Media

The original idea is to integrate language course with media comprehension. Our core product is called ENGLISH WITH PUBLIC SPEAKING,while our campaign to school titled LEADER ABC, both words are acronym of Learn English And Develop Empowered Region Adolescent Broadcasting Club. We–at the moment- create a module for two groups of people: Children and Teens.
1).English for children is focusing on story-telling (the stories will talk about godly characters; addressing fighting corruption issue, children are encouraged to be honest in dealing with money or in social activity, children are invited to donate their pocket money for children victim in disaster-affected community).
2).We call our module for teens ENGLISH FOR BROADCAST 1 (will combine english with radio internet). ENGLISH FOR BROADCAST 2 will combine speech&debate,Master of Ceremony(MC) & Radio/TV presenting. Secondary school students will eventually run a community radio within their school but then going global with internet. Our language students will become peer-educator through radio. The education on disaster mitigation and against corruption is indeed needed for Indonesians nowadays and radio internet is the tool to educate mass audience.LEADER’s radio internet integrates communication skills with media.We go to school and do in-house training, because LEADER is not a formal school nor it wants to create a new one, rather we work with schools and collaborate in empowering young generations and investing future Indonesian leaders with integrity through language savvy,media aptitude and communication agility.

The CRL model offers a way for citizens to tangibly contribute to civic renewal while generating creative ideas for institutional change. The CRL has four main focus areas:

1) Town Hall 2.0 are interactive forums between the public and decision makers, supported by keypad polling, networked laptop computers, social media integration, and interactive projection screens. The in-person forums are designed to build public understanding of the facts, values, interest and trade-offs driving decision making, policy analysis, and program design.

2) Creative Ideas Forum brings together impacted groups, stakeholders, experts, and policy makers with artists and designers to publicly discuss ideas, policies and projects that link emergent solutions to community needs, skills and knowledge.

3) Public Interventions: Fun-focused, community-building social gatherings and collaborative public art projects that respond to the locational identity and a communal drive to build and create. Public Interventions can be done with little or no money, and with small teams of 2 or 3 people over a weekend.

4) Service Model: The CRL service model offers consulting, facilitation, media production, and design services to governments, organizations, and companies looking to engage young adults more deeply in social issues.

Up to now our main activity has been a seminar called Stick your balloon, where students from Village secondary school had an interactive experience focused on the importance of social awareness, empathy and positive attitudes to the country. Through the seminar we motivated young people to become into the change they want to achieve in Guatemala in spite of all negative aspects in the country, since we believe we can make the change and turn into the good part and not be the party who complains and does nothing. By means of our example we show them that although we are teenagers we can make something productive, since we have been carrying out different activities such as visits to orphanages, hospices, street visits to offer food to poor people, sales to collect funds, donations of clothes and toys among other to stick our balloon before telling other to do so. After the seminars, 127 young people started participating in these activities. We know we have marked the difference since many young people wanted to participate without someone forcing them to do it, many of them started to involve in activities such as street visits to check the reality surrounding us which we ignore. Through our technological portals our aim is to reach much more young people not only in Guatemala but also in other countries.

information technology becomes the facility and campaign medium. we use server and website to compile all these digital files (audio-book and e-book) which is then maintained, and accessed by visually impaired in many places. Other visually impaired with internet access can download the files from www.relawanbaca.com with their mobile gadgets or PC/laptop. For those without internet access, manual distribution using CD.

Volunteer mobilizing is conducted through social media. Twitter account @RelawanBaca, campaign on students awareness how by reading they can help their visually impaired friends. Through social media we also coordinate the book titles already available or not. To spread positive virus, followers in
twitter can retweet or mention to their friends to participate.

Conversion from book to audio or e-book can be conducted by students individual/ in turn. One person can read all the books to be recorded/ typed, or taking turn with friends other people they met in social media. Thus they'll grow their interest on reading, meet new people, and grow awareness.

Inspirée de l'approche de Vichama Teatro, au Pérou, et Institut de Transformance culturelle, au Brésil, je combine la narrativité numérique au dialogue communautaire et interculturel.

En classe, nous offrons des ateliers sur l'approche narrative, le jeu théâtral, la photo et la vidéo. Ces ateliers font partie du contenu pédagogique annuel, ils devienent un projet fondamental de la classe. Chaque élève y trouve un rôle valorisant et l'occasion de s'épanouir en établissant des contacts empathiques.

Le travail en classe est structuré au sein d'initiatives communautaires. Par exemple, le jeune "reporter" ira interviewer un sage de sa communauté, documenter une prestation artistique, etc. L'approche se veut holistique et dialogique.

This pilot program consists of four elements:
1. Student learning and engagement:
Model A: Teachers use Global Lives footage as a tool to more deeply engage students with standards-based subject matter.
Model B: Teachers uses Global Lives footage as a standalone unit exploring 5-10 core issues (ex. environment, gender, etc.) in an interdisciplinary manner.
Model C: Teacher engages students directly as new media producers, coaching students to collaboratively produce videos exploring daily life in their communities.
2. Teacher capacity building and professional development:
Teachers will attend 3 full-day workshops led by expert teachers in the field of global education and technology. These workshops will focus on developing lesson plans to incorporate Global Lives Project video into classroom curricula.
3. Online Education Portal:
With input from teachers and educators, the Global Lives website is being transformed into an online platform that will serve as an open educational resource available for free, where teachers and students can access Global Lives footage and resources, connect with one another to have active discussion in real time, and will also serve to document the work being done.
4. Development of a global education model to be expanded over the next three years:
International educators and collaborators from our global network will be invited to initiate various outreach models to develop their own Global Lives education pilots to explore using global lives footage in the context of their communities.

We spend four months selecting the teachers and artists through an application process and then match-making them to ensure the most successful partnerships possible. Each teacher-artist pair spends an intensive week together in August, where they receive professional development and collaboratively build a digital media-arts integrated curriculum for the coming school year. Throughout the year, they receive one-on-one coaching from DFS Educational Specialist, Ammerah Saidi, and meet up as a full network once every two-moths for further professional development. Student work samples (attached) demonstrate the impact DFS has had over young peoples' understandings of themselves and their communities. They have told us that they feel “more human” when DFS artists are in their classrooms. Teachers have expressed that the year-round sense of community they gain through DFS sustains their desire to continue teaching, amidst one of the most volatile school districts in the country. Many of the teaching artists have built relationships with their students that extend beyond the classroom, providing students opportunities to become involved with community initiatives they might never otherwise have encountered.

When class begins students will be presented with a student film from the Reel Lives library. The class will engage in guided discussion questions which focus on inferencing skills relating the video to an activating schema (text to self, text to world, text to text). The Reel Lives targets the development of empathy by applying inferencing skills and activating schema. Students will be asked to explicitly relate their experiences and their impressions of the world around them with those of the filmmaker. Subsequently, direct instruction will deliver content on the human rights issue typified by the film while scaffolding argumentation/essay writing skills. Students will construct arguments about human rights violations that they see in the world around them by siting specific textual evidence using mobile apps, web-based materials, sample texts (literary non-fiction) and mind mapping apps such as Popplet. The Reel Lives curriculum makes a difference because it takes a student-centered approach to examining literary non-fiction and human rights. By narrowing the distance between the students and subject matter we facilitate connections while scaffolding those connections through interpretive practices and media literacy.

Mind with Heart has piloted the project by facilitating two unique interviews last year:

In June 2011, students from the Family Life Centre near San Francisco interview Dr Paul Ekman, pioneer in the study of emotions, and internationally renowned for training government officials in emotion recognition.

In September 2011, young Londoners from Bethnal Green Academy and Hampton School interview Matthieu Ricard, the Buddhist monk that popular media named the happiest man in the world.

The videos have already gathered over 10,000 views in less than 6 months. You can view the videos on the Mind with Heart channel: http://www.youtube.com/user/MindwithHeartchannel?feature=watch

The speakers at the Youth Conference will include neuroscientist and empathy specialist Tania Singer, theologian Karen Armstrong, initiator of the Charter for Compassion (tbc), co-founder of Action for Happiness and headmaster of Wellington College Anthony Seldon, and Yotam Heineberg, who works with gang members-turned-peacemakers.

As well as giving the students involved a life-changing experience, and involving their whole school in learning about empathy, the project allows schools internationally to access free educational materials.

The project is based on the experience of Mind with Heart in running workshops on empathy for teenagers.

We plan to organise other such youth conferences in other countries to broaden the range of interviewees, and of schools involved.

See http://compassioninsociety.org/index.php/youth-gathering for details.

Through customized professional development workshops, wecan train school personnel to take action on 1) supporting youth from all kinds of families and helping them understand families different than their own 2) helping students move from a victim or offender role to becoming an ally in stopping bullying and harassment 3) being pro-active in addressing LGBT bias in the schools specifically on how to incorporate age-appropriate messages into their existing curriculum 4) opening up dialogue about the pressure on ALL students regardless of sexual orientation or gender presentation to conform to gender norms.

Through screenings of our films, role plays, and hands on use of our curriculum guides, we provide educators with the support and tools to take action in the classroom.

Today we have an opportunity to expand this work through a new partnership with the National Network for Education Renewal.