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TakingITGlobal summary for L@S conference.

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  1. 1. TakingITGlobal Youth making global connections - a social network for social good http://takingitglobal.org
  2. 2. Mission: To provide opportunities for learning, capacity- building, cross-cultural awareness, and self-development through the use of information and communication technologies. Vision: Youth everywhere are actively inspired, informed and actively involved in shaping our world. Hits per day: 1.8 million
  3. 3. Inspire •Learn about global social issues •Meet young global leaders Inform •Discuss local and global concerns •Connect with peers and related organisations •Share art and writing •Join action projects Involve •Start a project and recruit members to help •Host events, find funding, network •Volunteer within the community •Translate, promote, and make it local
  4. 4. Let’s wonder together… If young people were actively engaged in all aspects of society, and thought of themselves as community leaders, problem- solvers, role models, mentors and key ‘stakeholders’…how would the world change? - Jennifer Corriero, Executive Director, TIG
  5. 5. The New Zealand Curriculum takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved. Global awareness and understanding across cultures is key to the future of the planet. TakingITGlobal helps to prepare students and youth for today's knowledge economy - engaging them in local and global issues through an interactive online platform.
  6. 6. Secure environment Collaborative Resource rich Why get involved with Global Monitored Researched MoE Supported Educational community
  7. 7. Collaborative Enable powerful, authentic learning experiences as students connect with individuals and organisations around the world and collaborate with them. Statistics Over 200,000 current members Key Competency - Participating and contributing is about being actively involved in communities. They may be local, national or global.
  8. 8. Collaboration in Action Survivor Galt Project TakingITGlobal
  9. 9. Collaboration in Action Survivor Galt Project Using the discussion board in their TIGed classroom, students started a dialogue with Zimbe Moses, focusing on issues his community faces, such as poverty and HIV/AIDS.
  10. 10. Collaboration in Action Survivor Galt Project - Taking Action Jennifer’s class raised money for the orphanage in Uganda by having a 24 hour collaboration evening at the school gym where her class talked to people from all over the globe who were using TIG to make a positive difference in the world. Her class raised over $600. http://www.tiged.org/bestpractices More educational examples here
  11. 11. Community - Discussion Boards Gain multiple perspectives on current issues from those directly involved
  12. 12. Action Tools - Projects Join an established project or create your own
  13. 13. Global Introduce students to youth-oriented perspectives from around the world on today's pressing global issues Statistics Over 200 countries represented by the TIG community Key Competency - Relating to others is about interacting effectively with a diverse range of people in a variety of contexts.
  14. 14. Importance of Being Globally Aware •21st century students will be working in a global economy and will need to have a broader understanding of other countries and cultures to succeed. •Individuals and organisations around the world will need to collaborate to overcome pressing global issues.
  15. 15. TakingITGlobal Demographics
  16. 16. The conflict in Gaza - View from Palestine “I am eyewitness from Gaza ...Hamas and othere factions are trying to defend palestinians from the continuing masacres ,invasions,airstrikes . hey , Palestinian factions do not own tanks,warplanes ,warships and rockets ... they have homemade missiles , minds and simple weapons , they cannot do anything against israeli great powerfull army”
  17. 17. Resource rich A huge bank of tools and resources to help students understand issues and learn from other members. Statistics Over 1 million pages of content Key competency - Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas.
  18. 18. The General TIG Site
  19. 19. Community This section of TakingITGlobal focuses on online community building and cross cultural dialogue, and includes discussion boards, profiles, and member stories. Take Action This section of TakingITGlobal provides ways to take action on local and global levels. These readily accessible tools include Project Pages, Commitments, Petitions and Groups. Resources This section of TakingITGlobal contains our databases of resources, members can access thousands of listings from all over the world: events, toolkits, organisations or opportunities.
  20. 20. Youth Media This section of TakingITGlobal provides platforms on which to share your expressions with other members. Thoughtful and creative expression happens on a daily basis through the Global Gallery, blogs and Panorama Zine, a collection of youth media. Global Issues Members and guests can learn about background information on pressing global issues such as peace, health and culture, and are provided links to relevant articles, major policy documents, and key international events. Resources This section of TakingITGlobal contains our databases of resources, members can access thousands of listings from all over the world: events, toolkits, organisations or opportunities.
  21. 21. Resources - Toolkits and Publications Excellent resources for how to take action
  22. 22. Global Issues Broader information on the overall topic including useful links
  23. 23. Regions Regional and country information.
  24. 24. Multi-modal Participate on the site in a range of ways such as through images and video. Statistics 14451 images in the Global Gallery Key competency - Using language, symbols and texts. Students who are competent users of language,symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts.
  25. 25. Art work for expression
  26. 26. Games to help understand concepts
  27. 27. Games to help understand concepts
  28. 28. Moderated Content on TIG is checked to make sure it is appropriate. Members can also report any inappropriate content they find on the site. Virtual volunteers work alongisde TIG staff to check on content. Statistics All content goes through a machine driven language filter that looks for around 200 inappropriate words Apart from blogs, all other content is checked before it appears on the site.
  29. 29. Ministry of Education Supported •The MoE have contributed funding to this project so that schools can be involved at a heavily subsidised rate. •TIG is seen as one way to implement the new curriculum and key competencies. Facts The MoE, CORE Education and TIG have signed a three year contract to support TIG in schools.
  30. 30. Researched •A study was conducted in 2008 and involved a survey that was completed by 380 members and a more in-depth interview with 23 youth and educators to assess the impact of the network. •Educational projects are shared through best practices with reflections by participants.
  31. 31. Researched Formed friendships Formed collaborations Formed cross-cultural collaborations 100 75 50 25 0 2008
  32. 32. Researched - quotes from projects “My understanding of it has grown deeper through the things that I automatically assumed were true, weren’t true and my perspective changed entirely and my opinions are different.” Jeffrey - student “We had expected some of the students to be overwhelmed by the amount of anticipated work, but they appeared to have taken on some of the TIGed spirit; they felt empowered, enthused, and challenged” Ann - Teacher
  33. 33. Spectrum of Youth Engagement (TIG research) Disengaged Under-engaged Engaged Highly -engaged Over -engaged • Lack of • May be aware of •Awareness of • Understanding • High level of awareness or issues and have issues, want to and involvement commitment to misconception of the desire to act make a difference in issues of addressing • Moved to act in issues but face barriers concern focused issues of • Apathy • Desire and to participation formal and/or concern • Don't know, • May take (political, informal contexts capacity to take •Access to Don't care socioeconomic, action on issues opportunities • Unwilling to step • Experiences in cultural) resources from others as •Lack access to •Relies on support out of comfort leadership they are over • Often turned to zone resources and networks and relied on for their • May have the opportunities capacity building for advice, relied expertise and •Less experience capacity but little experiences upon as an ability to •Need for capacity •Motivates others desire to engage expert 'represent' youth • May lack access • Over-extended building to engage to opportunities may affect ability to deliver • May intimidate others
  34. 34. Educational community The TIGed Community • 12731 Students • 2896 Teachers • 1432 Classes • 976 Schools • 155 Activities • 72 Countries
  35. 35. TIGed - Community Search a database of lessons posted by other educators or communicate with other educators through the forum.
  36. 36. TIGed - Resources Activities including thematic classrooms compiled by TIG staff.
  37. 37. TIGed - My classes Set assignments with TIG content as a resource Each student can have a separate blog (private or published to TIG) Students can publish writing to this space Integration with Google Apps - each student can have a name@tig.org address to use with Google tools
  38. 38. Virtual classroom opportunities Have your own private discussion forums to explore issues Publish art work and photography in your own protected space Link your classroom to a YouTube channel to include videos Create maps related to your studies using mapping tool
  39. 39. Joining my virtual classroom demo You can join as a student by visiting this link: http://collaboration.tiged.org/educators/ register/ The registration code is joinsoc Or join as an associate teacher by visiting this link: http://collaboration.tiged.org/educators/ assistant/ The registration code is teachsoc
  40. 40. ENGAGE ON GAZA How are you going to proceed??? Teacher generated exercise
  41. 41. Community - Discussion Boards Gain multiple perspectives on current issues from those directly involved
  42. 42. The conflict in Gaza - View from Palestine “I am eyewitness from Gaza ...Hamas and othere factions are trying to defend palestinians from the continuing masacres ,invasions,airstrikes . hey , Palestinian factions do not own tanks,warplanes ,warships and rockets ... they have homemade missiles , minds and simple weapons , they cannot do anything against israeli great powerfull army...Human who keep sillent of Israeli masacres and Holocost against Palestinian is main part of it .”
  43. 43. The conflict in Gaza - View from US supporter of Israel “You said Hamas won legitimate elections - I have some questions for you... 1 - do you think there is any chance they would allow new free elections in Gaza now? If not how can they maintain democratic legitimacy? 2 - if Bin Laden was elected in Canada tomorrow and declared his intention of destroying the United States, then started firing missiles at us - how would you expect our government to react?
  44. 44. Action Tools - Commitments Investigate a call to action by looking at it from all angles
  45. 45. Action Tools - Petitions Petitions can be started on a range of issues
  46. 46. Action Tools - Projects Join an established project or create your own
  47. 47. Resources - Organisations Find an organisation that works in this area
  48. 48. Resources - Events Learn about events happening or publicise
  49. 49. Resources - Toolkits and Publications Excellent resources for how to take action
  50. 50. Youth Media - Blogs Read blog posts by members from all over the world (searchable)
  51. 51. Youth Media - Global Gallery Art work for expression
  52. 52. Youth Media - Global Gallery Art work for expression
  53. 53. Youth Media - Panorama Zine Articles give more in-depth coverage of topics Once I got out of Rafah gate I felt every thing has been changed after two years of expatriation to do my Master degree. During the trip to my house, passing by Rafah, I saw devastation, families who were the victims of human rights violations, the walls were covered with bloodstains, houses turned into ruins
  54. 54. Youth Media - Panorama Zine Articles give more in-depth coverage of topics I propose that they exert their influence because it will in fact be beneficial for them, as well as the populations of both Palestine and Israel. This benefit, to which I allude, is political, as a decline in pressure and an increase in support would unquestionably converge to serve American political goals.
  55. 55. Global Issues - Peace Broader information on the overall topic including useful links
  56. 56. Global Issues - Peace Broader information on the overall topic including useful links
  57. 57. Global Issues - Peace Broader information on the overall topic including useful links
  58. 58. Global Issues - Peace Broader information on the overall topic including useful links
  59. 59. Regions - Middle East Region and country information

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