 Good afternoon and welcome to our Eden webinar on online civic engagement and service learning in hybrid realities implications for the real world and the metaphors. So I'm very pleased to give you a warm welcome to this event. Please feel free to say hi in the chat, say who you are and where you're from. And I'll just hang on for a couple of minutes and till I see a stable number of participants give people time to connect. And then we can, and then we can start I can present my speakers and give you a bit of a briefing production to the to today's topic. And I do the same thing. Nice to see a good broad European participation. I guess it's a good time of day for that. This sort of event. I must admit when we put this together, I was seriously tempted to have this event at 22 minutes past two since it's the second of the second. I thought that might look quite fun, but I think five o'clock so I'm more. I'm more standard and traditional time for our Eden webinars. Okay, so I'd like to get started because of the time issues. We got quite a lot of speakers today looking forward to their presentations. So as I said earlier, okay, before I actually get started one last point, please use the chat for a general conversational issues that you'd like to bring up or mentioned or to say hi to people, but use the question and answer tool for actual questions that you'd like to ask our panelists because otherwise I'll lose them in the messages in the chat. Okay, so please try and do that for us. So as I said earlier, today's webinar is on online civic engagement and service learning in hybrid realities. So the implications for the real world and the metaverse. And as it says in the description for this event, I think we've seen over the pandemic, a lot of our interactions and these sorts of events that we do typically in the real world, we're doing it online. Town halls, education institution, political groups, we are now meeting online and that's giving us a chance to actually engage with people in that particular context. And to some extent, we're moving back to the real world because the pandemic hopefully is beginning to finish. We're going to be able to go back to our interactions with people, but at the same time, our presence in the online sphere is going to be getting bigger. I mean, we've now got people talking about this metaverse, this extension, this new reality for what online interaction will be, including different aspects of virtual or augmented reality, etc. with different kinds of function. So in a way, we're going to be tempted to stay online longer and not come back to this real world. But the reality is that a lot of the real world questions that we have to deal with are in the real world. So the difficulty here for educationists if we're helping students and younger people in being able to relate to these different realities, the real world and the metaverse is exactly how we can do this. And I think, or rather, we think that this is where service learning can actually come in and it might actually change the way we relate to people. Okay, so I'm going to shut up now and present my speakers and then hand over to the first one to start. To begin with, we've got Christina Stefanelli, who's a project manager at Uni Med, the Mediterranean University's Union in Italy. We've got Anna Sledger Machiavic, who's a higher education project manager from the Institute for Development of Education in Croatia. We've got Bertha Path-Lodido, who's an associate professor of physiotherapy at the University of the Aliric Islands. Her colleague, Alberto Riviera, who's at the European Observatory of Service Learning in Higher Education, and is also a researcher at a different institution. And finally, we've got Martelli Rieneman, who's an assistant professor of migration law at the University of Amsterdam. So thank you very much to all of our speakers and I'll hand over to Christina now to get the ball rolling with the first presentation. Thank you. Thank you, Tim. Good morning, good morning and good afternoon to everybody. Thank you, Tim, for the introduction. Thank you, Eden, for having organized this webinar and thanks everybody from the Eden community and beyond for your participation today. And I'm Christina Stefanelli. I work at Uni Med, the Mediterranean University's Union. Uni Med is a network of universities in Europe and in South Mediterranean countries. We are a network of 140 universities and we're based in Rome and Italy. The aim of our network is to promote collaboration among the higher education institutions in the Mediterranean region to enhance institutional economic, cultural, and social cohesion of the area. So this is a general and very broad objective. We work on a number of priority areas, autonomy of higher education, social responsibility, learning innovation, higher education in crisis situation. And in particular, we work with refugees and migrants and the integration of refugees and migrants into higher education, research and innovation. We work through what we call sub-networks, which are basically, and I personally work on a sub-network which is called Learning and Open Education, which has been running before the pandemic, let's say. And what we try to do is to facilitate the digital transition of universities in particular through the use of open education and open educational resources. I'm really happy that we have the opportunity today to talk about the metaverse. I'm curious to know what the other speakers will say about this. What I can say is what the metaverse is not most likely, well, for sure the metaverse is not, will not be the land for the techno fix. In other words, digital technology alone, as we all know, will not transform education, nor civic engagement and participation as such. Thanks and due to the crisis and taking also the opportunity of the crisis, we need to move beyond this very basic idea of digital technologies that can offer ready made solutions to long-standing problems and also move from this old idea of disruption into technology as a tool for mitigation. Innovation in civic education, which is what we're talking about today, is an incremental change. It will not happen. It doesn't always have to involve high tech technologies or super sophisticated devices, but we have seen that any type of technology including lower tech approaches can work just well. During the pandemic, we have seen examples of countries using the TV and radio to deliver educational content and that was just trying to ensure the continuity of education. We have also seen that universities are probably more resilient than we expected and probably the sector may have surprised itself and universities in the Mediterranean region and in Europe have demonstrated an unknown ability to reinvent the ways they work. They have the ability, the power, the flexibility to manage significant changes and we, I think, have reaffirmed the social responsibility of universities and the role of universities in facilitating civic engagement, democracy and participation. However, we need also to address issues such as social injustice, inequality, the digital divide. We have been talking a lot about this as well as concerns about surveillance, ethic, data privacy and all those issues which result from the dependency from online solutions. We at Unimed are working on a number of projects and initiatives related to social inclusion, in particular related to the inclusion of migrants and refugees into higher education. It's pretty clear that those groups, there is a risk, let's say, of social inclusions of those groups as newly arrived migrants are at higher risk of feeling the attached. They have a lack of social identity, a sense of belonging, a social engagement which is sometimes missing. Along those lines, we started working on a project which I will present to you today, which is called NEXUS and aims at promoting the nexus of migrants through active citizenship. We try to innovate the civic educational process and this may result in an increased participation of students in their community, both online and in real life. NEXUS is an Erasmus Plus project funded by the European Union from September 2019 to August 2022. It's coordinated by NED and the wonderful team composed by team and BEA who are with us today. NEXUS focuses on empowering students to exercise their rights, uphold human values and contribute positively to the society around them and the global community in general. We work to produce mainly three things, a MOOC on civic education and a learning community, a guideline for higher education on community engagement and service learning and an inventory of digital tools for open democracy and digital citizenship. We have produced this MOOC last year, which is called Civics 4.0 Active Citizenship and Participation in the Digital Age. It's composed by six modules. You can see the modules here in the screen. It is targeted to anyone, basically, but we try to focus specifically on students and educators from diverse backgrounds. The MOOC is composed by explanatory materials, case studies and videos, participative tools, self-evaluation of texts, when we have piloted it. We offer to the participants reflection and collaborative activities through forums and pilot discussions. At the end of the MOOC, participants produced a project work on how they were planning to take action and be more active and engaged in their activities and in their societies. These are a few numbers about the MOOC. We had a few hundred and twenty participants on thirty nationalities. The completion rate is the usual completion rate of the MOOC, but the good thing is that fifteen of them working alone or in groups produced the project work that I have mentioned before sharing their plans on how to use digital tools for active citizenship. Based on this experience, we are now launching and team correctly if I'm wrong, I think that today is the first day that we are talking about this community in a public webinar. This community, which is called Nexus for Civic Community, which is a learning community where participants with an interest in active citizenship and participation can share the resources that they are using, the tools, the digital tools that they are using and also share their experiences and how they are using those tools and other resources. I will share with you a few information about this community in case you have an interest in participating. This is the link and this is how it looks like. We are collecting materials that people can read and watch and case studies to get inspired. There are also educational contents and there is also the opportunity with this link which is at your resources to share your resources, to share something that you are using and you deem it's particularly relevant to this field. This tool is pretty simple. I don't know if you know this plot things which are just a plug-in for WordPress that anybody can use pretty easily. It's an open web tool which makes particularly simple and possible to post resources and activities in an accessible way and most importantly allows users to do that without creating accounts so we're not collecting any personal information. I invite all of you to take a look at this platform and to contribute if you deem it appropriate. You will find a collection of resources related to tech tools. There are a variety of topics. I think that's why I will talk about this later from digital civil engagement, digital identity, participation that is content about digital footprint and online privacy. So what we are trying to do with this project and in general with this community and with our activities is really to bring all the stakeholders together because we really need to work all together to try to make this transformation happen in education and civic engagement. I will stop here by now. I'm happy to take any questions. This is my email address and thank you so much. Thank you very much. Christine, that was a wonderful presentation. We have a couple of questions that are not coming by the platform. One particularly nice question is about life histories and developmental biographies and how can they be developed to illuminate a kind of service learning continuum. But I think I'm not going to ask you that question. I'm going to save that for a little later because I think that's a good one for a general debate to the end. I mean, of all the things that you said, I remember one thing that really stood out to me when we were doing the MOOC was how many Italian students were actually quite active in it. And I wonder why you think that's the case. I mean, is there a particular interest in this area in your country? Well, I think I don't see a specificity in Italy why students are more engaged than others. We had in the MOOC also a lot of students from Spain. But what I think happened in this MOOC in particular is that we had a lot of students from the same areas and the same universities and communities. So I think that what happened has been that a couple of them started working on those topics. And as it always happened, you know, then they had involved their communities around them. Okay, thanks very much. And I think, as you said, one of the interesting thing was the degree of commitment of the students working on the projects because usually most MOOCs have very limited self assessment activities and don't really imply any commitment on the part of the students. And it was really good to see that. Okay, I'm conscious of the time. So let's move on. Thank you very much, Christina. Anna, can I hand over to you now, please? Sure. Thank you, Tim. Thank you for inviting me. Thank you all the participants for watching now. My name is Anna Strelman-Madevich and I come from the Institute for the Development of Education from Croatia. We are a relatively small organization but with 20 plus years of experience in dealing with higher education policies. One of them being community engagement. So just allow me to share my screen. So this is what I will be talking about basically service learning as a form of community engagement of higher education because this is where we actually have quite a lot of experience. So we have had one quite successful European project called TEFSE towards the European framework for community engagement in higher education. And now we are one year into its continuation called SHEPSE, Steering Higher Education for Community Engagement. And my colleague has also prepared a report called Community Engagement in Higher Education Transpractices and Policies. So this is a topic, this is a policy that we are very invested in and we have invested quite a lot of work and energy into developing a tool for self-assessment of higher education institutions. So actually a tool that higher education institutions can use to assess how engaged they are with their communities. Obviously we believe that this is a very important policy and I will just start with our definition of it. So we have three elements that are very important. The first one being engagement, meaning all the ways that a university or a higher education institution of any type, its staff interact with their communities in mutually beneficial ways. So not just as part of the teaching process but as part of all the processes that go on in a higher education institution, which include research, also other ways of forming allies or forming initiatives, starting initiatives with partners from the community and the community can actually mean different things in different contexts. So a definition that we use is communities of place, identity or interest. This can actually mean very different things in different settings and this is what we have learned through the process of these two projects that I have mentioned. So we have learned that a community, for example in Spain and Catalonia, basically refers not to the immediate community but to a territory which is regional, let's say regional level. In Croatia it would mean something more local referring to a local authority, so to the place where the higher education institution is located. In Austria it would mean most probably the business community because their engagement is primarily oriented towards forming links with the business community in terms of securing career parts for the students. So community is very context specific and the third element that community engagement includes are societal needs which need to be addressed through community engagement. So this basically refers to all political, economic, cultural, social, technological, environmental factors that influence the quality of life within society and higher education institution should participate, not be detached from the community it is a part of. So what we have learned, what we take from the projects that we've participated in and are still participating in is that community engagement is an integral part of university's third mission activities but somehow in terms of policies it has been marginalised. There is also no one size fits all approach because community engagement, so communities being very context specific and meaning different things in different places, actually this results in the fact that you cannot do community engagement in just one particular way. So you can observe many different types of engaging with communities in different contexts. It can fulfill different social purposes and basically it goes beyond corporate social responsibility. It is about mutually beneficial cooperation between the higher education institution and its community, whatever it might be, but beneficial to the higher education institution, meaning to the institution itself to the institution level but also to the teachers the teaching to the management to the students. On the other side you have the community which has to take something from this cooperation as well it has to be beneficial for the community as well. Community engagement actually can be done through all the levels of activities or types of activities that a higher education institution performs. That form part of all the actually the whole what a higher education institution means, so primarily it's teaching and learning, but it also includes research, it includes service and knowledge exchange, student initiatives and overall university level engagement. What we see as part of the teaching and learning, so community engagement through teaching and learning is service learning, which is basically a community based learning. Using a teaching methodology that combines classroom instruction, community service, student reflection, civic responsibility, so this would be the way to engage with the community through this aspect of teaching and learning. There are other ways to do it through research, there are other ways to do it through service and knowledge exchange, student initiatives are many bottom up initiatives that find in my experience new and innovative ways of engaging with the community, which sometimes quite often includes activism as well. And the overall university level engagement can include things such as using the resources that the university has actually giving it to the community to use, so be it for venues for cultural and social activity or to provide access to the libraries or other resources that members of the community can use. But as I said earlier, we are focused on policies, we would like to see community engagement more represented in policies as I mentioned that we can't really say that there is a systematic policy that would encourage community engagement of higher education. So this is basically what we have been working on for the past five years to try to find ways to influence the forming of policies that would support community engagement. And there are four possible ways that we have used for possible approaches. One is transforming framework conditions so basically working on system level, trying to embed community engagement in higher education and research on the system level. So far, we have been moderately successful because in the latest EU documents, referring to priorities, community engagement was mentioned. It wasn't mentioned as one of the priorities, but the term has been adopted and it has been mentioned in the text, but this is a start. And as I said, we've been moderately successful, but we're not going to stop there. We're going to try to influence forming of policies that would encourage community engagement. Then there are targeted supportive policies, the ones that increase the prevalence and the quality of community engagement activities also at system level. And the third one that I will say a few words later about is incorporating community engagement into existing programs. So encouraging community engagement activities at the level of individual universities and here we have had success. Also there are status quo or bottom up initiatives that are not really specific policies, but actually are initiatives that still do have relevance and impact. So Christina talked about the Nexus project. I'm part of this project in the Intellectual Output 2 and we had to face, we had to find answers to two questions. We have to increase the level of student civic engagement. So as Christina said, the trend of students civic engagement is downward. So students are not really either very motivated or they don't see the use of becoming engaged in civic terms. They're becoming civically engaged because they don't feel that their voices are being heard. So how to increase that level of student civic engagement. And the other question is how to target newly arrived migrant students, because it is obvious that the newly arrived migrant students will not have a formed identity or will struggle with forming a newer identity in the host country. So how to target them and encourage them to become more active in terms of civic engagement. So our answer was basically implementing service learning because service learning allows the higher education institution to build stronger connections with the local community and to engage students with the local community. Also, through service learning, societal issues are addressed. And these societal issues can motivate students for further civic engagement, not just through the service learning program at the university, but also it can be the first step towards raising awareness and including them in further ways of becoming more engaged. How to target newly arrived migrant students was a really tough question because you can't really say, okay, this service learning course is just for migrants, for newly arrived migrants. You cannot be that exclusive because inclusion and openness should be characteristic of higher education. So after thinking about it very long after many discussions, we have decided to try to use a foreign language course. So the foreign language course be meaning the language of the host country. So most universities offer courses of the national of the host country language for newly arrived students, be they're migrant students or just foreign students who joined for a certain amount of time as exchange students. So these courses exist and we think that this is a very good way to actually target newly arrived migrant students and to offer this service learning component in these courses and offer them the opportunity not just to learn language, but also to get to know about the community, to get to know what societal issues, what problems the community has to participate in solving the problem, and actually to be more motivated to participate further on. So the policy approach that we chose was incorporating community engagement into existing programs, so into existing language courses for foreign students. We have prepared service learning guidelines aimed primarily at the teaching staff. In a part also it refers to higher education institution management, but primarily aimed at teachers who want to implement service learning. We have tried to be very practical to give practical tips on how to organize, how to prepare, how to implement, how to evaluate, how to reflect so that not only service learning projects, so sending students into the community would be successful, but also that this element of achieving the learning outcomes would also be met. And this semester, so the summer semester, the University of Malmo will pilot a service learning method in a language course as I just described and we're really curious to see how this works out. Also we are preparing the policy document which is aimed at the higher education institution level which is intended basically to help higher education institutions to form a framework that would allow such service learning initiatives to be implemented actually to remove the obstacles that exist. And METAverse, I see a typo here, so talking about all those levels of activities in higher education institution like teaching and learning, research, service and knowledge exchange, student initiatives, university level engagement, all of this has had to be transferred into the METAverse, it has had to be transferred due to the pandemic, but it has been done successfully for the most part. Although there is quite, I would say pushing narrative that online learning is a lesser form of teaching and learning, I do not agree with that. So my colleague and I have prepared a report on the impact of COVID on higher education and what we have found out is that teaching and learning and actually all these activities can be done online with some modification and with a lot of preparation. So the first reaction probably wasn't the best in early 2020, but so far there has been a lot of opportunities to learn, to adopt new teaching methodologies that are applicable to the online learning environment. And I firmly believe that all these things can be done quite successfully in METAverse. So service learning fits into the teaching and learning part of the higher education institution activities. And I believe that it can successfully be transferred online, not without challenges there. And not completely, I still believe that the part where students go to the community and do the service work still has to remain face to face. But the teaching part, the learning part that occurs in the classroom can, without a problem, be transferred online. So I hope that we will see some good examples and interesting examples and that the documents that we are preparing will help teachers and students and universities implement service learning. Thank you very much, Anna. That was an inspiring presentation, very interesting. I think you've given us some things to think about. I have some questions and I see that Ivan actually has put a question in the Q&A tool, one for you and one for Christina, but I'm a bit conscious of the time, so I'm not going to ask you the questions now. If you want to answer in the Q&A tool, please do. If not, we can pick it up at the end. I'd like to hand over to Bertha now, please, if you would give us your presentation. Hello. Good afternoon. Thank you again for the invitation to be here. It is a short time, but I will try to present what we do in the observatory and to put a little bit of light on the issue for today. And it's service learning in the European context. What do we know and what is needed to promote civic engagement in time for hybrid learning? First of all, I would like to explain that I would be presenting the first part of the presentation and the deputy director of the observatory. And in fact, I belong to the University of the Balearic Islands. That is also a long tradition on hybrid learning due to the condition of being several islands in the autonomous community. And also Alvaro Ribeiro, that is in Portugal, he will join me in this presentation and he will present also our website in the way that you know how the observatory is established and how can you get the most profit of the observatory. And for us also to let you know how can we collect your experiences on service learning in this case in e-service learning. So first of all, even when we have little time, but I think it's good that we have this possibility to explain what we consider service learning. Because service learning, it might be considered differently depending on the context and also the tradition of the higher education. So for us, service learning in higher education is an experiential educational method in which students engage in community service, reflect critically on this experience and learn from it personally, socially and academically. So this is very important for us that we from the very beginning have this included in service learning. And then we can understand that sometimes service learning or some activity we can in fact say that is service learning once this activity is finished. And we can see that the service was properly developed and the learning was also ascribed. So there are several areas in which the service learning can be developed and and then this makes possible for service learning to be developed on site, but also online. It's true that before the pandemic, many times we considered online service learning just when we had to give service in remote areas in other countries in maybe some cooperation project. But the pandemic also show us that it is not this situation anymore, and the technology is here to be used, and it can be used in many ways, sometimes just as a media. But in other cases, even educational technology is an aim and objective of service learning in which students, they create new material or they evaluate or practice with new technology. So it's important that we consider that and that we have students, academics and community together. And it's important always to take into consideration that the participation of the students is not only to give a service, the service learning starts before with the design of the project. And in this design of the project, it's important to identify to which extent this participation is being mutual and there is reciprocity in the process. So these are the essential criteria for service learning experience and that integrates meaningful service and meets real needs, which is very important to take an account. The service is linked to the academic curriculum, reflections part of the learning process, community organizations are valued as partners and the students have a strong voice. I'm going to go again to describe this just very beginning and then we explain what the saboteur is doing. In this case, we consider eService Learning as a course that is meeting with the formation of communication technologies and the technology is there to help, but it also is changing the way in which we consider service and which consider learning. And another aspect that is important is to consider the relevance of the institutionalization of service learning because it's interesting, of course it is very nice that these institutions have different experiences and projects with teachers that are particularly involved with the community. But for us, from the European Association, the Spanish and the Seratarian, important is also to identify in which manner these activities are embedded into the policies of the higher education institutions and service learning is not as a particular activity. It's more a possibility and it's facilitated and with enough resources provided by the institutions. So what we do here, the saboteur was created in 2019 and for us it's important to collect experiences related to service learning and that includes eService Learning activities. But we also work on disseminating and creating new resources. So it's a permanent space for cooperation and exchange so feel pleased and more than invited to join us and we will try to disseminate knowledge on service learning and higher education in Europe to promote, collect and systematize relevant information and carry out research on the use of this methodology. So later on when Alvaro shows us a little bit of our web page you could see in which aspects or where can you include your experiences if you have some or where can you make use of some of the products and reports and resources that we created. This is information about the experiences that we have collected so far. We have like 104 service learning experiences collated from 19 countries and 34 from 14 countries that these are experiences particularly related to COVID times and so it's service learning in COVID service. This is some of the reports that Alvaro will show later and just to show you that related to the topic of today there are some practical guides on service learning in response to COVID 19 and the recent annual reports from this year in which part of the report is focused on eService Learning. In fact, part of my presentation is coming from this report and also this late last document regarding the institutionalization of service learning and higher education that we finished with the document that there are some guidelines to help institutions to promote service learning. And these guidelines are developed as a general trademark because we consider that these guidelines have to be contextualized. So when we talk about this online learning there are some architectural layers so for here I wanted to talk about some types of service and that's what is more common that is the direct service learning. That is also what is more present in the eService Learning experiences that we have collected in the observatory. But there are the experiences of service learning that are research-based service learning advocacy to take awareness about the topic or even indirect service learning. And we also have the experiences described into different types of service learning activities like for example the hybrid type 1 when the service is on site and teaching is online, the opposite for hybrid type 2 and hybrid type 3 is a blended format. But we also have quite a lot of service learning experiences that are considered or that describe that extreme service learning when they are completely online. And here is just to show that how these products can be developed but we can talk more later also. This is an example of one of the activities that is now having collected in our website. And EO Comité, I'm like you, and here have to see in this case, Irene Guilcasse presented the activity with her students. And there is when they describe the services that they were doing, which kind of learning how the project was developed in this case, bottom up. And also, if you see in the bottom, they explain some advocacy service learning and it's extreme e-service learning because both serving and learning occurred online. So these are the toolbox that we also have on our web page that we're going to share now. And also, we have different resources and we collect some information about journals that are writing this, particularly about service learning and high education. And this is one of the latest that we have included where all the articles are regarding service learning and educational technology. And we are one of the networks, we work with the European context, but of course it's important for us to work in collaboration with other networks. So I'm very happy to be here, disseminate what we are doing and open doors to collaborate with other institutions and networks. So this is what I wanted to show and I don't know if we have some minutes for Alvaro just to present you the website. I see that Marta also is also here in the group, she's the coordinator, so if later I miss something, please Marta, feel free to add. Thank you very much, Alberto. Okay, thank you. Can you see my screen? Yes. Yes, yes, thank you. Yes. Okay, so if you go to a also dot a you will find our website. Okay. And here you if you click here. It's opportunity you have to complete the survey about today in socialization process in European higher education. Then the second is about the experiences. Mapping service learning experiences, you can complete it here sharing your service learning experience, and you're sharing your service learning experiences and response to COVID. So we are running three service. And based on this, we have developed the download report 2021 the title was building on sick engagement during pandemic times. This report is made up is made up to different parts. The first one is about findings of service learning experiences and responses, COVID responses. The second part is made of, you know, a state of art of the service learning in European universities. So the first part, you will, you know, let you know some information about the respondents, the institutions, the disciplines, the students, the service areas. And we have we have some, you know, some final comments about our only mutations and future research. So here on the, on the second part, we have four different interrogations. The first one is about the social needs. The second one is about the design. The third one is about the technology. And the fourth one is about impacts. So this is our annual reports, you can access here you go to our website reports, click on reports. You have to wait a little and then it's here, you can go here, the other report, you can download it. And you can take it for yourself. Now we have developed also the research report 2021. The title was about the initialization of service learning. And this report is made of a context of the research survey, the design of the survey, the validation, some findings and some final remarks. You can download the survey and you can access some figures and how did we manage the research report. This is the validation process. This is an inductive, it's a bottom up initiative, validation. And let me show to you. Yeah, the first one. So we have 10 different categories. The first one is about institution involvement. We have the sentences, we have the level of evidence, we have a short comment and we have, you know, research interrogations for the future. The second one is about finance, sorry, is about funds allocation and financial methodologies. The third one is about the coordinating unit and infrastructure. The fourth one is about the rewards and recognitions of students and teachers. The fifth one is about teaching planning. The next one is about teaching foundations. And the next one is about research. And then about advertising and support. Social justice. And then I think, no, the partnerships. It's the last one. Right. We have 10 different categories. We studied all of them. And for each of them, we have some, we have short comment and interrogations for future research. Also, we develop guidelines. And Marta will let us know when can we access those guidelines. But we have 10 different domains, the same one, we have the guidelines. We have supporting literature by European experts. We have supporting literature by non-European experts. We have the data and we have, again, questions for reflection. And yeah, I won't say anything else because there is a lot of information here. And I don't know what could be more useful. But in terms of the website, probably tomorrow, you will find here the guidelines. And you can complete the service as I told you before. You can access the newsletter, the toolbox, resources. It is very important here, resources, because we have this eLibrary, where you can access a lot of articles. All day, I've been updating the library with articles, with European service learning articles from 2020 to 2022. And I have collected more than 50, 60 different European articles. I'm not looking for North American articles, South Africa, Australia, China, just European articles. And you can click here by country, by institution, disciplines, type of materials, et cetera. And you will find a lot of information about European service learning. And I think it's over. Do you think, what do you think? Martin, would you like to see something? I think it's good, because this is still one presentation more. Maybe... I think that's fantastic. It's very impressive what you've done. And it's also very interesting to see this concept of eService Learning. And it's a shame that we have to move on, but we are a bit pushed for time. And thank you for sharing the links in the chat. So our publicers have access to that. And I think we're probably going to be... We've been asked last around about an hour, and I can see us finishing about 15 minutes later, but I think it's well worth it, because of the quality of the information, maybe the debate we can have a little later on. So I have questions. Once again, I'm not going to be able to ask some to you right now. And if anybody else has questions, please use the question and answer tool to ask our speakers. And I'd like to move on to Martelli now, please. Last but not least. Yes, thank you. Does the sound work well now? Perfectly. Great. Let me see. I'm going to share my screen. And I'm going to talk to you about a very specific program that we're doing at the Freie Universität. So my name is Marcella Reneman, and I'm an assistant professor in migration law. So I'm working for the law faculty. And I'm going to talk a little bit about our street law program. So what is street law about you? Some of you might be familiar with the concept, because it's not something typically Dutch. It is a program in which students teach workshops about law in high schools. And they don't lecture, but they give interactive workshops, which, well, they play games with students. They do debates. They do mood courts or mock trials. And the topics that are chosen for the workshops are typically topics that are relevant to the daily lives of high school students. So for example, in the Netherlands, we have given workshops in Amsterdam about the prohibition of fireworks in December or whether laughing us should be prohibited or internet security, cyber bullying, stuff like that. And all the workshops are typically about conflicting rights. So that can be about the right to privacy or the right to freedom of speech and how those rights may be conflicting. So our students that go to the high schools don't lecture, but they stimulate high school students to do critical thinking. Why is the law as it is? Can you imagine how the law should look like? So they encourage high school students to think about law. And I think this is also a good example of community service learning and also engagement. As I said before, street law is not a Dutch concept. It's something that started in the US, the United States in the 70s, I think, and it has spread all over the world. So you can see some examples here from, for example, South Africa, where it played an important role in the struggles and the opposition against the apartheid regime. And we, in the Netherlands, I started this two years ago. We took over the concept, but we adapted it to the Dutch context. So we... I said it, so I didn't interrupt, but I just realised that I'm not seeing your presentation. I'm only seeing the first slide, but I don't know if you've got it on screen. I'm sorry, I don't know what's happening. I will stop share and try again. And hopefully then it will work. Can you see the second one now? Yes, yes. But we're seeing inside PowerPoint. We're not seeing the presentation view. Click on the icon for presentation view. Right. Yeah, that's right. Okay, well, never mind. Just use the inside PowerPoint view. It's not a problem. Okay. Yeah, sorry about this. I will show you the PowerPoint then. Hopefully you can see it. And all right. So this is okay. That's fine. All right. I'll do it like this then. So the funny thing is that street law wasn't... There weren't any programs in the western part of Europe, including the Netherlands. So that is why I decided to start this at our university in Amsterdam. And we have been running this program for two years now. So the third group of students has now finished their street law program. Let's see. So what we... Just to give you a brief overview of what a program looks like. Our program is part of a minor in the law faculty. So the students that participate are second or third year law students. And we have groups of in between 15 and 20 students, more or less. It's credit-based, so they get six ECTS for it. And we do it with teachers from different parts of the law faculty. So some are specialized in administrative law, some in criminal law. And that way we can properly supervise the students that are going to the high schools. And they're making their lesson plans. We cooperate with four schools in Amsterdam. And these are different kinds of schools, so different levels. And we also teach children of different ages. So some were 13 years old, but we also went to schools where the students were already between 18 and 20 years old. Of course we prepare our students to do this. So we give them a two-day training before they start preparing their own lesson plans. In which they get to know the street law methods. So they learn about interactive teaching methods. They experience street law lessons. And then they start making their own lesson plan. So the second day they already teaching. It's a one-semester course. It's during the whole program, they get skills, trainings that relate to their work in the high schools. So we train things like giving feedback to each other. We encourage them to get to know the schools they're going to. But we also talk about diversity in education and things like social justice. And of course they have to relate all of that to the classes, the workshops they are teaching at the high schools. So each student of our university teaches around six workshops and designs around four lesson plans. Just to give you some idea, a lot of students really really enjoy the course. And that is also because in most cases it's their first practical course that they do. And law is typically about lectures and working groups. And this is really focused on skills. Some students really like going to the schools because they feel that they have a kind of a role model position. And many high school students are interested in them. And we also go to schools where there are pupils who have the same background as our students. So at the VU university we have quite a lot of students who have a migrant background. And they go to schools where also there are a lot of children with a migration background. And they are very interested in the fact that they see the students that are in law school. And they have lots of questions about that and so on. So it's really nice to see. But this is just one example of a reflection report of one of the students. She says to me, this is without doubt one of the courses of my law curriculum about which I will save and looking back. This is the course I benefited most from. This is the course where the lawyer in me surfaced. And this is the course which has contributed most to my personal growth. Yeah, so can you do this online? It is possible. Of course, just after the second edition of our street law course, we also had to cope with the COVID crisis. And then the schools were closing. So we had to do something. But we also experienced that it was really, really difficult. Especially young. But we encouraged our students to prepare online classes for high schools. But we encountered quite some difficulties, for example, because young children at certain schools, they were in front of a computer. But the teacher who was there wasn't really making sure that they would participate in the online class. We had some people, some of our students teaching online classes and somebody broke into the teams meeting and started yelling at people. So we had some and then they stopped the school stop it because they couldn't take responsibility anymore. But of course, there are some good examples as well. And maybe this presentation could be shared. There are some links to webinars about how to transform a street law program into an online program. So we started in Amsterdam with this program. And by now we have also taught some workshops on how to start street law programs in Belgium. And I think also there they're quite successful. So there is some information here in Dutch. I was shared it in the chat, but also there are online. There's a lot available on how to teach street law, especially from the United States. If you're interested, you can always contact me and just to close. I think this is also something that can be done in other fields expertise, right? So this is the street law movement is typically for law faculties. But I also talked to colleagues of mine who were working for the physics department and who had ideas about buses with students going round schools to teach children about more, you know, physics or other more technical kinds of topics. So I think it's very well doable to do this in other fields as well. So thank you very much for your attention. Thank you very much. I think it's a very exciting initiative and I must admit if I had to think of all the areas of knowledge where you could apply service learning, I don't think law would be high up on my on my starting list. But I think you've proved very well how effective it is. So can I ask our speakers now to please turn your new cameras and mics back on. Let's have a little bit of a debate in the in the five or six minutes we have left here. And I think we've seen from our presentations that service learning can be taken online to a certain extent. But what I'm worried about is if we take it online, can we bring it back to the real world afterwards? I mean, we're looking at this equilibrium question, but I'm not going to ask that question first because I think Albedo came up with a killer question right at the very beginning for all of us. So I'd like to ask this question. I'd like you to come up with your give me your feedback on this. And this is, you know, we've there's obviously quite a lot of resources that's available. And we have some information about the different initiatives and stuff that's been done. But the question he was asking is could we or rather how could we bring together the life histories and developmental biographies in such a way to illuminate this illustrate this service learning continuum. And the way it actually fits in with civic engagement behaviors. I mean, how do you think we could go about doing that and what kind of sense but it wouldn't make to actually do that. So in fact, let me start off by asking you, Albedo, could you ask the question? So I think you should get first attack at answering it, please. Me. Yes, you asked the question. So the idea is to listen, we are talking about service learning, civic engagement. Who is the most important stakeholder of service learning and civic engagement. I think it is the student. Of course, we have teachers, we have community service, we have the boards, we have, you know, special teams, whatever, but we are focusing the students, the youth, these workers, we want to engage them. And we are different, they are different. You know, four years ago I made a study for the European Commission about refugees migrants and asylum seekers people from Syria, Yemen, and Turkey, you know, Sudan. And I had the opportunity to collect a lot of life stories. I worked with, I managed this European research with four nine European countries, and it was amazing that how different we are. How different we are. So when we are talking about civic engagement, we are talking about people engagement, how to engage different persons. And for that to happen, I need to understand, I have to know their life stories. Descartes made a mistake, and we cannot continue with that mistake. So we have to, you know, we have to listen to people, and we have to do something based on different life stories, you know, and biographies. Biographies is very important. Self biographies, people writing their own biographies. If you ask refugees to write to, if you collect their life stories, it would be more easy for you to socialize, to include, to foster the social inclusion of the refugees, if you understand their life stories, you know. So, but how to do it in the context of service learning and civic engagement between different European countries, different subcultures, not cultures, subcultures, with a lot of migration rates, with a lot of refugee rates. So that's why it was, you know, a question. Okay, thanks. I mean, it's a very complicated issue, and I think it's a good question to bring up. Can I ask somebody else? I don't want to particularly name and shame you, but anybody else would like to say something about this? I am not looking for answers. No, but the question is worth asking. Anybody else's comments? So I raised my hand, Tim, so I'm not sure. Okay, so I would like to comment or actually continue with Alvaro started to talk about, actually, this is a question that we need to think about. So this is not necessarily a question that will get an answer to or that will have one answer that is only one correct answer. So this is a question that we need to find the answer to every time that we are in a situation that we want to implement service learning. We really need to observe the students and understand where they are coming from and not just a place but also, you know, mentally where they're coming from and how this fits in this new community. You know, I believe that we need to do that any time we are interacting with students, you know, we need to see the students for who they are, and service learning is a teaching methodology. So it's a method that you implement, but if you implement other methods, you probably don't get to interact so much on such a personal level with the students. But still, it is my experience and I've been a teacher for almost 20 years that you need to build this relationship of trust and you need to see the student that you're teaching and then you will be successful as a teacher. So I see this question that Alvaro asked, actually a question that we need to continue to try to find the answer to. So we need to keep asking ourselves the same thing. Great, Anna, I can see your hand up please. Oh, sorry, sorry, I had my mic off. It's regarding some comments that we heard during the session regarding, you know, it's online service learning, it's on site, to which extent can service learning be online. I think it's going to depend on, of course, the situation that has to be developed and COVID-19 showed that this was the only way. But it's not only due to the context also is maybe this is the aim of the service learning process to create something that is based on technology. And sometimes service learning is the only way to give some types of service. So again, it's not a service learning in a second class, but it shouldn't be, it shouldn't lose the components of service learning. It's not that we see some learning here and some service there and it is mediated through technology that we are going to have a full service learning project. So this is important to do not miss in the process, the reflective part, the participation of the counterparts, etc. So this is just a comment. Thank you very much. But I think for me a key issue here is that of equilibrium, because especially in the first world, it's very easy for us just to move online. And as online becomes more attractive, this whole reason I use the word metaverse and not online environments in this webinar description, is I think that we're moving towards a really quite an attractive, immersive and absorbing online experience. But that might also mean a lot of people are being left behind in the same way they've been left away from formal participation and formal learning. So we need to sort of be very conscious of moving forward online, but coming back to supporting the people that aren't online, because there might be the very people who actually need our support more than anything else. Okay, I'm still really conscious about the time. Can I have one final word from the people who haven't answered these questions? Anything else you'd like to add to the mix? Christina, for example, please. I see a hand raised by Marta. No worries. Oh, and Marta, I mean, Marta may want to go first. Okay, Marta, you go first. No, no, it's okay, Marcela, please. No, Christina. I just want to share a quick comment about the institutional approaches to service learning, to supporting diversity. I fully agree with Anna saying that professors, educators, and also administrative and the services within the university need to build trust. And this requires energies, perhaps incentives. And many times, this is a task of a few professors who are engaged for personal reasons or whatever. If we really want to, for many changes, but if we really want to mainstream those initiatives and inclusion in general, we need to combine top down and bottom up approaches. So also the involvement of the strategic level of the universities, having those initiatives in their strategic plans and of the institutions. So I think we need to work on both levels. Otherwise, in the end, those initiatives are not sustainable. They are an initiative of enthusiastic educators who are often alone. Okay, Christina, that's great. I completely agree with you. Marta, please. Just to compliment the words that Marta said, it's like I was involved myself in a service learning experience teaching, giving support to schoolwork, to children, to vulnerable children in Madrid. And for the students, the experience was amazing because they ended teaching the student, the kid, the schoolboy, within inside their home. You know, they involve the whole family in the process of learning and supporting their schoolwork for this time. And that was something that in person of face-to-face learning, our university students will never go. So for them, the experience was very rich. That's a really heartwarming example and very, very interesting and illustrative. Thank you very much. Okay, so I think it's time to wrap up. It's already 20 minutes over now. I'd like to thank our speakers and their presentations and they've been very, very engaging in each thing. I think we've got some open questions for us to think about. I'd also like to thank our Eden colleagues for having put this together and running it. The recording of this session will be put on the Eden YouTube channel and will be available on the Eden website. So once again, thank you very much indeed for being with us this afternoon. Bye.