BACKGROUND AND NEEDS Today's teenagers are growing up in a rapidly developing media-focused world where digital technology is easily readily available to them. Many produce intuitively digital content for their hobbies using home devices and mobile phones. Teachers harness these skills within their curricula as schools adapt to this new digital world to engage and motivate students. The sanitary crisis proved the necessity for making videos at students level to enhance distance learning and hybrid classes in schools. Innovative teachers understand the potential for video assignments to increase students' motivation for the subjects taught in school and to give differential support to less able students. Moreover, there is a key competence in developing critical thinking analysis within video editing. As teenagers are regularly exposed to media, they must have the skills to analyse the reliability and bias of information quickly. Film making technologies bring a new motivating way of expression and more particularly to the youth who cannot follow a traditional curriculum. They give space to students who struggle with literacy and written work. Additionally, there are considerable opportunities to support migrant students studying their host country's national language. Thus, key competences should be improved for all. OBJECTIVES The e4FMA project aims at promoting inclusive digital education through filmmaking. The main objectives are to create innovative practices in a digital era by strengthening the profile of teachers. This project aims at providing teachers with life long learning skills to design classes and assignments, including video productions. A concrete artistic experience of filmmaking will lead students to the creation of 12 digital video tutorials, all with professional and high digital quality. Art and e-learning will be combined for future film making. A MOOC platform and eTwinning both offering pedagogical paths to various targeted audiences will widely disseminate these 12 video tutorials. PARTICIPANTS The coordinator is the schools and social centres AMDB network in France focused in education on students at risk of early school leaving. Among the partners, a filmmakers school in Paris is an NGO for NEET youth. Eight schools from the partnership include comprehensive schools and vocational schools from France; Spain; Hungary; Bulgaria and England. Project partners address a student population whose more than 50% is disadvantaged youth facing vulnerability and at risk of exclusion situations due to socio-economic backgrounds, learning difficulties, ethnic discrimination, migrant background or refugee status. TARGET GROUPS - secondary school teachers aiming at innovation in a digital era for their pedagogy, - students interested in making their videos, especially those from vocational schools focusing on filmmaking technologies, - students using ICT as receivers in their leisure time only and with fewer digital competences to offer them an engaging way of expression besides writing and oral expression for learning. ACTIVITIES 1. Three teachers transnational meetings for training and assessing 2. Eight learning and producing meetings for students held in Paris to access professional devices, training with their teachers and finally producing tutorials videos. 3. Collaboration held online before and after the meetings to allow effective implementation of the collaborations during the face-to-face activities. 4. Design of new pedagogical strategies for hybrid teaching and hybrid mobilities in secondary schools RESULTS - 12 tutorial videos of duration up to 10 mn, designed by students and produced with professional quality, to teach filmmakers technical competences separately, - the MOOC platform hosting tutorials and resources as a whole, - the eTwinning platform used by teachers to share their productions for secondary school education purposes firstly, and as a public website for the project intermediate results secondly METHODOLOGY 1) According to titles of technological sequences identified throughout the various steps of filmmaking, each partner school has declared initially its needs following three choices : - co-design the tutorial with professional partner filmmakers, - experiment with a given drafted tutorial with students to provide feedback from the schools, - the finished tutorials to be used within the curricula. 2) Collaboration between professional filmmakers and teachers provides participants with training for a new digital engaging pedagogy. 3) Learning and producing meetings are held with transnational teams of students to allow collaboration in English. They are designed to produce 12 video tutorials and a MOOC. Hybrid mobilities will add up more non travelling students with travelling peers IMPACTS The free online Mooc platform and the Twinspace open up learning skills to : - thousands of students, teachers and staff - potentially many NEET users or others
For the priority “innovative practices in a digital era”, activities have widely used various types of digital tools at students level as well as teachers and adult staffs level. Future users of the MOOC will access the results either in a school context or alone at home, simply on their voluntary basis. This is meant to target various types of NEET populations. The second priority in this project is “strengthening the profile of teaching professions” since teachers are on the ground the adults after families who educate the children. This project aims at introducing some teachers and their students to a context held by the film school and their professional teachers who also are professional filmmakers, in a very pragmatic pedagogy of hands-on activities, compared to lectures. The final objective is to use these teachers and their students as technicians to showcase situations faced by technicians in film making. The tasks achieved are creating a pedagogy, choosing solutions among a variety of possible options, evaluating the intermediate results. Teachers will be in the capacity of offering their students to return their assigned work as a video. The teachers will have developed a pedagogy to evaluation video productions.
This project was designed in a post-pandemic era where the necessity for all of mastering digital tools became clear. Notice that the project developed under the impact of the Ukranian war and provided us with very powerful images. Our teenagers, and so some of their families, take the short video for granted at a first level of reception, immediately used for promoting audience and sometimes also promoting violence among communities. So, teenagers must learn to critically analyze the many videos and images which they are exposed to. This is why they have to learn the secret of making films as an actual language. It is a new education of communicating, a new way of respecting each other. Teachers and education staff play a key role in educating future citizens with critical thinking skills. Critical analysis and flexibility are associated skills which allow individuals to grow up in a society promoting tolerance. Additionally, most teenagers learn their education today for future jobs which do not exist yet, therefore demanding a capacity of flexibility. On the ground, many students in the partners’ organizations are in need of basic key compétences and digital skills.