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D4.1 Pilot Implementation Plan

NEMESIS project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 770348.

[D4.1 NEMESIS Pilot Implementation Plan] 2 www.nemesis-edu.eu

Document details

Project Acronym: NEMESIS

Project Name: New Educational Model Enabling Social Innovation

Skills development

Project URL: www.nemesis-edu.eu

Project Type: Innovation Action (IA)

EU CALL: CO-CREATION-01-2017

Grant Agreement No.: 770348

Project Start Date: October 2017

Project End Date: January 2021

Deliverable: D4.1 Pilot Implementation Plan

Due date of Deliverable: 30/09/2018

Actual Submission Date: 30/09/2018

Name of Lead Beneficiary for this

deliverable:

Valnalon

Report Author(s): Ivan Diego

Reviewed by: Catherine Brentnall, Jen Wall, Felipe Gil, Ioanna

Gareffi, Sofia Kantsiou, Jane Fearnley, Aristidis

Protopsaltis

Revision: 0.4

Dissemination Level: Public

Document History

Version Date Comment Modifications made by

0.1 21/08/2018 First outline draft Ivan Diego, Catherine Brentnall,

Ioanna Gareffi

0.2 07/09/2018 Second draft Felipe Gil, Catherine Brentnall,

Ioanna Gareffi

0.3 10/092018 Review Jane Fearnley, Sofia Kantsiou,

Aristidis Protopsaltis

0.4 20/09/2018 Final draft Ivan Diego, Aristidis Protopsaltis

0.5 08/03/2019 New sections and

paragraphs added

on NEMESIS

evaluation

strategy: p14, Co-

Iván Diego, Jen Wall, Ioanna

Garefi

http://www.nemesis-edu.eu/


design phase and

co-production

pahse [p16-p24]

0.5 08/03/2019 Final version Iván Diego, Aristidis Protopsaltis,

Ioanna Garefi

Disclaimer

Any dissemination of results reflects only the author's view and the European Commission is not responsible for any use that may be made of the information it contains.

Copyright message

© Partners of the NEMESIS Consortium, 2018

This deliverable contains original unpublished work except where clearly indicated otherwise.

Acknowledgement of previously published material and of the work of others has been made through

appropriate citation, quotation or both. Reproduction is authorised provided the source is

acknowledged.

Acknowledgements

This document was made possible by the individuals who kindly agreed to provide feedback and

comments on early drafts. We are very grateful to all NEMESIS partners, and particularly, piloting

schools for their comments and constructive criticism.


Table of contents 1. Introduction .................................................................................................................................. 6

2. Rationale ....................................................................................................................................... 7

2.1. What and why carry out a pilot? .......................................................................................... 7

3. NEMESIS model in a nutshell ........................................................................................................ 8

3.1. Co-Creation Labs .................................................................................................................. 8

3.2. SIP Community ................................................................................................................... 10

3.3. SI Open Learning Platform ................................................................................................. 11

4. Work plan and timeline .............................................................................................................. 13

4.1. NEMESIS Evaluation strategy ............................................................................................. 13

4.2. Co-Design Phase ................................................................................................................. 14

4.3. Co-Production Phase .......................................................................................................... 19

4.4. The role of Social Innovation Practitioners ........................................................................ 20

4.5. Key outputs ........................................................................................................................ 21

4.6. Final steps ........................................................................................................................... 21

5. Support & Assistance .................................................................................................................. 22

5.1. You’ll never walk alone ...................................................................................................... 22

5.2. Communication channels ................................................................................................... 23

5.3. Documentation and reporting ........................................................................................... 24

5.4. Are you ready to pilot? ....................................................................................................... 26

6. Annexes ...................................................................................................................................... 27

6.1. Co-Creation Lab Registration Form .................................................................................... 27

6.2. Minutes .............................................................................................................................. 29

6.3. Project Planner ................................................................................................................... 31

6.4. Informed Consent Form ..................................................................................................... 37

6.5. Informed Assent Form ....................................................................................................... 42

7. Further reading ........................................................................................................................... 48


LIST OF FIGURES

Fig 1 NEMESIS pedagogical model .................................................. Fehler! Textmarke nicht definiert. Fig 2 Social Innovation Practitioners Community ........................... Fehler! Textmarke nicht definiert. Fig 3 NEMESIS Open Learning Platform .......................................... Fehler! Textmarke nicht definiert. Fig 4 Co-Design Phase: Timeline ..................................................... Fehler! Textmarke nicht definiert. Fig 5 Project Tuning: Key Dimensions ............................................. Fehler! Textmarke nicht definiert. Fig 6 Co-Production Phase: Timeline .............................................. Fehler! Textmarke nicht definiert. Fig 7 Communication channels ....................................................... Fehler! Textmarke nicht definiert.

LIST OF TABLES Table 1 Suggested schedule of meetings ........................................ Fehler! Textmarke nicht definiert. Table 2 Co-Design Phase: Suggested activities ............................... Fehler! Textmarke nicht definiert. Table 3 Co-Production Phase: Suggested activities ........................ Fehler! Textmarke nicht definiert. Table 4 SIPs role .............................................................................. Fehler! Textmarke nicht definiert. Table 5 Key outputs ........................................................................ Fehler! Textmarke nicht definiert. Table 6 Support team directory ...................................................... Fehler! Textmarke nicht definiert. Table 7 Schedule of online meetings .............................................. Fehler! Textmarke nicht definiert. Table 8 Submission of documents .................................................. Fehler! Textmarke nicht definiert. Table 9 Pilot Checklist ..................................................................... Fehler! Textmarke nicht definiert.


1. Introduction

This guide is produced in the framework of the H2020 NEMESIS project, which aims at developing a novel educational model towards the attainment of Social Innovation skills and values by combining innovative pedagogies, open technologies and participatory relations and processes. This guide is primarily aimed at teachers, schools and other key actors involved in the piloting phase of NEMESIS project. However, this document should not be read in isolation. In fact, it is part of a comprehensive package of tools and methodologies for applying the NEMESIS educational model. Key insights derived from the “Co-C Lab Guide” (D1.3), “Teachers Professional Development report” (D2.2) and “Building and Managing SIP Community” (D2.3) and Digital Storytelling (D4.4) have informed and inspired the design of this guide. Special efforts have also been made to ensure consistency with Evaluation Methodology (D5.1) and Organizational Change (D1.4). The whole toolkit is easily accessed through the NEMESIS Social Innovation Open learning platform. The main objective of this guide is to describe a suggested sequence of key events and clarify the support available during the piloting phase. The document is structured as follows:

● Section 2 outlines the concept and purpose of piloting.

● Section 3 summarizes the three key elements of NEMESIS pedagogical model.

● Section 4 describes the workflow, timeline and key considerations to bear in mind for the

design and implementation of pilot projects.

● Section 5 provides information on the support structure in place to assist and meet the needs of piloting schools.

● Section 6 includes templates to facilitate collection and submission of different types of data.


2. Rationale

2.1. What and why carry out a pilot?

NEMESIS contemplates pilots as a small scale implementation of a novel approach which will allow both project partners and piloting schools to assess its effectiveness before making changes school- or system-wide.

Piloting makes sense when you’re exploring new ground and there’s a high degree of uncertainty in the outcomes of the intervention. Usually, piloting is justified on the grounds of cost-efficiency and risk-management and no doubt, these are two important aspects to be considered. Yet, NEMESIS pilots will surely yield some other equally valuable insights:

● It will help confirm if we are ready to roll out the project to other classes, schools. ● It is an opportunity to gauge students, teachers and other key stakeholders’ reaction to the

program. ● It will help us learn and make better decisions about how to adjust the scope and allocate

time and resources. ● It will help us confirm that we are well prepared to measure the success of the program. 1

A varied mix of schools operating in different contexts and cultures will be involved in the pilots. The scope and duration of SI projects designed by schools may also vary to a greater or lesser extent. But rather than a weakness, this diversity of piloting scenarios is seen as a strength enabling a better understanding of the implementation process. Typically, the deliverables of this pilot project would include teaching resources developed by schools, outputs of student work but also a raft of lessons learned, issues, risks and even unexpected learning outcomes. All together they will form a rich knowledge base on which to make changes to ensure the route map for implementation outlined here is both feasible, viable and more importantly, worth doing.

1Adapted from US Department of Health & Human Services, 2011


3. NEMESIS model in a nutshell

Co-Creation Labs represent one of the three key elements of NEMESIS pedagogical model summarized in the table below.

Fig 1 NEMESIS pedagogical model

3.1. Co-Creation Labs

A NEMESIS co-creation lab is perceived as an open innovation and learning environment where different stakeholders such as teachers, students, parents, social innovation practitioners or any other member of the local community collaborate towards a common goal: to co-create new knowledge, achieve a clear understanding towards social innovation and develop relevant skills and values by participating in the design and development of social innovation projects.

A Co-Creation example: Social Games against Crime (Denmark)

“In the project, social designers work to improve life conditions for children and adolescents aged 11–18, who are challenged by serious social and personal problems due to parental incarceration. More specifically, the aim of the project is to design so-called social games to be played by children and their incarcerated fathers during in-visits in top security Danish prisons. […] Through a participatory design process, teenagers, inmates, prison officers, family therapists, prison management, staff from the Prison and Probation service, and designers have been involved in researching and generating ideas for a social board game called The Prison.” Markussen, T. (2017) Disentangling ‘the social’ in social design’s engagement with the public realm, CoDesign, 13:3, 160-174, DOI: 10.1080/15710882.2017.1355001


The Co-Creation Lab Guide (D1.3) provides a comprehensive account of why, what, who and how to set up and run a Co-Creation Lab. So, please, revisit that document if you require further information or need some reminders. In any case, let us just give you a brief summary of the key features of a Co-Creation Lab.

A Co-Creation Lab gathers multiple actors. The

process is led and facilitated by a teacher or

small group of teachers.

Student representatives (2-5) are active

contributors in the co-creation labs and

responsible for reporting back and forth to the

whole class

The co-creation labs are broken down into two

main phases: Co-Design and Co-Production.

The duration and outputs of each phase may

vary depending on local contexts and needs.

Action takes place in two different scenarios:

Co-Creation Lab and the classroom.

In the Co-Design phase, action starts and

mostly happens at the Co-Creation Lab.

In the Co-Production phase, action mostly happens in the classroom.

Please note this batch of features is not set in stone. On the contrary, we’re expecting piloting schools to interpret the process in different ways. Patterns of relationships emerging from each co-creation lab will vary according to school context, needs resources and timeframes.


3.2. SIP Community

We are developing an online community of SI Practitioners from all over the world to transfer practical Social Innovation experiences to students and bridge the gap between the classroom and the real world. Social Innovation Practitioners will be involved with local schools by participating in the Co-creation Labs and providing virtual and/or face to face mentoring to young people. They will act as role models and help students identify and transform a number of local community-based challenges into Social Innovation projects.

Fig 2 Social Innovation Practitioners Community


3.3. SI Open Learning Platform

Fig 3 NEMESIS Open Learning Platform

NEMESIS Social Innovation Open Learning Platform (https://nemesis.odl.org) is the place where members can easily access useful resources and practical information. As the process unfolds, participants are also expected to upload and share online resources created during the co-creation labs. The platform enables interactions among peers and it will also act as an online collaborative space where students upload digital stories. It works as a hub for educators, social innovators and other like-minded people.

https://nemesis.odl.org/


Digital Storytelling

Digital Storytelling is an integral part of NEMESIS as it will be used as a learning tool as well as to document and showcase the work created in the Co-creation Labs. Participants are expected to share stories on the Social Innovation Open Learning Platform as a resource but also as a method of bringing people together online. These videos will present the sustainability/ community challenge and how it can be addressed through a social business or a non-profit organisation or even through a community initiative. In that way, students and teachers from different environments will have access to inspirational stories and will be encouraged to share their work and knowledge, comment and collaborate. At the end of the project, NEMESIS Film Festival will showcase all the videos developed by students and celebrate their Social Innovation competence learning and development. Check D4.4 Digital Storytelling Guide for further details.


4. Work plan and timeline

The tasks, dates and deadlines offered in the next sections are suggestions. The chosen timeframe is a typical school year (Sept-June) but we know national/school differences may apply. Feel free to adjust as you deem fit.

NEMESIS Co-Creation process consists of 7 different stages: CO-DESIGN Stage 1: Setting up the co-creation labs and introduction to SI

Stage 2: Identifying local social challenges Stage 3: Co-designing learning resources

CO-PRODUCTION Stage 1: Introduction to social innovation and sustainability challenges Stage 2: Analyse and Empathise

Stage 3: Co-develop ideas and solutions Stage 4: Co-create Social Innovation projects

The NEMESIS Evaluation methodology as briefly described in this section, is also important to be taken into account.

4.1. NEMESIS Evaluation strategy

Before moving on to the specificities of each of the different stages of the NEMESIS Co-Creation process, you need to closely look into the NEMESIS evaluation methodology (D5.1) which describes in detail the quantitative and qualitative tools that shall be utilised for exploring and explaining how and why change happens for participants, and their reasoning and reactions to the resources offered by the project. Hence, the evaluation objectives are to explore: - How and why the 14 Social Innovation competences as defined within the NEMESIS Social

Innovation Learning Framework (SILF) are being developed through the implementation of the NEMESIS educational model.

- How and why the teacher professional development is effectively supporting the implementation of the NEMESIS model.

- The reactions and responses of stakeholders from interacting with the NEMESIS Social Innovation Open Learning platform as well as their reasoning towards the implementation and operation of the pilots in their schools.

In line to these objectives and following the evaluation strategy as laid down in D5.1, specific evaluation tools and mechanisms for capturing the reactions and feelings of teachers, students, parents, SIPs and other stakeholders involved in the Co-Creation Labs have been described. However, one of the pivotal elements will be to assess the level of students’ competence development. In light of this, an SI competence progression matrix has been developed which will be further validated with teachers facilitating a better understanding of which components of the NEMESIS model are enabling -at some settings- the development of those competences and why – in some other cases- certain competences may not be developed at all. Students’ involvement in the evaluation process is crucial and, in our effort, to explore their reactions and feelings, self-assessment and self-reflection questionnaires will be addressed to them, as already described above. Complementing to that, a set of videos will be produced whereby selected students with different background status will be reflecting upon what they have participated in enabling us to illuminate their progress.


4.2. Co-Design Phase

Fig 4 Co-Design Phase: Timeline

In the first term Co-Creation Lab members would identify a social issue relevant to themselves and their community. Discussion would focus on planning together (with a diverse group of stakeholders) what the group want to do to address the issue. Action happens mainly at Co-Creation Lab level. By the end of first term, you will be ready to implement planned project and activities in the classroom.

Stage 1: Setting up the co-creation labs and introduction to SI

This is the introductory stage of the co-creation labs. At this stage, participants get to know each other. They learn about social innovation together by looking at real-life examples. Gradually, a shared understanding of social innovation emerges. Please see Co Creation Lab guide for activities to support this phase.

Stage 2: Identifying local social challenges

This stage aims at creating the ground for enabling and motivating students to co-create their social innovation projects. Participants are involved in co-creation activities that offer a better understanding on sustainability challenges and facilitate the selection of specific challenges that will offer the topics of the Social Innovation projects.

Stage 3: Co-designing learning resources

During this stage co-creation lab participants co-design the project plans for each local sustainability issue they have selected to focus on.

But before implementation there is some preliminary work to be done by Co-Creation Lab facilitators:


Step 1: Develop a good understanding and confidence on applying the NEMESIS Educational model

Read the Guide for Organizing a Co-Creation Lab in order to get a good understanding of the concepts, methods and processes NEMESIS model as well as the confidence to introduce a novel teaching approach to students. Step 2: Engage various stakeholders as participants One of the first tasks as a Co-Creation Lab lead is to engage a working group of community partners who are investing in the project. Ideally, a Co-Creation Lab should be a mix of school staff, students/pupils but also parents, social innovation practitioners (SIPs), staff from community-based organizations. Think of Social Innovation Practitioners around you and contact them. Otherwise, the NEMESIS SIP Online Community is designed to find a good match between schools and social innovation practitioners. (http://nemesis-edu.eu/community/).

Step 3: Arrange the logistics

The Co-Creation Lab will meet regularly to design, discuss progress and provide input on the activities. The Co-Creation Lab Lead is responsible for finding the appropriate dates and place where co-creation lab members can meet. Sessions can take place in a classroom, an urban environment setting, a local business, or even online. Leaders should have e-mailed all the necessary information on the venue, date, time, logistics and content of each co-creation lab. As a final step you should ask the following questions:

● Do all members know the venue, date and time of the next co-creation lab meeting? ● Are they all aware of the content and structure of the session? ● Is there any prior reading/work to be done?

At least for the first stages of the co-creation lab, it is highly recommended to organize face-to-face meetings among participants. The table below outlines a suggested schedule of meetings, purpose and subsequent homework during the Co-Design Phase.

Co-Creation Lab setup: Essential steps

Step 1: Develop a good understanding of and confidence in applying the NEMESIS educational model Step 2: Engage various stakeholders as participants Step 3: Arrange the logistics Step 4: Prepare the co-creation activities


Stage Meeting Homework

1 Setting up the co-creation labs and introduction to SI

#1 Getting to know each other and intro to SI

All members to identify issues affecting communities

2 Identifying local social challenges

#2 Agree on specific local issues to be addressed and draw connections to Social Development Goals

Co-C Lab Lead and teachers craft first draft of project plan using SI Project Plan template (See Annex)

3 Co-designing learning resources

#3 Co-C Lab members review project plan presented by teachers

Co-C Lab Lead uploads Project Plan to NEMESIS Open Learning Platform

Table 1 Suggested schedule of meetings

Step 4: Prepare the co-creation activities Select the co-creation activities to be performed and ensure that the required materials are available. The Guide for Organizing a Co-Creation Lab comes full to the brim with co-creation activities and tasks. The list is not exhaustive and it offers room for adaptations according to different contexts and needs. We strongly recommend that participants consider which of them are better fit for purpose. Bear in mind the profile, knowledge and interests of participants as well as the available time and place. Table 2 and Table 3 identify a range of relevant co-creation activities for each stage. Please, refer to the Co-Creation Lab Guide (D1.3) for a detailed description and advice on how to implement them in the classroom.

Stage Activities in Co-Creation Lab Guide

1 Setting up the co-creation labs and introduction to SI

Commonspoly Who inspires us?

What would you do? [add your own]

2 Identifying local social challenges

Human friendly spots Walking Dev

Time for brainstorming Turn on your flashlight

Uncover needs Bring your image [add your own]

Table 2 Co-Design Phase: Suggested activities

Engage Co-Creation Lab members in a project tuning session. Discussion should focus on the project’s standing and consider potential improvements before implementation. The following dimensions may help drive the discussion.


From DIMENSION2 To

Community

Not involved Meaningfully involved

Power

Hierarchical Distributed

Design

Teacher Collective

Focus

Single Subject Cross-subject

Duration

Short Long

Impact

Inside school Outside school

Fig 5 Project Tuning: Key Dimensions

The main output of this phase is a detailed project plan. In the Annexes section you can find a Project Planner template (Annex 6.3) that may help in scaffolding your thinking. Every section in the template touches upon key aspects worth considering while you are co-creating the project.

As regards monitoring and assessment in the classroom, NEMESIS is not prescriptive but different sections in the project planner template may help you to clarify your intentions and strategy. More specifically, in section 4, Learning Outcomes you are expected to identify the content and transversal skills that will be taught and assessed. For that to be achieved and as described in the Evaluation methodology (D5.1), students with the assistance and guidance of their teachers will have to fill in self-assessment and self-reflection questionnaires. These surveys will serve as an introduction to all

2Adapted from:

Leat, D, Thomas, U and Reid, A. (2014) Reframing relationships between teachers, students and the curriculum- the phenomenon of hybridization in IBL in Blessinger, B and Carfona, J.M. (Eds.) Inquiry Based Learning for Faculty and Institutional Development, Emerald (p.107)


the competencies for the students, and indicate to them the types of social innovation learning outcomes they are likely to develop. The surveys will also indicate to teachers the status of students’ self-perceptions with regards to social innovation competencies. This could guide the teacher with regards to the design of projects, for example, focussing on specific areas for development, or building on strengths. Once you've agreed on this, Section 8puts the focus on Assessment, that is to say on the monitoring and evaluation strategies that will have to be performed to keep track of progress and take stock of student learning. Consider diagnostic, formative and summative assessment. Make sure that you first read the NEMESIS Evaluation Methodology (D5.1) which provides a detailed description of the purpose of the NEMESIS evaluation strategy, enabling you to better understand the scope of the evaluation per se and the information that are needed to be retrieved by you as well as the evaluation tools that the team will utilise (i.e. interviews, focus groups and online questionnaires with teachers, parents and involved SIPs) for reporting on the results. In line with this, Section 9 prompts you to select a mix of Reflection Tools helpful to capture the learning and feelings of your students/pupils as the project unfolds. Journals, (video) learning logs, whole class discussion, surveys, focus groups are some options. You are free to utilise other methods that you normally do within your class for that purpose. Please, remember to upload the completed Project Planner it to the NEMESIS Learning Platform and revisit the document at the end of the implementation phase.


4.3. Co-Production Phase

Fig 6 Co-Production Phase: Timeline

Now the main action setting is the classroom (or the school). Student/pupils working in small teams take centre stage. SIPs (preferably local) introduce themselves to whole class and support the process (offline and online). Actions are expected to engage the local community and have a real impact outside school. Outputs may come in many shapes and forms. Throughout this phase, Co-Creation Lab members meet from time to time to monitor and fine-tune the process.

Stage 1: Introduction to social innovation and sustainability challenges This stage bridges the gap between co-design and co-production phase. Facilitators introduce the whole classroom (or school) to SI and sustainability challenges and SIPs have a central role by presenting their social innovative role. Stage 2: Analyse and Empathise This stage offers the starting point for thinking, researching, and further analysing the various aspects and dimensions involved, with the aim to develop a deeper understanding on the specific challenge and a sense of empathy towards the stakeholders involved/ influenced by it. This stage is implemented both through co-creation activities and service learning arrangements. Stage 3: Co-develop ideas and solutions At this stage, co-creation methods are being applied to accelerate the generation of fresh and innovative ideas offering potential solutions to the sustainability challenges under review. Stage 4: Co-create Social Innovation projects At this stage, co-creation lab participants and particularly students will transfer their ideas into social innovation projects by for example co-designing and implementing iconic social enterprises, NGOs and community campaigns. Mentoring with SIPs and digital storytelling techniques are utilised to achieve this goal.


Again, the Co-Creation Lab Guide offers a number of signature activities participants can use and

adapt. Take some time to get familiar with them and if utilised in practice, evaluate their

usefulness and impact.

Stage Activities in Co-Creation Lab Guide

2.Analyse and Empathise

Empathy Map [add your own]

3.Co-develop ideas and solutions

OPERA Positive Deviance [add your own]

4.Co-create Social Innovation projects

1,2,3 Action [add your own]

Table 3 Co-Production Phase: Suggested activities

The challenge is to be innovative, have participants got something up their sleeves that works

particularly well in class? Please share any ideas and make sure it they are uploaded to NEMESIS

Open Education Platform.

4.4. The role of Social Innovation Practitioners

Social Innovation Practitioners act as catalysts towards the attainment of NEMESIS mission and goals. They have a multipurpose role in the whole process. The table below summarises key inputs of SIPS in the Co-Design and Co-Production phase.

Phase SIP role

Co-Design

Experts. They bring expertise and real-life experiences of Social Innovation to the forefront. Thus, they help other members of the Co-Creation Lab to understand how social innovations can be developed, implemented and scaled up.

Co-Production

Fire-starters. They pose key questions to challenge students increase their interest, promote better understanding of the social challenges under investigation, and help them create a sustainable idea. Role models. SIPs have the power to inspire students and light fires in their imagination about what they can achieve for themselves and for society.

Table 4 SIPs role


4.5. Key outputs

Through the co-creation labs, participants are expected to co-create: i) learning resources, ii) Social Innovation projects and iii) digital stories that have the potential to offer a deeper understanding and learning on social innovation.

Phase Key Outputs

Co-Design Social Innovation Project Plan Other learning and teaching resources: workshops, activities

Co-Production

Student artefacts Community-based actions, events, presentations Digital stories Updated Social Innovation Project Plan Other learning and teaching resources: workshops, activities

Table 5 Key outputs

All the learning resources that will be co-created should be uploaded by the facilitator on the NEMESIS Social Innovation open learning platform. In this way, the learning resources take the form of open educational resources (OER) and are widely available for any stakeholder interested to reuse them for introducing social innovation to students.

4.6. Final steps

As already stated at the beginning of this guide, we are expecting to derive some valuable insights from the NEMESIS pilot experiences. Having reached this point, consider convening a final Co-Creation Lab meeting to discuss pros and cons and evaluate the NEMESIS model. This is the time to look back and reflect on what’s actually happened, what would you change, and how do you see things moving forward in your particular context. Last but not least, you may need to revisit the Project Plan (Annex 6.3) and complete section 12, Improvement Areas. Upload the final version to the NEMESIS Learning Platform.


5. Support & Assistance

Any process involving the adoption of new teaching and learning strategies comes with a set of foreseeable challenges attached: ● Curricular alignment ● Time constraints ● Lack of interdisciplinary collaboration ● Lack of confidence mainly due to limited knowledge with the topic ● Lack of opportunity to collaborate with others doing similar work in our community/country/EU ● Limited organizational support We don´t have all the answers but you will receive ongoing support from the NEMESIS team throughout the co-design and co-production phases. The support system we’ve put in place is meant to respond flexibly and quickly to any issues that may arise in the piloting schools. Lessons learned, risks and challenges will be captured on an on-going basis so that they are fed into the decision making process. In the next sections, we will describe our plan for soliciting feedback, tracking the activities and outcomes of piloting schools and recording any adjustments you make to get the desired results.

5.1. You’ll never walk alone

The figure below represents the directory of support team for the piloting phase. As you rightly observe, this is a multi-layered structure.

PILOT COORDINATION [email protected]

DIGITAL STORYTELLING

[email protected] OPEN LEARNING PLATFORM

[email protected]

NATIONAL CONTACT POINTS

ENGLAND FRANCE GREECE PORTUGAL & SPAIN

[email protected] [email protected] [email protected] [email protected]

Table 6 Support team directory


The first level identifies the National Contact Points (NCPs). As a rule of thumb, and bearing in mind geographical and language considerations, this will be your first choice to report any problems or issues. The second level incorporates experts in Digital Storytelling and NEMESIS Learning Platform, central features in the piloting phase. You are more than welcome to contact them to troubleshoot problems in these two strategic areas. Finally, Valnalon will make its best to oversee and secure the smooth implementation of the pilot in coordination with all parties involved (schools, co-creation lab leads, teachers, national contact points).

5.2. Communication channels

Fig 7Communication channels

E-mail As a rule of thumb, e-mail will be our preferred communication tool. Feel free to drop us a line anytime you need assistance. One of the duties of a Co-Creation Lab Lead is to compile questions and doubts from all members and send them to us. Please get in touch with your National Contact Point or Valnalon directly. Whatever way, it may be a good idea to CC both. Communication works both ways, so you will hear from us often.

Online tutoring Videoconferencing systems and tutoring are seen as an effective means to establish a dialogue about the process and share key insights and problems as they surface in piloting locations. Conference calls involving all schools will be a great opportunity to build a sense of shared purpose and exchange knowledge across schools and countries. Piloting schools are also entitled to request web conferences on demand to clarify issues. As you can observe in the graph below, we have strategically scheduled two online conference calls at the beginning of Co-Design and Co-Production phases and a final one when the piloting phase


comes to an end. Additionally, we’ll stay in touch with schools on an individual basis. Valnalon will agree with National Contact Points and Co-Creation Lab Leads a schedule listing the precise time and date, and duration of online meetings.

When Who Purpose

SEPT-OCT All schools + NCPs + Coordinator Kick-off Co-Design Phase Introductions, building a sense of shared purpose

OCT-DEC Individual school + NCP + Coordinator Monitoring Co-Design Phase troubleshooting

JAN All schools + NCPs + Coordinator Kick-off Co-Production Phase Share SI project ideas

FEB-APR Individual school + NCP + Coordinator Monitoring Co-Production Phase troubleshooting

MAY

All schools + NCPs + Coordinator Stock-tacking

Table 7 Schedule of online meetings

Face-to-face meetings E-mail and videoconferencing systems (e.g. Skype) are great and cheap tools to stay in touch but nothing beats face-to-face meetings when hard work needs to get done. Transnational project meetings stand out as the most feasible scenario to make this happen. Additionally, and always depending on geographical and time availability, consider inviting your National Contact Point to visit the school and/or attend one of the Co-C Lab meetings

5.3. Documentation and reporting

It is fair and convenient to open this section sending out a reassuring message. No, you won´t be mired in loads of paperwork. We’ve gone to great lengths to keep red tape to a minimum. Basically, this is the info we will request from you and the templates available for doing that.

Communication workflows

Schools

Not so urgent? Send your NCP an e-mail (CC Valnalon)

Is it urgent or complicated? Let’s talk on the phone, Skype or in person. National Contact Points

Try to provide a quick response to school.

Complicated matters? Acknowledge receipt and contact Valnalon to jointly decide on the best course of action


When What Document

CO-DESIGN

Set-up of Co-Creation Labs Consent & Assent Forms3 Co-Creation Lab Registration Form

Co-Creation Lab Meetings Minutes (


5.4. Are you ready to pilot?

Yes, indeed. As a matter of fact, you have already covered substantial ground to get things ready. Hopefully, some more action will follow once you finish reading this guide. So, take some time to consider whether you have completed the following steps:

To Be Done

In progress

Done

Set up a Co-Creation Lab. I have engaged a working group of community partners who are invested in the project Co-Creation Lab which includes school staff, social innovation practitioners, staff from community-based organizations, parents, and children/youth. We meet regularly to discuss progress and provide input on the activities.

Teachers involved have selected a pilot test group, class or classes. We have also considered how we will motivate and engage children/youth to take part in the pilot.

In the Co-Creation Lab, we have considered some of our community’s needs, issues and assets to come up with a social innovation project idea.

We have also identified the core components and activities of the project.

We have developed a work plan and timeline to guide program implementation and to ensure that all tasks are completed as scheduled to successfully run the pilot.

During the process, we have captured the necessary information about changes in attitudes, knowledge, and behavior of people involved in the pilot using the evaluation instruments/tools provided by NEMESIS.

Table 9 Pilot Checklist


6. Annexes

6.1. Co-Creation Lab Registration Form


6.2. Minutes


6.3. Project Planner


6.4. Informed Consent Form

Informed Consent Form for ______________________________________ Name the group of individuals for whom this consent is written. Because research for a single project is often carried out with a number of different groups of individuals - for example healthcare workers, patients, and parents of patients - it is important that you identify which group this particular consent is for. [Name of Principle Investigator] [Name of Organization] [Name of Sponsor] [Name of Project and Version] This Informed Consent Form has two parts:

Information Sheet (to share information about the study with you)

Certificate of Consent (for signatures if you agree that your child may participate) You will be given a copy of the full Informed Consent Form

NEMESIS Project


Part I: Information Sheet Introduction Briefly state who you are and explain that you are inviting them to have their child participate in research which you are doing. Inform them that they may talk to anyone they feel comfortable talking with about the research and that they can take time to reflect on whether they want their child to participate or not. Assure the parent that if they do not understand some of the words or concepts, that you will take time to explain them as you go along and that they may ask questions now or later. Purpose Explain in lay terms why the research is being done and what is expected from the results. Explain why you need to conduct the research with children. Type of Research Intervention Briefly state the intervention. This will be expanded upon in the procedures section. Selection of Participants State clearly why you have chosen their child to participate in this study. Parents may wonder why their children have been chosen for a study and may be fearful, confused or concerned. Voluntary Participation Indicate clearly that they can choose for their child to participate or not and reassure they will still receive all the services they usually do if they choose not to participate. Also inform them that their child will also have input into the decision. This can be repeated and expanded upon later in the form as well. It is important to state clearly at the beginning of the form that participation is voluntary so that the other information can be heard in this context. Participants may also be more alert at the beginning.


Procedure Explain what each of the steps or procedures involve. Indicate when the research will take place and where. If there are surveys, indicate where and how the surveys will be collected and distributed. Duration Include a statement about the time commitments of the study for the child and any time commitments on the part of the parent(s). Include both the duration of the study and follow-up, if relevant. Risks and Discomforts Explain any risks or discomforts including any limits to confidentiality. Benefits Describe any benefits to their child, to the community, or any benefits which are expected in the future as a result of the research. Reimbursements State clearly what you will provide or not provide the participants with as a result of their participation. Confidentiality: Explain how the research team will maintain the confidentiality of data, especially with respect to the information about the participant. Outline any limits there are to confidentiality. Note that with focus groups confidentiality cannot be guaranteed because what is said within the group becomes common knowledge. Participants can be asked not to share outside of the group but this does not guarantee confidentiality.


Sharing of Research Findings Include a statement indicating that the research findings will be shared in a timely fashion but that confidential information will remain confidential. If you have a plan and timeline for the sharing of information, include the details. Also inform the parent that the research findings will be shared more broadly, for examples, through publications and conferences. Right to refuse or withdraw Explain again the voluntary nature of consent. Also explain that their child will be asked to agree - or assent - and that the child's concerns and wishes will be taken very seriously. Who to Contact Provide the name and contact information of someone who is involved, informed and accessible (a local person who can actually be contacted). State also that the proposal has been approved and how.


PART II: Certificate of Consent I have read the foregoing information, and I have had the opportunity to ask questions about it and any questions that I have asked have been answered to my satisfaction. I consent voluntarily for my child to participate as a participant in this study. Print Name of Parent or Guardian __________________

Signature of Parent of Guardian___________________

Date ___________________________ Day/month/year Statement by the researcher/person taking consent I have accurately read out the information sheet to the parent of the potential participant, and to the best of my ability made sure that the person understands what the participation of their child/children entails. I confirm that the parent was given an opportunity to ask questions about the NEMESIS study, and all the questions asked by him/her have been answered correctly and to the best of my ability. I confirm that the individual has not been coerced into giving consent, and the consent has been given freely and voluntarily. A copy of this Informed Consent Form has been provided to the parent or guardian of the participant ___________________________________________ Print Name of Researcher/person taking the consent________________________ An Informed Assent Form will ____ OR will not ____ be completed.


6.5. Informed Assent Form

An Informed Assent Form does not replace a consent form signed by parents or guardians. The assent is in addition to the consent and signals the child's willing cooperation in the study. Informed Assent Form for _____________________________________ Name the group of individuals for whom this assent is written. Because research for a single project is often carried out on a number of different groups of individuals - for example children with malaria, children without malaria, students - it is important that you identify which group particular assent is for.

[Name of Principle Investigator] [Name of Organization] [Name of Sponsor] [Name of Project and Version] This Informed Assent Form has two parts:

Information Sheet (gives you information about the study)

Certificate of Assent (this is where you sign if you agree to participate) You will be given a copy of the full Informed Assent Form

NEMESIS Project


Part I: Information Sheet Introduction This is a brief introduction to ensure the child knows who you are and that this is a research study. Give your name, say what you do and clearly state that you are doing research. Inform the child that you have spoken to their parents and that parental consent is also necessary. Let them know that they can speak to anyone they choose about the research before they make up their mind. Purpose: Why are you doing this research? Explain the purpose of the research in clear simple terms. Choice of participants: Why are you asking me? Children, like adults, like to know why they are being invited to be in the research. It is important to address any fears they may have about why they were chosen. Participation is voluntary: Do I have to do this? State clearly and in child-friendly language that the choice to participate is theirs. If there is a possibility that their decision not to participate might be over-ridden by parental consent, this should be stated clearly and simply. I have checked with the child and they understand that participation is voluntary __ (initial) Procedures: What is going to happen to me? Explain the procedures and any medical terminology in simple language. Focus on what is expected of the child. Describe which part of the research is experimental. I have checked with the child and they understand the procedures ________ (initial))


Risks: Is this bad or dangerous for me? Explain any risks using simple, clear language. Discomforts: Will it hurt? If there will be any discomforts state these clearly and simply. State that they should tell you and/or their parents if they are sick, experience discomfort or pain. Address what may be some of the child's worries, for example, missing school or extra expense to parents. I have checked with the child and they understand the risks and discomforts ____ (initial)

Benefits: Is there anything good that happens to me? Describe any benefits to the child. I have checked with the child and they understand the benefits_____ (initial)

Reimbursements: Do I get anything for being in the research? Mention any reimbursements or forms of appreciation that will be provided. Confidentiality: Is everybody going to know about this? Explain what confidentiality means in simple terms. State any limits to confidentiality. Indicate what their parents will or will not be told.

Sharing the Findings: Will you tell me the results? Describe to the ability of the child to understand that the research findings will be shared in a timely fashion but that confidential information will remain confidential. If you have a plan and a timeline for the sharing of information, include the details. Also tell the child that the research will be shared more broadly, i.e. in a book, journal, conferences, etc.


Right to Refuse or Withdraw: Can I choose not to be in the research? Can I change my mind? You may want to re-emphasize that participation is voluntary and any limits to this. Who to Contact: Who can I talk to or ask questions to? List and give contact information for those people who the child can contact easily (a local person who can actually be contacted). Tell the child that they can also talk to anyone they want to about this (their own doctor, a family friend, a teacher). If you choose to be part of this research I will also give you a copy of this paper to keep for yourself. You can ask your parents to look after it if you want. You can ask me any more questions about any part of the research study, if you wish to. Do you have any questions?


PART 2: Certificate of Assent This section can be written in the first person. It should include a few brief statements about the research and be followed by a statement similar to the one identified as 'suggested wording' below. If the child is illiterate but gives oral assent, a witness must sign instead. A researcher or the person going over the informed assent with the child must sign all assents. I have read this information (or had the information read to me) I have had my questions answered and know that I can ask questions later if I have them. I agree to take part in the research.

OR

I do not wish to take part in the research and I have not signed the assent below.___________ (initialled by child/minor)

Only if child assents:

Print name of child ___________________

Signature of child: ____________________

Date: ________________ Day/month/year Statement by the researcher/person taking consent I have accurately read out the information sheet to the potential participant, and to the best of my ability made sure that the child understands what will be done:

I confirm that the child was given an opportunity to ask questions about the study, and all the questions asked by him/her have been answered correctly and to the best of my ability. I confirm that the individual has not been coerced into giving consent, and the consent has been given freely and voluntarily. A copy of this assent form has been provided to the participant.

Print Name of Researcher/person taking the assent________________________

Signature of Researcher /person taking the assent __________________________

Date ___________________________ Day/month/year


Copy provided to the participant ________ (initialed by researcher/assistant) Parent/Guardian has signed an informed consent ___Yes ___No _____ (initialed by researcher/assistant)


7. Further reading

This is definitely a must-read for Co-Creation Lab leads

● Deliverable 1.3: Α guide for organizing a co-creation lab, to know more details on how co-creation labs are structured, organized and facilitated

In case you can dedicate some extra time to dig more deeply into NEMESIS we recommend you to also check:

● Deliverable 1.1: Social Innovation Learning Framework, to gain a more detailed understanding of NEMESIS underpinning learning framework

● Deliverable 2.3: Coaching and Mentoring Guide, to get familiar with the role of Social Innovation Practitioners in the process.

● Deliverable 4.4: Guide to digital storytelling, to understand how digital storytelling technique can be utilized to manifest social innovation projects

● Deliverable 5.1: Evaluation Framework And finally, a small selection of external resources. The first one is a short-read. The other two are slightly longer but full of useful and practical tips too.

● “God Save The Routine: Debunking Five Myths and Avoiding Anarchy in the PBL Classroom.” Jane Pierrat.http://www.ascd.org/publications/newsletters/education-update/aug18/vol60/num08/toc.aspx

● “Work That Matters: A teacher’s guide to Project Based Learning.” Paul Hamlyn Foundation.

https://www.phf.org.uk/publications/work-matters-teachers-guide-project-based-learning/

● “Community Curriculum Making Through Enquiry and Project-based Learning: Schools’ and

Partners’ Guide”. Research Centre for Learning and Teaching. Newcastle Universityhttps://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/Community%20Curriculum%20Making%20guide.pdf
http://www.ascd.org/publications/newsletters/education-update/aug18/vol60/num08/toc.aspxhttp://www.ascd.org/publications/newsletters/education-update/aug18/vol60/num08/toc.aspxhttps://www.phf.org.uk/publications/work-matters-teachers-guide-project-based-learning/https://www.phf.org.uk/publications/work-matters-teachers-guide-project-based-learning/https://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/Community%20Curriculum%20Making%20guide.pdfhttps://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/Community%20Curriculum%20Making%20guide.pdf

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