Case study Pinokio


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The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...

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Case study Pinokio

  1. 1. CASE STUDY P.IN.O.K.I.O. by Davide CalendaThis document is part of the overall European project LINKS-UP - Learning 2.0 for an InclusiveKnowledge Society – Understanding the Picture. Further case studies and project results can bedownloaded from the project website This work has been licensed under a Creative Commons License: Attribution-NonCommercial-NoDerivs This project has been funded with support from the European Commission. This publication reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  2. 2. The use of children’ literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils literature, though sever- al countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes. The combination of more fairy tales and fables can enhance intercultural and learning dialogue. ICTs can be used to support a work on literature in creative way, which ultimate goal is that the literature of different countries, including that of migrant children, is compared, combined and (re)created ac- cording to cultural contexts, personal experiences and moral landscapes that are trans- forming quickly and need to be shaped in a more positive way. Case profile – PINOKIO in a nutshell P.IN.O.K.I.O.- Pupils for INnOvation as a Key to Intercultural and social inclusionWebsite http://www.pinokioproject.euStatus active/running (10/2009 – 09/2011)Interviewed person Cinzia Laurelli - Fondazione Nazionale Carlo Collodi (Italy)Funded and promoted by… Lifelong Learning Programme – Comenius Multilateral Project Combination of formal setting (e.g. schools) and informal settingLocation of the Learning Activities (e.g. home) Pre-school and school children and teachers, migrant children andTarget group(s) their parents. 5 schools with 10 classrooms in each country; in total 150Number of users classrooms. The classrooms are selected according to socio-cultur- al criteria such as the presence of a large group of immigrants.Educational Sector(s) Pre-school and primary schoolCategory of the Learning Activities Combination of formal, non-formal, informalWeb 2.0 technologies used... Podcasts, movies, ebooks, blogs, games Teachers are the main tutors; ebooks, podcasts, movies and blogsMethods to support inclusion become spaces and objects that children and teachers can manip- ulate to lead to the creation and learning. Short description and key characteristics P.IN.O.K.I.O. aims at promoting intercultural dialogue against social exclusion, using fairy tale characters as a ‘way’ of communication for pre-school and school children, migrant children and their parents. In this regard the project is focussed on the development of some of the eight key-competences recommended by the EC as “those which all indi- viduals need for personal fulfilment and development, active citizenship, social inclusion and employment” (Rec.2006/962/EC). The project ‘core activities’ are the production of online tools for teachers and children; teacher training; the testing of methods and tools with children, migrant-children and 2
  3. 3. their parents focusing on intercultural dialogue that addresses social exclusion; testingCreativity Labs for the development of expertise in combating poverty and social exclu-sion.Key characteristicsP.IN.O.K.I.O. (10/2009 – 09/2011; is co-funded by theLifelong Learning Programme – Comenius Multilateral Project with approximately twohundred fifty thousands Euro and wants to promote intercultural dialogue and creativityagainst social exclusion.Selected children’s stories characters and situations are used working with children to:| support their motivation for learning and transmit cultural, civic and social values such as: equality and gender equality, civil rights and non discrimination, awareness and respect of diversity,| promote children literature as a ‘tool’ for combating social exclusion through inter- cultural dialogue,| create a sense of European citizenship,| help promoting creativity, competitiveness and the growth of an entrepreneurial atti- tude,| enhance the quality of European dimension of teacher training starting from the European countries involved.The schools engaged cover four countries (Italy, Portugal, Switzerland – as silent part-ner- and United Kingdom) and the partnership covers also Greece and Belgium. The im-plementation of P.IN.O.K.I.O is supported by the partner CIRDFA for teacher trainingmethodologies and e-learning support – The Interuniversity Centre for Education Re-search and Advance Training for the University of Ca’Foscari in Venice (IT).Dimension of learning and inclusionThe constructivist learning approach used consists in allowing children and teachers ma-nipulating stories which aim is to create and learning. Podcast, ebooks, emovies, slide-share etc. as ways to Plan, produce and share stories. Blogs as Virtual Learning Environ-ment to collect class narratives. Become the activity that channels the energy and theprocess of learning and creation of children through utilizes the fable. There are learningoutcomes represented by the key competencies; fables characters and situations are as-sociated to key competences. The main contents are the metaphors, images and charac-ters of fables.The idea is to use the fable as a resource and the technology as a means to tell the storyof involvement and sense making on a community that has diversity, fragmentation, hu-man drama that must be resolved through this activity. For example, where there is dif-ficulty dialogue for the presence of immigrants or bullying.Innovative elements and key success factorsTechnologies allow training children on skills and facilitating the processes of interpreta-tion, appropriation and creation. It is a bottom-up model; “we give only inputs and tools 3
  4. 4. to use the semantic resources of the fables. The teacher recast tool and resources for in-volving children in the process of creating meaning, which becomes unique and authen-tic” (Interview with a project partner).Example:§ KC5 Sindbad is a boy who was rich and lost all his money. He managed to sail all overthe world, and learned many things about life and about himself. All his life is a series oflearning.§ KC6 Sindbab is sociable: he acts nicely with people of different cultures, ages and so-cial groups.§ KC7 When Sindbad falls in poverty, he decides to travel on his own to make a life forhimself; besides, even when he becomes rich again, he still wants to work and travel be-cause he enjoys adventures and learning.§ KC8 Sindbad travels in many seas and countries, and learns about different customs(clothing, housing, eating…) and becomes aware of the cultural differences.A learning community has been set up and an extensive effort is made to support thelearning process especially through training activities and newsletters, while the devel-opment of the web site, which will also represent a learning channel, has been recentlyrestyled. Figure 1: Example of wall poster“In the teacher sessions, academics/researchers intend to work collaboratively by re-sorting to stories form different authors and nationalities which represent quite differ-ent worlds/world views from the ones children are used to interact with. Different stor-ies allow children to express their own feelings and anxieties towards a world displayingdivers aspects and situations as well as easily identifiable characters who allow children 4
  5. 5. to use their imagination and develop both a sense of safety and self assurance” (PinokioNewsletters 3, June 2010; see Fig.2) Figure 2: Ideational Text and Human Values (Pinokio Newsletters 3, June 2010)The method used to support inclusion integrates Web 2.0 tools, which becomes in itselfa tool for bringing people together. This is possible because they are simple to use. Theblog is such a learning environment where the teacher can tell what happens in theclassroom. For example, children make a drama about Pinokio, the teacher can now up-load pictures and tell what happened. The parent can immediately see what hashappened, may be invited to participate by children or even they themselves can decideto do so. Then the environment allows the actors involved in the new history of beingintegrated: “We know there is a strong component of immigration, in all countries andwe know that foreign children are carrying pictures of symbols and stories that maycame in conflict with those of natives. Meeting each other through input comes fromthe fable and technologies as a tool to access the story, creates opportunities to create anew history, where the stories of children joining and are integrated. It is not only a pro-cess of dialogue, but it also created ‘the new’ that happens through a narrative of astory. The children use the resources for expressing their own reality”. The end goal is tocreate an educational and social impact. Children should achieve greater social inclusionwith peers and this extends to other families.Problems encountered and lessons learnedAt this stage of the project we can not say much on problems. The only element we canquote has to do with a cultural aspect of the organizational dimension: as it has been re-ported by an interviewee, “integrating the web 2.0 logics into the organization of theproject is still an hard job; if we want actually enhance co-creation activities we mustovercome the struggle between the ‘new world’ and the ‘old world’, which is still there”. 5
  6. 6. Collaborating institutions in LINKS-UP Institute for Innovation in Learning, Friedrich-Alex- ander-Universität Erlangen-Nürnberg, Erlangen, Germany Arcola Research LLP, London, United Kingdom eSociety Institute, The Hague University of Applied Sciences, The Hague, The Netherlands Servizi Didattici e Scientifici per l’Università di Firen- ze, Prato, Italy Salzburg Research Forschungsgesellschaft, Salzburg, Austria European Distance and E-Learning Network (EDEN), Milton Keynes, United Kingdom 6