{"id":1062,"date":"2024-12-09T22:49:49","date_gmt":"2024-12-09T22:49:49","guid":{"rendered":"https:\/\/heda-project.eu\/?p=1062"},"modified":"2024-12-09T22:49:49","modified_gmt":"2024-12-09T22:49:49","slug":"multiplier-event-in-iceland","status":"publish","type":"post","link":"https:\/\/heda-project.eu\/index.php\/2024\/12\/09\/multiplier-event-in-iceland\/","title":{"rendered":"Multiplier Event in Iceland"},"content":{"rendered":"\n
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The Multiplier Event took place on 28 January 2024 at the Sudurnes Science and Learning Centre in
Sandger\u00f0i, aimed to disseminate the HEDA project results and foster connections among educators
and stakeholders to support the project\u2019s sustainability in Iceland. With a total of 12 participants\u20148
in-person attendees from regional schools and 4 online\u2014the event brought together secondary
school teachers, educaFonal authoriFes, and professionals invested in innovaFve approaches to
ciFzenship educaFon.
The event provided a comprehensive overview of the HEDA methodology, which uses arts-based
techniques such as theatre, literature, and visual arts to address civic topics like human rights, social
jusFce, and environmental issues. This arts-integrated approach encourages critical thinking and
student engagement with complex social themes, making it a powerful tool in the classroom. The
presentation included teacher testimonials, hands-on exercises, and video examples, offering a
practical perspective on how the HEDA methodology had been successfully implemented in Icelandic
schools.<\/p>\n\n\n\n\n\n\n\n

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The event was structured into two main parts. In the first part, GeoCamp Iceland led a detailed
presentation of the project\u2019s intellectual outputs, highlighting both the successes and challenges
encountered during the implementation of the HEDA method. Teachers shared their experiences,
discussing how the arts-based techniques provided new ways to engage students meaningfully with
civic and social issues. The second part of the session was a workshop led by GeoCamp team
members, which invited participants to actively engage in exercises that demonstrated how the
methodology could be adapted to the Icelandic educational context.<\/p>\n\n\n\n

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Workshop agenda<\/p>\n\n\n\n

    \n
  • Welcome and introducFons<\/li>\n\n\n\n
  • Networking and introducFons<\/li>\n\n\n\n
  • Overview of the HEDA project and methodology<\/li>\n\n\n\n
  • PresentaFon of teacher tesFmonials and student experiences<\/li>\n\n\n\n
  • Review of the e-learning pla[orm<\/li>\n\n\n\n
  • PresentaFon of the Impact Assessment Report<\/li>\n\n\n\n
  • InteracFve workshop on integraFng the HEDA method into local curricula<\/li>\n<\/ul>\n\n\n\n
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    Workshop<\/strong>
    The training focused on practical applications of the methodology, including workshops led by
    experienced educators who demonstrated how these techniques could foster meaningful discussions
    on topics such as human rights, environmental issues, and social jusFce. Arnbj\u00f6rn, \u00c1ltildur, and
    Siggeir from GeoCamp Iceland led sessions exploring how the HEDA method could be applied within
    the Icelandic educational context. Participants experienced hands-on exercises, including role-playing
    and interactive discussions, which showcased how these creative methods can captivate students\u2019
    interest and encourage empathy and reflecFve thinking.<\/p>\n\n\n\n

    Feedback from the participants was overwhelmingly positive, highlighting the relevance of arts-
    based techniques in making complex civic concepts accessible and engaging for students. Teachers noted that the HEDA methodology provided fresh strategies for classroom engagement, contrasFng
    with tradiFonal teaching methods. They also shared ideas on adapting the techniques to Icelandic
    curricula, particularly within subjects that address social and environmental issues.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    The workshop with the Icelandic teachers fostered a strong network among local educators, sparking
    discussions about future collaboraFons and potential project expansions. GeoCamp Iceland\u2019s
    commitment to supporting parFcipants in implemenFng the HEDA approach was reinforced through
    plans for follow-up sessions and continuous support, ensuring the methodology\u2019s integration into
    Icelandic schools and contribuFng to the ongoing success and sustainability of the HEDA project.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    Case Studies – Training Session
    <\/strong>The workshop provided participants with a powerful hands-on experience in utilising arts-based
    techniques to explore social issues within the educational seang. During the session, two methods
    for teaching complex topics (case studies) were introduced.<\/p>\n\n\n\n

    The Gangsta\u2019s Paradise case study (targeted at students ages 13-18) was used to address issues of
    systemic racism, generational poverty, and the struggles that marginalized communities face.
    Teachers examined the song\u2019s lyrics to uncover themes related to societal exclusion, the impact of
    socioeconomic status, and the street as an alternate \u201ceducation\u201d for young people without access to
    stable family or schooling structures. Educators engaged in role-playing exercises, where they
    embodied different perspectives\u2014such as gang members, friends, and teachers\u2014to better
    understand the protagonists\u2019 decisions and societal pressures. This immersive activity allowed them
    to see firsthand how powerful music and storytelling can be in engaging students on topics ohen
    challenging to discuss.<\/p>\n\n\n\n

    The OK case study, inspired by the Glaciers are Not OK artwork, shihed focus to environmental
    awareness and climate change, a theme resonant with Icelandic landscapes and national identity.
    This case study asked participants to analyze classical and contemporary artworks, including Kjarval\u2019s
    glacier paintings and Olafur Eliasson\u2019s Glacier Melt Series, which depict the visible impact of global
    warming on Iceland\u2019s glaciers. Teachers used these works as a springboard to discuss the
    impermanence of nature, linking it to broader issues of sustainability and human responsibility. The
    artistic activity involved creating futuristic scenarios where students imagined a world where glaciers
    had vanished, encouraging them to reflect on environmental stewardship.
    Feedback from participants indicated that these case studies were both impac[ul and practical for
    classroom use. Teachers reported feeling empowered to implement the HEDA methodology with
    their students, using art to engage them in criFcal dialogues on social justice and environmental
    issues. The Icelandic workshop succeeded in both training teachers on the methodology and
    demonstrating the adaptability of these case studies to Iceland\u2019s cultural context, enhancing
    educators\u2019 toolkit for fostering empathy, reflection, and civic awareness in students.<\/p>\n\n\n\n

    Conclusion<\/strong>
    At the conclusion of the event, participants collaborated on an Action Plan aimed at supporting the
    adoption and expansion of the HEDA methodology in Icelandic schools. GeoCamp Iceland committed
    to providing ongoing support, inviting educators to share feedback and insights on their experience
    in adapting the HEDA approach. An evaluation form was provided, and GeoCamp Iceland scheduled
    follow-ups with participants to track progress and provide additional support. The event underscored
    the importance of creative methods in fostering civic engagement, critical thinking, and empathy
    among students. It also laid a foundation for future collaborations, ensuring the HEDA methodology\u2019s
    continued impact on Icelandic education and demonstrating the project\u2019s relevance and adaptability
    within diverse learning environments.<\/p>\n","protected":false},"excerpt":{"rendered":"

    The Multiplier Event took place on 28 January 2024 at the Sudurnes Science and Learning Centre inSandger\u00f0i, aimed to disseminate the HEDA project results and foster connections among educatorsand stakeholders to support the project\u2019s sustainability in Iceland. With a total…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[20],"tags":[],"class_list":["post-1062","post","type-post","status-publish","format-standard","hentry","category-multiplier-events"],"_links":{"self":[{"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/posts\/1062","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/comments?post=1062"}],"version-history":[{"count":1,"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/posts\/1062\/revisions"}],"predecessor-version":[{"id":1073,"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/posts\/1062\/revisions\/1073"}],"wp:attachment":[{"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/media?parent=1062"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/categories?post=1062"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/heda-project.eu\/index.php\/wp-json\/wp\/v2\/tags?post=1062"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}