Dear Students Please read the instructions carefully :
Project scenario Regions
Timetable and deadlines for the different phases
Create Weebly (by teacher/ school coordinator) : 1 October
Group introduction (Part one article) : 1st November
Video conference round one : October / November
Communication in FB group / Whatsapp : October - January
Research Report (Part two article) : 15 December
Video conference round two - OPTIONAL : January
Report on collaboration (Part four article ) : 15 January
Comparison & reflection Part five article : 30 January
Self-evaluation by groups : 1 February
2. Creating the Weebly page
All the virtual Eumind projects use the website-building tool Weebly. It is relatively easy to use and provides the platform on which all the end products will be shared. You, as a teacher/ school coordinator, will be responsible for creating a Weebly per class participating in the scenario. For this you need to use the URL that will be provided by your international coordinator. Go to www.Weebly.com to get started or visit http://euminddemo.Weebly.comfor more information and help on how to create your own Weebly.
3. Group Divide and Choice of Topics
Step 1: Group Divide
Before you can begin with the introduction video, it is important that you divide the students in your class into at least 5 groups of 3-5 students each.
Step 2: Present topics
Each group will then have to get acquainted with the different research topics. You could have them read about the different topics, but you could also discuss all the different topics in a short presentation so they have a clear idea about what they entail. In the end, students should make a top 3 of their preferred research topics. This will aid the matching up of groups between the two partner schools later on.
On the following pages, you will find an overview of all the possible research topics. It is important that in their collaboration, each group will add one subquestion to their partner’s local research. This means that each Indian group will add one subquestion that their European counterparts should answer and each European group needs to add one subquestion that their Indian partners will investigate.
Research Method
One central research method for this project scenario is conducting interviews. Each topic explicitly states how many and what type of people ought to be interviewed. For the final output, please choose one of the following options:
Topics
Topic 1. Transport and traffic safety
Main question: Are transport facilities sufficient for all groups in society in your region and what are the traffic safety issues for groups in your region?
Sub questions
Interviews:
Interview 5 people out of which some own a private car and some travel by public transport. Mention name and profession of each person interviewed.
Interview/ survey ten classmates how they travel to school.
Interview the police of your region about traffic issues.
Awareness activity
Conduct an activity in your school to spread awareness regarding transport and traffic safety. Think of ways to promote maintaining traffic rules and reaching the destination safe and sound. Make a poster, a video clip, a song for the school assembly ... Be creative!
Topic 2. Local shops versus online shopping
Main question: Do shop owners suffer due to the trend of online shopping?
Sub questions
Interviews:
Interview three shop owners.
Interview/ survey 8 people from various age groups about their ideas concerning this topic. Mention first names, age and profession.
Topic 3. Facilities for youth
Main question: Is your region a nice place for young people (6 - 22 years) to live in?
Sub questions
Are these facilities ever misused? If yes, how?
Interviews:
Interview/survey 8 young people from different backgrounds concerning their opinion on the matter.
Interview two owners/managers of facilities.
Awareness activity
If you feel that there are not enough spaces for young people to enjoy themselves in your region, think about ways to ask attention for this. You could make a video for the municipality, write formal letter etc. Try to be creative!
Topic 4. Sports
Main question: Are people in your region aware of the need to exercise regularly to stay fit?
Subquestions
Interviews:
Interview one owners/managers of a sports facility.
Interview/survey 5 adult people from various backgrounds.
Interview/survey 10 students from your school.
Awareness activity
Conduct an activity in your school to spread awareness regarding sport facilities. Think of ways to promote trying out a new sport. Make posters, a video clip, a song for the school assembly ... Be creative!
Topic 5. Medical facilities
Main question: How well do the medical facilities meet the needs of the people in your region?
Subquestions
Interviews:
Interview two people working in health care (doctor/nurse...).
Interview 4 families (at least one parent and one child) from different backgrounds.
Awareness activity
In case you feel that there are not enough medical facilities to support the people in your region, think of a way to raise awareness concerning this issue. Make posters, a video clip, a song for the school assembly ... Be creative!
Topic 6. Vandalism or Graffiti (of Public Properties)
Main question: How well are public properties in your region maintained?
Subquestions
Interviews:
Interview with a public authority
Interview with the caretaker/concierge of the school
Interview with 8 people (4 adults and 4 students). Mention names, age level, profession (adults).
Awareness activity
Carry out an activity or put a plan in action to actually stop vandalism and graffiti in school or elsewhere.
Topic 7. Dances of the world
Main question: How does dancing benefit our communities and our culture?
Subquestions
interview owner of a dance studio or dance teacher at school
interview leader of a dance group representing a cultural dance
interview 2 parents and 2 grandparents
interview/survey5 students (12-16 y.)
Activity
Design a dance, based on a style that is popular in your region. Share it with your international partner school and see if they can copy your dance in their own way!
4. Introduction
After your groups have been formed and they have picked their lists of topics, they can make an introductory video about themselves or make a written introductory document. Overall you are free to use any which format you please, but do make sure to:
For European schools: owing to the new AVG (GDPR = General Data Protection Regulation ) regulations you might need written permission from parents, so it might be wise to start this process at the start of the schoolyear. You can also check out the portal for our AVG (GDPR) policy.
When all groups are done, you can upload the introduction to the Weebly so they will be accessible for your Indian partner school.
TIP: On the Eumind portal you can find the Weebly web pages from groups that participated last year. You can find their final products as well as examples of their introductions.
5. Group Matches
Eventually it is important to actually start working on the research. It is thus important to get into contact with your partner school. Your international coordinator will help you with this, but in the end, the teacher-to-teacher contact will proof very important for your own experience and the success of the product.
With the list of preferences from your own student group and that from your partner teacher, make teams. Each team will consist of one group of Indian students and one group of European students. Together they will work on the same topic, but use their own cultural background as their basis.
As soon as the teams are complete, they should create a communal Whatsapp group (so with both Indian and European students) to help aid the process of collaboration between the students from both countries. In the end, students will be asked to share evidence of this collaboration as part of the final assessment.
They can now start working on creating part 2 of the final product.
6. Part II - The Research/ Product - Deadline end of December
For the next couple of weeks, the students will be working on their research assignment. It is important that there is communication between both countries. Examples of things to discuss for them are:
The research report should contain the following sections:
a. What is the main question?
b. Process. Describe in a detailed way which research activities the group members have conducted. How many people have been interviewed (mention names, age).A summary of the outcomes. Number, age level of people who have filled in a questionnaire (if applicable) etc.
c. What are the results of your data gathering?
d. Explain what the tangible outcomes are of the collaboration with the students from the other country.
e. A clear conclusion and possible answer to the main question + recommendations where applicable.
7. PART III - Collaboration - Report Deadline 30 January
In the section above, we already shortly explain the importance of evidence of the students’ mutual collaboration. Apart from the usage of Whatsapp, Skype or Zoom, and communal questions, more steps can be taken in the carrying out of the actual research. Some examples are:
Topic 1. à Students could make a videoclip of their experience in public transport to possible help the formulation of a new subquestion
Topic 4. à Students could share information about a (popular) national sports activity and their teammates could ask their PE teacher if they could play it as well.
Topic 5 à Students could provide their partners with a real life casus. Have any of them ever been in a hospital for a procedure or do they know of a family member of friend that has? What steps would this person have to have taken if they would have been in the other country?
In the end, students are required to write a short report on their experiences regarding the collaboration with their peers. What went well? How did they stay in touch? Pictures of Zoom sessions, Skype Calls and screenshots of Whatsapp messages should be added as evidence.
8. PART IV - Comparison & Reflection - Report Deadline 30 January
The final part of the assignment is the comparison of their findings to those of their international partner group. What are the main similarities and differences between both countries and their experiences?
Lastly, a short entry should be written in which students reflect on the experience as a whole. They should discuss both the process of creating a research report/product and on working together with students from another country.
Project scenario Regions
Timetable and deadlines for the different phases
Create Weebly (by teacher/ school coordinator) : 1 October
Group introduction (Part one article) : 1st November
Video conference round one : October / November
Communication in FB group / Whatsapp : October - January
Research Report (Part two article) : 15 December
Video conference round two - OPTIONAL : January
Report on collaboration (Part four article ) : 15 January
Comparison & reflection Part five article : 30 January
Self-evaluation by groups : 1 February
2. Creating the Weebly page
All the virtual Eumind projects use the website-building tool Weebly. It is relatively easy to use and provides the platform on which all the end products will be shared. You, as a teacher/ school coordinator, will be responsible for creating a Weebly per class participating in the scenario. For this you need to use the URL that will be provided by your international coordinator. Go to www.Weebly.com to get started or visit http://euminddemo.Weebly.comfor more information and help on how to create your own Weebly.
3. Group Divide and Choice of Topics
Step 1: Group Divide
Before you can begin with the introduction video, it is important that you divide the students in your class into at least 5 groups of 3-5 students each.
Step 2: Present topics
Each group will then have to get acquainted with the different research topics. You could have them read about the different topics, but you could also discuss all the different topics in a short presentation so they have a clear idea about what they entail. In the end, students should make a top 3 of their preferred research topics. This will aid the matching up of groups between the two partner schools later on.
On the following pages, you will find an overview of all the possible research topics. It is important that in their collaboration, each group will add one subquestion to their partner’s local research. This means that each Indian group will add one subquestion that their European counterparts should answer and each European group needs to add one subquestion that their Indian partners will investigate.
Research Method
One central research method for this project scenario is conducting interviews. Each topic explicitly states how many and what type of people ought to be interviewed. For the final output, please choose one of the following options:
- Students can edit one central video in which they include bits and pieces from all the interviews they conducted (Max 3 minutes)
- Students can write a 300-word summary of each interview. Make sure to add the central information about who the person is, how old they are and why an interview with them is relevant for your research.
Topics
Topic 1. Transport and traffic safety
Main question: Are transport facilities sufficient for all groups in society in your region and what are the traffic safety issues for groups in your region?
Sub questions
- Define the region you will investigate with a short explanation (5 lines).
- Design a map of your region with its transportation networks, make a jpg of it and add the jpg to the article.
- Which are the private and public means of transport used by different groups of people in your region?
- Which is the most convenient and fastest mode of transport within your city and region. The research survey must include people of different income groups and age groups.
- Are the people of your region satisfied with the mode of transport in relation with proper connectivity to their needs? EG: Market, school, work place, religious places etc.
- Is the public satisfied with the public means of transport with regards to the fare? Why?
- How do people travel to school or work on a day to day basis? How do people make use of carpooling resources for getting places?
- At the end of the article the students will draw a conclusion, including a recommendation for the smooth and safe functioning of the transport and traffic services.
Interviews:
Interview 5 people out of which some own a private car and some travel by public transport. Mention name and profession of each person interviewed.
Interview/ survey ten classmates how they travel to school.
Interview the police of your region about traffic issues.
Awareness activity
Conduct an activity in your school to spread awareness regarding transport and traffic safety. Think of ways to promote maintaining traffic rules and reaching the destination safe and sound. Make a poster, a video clip, a song for the school assembly ... Be creative!
Topic 2. Local shops versus online shopping
Main question: Do shop owners suffer due to the trend of online shopping?
Sub questions
- Define the region you will investigate with a short explanation (5 lines).
- Design a map of your region showing major shopping areas, make a jpg of it and add the jpg to the article.
- Investigate the different types of shopping in the region (shops, malls, departmental stores, supermarket, etc.) Photograph exercise.
- Investigate the different online stores and the products marketed by them. Internet search.
- Investigate whether people of your region prefer physical shopping or online shopping. Why? Interview and research survey with people from various age groups.
- Do shop owners feel threatened by increasing online shopping? Why?
- Make a list of suggestions for local shop owners to be more competitive, customer friendly and customer centric.
- At the end of the article the students will draw a conclusion, including a recommendation for the owners of local shops in order to compete better with online shopping.
Interviews:
Interview three shop owners.
Interview/ survey 8 people from various age groups about their ideas concerning this topic. Mention first names, age and profession.
Topic 3. Facilities for youth
Main question: Is your region a nice place for young people (6 - 22 years) to live in?
Sub questions
- Group members define the region they will investigate with a short explanation (5 lines).
- Design a map of the region showing facilities for young people. Make a jpg of it and add the jpg to the article.
- Investigate the facilities for young people in your region (recreation, education, culture, sport facilities etc.)
Are these facilities ever misused? If yes, how?
- Which facilities are for free? For which facilities do you have to pay and how much? Can young people afford to pay the entrance fees?
- Which facilities do your classmates use? How often?
- At the end of the article the students will draw a conclusion, including a recommendation to the municipality regarding the current status of facilities accommodated to young people.
Interviews:
Interview/survey 8 young people from different backgrounds concerning their opinion on the matter.
Interview two owners/managers of facilities.
Awareness activity
If you feel that there are not enough spaces for young people to enjoy themselves in your region, think about ways to ask attention for this. You could make a video for the municipality, write formal letter etc. Try to be creative!
Topic 4. Sports
Main question: Are people in your region aware of the need to exercise regularly to stay fit?
Subquestions
- Define the region you will investigate with a short explanation (5 lines).
- Design a map of your region showing sport facilities, make a jpg of it and add the jpg to the article.
- Find out the various centres for sports in your region (sports centers, sports club, sports ground, etc.)
- Are the sports facilities well maintained? What problems are there with the sport facilities? What are the positive points about the sport facilities that are available?
- Are there enough facilities available for sports for each age group/ interest group? Is there a need for improvement in the sports facilities available? In what way?
- What are the sports activities in your school? Are these the kinds of sports facilities students want?
- At the end of the article the students will draw a conclusion related to the survey regarding the provision of sport facilities in their area.
Interviews:
Interview one owners/managers of a sports facility.
Interview/survey 5 adult people from various backgrounds.
Interview/survey 10 students from your school.
Awareness activity
Conduct an activity in your school to spread awareness regarding sport facilities. Think of ways to promote trying out a new sport. Make posters, a video clip, a song for the school assembly ... Be creative!
Topic 5. Medical facilities
Main question: How well do the medical facilities meet the needs of the people in your region?
Subquestions
- Define the region you will investigate with a short explanation (5 lines).
- Design a map of your region, make a jpg of it and add the jpg to the article. Include all places like hospitals, clinics, chemists, dispensaries, ambulance service, nursing homes, etc.
- What are the various types of medical facilities in your area? Mention hospitals, General Practitioners, pharmacies etc.
- Is medical assistance (doctors, medicines, ambulance, etc.) easily available – day and night? Are there enough facilities?
- Are there hospitals which specialize in treatment of different ailments? (cancer, AIDS, cardiac diseases, etc.)
- Is free treatment available for the poorer sections of the society? Elaborate.
- What are the problems faced by people during times of emergency or in critical conditions?
- At the end of the article the students will draw a conclusion based on whether medical facilities are satisfactory in their region.
Interviews:
Interview two people working in health care (doctor/nurse...).
Interview 4 families (at least one parent and one child) from different backgrounds.
Awareness activity
In case you feel that there are not enough medical facilities to support the people in your region, think of a way to raise awareness concerning this issue. Make posters, a video clip, a song for the school assembly ... Be creative!
Topic 6. Vandalism or Graffiti (of Public Properties)
Main question: How well are public properties in your region maintained?
Subquestions
- Define the region you will investigate with a short explanation (5 lines).
- Design a map of your region, make a jpg of it and add the jpg to the article.
- Investigate the various public properties in your region and the forms of vandalism or graffiti in these public properties. (Parks, public toilets, railway station, bus stop, roads, etc.) (any 5 different public properties). Photograph exercise.
- Investigate who vandalizes these properties and why.
- What are the steps taken to protect these properties against vandalism and graffiti?
- Do you see vandalism or graffiti of your school property by students? Photograph exercise.
- If yes, suggest ways in which this vandalism can be prevented. If no, what are the steps taken to protect school property?
- At the end of the article the students will draw a conclusion, including a recommendation for the local government regarding preventing vandalism.
Interviews:
Interview with a public authority
Interview with the caretaker/concierge of the school
Interview with 8 people (4 adults and 4 students). Mention names, age level, profession (adults).
Awareness activity
Carry out an activity or put a plan in action to actually stop vandalism and graffiti in school or elsewhere.
Topic 7. Dances of the world
Main question: How does dancing benefit our communities and our culture?
Subquestions
- Define the region you will investigate with a short explanation (5 lines).
- Design a map of your region, make a jpg of it and add the jpg to the article. Add places where people might take dance classes (if there are any).
- Do many people practice dancing on a regular basis?
- Why do people like dancing? What are the advantages of dancing? Do you feel dance provides a good platform to express your feelings?
- Which styles of dancing are most popular in your region? Are there any popular traditional dances /folk dances practiced in your region?
- Which styles of dancing are more appealing to young people? Which style of dancing is more appealing to the group members? Do you have facilities in your school/region for learning dance? Explain.
- Do you feel dance provides a good platform to express the culture of a country, region, or minority group?
- What is the most popular TV-show about dancing? Explain in a few lines why this TV-show is so popular. Add links to You tube videos of this show.
interview owner of a dance studio or dance teacher at school
interview leader of a dance group representing a cultural dance
interview 2 parents and 2 grandparents
interview/survey5 students (12-16 y.)
Activity
Design a dance, based on a style that is popular in your region. Share it with your international partner school and see if they can copy your dance in their own way!
4. Introduction
After your groups have been formed and they have picked their lists of topics, they can make an introductory video about themselves or make a written introductory document. Overall you are free to use any which format you please, but do make sure to:
- Add a group photo/camera shot (NO individual pictures)
- Share some personal info concerning hobbies etc. of each member (NO last names)
- Put Eumind in your video title if you post it to Youtube
- Add the Eumind logo to your written document
For European schools: owing to the new AVG (GDPR = General Data Protection Regulation ) regulations you might need written permission from parents, so it might be wise to start this process at the start of the schoolyear. You can also check out the portal for our AVG (GDPR) policy.
When all groups are done, you can upload the introduction to the Weebly so they will be accessible for your Indian partner school.
TIP: On the Eumind portal you can find the Weebly web pages from groups that participated last year. You can find their final products as well as examples of their introductions.
5. Group Matches
Eventually it is important to actually start working on the research. It is thus important to get into contact with your partner school. Your international coordinator will help you with this, but in the end, the teacher-to-teacher contact will proof very important for your own experience and the success of the product.
With the list of preferences from your own student group and that from your partner teacher, make teams. Each team will consist of one group of Indian students and one group of European students. Together they will work on the same topic, but use their own cultural background as their basis.
As soon as the teams are complete, they should create a communal Whatsapp group (so with both Indian and European students) to help aid the process of collaboration between the students from both countries. In the end, students will be asked to share evidence of this collaboration as part of the final assessment.
They can now start working on creating part 2 of the final product.
6. Part II - The Research/ Product - Deadline end of December
For the next couple of weeks, the students will be working on their research assignment. It is important that there is communication between both countries. Examples of things to discuss for them are:
- which subquestion should our partner integrate in their research?
- Which specific interview questions will we both use?
- how could we create awareness (if applicable)?
The research report should contain the following sections:
a. What is the main question?
b. Process. Describe in a detailed way which research activities the group members have conducted. How many people have been interviewed (mention names, age).A summary of the outcomes. Number, age level of people who have filled in a questionnaire (if applicable) etc.
c. What are the results of your data gathering?
d. Explain what the tangible outcomes are of the collaboration with the students from the other country.
e. A clear conclusion and possible answer to the main question + recommendations where applicable.
7. PART III - Collaboration - Report Deadline 30 January
In the section above, we already shortly explain the importance of evidence of the students’ mutual collaboration. Apart from the usage of Whatsapp, Skype or Zoom, and communal questions, more steps can be taken in the carrying out of the actual research. Some examples are:
Topic 1. à Students could make a videoclip of their experience in public transport to possible help the formulation of a new subquestion
Topic 4. à Students could share information about a (popular) national sports activity and their teammates could ask their PE teacher if they could play it as well.
Topic 5 à Students could provide their partners with a real life casus. Have any of them ever been in a hospital for a procedure or do they know of a family member of friend that has? What steps would this person have to have taken if they would have been in the other country?
In the end, students are required to write a short report on their experiences regarding the collaboration with their peers. What went well? How did they stay in touch? Pictures of Zoom sessions, Skype Calls and screenshots of Whatsapp messages should be added as evidence.
8. PART IV - Comparison & Reflection - Report Deadline 30 January
The final part of the assignment is the comparison of their findings to those of their international partner group. What are the main similarities and differences between both countries and their experiences?
Lastly, a short entry should be written in which students reflect on the experience as a whole. They should discuss both the process of creating a research report/product and on working together with students from another country.