With regards to the project results, WIN was focused on eight outcomes upon its completion:
– An open-access learning platform. It gathers practices and transfers experiences among the participating universities and schools in the areas of Inclusion and “Care”. This platform collects information about how diversity in education has been tackled and how digital storytelling may be an instrument to raise children’s awareness and to promote integration.
To access to e-learning platform course, follow the following instructions:
1. Type the following address to access the Ubiqua platform start page: https://ubiqua.uvic.cat/login/?lang=en
2. In the lower part of the page, click on the “Create new account” button to access the user account form.
3. Fill in the information and click on the red button “Create new account”. Only the fields with a red exclamation mark are required.
4. You will receive a confirmation message to the email address you provided in the form. Click on the blue link to confirm your account.
5. Click on the Ubiqua platform start page address again to access the course area.
.6. Choose the course you want to enrol to: “Writing for inclusion”
7. Enter the self-enrolment password: “WINproject”
– Online modules. Their main goal is to reappraise the teachers’ attitude towards diversity and to sensitize them to the teaching styles suitable for spreading our view of “Care” and Inclusion. At the same time, the learning materials aim to equip teachers with guidelines about “Care in Education”, with practical suggestions on how to use narrative structures and with online guidance to implement digital storytelling. The modules provide theoretical knowledge (core reading resources) and practical resources (useful websites and apps) and they explore the creation processes of writing to promote social, cultural and learning diversity.
– Learning-focused animations. They are a bank of digital resources that children will use to develop their stories on inclusion in peer-to-peer scenarios. Animations not only attract and capture attention, but also have a cognitive purpose since they provide more and different information than words. Also, animations connect what children do in the classroom to the rich media world that they live in.
– A school toolkit. It has been developed to aid participants (teachers and students) through all the steps that are to be followed to create a digital story. This online pack covers the technical processes of taking advantage of the animation toolkit, and it gives recommendations on how to implement the materials in the classroom. This guide includes a sample of a digital animated story for the classroom too.
The school toolkit can be downloaded from the Moodle e-learning course. Once you access the course, the school toolkit is available at the “Admin. resource files” section.
– A training activity. It combined e-learning modules (20h) that different partners could choose according to their teaching needs, and face-to-face sessions following a blended methodology. The training activity attempted to act as a stimulus for teachers to acquire knowledge in the field of “Care” and also to familiarize participants with the role of storytelling in integration. A joint international workshop at ELTE in Hungary (20h) was also planned and organized and it served as an international forum to exchange professional views and build on the educators’ teaching repertoire. The main idea was to encourage the sharing of teaching experiences and eventually create a network of European educators that are interested in gaining deeper understanding and bringing those procedures to their schools.
– A multiplier event. This final event has been organized and held by UVic-UCC in Spain. Its main aim has been to disseminate the project outcomes and reach out to the local community.
We have welcomed around a hundred attendees, namely, families, pre-service teachers, practitioners, primary school administrators, education city counsellors, education lecturers and researchers, members of the Governments of the participating countries and members of the Catalan/Spanish Government.
– Digital tales. School students have elaborated inclusive stories that were shared in an eTwinning project among partner schools. Similarly, pre-service teachers created their own tales after observing and evaluating the project implementation during their placement. Those students were awarded with 6 ECTS upon completion of their assignments within the framework of a literature university module.
All in all, this project aimed to realise synergies between the different stakeholders involved in the education of young learners in the belief that fostering collaboration is the best way to solve the complex issue of social inclusion in education that Europe is currently facing.
The project Writing for Inclusion (2020-1-ES01-KA201-081827) has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.