Thinc

Jessica Kennedy White, BA (hons) M.Sc Wolfson, University of

OxfordTOLERANCE
Jessicakennedywhite@gmail.com
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Summary
_______________________________________________

Vision Statement
Mission Statement
Context
Target Beneficiaries
Project Strategy
Proposed Implementation
Funding required

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Vision Statement

Thinc, is an Intercultural adaptive learning

project that aids students and teachers to find
their own learning and teaching strategies

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People have had

to
leave
part of themselves
behind
to get ahead

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We All See The Same Things

Differently

5
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We need to provide learning

environments where we can
experiment with our diverse
ways of learning

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So we all become coinvestigators in the learning

process

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Creativity broadens the scope of how we interact with each other

Adaptive Learning supports our
diverse & multiple learning strategies

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Mission Statement

Thinc by accepting diversity & hybridity in education

facilitates social inclusion on many levels
Thinc enables students and teachers to grasp deeper
learning and teaching & realise their highest values in
relations to each other`s diverse ways of learning

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Our Creatively Diverse Landscape

intention + awareness + action + resources + network = sustainability

good intentions
are
needed but they
are
not enough
alone to
bring about real
change

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to more
deeply
understa
nd social
and
historical
contexts
that we
are all
operating
within

our actions not just of

consistently the
in line with monetary
our values kind. We are
in and that living in a
these are
knowledge
fluid and
economy.
open to
Our new
change
economy is
encouraging
us to find
new forms of
resource
exchange

resource exchange
must be diversified
to
maximize
benefits. More and
more, we are
working in a
f r a g m e n t e d
landscape and it is
11
up to us together to
share how to
connect these
pieces to find new
ways of knowledge
and resource
exchange

Background
&
Stakeholders*
Thinc is currently facilitating projects with the EU and
other European partners. EdTech consultants are from
Oxford University Education department, as well as
London Institute of Education and Hull. It is a project
that came out of a pilot project Intercultural Art
Education that was in 2007-8 together with the
European year of intercultural dialogue and then in
2008-9 Since then it has been supported by numerous
partners including ACES, funded by the Erste
Foundation
As well as numerous organizations including the
Education boards in Austria, Germany and UK. They
fully endorse the project and consult on project
competence and infrastructure.

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Context
_______________________________________________

Current situation

Lack of cross-curricular links hindering open-mindedness towards education

and culture

Lower values are expressed through social media, suggesting suppression of

higher values in education
Students experience apathy and disengagement for learning, often students
are diagnosed with attention deficit disorder, when really it is the lack of
practical and creative engagement that is causing them to lose focus.
Latent indifference and apathy towards different communities, causing
prejudices
Teenagers that are wanting to creatively use their multiple intelligences are
finding that the current education system restricting
Existing Initiatives
Initiatives in adaptive learning have succeeded in raising awareness of
diversity learning and teaching strategies but are leaving ignoring rich
pedagogical instruction and content
Currently there are adaptive learning platforms, but none yet that that enable
a level of diverse content, good instruction and rich tasks

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Target & Delivery

________________________________________

Target Beneficiaries
Students and teachers of any age
Delivery
Technology to be implemented with
partner platforms such as Meetnlearn
and with publishers such as Oxford
University Press and McGraw and
Hill.
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Thinc Advocacy
Enabling students & teachers who are traditionally the
subjects education to become agents of change
Giving better opportunities to those who too often don`t
fit into rigid systems a chance to thrive
Enabling participants to become advocates for change
Enabling participants to inform and influence policy on
local and international levels through adaptive learning
with big data

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Expect the unexpected

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Adaptive Learning takes us further than we ever

could have imagined or expected with prescribed
outcomes

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Proposed Implementation
_______________________________________________

Service
Adaptive learning technology to be integrated into numerous
partner platforms such as publishers and meetnlearn.
Seminars for teachers educators with adaptive learning
specialists to develop richer content and instruction
Jessica White & Anca-Simona as lead facilitators
Workshops every month during the school terms and in
holidays they can be extended to all day workshops in social
entrepreneur spaces such as The Launch Pad, Said Business
School.

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Promotion
_______________________________________________

Promotion Delivery
Existing promotion carried out with all stakeholders
Currently have received many testimonials with
widespread acceptance & enthusiasm on both a local and
national level (available on request)

Administration
Company registration in UK is the next step and funding to
be combined with already allocated EU funds

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Workshops and Seminars

____________________________________________

Providing training in vocational adaptive

learning projects through Innovative
Education practice
Exploring diversity in content
Intercultural dialogue
Cultural Diversity and fluidity of language

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Thinc
(Phase 1: Feb 2011)
Phase 1: Third week of Feb-third week of July
Thinc heads innovative programs with a series of
workshops and seminars.
Expenses covered: Venue hire, seminar rooms.
Expenses to cover: artists fees, art education concepts
and materials, travel (cameras, printing materials,
costume) that will be developed by Jessica White with
Art educators, artists and teachers
For all details of expenditure, please see the attached
budget sheet

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Thinc
(Phase 2: Sept Feb 2012)
Phase 2: First week of Sept - First week in feb

As in phase one, phase two will be workshops and

seminars on a local and international scale with
students from different schools with the age
category 10-18 yrs and with teachers and adaptive
learning specialists
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Projected Scenario
____________________________________________
F

It Starts With One

our connection to each other is as colourful as
we are
Courses have already started to be rolled out to children, teenagers
and adults in the EU on more of an international scale and offered to
students of all ages. With the financial support of a variety of
commercial sponsors and non-for-profit/governmental donors the
adaptive technology can be developed
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Seminars
____________________________________________

Seminars will proceed in different locations depending on the

target groups in The Oxford Launch Pad. In the first month of
Phase One project there will be a launch, several workshops
and a seminar

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Innovative Education Methods

Based on primary research of how educators engage with
content continental European focus on dialogue,
discussion and debate, whereas UK has good practical
instruction Therefore, an objective of this project is to
merge the two methods together integrating both theory
and practice for a praxis

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interdisciplinary learning

The project is also linked Film and Media Literacy projects

for Young People across Europe for richer content

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Project Guggenheim

We have the opportunity to collaborate with Hans

Guggenheim with his Projectguggenheim. He seeks to
provide high quality training in traditional skills for young
artists and artisans. Our programs aim to encourage
innovation because for traditions to survive they must
respond creatively to new cultural and economic
challenges in their environment. Adaptive Learning
brings traditional content to life!
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Why do we need rich media

content?

"Once the door is opened, they don't want to

leave," Ms. Austin said, adding, "I think because
photography is so fluid and so immediate it's
reflecting back to them a sense of possibility in
their lives they haven't seen before."

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Combining Theory with Practice

Working with a variety of

technology partners for creative
interactive workshops with
students and teachers
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Thematic Connections

Technology
Community
Ritual
Inclusion and exclusion
Diversity
Stereotypes
Memory
Photography
Narrative/storytelling
Identity
Tradition
History

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Adaptive learning with

Photography

Photo Elicitation and Photography workshop

with adaptive learning
Combining theory and practice

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Illustration and Comic

Workshop

Animation / Comic
Elicitation

Comic book workshop

With adaptive learning

Combining theory and practice
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Writing Workshop with Adaptive

Learning

Finding words and themes that fit locations creating soundscapes

Reconstruction: To reveal history as a narrative and open to
change depending on who narrates it
Context Switching: between historical periods
Real letters: students write real letters to people in the past,
present and future
Collaborative writing
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Interdisciplinary Modules

Writing will lead into film through adaptive learning

So that students can understand how all these
mediums can be linked so they can empower
themselves
For their own future
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Music

In collaboration with members of BauchklangVocal Groove Project (this is an example there will other many
music workshops) students will experiment with their
sound and voices with adaptive learning working
on collaborative musical soundscapes

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Acting/Movement

Using movements, relationships between body, space, and

speed to help students to explore both their inner realms as
well as their outer inter-personal relationships socially by
mapping them with adaptive learning.

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Unlocking creativity with adaptive learning is

our bridge between what has been, what is
and what will be

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Balkan
Workshops With Adults

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Evaluation

Instead of using a method of

assessment that focuses on
goals, targets, exams and
grades in isolation, the art
education methods engages
students at both a creative and
analytical level

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Self and Peer Evaluation

Learning Logs: Focus on
workshops activities and
does not include
comments about
personal matters.
Personal journals: Students
write whatever they wish.
Students record events in
their lives, explore ideas,
questions, fears,
concerns and other
thoughts

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Improving English Language

with
Personal Language Portfolios

Competences will be evaluated by students, teachers,

artists and art educators through art and language
portfolios developed by Jessica White and AncaSimona and continuous self, peer and mentor
evaluation

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Tangible
outcomes
online
_______________________________________________
All materials will be available in the adaptive learning
platform to which participants will have access. The
curriculum will also feature extensive online components
at which will help facilitate the creation of online
communities around the topics learnt and discussed.

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