This document provides an overview and mid-term review of the netWorked Youth Research for Empowerment in the Digital society (WYRED) project. The key points are: 1) WYRED aims to empower young people by facilitating networking, dialogue, participatory research, and sharing of insights with stakeholders. It has engaged over 500 young people across Europe so far. 2) The initial networking phase identified issues of importance to youth like self-image, internet safety, and distinguishing real from fake news. Young people are now exploring these topics further through research projects. 3) Challenges include sustaining engagement, measuring less tangible outcomes like empowerment, and balancing local vs international focus. The

1. netWorked Youth Research for
Empowerment in the Digital society
Mid Term Review
24th Jan 2018

2. CONSORTIUM
Introductions
Reviewers
Karen Triquet
Simon Schnetzer
Commission
Margareta Traung
Pia Levicnik
WYRED Consortium
Fran Garcia
Nick Kearney
Mary O’Reilly
Danny Arati
Areta Sobieraj
Sabine Zauchner

3. AGENDA
09.30 - 09.45 Briefing meeting (project officer and reviewers)
09.45 – 11.15 Overview of WYRED so far, WYRED cycle (WP 4-7)
11.15 - 12.45 WYRED platform (WP3), Inclusion and diversity (WP2) 12.45 - 13.30 Lunch
13.30 - 14.30 Valorisation (WP8), Management (WP9), Quality (WP10), Processes (WP1)
14.30 – 14.45 Private session (project officers, reviewers)
14.45 – 15.00 Preliminary feedback to the consortium on review conclusions (reviewers)
15.15 - End of meeting

4. CONSORTIUM
Organisations
UNIVERSIDAD DE SALAMANCA (USAL)
OXFAM ITALIA ONLUS (OXFAM)
PYE GLOBAL (PYE)
ASİST ÖĞRETİM KURUMLARI A.S. (DOĞA SCHOOLS)
EARLY YEARS – THE ORGANISATION FOR YOUNG CHILDREN LBG (EARLY YEARS)
YOUTH FOR EXCHANGE AND UNDERSTANDING INTERNATIONAL AISBL (YEU)
MOVES (MOVES)
THE BOUNDARIES OBSERVATORY C.I.C. (BOUNDARIES)
TEL AVIV UNIVERSITY (TAU)

5. WYRED outset
Objectives
• to provide a framework in which children and young people can articulate and explore
their perspectives and interests in relation to digital society
• to provide a platform from which children and young people can communicate their
perspectives to other stakeholders effectively through innovative engagement processes.
• to engage children and young people in a generative research cycle involving networking,
dialogue, participatory research and interpretation
• to generate a diverse range of outputs, critical perspectives and other insights that can
inform policy and decision-making in relation to children and young people’s needs in
relation to digital society
• to make this process continuous and sustainable

6. WYRED
In a nutshell
Wyred is about empowering young people, by trusting them and listening to them.
What we do is bring them together, they talk to find out what issues matter most.
Then they explore the issues more deeply in projects, looking for solutions, and better understanding
Finally they share what they have discovered, with society, with those who make decisions.
We guide them, they grow and realise their voice can be heard, and play a more active role in society.
And society, and policy, find out what really matters to young people

7. WYRED Structure
The WYRED Cycle

8. WYRED Structure

9. WYRED Project Structure
Work Packages
WP no. WP Title WP Owner
WP1 WYRED PROCESSES DEFINITION BOUNDARIES
WP2 INCLUSION MOVES
WP3 WYRED PLATFORM DEVELOPMENT USAL
WP4 BUILDING THE WYRED NETWORK YEU
WP5 SOCIAL DIALOGUE PHASE EARLY YEARS
WP6 PARTICIPANT RESEARCH PHASE DOGA SCHOOLS
WP7 EVALUATION AND INTERPRETATION PHASE PYE GLOBAL
WP8 VALORISATION OXFAM
WP9 PROJECT MANAGEMENT USAL
WP10 QUALITY MANAGEMENT BOUNDARIES

10. WYRED outset
Challenges
•ENGAGEMENT - children and young people are to a large extent immersed in a set
of activities that take up most of their time, and their free time is precious.
Competition for attention with existing activities
•RESEARCH - research is frequently understood in society as a dry activity divorced
from everyday reality. Exploration may be a more fruitful word to use in this context
•LEGITIMACY - one of the ultimate aims of WYRED is to help young people
communicate their issues and concerns to those who take decisions about them. Will
outputs be perceived as legitimate by decision-makers?
•TECHNICAL ISSUES - configuring a safe space for the activity in WYRED, that is both
sufficiently attractive to children and young people and compliant with the necessary
ethical requirements

11. WYRED a priori
Challenges
•DIVERSITY – WYRED is committed to diversity and inclusion, however the
easiest children and young people to access are to be found in middle-class
schools with receptive families, the challenge is to move beyond this context
•SUSTAINABILITY - making the activity sustainable involves promoting self-
management among young people and facilitating the transition from funded
project to self-funded youth-led activity
•ETHICS OF EMPOWERMENT - the central conundrum in facilitating the
empowerment of young people and their agency is the question “when is the
right moment to let go”

12. THE STORY SO FAR
WYRED Year 1
• New methodological framework for working with young people
• Dialogues develop their voice
• Projects develop sense of agency, give depth and ground their views
• Process of evaluation/interpretation develops relevance
• A platform that functions as a safe space for young people to carry out their explorations
and exchanges, which also serves to connect young people from different countries and
environments
• A substantial number of young people, across seven European countries, and a wide range
of ages and socio-economic backgrounds, have been engaged in the process

13. THE STORY SO FAR
WYRED Year 1
• A valuable Delphi process as part of a wider process of youth dialogues that has identified
a set of concerns that are of particular importance to European young people at present
• The consortium is supporting a good range of youth-led exploratory and research projects
in which young people are getting the chance to go beyond opinion to more in-depth
understanding of the issues that concern them
• A wide range of different organisations across Europe have been made aware of the
WYRED project and its approach

14. WYRED Issues
General
• CONVERGENCE - coming together, backgrounds, organisational cultures, need for agility and
adaptation etc.
• MEASUREMENT - key success factors in WYRED are
• the engagement of young people through the process
• their emerging agency
• their sense of ownership of that process
These are not simple to measure
• SCHEDULING - diversity of contexts and backgrounds requires flexibility (risk of lockstep),
building in flexibility (scaffolding, not blueprint)

15. WYRED Issues
General
• FOCUS – from digital concerns, to concerns in a digital society
• ENGAGEMENT – not a single event but an ongoing process, nature of engagement may require
identification with process, integration with current activity
• ENGAGEMENT – local rather than international, proactive diversity
• PRIVACY/SAFETY – the other side of freedom, making a safe space for that freedom was more
complicated than expected

16. The First Cycle
Networking (WP4)
The objective of this WP is to attract children and young people to engage in the WYRED
process
Tools used
• Manifesto: statement of intentions with Consortium Manifesto and initial Children
and Young People’s Manifesto which shall be developed further by young people in
later stages of the process
• Slogan competition: 270 applications received
Under 14 years: Share your dream – be part of the WYRED team, Vincent Lowry –
St Macarren’s Youth Club, Northern Ireland
14 to 17 years: Raise Your Voice, Be Your Own Future, Acarkent Doğa IB World
School – Turkey
From the age of 18: Be a part, not apart – David Furtschegger, University of
Innsbruck – Austria
• Delphi process: 206 young people and 69 stakeholders in the first round and 260
young people with 89 stakeholders in the second round
• Initial stakeholder questionnaire: >380
• Engagement meetings: direct outreach to 73 youth organisations and platforms and
56 educational institutions

17. The First Cycle
Networking (WP4)
Achievements
• Largely successful in generating networks of children and young people nationally and
internationally among the partners with numbers continually expanding and diverse
participation
• Useful initial identification of themes (Delphi)
• Self-image and self confidence
• Internet safety and data security
• Roles of friends/parents/peers
• Interrelation of real/online worlds
• Cyberbullying
• Distinction between fake and real news
• International interaction has turned out to be highly attractive with having young people
and youth organisations from countries not involved officially in the project as
an outcome
241
151 136 130 118 117
84 73
47 44
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50
100
150
200
250
300
Self-im
age,awareness…
Internetsafety(data…
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Interrelation
ofthe…
Cyber-bullying
Distinction
between…
Genderdiscrim
ination
Online-Gam
ing
Sexualisation
in
the…
Educational…
Other
Numberofentries
Issues

18. The First Cycle
Networking (WP4)
3,45
3,57
3,57
3,63
3,75
3,75
3,78
3,78
3,90
3,90
3,93
4,05
4,07
4,18
4,20
0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50
Adults misunderstanding of young people
Media literacy
Roles of parents, friends and peer groups
Crime
Cyber-bullying, shaming
Causes of stress among young people
Integration of migrants/refugees in schools and in the society
Gender stereotypes / discrimination
Employment prospects
Environmental problems
Internet safety & privacy
Mental wellbeing
Self-image, self-confidence
Necessary changes in education
Tolerance to different cultures/opinions
Most important issues: Young People survey
Round 1 Round 2

19. The First Cycle
Networking (WP4)
3,18
3,35
3,44
3,45
3,64
3,71
3,71
3,83
3,90
3,91
3,93
3,94
3,94
4,09
4,26
0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50
Crime
Adults misunderstanding of young people
Environmental problems
Integration of migrants/refugees in schools and in the society
Roles of parents, friends and peer groups
Gender stereotypes / discrimination
Causes of stress among young people
Internet safety_privacy
Necessary changes in education
Cyber-bullying, shaming
Employment prospects
Reliability of information on the Internet and social media
Mental wellbeing
Tolerance to different cultures/opinions
Self-image_self-confidence
Most Important Issues - stakeholders survey, 1st and 2nd round
First round Second round

20. The First Cycle
Networking (WP4)
Challenges
• Role of Manifesto, too early in 1st cycle, but the manifesto has good potential for
promoting engagement and as a dissemination tool, so will be revisited
• Delphi process’ tight timeframe has created bottleneck affecting participation in some
countries. Running in parallel in the second cycle
• Initial questionnaire and slogan competition were good kick-starters for the project but
not necessary for second cycle
• Fine tuning engagement strategies to ensure sustained involvement and continuous
activity. Terminology used needs to be further in line with youth context and language in
order to project achieve higher engagement
• Increasingly it will be necessary to understand networking in WYRED as a continuous
process

21. The First cycle
Social Dialogues (WP5)
A key aim of WYRED is to engage young people in a process of
social dialogue that gives them a voice, and help them use this
process to design participatory research projects that allow
them to surface and explore their concerns about the digital
society in ways defined by them
Article 12: UNCRC
All children have the right to express
their views freely in all matters that
affect them

22. The First cycle
Social Dialogues (WP5)
First cycle dialogues (summer 17): 436 participants in 26 face to
face dialogues + 2 online
Further dialogues (autumn 17): 82 participants in 13 face to face
dialogues + 3 ongoing international online dialogues
Generated Research Questions in Cycle 1
24 under the prioritised topics from the Delphi results in Summer 2017
Newly generated research questions: 49 in Autumn 2017
Total questions: 73

23. The First cycle
Social Dialogues (WP5)
The social dialogues achieved their aim as part of the cycle driving participation in the
research phase and also generating useful insights regarding the priorities of young
people and the differences with those of the stakeholders
They constituted a valuable opportunity to engage students in analysing, reflecting and
critically thinking about their own generation in terms of what they identify as their
principal concerns and problems. In many cases there was also a reflection around their
degree of engagement in society and decision-making
The result of the process was frequently that the young people involved left with a sense
of empowerment through sharing their knowledge and perspectives, and furthermore
that the issues that concerned them were also relevant for their peers and for society
KEY SUCCESS
The engagement of young people through the process, their emerging agency,
and their sense of ownership of that process

24. WP5 Dialogues
Moves Austria
Group1
1. Environmental
problems:
2. Future
Technologies:?
3. Nuclear Power:
4. Cyber-Bullying:
5. Future Prospects:
1.How did climate change over time? Which forms of natural disasters do
exist? What are the consequences of the climate change for us and for
others? Which technologies can be used against climate change?
Alternatives for palm-oil? How can information about the climate change
be disseminated effectively?
2. Which impact does robotic technology have on employment? What are
future technologies? How have technologies been changing over the last
decade? Which impacts do films have on future technologies? Will digital
implants be used in the future and what for? Is there anyone/who is exploited
for the production of new technologies
3. Which alternatives do exist for nuclear power? What are the effects of nuclear incidents on
humans and the environment? What are the reasons for nuclear incidents? Which impact doe
nuclear power have on our future?
4.What are the strategies to deal with cyber-bullying?
Where can help be obtained? Why do people bully
someone? What are the legal aspects of bullying?
5.What are the requirements for jobs today? What are the consequences of
digitalization for jobs? What are the job prospects for students who do not
finish formal education? How can apprenticeship be made more attractive?
How can I take a good decision for my future occupation (e.g. job-
counselling, coaching)? How can insecure job situations be dealt with?

25. WP5 Dialogues
TAU Israel
Most important issues:
• The most important definitely is Education (emphasis: financial education,
teachers’ status).
• Employment prospects
• Tolerance
• Gender
Possible focal points and research questions related to Education
• Freedom of choice of learning topics/contents. Today there is no such freedom. Questions could be from what age and
which topics. Or what are the criteria of choice (benefits for future employment? Or just pure interest or fun in learning?)
• Impact of technologies on education
• Individual / personalized education; the freedom to choose what to learn. Education should be adapted to the person and
not vice versa
• Some participants pointed out that there is a problem of conflicting messages conveyed by adults (including teachers): On
one hand they encourage us “to experience new things” as much as we can while we are young, on the other hand this and
that are “forbidden” (e.g. drugs, alcohol)
• Special spaces / means where YP can express themselves are lacking. For example, through art. There are YP who wish to
express themselves and share their feelings and/or artistic talents with the world, but they don’t have the adequate place
or means. One participant mentioned the “Spoken Word” concept (performance art that is word based) as a very good idea
that can be followed. The ability to express feeling e.g. through art is crucial in many cases of YP with distress, that don’t
have access to the adequate means. Some of them are in risk of deterioration if this is not taken care of
• Adaptation of the education concept to present reality. More “preparation for life”. More consideration of alternative
educational challenges that YP use (like social networks) that are not part of the curriculum today
• Bad imitation models. YP tend to imitate persons who are not projecting positive values

26. WP5 Dialogues
Early Years Northern Ireland
Research topics/activities
Self Esteem-How does the Online world affect this?
Do Children really understand when they are bullies
online?
Are children aware of keeping safe online?
Why do children tell lies on the internet?
Prioritised Topics
Self Image and self confidence
Cyber bullying and shaming
Internet safety and privacy

27. WP5 Dialogues
YEU Belgium
Group 1:
Necessary changes in
education
The use of Digital as content
in Education. “Can that have
benefit or not for the
learners?”
Group 2:
Causes of Stress
“Does Digital Identity (life in
SM) lead to stressful behavior
in real life?”
Group 3:
Internet Safety and Privacy
“Are young people aware of
privacy and safety aspect
when being online?”
Group 4:
Employment Aspects
Which level is better to cover employment
prospects.” (support questions - From local to
international? Online versus offline?)
Group 5:
Gender Stereotypes
Gender and non-binary Identities. “What is
the impact of Social Media on building
awareness and understanding around gender
and gender identities?”
Group 6:
Tolerance towards different
Cultures/Opinions
Tolerance towards different cultures and
opinions at school - what's the perception of
migrant students and how does the virtual
world affect reality on this topic?"
"Tolerance towards different cultures and
opinions from an intergenerational
perspective: online generation vs. offline
generation"
Tolerance towards different cultures and
opinions in cultural events: can the
virtual/digital tools help? how?"

28. WP5 Dialogues
USAL Spain
Topics selected
1. Gender stereotypes and discrimination
2. Emotional education and Internet
3. Causes of stress among young people
4. Self-image and self-confidence
5. Internet and social media risks
The whole discussion has been organized and moderated by young people, without adult supervision or guidance. They started from
different approaches but it was possible to reach a consensus in every different topic covered by the social dialogue. They found
these topics really fitted to their world since they effectively live in both worlds (digital and physical) without a clear border between
one and the other, and the mutual implications are perceived as belonging to a unique reality. Nevertheless, they really appreciated
to perform this debate in presence, since these discussions rarely occur in their digital lives and it was a great opportunity to publicly
debate what they individually are aware of
There are a lack of spaces to promote these social debates, so they found WYRED activities very useful to become aware of their own
challenges and so thinking about the possible solutions and consequently to take part on them

29. WP5 Dialogues
PYE UK
We spoke about the value of face to face interactions and
dialogue between people from different countries. We would
like to pursue the possibility of bi-lateral or multilateral
exchange opportunities. Importance of trust for more in depth
discussion and development of research questions
The average price of rental accommodation in Brighton and the
salary needed to be able to afford a one bedroom flat
Want to know how much it costs to rent a one bedroom flat in
Brighton?
How does this relate to the 50% increase of homelessness in our
city?
1) Social Dialogue:
More forthcoming with issues they care
about. Topics included racism, poverty
and homelessness. We did a problem
tree exercise on poverty
2) Preliminary research:
Students were encouraged to look at
statistics and facts about homelessness
in Brighton on the Internet
3) Developing empathy:
Discussion about homelessness lead to
conversations about why or how should
we care about the predicament of
others

30. WP5 Dialogues
Boundaries UK
After identifying topics, we then focus on narrowing the interest down to a specific question that can be answered in some kind of
exploratory project
Discipline Rules in Education Self Image
Tolerance Jobs Internet issues
• Group 1 chose to focus on the ways in which dress rules and codes within the school environment can affect behavior/ learning
• Group 2 felt that the question they would explore had to do with the contrast between what we feel we should wear and what
we might want to wear
• Group 3 want to explore the nature of the intolerance and perhaps the depth of knowledge people actually have of Polish
culture
• Group 4 want to explore the casual jobs market in Trowbridge, and understand the factors that may limit the number of jobs
available
• Group 5 are interested in looking the forthcoming Internet safety law that the government will be publishing and how it may
affect their lives

31. WP5 Dialogues
Oxfam Italy
Most relevant issues:
- Education (1.1.1.1)
- Self-image
- Causes of stress
Research questions:
- The links between authority and quality of the
education curricula (subordination to teachers) how
does it influence students learning processes?
- To what extent does fear of the future in terms of
finding a job influence how you live in the present
- To what extent do schools (up to high school)
influence your personal self-esteem and security?
Current Research Topics
• sociability and social media: help or
convict?
• self-representation on social media:
comparing two generations
• prevention and opposition to
cyberbullyism and bullyism. How do
institutions support schools' teachers to
tackle this issues?
• globalisation: photography denounce
• how Italy is seen by other countries (the
research will take place on WYRED
platform through a survey for YP of
partners' countries.. surprise!!)
• how digital era and economic crisis have
revolutionised the youth relationship with
labour market
• how does fear of the future in terms of
working uncertainty influence YP's present
reality?
• what has changed, if has changed, over
the last 10 years in the perceptions of
people with different cultural
backgrounds?
• integration of young migrants in schools
• youth and political participation
The showcase workshop,
March Roma Tre
University. YP presenting
and debating in three
panels the main
outcomes with some
political representatives

32. WP5 Dialogues
DOGA Schools Turkey ISSUES: Diversity/ City Challenges
1. Respect Diversity
How to accept and respect other cultures?
Why is it important to respect diversity in
terms of tolerance?
2. Population changes in the last 10
years as a result of migration by
refugees
The perception of the people towards refugees:
how can we change misconceptions, what
solutions are the to integrate refugees and
immigrants in our society
To what extend do refugees impact the GPD
and the employment rate of the host countries?
3. Gender discrimination
How badly are women discriminated against,
and how can we prevent it?
Does society still discriminate against women?
1. Cosmopolitan City
What makes a city ‘cosmopolitan’, how did it
get there? What are its biggest challenges,
and how can we address them? Can the
history of the city teach us something for its
future?
2. Alternative to air pollution:
Algea
What causes environmental pollution in a
big city? What are the alternative, scientific
solutions to pollution?
How can we reduce pollution by using
natural resources and sustainable resources?
How can we promote sustainable energy
resources to control pollution?

33. WP5 Challenges and Solutions
These were the first social dialogues in WYRED and the focus was therefore on the process
itself rather than any other issues
• ENGAGEMENT - children and young people are to a large extent immersed in a set of
activities that take up most of their time, and their free time is precious. Competition for
attention with existing activities
• Complement existing activities where possible where C&YP are already engaged (e.g.
at school) Should not seem like work but a fun and interesting project to be involved in
• SCHEDULING - For example, for some partners there was a need to begin the initial
meetings before content was agreed and circulated such as the manifesto
• As the first cycle is now complete all the content required for meetings and delivery is
now developed and so not an issue going forward
• TIMING - coincided with periods in which the target groups were not available e.g.
exam periods and over the summer months
• Each partner can now plan their timeframes realistically based on their local contexts –
e.g. holidays and festivals

34. WP5 Challenges and Solutions
• PARTICIPATION - sustained engagement is much harder to commit to than
participation in a single event, such as a youth panel
• Participation will vary between partners – whether it is one group of C&YP
working over a period of time on a particular issue and research question or a
number of individual groups working independently
• REPORTING - Reporting of the social dialogues was variable. Though the reporting
template created is very clear and easy to use, work needs to be done to provide a
greater degree of detail in some reports since this is vital for the analysis of the
dialogues
• Work needs to be done to provide a greater degree of detail in some reports since
this is vital for the analysis of the dialogues. New reporting forms designed to
capture this

35. The First Cycle
Projects (WP6)
• WP6: Projects
This WP focuses on a wide range of exploratory activities for young people, to investigate and
examine issues that concern them in the digital society
• WP6.1 Research Toolkit
A wide range of project types have been dissected and presented in a manageable, step-by-
step format: research projects, creative projects, journalistic approaches, action research,
ethnographic projects, solidarity projects
→ The list is not exclusive and participants are welcome to share and contribute
with their own research ideas
→ the guiding principle of all methodologies is to conduct a generative research
(i.e. creative process, to generate ideas, tangible solutions, etc.); a number of
artefacts are attached as a deliverable to this WP
→ Primary audience of the toolkit: project partners as facilitators, who will further
adapt language to final audience

36. The First Cycle
Projects (WP6) – (continued)
• WP6.1 Research Toolkit
Research questions have been generated by the previous WP
There are a range of projects under way
Some examples
• Reflection and discussion, presented as conference session (yoga in society)
• Exploration and video development (cost of a home/homelessness)
• Refection and journaling (Thoughts about Life)
• Investigation, questionnaire and posters (Lies on the Internet)
• Online exploration in community, open dialogue (gaming)
→ The level of ownership, engagement, autonomy etc. is variable, depending on context
Artefacts are being produced during research projects, and are to be published on the WYRED
platform

37. The First Cycle
Projects (WP6) – Examples
• Do children tell lies on the Internet?
• Emotional Education in Turkey
https://twitter.com/demiralay_polat/status/905405195647115265/video/1
• Perry from the PRU
• The Austrian experience
• Self-directed WYRED – Team Bliss

40. The First Cycle
Interpretation (WP7 )
• WP7 focuses on engagement and interest of the activities, NOT of the project (WP10
focuses on the project-wide evaluation); the evaluation here asks questions along the lines
of
Are our suggestions practical? Are we doing what we said we were going to do? Are the
participants engaged? Do they show interest? What is the impact/reach of the activities?
• Evaluations will look at three levels
• Social Dialogue
• Research Activity
• Results/Outcomes (e.g. consolidation, suitability for policy proposals, etc.)
• The evaluation approach is flexible and can be adapted for the 2nd Cycle, depending on
needs. It is also expected that the evaluation outcomes will inform activities in the 2nd Cycle

41. The First Cycle
Interpretation (WP7)
• Artefacts are being produced during
research projects, and published on the
WYRED platform. Project participants
will be able to select public vs private
access rights, incl. a RSS channel for
externals
• Templates for facilitators and
participants have been distributed.
They will be completed during the
research projects (i.e. formative rather
than summative)
• To facilitate collection and
consolidation of data, online
templates are being piloted on
Typeform (freemium)

42. • Delayed due to technical complications relating to ensure
safety and privacy
• Technical back office issues, relating the dissociation of personal data
from avatar
• Data collection issues
• Interface iterations
• Language and cultural issues
• Knock on effects on international activity
• Platform is now functional, launched and running with large
user group (310 of whom 279 are under 30, interacting into
42 communities)
The First Year
Platform (WP3)

43. Inclusion
questionnaire
Communities
Help
Projects
About inclusion
Some questions which focus
on diversity and inclusion
Share, participate
A public or private space to
work in your projects and
share your ideas
Help
Videos, email and a community
for technical issues
Visibility
Public results related to the
work in the communities

44. https://www.youtube.com/watch?v=gTWFoA4bwkw

45. Usability study
System Usability Scale (SUS)
• The System Usability Scale (SUS) provides a reliable tool for measuring the usability
• It consists of a 10 item questionnaire with five response options for respondents; from
Strongly agree to Strongly disagree
• SUS has become an industry standard, with references in over 1300 articles and
publications
• 96 persons have worked with the platform during 17 days (4-21 Dec 2017) with
different roles, facilitator and participant, in different communities
• 70 people started the questionnaire, 43 of them completed it
• All facilitators answered (12)

46. Usability study
Analysis
• The figure summarizes the outcomes of the SUS
questionnaire and includes the individual scores for
every participant
• The average perceived usability of the WYRED
platform is an acceptable SUS score (65.23) because
it is close to the average SUS score (68.00)
• The perceived learnability seems to be slightly
higher (66.28) than the usability (64.97), both being
acceptable scores

47. Statistics
Users and interaction

48. Statistics
Users by country
United Kigdom & Northern Ireland

49. WYRED Understanding of Inclusion
Inclusion in WYRED is committed to an understanding of diversity that regards differences as
normal and values the idea of anyone equally participating in all aspects of life and decision-
making. Differences between individuals are regarded as an enrichment and as being normal.
Inclusion values equality and equal participation of every member of society in all aspects of
life, including civic, social, economic, and political activities, as well as in decision-making
processes
Diversity is the heart of WYRED

50. Inclusion Questionnaire
Diversity Criteria
• Gender
• Age
• Educational status
• Socio-economic background
• Geographic location
• Migration
• Cultural background
• Religion
• Disability or long-term
illness
• Sexual orientation
Questionnaire
versions
1) >=18 years: Full
Questionnaire
2) Up to 17 years: Sexual
orientation-question and
transgender-question
excluded
3) Up to 14 years: Age
adequate introduction

52. 0
5
10
15
20
25
30
35
<10 10 to 14 15 to 19 20 to 24 25 to 29
5
0
24
35
5
6
1
27
12
6
number(n)
Age Categiories
GENDER/AGE (N=121)
female
male
Diversity in Cycle 1 Overview
Female;
69; 57%
Male; 52;
43%
GENDER (N=121)
0
10
20
30
40
50
60
<10 10 to 14 15 to 19 20 to 24 25 to 29
11
1
51
47
11
number(n)
AGE (N=121)

53. Yes; 95; 79%
No; 26; 21%
STUDENT IN FORMAL
EDUCATION? (N=121)
Minority
Group; 8; 7%
Majority
Group; 65;
52%
No answer;
51; 41%
ETHNIC GROUPS (N=121)
Diversity in Cycle 1 - Overview
0
10
20
30
40
50
1 2 3 4 5 6 7 8
11
7
50
4
12
26
8
1
number(N)
ISCED Level
LEVEL OF EDUCATION
0
20
40
60
80
100
120
No migrant 1st generation 2nd generation
106
11
4
number(n)
MIGRATION (N=121)

54. 0
10
20
30
40
50
Low Medium High No answer
33
44
33
11
number(n)
SOCIO-ECONOMIC STATUS
(N=121)
Heterosexual;
58; 70%
Homosexual;
7; 8%
Bisexual;
4; 5%
No answer;
14; 17%
SEXUAL ORIENTATION (N=83)
Diversity in Cycle 1 - Overview
0
5
10
15
20
25
30
35
40
45
50
Christian
M
uslim
Agnostic
Orthodox
Jew
Buddhist
No
answ
er
45
11
9
6
3
1
46
number(n)
RELIGION (N=121)
Yes; 8; 7%
No; 101; 83%
No
answer;
12; 10%
DISABILITY OR LONG-TERM
ILLNESS (N=121)

55. 1. Participants with low socio-economic status (n=33)
2. Minority ethnic groups (n=8)
3. Migrants of the first generation (n=11)
4. Homosexual persons (n=7)
5. Persons with disabilities or long-term illness (n=8)
6. Low ISCED as related to age (n=6)
Minority Groups

56. Going on
Inclusion (WP2)
1. Continuously enhance number of questionnaires – apply strategy
2. Involve more male participants (especially in the age group of 20 to 24
years)
3. Involve more participants in the age group of 10 to 14 years and
between 25 to 29 years
4. Reconsider questions: Ethnics and Religion
5. Compliance to diversity from all partners: They already involve or will
involve new participants from diverse organisations into cycle 2

57. Valorisation WP 8
Valorisation (WP8)
• Valorisation plan, graphic design, website, initial promotional video.
• Technological infrastructure to support the dissemination work
• publication and blogs in each of the partner languages
• global blog in English
• Social media infrastructure
• accounts in Twitter and Instagram
• automated system for the generation of newsletters
• Institutional repository of GRIAL group at the University of Salamanca
https://repositorio.grial.eu/handle/grial/722 (41 documents)
• Public community in Zenodo, for visibility/interoperability with the EU OpenAire initiative.
https://zenodo.org/communities/wyred (44 documents)

58. Valorisation WP 8
Achievements
• High quality, clear and easy to use
dissemination materials have been produced
such as the templates
• Most dissemination support tools are
automatically generated such as the website
with 7 local blogs that feed news to social
media
• Valorisation and dissemination of WYRED at
several significant conferences, presentations
and in publications such as - a paper
"Interaction design principles in WYRED
platform" presented during the 19th
International Conference on Human-
Computer Interaction held in Vancouver,
Canada in July 2017 and a presentation of
Wyred to 200 Early Education staff in the UK
June 2017, and young people presenting at
Instill (November 2017) as an output of their
process

59. Valorisation WP 8
Achievements
• Networking as dissemination. Extensive and
detailed interaction with large number (>70)
of organisations
• Emergence of a number of sympathetic
organisations, who are aware but unable to
participate to the extent WYRED involves.
Important for future sustainability

60. Valorisation WP 8
Telling the stories
• Partners have been focused on networking, which has reduced emphasis on telling
their stories of what has been happening. As research projects mature we begin to
have these stories, and so the newsletter, which depends on this kind of content
has started to gain relevance

61. Valorisation WP 8
Strategies to improve
• Partners have agreed to increase frequency of valorisation activity reports
(simplified template) to record what is happening
• Oxfam will involve the Department of Political and Social Sciences (specialised in
Sociology of Cultural and Communication Processes) at the University of Florence
to strengthen dissemination both nationally but also facilitating the consortium’s
coordination. Partners will therefore be supported additionally by Oxfam (together
with the University of Florence) to create contents which has a communicative
narrative that can generate news better, more widely and more frequently
• Partners are encouraged to find national allies or stakeholders which could similarly
strengthen communication and dissemination locally
• There is a focus now on harvesting content from the cycles in different countries,
and sharing more the project’s activities extensively to external channels
• Young people will be invited to blog or YouTube, telling their stories first hand

62. The First Year
Management (WP9)
Objectives
• to effectively facilitate and manage the interaction of the different groups in the Project
• to successfully integrate different backgrounds from research, young people and technical
environments
• to ensure that the generated data along the Project is quality controlled and effectively exploited
Actions
- progress control of each WP
- coordination of the different Project activities
- implementation of quality control mechanisms (with Quality Management)
- administrative, financial and exploitation aspects

63. The First Year
Management (WP9)
Covered by D9.1 Project Management Handbook

64. D9.1 Project
Management
Handbook
Management
procedures
D9.2 Year 1 Annual
report
Documentation
Management
Management structure
The roadmap
A living document for
managing procedures and
documentation
Communication
mechanisms
Website, social media,
Redmine, meetings and
collaborative spaces
The M12 picture
Outcomes, results, challenges,
plan of action

65. Documentation management
Archiving and storing
ZENODO. WYRED community:
https://zenodo.org/communities/wyred currently 52 public
documents
GRIAL group institutional repository. WYRED project
Community:
https://repositorio.grial.eu/handle/grial/722 currently
72 public documents

66. Communication mechanisms
Meetings
Meetings Project Month Location
• Kickoff meeting M1 Salamanca Spain
• Project meeting M7 Vienna Austria
• Project meeting M12 Florence Italy
• Project meeting M18 London United Kingdom
• Project meeting M25 Istanbul Turkey
• Project meeting M30 Belfast United Kingdom
• Project meeting M35 Brussels Belgium

67. Workplan M13-36
WYRED 2nd and 3rd cycles
• The two cycles will be implemented
from November to October
• Periods have been identified (mostly
November – May) where the
international activities are easier to
organize
• The reporting periods are more
frequent in all the phases
• The implementation of networking,
dialogues, researches and the relevant
evaluation are understood as a
constant flow, so to ensure the
participation of the groups of children
and young people

68. The First Year
Quality (WP10)
Focus on evaluation of project as a project, especially through partner perceptions of
success of project and its outputs
Definition of the quality and evaluation procedures in Quality and Evaluation plan. Includes
notion of continuous monitoring and a formative reflective approach. Built in to the practice,
and into design of meetings
Also specific “moments” of evaluation, through generation of yearly report, process of
interviews, group reflection and conversations
First year process led to changes in scheduling and design of second cycle particularly

69. The First Year
Quality (WP10)
The aim of this Board is to monitor the work of the project and its progress and act as a
friendly critical eye, helping the consortium to keep the work on track and achieve its
objectives
• Jordi Jubany (ES)
• Philipp Ikrath (AT)
• Brikena Xhomaqi (BE)
Ideally every six months, though some delays. New schedule
• Jan 18 online (DONE)
• Feb/March 18 online
• May/June 18 UK
• Nov/Dec 18 TR
• March/April 18 online
• Sep/Oct 18 BE

70. The First Year
Processes (WP1)
The aim of this WP is definition, and then collection and organisation of all the processes
involved in WYRED. Central element the handbook. a way of coming to a shared
understanding, and of structuring and framing the process, and tracking development
Initial definition of handbook as focus tool early on, initial cycle exploring these definitions.
Process handbook perhaps over theoretical, but will evolve (new version coming). Revised
after each cycle
Other aim is ethics, already present in other WPs and baked in. The WP produced the
Participant Protection Policy
Also manages independent ethical review. Under way, candidate chosen (Angela Daly) and
decision being made
Ethics aspects felt to be well covered (ethical advisory review pending)

71. W Y R E D
netWorked Youth Research for
Empowerment in the Digital society
WYRED Consortium