on how to use open data So you can get inspired on how to use data How to use data for for teaching and learnings how to use open data And finally if you want to engage more at a political level for for developing Or for engaging with your students or with your university Into making your country to to commit for open education and open citizenship and in political engagement and participation And there is a paper by young gondolin Nicole Allen on how open government can Be a platform for for advancing open education So if you have any questions here, I'm here to answer. Um Just just let me know. Thank you very much That was a very interesting thought-provoking Presentation We've already got a question in the um Which is a question reading as I'm speaking Yeah, I'm bringing a alexandra's comment Yeah, also I forgot to mention that was my bad School of data in school of data alexandra and everyone Is the key resources for your learning or for start working with students on how to use Open data to engage in Data literacy My bad. I've been working with them for years. I completely forgot to put them on the list. So I will add them later Yes, the school of data and the beautiful thing of school of data is they have translated maternity into many languages So there is in French there isn't in it in Spanish they have in in portuguese and also they have materials in in english, of course So, yeah, um, if you want to start working with your students and doing data expeditions and stuff like that Um Let's have a conversation and have a look in our port on school of data resources Thank you very much. Uh, have you ever one thing that that occurs to me is that um I think for people who aren't used to moving around in the in the world of data Be it closed or open it can be a bit intimidating I mean, do you think that ordinary people can realistically expect to connect to an open government website and extract the information That they could actually use in a meaningful way without going crazy in the process Uh, no It's it's quite difficult for some Have to be honest in here. Um, you need to be data literated in a way Uh, you need to be able to understand and to assess and to gather the data that you need That's why working with students And also it at that interdisciplinary challenges is so interesting you have students that Are studying or people that are studying or know about? Information structure. So you have librarians that can help you to gather the data to organize your data Uh, do you have the school of statistics that can help you to analyze the data? So you have um You have you cannot do it Alone citizen if you are not data literate you need to work with a group of people That could be your neighbors that could be your community that could be your students Um But yes, I I completely agree. Uh, Maria Rosaria that we really need to to to promote The development of data literacies in formal and informal context Uh, we we're talking now these days about the data fight society People need to understand data.  They are Assessed through the data that they're produced. Uh, if we look at what the universities do with learning analytics It's data analysis. So the students don't even know how to relate to the data they produced So we I think I think it's core to start thinking and also If my government is publishing the budget On an open data portal and I'm incapable to understand. I'm incapable to participate. So I think it's it's an Responsibility for Schools and universities and national programs and curriculum development to start thinking about not only Open data, but the political bits of data and Data needs to be used as as or if there is available Now we need to start taking advantage of it Yeah, I think that's very good. Um, can I just turn the question around because I mean if you like we're trying to It'll calcate in younger people the importance to be able to detect fake news that's uh, that's appearing these days I mean just seeing something on the internet doesn't make it right I mean, I think we need to extend that slightly and to be able to detect fake news based in data Because it's quite easy to pull statistics out of the air and make it quite a convincing argument I mean, how do you think we could go along? We go along with sort of helping people Begin to develop a skill or at least an intuition to be able to spot fake use of data Well When when I was teaching the last time I was teaching I was teaching a course on Data literacies at master's level and I used to carry the newspapers with me every single class So what we used to do is like, okay, we're gonna look for statistics in the news Like in a random news and try to find the source of of that news and then if for example, if it's national national institute of statistics or the International health organization or UNICEF because nobody's about migration in some demics and epidemics and stuff like that Actually where the money is spent you can look into this data because UNICEF or the united nations the world bank or the kind of have the data Or similar data. So um, you ask the students to validate The the statistics and also to validate the method or the skill method used to analyze the data Because they put in average everything was actually the average most of the time doesn't work So it's also a bit of like connecting if they're using the right statistical method to assess the right the correct data And it's how much you are manipulating it But yeah, the newspapers are the best friends to to do that work Okay, that's that's good. If you like it validates the role of newspapers in our modern society because Sometimes I think that they're concerned that we're moving away from them as sources information And just looking for stuff on on wire wire cells Okay, well, I think there are other questions But I'll I'll ask everyone just to be a to be patient We're coming to the end of your time for questions and we'll have some more time at the end It's very very provoking and an interesting presentation So I think now I'd like to pass over to our last speaker Be it with sedana who's a research associate at union a colleague of mine here in spain and Ask me that's it just like the camera and pass the word over to you. Thank you Thank you everyone for being here at this time of the afternoon and for staying for my presentation And thank you to to the speakers for your insightful presentations Very interesting stuff. I have coming up. Um, I'm going to present A project called nexus because it's related with the topic of the webinar today Because this project is focused on open and digital civic education You can see here Um, the complete name the full name of the project That is promoting the nexus of migrants through active citizenship Um, and this project started, uh, at the at the at the end of last year So if we are early in, uh, we are still in another state of the project And we'll be finishing 2022 is an erasmus project and you can see our brand new logo here Um I'm gonna present very briefly the partners because um for this project is It's important because we have a very diverse consortium consortium Uh, because for this topic is, uh It's important to reach a wide cultural diversity of population of student population So we have a combination of, um, universities And non-profit, uh, organizations and even a company focused on on digital innovation We have, uh, among the higher education institutions We have, um, universities with, uh Very diverse, um, students profile and using open education Such as UNED in Spain, the Spanish Distance Learning University and UNIMED in Italy That is the Mediterranean, uh, universities union With more than, uh, 2015 universities An association of universities Uh, also we have another university, Malmo University That is, uh, has a lot of, um Specific experience including civic education in higher education Together with, uh Non-profit organizations such as EDE, uh, Institute for Development, uh, of education in Croatia Uh, with a big experience in, uh, developing higher education policies We have ECAS, European Cities and Action Service Based on Brussels, Belgium with, uh, a lot of experience in digital democracy And, uh, APIS, uh, based in Slovenia That has, uh, a non-profit, uh, organization, um, focused on art For social change They have, um, a lot of experience, uh, with, uh, intercultural perspective and social inclusion And finally, we have Knowledge Innovation Center based in Malta Well, uh, with a lot of experience in, uh, open education and digital innovation in higher education Well, so before we, um, we Go on with Nexus Um, I would like to talk about, uh, our previous experience, um, very briefly in another project with What some of the partners, uh, participated Where we also identified some needs for this new project for Nexus This project was, uh, Moonlight, uh, that, uh Uh, finished last year, uh, in September in 2019 And was focused on, um Creating and developing MOOCs for refugee and migrants To help them with the language competencies for employability and social inclusion And for example, Inunet, uh, in Spain we developed, uh, some MOOCs for, uh, to learn Spanish as a language Uh, as a foreign language And they were focusing on immediate, uh, immediate needs just like going to the doctor, looking for a house Doing paperwork And also we included transversal skills such as, um How to talk and, uh, how to, um, to behave in a job interview, but also, uh, because as, um Diana was talking, we involved in the target audience, uh Into the design of the courses they they were, uh, some students, uh, refugee and migrants themselves They were the actors for the videos for the courses and and they help us Uh, also with the, uh, with some, uh, local, um, NGOs We, we helped us deciding the topics for the course and one of the, for example, one, uh, of the main topics They wanted to learn was how to defend their rights So we realized this is, uh, very related with, um, where we are talking, uh, today about about Being an active citizen and with this project we learned that once, uh, migrants Uh, reach a certain level of language competence like B1, B2 They also want to be, uh, part of the community and be, uh, engaged, be active citizens So we thought, um A project to move a step forward, uh, into social inclusion and civic education was also needed um and this is, uh What is nexus focus on, um, here Um, I added a definition of, uh Civic education that maybe there is not need because the previous presenters they they talk about this but it's related, uh Basically to the resources for being an active citizen uh so, um Given the increasing cultural diversity of the student population in in higher education institutions Uh, there is a growing need to provide students of different origins with a more global perspective of what is to be a citizen in the host countries And also what are the benefits of being, uh, socially, uh, active? Uh in the digital world therefore the, uh Ames, uh, the main, uh, objectives of nexus are Are these, these, um, these ones first to empower students, especially, uh migrants To exercise the rights and contribute to the society and global community And uh, also a crucial aspect of this project is to the exploration of the relationship Between digital Participatory tools and democracy So one of the objectives is to explore the tools available for this together with, um The uh to provide open learning Uh for a student, uh in order to become active citizens Um This is in line, um, we can say that this is in line with, uh The sustainable development goal for For quality for inclusive survey and quality education And if you look to the, uh, goal No for seven Um, it's focused also on promotes, uh, education on human rights Um, global city censorship Cultural diversity, etc at all levels not only for the students but also for, uh in educational policies curricula and teacher education So what are the activities planned for for this project? We are, as I said in an earlier state, but we are already carrying out some of the activities The first one is, um Well, as Javier appointed out, there are some but not many open educational resources on this topic of A or civic education and open democracy. So the first, um activity is, uh, developing a MOOC on civic education for students with a mic and migrant background Obviously, uh, it's gonna it's going to be a MOOC So it will be open for everyone, but it will be focused on this target audience And it will be a structure, uh, based on immigrant learning units Which means that it will be, uh, following a modular and flexible methodology Where, uh, students can choose the units they want to study Yeah Uh, and also, uh, as Diana explained for for the, uh Digital cultural project We will try to involve the target audience as we did also in the moonlight project in the creation of materials Uh, etc. We are now with the analysis of this core of this MOOC needs And we have launched a questionnaire in our institutions to kind of understand it Understand it, uh, of this of the students with migrant background Uh, what are their expectations needs? uh Topics to be addressed in the courses on this, uh On digital civic education and citizen citizenship And then when, uh, we will start very soon with the curriculum design the course development and the implementation After that, um, a knowledge setting platform, um Build also with open educational resources, uh for civic education will be developed developed Uh, it will be focused on migrations and on migration, sorry on how, uh social inclusion needs of migrant students can be addressed And also with the guidelines, uh For higher education institutions on student civic engagement We will try to include application scenarios activity practical activity Um, and this platform we will will be tested, uh, and there will be some exchange of of the experiences Um Other activity of the project, uh, is focused on community engagement and service learning for integration and inclusion Um Focus on also on a migrant students And currently best research on this topic is being conducted identifying service learning practices And community engagement with migrants, uh, he in in and outside europe And then, uh, after the best research there will be a deep analysis And a document with guidelines for institutions will be, uh, developed um on um How to offer for new arrive migrant students civic engagement and service learning And also some of the strategies included in the guidelines will be pilot in the In some partners institutions And finally, uh, among the activities um Also because we are talking about digital, uh Civic education and inventory of digital tools For open democracy and digital citizenship will be compiled. Uh It's already, uh, this activity has already started And, uh, also there will be a together with this inventory a handbook for educators educators Uh on how to use these tools, um and this Inventory will be interactive. Um, and, um It will be helping both educators and students to understand how to use these, uh, 16, uh, digital tools In order to participate in society and For example, I only add one example because there are Um several tools many tools, uh that There will be included in the inventory, but you can see here an example that is, uh, civic tech That is a platform a project Where, um, which compiles a civic tech initiatives Where, uh, technology is used for the public goods. So that is, uh, here you can see the The home page where you can see the map with the initiatives And, uh, it compiles initiatives, uh from public Policy political campaigns also, um Urban planification there are, uh many many, uh initiatives and also, um Another example that I didn't it's not here, but I can add At the chat, uh For example, this one that is from no european commission is an european commission initiative To propose an initiative a new initiative, uh And, uh to get support on that initiative. So this is just two examples of Tools that can be in this inventory and how to to use them and, um That's it. Uh We we don't have our Website ready yet. We are going to it's under preparation But if you have if you want more information On the activities and outputs, uh, you can send us an email To me or also to cmo 3 that is, uh, also Coordinated in this project at tuna Thank you very much. Very good. Hello. It's an interesting Presentation and it will be interesting over the next Thank you very much. A couple of years seeing what actually, uh Concretely comes out of the out of the project. I think it's quite interesting if if you reflect on, um On the motivation of the european commission in funding these sorts of projects I mean it is a day where they want us to be more integrated and have the sense of being european It's not always easy what that really means and if you think of people coming into the Uh european european zone from outside of europe and obviously you're thinking about basic social inclusion language skills Finding jobs, etc. But then as you've got to get over those sorts of initial hurdles You think about if you like, uh, slightly more intangible, but uh equally important skills of becoming Good citizen and developing the civic uh, civic skills in this, um in this area and Of course one one difficulty. I think talking to you in the past is as highlighted If you like it that the the basic level of skills that people need to be able to be actively involved in civic Um activities for example language skills because in the previous project we were talking about in moonland We were working with refugees and migrants and we were helping them to get out to a two on the uh, the Foreign european framework of reference of languages and really for participation in this sort of project The reason we're focusing on students in higher education is because we need better skills We need them to have a high b1 or a b2. I mean, what's your Opinion, I know it's this has been running has been running for long You haven't had a lot of time to reflect on this but what's your opinion on the other kinds of skills that the students Would really need to be able to become active citizens as the european commission might like But yes apart from the Language skills that obviously as you said they are obvious uh Also, they they should have I think basic digital skills, yes in order to to be able of Participate in in this, um, for example resources or mook because as we um as you all So could see in the moonlight project Most of the um migrants Arriving for example in our country Uh, they didn't have the um digital skills to uh to make to to do a mook So what we did uh is to provide more uh scaffolding pedagogical and and technological uh scaffolding on these courses um So I think for the context, uh, uh students participating Um, I think it's something we can almost Take for granted these days with most of the sorts of students that we uh, we come across at least at university level students They have previous skill in this um in this area Well, if I look uh question for you and then um, if you like I look up the floor to Uh, I don't know our presenters and and see if we've got some issues we can talk about in general is I think what fits in really nicely with this um this project could fit in nicely was the framework that alfredo presented at the very beginning Um, because the problem that I see here with this work Is that we need some kind of uh tool to be able to measure the engagement because of a scientific perspective if we want to undertake the search and show that we're actually Causing Students to become more active and to participate in in events that we need if you like a framework to actually say Well, these are the competences that that they should be using in these particular activities Can we detect evidence of these? um Competencies being being used and if that's the case, how can we You know move on and present other more advanced activities to actually sort of cascade the development of their understanding and skills How do you see that actually working in reality? Yeah, that's true. I think um It will be a bit difficult to measure how they're going to become a Real active in their real communities. I mean we can measure What they actually actually learned Uh with you know within the MOOC and the real and the different activity But uh, I think yes, I think it would be very interesting to use this uh framework that Alfredo presented Or at least okay adaptive. Thank you very much. I mean we're coming into the final straight of this um This webinar we got sort of about four or five inch minutes left. So what I would ask my um Colleagues to do would be to please share your Your webcam so we can have you all together in the in the final uh a few minutes And um, I'd like to ask you in a way for your reflections, perhaps a bit of a provocative question But uh, we kind of being educators perhaps a little um naive in this sense. We automatically assume that if we start Um to do something there'll be nothing They're trying to stop us from from achieving that and I think it's an a worthy goal that we should try and use open Education for the civic engagement and democracy But what I wonder is Up to what point is there interest on the part of governments that we actually can achieve this open democracy? if you like because if you think about some of the uh, the the changes that governments have had to face in the Resistance there they're feeling in the in the past few years. I can think of brexit I can think of what's happening in in france with the pensions. I can think of other examples Which are i'm not going to go into now if you like you're entering into a A bit of a conflict between Direct democracy our right to be heard into influence and representative democracy because I mean, you know a few decades ago we elected a Politician to represent us and in the worst case that I was really upset I might write a letter complaining and say please bring up this point because I'm not happy with it And that would be that and the politicians would pretty much do what they want to I mean my open question for my only my colleague presenters is Do you think that we can actually produce a change and improve society and make people severely more active? By following the lines of reception. We're actually doing Don't you all answer at once? Yeah, I think uh, yes No, sorry. I just want to say something very briefly that is afraid. Yes Because the first step is to give in not the tools to be active. So I think we can educate Our students we cannot change governments or Uh, I'm not sure about it for instance, but um, uh, I think that we we we can educate at least our students the right way and I think that we if we try to give them examples like we have seen in presentations and uh, try to To Let's say try to give them the right Perspectives on these competencies We I think we did our job That that's our area of influence and we can do that job And I I would like to see more of these courses online Which if you look for it, you don't find these courses and talking about courses real courses with learning outcomes and assessment and even badges and things like that Uh, I think that even for instance in the next conference in artificial art I think that we probably can get to some commitment for some of the participants in providing these courses We need these courses to get bigger audience In terms of what we are discussing tonight today I think that's an excellent All right, um, I think if it we need to to look into Um The role of the the public universities in developing citizenship uh, the the issue uh with The marketization of of public universities and that the focus is only just competing for the rankings living behind The the role of of developing a society and contributing to the ethics of the society Uh, it's key. So we need to go back and rethink what is the role of the university is not just competing for getting an higher level in in the ranking It's It's to develop local communities and local democracy. I think this is something that we all need to start looking I think you're right. And very finely Diana. Would you like to write something, please? Uh, yes, just briefly. In fact, I just wrote down Because I came across through some amazing examples of how you can use Art culture and even digital tools for active engagement And maybe this is something which you should also look into on the digital competencies and how to use art for Active citizenship, especially for migrants and I put there An example which I found it astonishing. For example, bram a comma was showing this last week in home and They are using art Uh, to involve children to open up and speak about their experiences. So they give A piece of paper and some some color crayons to the children and they start drawing the example And then they start discussing about that And how far in south-west and you can see over the time how the drawings are changing of the same child and it's amazing And this is really opened up quite a lot of the migrants which are in South Italy to speak about their issues and it was a very powerful tool to be shown by the by the italian and european government and the european commission on How to how what the experience in fact of a migrant so Combining art culture can be good for active citizenship and because you know, I'm a very strong promoter of using properly technology. I think by Using some technology it's really more How to say more more interesting On on becoming an active citizen. You show the courses for A school of data, which is very popular But very few people know and exactly this is what we were doing with our student and and the high school We show them how open data creative commons work and how they can be really active by by using it and and Challenging the institutions and schools and education from this So I think this was a very good webinar on trying to put together some ideas for others to to use it and to To become more active in fact, we are all citizens of this world and we need to take action And we need to use any possibility to do that and our job as higher education People working in higher education is to encourage students and show them How they can do it and encourage them to do it in the future While they are with us in our university. That's our hope and I strongly believe that Wonderful, I think that's a very positive and inspiring note to finish this webinar and I'd like to thank all of our presenters for Having been here today. You know, so the participants and as I said before you'll have a copy of this Web in our online which you can watch or you can pass to people who haven't been able to Participate in it and also the slides where we'll be on on slideshare and also please remember that the Eden's participation in the open education, which hasn't finished yet We've got a webinar tomorrow at one o'clock CET on unboxing the textbook for an open world And on Friday another one at the same time on micro learning and quality For lifelong learning in the digital age That highly encourage you to Attend and participate in both events. Thank you very much indeed You


Hi, we're agents Washington and Carolina from the popular web series Red vs. Blue. And today we'll be talking to you about what to expect when you're asked to do the unthinkable return to work. Let's just say you haven't done your job for a while due to some kind of unprecedented event and are now returning to the workplace after complete isolation from your peers. Hypothetically, of course. For many, returning to the office means no more lounging around in your underwear all day. Aw, man. So it's time to bust out those non-pajama pants you've been hoping to throw away. Lame! And wake up while the clock is still in single digits. Ugh, it's way too early for all this yelling. It's a lot to ask, I know. Once you're officially at work comes the real hard part. Remembering how to exist in society again. Oh, hey! Griff and Simmons! How are you guys?  So what do you think? Damn it. Why didn't I come up with a cool line like that? I just can't say good or whatever now. The stakes are too hot. Maybe I just don't say anything? Or is that weird? Wait, has it been too long to answer now? Oh god. Oh god. Oh god! When a newly found social phobia leads to an anxiety attack, remember that it will pass. Try to breathe and resist the urge to give up and run away screaming.  Well I for one am happy to be back. We had to leave right when I was taking that winemaking course and I left a fine rosé fermenting in the base. It's got to be done by now. Was that in the back of the snack closet? Because I ate all that. A while ago. Oh heck. Boy, am I glad to see you guys. You are? Why? Well, isolation hasn't exactly been the most isolating. Is that passive aggressive code for I'm a terrible roommate?  No, you're concerned about the laundry. Need I remind you that I'm a first responder? I've been very busy. It might be around now that you're seeing a lot of your co-workers for the first time since being back. And may notice that they look, sound, or smell a bit different than you remember. Remember Tom in IT? He has a mullet now. Casey, who runs payroll, also a mullet. Kevin, from down the hall, he's actually had a remarkable fitness journey. He also grew a mullet. Hello! Oh, Caboose! Doc? Sister? Light red guy whose name I've forgotten now it's too late to ask. Caboose? Is that you? You seem, uh, different. Yeah, it's probably my new mullet. Now that the day's officially begun, it's time to start diving into the day's tasks. Simmons! What are you doing whippering in the corner? It's not the end of the work week yet. Hi, hi. Sorry, sir. I'm just not used to this anymore. Good God! The blues are back! Our defenses have been down for months!  It's important to set realistic goals as you fall into a new routine. Don't be afraid of breaking tasks into smaller bits. Instead of reorganizing the entire armory in order from most to least war criminal, you could start with something small, like cleaning your desk? We need to reload the cedars! Get marbles and paint cans of all the entryways! Refill the snack closet! There's so much to do! No. No, no, no. Hey, Lopez! Que están haciendo idiotas de vuelta? Uh, Griff, what's he saying? He's saying it's lunchtime. Everybody break for lunch. They ate todas las abrituras en la roca con cimento líquido como en traste. Yeah, we get it, Lopez. Union rules. We better hurry, though. I'm getting the stomach grumblies, and I already ate all of the blue base of snacks while we were waiting. Dude, what the hell? If it makes you feel any better, I don't even have a base to steal food from! That's because you don't have a side. Our side is evil! We deserve a rare equidistant from both red and blue base. Also with an in-ground pool and a grand piano that I refuse to learn to play. Hey, I'd be fine with just the bottom bunk on either side. Thanks. The biggest takeaway as we navigate this return to normalcy is that we're all in this together. I'm going back to bed. Beach, remember? Where else am I supposed to go? There's plenty of room in my hidey hole! Oh, I remember you now.  La próxima vez necesitamos una plaga de la que los cascos no protegen. That's right. We're all in this together. Except for us, of course, who opted to keep working from home because it's better in almost every conceivable way. They can take my pajama pants when they rip them from my cold, dead hands.