SPACE Project aims to produce the following Outputs:



The 1st intellectual output is an operative document containing:

  • an analysis that identifies the competences needed by the teachers to allow them preventing and contrasting cyberbullying;
  • a map of the competences identified by the analysis, organized in areas, related topics, with a description of each competence and its clusters;
  • a MOOC model scheme, containing the elements to design and develop the course: an overall course structure, indications about the duration, the number of learning units, the topics, the assessment mode, the type of support.




This output consists in the production of the guidelines to find, gather and label the contents that will be available in the Online System and in the MOOC, and in the activity of gathering and retrieving the contents to implement them in the system.

This is a key phase in the project, and its aim is to find, organize and re-use the contents and resources already existing in the web about cyberbullying: documents, stats, rules, presentations, video, podcast, interactive resources, etc. All the contents analysed and classified in this phase will constitute the knowledge base of the SPACE Online System and will be implemented as OER in the MOOC.

Resources and contents developed in the last years about cyberbullying in courses and projects are not collected together and not labelled and retrievable.  Many contents and materials have been already realized on the theme of cyberbullying: reports, stats, papers, surveys, presentations, booklets, video, methodological kits, practices and so on. All these contents have been developed within national or European projects and initiatives by schools, research centres and other organization. These contents are free and available on the web, but not integrated in a web space nor classified for typology, target, medium, etc.  The O2 Content Curation allows  to gather, classify and re-use all these contents according to the OER philosophy, whose value is recognized by the European Commission, that fosters their use and diffusion. In this way, the project does not start from “point zero” but re-uses and valorizes the previously produced didactic contents.




This output consists in the planning and the implementation of the online portal that will contain the classified content about cyberbullying, the information about the project and will host the MOOC for the teachers. The logical planning describes the technical features and the architecture of the system, taking into account the MOOC model developed in O1 and the Content Curation criteria developed in O2.  Starting from the logical design, the system will be developed in order to host the MOOC, the OER, the project information. The implementation step foresees a phase of fine tuning, that will be realized at months 23 and 24, and that will take into account the results of the experimentation.





This output consists in the blueprint and the implementation of the online course. The blueprint defines the units, the learning activities, the progression of tasks in the weeks, the support to learners.

Basing on the blueprint, the MOOC will be implemented on the Online System; the implementation time has been calculated according to the MOOC Development Guidelines of Universities of Toronto and British Columbia, that recommend a time of 4-6 months to design and implement a MOOC. Once developed, the MOOC will be tested; an experimentation plan will define the schedule, the involvement of the target, the standards. The teachers involved will be enrolled in the MOOC and will attend it, acquiring the knowledge and competences in order to prevent and contrast cyberbullying. A final report will gather and argument the results of the experimentation, allowing to improve and modelling the MOOC for its further delivering and exploitation.




The output Toolkit consists in a document that supplies a didactical and technical support for the use of the SPACE System and the MOOC. The Toolkit includes:

  • a definition of cyberbullying, with stats, incidence of the phenomena, dynamics, prevention strategies, actions to contrast it;
  • the guide to the MOOC: the methodology, the units, the contents, the activities, the outcomes, the results of the experimentation;
  • the guide to the System: the portal, the areas, the OER, the search engine, the resources, the communication tools;
  • the recommendations to institutional and policy makers, the suggestions for the transferring of the model.











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