WUELS and UVic-UCC are two universities working together to improve their international standing. They have decided to do this by holding a projection mapping event. However, the university management are very busy and have no time or resources to dedicate to the design of the mapping event. Therefore, the universities have decided to ask their students to do the job and come up with innovative and creative proposals. One requirement for the project is that it should be presented by an international team to foster intercultural understanding and cooperation. The best proposals will be chosen and presented to the university boards, who will decide if they can fund the proposals and turn them into a real mapping event.

Prepare 3-4 questions before the meeting.

Prepare “multimedia” (visuals, text, video, audio, links) about yourself that you can share during the meeting, for example, a map of your country, a family photo, a typical recipe, a link to your favourite song or headlines from the day’s news.

You can talk about your countries, personalities, travel, your universities, your favourite music, future plans, your families, home towns, food, your daily life, values, traditions, latest local news.

DISCUSSING HOMEWORK (10 minutes)
Each group member adds a visual and brief description of themselves to ONE shared slide (CANVA/Google). This slide can be included to introduce the group in the final pitch at the end of the project. 

Each group member chooses ONE of following tasks to find out what Projection Mapping is and to summarise the information in Meeting 2.

Read  https://www.creativebloq.com/video/projection-mapping-912849​

Read  https://en.wikipedia.org/wiki/Projection_mapping​

Watch  https://www.youtube.com/watch?v=skU3T8bgEIM (5 minute video)

A: What is Projection Mapping? (10 minutes)
Briefly summarise what you have learnt about projection mapping (2-3 minutes each) sharing the link that you used and explaining adjectives (magical, immersive, mesmerising) and technical terms (3D, site specific, screen) that you think will be useful in your final pitch. At the end of this part check that all group members can:

• define projection mapping in their own words

• list different forms of projection mapping projects

• provide at least two examples of famous mapping projects

• understand different purposes of projection mapping, why projection mapping is used (for entertainment, political activism, storytelling etc.)?

  
  

TASK 2

B: Finding a Purpose (10 minutes)
Talk together about the purpose of your projection mapping project. Why would you like to do this project? Listen to the ideas of other team members, compare the purposes presented and decide on one which you would all agree to work on. Remember you will have to convince two universities that your project is the best, so note down your final choice, adding several reasons why you reached your decision. 

DISCUSSING HOMEWORK (10 minutes)

Each group member looks for a suitable location in their country. Each member prepares the photos and technical information (dimensions, light, surroundings etc.) about the location as well as a list of reasons why their location is so suitable for the purpose of the project.

A Wuels STUDENT hosts the meeting, greeting students as they connect and making small talk until everyone is present.

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ROLES to encourage participation.

Group leader: Begins and ends the sessions, introduces topics and tasks, 

Timekeeper:  responsible for timing, ensuring everyone has equal time to participate and reminding the group periodically of the time. 

Recorder: responsible for writing down new vocabulary, summaries or important points for the group to remember on a shared document.

Interpreter (with a good level of English): responsible for helping members express themselves in English and ensuring everyone understands what they have to do by clarifying, translating, checking comprehension 

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The group leader can read through the TASK or delegate another student to do so.

All students participate in the TASK.

The group leader can read through the HOMEWORK or delegate another student to do so.

Each group member in turn explains which location they have chosen giving reasons why (2 minutes each). Discuss the different locations proposed and choose one, explaining why you would discard the other proposals and why your final choice is the most suitable. 

Each group member adds a visual of their country’s location to a slide on the shared presentation (CANVA/Google). This slide can be used to present the different locations considered before presenting the final location agreed upon. 

DISCUSSING HOMEWORK (10 minutes)

You have established the purpose and location for your project. Now you need to Get the green light from your teachers . Summarise the project to your teacher in class orally.

If your teachers accept the project, each student should prepare a different part (design, images, sound, scale, spoken text, interactivity, timing, target audience) for the next meeting.

Write down who is going to prepare which part of the project and make sure everyone knows what they are doing and what everyone else is doing.

Each group member explains what they have prepared for the project (design, images, sound, spoken text, interactivity, timing, audience etc.) (2 minutes each). Discuss which information you will include in your final pitch, in which order you will present the information, the level of detail you will present, the key terminology you will use and any other issues.

DISCUSSING HOMEWORK (10 minutes)
You have established all the details for your project. Now you need to prepare the presentation slides.

Look up a Presentation Checklist online to help you organise your presentation.

Divide the presentation so that each student prepares an equal part and make a note of who is doing which slides.

Practice: Everyone downloads the presentation and practices the final pitch adapting the script as they feel suitable and adding, if necessary, expressions for transitioning from one slide to the next (Let me begin… Moving on to…, To sum up…) and their own personal touch. Take into consideration clear articulation, pace, intonation and stress, volume, pronunciation, eye contact and body language.