Personal digital stories production and sharing

Training Activity Number of groups in each pilot country

(total) Number of digital stories produced (total)

BE GR CR IT BE GR CR IT

F2F workshops 5 20 26 26 - - - -

Digital stories - - - - 49 25 142 35

Belgium participants were represented by 5 groups of youth with a total of 69 participants, who produced 49 personal stories in total. In Greece there were 20 groups of 131 young learners, who created 25 digital stories in total. Croatia participated with 26 groups and 302 participants, with an average of 12 participants per group; they created 142 personal stories in total, most of them addressing the subject of social inclusion and cultural diversity. Italy had 26 groups (one per each teacher/trainer) and from 5 to 10 participants per group. 15 groups were in formal education; 11 groups in non-formal education.

6. CONCLUSIONS

The BRIGHTS-Boosting Global Citizenship using Digital Storytelling blended training methodology employs a comprehensive learning method to facilitate both teachers/ trainers online training (tutoring, self-training and peer training) in MOOC form and Face to Face workshops boosting learners-trainer interpersonal interaction, and youth learners (13-19 yo) F2F workshops training on DS techniques to be used as a powerful tool for deep learning of GCE topics.

This training scheme is considered to be the most multi-functional, multi-learning, appealing and alternative way of training, flexible to adapt to learners’ own pace of learning and at the same time ideal to offer the confidence learners need to get from their interaction with their trainer/tutor/facilitator and the interaction among peers and the local community.

Its flexibility, user friendliness, affordability, interdisciplinary nature, and life-long learning profile make this methodology suitable to be included in the curriculum in formal and non-formal education settings with the necessary adaptations.

regular curriculum from next school year and create a YouTube channel to inform and aware students on GCE.

Teachers/trainers are the core factor in the successful implementation of this methodology, thus, more training projects using the proposed blended training on GCE using DS have to be launched. NGOs and government policy making will be playing a key factor role towards that end.

More user-friendly software options and better digitally equipped schools would boost the positive impact from this methodology.

In general, GCE using DS offers the opportunity for engagement and active participation of the global society at larger scales towards the fulfilment of the SDGs of the Agenda 2030 and a more just, democratic and sustainable world for all.

The BRIGHTS MOOC, available at http://www.brights-project.eu/en/, will run once a year.

ACKNOWLEDGEMENTS

The authors wish to thank the fellow researchers of the partner teams of the BRIGHTS project. More information is available at at http://brights-project.eu/

REFERENCES

Abdi, A., & Schultz, L. (2008). Educating for human rights and global citizenship. Albany, NY: SUNY Press.

Ananiadou, K., & M. Claro (2009), “21st Century Skills and Competences for New

Millennium Learners in OECD Countries”, OECD Education Working Papers, No. 41, OECD Publishing. http://dx.doi.org/10.1787/218525261154. Retrieved March 21, 2018.

Barrett, H. (2006). Research and evaluating digital storytelling as a deep learning tool. In C. Crawford, et al. (Eds.), Proceedings of Society for Information Technology and

Teacher Education International Conference (pp. 647-654). Chesapeake, VA: AACE.

Benmayor, R. (2008). Digital storytelling as a signature pedagogy for the new humanities.

Arts and Humanities in Higher Education, 7(2), 188-204.

Borneman, D., & Gibson, K. (2011). Digital storytelling: meeting standards across the curriculum in a WWII holocaust unit. School library monthly, 27(7), 16-18.

BRIGHTS Training Need Analysis, (2017). http://www.brights-project.eu/en/results/ publications/

Browes, N. (2017). Global Citizenship Concepts in the Curricula of Four Countries. Current

and Critical Issues Curriculum, Learning and Assessment. November, 2017, No. 16

(IBE/2017/WP/CD/16. http://unesdoc.unesco.org/images/0026/002603/260365e.pdf Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational

Review, 58(1), 5-25. Doi: 10.1080/00131910500352523

Davies, L., Evans, M., & Reid, A. (2005). Globalising citizenship education? A critique of “global education” and “citizenship education.” British Journal of Educational Studies,

53(1), 66-89. Doi: 10.1111/j.1467-8527.2005.00284.x

benefits. ICALT 2012: 248-250.

Education for Global Citizenship: A guide for schools. OXFAM GB, 2015. https://www. oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for- schools. Retrieved April 25, 2018.

European Commission/EACEA/Eurydice, 2016. Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education: Overview of education policy developments in Europe following the Paris Declaration of 17 March 2015. Luxembourg: Publications Office of the European Union.

European Strategy Framework for improving and increasing Global Education in Europe to the year 2015. (The “Maastricht Global Education Declaration”). Europe-wide Global Education Congress, Maastricht, The Netherlands, Nov. 15-17, 2002. https:// rm.coe.int/168070e540

Genereux, A., & Thompson, W. (2008). Lights, camera, reflection! Digital movies: A tool fro reflective learning. Journal of College Science Teaching, 37(6), 21-25.

Global Citizenship Education in Europe: How much do we care?. CONCORD 2018, Belgium. https://concordeurope.org/wp-content/uploads/2018/03/CONCORD_GCE_ FundingReport_2018_ online.pdf?2c156e&2c156e

Global Citizenship Education: Preparing learners for the challenges of the 21st century. UNESCO 2014. http://unesdoc.unesco.org/images/0022/002277/227729e.pdf Hicks, D., & Holden, C. (2007). Teaching the global dimension: Key principles and

effective practice. Abingdon, England: Routledge.

Hofer, M., & Owings Swan, K. (2006). Digital Storytelling: Moving from promise to

practice. In C. Crawford, et al. (Eds.), Proceedings of Society for Information Technology

and Teacher Education International Conference (pp. 679-684). Chesapeake, VA: AACE..

Maier, R. B., & Fisher, M. (2006). Strategies for digital storytelling via tabletop video: building decision making skills in middle school students in marginalized communities. Journal of Educational Technology Systems, 35(2), 175-192.

Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia-Social and Behavioral Sciences, 2(2), 3060-3064.

Marshall, H. (2011). Instrumentalism, ideals and imaginaries: Theorising the contested space of global citizenship education in schools. Globalisation, Societies and

Education, 9(3-4), 411-426. Doi: 10.1080/14767724.2011.605325

Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual

Communication, 2, 189-193.

Mundy, K., Manion, C., Masemann, V., & Haggerty, M. (2007). Charting global education in

Canada’s elementary schools: Provincial, district and school level perspectives. Toronto,

ON: UNICEF Canada.

Myers, J.P. (2010). “To benefit the world by whatever means possible”: Adolescents’ constructed meanings for global citizenship. British Educational Research Journal,

36(3), 483-502. doi: 10.1080/01411920902989219

Onah, D.F.O., Sinclair, J., & Boyatt, R. (2014). Dropout rates of Massive Open Online Courses: Behavioural patterns. In Proceeding of the 7th International Conference of Education, Research and Innovation (iCERi2014), At Seville, Spain. doi:10.13140/ RG.2.1.1222.3520. https://warwick.ac.uk/fac/sci/dcs /people/research/csrmaj/daniel_ onah_edulearn14.pdf

Paris Declaration, 17 March 2015. http://ec.europa.eu/education/news/20150316-paris- education_en. Revised on April 25, 2018.

Psomos, P., & Kordaki, M. (2015). A novel educational digital storytelling tool focusing on students misconceptions. Procedia – Social and Behavioral Sciences, 191, 82-86. Doi: 10.1016/j.sbspro.2015.04.476

Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, 18 December 2006 (2006/962/EC).

Reimer, K., & McLean, L.R. (2009). Conceptual clarity and connections: Global education and teacher candidates. Canadian Journal of Education, 32(4), 903-926.

Robin, B. R. (2008). Digital Storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228.

Schattle, H. (2008). The practices of global citizenship. Lanham, MD: Rowman and Littlefield.

Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings. The Alberta Journal of Educational Research, 53(3), 248-258. Tarozzi M., & Inguaggiato C., (Eds.) (2016) “Global Citizenship Education in Europe.

A Comparative Study on Education Policies across 10 EU Countries”. Research deliverable issued within the European project “Global Schools”, Trento, Italy: Provincia Autonoma di Trento.

Truong-White, H., & McLean, L. (2015). Digital Storytelling for Transformative Global Citizenship Education. Canadian Journal of Education/Revue canadienne de l’éducation, 38:2.

Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development, General Secretariat of the Government Office of Coordination, Institutional, International & European Affairs, Work number: 139/2018:108. http:// www.ggk.gov.gr/wp-content/uploads/2018/06/VNR-Greece-2018-1.pdf

Vuorikari, R., Punie, Y., Carretero Gomez S., & Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication Office of the European Union. EUR 27948 EN. doi:10.2791/11517

Building community and humanizing research in the