This document summarizes a learning scenario developed for the MEET project, which aims to promote social inclusion through media education. The scenario involves students at a vocational high school in Prato, Italy analyzing media representations of migrants and producing mobile video journals. Students critically examine news media and how they construct meanings about migration. They conduct interviews at their multicultural school to create a video highlighting commonalities across cultures. The goal is for students to understand different perspectives, express themselves through media, and engage in intercultural dialogue to foster inclusion.

1. Symposium
Challenges for Mobile Learning: Ecologies, Mobilities, and Migration
Maria Ranieri
University of Florence
Designing intercultural mobile learning
activities for students at risk of social
exclusion

2. 2
Background
MEET project (2016-18). Main objectives:
• To promote critical and inter-
cultural understanding - and an
aware use - of media among
young citizens (aged 13-19) in
multicultural public schools and
democratic societies.
• To advocate Media Education as a
means to support social
inclusion/justice among different
sections of the public and through
several dissemination tools.

3. • Improved knowledge and skills of students at risk of social exclusion
particularly referring to the following skills: media and digital
literacy skills, communication, civic skills, social skills, intercultural
skills, pluralistic attitudes
• Increased level of engagement and participation of students’ at risk
in the learning process
• Reduced prejudices towards the others and more open mind
approach within the scholastic community
• Increased level of well-being and feeling of safety within the
scholastic community
• Increased level of awareness of discrimination and violence in
society at school level and local communities
MEET’s Specific Objectives

4. Research process: Cod+DeTxE4
4
Step1
Select &
Combine
Step 2
Adapt
Revision and
feedback from
headmaster,
teachers not
involved, &
associated
partner
(checklist)
Revision and
feedback from
headmaster,
teachers not
involved, &
associated
partner (focus
group)
Revision and
feedback of
contents from
students
involved and
parents (user
test & focus
group)
Step 3
Develop
Revision and
feedback from a
group of
students and
teachers
involved in the
project (pilot
lesson)
Step 4
Implement
Co-design Development & Testing
Evaluation1 Evaluation2 Evaluation3
O= Sheet describing educational
objectives and selected units
O= First draft of the adapted
contents (drafted LS)
O= Content implemented
(developed LS)
O= output
LS= learning scenario
O= Final evaluation4
Of LS
D-o-c-u-m-e-n-t-a-t-i-o-n

5. Media & Intercultural Education Framework
5
MEDIA EDUCATION
UNDERSTAND and ANALYSE
MEDIA EDUCATION
CREATE and REFLECT
INTERCULTURAL EDUCATION
RECOGNISE and
DECENTRE
INTERCULTURAL EDUCATION
DIALOGUE and
ENGAGEMENT
MIEF
Mobile learners in a media satured and globalized society

6. The pedagogical approach
6
Understanding Expression Engagement
Definition
Pedagogical techniques to
facilitate critical
understanding of media and
recognition of intercultural
dimensions of media
Definition
Pedagogical techniques to
facilitate the ability to
communicate through the
media in multicultural
contexts, as well as to self-
evaluate learning and
participation
Definition
Pedagogical techniques to
facilitate the process of
multicultural community
building and full
participation in the social
and political life of the
school
Examples of activities
a) Analysis and discussion of
multimedia texts
b) Case studies to investigate media
production’s contexts and audiences
c) Role playing to perform a plurality
of social and cultural identities
Examples of activities
a) Use of tools to assist media
production processes (e.g.
storyboards, editing software, charts
for planning)
b) Brainstorming about MEET’S key
topics (e.g. multicultural society,
equity, (in)tolerance)
c) Adoption of differentiated models
of self-assessment strategies (e.g.
role-playing, assessment checklists,
video playback, peer feedback)
Examples of activities
a) Use of media productions
addressing the school population to
raise awarness of discriminations or
to foster intergenerational and
intercultural dialogue
b) Public debates or interviews to
identity societal problems and
solutions at school or local level
c) Dialogues with professional media
producers and politicians

7. Learning Scenario
7
Title: Questioning news media representations of the
“others” through video-reporting
Key topics: fake news, (mis)representations of
migrants and diversity, participatory (video)journalism
Media analysed: mainly news media but also movie
trailers and social adverts
Media product: mobile video journal

8. The town
Welcome to PRATO – Made in China

9. The School
Marconi Institute, Vocational Education School
(Graphic designer), Prato
1 class involved, 27 students, aged 16-17, 9 students with migrant
background, 9 students with special needs

10. Understanding
How do media create
meaning about
migration
Students’ resistance:
The theory of the
«double truth»

11. Understanding
Create to understandMobility, ecologies,
learning

12. Expression
Intercultural
dialogue
Looking for
commonalities >
arts

13. Expression
Mobility,
ecologies,
learning
Reality,
engagement
inclusion

14. Expression
Students’ interviews in school

15. Expression
Create to learn
Meaning making

16. Engagement
The public sphere

17. MEET Teaser

18. 18www.meetolerance.eu