D1.5
RadioActive Europe: promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media (RadioActive101) Authors: Ravenscroft A., Brites, M.J., Auwärter A., Balica, M., Rees A., Fenech J., Santos, S. C., Rainey, C., Dellow J.
Progress Report
Public Part
531245-LLP-1-2012-1-UK-KA3-KA3MP
RadioActive 101
Project information Project acronym:
RA-Eur
Project title:
RadioActive Europe: promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media (RadioActive101)
Project number:
531245-LLP-1-2012-1-UK-KA3-KA3MP
Sub-programme or KA:
Lifelong Learning Programme
Project website:
Radioactive101.eu
Reporting period:
From
01/01/2013
To
30/11/2013
Report version:
1
Date of preparation:
12/2/2014
Beneficiary organisation:
University of East London
Project coordinator:
Prof. Andrew Ravenscroft & Mr Colin Rainey
Project coordinator organisation:
University of East London
Project coordinator telephone number:
+44 (0) 20 8223 4186; +44 (0) 20 8223 4738
Project coordinator email address:
[email protected];
[email protected]
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
© 2013 Copyright Education, Audiovisual & Culture Executive Agency. The document may be freely copied and distributed provided that no modifications are made, that the source is acknowledged and that this copyright notice is included.
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RadioActive 101
Executive Summary RadioActive is an innovative education project that is developing and implementing a radical technology-enabled pedagogy to promote the inclusion, engagement and informal learning of excluded people, or those at-risk of exclusion, across Europe. It does this through harnessing primarily internet radio and also social media, or, as our slogan states: "RadioActive101: Learning through radio, learning for life!" The project is developing and implementing a pan-European Internet Radio platform, incorporating Web 2.0 ideas and features. This is linked to innovative community based pedagogies to address themes of inclusion, employability and active citizenship in an original and exciting way. Internet Radio provides an innovative way of engaging, retaining and developing those who are excluded or at risk of exclusion. Its low-cost, extensibility and sustainability, are key in ensuring the success of this project. This is realised through the application of state-of-the-art thinking in Community Action Research, Socio-technical design and Technology Enhanced Learning (TEL). The consortium is led by the University of East London (UK), with other partners from Portugal (CIMJ), Germany (UKL), the UK (Pontydysgu), Romania (ODIP) and Malta (KIC). These partners have direct links and ongoing collaborations with eleven Associate Partner organisations that facilitate access to the RadioActive101 participants, or 'radio-activists' as we define them. These partners perform and deliver RadioActive 'on the ground'. Currently UEL have three such Associate Partners, UKL have two, CIMJ have three, ODIP have two and KIC has one. Following an initial problematisation/user-needs analysis and training phase of 6 months we currently have 268 radioactivists actively involved in the project across all partner countries with 132 young people (plus a further 24 support actors) in the UK, 23 in Germany, 25 in Romania, 16 in Malta and around 40 in Portugal (plus a further 8 support actors there). This represents over 50% of our target, and we expect greater inclusion and engagement in Year 2. Collectively, these participants encompass a broad and challenging range of excluded groups across Europe, including: deprived, disabled and disadvantaged children and young people in the UK; adults and older people with neuronal diseases, in life-changing situations or motivated to perform active-citizenship in Germany, disenfranchised children and young people in Portugal, members of NGOs and church outreach organisations in Malta and children from schools for the Roma community in Romania. This particularly diverse range of groups is deliberate to allow us to thoroughly test and refine our model, and show that it will potentially work with virtually all excluded groups. Actively developing, implementing and running the national RadioActive 'stations' (or hubs). We use the word 'station' circumspectly to describe our national initiatives, as the traditional concept of a radio station is deliberately questioned by RadioActive's radical approach to educational intervention. Instead, what we have is better characterised as an innovative 'learning lab' predicated on the use of internet radio via our national hubs. The target groups of older schoolchildren, young people and other older people, are developing digital competencies and employability skills 'in vivo' that are transferable to the 21st Century workplace. These competencies and skills align with six of the EU Key Competencies for Lifelong Learning and we are in the process of developing a progression and accreditation model linking the key competencies to RadioActive activities and performances that are recognized through 'badges' (see Section 2). These badges, or a similar scheme that is approved by the national sites, will provide concrete accreditation measures and represent proficiencies that are relevant to further education or employment in particular related to the knowledge and creative and digital industries. This accreditation approach is currently under development. The current design of the badges represent learning progress tied to observable actions, measurements and potentials. They will aim to link context specific RadioActive activities to the Key Competencies for Lifelong Learning. Early evaluation findings through a Phase 1 prototype evaluation of the UK site (Edmonds et al., 2013) with a sample of 48 radio-activists (subjects) delivered particularly positive and interesting results, such as the delivery of additional impact and value beyond the informal learning of technical and employability skills. Additionally we found improvements in confidence, self-esteem and general well-being of individuals, groups and organisations involved with the project. Indeed the necessity of, 531245-LLP-1-2012-1-UK-KA3-KA3MP
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RadioActive 101
and model for, developing a 'platform' of improved ‘well being’ prior to and alongside the informal learning of digital literacy and employability skills is a key preliminary finding of the project, that we’ll explore further in year 2. It appears that once our excluded groups develop the confidence and competence to perform activities they previously thought were beyond them, such as the production and broadcasting of live radio content, they seem then empowered, to learn many other things and to 1 develop a number of key competencies . In the UK evaluation, confidence levels were assessed by questionnaires which identified that on average (across different groups) over 50% of respondents felt they were more confident after being involved with RadioActive. The data across a range of mixed methods highlighted the significant impact the project has had on the skills and social outcomes for these young people as well as on their wellbeing. For example the scores on the Rosenberg SelfEsteem Scale identified that all respondents scored in the normal or above normal range except two. The evaluation also highlighted the skills acquisition that participating in this project has brought about. Managerially and technically the project is realised through the delivery of eight overlapping workpackages (see 2), namely: Project Management (WP1); Problematisation (WP2); Development of the RadioActive system (WP3); European Support Hub development (WP4); RadioActive LIVE (WP5); Quality and Evaluation (WP6); Dissemination (WP7); and, Exploitation (WP8). The way in which these work-packages have been delivered to realise the projects aims is given in section 2. Summarising our progress to date, we have: 1. Set up and successfully executed an agile, yet necessarily complex, management model including related online tools – harmonising the use of Basecamp, Confluence, Drop-box and Google tools within both a pre-planned and reactive meetings and communications approach. 2. Completed a systematic and wide-ranging problematisation and contextual/user-needs analysis in all the national organisations and their excluded groups, to create the appropriate collaborative working relationships and discourses and assess the key needs of our radioactivist groups linked to RadioActive activities. 3. Implemented a substantial advanced pilot of the RadioActive international hub and national hubs; installing the RadioActive 'kit' at each national site, and performing training in its use, to achieve the setup and operation of all national RadioActive stations that were proposed. We have produced an initial archive of 33 shows across the project. 4. Completed the hubs for the five national sites that are functional and linked to their RadioActive broadcasting and other operations, that are also coordinated through a welldesigned and functional European Support Hub (project website: http://radioactive101.eu ). 5. Developed a contextually sensitive Quality and Evaluation Plan, through building on a completed initial prototype evaluation of the UK national sites and hub. 6. Developed an outline for an initial assessment and accreditation scheme, linking the EU competencies for Lifelong Learning with Radioactive activities and recognition through badges. 7. Performed wide-ranging and penetrating dissemination activities (1 EU LLP stand and showcase, 15 conference and research presentations, 3 dissemination workshops, 20 news media reports and interviews, 15 blog mentions (governmental and specialists blogs – media literacy, education, digital media) and 33 broadcast shows). These have delivered increased project awareness, and contributed to involving eleven Associate Partners to the project (plus the recent recruitment of 8 more Associate Partners).
1
Note, this is not apparently selection bias amongst those participating in RadioActive, as youth workers have noted that deciding to participate in other activities does not lead to the same level of improvements in wellbeing. 531245-LLP-1-2012-1-UK-KA3-KA3MP
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The focus of the second year of the project will be:
professionalising and mainstreaming the radio production practices, through articulating and applying clear quality principles and measures;
greater integration and exploitation of our existing social media presence and tools;
more closely linking training and production practices to EU Lifelong Learning key competencies that are recognised through accreditation with badges, or some similar scheme;
extending the evaluation to cover all sites;
expanding the number of partners involved, extending participation within existing sites, and therefore increasing the frequency of live broadcasts;
further dissemination in support of wider exploitation;
sustainability and further replication as exploitation beyond the end of the project.
Table of Contents 1.
PROJECT OBJECTIVES.................................................................................... 6
2.
PROJECT APPROACH ...................................................................................... 7
3.
PROJECT OUTCOMES & RESULTS............................................................... 14
4.
PARTNERSHIPS .............................................................................................. 17
5.
PLANS FOR THE FUTURE .............................................................................. 19
6.
CONTRIBUTION TO EU POLICIES ................................................................. 20
7.
ACKNOWLEDGEMENTS ................................................................................. 21
8.
APPENDIX A1 BIBLIOGRAPHY ...................................................................... 22
9.
APPENDIX B1 MEDIA MENTIONS .................................................................. 24
10. APPENDIX C1 BROADCASTS ........................................................................ 27 11. APPENDIX D1 ARCHITECTURE ..................................................................... 32
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1.
Project Objectives
RA-Europe is investigating and developing innovative technology-enabled methods to engage disadvantaged and excluded people, or those at-risk, in learning environments that offer them the opportunity to develop and enhance digital competencies and employability skills that are necessary and valued in the world of work. Thus, RA-Europe directly addresses Action Area 2.6 of the Digital Agenda for Europe to overcome the "lack of user skills such as digital and media literacy, not only for employability but also for learning, creating, participating and being confident and discerning in the use of digital media." (COM/2010/0245 f/2) The specific project aims are: To develop an innovative and scalable pedagogical model and vision for personalised and community learning with ICT, that, through internet radio, makes direct links between lived experience, engagement, learning and employability; To provide an innovative Pan-European internet radio/social media platform (RA-Eur) that promotes and realises engagement, informal learning and employability of excluded groups; To foster, develop and accredit new digital ICT-based competencies, especially those linked to communication and creativity that are directly relevant to 21C skill sets and employment in the knowledge economy and creative and digital industries; To provide a new and exciting means to empower and connect educational actors relevant to excluded and marginalised groups; To provide a pedagogical and technological approach that is particularly robust in addressing the changing economic and political climate, that now has less resources to devote to formal education and requires pathways to employability through personalised and low-cost learning and training; To provide a fully documented model of intervention that can be replicated and adapted by other countries and communities. Our Project objectives and degree to which they have been addressed are given below: Undertake community audits in 10 implementation localities (in 5 countries) to establish local capacity, digital capabilities, learning needs, social concerns and key stakeholders (Target exceeded, with consultations performed with 11 Associate Partners that were confirmed early in the project plus at least 3 from Glasgow, 4 from London Youth network, and 1 other recently recruited, i.e. an additional 8); Deliver a pan-European Internet Radio platform that will be maintained after the life of the project and be freely available to other users; (Target exceeded, all partner websites established before target dates – a total of 9,207 unique web page views, the web-page accesses are already nearly twice the proposed target of 5,000 and an online community established using a range of social media including Twitter https://twitter.com/RadioActive101 and Facebook https://www.facebook.com/RadioActive101); Work with 3 excluded groups (schoolchildren, young people, adults) to develop radio programmes and content and manage the stations (Target exceeded as in addition to the three groups above we are working with Roma and learning disabled young people); Fully involve hundreds (450-500) of target users in the design, management and implementation of the project and in key decisions throughout its lifespan - to increase individual empowerment, group autonomy and long-term sustainability of the project (Ahead of target with some 268 participants who have developed, or begun developing these competences, during the year 1 advanced pilot stage); Broker partnerships with the media industries, other local employers and learning organisations to ensure meaningful progression routes (Initial partnerships have been developed, these will be consolidated and expanded upon in year 2); and, Exploit the outcomes of the project by developing accreditation processes, sustainable funding models and a comprehensive range of free support for other communities wanting to develop community radio as a tool for learning and community development (draft exploitation plan has already produced that is due in M18, and plans for accreditation are being formulated for Year 2).
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2.
Project Approach
In this section we will introduce the project’s pedagogical approach and rationale, and explain how this is informed and realised by the socio- technical design that is subsequently evaluated. This will be detailed through explaining and linking RadioActive’s key areas and work-packages (given in Fig 1). These are: a management framework (WP1), problematisation (WP2), setting up, training and implementing the RadioActive hubs (WP 3 and 5); pan-European activity and coordination through the European Support Hub (WP 4); Quality and Evaluation (WP6); Dissemination (WP 7); and, Exploitation (WP 8). Fig 1 shows how these work-packages overlap and typically run in parallel to deliver the project, with the problematisation and developing the platforms being front-loaded. Fig. 1 Project timescale of RadioActiveEurope
The Pedagogical approach and rationale: Radio as a radical educational intervention This project is developing and implementing a pan-European Internet Radio platform, incorporating Web 2.0 ideas and features, linked to innovative community based pedagogies that support and promote inclusion, learning, employability and active citizenship in an original and exciting way. Central to the approach is the systematic examination of the existing digital practices and cultures of the target groups followed by physical and virtual interventions that recruit, facilitate and shape practices that are suitable for RadioActive. This means that we are designing learning within lived cultures and practices, not imposing learning practices and technologies into lived cultures. The target participants are those described as being excluded or at risk of societal exclusion. The partners identified a number of groups which meet these criteria, including young people not in Education, Employment or Training (NEET), children from areas of high deprivation, older people who have retired from working life, people with learning disabilities and Roma. To promote the inclusion and improvements in well-being of these diverse disenfranchised groups the project is implementing a radical approach to conceptualising, designing and developing internet radio and social media features for informal learning within ‘lived communities’. It modifies the key pedagogical ideas of Paulo Freire (1970) and his notion of transformational (or emancipatory) learning through lived experience. These ideas are articulated through a radical approach to Technology Enhanced Learning (TEL), where design is conceived as an ongoing socio-technical intervention within existing or developing digitally mediated and mixed-reality [1] cultures. This approach arose out of a critique of recent approaches to designing social media for learning within ‘live’ practitioner contexts (Ravenscroft et al., 2012a, 2012b). More broadly, this approach is a direct attempt to promote ‘21st Century Learning for 21st Century Skills’, that was the key theme of European Conference on Technology Enhanced Learning, EC-TEL 2012 (Ravenscroft et al., 2012). This approach is achieved in every partner context through embedding the radio and content production within the existing practices of established organisations linked to the excluded or at-risk groups. Internet radio is used to catalyse, connect and communicate technology-mediated developmental practices within these organisations. This in turn promotes rich personal and organisational learning, change and development, and as an initial evaluation has shown (Edmonds et al., 2013, D6.1 Appendix 2) increased well-being and positive social impact.
[1] Mixed-reality is becoming the prevalent term to convey the way in which social media, etc., (the digital) are intertwined with everyday reality (e.g. digital communication linked to live events, via Facebook, etc.) within our digitally mediated lives.
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The Management framework The vision above is articulated through adopting a robust management framework. UEL lead on the management of RA-Eur and the monitoring of all project activities, which is WP1, with Prof Andrew Ravenscroft being the formal project Co-ordinator. UEL and in particular Prof Ravenscroft and Colin Rainey (the 'day to day' project Coordinator) ensure that deadlines are met and deliverables are produced in accordance with the grant agreement, the timetable, the quality framework and the budget. To support this role, UEL operates a PRINCE2 compliant Project Management System. A ‘traffic light’ system is deployed, linked to key performance indicators in the Project Delivery Plan (PDP) that documents all deliverable deadlines and key milestones. This allows us to manage risks whilst monitoring progress. During monthly Flashmeetings (hereafter fms) ALL the project staff and partners review hard & soft aspects of the project including progress on delivery and critical factors that show how well the wider partnership is working (Annex 2 in the Confidential Report contains meeting notes that are also available via Basecamp). Prof Ravenscroft has extensive experience of being Principal Investigator and lead co-ordinator on national and international projects, all of which have been successfully executed. Similarly, UEL have successfully managed and coordinated numerous relevant projects in the past. The combination of Prof Ravenscroft’s leadership experience and internationally recognised expertise in the TEL field (he was Programme Chair for the European Conference on Technology Enhanced Learning 2012) and UEL's robust project administration and support ensure that RA-Eur is being executed to a high standard at all levels. The Project Management Group (D1.4) contains a Senior Member and Deputy from each partner. Instead of having separate management group and project delivery meetings, all members of the Management Group, or their Deputy, (virtually) attend each monthly fm, where project progress is monitored and actions are decided in a systematic, responsive and collaborative way. The monthly fms also manage risk and decide upon any remedial actions required to address any problems, in addition to evaluating progress against the Project Delivery Plan (hereafter PDP, D1.1). Two 'all project' face to face meetings have been held so far; one at the ‘kick-off’ meeting at UEL in London (UK) 13-15 February 2013, one at ODIP in Bucharest 30 June-3 July 2013, and a third is planned to take place at UKL (Germany) on 11-14 February 2014. The fourth full project meeting will be held in Porto (Portugal) in June 2014. The monthly Flashmeetings are supplemented by regular and reactive Skype meetings concerning particular work-packages or cross-cutting issues (held, on average, once a week). These can be called by WP leads or other project members. The PRINCE2 process also ensures that the project Evaluation and Quality Assurance Plan (D6.1) is followed. All partners report progress against deliverables and spend to UEL on a regular basis to support the formal reporting to the EC. All partners are involved in the management of a WP, in a collaborative and collegiate way, under the direction of WP leaders. UEL acts in a co-ordinating role, bringing the results of the WPs together and fostering collaboration amongst partners. Therefore UEL provide a central reference point for partners should they encounter any issues. This management scheme is realised and assisted through the use of a suite of synchronised electronic tools that serve specific purposes. Basecamp is used as the main project repository for completed documents; Confluence is used for collaborative writing; Flashmeeting is used for formal monthly meetings; Skype is used for reactive 'problem-oriented' and specific Work-package meetings; the Project Web-site (radioactive101.eu) is used for all publicly available materials (e.g. see http://training.radioactive101.eu training pages); and, Moodle is used to support training activities http://moodle.radioactive101.eu/login/index.php. The next sub-section explains the problematisation and contextual/user needs analysis that underpins the project.
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Problematisation: Ongoing contextual and user needs analysis To link the user contexts and the pedagogical approach to the socio-technical design of the RadioActive platforms, a problematisation phase has been performed for all partner sites. Problematisation is a design technique that is particularly relevant to developing digitised technologies and social media practices linked to contextualised problems and opportunities (Ravenscroft et al., 2012a, 2012b), and is the focus of WP2. Problematise means to ‘conceptualise in order to change’. In order to promote greater social participation and inclusion, we first needed to systematically examine the problems, challenges, needs and opportunities within our user contexts. Arguably the most critical and initial phase in Problematisation involved initiating and/or developing a relationship and discourse with the user groups and their organisations, often using informal and ethnographically informed methods and approaches. These may involve RadioActive core project members participating in the activities of the organisations and getting to know everyone informally 'as people' in contrast to simply 'selling the project'. These practices have typically been performed within established relationships and networks with organisations linked to the excluded groups, with only the UKL being challenged to establish these working relationships 'from scratch'. Later, once the relationships, trust, and discourse have been established, we then held more focussed discussions, interviews, focus groups, and questionnaire surveys with participants. These latter techniques represented an incremental movement from the more open and informal methods (that initiated and maintained the relationships and discourses) to more formal ones that were methods of evaluation. The initial and ongoing open and yet directed dialogues allowed us to closely align RadioActive activities to the challenges, needs and aspirations prevalent in the contexts 'on the ground'. Indeed, the project deliberately dissolves the common distinction between project members and users, we are all conceived as radio-activists who adopt different roles to realise a common purpose. These practices align the Freirian dialogical model with actual pedagogical innovations linked to the development of digital competencies through internet radio and social media practices in the target contexts. This was also an essential stage in involving members of the target group in the co-design process from the very start of the project. This phase allowed the excluded groups to take ownership of the project by co-shaping the technologies and pedagogic approaches from day one. To realise this Problematisation, in WP2, as documented in D2.1 and D2.2, each partner (or group of partners in different partner countries) has: 1) Undertaken a local/national level needs assessment via a reference group of at least 10 end users in each context (user groups, their support actors, and service providers). Here the needs assessment not only examined the learning needs of the target group but also looked at their interests and motivations for becoming involved in the project; and 2) Mapped the lived experience and voice of participants to technical and pedagogical practices that were developed and performed, e.g. the issues that are the subject of interviews and discussion in the radio broadcasts are those that are directly affecting the groups involved (e.g. crime and illegal activity, lack of educational opportunities, drug abuse, etc.). Through incorporating this problematisation phase the internet radio is used as a device to legitimise interests into social and cultural outputs within wider society. Thus, we have focused on the cultural interests of user groups in each country as not only a basis for programming the radio output but also as a means of social involvement and citizenship whilst developing new skills and competencies. For example, making a ‘magazine’ style one hour radio show about local issues will involve team working, collaborative learning, researching and interviewing, technical production and editing and polishing communication skills – that are evidenced through the recorded shows (downloaded over 300 times) and the evaluation that has been performed in the UK (Edmonds et al., 2013, D6.1 Appendix 2), that was cofunded through a related UK project funded by the Nominet Trust. Our documented methodological and pedagogical approach is not just a technical or theoretical document but also a practical and 'live' and ongoing framework for steering the project development through, in particular, work packages 3 (training and technical development), 5 (the live broadcasts) and 6 (Quality and Evaluation) . Problematisation also forms part of our impact strategy, showing and making transparent the steps we have undertaken to understand and work with the excluded groups. By working with youth groups, schools, student organisations, community centres and church outreach organisations (see D2.2 for a full and detailed list) the partners have been able to connect through a network of existing support groups to engage the target participants. By offering something new and exciting we have encouraged greater participation from the wider community and so enriched 531245-LLP-1-2012-1-UK-KA3-KA3MP
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the existing groups. In some cases the RadioActive approach has become a key facet, altering the way in which the groups and centres run on a daily basis (e.g. see Edmonds et al., 2013). The outcome of the way in which the problematisation phase informed the practical setting up of the hubs and linked to training and accreditation is given below. Implementing the RadioActive hubs: Setup, training, operations and accreditation We have adopted a mixed modality training approach incorporating a cascade model of transfer. At the start of the project, the key members of the community groups were invited to participate in an intensive 2 day practical workshop in which they learned the basics of setting up and running an internet radio hub. This was followed up with virtual (human) support (via Skype) and online support through materials contained in the training sections of the European Support Hub (training.radioactive101.eu). Following a cascade model, those who were initially trained passed on their knowledge to others in their organisations. The RadioActive Partnership now provides comprehensive support and training in the form of sound governance and editorial models (GEMs, which appear for each partner in ‘D1.2 Governance Editorial Models.pdf’), training workshops, online tutorials, a handbook, regular face-to-face, Skype and email interactions. A strong indicator of the success of the project approach thus far is that the same standard technical set-up and training has worked well across all the partner sites and diverse groups in Year 1, as evidenced by the broadcast output from each site and the 33 broadcasts in total. This demonstrates the flexibility and robustness of our model; reusability of the standard kit; and, the effectiveness of the training approach. In year 2, this training will adopt a different emphasis, to support the ‘professionalisation’ of our practices according to clearly defined quality criteria. We have made good progress with regards to accreditation of the training and RadioActive practices by means of a system of badges similar to those described by Hamilton and Henderson (2013) (http://www.jisc.ac.uk/blog/so-what-are-open-badges-28-aug-2013), in this case we are planning to utilise the inbuilt features of the Moodle and Mahara platforms within the Hub for the collection of evidence for accreditation and for the distribution of the badges. We have preliminary schemes under consideration and a methodology that maps well to 6 of the 8 key competencies for Lifelong Learning; namely: Communication in mother tongue; Digital Competence; Learning to learn; Social and civic competencies; censure of initiative and entrepreneurship; and, Cultural awareness and expression. (http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm)
The analysis of learning as part of WP2 in the project uncovered that RadioActive needs to address both ‘formal training’ and ‘action-based informal learning’. Formal Training focuses on the basic hands on know-how to bring participants into active practices (e.g. learning to setup and use the equipment). Then the action-based support, enables learning ‘in vivo’ through radio production and broadcast practices (e.g. critical interviewing and reporting). Central to providing ongoing online support for the training and accreditation materials is the European Support Hub (ESH), which is the central coordinating technology and public face for the pan-European aspects of the project, described below. Coordinating pan-European activity through the European Support Hub (ESH) During the project kick-off meeting (in M2) the role of the European Support Hub was decided and also its technical requirements and features were confirmed. Through the European Support Hub (ESH http://training.radioactive101.eu), learning and other activities of the project are supported centrally. It hosts and accesses the project-websites, national hubs and other websites of the radioactivist groups. It is extended by training support and activity support dedicated to the Project collaboration. In addition, the ESH offers news, specifically about the hub development, training and multilingual support of all tools. The architecture of the ESH is given in Appendix D1. A screenshot of the ESH is given in Fig. 2 below; this photo shows the broadcasting equipment in situ during an interview being conducted by one of the young radio-activists, links to the national sites (on the upper right hand side) and links to social media 531245-LLP-1-2012-1-UK-KA3-KA3MP
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(on the lower right hand side). The menu bar along the top contains clear links to the partners and their institutions, training, news updates and contact details.
Fig. 2 European Support Hub (ESH)
Fig. 3 RadioActive101 UK partner site. The menu section contains clear links to the associate partner organisations, training, previous broadcasts and details of how to make contact.
One of the national websites that is a focus of activity for the UK Associate Partners is given above in Figure 3; this shows the links to previous broadcasts and a photo showing a live broadcast in full flow at one of the UK associate partner sites in London. Specifically, the following technical solutions are in regular service: 1. Wordpress Multisite as a practical way of networking our collection of hubs under the same WordPress installation. This provides a backbone for the dissemination work and allows easy access to the radio broadcasts, archives, training, feedback channels, photos and more; 2. Podlove Podcast Publisher and Podlove Web Player as a Media distribution system to document the shows (in cases where distribution does not violate country-specific copyright restrictions); 3. Moodle as a Learning Management System to offer self-paced learning material for the radio-activists and internal collaboration spaces to prepare shows and exchange content and ideas (about formal and informal certification for instance). Also a training curriculum and material repository is in place to support learning facilitators work and will include a basic set of material in each partner’s language after the project ends; 4. Mahara as an ePortfolio-System in Use as a work-portfolio, learning diary and/or for self presentation accounts by the radio activists and the organisations; and, 5. Various social media tools are incorporated that are specific to RadioActive, such as our project specific Twitter (https://twitter.com/RadioActive101) and Facebook (https://www.facebook.com/RadioActive101) accounts. These also supplement national SoundCloud and YouTube Channels.
An early start on the ESH has allowed us to focus on: improving and continuing integration of all modular components; improving interoperability; implementing curricular developments; and, a meaningful design of a scalable repository supporting the pan-European exchange of experiences. Expanding the role of integrated social media, such as our project specific Facebook and Twitter accounts (given above) will be a particular focus of Year 2. These media will be used to crowd-source audiences, promote shows and provide live audience interaction. It was in appropriate to more fully exploit these media during year 1, as the deliberate focus was to facilitate our group’s development of their various radio skills to necessary quality standards. Once these skills and related radio practices have been ‘professionalised’, it is a natural next step to then exploit social media more fully, and focus more on community development and interaction through social media, with the live radio broadcasts remaining the ‘core’ of our project. 531245-LLP-1-2012-1-UK-KA3-KA3MP
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Quality and Evaluation The Quality and Evaluation methodology has been developed by the ODIP with the input of all 2 partners of RadioActive Europe and closely informed by an initial, or prototype , evaluation that was completed in the UK (Edmonds et al., 2013, D6.1 Appendix 2; Ravenscroft et al., 2013a; 2013b; 2013c). The scope of the quality framework is to measure the progress of the project and to evaluate the final outcomes, learning processes and impact of the RadioActive project at the level of different actors involved, in all partnership countries. The specific approach of the methodology takes into account all the areas of intervention foreseen by the project and a comprehensive proposal for various criteria and quantitative and qualitative indicators to be measured (WP6, D6.1). This quality approach is being applied to all eight work packages. According to the quality approaches three main areas of quality evaluation are followed by the methodology: learning processes, project outcomes and short-term impact. The Phase 1 evaluation that has been completed involved performing a prototype evaluation of the UK site and using this to inform wider evaluation in Phase 2 – evaluation to cover all sites in the second year of the project. The impact on various dimensions will also be assessed by focus group or individual interviews carried out with youth workers or other staff involved in the project. The main areas of interest here will be related to: personal and professional development of staff; quality awareness; interests for further organizational development; networks; and dissemination; and, visibility of the organisation. The Early evaluation findings at the UK site (Edmonds et al., 2013, D6.1 Appendix 2; Ravenscroft et al., 2013a; 2013b; 2013c) with a sample of 48 radio-activists (subjects) delivered particularly positive and interesting results, such as the delivery of additional impact and value beyond the informal learning of technical and employability skills. Additionally we found improvements in confidence, selfesteem and general well-being of individuals, groups and organisations involved with the project. Indeed the necessity of, and model for, developing a 'platform' of improved ‘well being’ prior to and alongside the informal learning of digital literacy and employability skills is a key preliminary finding of the project, that we’ll explore further in year 2. It appears that once our excluded groups develop the confidence and competence to perform activities they previously thought were beyond them, such as the production and broadcasting of live radio content, they seem then empowered, to learn many other 3 things and to develop a number of key competencies . In the UK evaluation, confidence levels were assessed by questionnaires which identified that on average (across different groups) over 50% of respondents felt they were more confident after being involved with RadioActive. The data across a range of mixed methods highlighted the significant impact the project has had on the skills and social outcomes for these young people as well as on their wellbeing. For example the scores on the Rosenberg Self-Esteem Scale identified that all respondents scored in the normal or above normal range except two. The evaluation also highlighted the skills acquisition that participating in this project has brought about. Learning from this initial study, at the level of target beneficiaries quantitative and qualitative approaches are being used, measuring self-perception of progress (initial, interim and final evaluation), based on a preliminary analysis carried out at the beginning of the project (eg. during the kick-off meeting). After learning from the initial UK evaluation it was decided that Self-perception questionnaires and group interviews will be carried out by each partner, based on the following capabilities: creative skills and abilities; knowledge and understanding of technology; communication skills; self-confidence and motivation; decisions making abilities and responsibility; organisation, time management and problem solving skills; cultural awareness; self-perception of progress; ability to set up new personal and learning objectives (see Edmonds et al., 2013, D6.1 Appendix 2).
2
We use the term ‘prototype evaluation’ to denote that this was a full evaluation completed at one site (in the UK), that will inform the across project evaluation that will be performed in year 2. This was co-funded in the UK by the Nominet Trust. 3 Note, this is not apparently selection bias amongst participants in RadioActive, as youth workers have noted that deciding to participate in other activities does not lead to the same level of improvements in well-being. 531245-LLP-1-2012-1-UK-KA3-KA3MP
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At the level of community, the specific impact is also being assessed through group and individual interviews. The main areas being measured relate to: a) Awareness of the project and related problems and solutions; b) Level of participation and engagement in the project; c) Opinions on usability of project outcomes and products; d) Awareness of project related problems and solutions, in a European context; e) Usability of project outcomes and products for further activities. The project has a clear methodology, using quality criteria indicators for all identified quality areas, and has formulated a quality plan and set of research tools to be used in year 2 during the second phase of the evaluation process. Evaluation so far has shown that the RadioActive Advanced Pilot has been a successful and somewhat radical intervention with the excluded and disenfranchised young people involved in the project. Those who have been positively affected range from at-risk young people in high crime areas to those who suffer inordinately high levels of exclusion (e.g. learning disabled young people). These additional benefits are improvements in general ‘well being’, demonstrated through dimensions like confidence, self-esteem and propensity to communicate, plus clear organisational improvements in communication, team working and critical and reflective practices. Dissemination and exploitation The dissemination achieved so far has been considerable and significantly beyond the levels typical of year 1 LLP project. Dissemination and Exploitation includes different approaches and activities. In the dissemination part of the project we focus on promoting the circulation of the outputs and results of the project at academic, industrial and social levels. Specifically, the disseminated outcomes so far include 1 EU LLP stand and showcase, 15 conference and research presentations, 3 dissemination workshops, 20 news media reports, 15 blog mentions and 33 broadcast shows. These are the public face of the project in terms of the radio shows, workshops, conferences, etc. There has also been promotional media dissemination through press, radio and television news, to help us reach both industry and various civic society actors. On the other hand, exploitation has to do with the sustainability of the project and is concerned with the afterlife of RadioActive. The exploitation activities are central to the project since they will ensure that it can be replicated and survive post December 2014, and we have already produced a draft exploitation plan (D 8.1) ahead of schedule, as we want this to frame our year 2 activities. Project dissemination has a holistic approach. This means that we have been working at different levels of dissemination, from the European and national to the local and with different types of stakeholders and groups of interest. At the European and national levels we have produced an extensive amount of dissemination activities to make the RadioActive Europe project public and well known. We have disseminated the project among the Cost network, meaning that the LLP could also have a relevant projection among other European scientific networks and programs. We have also presented seminars and conferences with national and European visibility, mostly reflecting and showing work on problematisation, methodologies and initial implementation of the radio stations. The high level of project news reports (newspapers, radio and television) at local and national level were also of great relevance, especially as this was only the first year of the project and the implementation was in the early stages. The early creation of the national hubs, by M3, was also a relevant form of dissemination of our activities. This was also an important achievement to best deliver the project amongst associated partners at a local level whilst also incorporating their ideas. These are - UK RadioActive partners hub http://radioactive101.org German RadioActive hub http://de.radioactive101.eu Portuguese RadioActive hub http://pt.radioactive101.eu Romanian RadioActive hub http://ro.radioactive101.eu and the Maltese RadioActive hub http://mt.radioactive101.eu Summing up our approach so far, the project’s considered pedagogical approach, tested management framework, innovative socio-technical design solutions using problematisation and rapid implementation of the RadioActive101 stations have resulted in a cohesive and successful project approach.
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3.
Project Outcomes & Results
In general, the outcomes of the project so far are; a transferable and reusable model for developing internet radio and social media support to address exclusion; a robust internet radio and initial social media presence (RadioActive Europe) incorporating 5 national stations (or hubs); an extensive and sustainable network of users and user organisations maintained through a European Support Hub (ESH); and measured improvements in individual and community developments that address exclusion. The schematic of the project’s technical architecture is laid out in Appendix D1 Architecture. In addition to the established international and five national hubs containing a lot of content, such as thirty three radio shows that have already been broadcast - we have also achieved wide-ranging and insightful range of outcomes and results including conference and research presentations, dissemination workshops and media reports. The full and summarised list of our dissemination outcomes and results so far is: 1 EC LLP stand and showcase and Radio Show at Online Educa 2013 15 conference and research presentations 3 dissemination workshops 20 news media reports and interviews 15 blog mentions (governmental and specialist blogs; media literacy, education) 187 Twitter followers and 159 Facebook ‘likes’ 33 broadcast shows (30 by radio-activists and 3 by project members, inc. EC LLP showcase at Online Educa 2013) 11 Associate Partners to the project delivered across the partnership (and 8 more recently recruited) 9,207 unique page views in total across the project (nearly twice the proposed final target) 2,487 unique page views (main RA-Eur .eu site only) 762 unique page views (UK partner site) 902 unique page views (Germany partner site) 4,685 unique page views (Portugal partner site) 246 unique page views (Romania partner site) 125 unique page views (Malta partner site) It’s important to note that these outcomes and results have been achieved in a first year that was dedicated to setting up an advanced pilot that was the result of intensive and ongoing community engagement, training and experimentation with roles and program formats. So the range and size of these year 1 outcomes and results provides an outstanding platform for achieving and surpassing our year 2 targets. Below we provide more details on the web-sites we have produced and external dissemination activities. 1. RadioActive Project Websites: International and national hubs The English and national language versions of national websites were created in March 2013 and since then have been updated with activities directly related to the project and also with news, reports and information’s that can be useful for those who visit the websites. In addition, more references and examples of national outputs were added to make the national pages more useful for associated partners and stakeholders. The main project website: http://radioactive101.eu and the 5 national websites are: UK http://radioactive101.org Germany http://de.radioactive101.eu Portugal http://pt.radioactive101.eu Romania http://ro.radioactive101.eu Malta http://mt.radioactive101.eu The RadioActive Project Website is a place to disseminate activities from different members of the project and also has a European level of dissemination that will be improved in the next year.
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External Outcomes - Dissemination Activities 2.1 Academic presentations - The academic presentations have been mainly focused on the design, problematisation and the UK Evaluation aspects of RadioActive. All the news media references to the project (TV, radio, press and web) included an overview of local implementation of RadioActive, including details about the local partners. They were particularly important since they produced greater visibility in academia, but also public awareness. For further details, see: Appendix A1 2.2 Dissemination Workshops Three dissemination workshops have already been conducted and attracting 3 new partners from Glasgow, and 4 from the London Youth network. The events were:
Glasgow, UK 11-13 November 2013 (40 people). Set up in conjunction with Dr Cristina Costa from Strathclyde University. Discussions about Glasgow Hub (see Fig. 4). Kingston, UK 22 November 2013 (18 people). A British Educational Research Association (BERA) presentation to youth workers and academics. London, UK 27 November 2013 (13 people). Run in Partnership with London Youth, utilising their pan-London network of 400+ youth clubs.
Fig. 4 Prof. Andrew Ravenscroft delivering the introduction to a RadioActive Dissemination workshop, Strathclyde University, 13 Nov 2013 2.3 Media mentions - media mentions are very important because they make a direct connection between the project and wider audiences. We achieved some visibility on news blogs, print media, online newspapers, radio stations and television. We also collected a large amount of blog/websites references from a vast range of subjects, from governmental sites, to media literacy, digital world and education specialized bloggers. Besides that, we have also collected other media references, mostly dissemination activities in the scope of the associated partners' publications, organisations and partners (see images below).
Fig 5 News coverage of RadioActive in the Portuguese media (see: Appendix B1)
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2.4 Broadcasts - the 33 shows produced by the 268 radio-activists are also very relevant vehicles for dissemination along with the 3 collective shows that RadioActive partners produced during project meetings (giving a total of 33). Regarding the 33 shows produced by the excluded groups, the list (Appendix C1) reveals different programs with diverse subjects: art, street art, human rights, citizenship, education, security, and many others. These programs (see Fig 6 and 7).are the core of the project implementation and are also significant in the improvement of the project’s visibility among wider society with 9,207 unique page views (nearly twice the proposed final project target)
Fig. 6 A live show ‘On Air’ in Portugal. For further details, see: Appendix C1
Fig. 7 Setting the sound levels for presenters in London. For further details, see: Appendix C1
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4.
Partnerships
Partnerships are at the heart of any effective European consortium and the RadioActive project partnership is as experienced as it is diverse. The project’s challenging technology mediated educational intervention demands a pan-European solution on two levels; one form of partnership is between the formal members of the Consortium - UEL the lead partner in the UK, with partners from Portugal (CIMJ), Germany (UKL), UK (Pontydysgu), Romania (ODIP) and Malta (KIC); and the other is between the national partners and their associate partners that are listed below. We have developed successful working relationships and collaborative working practices at these partner levels throughout the project, that work in harmony to successfully deliver the project aims. Specifically UEL have attested project management, pedagogical and technical expertise in designing next generation social media technology which overlaps with the TEL design and training expertise of Pontydysgu. Both of these partners also harmonise well with IWM who are responsible for delivering the web-based innovations. This combined strength in socio-technical design linked to innovative pedagogy, allows the partnership to incorporate the media expertise of CIMJ and the lifelong learning expertise of ODIP within design, operations and evaluation approaches. The considerable expertise of KIC in exploitation, in particular articulated through linking accreditation to employability pathways, makes their contribution particularly significant in ensuring exploitation is achieved. Below we briefly describe the types and roles of partners primarily constituting the consortium and their associate partners with whom we work to deliver the project ‘on the ground’. Project Partners and their Associate Partners UEL - the lead partner is the Cass School of Education and Communities at the University of East London, a major centre engaging in research and scholarship of national and international significance. UEL leads the project and is working with young people in the UK at three community organisations; Dragon Hall, the Squad and YOH. Dragon Hall runs a wide range of activities and services to local people. These include: Under 5s Drop-In, youth work, support for young people who are not in education, employment or training (NEETs) and over 50s activities. The Squad runs a Learning Disability Youth Club for young people aged 13-25 in Merton (outer London). Delivery here comes from the Youth Work Manager, a pool of 30 volunteers (including 5 learning disabled volunteers), professional tutors and young people. YOH is a youth-led participatory and inclusive community organisation that delivers a range of community based developmental, educational and recreational activities for children and young people, particularly those that are marginalised, vulnerable and at-risk of social exclusion. Pontydysgu is a research and development organisation experienced in the design, development and delivery and support of programmes and courses for teachers and trainers in Technology Enhanced Learning. Pontydysgu’s main role in the project is developing and supporting partners to implement the technological aspects of the RadioActive model and evaluate the implementation phases. The Knowledge Media Institute (IWM) at Universitaet Koblenz-Landau (UKL) is experienced in the use of digital technologies in learning, teaching and knowledge management. UKL lead on the development of the European Support Hub and bring expertise in e-learning and the use of social media for learning contexts. IWM is in partnership with the Multi-Generation Centre in Neuwied (MGHNeuwied) and MGH-Koblenz. The established multi-generation centre programme is one national key action programme of the German Ministry of Family, Senior Citizens, Women and Youth http://www.mehrgenerationenhaeuser.de/aktionsprogramm and aims to establish local multi-generation centres across the country. MHG-Neuwied now hosts Deichstadtradio and MGH-Koblenz the group called Radio Ko'n'Rad and supports group activities and engagement. Media and Journalism Research Centre (CIMJ) is a non-profit organization whose prime objectives are the stimulation and development of research on the media and journalism. CIMJ is making use of its expertise in journalism research and journalism and communication practice and leads on the project’s dissemination activities. CIMJ is working with young people in three low income communities
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in Porto and Coimbra through the service providers Metas, Catapulta and Trampolim. The three centres work with Programa Escolhas (Choices Program) and all conceived to work with children and young people from deprived areas. Metas: the participants live in a parish with enormous social and economic difficulties and poor social housing. Catapulta: is in a very poor area and, comparably to Metas, have fewer digital competences, but benefits from being in the traditional part of the city, and its associated tourism. Trampolim: is located in a peripheral social housing area with around 2,000 people, with a large percentage of social income beneficiaries and a significant Roma community. There are several community centres in the adjacent neighbourhoods, whose activities may clearly benefit from RadioActive's presence (Brites et al., 2013). The Observatory for Lifelong Learning Development (ODIP) is an independent non-governmental and non-profit research organisation involved in research, evaluation and training in the field of promotion, development and implementation of lifelong learning policy. In this project ODIP lead on quality assurance and evaluation. UNICEF Romania launched in 2010 the School Attendance Campaign, in order to assist national and local authorities getting an estimated 300,000-400,000 children back into the classroom and decrease the number of drop-outs. The Radioactive project is a pilot sub-component within the general drop-out risk reduction intervention and is being implemented in two communities of economically disadvantaged backgrounds from Bucharest and Buzau. School no.64 Ferdinand, Bucharest has 480 students enrolled of which 25% are from the Roma minority. In the previous year the drop-out rate was 5% in primary level and 7% in the case of lower secondary level. Being characterised as above, around 8% of the total number of students are enrolled but currently are not attending at all, the majority leaving the community with their parents without legal transfer documents. Almost 15% of the school population has difficulties in regularly attending classes, due to household responsibilities or the lack of support from their families. 10% of the total number of students at risk also have deviant behaviour and were involved in school acts of violence. The disadvantaged background of the school is highlighted by the high share of parents that are unemployed (10%), single-parent families (25%), or with a very low educational background (70%). School Nicolae Titulescu, Buzau has 208 students enrolled of which 40% are from the Roma minority. In the previous year the drop-out rate was 6% in primary level and 8% in the case of lower secondary level. Around 10% of the total number of students are enrolled but currently are not attending at all, the majority leaving the community with their parents without legal transfer documents. Almost 20% of the school population has difficulties in attending classes regularly, due to household responsibilities or a lack of support from their families. A fifth of the total number of students at risk also display deviant behaviour and were involved in school acts of violence. The disadvantaged background of the school is highlighted by the high share of parents who are unemployed (15%), single-parent families (30%), or with a very low educational background (75%). The Knowledge Innovation Centre (KIC) is a consultancy focusing on knowledge brokerage and innovation of knowledge transfer processes. The Centre has worked extensively within Quality Assurance of Higher Education, Technology Enhanced Learning, Student Services and the knowledge economy. KIC leads on the exploitation activities, providing expert advice on legal and IP issues and facilitating the sustainability of the project. KIC is working with INSITE, a student-run, non-profit, independent media organisation whose aim is to promote student life and to provide students with a means by which to be heard. INSITE also works to raise awareness and encourage debate amongst students, and to promote their initiatives in culture and education. The project partnership is an endorsement of the diversity and dedication of these pan-European institutions. In Year 2 we will extend this consortium across the partner countries and expand our network of associate partnerships, with eight new Associate Partners already recruited during the end of year 1.
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5.
Plans for the Future
The project is on target in fulfilling its work schedule as set out in the agreed work packages and is ahead in a number of areas as documented in Section 1. Year 2 deliverables include the Final Report, Final Version of European Support Hub, The full suite of Radio Shows, Pilot Evaluation Report, Final Evaluation Report (with both these reports covering each site), Articles/presentations on RadioActive implementation and evaluation, Exploitation Plan, Exploitation Report, Accreditation and progression plan and an active Exploitation Network. Work on the Pilot Version of European Support Hub has already been completed. Phase 1 evaluation has been completed and reported that has involved performing a prototype evaluation of the UK site and using this to inform wider coverage in the Phase 2 evaluation - to cover all sites in the second year of the project. The focus of the second year of the project will be on: ‘professionalising’ and increasing the radio production practices; more closely linking training and production practices to the EU LLL key competencies that are recognised through accreditation and linked to employability pathways; greater integration and exploitation of our existing social media presence and tools Twitter https://twitter.com/RadioActive101 and Facebook https://www.facebook.com/RadioActive101; extending the evaluation to cover all sites and implementing the quality criteria and measures; expanding the number of partners involved and extending participation within sites; further dissemination in support of wider exploitation; and sustainability and further replication as exploitation at the end, and beyond the end of the project. Discussing and agreeing how all these activities will be articulated will be central to the project meeting in Koblenz, 11-14 February 2014, where we also be performing a joint broadcast during International Radio Day on 13 Feb 2014 from this meeting. In particular Year 2 will also focus on attracting and involving more user organisations and training more radio-activists to become involved in the RadioActive hubs. This will be achieved in part by hosting further dissemination workshops and training events in each partner country that will help us to engage more people and groups who are excluded or at risk of exclusion. To further support sustainability and extensibility the lead site (UEL) has set up a collaboration between the Cass School of Education and Communities and the School of Arts and Digital Industries, who are setting up a new hub based in the University, that will form a concrete ‘centre-piece’ for combining community engagement with academic practices linked to courses (e.g. placements for Music Technology students). This hub will be retained and further extended well beyond the end of this project, through folding it in to the ongoing academic practices of the two UEL academic schools. Due to its nature, commercialisation is not the goal of RadioActive. However, replication is. The technical and pedagogical toolkit that has been created and will continue to be built upon during the project will allow for sustainability and expansion after the end of the project. Following the cascadetraining model, the RadioActive model allows learners of today to teach newcomers allowing for expansion of the project beyond 2014. By the end of the project RA-Eur will have: an operational and maintainable International European Support Hub; 5 national RadioActive stations, or hubs, linked to Associate Partners in each country; an additional training and outreach hub based at UEL; a clearly specified pedagogical model and educational intervention for inclusion, informal learning and employability, defined in academic and published articles; significant dissemination and larger networks of user groups and high-level organisations in each country; and, a clear model for further expansion and replication according to a clearly defined exploitation plan.
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6.
Contribution to EU policies
RadioActive contributes to strongly to three areas of EU policy, namely the European Reference Framework for Key Competences for Lifelong Learning, the central aspects of the ongoing debate and policy about media literacy and policies addressing social and digital inclusion. Below we describe how each of these is addressed in more detail. RadioActive maps very well to 6 of the 8 key competencies in the European Reference Framework namely: Communication in mother tongue; Digital competence; Learning to learn; Social and civic competences; Censure of initiative and entrepreneurship and Cultural awareness and expression. How these link to the project activities is emphasised within our work on problematisation (WP2), training (WP3), RadioActive LIVE (WP5) and evaluation (WP6). We will be articulating how we address this policy in more formal terms during Year 2 when we will devise a clear model which links these key competencies to the staged development of RadioActive practices linked to accreditation through badges, or similar scheme that is approved by our radio-activists. In terms of addressing policy on media literacy we are particularly conscious of the view that “the European Commission considers media literacy an extremely important factor for active citizenship in today's information society. Just as literacy was at the beginning of the twentieth century, media literacy is a key pre-requisite of the twenty-first century” (http://ec.europa.eu/culture/media/medialiteracy/index_en.htm). Virtually every practice in RadioActive is an articulation of media literacy at various levels and to various degrees. For example, learning how to use the media and understanding how it works, as well as being able to develop critical understanding of the representations produced by multiple sources of information are essential competences for the digital era. One of the central discussions nowadays is precisely to push the media literacy agenda to include the real use of media by different audiences and publics, favouring awareness over simple familiarity when using new media. RadioActive addresses these issues directly because the radio-activists learn how to use, interpret and have a critical perspective of media, by producing the media – the radio shows. Policies addressing social and digital inclusion are in particular aiming to address the high unemployment rate amongst young people across Europe, and EU policy is increasingly focused on young people classified as NEET (Not in Education, Employment and Training). This excluded group a are the main radio-activists in the UK and Portuguese sites. For these groups the radio is a dynamic way to practice how to talk and express oneself, how to gain trust of others and greater selfconfidence, and in particular and how to act critically in relation to civic action within the community. These competencies are developed through programs addressing issues like knife crime, police policies (eg. stop and search - in the UK), drug abuse, discrimination and general community issues. Inclusion in these ways is therefore realised through active citizenship, in a context where international institutions such as the European Parliament, the Council of Europe and UNESCO have pushed the relationship between media education and citizenship. For example - The European Commission Recommendation on media literacy in the digital environment was for a more competitive audiovisual and content industry and an inclusive knowledge society. This followed a similar announcement on 20.8.2009, based on the European Council’s conclusions on media literacy in the digital environment. Before this UNESCO issued the Paris Agenda – that preceded Twelve Recommendations for Media Education (Media and Information Literacy (MIL) in 2007, updating the Grunwald Declaration of 1982. Summarising, although we are only half way through our RadioActive Europe project, we have already delivered a substantial and highly innovative education and inclusion project - that is showing unusually strong potential for having a real impact in addressing agendas related to: the development of key competencies for lifelong learning; contemporary media literacy; and, social and digital inclusion.
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7.
Acknowledgements
In addition to the funding and support from the EC’s Audiovisual and Culture Executive Agency, we would like to acknowledge the co-funding and support of the Nominet Trust in the UK RadioActive project and its evaluation up to November 2013. We would also like to sincerely thank all the radioactivists for their dedication and commitment to the project and also to acknowledge the enormous contribution of all the Associate Partner groups including Dragon Hall, the Squad, YOH, MGHNeuwied, MGH-Koblenz, Metas, Catapulta, Trampolim, UNICEF, School no.64 Ferdinand and School Nicolae Titulescu and INSITE.
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8.
Appendix A1 Bibliography
Conference proceedings:
Brites, M.J; Jorge, A.; Santos, S. C.; Navio, C. (2013) RadioActive Europe: jovens, o digital e as suas comunidades [RadioActive Europe: young people, the digital era and their communities], 2.º Congresso Literacia, Media e Cidadania [2nd Literacy, Media and Citizenship Congress], Lisboa (forthcoming). Ravenscroft, A, Attwell, G., Stieglitz, D, Blagbrough, D. (2011). RadioActive – ‘Jam Hot!’ Personalised radio ciphers through augmented social media for the transformational learning of disadvantaged young people. Full paper accepted for Personal Learning Environments (PLE) Conference 2011, Southampton, UK, 11-13 July 2011.
Conference and research presentations
Auwärter, A., and the German team, 10th and 11th June - E-Learning-Days Conference Koblenz. (http://www.elearningtage.org/programm.html) Brites, M.J. gave a presentation at Beira Interior University, Portugal: RadioActive, 7-8 March 2013 (http://agendadocidadao.ubi.pt/jornalismo-cidadania-participacao/) Brites, M.J., and Jorge, A. (2013). Community web radio and including young people through media education: problematising before changing. Belgrade meeting 2013 – COST Action IS0906 "Transforming Audiences, Transforming Societies". 18-20 September 2013. (http://www.cost-transformingaudiences.eu/system/files/ Belgrade%20Programme%20FINAL _2013_09_16.pdf) Brites, M.J., Jorge, A., Santos, S. and Navio, C. (2013). Conceptualizar para mudar: processos de literacia para pensar a rádio e a comunidade envolvente [Conceptualize for change: literacy processes to think about radio and the surrounding community]. Radio Section, VIII SOPCOM2013, Lisbon, 17-19 October 2013. (http://www.sopcom2013.ipl.pt/pdf/SOPCOM_2013_PROGRAMA_COMPLETO.pdf) Brites, M.J., Jorge, A., Santos, S. & Navio, C., gave paper and a presentation RadioActive Europe: jovens, o digital e as suas comunidades [RadioActive Europe: young people, the digital era and their communities] during the 2.º Congresso Literacia, Media e Cidadania, 10 May 2013. (http://literaciamediatica.pt/congresso/plano-das-sessoes-paralelas) Ravenscroft, A. (2013). RadioActive: Internet radio for radical education through digital agency, Community Engagement and the Arts (IPAD colloquia series, Applying Digitised Agency), Institute for Performing Arts Development (IPAD), Stratford Circus, University of East London (UEL), 14 June, 2013. Ravenscroft, A. (2013).RadioActive: International Internet Radio for Informal Learning with Disenfranchised Communities, Invited Talk given to UEL Education Doctorate students, UEL, 18 May, 2013. Ravenscroft, A., Edmonds, C and Dellow, J. (Presenting authors), (2013). RadioActive: Inclusive Informal Learning and Employability through International Internet Radio, University of East London (UEL) Research Conference, Knowledge Dock, University of East London (UEL), 26 June, 2013. Ravenscroft, A., Edmonds, C., Atwell, G., Hughes, J., Steiglitz, D., Blagbrough, D., Dellow, J., Hassan, E Murphy. A (2013). RadioActive: Inclusive Informal Learning through Internet Radio and Social Media. Paper presented at Cass School of Education and Communities Research Conference, University of East London (UEL), UNITED KINGDOM, March 2013. Ravenscroft, A., Edmonds, C., Atwell, G., Hughes, J., Steiglitz, D., Blagbrough, D., Dellow, J., Hassan, E Murphy. A (2013). RadioActive: Inclusive Informal Learning through Internet Radio and Social Media. Paper Accepted for British Educational Research (BERA) Conference 2013, 3-5 September, University of Sussex, UNITED KINGDOM.(http://www.bera.ac.United Kingdom/events/bera-conference-2013) Ravenscroft, A., Murphy, A., Edmonds, C. & Dellow, J. (2013). RadioActive101: Rethinking radio as radical pedagogy for inclusion, engagement and informal learning for social impact. Paper Accepted for Radio Research 2013: Radio, the resilient medium, London 11-13 September 2013.
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(http://radioresearch2013.sunderland.ac.United Kingdom/wpcontent/uploads/2013/01/Parallel-Sessions-Schedule-v2.5.pdf) Ravenscroft et al., (2013) RadioActive: Inclusive Informal Learning through Internet Radio and Social Media, Presented at CASS School of Education and Communities (University of East London, UNITED KINGDOM) Research Conference, 13 Feb 2013. Santos, S (2013). Rádio e internet: implementação do RadioActive 101 [Radio and Internet: Implementing RadioActive 101]. Encontro Nacional de Estudos sobre Rádio, Casa das Caldeiras [National Meeting on Radio Studies] – Faculdade de Letras da Universidade de Coimbra. 30 September de 2013. (https://www.facebook.com/events/293520450790928/?fref=ts) th Santos, S participated in the 1st Portuguese Meeting on Radio Studies, 15 February 2013. (http://www.sopcom.pt/Newsletter/201301-Sopcom.html) Santos, S., Brites, M.J., Jorge, A and Navio, C. (2013). "Já ouviste a minha rádio?: estratégias participativas de empoderamento de jovens através da rádio online" [Have you heard about my radio station?: participative strategies for empowering young people through online radio]. Radio Section, VIII SOPCOM2013, Lisbon, 17-19 October. (http://www.sopcom2013.ipl.pt/pdf/SOPCOM_2013_PROGRAMA_COMPLETO.pdf)
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9.
Appendix B1 Media mentions
Página 23 (Blog from the reference national daily newspaper Público). Madureira, Eduardo Jorge (author), 19th March 2013. "Uma rádio contra a exclusão escolar, pela melhoria do nível educativo online news" [A radio against school exclusion, a better approach to education]. URL: http://blogues.publico.pt/pagina23/2013/03/19/uma-radio-contra-a-exclusao-escolarpela-melhoria-do-nivel-educativo/ Página 23 (Blog from the Portuguese reference national daily newspaper Público). Madureira, Eduardo Jorge (author), july 2013."'Os jovens e a arte'" contra a exclusão escolar" ["'Young people and art' against educational exclusion"]URL: http://blogues.publico.pt/pagina23/2013/07/26/os-jovens-e-a-arte-contra-a-exclusaoesco%C2%ADlar/ Nós, RTP 2 (Program We, at Portuguese National television, channel 2), August 2013. "Escolhas Portas Abertas" ["Choices Open Doors"]URL: http://pt.radioactive101.eu/2013/08/30/escolhas-portas-abertas-emissao-ra101-em-coimbra/ Open Channels in Germany (Called Offener Kanal); OK4, 15.08.2013 20:00:18 | Repeated on 17.08.2013 15:15:17 and Sunday at 11:00. Report about the multi generation community centre. Report about the multi generation community centre. The Deichstadtradio was also represented there with a contribution about the objectives and the plans, work done and assumed outreach. OK4 (40,000 households in the region of Neuwied and Coblence). URL: https://radioactive101.eu:8443/display/PRD/Video+-+OK+Neuwied st Florian Schwann - OK Koblenz, 1 October 2013. RadioActive (Bürgerradio KO´n RAD); Another citizen TV-Station from the OK4 group reports about the RadioActive Project in general - the foundation of the second German RadioActive group and the concept. (Interviewer Florian Schwann, Interviewee Andreas Auwärter (RAEUR/IWM). URL: http://www.youtube.com/watch?v=QVnRC89CoFU Página 23 (Blog from the reference national daily newspaper Público). Madureira, Eduardo Jorge (author), 23rd October 2013."'Cenas nossas'" para escutar às 19h13" ["'Our stuff'" to listen at 9:13 PM]URL: http://blogues.publico.pt/pagina23/2013/10/23/cenas-nossas-paraescutar-as-19h30/ Jornal de Notícias, Peixoto, Isabel e Fonseca, Catarina, 29th October 2013. Front page and page 41. "Uma Rádio para a Inclusão" [A webradio for inclusion].URL: http://pt.radioactive101.eu/2013/10/30/o-jn-ouviu-a-radioactive/
Lusa, 3rd November 2013."Projeto europeu utiliza a rádio para formar e dar voz a jovens de Coimbra" [European project uses radio to form and give voice to young people from Coimbra]. This report was crucial to spread the project in Portugal, since Lusa is the national news agency and, because of that, other newspapers and media used Lusa’s text, photos and video to talk about RadioActive Europe.
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Sol, 3rd November 2013. "Projecto europeu utiliza a rádio para formar e dar voz a jovens de Coimbra" [European project uses radio to form and give voice to young people from Coimbra]. URL: http://sol.sapo.pt/inicio/Sociedade/Interior.aspx?content_id=90657 Notícias ao Minuto, 3rd November 2013."Projecto europeu utiliza a rádio para formar e dar voz a jovens" [European project uses radio to form and give voice to young people]. URL: http://www.noticiasaominuto.com/pais/125842/projecto-europeu-utiliza-a-radio-paraformar-e-dar-voz-a-jovens#.UnuC3Cfl6Xp Sapo Notícias, 3rd November 2013"Projecto europeu utiliza a rádio para formar e dar voz a jovens de Coimbra" [European project uses radio to form and give voice to young people from Coimbra]. URL: http://www.costadacaparica.com.pt/new.asp?id=1125235&t=Projecto-europeu-utiliza-ar%E1dio-para-formar-e-dar-voz-a-jovens-de-Coimbra Observatório da Língua Portuguesa/Lusa/Sapo, 4th November 2013."Usar a rádio para formar e dar voz a jovens de Coimbra" [To use radio to form and give voice to young people from Coimbra]. URL: http://videos.sapo.pt/aZum6mDwz74zsJ5djZnQ#nav1=4 http://videos.sapo.pt/aZum6mDwz74zsJ5djZnQ Diário de Coimbra, 4th November, page 4."Projecto de rádio mobiliza jovens do bairro da Rosa" [Radio project for youth from Rosa neighbourhood]. Meios & Publicidade, 4th November 2013. "Projecto europeu utiliza a rádio para formar e dar voz a jovens de Coimbra" [European project uses radio to form and give voice to young people from Coimbra].URL: http://www.meiosepublicidade.pt/2013/11/projecto-europeu-utiliza-a-radio-para-formar-e-darvoz-a-jovens-de-coimbr/ Burgerradio sendet, 8 November 2013. Página 23 (Blog from the Portuguese reference and national daily newspaper Público). Madureira, Eduardo Jorge (author), 11 November 2013.''Os jovens e a comunidade' é o tema da emissão da RadioActive 101, no ar amanhã às 9h30" ["Youth and Community" is the topic of RadioActive101 broadcast, tomorrow on air at 9h30]URL: http://blogues.publico.pt/pagina23/2013/11/11/os-jovens-e-a-comunidade-e-o-tema-dasegunda-emissao-da-radioactive-101-no-ar-amanha-as-9h30/ Página 23 (Blog from the Portuguese reference and national daily newspaper Público). Madureira, Eduardo Jorge (author), 18 November 2013. "Trampolim na RadioActive 101 " [Trampolim at RadioActive101].URL: http://blogues.publico.pt/pagina23/2013/11/18/trampolimna-radioactive-101/ "Fila 3" - Antena 3, 30th November 2013 (author: Santos, Rui). Colective Interview (with Maria José Brites, Sílvio Correia dos Santos, Jonas Oliveira (Youngster from Metas) e Henrique Cardoso (Youngster from Trampolim)) URL: http://www.rtp.pt/play/p1081/e136987/fila-3
Websites th Blog articles about the project on the Pontydygu Website;RadioActive Europe, 14 January 2013 URL: http://www.pontydysgu.org/2013/01/radioactive-europe/ th RadioActive! 20 February 2013 URL: http://www.pontydysgu.org/2013/02/radioactive/ rd Radioactive Europe – Wir Machen Radio 23 April 2013 URL: http://www.pontydysgu.org/2013/04/radioactive-europe-wir-machen-radio/ rd The Real Voice of Young London 3 May 2013 URL: http://www.pontydysgu.org/2013/05/thereal-voice-of-young-london/ th About Theory and Practice 20 June 2013 URL: http://www.pontydysgu.org/2013/06/abouttheory-and-practice/ Ministry of Education and Science - Educational Resources and Technology Unit (Governmental website), 25th July 2013. "Projeto RadioActive Europe: uma plataforma digital de rádio pan-europeia" [RadioActive Europe Project: a digital platform for a pan-European radio]. URL:http://erte.dge.mec.pt/index.php?action=view&id=1263&date_id=1339§ion=9&modul e=calendarmodule&src=@random45f6c604df5ef and also on Facebookhttps://www.facebook.com/ERTE.DGE)
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Directorate-General for Education (Governmental website), 25th July 201. "Projeto RadioActive Europe: uma plataforma digital de rádio pan-europeia online news" [RadioActive Europe Project: a digital platform for a pan-European radio].URL: http://www.dge.mec.pt/index.php?s=noticias¬icia=702 Ministry of Education - Directorate-General for Education (DGE) (Governmental website), July 2013. "DGE considers RadioActive one of the most relevant projects on Media Education in Portugal" ["DGE considera o RadioActive um dos projetos mais relevantes de Educação para os Média em Portugal"]. URL: http://www.dgidc.min-edu.pt/educacaocidadania/index.php?s=directorio&pid=93 Gabinete para os Meios de Comunicação Social (Office for the Media), 2 August 2013 "Portugal integra o Projeto RadioActive Europe" ["Portugal integrates RadioActive Europe Project"]. URL: http://www.gmcs.pt/pt/noticias/portugal-integra-o-projeto-radioactive-europe th More great radio 15 August 2013 URL: http://www.pontydysgu.org/2013/08/more-great-radio/ Newsletter nº 55 from GMCS Gabinete para os Meios de Comunicação Social (Office for the Media),, August 2013.Portugal adere ao projeto Radio Active Europe [Portugal joins RadioActive Europe Project]URL: http://www.gmcs.pt/newsletter_bme.php?id=14 rd RadioActive – Inclusive Informal Learning through Internet Radio and Social Media 3 September 2013 URL: http://www.pontydysgu.org/2013/09/radioactive-inclusive-informallearning-through-internet-radio-and-social-media/ Indústrias Culturais (One of the most famous Portuguese blogs about Cultural Industries), Santos, Rogério, 1st October 2013. "As minhas notas sobre o encontro sobre rádio ontem em Coimbra" [Personal notes about yesterday's radio meeting, in Coimbra].URL: http://industriasculturais.hypotheses.org/25238 Blog Articles on Knowmansland.com URL: http://knowmansland.com/blog/2013/10/23/radioactive101-disseminationfreeevent/?utm_source=rss&utm_medium=rss&utm_campaign=radioactive101-disseminationfree-event Educommunication (One of the most famous Portuguese blogs about Education for - and th about - communication and media), Manuel Pinto, 5 November 2013. "Projecto europeu utiliza a rádio para formar e dar voz a jovens" [European project uses radio to form and give a voice to young people] URL: http://www.scoop.it/t/educommunication/p/4010460184/projecto-europeu-utiliza-a-radio-paraformar-e-dar-voz-a-jovens#!
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10. Appendix C1 Broadcasts Germany Author: German team and MGH Neuwied Date: 21st April 2013 URL: http://de.radioactive101.eu/2013/04/ | http://deichstadtradio.radioactive101.eu/2013/07/17/dsradio-1startworkshop-im-mgh-neuwied/ Title: DSRADIO 001 STARTWORKSHOP IM MGH NEUWIED [Summarizing radio stream of the KickOff] Summary: Summarizing radio stream of the Kick-Of Workshop at the MGH Neuwied aiming to bring verbalize results and plans of the future group
Author: German Radio Active Team th Date: 26 June 2013 URL: http://de.radioactive101.eu/2013/06/26/002_raeu-special-events-kelt2013/ Title: 002_RAEU Special Events KELT2013 [002_RAEU Special Events KELT2013] Summary: The German Team was present at the local fair called KELT2013. This resulted in a summary of the past event and a designed show on future perspectives of content and learning.
Author: DSRADIO TEAM th Date: 17 July 2013 URL: http://de.radioactive101.eu/2013/04/ Title: DSRADIO 002 Wir gestalten Bürgerradio in Neuwied [We design public citizen radio in Neuwied] Summary: Deichstadtradio introduced the ambitions of the group with the focus on active citizenship and the importance of public citizen radios along the tradition of Germany.
Author: German Team Date: 14th September 2013 URL: http://deichstadtradio.radioactive101.eu/2013/09/15/dsradio-003-das-mehrgenerationenhaus-neuwiedstatte-von-begegnung-rat-und-hilfe-bildung-und-betreuung/ Title: DSRADIO 003 DAS MEHRGENERATIONENHAUS NEUWIED – STÄTTE VON BEGEGNUNG, RAT UND HILFE, BILDUNG UND BETREUUNG [The Multi Generation centre of Neuwied as a place to meet, education, consultancy, help and support] Summary: Deichstadtradio introduced multi generation centre as a place for education, training, consulting and also a place to meet for young and old.
Author: DSRADIO TEAM Date: 14.09.2013 URL: http://deichstadtradio.radioactive101.eu/2013/11/11/dsradio-004-neuwied-aktiv/ Title: DSRADIO 004 – NEUWIED AKTIV [citizens active and engaged in Neuwied] Summary: beside News and a history corner dedicated to the important date Nov 11 for Germany the DSRADIO TEAM interviewed citizens in Neuwied who demonstrate civil engagement. The Joung Activity forum against racism and exclusion expressed their activities and learning. PEACOCKS is group of amateurs designing and performing an own musical playing in their suburb. The "Social City" is a joint activity of federal and German dimension. The Radio Group researched and provided the essential background information. Portugal Author: Portuguese team/RadioActive101/Metas th Date: 7 May 2013 URL: https://soundcloud.com/projeto-metas/primeira-emiss-o#play Title: Emissão experimental [Experimental Broadcasting] Summary: This experimental broadcast was done by Metas youngsters right after the technical
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workshop conducted by Ponty team. These youngsters were so pleased to start that stayed for longer in the youth centre and started to have fun with RadioActive101 experience.
Author: Portuguese team/RadioActive101/Metas Title: Os Jovens e a Arte [Youth and Art] th Date: 26 July 2013 URL http://pt.radioactive101.eu/2013/07/26/metas-programa-01/ Summary: Youth from Metas prepared interviews on dance, street art and music and also delivered a video and newspaper related to the show (http://pt.radioactive101.eu/metas-e5g/).
Author: Portuguese team/RadioActive101/Catapulta st Date: 1 August 2013 URL: http://pt.radioactive101.eu/2013/08/01/catapulta-programa-01/ Title: Os Sons do Porto [The Sounds of Porto] Summary: Youngsters "travelled" by the typical streets of Porto, where the youth centre Catapulta is implemented, and recorded sounds. Talked to people about the role of youth in Porto (they did a sort of speaker corner, using a sort of a political pulpit all over the city searching for vox pop) Talked with street musicians Also with old artisans (shop of ancient music box, etc) They also went to Santa Catarina Street and Bolhão Market, some of the most typical of old town.
Author: Portuguese team/RadioActive101/Trampolim Date: 19thd August 2013 URL: http://pt.radioactive101.eu/2013/08/19/trampolim-programa-01/ Title: Um salto para o futuro [Trampolin jumping into the future] Summary: The show was recorded live on the most famous coffeehouses in Coimbra. Café Santa Cruz is a former auxiliary chapel. We had about a dozen interviews and a live music performance with cajón flamenco and beatboxing. Basically, the show is about the project Trampolim's intervention in two social housing districts. Nearly half an hour of live radio - we called it "Trampolim: um salto para o futuro" which means something like taking a leap into the future. Hope you can all listen and give some feedback.
Author: Portuguese team/RadioActive101/Catapulta rd Date: 23 October 2013 URL: http://pt.radioactive101.eu/2013/10/23/catapulta-programa-02-2/ Title: Cenas nossas! [Our Stuff!] Summary: This broadcast is focused on the activities that youngsters from Catapulta youth centre have appreciated the most since the beginning of Catapulta, running since January 2013. These preferred activities include their holidays in Amarante, a nearby city, the musical and theatrical activities they have been engaged in and also in a puppet theatre that they produced with Puppet Theatre of Oporto. We can also listen to a song that Inês Teixeira, Danny Azevedo and Zé Medina produced for RadioActive101. This broadcast was done in the youth centre with full house, with the presence of friends, parents, other family member of youngsters and Jornal de Notícias reporters (http://pt.radioactive101.eu/2013/10/30/juntos-para-ouvir-radio/).
Author: Portuguese team/RadioActive101/Metas Date: 12th November 2013 URL: http://pt.radioactive101.eu/2013/11/12/metas-programa-02/ Title: Os Jovens e a Comunidade [Young people and community] Summary: This broadcast presents some initiatives which are being developed around the neighbourhood in order to involve the entire community. These projects include: POVOAR: Community Theatre show, a joint project between ADILO and PELE that involved around
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50 people; Metágil: a football team founded by people from METAS and Ágil projects in which participate 18 players; A school exchange in Lithuania which gave 7 youngsters from the neighbourhood the opportunity to know this country and also contact with young people from Spain, Turkey and Latvia. The broadcast was done directly (with pre-recorded and live material) from EB 2/3 Leonardo Coimbra – filho school, with presence of students, teachers and participants from Metas (http://pt.radioactive101.eu/2013/11/13/foi-assim-3/).
Author: Portuguese team/RadioActive101/Trampolim Date: 18th of November at 7 pm 2013 URL: http://pt.radioactive101.eu/2013/11/18/trampolim-programa-02/ Title: "Sorrisos em Movimento" [Moving Smiles] Summary: On the second RadioActive101 show in Coimbra, let's find out about some activities of the youth group at Trampolim E5G. Featured on the show, the project "Moving Smiles" - aims to raise awareness about the dangers of depression.
Romania Author: Romania Team Date: Radio Media Junior, 7.06.2013 URL: http://ro.radioactive101.eu/emisiuni-podcast/
Author: Romania Team Date: Scoala Ferdinand, 29.06.2013 URL: http://ro.radioactive101.eu/emisiuni-podcast/
Author: Romania Team Date: Scoala Contesti, 9.08.2013 URL: http://ro.radioactive101.eu/emisiuni-podcast/
UNITED KINGDOM Author: UNITED KINGDOM Team/Dragon Hall Date: 15th February 2013 URL: http://uk2.radioactive101.eu/audio/details/knife-crime-discussion/ Title: Crime and Disorder Summary: Hosted by Ali and Dani, this broadcast has a focus on Crime and Disorder. This broadcast includes discussions with young people from around London on topics such as Knife crime.
Author: UNITED KINGDOM Team/Dragon Hall Date: 12 July 2013 http://uk2.radioactive101.eu/audio/details/dragon-hall-broadcast-12th-july-2013/ URL: http://uk2.radioactive101.eu/audio/details/employability/ Title: Employment show Summary: This month's theme is focused on Employment, with young people voicing their opinions and discussing personal experiences of their first forays into the job market.
Author: UNITED KINGDOM Team/Dragon Hall th Date: 15 August 2013 URL: http://uk2.radioactive101.eu/audio/details/broadcast-15th-august-2013/ Title: Education show Summary: This broadcast sees Education put in the spotlight. Contributions from show regulars The
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Squad, Young People for Inclusion & Dragon Hall, joined this month by young people from The Chinese Community Centre in Soho and special guests Ecolonias, from Buenos Aires in Argentina.
Author: UNITED KINGDOM Team/Dragon Hall th Date: 24 September 2013 URL: http://uk2.radioactive101.eu/audio/details/dragon-hall-broadcast-24th-sept-2013/ Title: Music show Summary: This broadcast is focused on music, broadcasting unsigned artists as well as commercial music from the charts. This half an hour show is also made of small discussions such as a stop and search discussion which was conducted twice with two different groups to understand the different views on the topic.
Author: UNITED KINGDOM Team/Dragon Hall th Date: 30 September 2013 URL: http://uk2.radioactive101.eu/audio/details/dragon-hall-broadcast-30th-sept-2013/ Title: Highlights show Summary: This show is a highlights show which looks at the best clips from the years broadcast. These include content from our friends abroad, Squad, YPFI and music from local young people.
Author: UNITED KINGDOM Team/Dragon Hall th Date: 16 November 2012 URL: http://uk2.radioactive101.eu/audio/details/dragon-hall-1/ Title: Opening show Summary: This broadcast includes Reviews from young people from Dragon Hall.
Author: UNITED KINGDOM Team/Yoh Date: 30 Sept 2013 URL: http://uk2.radioactive101.eu/audio/details/yoh-broadcast-6-30th-september-2013/ Title: Welcome back to the school year! Summary: Working with children and young people.
Author: UNITED KINGDOM Team/Yoh Date: 24 July 2013 URL: http://uk2.radioactive101.eu/audio/details/yoh-broadcast-5-24th-july-2013/ Title: Summertime Part 2 Summary: Impact of heat wave on everyday life.
Author: UNITED KINGDOM Team/Yoh Date: 26th June 2013 URL: http://uk2.radioactive101.eu/audio/details/531/ Title: Summertime Part 1 Summary: Discrimination through schooling and the community.
Author: UNITED KINGDOM Team/Yoh Date: 8 Feb 2013 URL: http://uk2.radioactive101.eu/audio/details/yoh-broadcast-8th-feb-2013/ Title: Welcome to 2013 Summary: Safety in Life and crime statistic.
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URL: http://uk2.radioactive101.eu/audio/details/dragon-hall-2 Title: Young People and the Community Summary: Policing and Gangs and young people's knowledge.
Author: UNITED KINGDOM Team/Yoh Date: 10 Dec 2012 URL: http://uk2.radioactive101.eu/audio/details/yoh-broadcast-2/ Title: All About Hackney Summary: Hackney and the young people. Collective Shows Author: RadioActive Europe th Date: 14/15 February 2013 URL: http://radioactive101.eu/2013/10/01/ra-eu-1-radioactive-presents-the-project-vision/ Title: Kick-Off Meeting Summary: At the Kick-Off Meeting in London the Radioactive Consortium created a Radio Show to share the projects' vision.
Author: RadioActive Europe ND Date: 2 July 2013 URL: http://radioactive101.eu/2013/10/01/ra-eu-2-radio-active-consortium-telling-about-the-pojects-progress/ Title: Radio Active Consortium and the project progress Summary: The Radio Active Consortium shares the project progress since the project meeting during a small radio show during the Bucharest meeting.
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11. Appendix D1 Architecture
RadioActive 101
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