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Social Media: Is Your Breaking News Broken? | Common Sense Education

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Social Media: Is Your Breaking News Broken? | Common Sense Education

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The internet and social media give us tools to find out what's happening almost instantly - sometimes even in real time. But how much can we trust the breaking news we see online?

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Concurso "Young Digital Treasures" - INTEF

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Recientemente, se ha lanzado el concurso multimedia Young Digital Treasures, en el marco del proyecto internacional European Digital Treasures, cofinanciado por el Programa Europa Creativa de la Comisión Europea. Tiene como finalidad visibilizar el patrimonio europeo, en especial su parte digital, promoviendo su divulgación y uso.

La convocatoria está dirigida a jóvenes entre 15 y 18 años y su objetivo es la producción de una interpretación libre de un documento de archivo sobre la construcción de Europa en el formato que deseen los participantes. Pueden ser palabras, imágenes, audio, vídeo, fotografías o un poema inspirados en documentos de archivos relacionados con la construcción de Europa. Los tres mejores narradores españoles seleccionados por el jurado formarán parte de un campamento internacional de una semana de duración en Hungría en el verano de 2022. En él, recibirán formación por parte de archiveros especializados durante el desarrollo de todas las actividades del programa. Las candidaturas se entregarán en inglés.

Los documentos sobre los que trabajar han sido seleccionados previamente por su valor para ayudar a comprender, conocer e investigar mejor nuestra historia europea común mediante el proyecto European Digital Treasures.

La convocatoria estará abierta hasta el próximo 14 de enero de 2022. Encuentra toda la información en estas webs:

En relación a esta iniciativa, si eres docente, quizá te interese el curso gratuito en español Archival Literacy Online Course. Infórmate en esta web.

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Concurso "Young Digital Treasures" - INTEF

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Recientemente, se ha lanzado el concurso multimedia Young Digital Treasures , en el marco del proyecto internacional European Digital Treasures , cofinanciado por el Programa Europa Creativa de la Comisión Europea. Tiene como finalidad visibilizar el patrimonio europeo, en especial su parte digital, promoviendo su divulgación y uso.

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Speak like a leader | Simon Lancaster | TEDxVerona

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Advancing Teaching: Global Citizenship Education | Article | Onestopenglish

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OECD iLibrary | Trends Shaping Education 2019 (Summary in English)

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OECD's dissemination platform for all published content - books, serials and statistics

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Chapter 2: Public matters: Citizenship and democracy
A well-functioning democracy relies on the civic knowledge and skills of its citizens, as well as their direct engagement in public matters. Yet in many countries, key measures of civic participation such as voter turnout have fallen throughout the last half century. Rising inequality within countries and an increasing gap between rural and urban areas creates challenges in terms of life opportunities and access to services. And although digitalisation has increased our access to information, there is no guarantee that online search results are
©OECD 2019 1

accurate. In fact, the ubiquity of social media platforms has made it easier to disseminate inaccuracies and outright lies, and there is a growing concern about the algorithms and echo chambers that only confirm prior beliefs.
These elements combine and connect with worries about declining trust and growing political and social unrest. There is an important role for education to play in improving civic and social participation and fostering democratic citizenship. However, difficult questions remain. Key questions for the future include how we strike a fair balance between all parties in a diverse society,

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The Our Democracy Toolkit provides educators with information and resources they'll need to lead their learning communities in this endeavor and publish student work on this website. The collection has been designed for learning communities who need the flexibility to engage with the Our Democracy project at varying levels of participation and commitment. Teachers can choose to try one activity in the collection, complete a few lessons, or even integrate the entire toolkit into their curriculum. The toolkit is organized into three main sections:

1) A Playlist of lessons for engaging students as they begin to explore conceptual or theoretical understandings of democracy. This section consists of activities that can be completed in one class period or less time and provide students with opportunities to practice photography, develop visual literacy skills, and write using figurative language and poetic imagery.

2) Project-Based Learning Ideas for teachers and students who have more time to take a closer look at democracy within their families and communities as storytellers and reporters. Included in this section are project-based learning ideas for multimedia storytelling with options in every medium we're using on the Our Democracy team--written word, photography, and video. There are also some samples of finished content to inspire teachers and students as they begin their projects.

3) Appendix of supplemental resources and additional information. The toolkit contains lessons involving photography, video production, and activities centered on visual, media and news literacies. To support student learning in these areas, and teachers who might be teaching multimedia storytelling for the very first time, we've provided links to online resources from PhotoWings , an incredible nonprofit dedicated to utilizing the power of photography to further deep thinking, communication, and action, as well as, short lists of resources from other media education organizations.

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The Our Democracy Toolkit provides educators with information and resources they'll need to lead their learning communities in this endeavor and publish student work on this website. The collection has been designed for learning communities who need the flexibility to engage with the Our Democracy project at varying levels of participation and commitment.

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Participate.

The Digital Civics Toolkit is a collection of resources for educators to support youth to explore, recognize, and take seriously the civic potentials of digital life. The Toolkit draws on the research and work of the The Toolkit explores a range of civic opportunities and dilemmas via 5 modules focused on: Exploring Community Issues, Investigation, Dialogue, Voice, and Action. MacArthur Research Network on Youth and Participatory Politics (YPP).

We invite you to explore the modules and choose the resources that best meet the interests and needs of your students, classroom, and community. The modules were designed for high school students but can be adapted for earlier grades. Each module contains a conversation starter, several activities, and a closing reflection with very broad suggestions. Depending on the age and level of your students, you may need to integrate additional scaffolding and supports. If you would like to dig deeper into concepts, there are links to extension activities. For more information on the ideas in each module, we provide a Teacher Background Information with links to articles, blogs, videos, and further resources.

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Participate. The Digital Civics Toolkit is a collection of resources for educators to support youth to explore, recognize, and take seriously the civic potentials of digital life. The Toolkit draws on the research and work of the The Toolkit explores a range of civic opportunities and dilemmas via 5 modules focused on: Exploring Community Issues, Investigation, Dialogue, Voice, and Action.

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Learning through Travelling in eTwinlandia

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In October 2019, I participated in the democratic learning activity at the eTwinning Conference called eTwinlandia. I was amazed by the names of the cities of eTwinlandia as they were all related to our unique human traits such as caring, determination, listening and empathy.

I have always tried to apply positive psychology and pedagogy in the classroom because we all need to feel valued, competent and accepted. I felt this was an extraordinary opportunity to work in a new and exciting way. Therefore, I decided to travel around eTwinlandia with my students.

Every week, one student chose a city in eTwinlandia, without telling the others. The day after, I brought our eTwinlandia suitcase and opened it. Inside the suitcase was the name of the chosen city and a clue about the week's theme. The theme was decided by myself and I based the theme around our curriculum. Every week, the theme was different such as flags, traffic signs, professions and so on. We explored the theme and learnt about it by researching and having discussions around it. The theme was always introduced by a clue in the suitcase. Students were intrigued and very eager to participate. They wanted to guess the subject and tell you what they knew about the subject (or thought they knew) and they asked a lot of questions.

One of the themes was flags. We discussed the flag of Finland and how it is blue like blue skies and lakes and white like clouds and snow and we also discussed it having a cross like many other Christian countries. We found a lot of other flags with similar colours or patterns, but also flags that were not similar to the Finnish flag, which led to interesting conversations such as sovereignty, democracy, traditions, religions, and cultural heritage.

Then we went to eTwinlandia. We started by discussing the life they live in the city based on its name. When a city is named Caring Town, people value caring. But what is caring? How can people be caring in their everyday life? And how do those values show in their flag?

After these discussions, students wrote and drew their idea of the city. They were often very proud of their ideas and enjoyed sharing their thoughts.

To truly explore the new city, we spent the week prioritising the human trait that it signified. When we were in Caring Town, the students suggested various ways to be caring and we then applied those ways of caring for a week. We did not forget the democratic part. We talked about democracy and we voted when we had to decide on cooperative activities.

Due to Covid-19, we, like many others, had to start online teaching in the middle of the term and eTwinlandia gave us a feeling of continuity as we kept travelling through this country.

Next year, I will continue with the eTwinlandia suitcase and I am pleased, because I know that my students are already looking forward to it. We had four to six lessons a week for eTwinlandia; learning music, writing, reading, STEAM and emotional skills.

One day, I explained an assignment outside of eTwinlandia and one of my students looked at me and said: "Anne, Anne, I know. This is cooperation! You want us to cooperate, like in Cooperation Town."
Guide to traveling through eTwinlandia

Help your students comprehend the eTwinlandia toponyms. Provide enough time for discussion and give examples that students can relate to.

Look at your curriculum: what academic themes are important this year and which of them would fit your tour?

Make it adventurous - engage your students by giving clues about their travelling adventure. Use an eTwinning notebook and an eTwinning suitcase.

Help students make connections between eTwinlandia and their home country. For example, learning about traffic signs and then creating signs for a city in eTwinlandia will make students reflect on why traffic signs are needed.

Always refer to the name of the eTwinlandia city and describe people's values and priorities. This is a way of helping your students develop their emotional skills.

Use a variety of activities and keep a balanced mix of different approaches e.g. painting, building, competitions, stories and outside activities.

Make sure your planned activities include opportunities for students to make decisions, both individually and as a group by voting. You need at least one activity for each theme.

Live and act like an eTwinlander. If you are in Caring Town, live like the people in Caring Town, and talk about it both before, while doing it and after.
Tip! You can also tell other people at school or the parents what you are doing each week, so they can help you by complementing the students when they act like eTwinlanders. Unexpected praise will make the students go an extra mile!

Anne Levon, eTwinning Ambassador, S:t Karins svenska skola (st Karins swedish school)

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Learning through Travelling in eTwinlandia

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In October 2019, I participated in the democratic learning activity at the eTwinning Conference called eTwinlandia. I was amazed by the names of the cities of eTwinlandia as they were all related to our unique human traits such as caring, determination, listening and empathy.

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El proyecto #ErasmusPlus “Abriendo nuestra mente europea” se caracteriza por la educación en valores como puente hacia el respeto y la inclusión; y la capacitación del profesorado para la mejora de la calidad educativa del centro #InclusiveErasmus 🔝.

👉 https://t.co/FvIwFQc4Kk

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El proyecto #ErasmusPlus “Abriendo nuestra mente europea” se caracteriza por la educación en valores como puente hacia el respeto y la inclusión; y la capacitación del profesorado para la mejora de la calidad educativa del centro #InclusiveErasmus 🔝.

👉 https://t.co/FvIwFQc4Kk https://t.co/twE1clYiTc

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El proyecto #ErasmusPlus “Abriendo nuestra mente europea” se caracteriza por la educación en valores como puente hacia el respeto y la inclusión; y la capacitación del profesorado para la mejora de la calidad educativa del centro #InclusiveErasmus 🔝.

👉 https://t.co/FvIwFQc4Kk pic.twitter.com/twE1clYiTc
— SEPIE (@sepiegob) July 7, 2020

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El proyecto #ErasmusPlus “Abriendo nuestra mente europea” se caracteriza por la educación en valores como puente hacia el respeto y la inclusión; y la capacitación del profesorado para la mejora de la calidad educativa del centro #InclusiveErasmus 🔝.

👉 https://t.co/FvIwFQc4Kk https://t.co/twE1clYiTc

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El proyecto #ErasmusPlus “Abriendo nuestra mente europea” se caracteriza por la educación en valores como puente hacia el respeto y la inclusión; y la capacitación del profesorado para la mejora de la calidad educativa del centro #InclusiveErasmus 🔝.

👉 https://t.co/FvIwFQc4Kk https://t.co/twE1clYiTc

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El proyecto #ErasmusPlus “Abriendo nuestra mente europea” se caracteriza por la educación en valores como puente hacia el respeto y la inclusión; y la capacitación del profesorado para la mejora de la calidad educativa del centro #InclusiveErasmus 🔝.

👉 https://t.co/FvIwFQc4Kk

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Arte y diseño gráfico para promover los Derechos Humanos

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'#Fishes' es un proyecto de colaboración en el que han participado un total de 45 alumnos, 6 docentes y 3 institutos de FP de diferentes países europeos (España, Grecia y Bélgica) y que está centrado en los Objetivos de Desarrollo Sostenible de la ONU, concretamente en el objetivo 16: Paz, Justicia e Instituciones Fuertes. Así, el objetivo principal ha sido la promoción de los derechos humanos, la paz y la tolerancia a través del arte y el diseño gráfico. Pero no ha sido el único. También hemos buscado mejorar las habilidades de comunicación visual, trabajar con diferentes técnicas de arte, aprender los Objetivos de Desarrollo Sostenible de Naciones Unidas, mejorar la comunicación en inglés y aumentar la motivación del alumnado mediante un trabajo profesional a nivel europeo.

Para ello, se han desarrollado ocho actividades estructuradas y organizadas temporalmente con las que el alumnado ha aprendido paso a paso todas las fases de creación de un proyecto de comunicación visual.

Proyecto #Fishes

1. Estudio del contexto 'We are one'

Se trata de una primera fase centrada en una actividad de motivación (escucha y análisis de la canción ' Love' de Imagine Dragons interpretada por 'Play for Change') y una actividad de estudio del contexto del proyecto, el objetivo 16 de los ODS de Naciones Unidas, mediante la visualización de vídeos, lectura en inglés y debate en clase.

2. Investigación

En esta segunda fase, el alumnado debía pensar cómo ser capaz de representar el contexto analizado anteriormente mediante un proyecto de arte y comunicación visual. La única premisa que se dio fue la de plantear la intervención artística dentro de una plantilla que representase la silueta de un pez.

Mediante la creación de actividades individuales, realizaron una investigación previa con búsqueda de referentes artísticos, elaboraron una lluvia de ideas y crearon cada uno tres eslóganes diferentes que pudieran representar el contexto dentro de la plantilla elegida previamente.

3. Sketch

Una vez realizadas las actividades anteriores, realizaron un esbozo (sketch) del proyecto final. Esta actividad consistió en materializar todas las ideas con papel y lápiz. Resultó ser una actividad esencial que les ayudó mucho a diseñar, componer y plasmar su idea final, para posteriormente analizar cómo representarla mejor y decidir si funcionaba o no.

4. Proyecto artístico

Después de que los docentes validasen el sketch, pasamos a la fase de diseño del proyecto final. En este sentido, el alumnado griego (del 1st Vocational Lyceum of Ierapetra) utilizó una técnica de arte basada en colorear el pez con lápices de colores. El alumnado belga (del Lycée Provincial des Sciences et Technologies de Soignies) utilizó la misma técnica y añadió técnicas como el cómic o el arte manual. Y, finalmente, nuestro alumnado español aportó la técnica de arte digital y diseño gráfico mediante Adobe Photoshop. En nuestro caso, el proyecto se realizó de forma multidisciplinar entre el módulo profesional 'Toma y Edición Digital de Imagen' e 'Inglés Técnico' del CFGM Vídeo Disc-Jockey y Sonido.

5. Intercambio de arte

Una vez terminado el proyecto de arte individual, se subieron todos los proyectos al Foro de 'TwinSpace' para ser intercambiados. Con un mensaje en inglés y otro en la lengua materna, los alumnos se conocieron y aportaron opiniones constructivas y mejoras a los proyectos subidos. Se trata de una manera de mejorar las habilidades en lengua extranjera ( inglés) y fomentar la participación, la motivación y la mejora de los proyectos desde visiones y maneras de pensar diferentes pero que comparten un mismo objetivo común.

6. Difusión

Finalmente, el objetivo final consistió en la creación de un libro impreso y digital que recogiera todos los proyectos. Se preparó la impresión de los trabajos para crear una exposición itinerante por todas las escuelas participantes. Además, con la creación de la etiqueta #Fishes, se ha querido dar difusión mediante redes sociales como Facebook o Twitter.

El libro final en versión digital recoge todos los proyectos de arte realizados por los alumnos griegos, belgas y españoles.

7. Evaluación

Para poder evaluar el proyecto, se ha creado una rúbrica conjunta para poder valorar el trabajo individual y final de cada alumno. Además, mediante una encuesta anónima y un Plan de Evaluación profundo por parte de los fundadores del proyecto, se ha evaluado el proyecto en su conjunto con la finalidad de proporcionar mejoras para un futuro.

8. Conclusión

En definitiva, se trata de una experiencia eTwinning muy enriquecedora y motivadora tanto para el alumnado participante como para los docentes implicados y que ha servido para abrir vías de colaboración con otros institutos de Formación Profesional a nivel europeo. Un proyecto colaborativo de arte real en el cual hemos podido intercambiar y aprender cómo, desde una misma premisa inicial y un objetivo final común, cada alumno ha sabido resolver de forma muy creativa un proyecto de comunicación visual. Además, ha sido una gran oportunidad para crear un proyecto que trascienda más allá de las paredes del aula, que fomente conciencia social y que pueda ser exhibido a toda la sociedad mediante un libro impreso, digital y una exposición itinerante.

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Arte y diseño gráfico para promover los Derechos Humanos

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'#Fishes' es un proyecto de colaboración en el que han participado un total de 45 alumnos, 6 docentes y 3 institutos de FP de diferentes países europeos (España, Grecia y Bélgica) y que está centrado en los Objetivos de Desarrollo Sostenible de la ONU, concretamente en el objetivo 16: Paz, Justicia e Instituciones Fuertes.

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“Está siendo un reto”: Los consejos de participación cuentan cómo se organizan durante el confinamiento

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Further reading - Our Voices Our Schools

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This section includes publications, reports, policy documents for further reading about young people's participation in decision-making in schools.

Links

Connect

Website of Australian independent bi-monthly publication Connect which supports active student participation in primary and secondary schools.

Amplify

Amplify is a practice guide from that gives an opportunity for school professionals and students to have conversations, collaborate and take actions to empower students, whatever their current starting points.

Activating Students in Learning Improvement

Resource that is aimed at engaging students as learning resources to each other, increasing learning talk, and building self-regulated learning strategies to impact positively on student achievement.

NCCA Student/Learner Voice

Material emanating from a series of projects and initiatives undertaken bu the NCCA in the area of student/learner voice.

Speakup in a Box

SpeakUp in a Box is a resource from Ontatio which contains facilitator tip sheets, a step-by-step forum guide and forum supplies to assist schools to run a student-led forum for 30 participants.

Icebreaker Games

Icebreaker games are among the most widely used games for youth groups, class groups, small groups and social events. But which ice breaker ideas are going to be the best for your group? Here's a list of recommended youth group icebreaker games.

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Further Reading - Our Voices Our Schools

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This section includes publications, reports, policy documents for further reading about young people's participation in decision-making in schools. Articles Beyond Student Voice - Patterns of Partnership and the Demands of Deep Democracy (PDF) Working with Young People with a Learning Disability (PDF) Teachers Beliefs about Education and Childrens Voice Practices in Ireland (PDF) The Learner ...

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In the classroom - Our Voices Our Schools

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Every young person can have a voice in the classroom. Having a voice here is every bit as important as having a voice at the whole school level. This section highlights some of the ways that this can happen and provides resources to support these practices.

Kinsale Community School: Voice in the Classroom

For Teachers:

Materials in this section are designed for use by teachers in considering how to make voice more prominent in the classroom.

For Students:

It's important to explore how young people feel about their contribution to decisions made in the classroom. These workshops support the teacher in discussing voice and agency with students.

For Teachers and Students:

Promote shared understanding by enabling teachers and students to discuss the practice of and potential for voice together.

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In the Classroom - Our Voices Our Schools

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Every young person can have a voice in the classroom. Having a voice here is every bit as important as having a voice at the whole school level. This section highlights some of the ways that this can happen and provides resources to support these practices.

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Are Deepfake Videos a Threat to Democracy? | Common Sense Education 

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Use this lesson plan to help students think deeply about the role of faked and synthetic media in their lives.

Every day, teens engage with countless images and videos that have been edited or digitally altered. From simple Snapchat filters to short, lighthearted, or ironic TikTok videos, it's clear that young people are pretty savvy when it comes to consuming -- and creating -- manipulated media. And in a lot of ways, seeing altered media is just part of being online today.

But are your students aware of -- or have they thought deeply about -- disinformation online, including the phenomenon of deepfake videos? Known more formally as a type of "synthetic media," these altered videos usually show real people doing and saying things they never actually did or said. The thing that makes deepfakes different is that they're created almost entirely with artificial intelligence, or "AI." This technology is advancing quickly, and some experts believe that some of these fakes will soon be nearly imperceptible to the human eye.

"Deepfakes are really the latest incarnation of manipulated media. Think Photoshop on steroids." -Dr. Hany Farid, UC Berkeley School of Information

Use this lesson plan to have your students consider questions like: Why are faked images and videos so popular? How might AI or deepfake technology subvert or threaten a democratic election? And perhaps more universally, How does the existence of this new technology change the way we see the world?

Recommended for:

Grades: 8-12
Subjects: ELA, social studies, newspaper/media, digital citizenship

Prep for teachers

Preview the media examples in the "Manipulated Media" Google Slide deck. If you'd like to use your own examples, you can simply make your own copy. Please note that the video in slide 8 contains explicit language -- please preview before deciding whether it's appropriate for your class.

Make copies of the "Manipulated Media" worksheet that accompanies the slides.

In the classroom

Hook (10 minutes):

Before showing the video, give students an essential question for their viewing: "What is deepfake technology, and what are its potential impacts for us, for our democracy, and for our world?"

As students watch, have them practice using questions from the "See, Think, Wonder" Visible Thinking routine to guide their critical thinking: What do you see? What did it make you think about? And, What do you wonder?

Show the video: "Deepfakes and Democracy: Know Before You Vote."

Unable to view on YouTube? You can also watch this video on our site.

Discussion (15 minutes):

After watching, lead a whole-class discussion about the video. Ask your students: What did you see that stuck out to you? What did it make you think about? And, What do you still wonder about after watching the video? You can also follow up with some more direct questions for discussion, depending on time and your class's response to the video:

Are you worried about what could happen if deepfake videos became more prominent? Why, or why not?

Should technology companies like Facebook, Google, or YouTube play a role in alerting the public about faked images or videos? Should the government play a role?

Right now, it's easiest to make deepfake videos of famous people or public figures since the computer algorithms require a lot of existing images and footage to create a fake video. But as the technology advances, experts say, fakes could be made with far less source material (potentially with even just a few photos from public social media profiles). If that happens, how might everyday citizens be affected by this technology?

What are the potential consequences of deepfake video technology on our legal, criminal justice, or judicial systems?

Whole-class activity (20 minutes):

Ask your class to think about the larger role of manipulated media in our daily lives. Where else do we encounter images, videos, or audio recordings that are manipulated, edited, or altered in some way?

Then, view a series of manipulated images (and one video) in the "Manipulated Media" Google Slide presentation. Each of these examples has been heavily edited or doctored, or completely faked. As you view each example, have students complete the "Manipulated Media" worksheet (a variation of the " See, Think, Wonder" thinking routine from the video activity above). Please note that the video in slide 8 contains explicit language -- please preview before deciding whether it's appropriate for your class.

Give students time to reflect and record their thoughts on the worksheet.

As you work your way through the examples, ask students to share their responses and reactions.

Final Discussion/Writing Reflection (5-10 minutes):

Before finishing the lesson, wrap up the whole-class discussion and/or have students complete a five- to 10-minute exit note to tie all their thoughts together. You can use any of the questions above, or return to the lesson's essential question: What are the potential impacts of deepfake technology for us, for our democracy, and for our world?

Possible follow-ups
Editor's note: This resource is part of a series that helps teachers facilitate classroom discussions about trending and timely issues in the news and media. For more, browse our library of news and media literacy articles.

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Are Deepfake Videos a Threat to Democracy? | Common Sense Education

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Every day, teens engage with countless images and videos that have been edited or digitally altered. From simple Snapchat filters to short, lighthearted, or ironic TikTok videos, it's clear that young people are pretty savvy when it comes to consuming -- and creating -- manipulated media.

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📌 La iniciativa Figuras Inspiradoras (Role Models) trata de desarrollar acciones que promocionen la inclusión social, fomenten la ciudadanía activa y refuercen el compromiso con los valores europeos. 

https://t.co/w7ocYs1FM5 

@CienciaGob
@EUErasmusPlus
@educaciongob

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📌 La iniciativa Figuras Inspiradoras (Role Models) trata de desarrollar acciones que promocionen la inclusión social, fomenten la ciudadanía activa y refuercen el compromiso con los valores europeos. 

https://t.co/w7ocYs1FM5 

@CienciaGob
@EUErasmusPlus
@educaciongob https://t.co/VvwH6uJALy

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📌 La iniciativa Figuras Inspiradoras (Role Models) trata de desarrollar acciones que promocionen la inclusión social, fomenten la ciudadanía activa y refuercen el compromiso con los valores europeos. https://t.co/w7ocYs1FM5 @CienciaGob@EUErasmusPlus@educaciongob pic.twitter.com/VvwH6uJALy
— SEPIE (@sepiegob) February 1, 2020

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📌 La iniciativa Figuras Inspiradoras (Role Models) trata de desarrollar acciones que promocionen la inclusión social, fomenten la ciudadanía activa y refuercen el compromiso con los valores europeos. 

https://t.co/w7ocYs1FM5 

@CienciaGob
@EUErasmusPlus
@educaciongob https://t.co/VvwH6uJALy

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📌 La iniciativa Figuras Inspiradoras (Role Models) trata de desarrollar acciones que promocionen la inclusión social, fomenten la ciudadanía activa y refuercen el compromiso con los valores europeos. 

https://t.co/w7ocYs1FM5 

@CienciaGob
@EUErasmusPlus
@educaciongob https://t.co/VvwH6uJALy

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📌 La iniciativa Figuras Inspiradoras (Role Models) trata de desarrollar acciones que promocionen la inclusión social, fomenten la ciudadanía activa y refuercen el compromiso con los valores europeos. 

https://t.co/w7ocYs1FM5 

@CienciaGob
@EUErasmusPlus
@educaciongob

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Digital Citizenship | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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WeAreEurope: el marco para las competencias clave de ciudadanía

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Este producto final es el resultado de una gran revisión de la bibliografía con el objetivo de identificar las competencias más significantes de la ciudadanía de la UE.

En la primera parte, se establece un contexto teórico y se debaten, explican y finalmente clarifican los términos necesarios. En la segunda parte, se documentan y analizan los enfoques de educación ciudadana de los Estados Miembros de la UE, especialmente cuando se implementan mediante el plan de estudios oficial. En la tercera parte, se presenta en marco propuesto, que constituye la base para las futuras tareas del proyecto. Finalmente, el Apéndice ofrece información sobre proyectos europeos previos o en curso relacionados con la educación ciudadana, junto con una serie de buenas prácticas indicativas sobre el tema.

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WeAreEurope: el marco para las competencias clave de ciudadanía

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Este producto final es el resultado de una gran revisión de la bibliografía con el objetivo de identificar las competencias más significantes de la ciudadanía de la UE. En la primera parte, se establece un contexto teórico y se debaten, explican y finalmente clarifican los términos necesarios.

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Manual de educación para la ciudadanía digital

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El manual de educación para la ciudadanía digital ofrece información, herramientas y buenas prácticas para apoyar el desarrollo de competencias digitales conforme a la vocación del Consejo Europeo para empoderar y proteger a los niños.

Este manual ha sido concebido para el profesorado y los padres y madres, para los encargados de la toma de decisiones educativas y para proveedores de plataformas similares. Describe exhaustivamente las múltiples dimensiones que conforman cada uno de los 10 ámbitos de la ciudadanía digital e incluye una ficha descriptiva sobre cada ámbito, donde ofrece ideas, buenas prácticas y referencias adicionales para apoyar a los educadores en la construcción de las competencias que beneficiarán enormemente a los niños cuando se enfrenten a los desafíos del mundo digital del futuro.

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Manual de educación para la ciudadanía digital

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El manual de educación para la ciudadanía digital ofrece información, herramientas y buenas prácticas para apoyar el desarrollo de competencias digitales conforme a la vocación del Consejo Europeo para empoderar y proteger a los niños. Este manual ha sido concebido para el profesorado y los padres y madres, para los encargados de la toma de decisiones educativas y para proveedores de plataformas similares.

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“La participación infantil es un imperativo legal y una herramienta para mejorar los procesos democráticos”, recuerda nuestra conpañera @lucialoso en la mesa de especialistas con @pepahorno y Alejandro Cussianovich en #ElPoderdelaInfancia

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“La participación infantil es un imperativo legal y una herramienta para mejorar los procesos democráticos”, recuerda nuestra conpañera @lucialoso en la mesa de especialistas con @pepahorno y Alejandro Cussianovich en #ElPoderdelaInfancia https://t.co/GswwZiOzRQ

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“Los adultos no tienen que imponernos. Son personas con algunos años más que nosotros, pero los niños y los jóvenes somos los que estamos viviendo la infancia y la adolescencia, así que tenemos mucha más información que ellos sobre esta etapa”, Sofía en #ElPoderDeLaInfancia https://t.co/uKdoWqKX96

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“La participación infantil es un imperativo legal y una herramienta para mejorar los procesos democráticos”, recuerda nuestra conpañera @lucialoso en la mesa de especialistas con @pepahorno y Alejandro Cussianovich en #ElPoderdelaInfancia pic.twitter.com/GswwZiOzRQ
— UNICEF España (@unicef_es) November 25, 2019

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“La participación infantil es un imperativo legal y una herramienta para mejorar los procesos democráticos”, recuerda nuestra conpañera @lucialoso en la mesa de especialistas con @pepahorno y Alejandro Cussianovich en #ElPoderdelaInfancia https://t.co/GswwZiOzRQ

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“Los adultos no tienen que imponernos. Son personas con algunos años más que nosotros, pero los niños y los jóvenes somos los que estamos viviendo la infancia y la adolescencia, así que tenemos mucha más información que ellos sobre esta etapa”, Sofía en #ElPoderDeLaInfancia https://t.co/uKdoWqKX96

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“La participación infantil es un imperativo legal y una herramienta para mejorar los procesos democráticos”, recuerda nuestra conpañera @lucialoso en la mesa de especialistas con @pepahorno y Alejandro Cussianovich en #ElPoderdelaInfancia https://t.co/GswwZiOzRQ

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“La participación infantil es un imperativo legal y una herramienta para mejorar los procesos democráticos”, recuerda nuestra conpañera @lucialoso en la mesa de especialistas con @pepahorno y Alejandro Cussianovich en #ElPoderdelaInfancia

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“Los adultos no tienen que imponernos. Son personas con algunos años más que nosotros, pero los niños y los jóvenes somos los que estamos viviendo la infancia y la adolescencia, así que tenemos mucha más información que ellos sobre esta etapa”, Sofía en #ElPoderDeLaInfancia https://t.co/uKdoWqKX96

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Each year on April 22, Earth Day is celebrated around the globe as it marks the anniversary of the modern environmental movement that started in 1970. This year's Earth Day theme is " Restore Our Earth " and will focus on tackling the challenges that face us with climate change. What better way to discuss these challenges than through the lens of the United Nations Sustainable Development Agenda?

The United Nations Sustainable Development Agenda, adopted in 2015, includes seventeen Sustainable Development Goals (SDGs) to be achieved by 2030. Countries around the world have committed to taking action to meet these goals, such as making energy clean and affordable, stopping global warming, ending hunger and poverty, and creating sustainable cities and communities.

At Participate Learning, we are proud to join forces with organizations that champion the SDGs. There are more than fifty million public school students in the United States and more than three million full-time public school teachers. This collective group is a powerful force in creating positive change in local communities and achieving the SDGs by 2030.

Read on to discover four reasons the SDGs are vital in creating engaging classrooms, raising awareness of global issues, and inspiring students and teachers to take action.

1. Students need to learn about the world.

The SDGs are universal goals for all people and are inherently global in nature. Learning about these initiatives helps students develop insights into critical issues around the world, such as lack of access to clean water and gender equality. These issues are inseparable from culture, and to truly understand the SDGs, students need to learn about the world around them.

Our ambassador teachers bring new perspectives to their classrooms by embedding their cultures and heritages into the curriculum. Through this cultural exchange, students begin to have a deeper understanding of their own identities and what makes their culture unique. The more they learn, the more their curiosity and compassion for others grow.

2. Students must be active participants in the world they live in.

In our increasingly interconnected world, we need to prepare the next generation to be global leaders who are able to lead and thrive in the global marketplace. The SDGs engage students in practical goals and problem-solving by putting issues into relatable contexts.

We must encourage students to be active participants in their local and global communities to solve the biggest challenges the world faces today. When students become global leaders and have an appreciation for cultural differences, they see themselves as citizens of the world and take responsibility to enact change on a global scale.

3. Students grow empathy and compassion.

When students are exposed to important SDG topics such as those about poverty, hunger, and education, they begin to understand the unique challenges facing communities all over the world that they may not have known about before. This understanding fosters a sense of global connection and empathy for the earth as a whole.

Students need empathy to develop healthy relationships throughout their lives. By taking empathy and transforming it into action-based compassion, students can start community initiatives they are passionate about or get involved in local organizations that create change and unite our world.

4. Students and teachers are inspired to take action.

Teachers do not need to be experts in topics such as responsible consumption or clean energy to teach the SDGs. They can learn and explore these issues alongside their students and plan ways to take action together. Once students have an understanding of the SDGs and why they are necessary, they will be inspired to make positive changes, in big and small ways.

We have seen this in countless ways through work with our ambassador teachers, from high school students raising awareness about human trafficking to first graders conserving water by turning off their classroom faucets more frequently. Together, with teachers and students, we can be a powerful force for achieving the United Nations' vision of a more peaceful, healthy, and equitable world.

This post originally appeared on IntraHealth International's blog, VITAL, on April 18, 2017, by Caroline Weeks. It was updated on April 20, 2021 by Holland Page to reflect new offerings.
At Participate Learning, we are passionate about uniting our world through global learning. Check out our global leaders webpage and read this blog post for more information on how you can join us in furthering this mission. Are you celebrating Earth Day 2021 in your classroom? Share with us on Twitter @Participatelrng or use the hashtag #unitingourworld.

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Reasons to Teach the Sustainable Development Goals | Participate Learning

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The UN's Sustainable Development Goals provide a valuable framework for developing today's students. Find out 4 big reasons why you should teach them.

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This section will bring you highlights from across the eTwinning network. You will get to take a look behind the scenes, explore what teachers learn from each other and by working with their pupils across borders; you will discover eTwinning projects and also apply for professional development opportunities.

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This section will bring you highlights from across the eTwinning network. You will get to take a look behind the scenes, explore what teachers learn from each other and by working with their pupils across borders; you will discover eTwinning projects and also apply for professional development opportunities.

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Global Education

The Sustainable Development Goals - also known as SDGs - are designed to bring people together to improve life around the world. Created by the United Nations, they are a set of common goals to help us overcome global challenges like poverty, inequality, climate change, and more. They seek to harmonize three core components for the future: economic growth, social inclusion, and environmental protection.

SDGs have a huge part to play in today's classrooms. As a blueprint for making the world a better place, these goals can help engage students and inform lesson plans. Let's take a look at the top 7 reasons why educators should make use of the SDGs in their classrooms.

1. They're good for the planet

Let's start with an obvious one. The SDGs have been specifically created to draw attention to some of the biggest environmental challenges in the world today. Sanitation, sustainability, pollution, and climate action are all addressed.

SDGs are about more than awareness, though. They also break down each goal into a set of achievable sub-targets. Tackling a subject like climate change is a massive challenge, but the SDGs show smaller ways to contribute towards climate action for the good of the planet.

Educators can use these sub-targets to show their students the ways in which they can make an impact on improving the world that they live in.

2. They're good for humanity

The SDGs aren't just about environmental factors. They also deal with serious, life-affecting human issues such as poverty, inequality, economic growth, peace, and justice.

Students will get a greater knowledge of challenges faced not only in their own lives but also in the lives of others all around the world. These SDGs highlight the structures behind our society - economic, legal, and political - and their complexities. They shed light on difficulties that students may not be aware of, or even take for granted.

3. They teach empathy to students

One of the key benefits of learning about the SDGs is that it opens students' minds to different communities and experiences outside of their own. In turn, this breeds empathy in the classroom.

Empathy and curiosity are at the heart of global citizenship. They give students an awareness of the wider world, and its values and identities. This helps the development of students into more well-rounded citizens of the world, and shows them the ways in which they can make a difference in the future.

4. They give lesson plans a new perspective

As the SDGs are so wide-reaching, they can be used to provide new perspectives and real-world context to lesson plans.

For example, geography and science lessons can be enriched by discussing climate change subjects such as the causes and effects of the increase in average global temperature, or how climate change is creating natural disasters like tsunamis and tropical cyclones. Biology lessons could examine not only the cellular study of viruses and diseases but also the societal factors that allow them to thrive, such as inadequate access to medication and education.

The SDGs are an ideal filter through which to expand and enrich your lesson plans. Boost classroom engagement by demonstrating the real-world impact of the subjects your students are learning.

5. They are a valuable educational resource

It shouldn't be overlooked just how much research and information is packed into each of the SDGs. The United Nations has sourced and compiled vital information about each goal in one place.

From extensive facts and figures to the individual targets that make up each goal, the SDGs are useful classroom resources that adds depth and context to lesson plans. They also contain links to further reading from sources such as the World Health Organization, UNICEF, and more.

6. They give focus to classroom discussion

The SDGs are not just a series of abstract ideals. The goals themselves are SMART, with clear time-limited targets that make up each SDG.

Many of these targets fall within the next couple of years, with some of the larger-scale challenges set for 2030. This helps educators to see not only which parts of the goal are most pressing, but also what can be achieved even in a limited time frame.

As the SDGs show, even making a small change can have a big impact on the world. By ensuring that the goals are specific, measurable, attainable, realistic, and timely, they can be used to give focus to classroom discussion.

7. They align with the curriculum

It's worth emphasizing that the SDGs are closely aligned with today's curriculum. They broach a remarkable range of traditional academic subjects such as geography, biology, social sciences, politics, economics, and more.

Educators should see the SDGs as an opportunity to add extra depth to their lesson plans, rather than being something that requires work to link to the curriculum.

Conclusion

At Participate Learning, we place a lot of emphasis on the importance of nurturing global citizenship in the classroom, and the SDGs form the backbone of that. We hope that this post has reinforced the value of these goals, and the role that they can - and should - play in enriching lesson plans, teaching the curriculum, and showing the students of today that they have a role to play in the world of the future.

Heather is the Marketing Program Manager at Participate Learning. As a former K-12 classroom teacher and educational nonprofit program director, she has dedicated her career to ensuring that all students have the ability and resources to achieve their potential regardless of background or experiences.

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The Importance of the SDGs in the Classroom | Blog | Participate...

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Global Education The Sustainable Development Goals - also known as SDGs - are designed to bring people together to improve life around the world. Created by the United Nations, they are a set of common goals to help us overcome global challenges like poverty, inequality, climate change, and more.

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Reasons to Teach the Sustainable Development Goals | Blog |...

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Each year on April 22, Earth Day is celebrated around the globe as it marks the anniversary of the modern environmental movement that started in 1970. This year's Earth Day theme is " Restore Our Earth " and will focus on tackling the challenges that face us with climate change. What better way to discuss these challenges than through the lens of the United Nations Sustainable Development Agenda?

The United Nations Sustainable Development Agenda, adopted in 2015, includes seventeen Sustainable Development Goals (SDGs) to be achieved by 2030. Countries around the world have committed to taking action to meet these goals, such as making energy clean and affordable, stopping global warming, ending hunger and poverty, and creating sustainable cities and communities.

At Participate Learning, we are proud to join forces with organizations that champion the SDGs. There are more than fifty million public school students in the United States and more than three million full-time public school teachers. This collective group is a powerful force in creating positive change in local communities and achieving the SDGs by 2030.

Read on to discover four reasons the SDGs are vital in creating engaging classrooms, raising awareness of global issues, and inspiring students and teachers to take action.

1. Students need to learn about the world.

The SDGs are universal goals for all people and are inherently global in nature. Learning about these initiatives helps students develop insights into critical issues around the world, such as lack of access to clean water and gender equality. These issues are inseparable from culture, and to truly understand the SDGs, students need to learn about the world around them.

Our ambassador teachers bring new perspectives to their classrooms by embedding their cultures and heritages into the curriculum. Through this cultural exchange, students begin to have a deeper understanding of their own identities and what makes their culture unique. The more they learn, the more their curiosity and compassion for others grow.

2. Students must be active participants in the world they live in.

In our increasingly interconnected world, we need to prepare the next generation to be global leaders who are able to lead and thrive in the global marketplace. The SDGs engage students in practical goals and problem-solving by putting issues into relatable contexts.

We must encourage students to be active participants in their local and global communities to solve the biggest challenges the world faces today. When students become global leaders and have an appreciation for cultural differences, they see themselves as citizens of the world and take responsibility to enact change on a global scale.

3. Students grow empathy and compassion.

When students are exposed to important SDG topics such as those about poverty, hunger, and education, they begin to understand the unique challenges facing communities all over the world that they may not have known about before. This understanding fosters a sense of global connection and empathy for the earth as a whole.

Students need empathy to develop healthy relationships throughout their lives. By taking empathy and transforming it into action-based compassion, students can start community initiatives they are passionate about or get involved in local organizations that create change and unite our world.

4. Students and teachers are inspired to take action.

Teachers do not need to be experts in topics such as responsible consumption or clean energy to teach the SDGs. They can learn and explore these issues alongside their students and plan ways to take action together. Once students have an understanding of the SDGs and why they are necessary, they will be inspired to make positive changes, in big and small ways.

We have seen this in countless ways through work with our ambassador teachers, from high school students raising awareness about human trafficking to first graders conserving water by turning off their classroom faucets more frequently. Together, with teachers and students, we can be a powerful force for achieving the United Nations' vision of a more peaceful, healthy, and equitable world.

This post originally appeared on IntraHealth International's blog, VITAL, on April 18, 2017, by Caroline Weeks. It was updated on April 20, 2021 by Holland Page to reflect new offerings.
At Participate Learning, we are passionate about uniting our world through global learning. Check out our global leaders webpage and read this blog post for more information on how you can join us in furthering this mission. Are you celebrating Earth Day 2021 in your classroom? Share with us on Twitter @Participatelrng or use the hashtag #unitingourworld.

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Reasons to Teach the Sustainable Development Goals | Participate Learning

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The UN's Sustainable Development Goals provide a valuable framework for developing today's students. Find out 4 big reasons why you should teach them.

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Democracy is one of the founding values of the European Union. But it is not a given. It must be learnt and understood, and, most importantly, practised by every citizen. Today, this is even more important than ever. Change in our societies and in the world around us creates many new opportunities. (Tibor Navracsics, Commissioner for Education, Culture, Youth and Sport) The 2019 eTwinning theme is "Democratic Participation".
eTwinning promotes skills that are necessary to achieve a democratic culture such as autonomous learning, analytical and critical thinking, listening and observing, empathy, flexibility and adaptability, linguistic, communicative and plurilingual skills, co-operation, and conflict-resolution. Through these skills, eTwinning highlights the benefits of active citizenship and demonstrates that teachers can contribute to the creation of sustainable democracies.

eTwinning fosters the democratic participation of teachers, students, parents and the local community by giving them the opportunity to participate actively in projects, campaigns and professional development opportunities.

The eTwinning School Mission, developed over the past two years, puts an emphasis on the concept of shared leadership and students as agents of change "acting both as drivers and as a sounding board for all innovations taking place in pedagogy and use of technology."

To emphasise the importance of democratic participation and facilitate the work of teachers, eTwinning offers a variety of material and resources like this edition of the eTwinning Book.

The first section introduces the main elements of democratic participation and the role of education in triggering the active engagement of young people.

The second section focuses on the role of teachers in developing democratic competence and the importance of active citizenship.

The third section introduces a tool to help students develop critical thinking skills to tackle stereotypes and prejudices.

Finally, the fourth section gives the floor to young people who took the lead and made their voices heard. They are examples that can inspire your students.

Read the eTwinning book 2019 here

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If not in Schools, where? Learn and Practice Democracy in eTwinning

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Democracy is one of the founding values of the European Union. But it is not a given. It must be learnt and understood, and, most importantly, practised by every citizen. Today, this is even more important than ever. Change in our societies and in the world around us creates many new opportunities.

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eTwinning Conference 2019 - Prize Award Ceremony

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Students need to practice critical thinking! Watch the video of @COFACE_EU, friends of #eTwinning, about democratic participation in education:

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Students need to practice critical thinking! Watch the video of @COFACE_EU, friends of #eTwinning, about democratic participation in education: https://t.co/oYzqzHMGNt

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Students need to practice critical thinking! Watch the video of @COFACE_EU, friends of #eTwinning, about democratic participation in education: pic.twitter.com/oYzqzHMGNt
— eTwinningEurope (@eTwinningEurope) October 22, 2019

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Students need to practice critical thinking! Watch the video of @COFACE_EU, friends of #eTwinning, about democratic participation in education: https://t.co/oYzqzHMGNt

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Students need to practice critical thinking! Watch the video of @COFACE_EU, friends of #eTwinning, about democratic participation in education: https://t.co/oYzqzHMGNt

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Students need to practice critical thinking! Watch the video of @COFACE_EU, friends of #eTwinning, about democratic participation in education:

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He warns against waiting until high school.

"The knee-jerk reaction to teach civics in high school is too little, too late," he says. "What's the dropout rate in some places? Forty percent? Some never get to that high school class."

And according to Jim Shon of the Hawaii Educational Policy Center, civics education needs to extend into college. When kids grow up together in school, they build a community and are invested in it. He says after graduation, that community often disappears.

"It is kind of hard to make students grasp the idea that, 'Oh, there's still greater community beyond what you had in school.' That's the baseline of a civic education. This is our community of our country."

This year, both Florida and Missouri approved a civics requirement for public college students.
Be inclusive
No one is born with an inherent knowledge of how the U.S. government works, and everyone has some interaction with government every day. But some students learn more about their government than others.

On the civics portion of the National Assessment of Educational Progress, commonly called the "Nation's Report Card," students of color and low-income students have consistently scored lower than their white, wealthier counterparts. "If there are students who are not receiving adequate instruction in civics education, and if those students are among the disadvantaged groups, then that's going to perpetuate some of the barriers to political participation and representation that we've seen in the past," says Elizabeth Levesque, an education research fellow at the Brookings Institution.

That distance between marginalized communities and government has a disenfranchising effect.

"What's happening is the affluent communities - political elites - are getting a good civics education," Charles Quigley says. "This is contributing to the empowerment gap."
Create a lab for civics learning
The principles of the U.S. government are enshrined in founding documents, but civics classes don't have to be a narrow, boring reading of those texts.

"You'd never have a biology class without having a lab," says Louise Dubé, executive director of iCivics. "Kids must know, they must learn, they must evaluate, they must have the skills - but they must also do."

Dubé's organization, founded by retired Supreme Court Justice Sandra Day O'Connor, creates free games and lessons for civics teachers. The games teach students about their personal rights, how local government works and how to anchor their opinions in facts. iCivics is also part of a group supporting a Massachusetts bill that would incorporate hands-on civics projects into the state's curriculum.

At one Florida middle school, students learned about laws by writing bills - and in 2003, one of those bills made it to the Florida legislature.

A class at Hialeah Middle School came up with the proposal, which would prohibit having and selling drugs within 1,000 feet of public spaces frequented by children. When it passed into law, then-Florida Gov. Jeb Bush held the signing ceremony at their school outside Miami.

Michelle Montesino, now 29, was part of that class and still remembers that day. "It definitely showed me that if you believe in something and you feel something is important, to not be afraid to voice it," she says.

But you don't need to draft legislation to learn about civics.

When social studies teacher Todd Heuston stands in front of his students on the first day of class in Anchorage, Alaska, he knows some of them just aren't interested.

"A lot of students are trying to find ways to take my U.S. government class online," he says. "They don't see any value in it other than it's simply just another hurdle or hoop to go through before graduation."

It's hard to get his students to connect with what's happening in Washington, so Heuston focuses on local issues like curfew laws and marijuana policy. Then, when national issues come up, his students know how to ground their opinions in facts.

"They don't always apply calculus every single day. They don't always apply history every day. But citizenship, civic engagement and involving themselves in the government is something they do every single day."
"Question everything"
"Civic participation in 2018 is different from civic participation in 1950," says Jon Valant, an education research fellow at the Brookings Institution.

Today, Valant says, it's harder to instill empathy for people with different opinions because technology makes it easier to ignore those perspectives. You can unfriend someone on Facebook or mute specific phrases on Twitter. But living in a bubble means you have less opportunity or need to empathize with others.

Plus, students are inundated with information from social media, and they need to learn how to wade through it all to find the facts.

Amy Raper encourages students to do just that. She's an eighth grade social studies teacher in Pheonix, and says, "These kids think, 'Oh, Kanye West says this so it must be true.' I'm like, 'Guys, you have to look at everything. Facebook and social media cannot be your only way of finding knowledge.' "

Instead of dismissing the information her students see online, Raper asks them to verify it.

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He warns against waiting until high school. "The knee-jerk reaction to teach civics in high school is too little, too late," he says. "What's the dropout rate in some places? Forty percent? Some never get to that high school class." And according to Jim Shon of the Hawaii Educational Policy Center, civics education needs to extend into college.

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Hendere y el derecho a la educación: los ODS en la escuela. Descubre los ODS con Hendere. Materiales didácticos del proyecto

En 2015, la ONU aprobó la Agenda 2030 sobre el Desarrollo Sostenible, una oportunidad para que los países y sus sociedades emprendan un nuevo camino con el que mejorar la vida de todos, sin dejar a nadie atrás. La Agenda cuenta con 17 Objetivos de Desarrollo Sostenible (ODS), que incluyen desde la eliminación de la pobreza hasta el combate al cambio climático, la educación, la igualdad de la mujer, la defensa del medio ambiente o el diseño de nuestras ciudades. A través de la visión Hendere, una niña de 9 años, se enseña a trabajar en la escuela el derecho a la educación, el ODS 4. Los materiales que se recogen en esta publicación van dirigidos a los niveles de educación infantil y primaria y son el resultado de un proceso colaborativo entre docentes de diversos niveles educativos pertenecientes a la Red de Docentes para el Desarrollo y a la difusión de los ODS y la agenda 2030 (red coordinada por la AECID y el MECD).

Unidad editora: Secretaría General Técnica. Centro de Publicaciones. Ministerio de Educación, Cultura y Deporte

Propuesto por: Centro Nacional de Innovación e Investigación Educativa (CNIIE)

En coedición con: Agencia Española de Cooperación Internacional para el Desarrollo (AECID), Ministerio de Asuntos Exteriores y de Cooperación

Autor/es: Laorga Lucas, Mercedes ; Nuñez Santos, José Ramón ; Salinas Ramos, Consuelo ; Sánchez Sandoval, Mónica ; Simón Cornago, Ana Isabel

Otras menciones de responsabilidad: Debén Gómez, Pilar ; Saiz de Miguel, Álvaro (Coords.) ; Alonso Álvarez, Montserrat ; Copete Piris, Rocio (Dibs.) ; Palomero Arcones, Noelia ; Morales González, Susana ; De Quinto García, Marta ; Benito López, Nuria (Cols.)

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enseñanza; conservación de la naturaleza; contaminación del agua

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En 2015, la ONU aprobó la Agenda 2030 sobre el Desarrollo Sostenible, una oportunidad para que los países y sus sociedades emprendan un nuevo camino con el que mejorar la vida de todos, sin dejar a nadie atrás.

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Zona de aprendizaje - European Commission

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Día de Europa #ElFuturoEsTuyo

El Día de Europa , que se celebra el 9 de mayo de cada año, celebra la paz y la unidad en la Unión Europea. Este año, las instituciones europeas abren sus puertas "virtuales" a todas las generaciones y te invitan a ayudar a configurar el futuro de Europa.

Únete a este Día de Europa de 2021 único y:

Participa en experiencias virtuales para descubrir más sobre lo que es la UE y lo que hace a través de actividades que tienen lugar en Bruselas , en tu país y fuera de él: https://europeday.europa.eu/

Habla y explica en qué tipo de Europa quieres vivir a través de la nueva plataforma digital de la Conferencia sobre el Futuro de Europa: https://futureu.europa.eu

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Día de Europa #ElFuturoEsTuyo El Día de Europa , que se celebra el 9 de mayo de cada año, celebra la paz y la unidad en la Unión Europea. Este año, las instituciones europeas abren sus puertas "virtuales" a todas las generaciones y te invitan a ayudar a configurar el futuro de Europa.

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Athens

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The Council of Europe Conference "Democracy in Action" will be held in Athens on the 6 th and 7 th of June 2019. It will take stock of and contribute to giving further visibility to educational resources developed in the framework of Council of Europe's education programmes and stimulate synergies to promote Democracy and Human Rights in the field of education, in connection particularly to the Democratic Schools Network and the implementation of the Reference Framework of Competences for Democratic Culture.

The conference will also be the occasion to launch the new website Living Democracy which has been developed by Zurich University of Teacher Education in cooperation with the Council of Europe.

The event is organised in cooperation between the Council of Europe, Zurich University of Teacher Education and the Ministry of Education, Research and Religious Affairs of Greece which will be hosting the event. It has been made possible by a generous financial contribution by the Government of Switzerland (State Secretariat for Education, Research and Innovation SERI).

The participants include the members of the Education Policy Advisors Network of the Council of Europe (EPAN), EPAN lead experts, Council of Europe authors of publications, Zurich University experts, teacher trainers, practitioners, policy makers, school representatives.
Free to Speak - Safe to Learn, Democratic Schools for All Website

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Council of Europe Conference "Democracy in Action" Learning & Teaching Resources in Democratic School Practice

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Athens Diminuer la taille du texte Augmenter la taille du texte Imprimer la page Imprimer en PDF The Council of Europe Conference "Democracy in Action" will be held in Athens on the 6 th and 7 th of June 2019.

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Transforming Schools into Democratic Communities | Ramin Farhangi | TEDxIHEParis

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Help us shape EFI's educational portfolio!

EFI's educational portfolio will include a suite of highly flexible, interdisciplinary, data focused and project-led taught postgraduate (PGT) programmes.

We invite you to share your thoughts on our early ideas for these programmes, to help us make them as exciting and relevant as possible.

We are running a set of surveys for proposed programmes in the following areas: Creativity: Storytelling Futures; Education Futures; Future Democracy/Governance; Building Inclusive Societies, and Future Sustainability

See below for further information on the programmes and a link to each survey.

In the near future, we will be running surveys on two further programmes - on the Economy, and Material and Design Innovation.

Thank you for your feedback!

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Help us shape EFI's educational portfolio! EFI's educational portfolio will include a suite of highly flexible, interdisciplinary, data focused and project-led taught postgraduate (PGT) programmes. We invite you to share your thoughts on our early ideas for these programmes, to help us make them as exciting and relevant as possible.