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#Pelecon13 #face2faith
- 1. Building understanding between Young People of Using technology to build meaningful dialogue different Faiths, Beliefs and Cultures to enable Peaceful between young people worldwide Co-existence Ian Jamison Pelecon 2013
- 3. Schools in 26 Countries. Trained more than 3000 teachers in 19 countries Supported more than 20,000 students in 3 years Provides resources in Arabic, Hebrew, Ukrainian, Albanian, Italian, Spanish & French Memoranda of Understanding with the Palestinian Authority, & the governments of the Philippines, Italy & Kosovo.
- 4. Has facilitated nearly 1000 videoconferences. Have developed a team of 10 facilitators around the world to cover all time zones. Have refined our technical support provision to minimise technical difficulties using videoconferencing technology.
- 5. Videoconference Challenges New to many schools Bandwidth. Firewalls. Support of Gatekeepers Lack of expertise or support.
- 6. Videoconferencing Cloud based. Accessible – through room systems, h.323 software, skype, browser, even mobile or by phone. Manageable. Flexible bandwidth.
- 7. Secure online community. Currently Online network over 15,000 supporting students 3000 teachers. Average visit is Average visit 15 minutes is to 17 pages. Automatic & Human Moderation
- 8. Online community Challenges “Protect students on internet = protect students from internet”. Access Teacher expertise.
- 10. Skills & Competencies Thinking skills, Dialogue skills, Active Listening, Cooperation, Conflict Mediation ICT Reflection, Global Awareness Religious Literacy.
- 11. Learn from or about Reflect on own others experience
- 12. Introduction Module Emphasizes developing the skills of dialogue. Projects Issues Modules. Examine specific global issues from faith perspectives – and Short, stand-alone enable students to discuss a variety of perspectives, as well as activities challenging to them to engage with their communities. Special Days Short learning opportunities to prepare for multi-point Art of Expression Environment videoconferences with Enables students to learn Examines a range of ideas special guest speakers. about different religious about the importance of the through an examination of environment, and human artworks, but also asks responsibility. bigger questions about freedom of expression. A Common Word. Introduces students to the Wealth, Poverty & concept of interfaith Charity dialogue, and explores Explores teachings about the similarities and differences responsible use of wealth, in religious teaching about and responses to poverty. compassion.
- 13. Current developments • Mainstreaming • Scaling up • Remote, online support for new schools – ensuring engagement, excitement, and commitment from users. • High Quality , on-line cpd. • Demonstrating good social media practices for schools. • Moving into informal education spaces.
- 14. Dr. Ian Jamison ian.jamison@tonyblairfaithfoundation.org @Face_to_Faith #face2faith www.facetofaithonline.org @TonyBlair_TBFF www.tonyblairfaithfoundation.org
Editor's Notes
- Click for animation – this is what the programme is about. We use the technologies of Videoconferencing and an Online community to connect young people around the world.We provide teaching materials to support teachers prepare for meaningful dialogue.
- Key elements of the programme –helping young people to talk to one anotherEnabling meaningful dialogue about difficult things; Identity and Culture, but more importantly Faith & Belief.Not teaching into religion, but learning about religion – education not indoctrination. These are the most difficult – people want to avoid themThese are the most controversial & challengingThese are the most important & necessaryWe have to be honest – many western students might not prioritise Faith as part of their identity, but students elsewhere do. We seek to give them all a voice for the things that are important to them.
- Face to Faith has been running for just under 4 years, in that time we’ve done a great deal Run through highlights. Emphasise MOUs are about mainstreaming the ethos & values – not necessarily the programme.
- Videoconferencing – we’ve done a lot of them now – connecting students from a wide range of places. Achievement in terms of technologies, but also in terms of the subject – religion is a hot button topic in many countries. Facilitation –all VCs are facilitated – by team with two main aims;Facilitation of dialogue – developing the skills of the students, moderating, and helping. Facilitation of understanding – helping student to develop their explanations.
- Helping schools around the world to learn how to use VC tech not easy – but lots of people are very keen indeed. Bandwidth is our greatest enemy in terms of VC delivery – but an issue for many schools. Major challenge in the Levant, but also unpredictable and erratic in Pakistan & Palestine. Many UK schools for example will only have the equivalent of 1 domestic internet connection supplying all their internet, and this bandwidth can disappear easilyAddress by helping people to understand how bandwidth works (and encouraging them to turn off google earth during a VC)Firewalls have been a challenge particularly in the UK – where many different layers have to be negotiated. IT is often jealously guarded by a few people within schools – and those relationships are often complex and hard for teachers to negotiate. If there is an IT specialist they may have to be won over, or have to arrange space to support. (On the plus side though, once they are on side they are usually very enthusiastic, as this is something a bit different, and a little more challenging)Lack of expertise – people haven’t done it before – so often worried, but we provide lots of support in testing. With current solution it becomes very easy indeed.
- Using VC technology from classrooms around the world has been an interesting journey – current provider is BJDiscuss advantages
- Also an online community to develop dialogue – not just a social network, But written into teaching materials, used to make contact before vcs and during classwork, and to continue dialogue afterwards. Centre for competitions – faith friend / Huff po. Not just a community for students, but also for teachers – an increasing amount of our teacher support, curriculum sharing and training is delivered through the site.
- Access is the key issue for our students – once they are online they tend to be active and engaged. Even with only 15000 students, we have a vibrant online community. The biggest handicap to getting them on board lies at school level – either with schools who are unwilling to allow students to use the net or with schools where teachers have lacked the confidence to engage with the online community themselves. Address challenges by Security – clear security policy that explains how the site is safe – bearing in mind that our target audience includes a wide range of existing practices and attitudes, from some US Public schools with strongly controlled internet access, no student access to school email, and complex firewalls & net-nanny systems through to other countries which do not recognise any risk inherent with the net, where it is a complete free for all, and both normal and acceptable for students and teachers to be friends with one another on facebook. We emphasise therefore 3 kinds of safety;Limiting access.Moderation and monitoringTeaching good practice (i.e. reporting things that make you feel uncomfortable – contra to many students’ inherent codes). Supporting teachers with both proactive support – online resources (youtube and vimeo videos to help demonstrate), and a helpdesk.
- The technology on it’s own won’t produce effective, meaningful dialogue. There has to be a pedagogy that supports it, and which inter-relates with it. Dialogue / Debate dichotomy – one is encouraged in schools, the other is assumed to occur – we need to ensure that the skills are built in.
- Skills and competencies curricula are more popular around the world, so we’ve written our materials to make it easy for teachers to develop the skills that students need to do dialogue, and also for school managers and educationalists to identify the ways in which our identified skills and competencies fit in with those that they are trying to develop.Some are quite unusual – Conflict Mediation and Religious Literacy also dialogue –discuss in a moment.We’re increasingly working in countries where conflict, often religious conflict, is either part of students’ present reality, or recent past, and we want to help them develop the skills which support peaceful solutions to conflicts. We also want students to be able to demonstrate awareness of the diversity of faith and beliefs, to understand their importance in shaping and informing the views of those around them.
- Dialogue contrast with debate.Explicit skill set – based in cooperative and collaborative learning.Dialogicallearning sets up this kind of virtuous circle. Taking part in dialogue means that we learn about others – but also that we have to teach them about our own experience, and respond to their questions. This provokes a new way of looking at and reflecting upon our own experience. Teachers report that some of the mot profound learning comes from students starting to take one another seriously as individuals. The things that provoke the deepest reflection are not always predictable. They often come from the simplest questions – Why do you wear that? Why don’t you pray?
- Where are we going now?Continuing to work to make this part of every students’ experience – mainstreaming the ethos and values of dialogue and mutual understanding. Into many more countries, which means developing new relationships and skills. Working with IB and others to produce online cpd with bite. That will actually deliver. Helping schools to move into a more accepting use of the internet – particularly Social Media. Informal education spaces.