Head in the Clouds: An Initiative for Digital Learning among

Roma Communities in Europe

Niina Maarit Novak, Maryam Rabiee and A. Min Tjoa

Information and Software Engineering Group, Vienna University of Technology, Favoritenstr. 9-11, Vienna, Austria

Keywords: Computer-Supported Collaborative Learning, Digital Learning, Self-Organized Learning Environments

(Sole), Alternative Educational Approach, Roma Minority Group.

Abstract: Digital literacy has become one of today’s key-prerequisites in both professional and private life. Tasks such

as navigating through an unknown city, writing an email, arranging a business meeting or learning a new

language, call for a competent handling of devices (e.g. smartphones, computers, tablets etc.). In addition, a

profound understanding of functions and applications is necessary to overcome the social and economic

boundaries, which especially children and young people from socially disadvantaged groups, families with

migration background, refugees or members of underprivileged minority groups (such as Roma) meet on a

daily basis. This paper presents the digital educational method, contents and partial results of the ongoing

project Head in the Clouds: Digital Learning to Overcome School Failure - an EU-Erasmus+ strategic

partnership aiming at providing quality educational materials for students from Roma communities in order

to help participants develop the digital and transversal skills required to overcome existing boundaries to

access (higher) education, employment as well as economic stability.

1 INTRODUCTION

The exclusion of Roma children from public and

quality education affects the marginalization of Roma

citizens in Europe and has perpetuated a cycle of low

education levels, economic vulnerabilities,

inadequate housing conditions, poor health, and

social exclusion across generations. In 2011, all

European Union (EU) Member States agreed on the

EU Framework for National Roma Integration

Strategies (NRISs) by 2020 (European Commission,

2011). The proposed measures call upon EU

Members to develop national policies that promote

the inclusion of Roma individuals as “EU citizen with

equal access to all fundamental rights.” The

agreement also highlights the necessity of non-

discriminatory access to education and non-

segregated schools in order to increase employment

and improve the quality of life among Roma

communities in the EU. As a result, numerous public

and private initiatives for social and economic

integration of Roma community members have

emerged since the introduction of the EU Framework.

The key focus areas include education, employment,

health, housing as well as horizontal and structural

measures focusing on the promotion of intercultural

dialogue and the establishment of Roma Contact

Points (European Commission, 2016). Head in the

Clouds: Digital Learning to Overcome School

Failure is an EU funded Erasmus+ strategic

partnership in the field of school education that aims

to provide quality educational materials for Roma

children and promotes an inclusive public education

system by utilizing technology as a learning tool.

The Vienna University of Technology (TU-Wien)

launched Head in the Clouds in 2016, together with

partners from five European countries, with the vision

to boost the quality of learning for Roma students by

enhancing their basic and transversal skills and digital

literacy. The intended long-term outcomes of this

Erasmus+ project should prevent early school leaving

and enable the pursuit of long-term careers for

marginalized minorities. The program introduces an

alternative teaching and learning method that

revolves around digital technologies and computer

programing skills. The designed program provides

six Self-Organized Learning Environment boxes

(SOLE-boxes) to three groups of Roma students in

Romania, Kosovo, and Slovak Republic.

384

Novak, N., Rabiee, M. and Tjoa, A.

Head in the Clouds: An Initiative for Digital Learning among Roma Communities in Europe.

DOI: 10.5220/0006806803840390

In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 384-390

ISBN: 978-989-758-291-2

2 THE ROMA POPULATION IN

EUROPE

The ethnic group commonly referred to as “Gypsies”,

identify themselves as Roma or Romani. Rom (plural

Roma) derives from the word dom, which translates

as “man” in some Indian languages. The Roma

migration from the Indian subcontinent to Europe

took place in the fourteenth century (Kendrick, 2007).

The earliest written record of their presence in Europe

is dated back to 1378 when the Roma were granted

privileges by the Venetian governor of Nauplion in

the Peloponnese (Davies, 2005). The Roma adopted

a nomadic lifestyle, which generated their own forms

of social organization and cultural practices that

emerged as a transborder ethnic identity within

Europe. By the nineteenth century, the nomadic

lifestyle of the Roma in Europe started to decline as

many Roma families were forced to settle. However,

the shift to more permanent settlements did not

ameliorate the social and economic living conditions

of the Roma and until today Roma community

members across Europe continue to experience

systematic discrimination.

Today, the Roma constitute approximately ten to

twelve million of the European population—six

million of which reside within the EU (Ec.europa.eu,

2018). In spite of EU efforts (European Commission,

2016) to promote Roma inclusion, the majority of the

Roma population still struggles with social inclusion,

access to formal education, and employment. Roma

household members typically suffer from hunger

(Worldbank.org, 2015) and more than 70% of Roma

households live in deep poverty, comparable to the

poorest regions of this world (European Commission,

2014). Despite the fact that according to the national

laws of EU-member countries, all school-aged

children must attend school, a high percentage of

Roma children do not attend school (European

Commission, 2012). Less than 30% of Roma students

finish secondary school, this percentage is even much

lower in some countries and especially among girls,

resulting in the fact that employment among Roma

men is below 50% and for women below 25%

(Worldbank.org, 2015).

A study on the educational situation of Roma in

11 EU Member states concluded that 89% of Roma,

aged 18-24 years, did not acquire any form of upper

secondary qualification (European Union Agency for

Fundamental Rights – FRA, 2014). The reasons for

early school leaving are multifaceted including

cultural and cognitive differences, socio-economic

reasons as well as individual reasons. Unfamiliarity

with linear text, resulting in many cases from the

illiteracy of parents and family members, e.g. leads to

fear and insufficient understanding of educational

materials. Other reasons for early school leaving

include inadequate teaching styles, low motivation

levels and exhaustion of teachers as well as a lack of

available resources to use more appropriate and

innovative teaching methods. Besides a shortage of

equipment and poor infrastructure, other social-

economic reasons include the geographical distance

of many Roma-settlements to schools and missing

public transportation means. Limited language skills

and communication problems, mistrust in schools and

the education system in general, early marriage and

childbirth as well as the urgency to contribute to the

household income are further reasons for early school

leaving and the high dropout rates of Roma students

(European Union Agency for Fundamental Rights –

FRA, 2014). When taking a closer look at the

OECD’s PISA test results of Romani speaking

students it can be further concluded that more than

80% of Romani speaking students have not acquired

basic cognitive skills and competencies. About 95%

of Romani speaking students performed below the

baseline of proficiency (below Level 2) in reading

and science. This percentage slightly decreases to

87% for mathematics and 80% of Romani speaking

students are below Level 2 with regards to problem

solving skills (Bloem and Brüggemann, 2016).

These

results highlight the severe lack of basic education of

Roma-children and young adults impeding

employment possibilities, access to higher education,

more economic stability, social integration and a

better quality of life for Roma community members.

3 HEAD IN THE CLOUDS

PROJECT

In view of the critical need for quality education

among marginalized communities, the Vienna

University of Technology initiated Head in the

Clouds in 2016, with the purpose of designing a

digital learning program that aims to increase

educational attainment among Roma students in

Europe. The project consortium exists of a total of

seven partners from five European countries: Vienna

University of Technology (Austria, project

coordinator), Verein Offenes Lernen (Austria),

Technical University of Kosice (Slovakia), GAIA

(Kosovo), Fundatia Crestina Diakonia Filiala Sfantu

Gheorghe (Romania), Sukromna zakladna skola

(Slovakia) and SCIO (Czech Republic)

(Brainsintheclouds.eu, 2018).

Head in the Clouds: An Initiative for Digital Learning among Roma Communities in Europe

385

This initiative, focusing on the development of

educational materials for application in Self-

Organized Learning Environments (SOLE) in Roma

communities in Kosovo, Romania and Slovakia,

comprises of four stages, which are further described

in the following: Needs Assessment, SOLE-Concept

and Boxes, Implementation and Evaluation.

3.1 Needs Assessment

For the purpose of both (1) identifying the

educational deficiencies of participating students and

(2) assessing which digital technologies can address

these shortcomings best, the implementing partners in

Kosovo, Romania and Slovakia were asked to gather

information about the students, families, living

circumstances as well as level of skills and

knowledge in different areas e.g. language skills, IT

and computer skills etc.

The preliminary data collected by the three

implementing partners indicated that the students and

implementation partners in all three locations

collectively expressed the need of developing

knowledge and skills in five specific areas:

i) Computer programing and digital literacy;

ii) English; iii) environmental sustainability; iv)

identity and health documentation; and v) creativity

and innovation (Head in the Clouds Consortium,

2016). The assessment of the collected data and the

expressed areas of interest played a vital role in the

design and content development of six SOLE-boxes.

3.2 SOLE Concept and Boxes

The SOLE-box curriculum seeks to develop an

innovative method for both teaching and learning by

employing computational thinking, computer

programing, group activities, educational games, and

new technologies in the process. The Head in the

Clouds Consortium believes in a playful and

exploratory approach to education while developing

the skills and knowledge of the students in a variety

of subjects.

The Head in the Clouds’ curriculum is based on

the pedagogical method of Self-Organized Learning

Environments (SOLE). This non-traditional

educational method was originally developed by

Sugata Mitra in villages and urban slums in India,

starting in 1999. The original “hole in the wall”

experiments included the provision of computer

screens incorporated in walls and installed at a

suitable height allowing children to freely use them.

Over a time period of five years Mitra observed how

children, who previously did not know how to use a

computer or the Internet, learned by themselves how

to use the device, downloaded media, played games

and researched information online. The significant

educational achievements of students working in

groups and in unsupervised environments following

the SOLE concept (Mitra and Crawley, 2014), have

since inspired educators around the world and led to

the development of the first “School in the Cloud” in

2013. In addition, Sugata Mitra received the 2013

TED award for the concept of SOLE and the

underlying social innovation of this alternative

educational concept (Dolan et al., 2013).

SOLE focuses on a student self-driven learning

process, accommodating every single student’s

capabilities, needs, and interests. A learning process

driven by students is based on curiosity, it is

collaborative and engaging, self-organized and only

facilitated by adult encouragement (Mitra, 2015).

A key concept of SOLE is that students creatively

concern themselves with their own environment in

order to consciously deal, both physically and

mentally, with a topic or subject and to encourage

discussion and further learning. In this context, the

learning objectives of a SOLE activity are not

predefined and include both the acquisition of skills,

knowledge and competences in various subjects and

areas (e.g. language, mathematics, and environmental

education) as well as interdisciplinary and transversal

skills, e.g. presentation, intercultural and

interpersonal skills (Mitra, 2015). Another key

concept of SOLE is the use of “big questions”. Big

questions are by definition questions which cannot be

easily answered and which guide and encourage

children to learn about basic theories, historic events

and science, leading them to embark on a genuine

process of knowledge and skill discovery

(Theschoolinthecloud.org, 2018). The central idea of

incorporating hands-on activities in project-based and

self-driven learning processes, is also a fundamental

building block of leading and successful learning

theories e.g. constructionism (Harel and Papert,

1991).

Based on the results of the needs assessment, the

Head in the clouds project team developed the

following six SOLE-boxes, which can be

implemented in a very easy manner in both group and

individual settings. Each box contains a teacher-

manual providing guidance for educators assuming

the role of mentors, as well as a set of simple and

modular structured task sheets containing as little text

as possible (see also figure 1). Every task is linked to

an online hand-in application via a QR-code shown

on the task-sheet. The hand-in tool represents one

CSEDU 2018 - 10th International Conference on Computer Supported Education

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vital part of the evaluation of the developed

educational materials.

SOLE-Box 1 Video: The material of this box

encourages students to learn how to handle a mobile

device, how to work with QR-codes and how to

search for information on the Internet. Furthermore,

it focuses on learning how to make a video or short

film (storybook writing, taking and editing of

pictures) including personal interviews (preparing

interview questions, social interaction and

presentation skills) and motivates students to provide

constructive feedback while learning how to give and

receive feedback. The video box particularly aims at

making participating students familiar with the tools

and applications (tablets, smartphones, QR-Codes,

Online apps etc.) used throughout the different

SOLE-boxes. Furthermore, through personal videos

the box allows getting better to know the participating

Roma-students across locations.

SOLE-Box 2 IT 101: This box uses Raspberry Pi

computers (Raspberrypi.org, 2018) to allow students

to discover basics about how to use different (Open)

Office Programs (text processing, drawing and

picture editing), online services (Google, Google

Maps, Wikipedia, YouTube etc.) and further

encourages students to learn some elementary level

computer programing skills using the visual

programming language Scratch (Resnick et al.,

2009). To do so the box includes materials to learn

how to assemble a Raspberry Pi computer, connect it

to a computer screen, keyboard, mouse and WIFI as

shown in the exemplary task sheet in figure 1.

Figure 1: Task sheet from SOLE-Box 2 IT 101.

In addition the IT 101 box encourages students to

create a basic document and folder management

structure to organize digital content, motivates

students to write and send emails to peers and aims at

discovering background information on the authors of

websites to evaluate the authenticity of online content

while discovering some of the do’s and don’ts on the

web.

SOLE-Box 3 English: Given that English is one

of the predominant languages of online

communication, this box presents students with

various activities and materials to develop and

enhance their English language skills. The main aims

of the English box are to encourage students to learn

the basics of English (vocabulary, sentences,

pronunciation etc.), to communicate with other

participating students in different locations and to

raise interest for English. Furthermore, this box

introduces some vocabulary needed for other,

following boxes. The box includes e.g. tasks to

retrieve information online (e.g. in which countries

English is used and how many people speak English),

tongue twisters, materials encouraging students to

work on their spelling skills, build sentences and learn

how to structure sentences. It further encourages

students to construct family trees, describe a friend

(hobbies, age, favorite food, etc.) and record audio

messages. In addition, the English box uses a series

of big questions of general education as suggested by

Sugata Mitra , e.g. “Why do people living in different

continents look differently?” or “Why do we have

four different seasons?” to further guide the learning

process of students.

SOLE-Box 4 Ekopolis: The main objective of

the Ekopolis box is to address environmental issues

in a playful manner. In the case of this box, the

learning process is based on the educational board

game Ekopolis (Ekopolis.cz, 2018) coupled with a

variety of follow-up activities, exercises and hand-on

tasks intended to encourage students to think about

the principles and consequences of spatial relations in

an urban context. To do so the box introduces

students to topics and concepts such as pollution,

sustainability, recycling and the ecological footprint.

The box is intended to raise awareness for the impact

of human actions and stimulates discussions on the

before mentioned topics. It furthermore motivates

participating students to get to know their cities (e.g.

drawing a map of their hometown, analyzing local

infrastructure etc.) and environment through a new

“sustainable lens” with the purpose of brainstorming

and finding ways of how to improve their living

conditions and make their neighborhoods more

sustainable.

SOLE-Box 5 Programing: The programming

box is entirely made up of hands-on programming

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387

and engineering activities. To do so this box uses

Makey Makey boards (Makeymakey.com, 2018) to

allow students to discover the basics of electric

circuits and engage participates in handicraft work

using e.g. Scratch (Scratch.mit.edu, 2018).

Furthermore, it intends to convey very basic

programming skills, particularly suitable for very

young children, by using Ozobot robots (Ozobot.com,

2018) to find logical and creative solutions to

problems presented in the box.

Lego WeDo (Education.lego.com, 2018) is used to

spark participants’ creativity and building skills while

acquiring new programming skills in the Lego WeDo

native programming environment or in Scratch.

Furthermore, the very popular online game Minecraft

(Minecraft.net, 2018) is used to encourage students to

learn and use the programming language Python

(Python.org, 2018), e.g. for automating game-

activities. Learning a very powerful programming

language such as Python might have a huge

motivational impact on participants and can lead the

way to professional opportunities in the future.

SOLE-Box 6 Real Life: In this box, students find

activities and materials that guide them towards

collecting information on how to repair things, going

on a trip and personal hygiene (bacteria and viruses,

doctors, physical activity, vitamins, water drinking,

drugs, and first aid basics). Furthermore, the box is

intended to encourage students to learn about sex

education (my body, inappropriate touching,

contraception), relationships (different levels of

relationship, having a date, friendly and unfriendly

behavior, bullying, how to take care of pets) and

Roma culture (history, legends, role models, Roma

language, traditions, recipes etc. ...).

3.3 Implementation

The developed SOLE-boxes and educational

materials are currently being implemented by the

Head in the Clouds Consortium in three locations in

Kosovo, Romania and Slovakia. It is worth

mentioning that the three implementing partners were

already very experienced in working with the local

Roma communities and therefore familiar with their

educational challenges and needs.

The implementation time per box and location is

6-8 weeks and all materials and boxes are provided

by the Head in the Clouds Consortium. In preparation

of the implementation, representatives from the

implementing partners were trained to learn and

personally experience the Head in the Clouds

teaching methods in addition to the content of the

SOLE-boxes. Although the nature of the boxes highly

encourages a self-learning process for students,

mentors are also supplied with instructions regarding

the methods of presentation and guidance throughout

the implementation period. Furthermore, at the

beginning of each box a guidance session in the form

of a teleconference is organized to give both mentors

and box developers the possibility to discuss the box-

contents and possible implementation scenarios. In

addition, regular Skype-meetings take place

throughout the implementation cycles.

Although all locations use the same SOLE-box

materials, the implementation settings between

locations differ greatly. Currently Fundatia Crestina

Diakonia Filiala Sfantu Gheorghe (Romania)

implements the SOLE-box in the framework of an

afternoon care program with about 30 participating

kids aged 6-11 years. GAIA (Kosovo) runs a

community center for kids and teenagers aged 10-17

years with 5-30 children and young adults in

attendance and Sukromna zakladna skola (Slovakia)

implements the boxes in a class-setting with about 20

children, aged 12-14 years.

3.4 Evaluation

The evaluation of the SOLE-boxes is focused on two

principle goals of the SOLE method:

(1) Children’s ability to learn on their own and (2)

Children experience the joy of learning. The designed

evaluation is intended to mainly assess to what extent

these general goals are being fulfilled and to identify

underlying factors (i.e. to determine what factors may

influence the effectiveness of the SOLE approach).

To this extend the evaluation consists of three main

parts.

The first part is mainly based on several simple

“screening” questions designed to get basic

demographic data about the teachers and children

participating in the project, coupled with a short

personality questionnaire which serves to identify

possible personality traits which may be connected to

the suitability of the SOLE method. The second part

is directly related to the boxes and their content and

serves to evaluate the suitability of the boxes, the

interest of children in the boxes’ content, the extent to

which children developed their skills using the boxes

etc. This part consists of questionnaires, live

observation sheets, collected information from the

online hand-in application and structured interviews

with the teachers in order to get detailed feedback.

The third part of the evaluation is executed in the form

of an evaluation matrix, focusing on the assessment

of learners’ autonomy and the extent to which it is

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being developed while working with the boxes,

including the development of the ability to work with

feedback, to set and achieve goals and to handle

freedom.

After the completion of all SOLE-boxes, a final

analysis will be conducted in order to make the

necessary adjustments and modifications to the

SOLE-box contents.

4 LESSONS LEARNED &

CONCLUSION

Despite the fact that the two-year trial period is still

ongoing and the analysis of the evaluation is still to

be conducted, the implementation of the first SOLE-

boxes developed by the Head in the Clouds

Consortium in the three locations in Romania,

Kosovo and Slovakia, allow us to draw the following

conclusions which are based on the ongoing

assessment of materials, perceived progress of

children by mentors and live observations.

The concept and idea of Self-Organized Learning

Environments is not directly applicable when aiming

at conveying specific educational contents as a

minimal degree of intervention and guidance by

mentors appears to be indispensable. Although the

box content is always identical, the success and

implementation of the educational materials divers

greatly. All locations have in common that task sheets

with hand-on activities and involving all senses, work

best. Common difficulties include a lack of

motivation of students to read long texts as well as

unfamiliarity with basic concepts such as a world map

and identifying role models due to cultural

differences. Common visible improvements of

participating students, across all three locations,

include improved social interaction, reading and

writing skills as well as learning how to handle

devices such as computers and tablets.

Organizational challenges included in one case

the fact that more children wanted to participate in the

program than could be accommodated, while in a

different location the irregular attendance of

participants (e.g. during harvest season) represented a

challenge at times. Infrastructural challenges

included the provision of Internet connections,

electricity and in some locations computer monitors.

The trial-implementation further showed that the

potential and the implementation possibilities of the

developed SOLE-boxes are multifaceted. It should be

further emphasized however that it is not the intention

of the Head in the Cloud Consortium to propagate

SOLE as an alternative to conventional teaching

methods. On the contrary, SOLE can be beneficial as

a possible extension and supplement to conventional

teaching curricula, enabling students to acquire new

learning contents in a playful and self-explanatory

manner, driven by curiosity and the desire for

knowledge. At the same time, the SOLE approach

offers a way back to education for children and young

adults who have already dropped-out of school as it is

the case with many Romani-speaking children and

young adults. SOLE-boxes can be used in various

settings including schools, afternoon care programs,

summer programs or day care centers and are aimed

at children and young adults, regardless of origin and

level of education, aged between 7-16 years.

After evaluating the students’ performance at the

end of the two-year trial period in 2018, the Vienna

University of Technology and partners are planning

to expand the Head in the Clouds program to a larger

number of students, from both minority as well as

non-minority groups in Europe and beyond.

ACKNOWLEDGEMENTS

This project received funding from the Erasmus+

(Strategic Partnerships) Program of the European

Union's Horizon 2020 research and innovation

program under grant agreement n° [2015‐1‐AT01‐

KA201‐005024].

In addition, we want to thank the many

educators, mentors and volunteers in our three partner

locations in Romania, Kosovo and Slovakia for their

dedication, efforts and continuous support in the

framework of the Head in the Clouds projects as well

as for their daily work to improve the living

conditions of the local Roma students and community

members in general.

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