Training schemes and content

Transcription

SEVENTH FRAMEWORK PROGRAMME
SUSTAINABLE SURFACE TRANSPORT (SST)-2008-RTD-1
Integrated system for safe transportation
of children to school
SAFEWAY2SCHOOL
Collaborative project 233967
Training schemes and content
Deliverable No.
D9.1
Workpackage No.
WP9
Workpackage Title
Training, application
guidelines and
proposals for
standards and policies
Activity No.
A9.1
Activity Title
Training
Authors:
Dagmara Jankowska, Ida LeśnikowskaMatusiak, Justyna Wacowska – Ślęzak,
Aneta Wnuk (ITS), Eleni Chalkia (CERHHIT)
Status:
F: Final
Dissemination Level:
PU: Public
File Name:
SW2S_D9.1_Training_final
Project start date and duration:
01 September 2009, 36 Months
SW2S_D9.1 Training
PU
Contract N. 233967
Version History table
Date
08.08.2011
08.08.2011
12.08.2011
12.08.2011
01.09.2011
05.09.2011
31.10.2011
31.10.2011
25.11.2011
28.11.2011
24.09.2012
April 2012
Comments
Training schemes first draft ready in PL
Training schemes first draft sent for translation
Training schemes first draft ready in ENG
Training schemes first draft in ENG sent to Partners for comments
Comments received from AT
Comments received from SE
Training schemes final version ready in ENG
Training schemes final version ready in PL
Training schemes final version ready in IT
Training schemes final version ready in SE
Revisons afte final projcet review
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Table of contents
Version History table ................................................................................................. 3
Table of contents....................................................................................................... 4
List of Figures............................................................................................................ 5
List of Tables ............................................................................................................. 5
List of abbreviations .................................................................................................. 6
EXECUTIVE SUMMARY ........................................................................................... 7
1.
Introduction ........................................................................................................ 8
2.
Training curriculum ........................................................................................... 10
3.
Training content ............................................................................................... 15
4.
Training evaluation ........................................................................................... 20
5.
Multimedia tool ................................................................................................. 21
6.
Conclusions ..................................................................................................... 28
References.............................................................................................................. 29
Annex 1 ................................................................................................................... 33
Annex 2 ................................................................................................................... 35
Annex 3 ................................................................................................................... 48
Annex 4 ................................................................................................................... 61
Annex 5 ................................................................................................................... 71
Annex 6 ................................................................................................................... 74
Annex 7 ................................................................................................................... 77
Annex 8 ................................................................................................................... 79
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List of Figures
Figure 1: Simplified scheme of the integrated system for safe transportation of
children to school. ..................................................................................................... 8
Figure 2: Outcomes-Based Approach (OBA). .......................................................... 16
Figure 3: SW2S MMT 1st page, language selection. ................................................ 21
Figure 4: SW2S MMT homepage. ........................................................................... 22
Figure 5: SW2S MMT homepage options. ............................................................... 23
Figure 6: SW2S MMT screenshot from a specific step of the holistic approach. ...... 23
Figure 7: SW2S MMT screenshot from a specific user group of a specific step of the
holistic approach. .................................................................................................... 24
Figure 8: SW2S MMT screenshot from a specific system of a specific step of the
holistic approach. .................................................................................................... 25
Figure 9: SW2S MMT screenshots from a specific system details of a specific step of
the holistic approach. .............................................................................................. 26
Figure 10: SW2S MMT screenshots from the test section. ...................................... 26
Figure 11: SW2S MMT screenshots from the test section, indicating the correct and
the wrong choice of the user. .................................................................................. 27
List of Tables
Table 1: Safeway2School – training sessions.......................................................... 11
Table 2: B. Bloom’s Taxonomy Structure ................................................................ 17
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List of abbreviations
Abbreviations
EU
GDP
MMT
Explanation
European Credit Transfer System
European Union
Gross Domestic Product
Multimedia Tool
OBA
Outcomes-Based Approach
PP
SW2S
MMT
Power Point
SAFEWAY2SCHOOL
Multimedia tool
ECTS
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EXECUTIVE SUMMARY
The SAFEWAY2SCHOOL project’s aim is to design, develop, integrate and evaluate
technologies to provide a holistic and safe transportation service for children, from
the moment they leave home until they reach the school and vice versa. It
encompasses tools, services and training for all target groups’ representatives. One
of the tasks within the project was to develop training schemes relevant for the
SAFEWAY2SCHOOL system users which would familiarize the users with the
system elements.
This deliverable aims at presenting the methodology used to create the training
scenarios, the content of the training and the training evaluation methods, as well as
a multimedia tool which can be used as a support tool and includes the descriptions
of the whole SW2S system and its elements.
The target groups for which the training schemes have been developed include:
 Children aged 6-9,
 Parents of children,
 School bus drivers and bus assistants.
The training programme developed within the project has a module-based structure
and therefore it can be implemented in full or in elements (i.e. module units),
adequately to educational requirements and possibilities of individual partners. The
following two criteria were taken into consideration when determining the training
content: subject-matter criterion and teaching effectiveness criterion.
Under the SW2S project implementation, evaluation is an important and integral part
of the training. The evaluation process of the training within SW2S Project was based
on the surveys developed for each target group representatives, with aim to assess
users’ knowledge as well as the training realization.
The main outcomes of the task “9.1 Training” are ready to use training schemes
designed for different groups of stakeholders and complimentary multimedia tool
which aim is to assist the stakeholders in understanding the systems created within
SAFEWAY2SCHOOOL project and can be used for both training and dissemination
purposes.
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1. Introduction
This document is the reporting outcome of Activity “9.1.Training” within the
Workpackage 9 “Training, application guidelines and proposals for standards and
policies”. The training of different users of the SAFEWAY2SCHOOL system is one of
the elements of the integrated system for safe transportation of children to school.
Figure 1: Simplified scheme of the integrated system for safe transportation of children
to school.
Transponder
Server
Driver support system
Intelligent bus stop
On-board computer with
software
Training for children,
school bus drivers,
parents
Parents’/ children’s
mobile phones
Sign
The purpose of all activities to be implemented under the SAFEWAY2SCHOOL
project is to unify the guidelines, training courses and regulations related to the safe
transportation of children to school. Education, i.e. the training of different target
groups, is the main tool leading to the achievement of that purpose.
The primary objective and outcome of the training is to provide knowledge about the
SAFEWAY2SCHOOL system, to adapt proposed solutions to various conditions in
individual countries, and to raise the safety of children on their way to and from
school, in particular at and around bus stops.
The target groups of the training scenarios include children aged 6–9, 10–12, 13–16,
their parents and school bus drivers.
The training covers a varied scope of topics intended by the project’s authors for
each partner’s country. Thanks to the structure of the training programme, training
can be implemented in full or in elements (i.e. module units), adequately to
educational requirements and possibilities of individual partners.
In chapter 2 “Training curriculum”, the curriculum has been described, including the
template with the characteristics of different scenarios for different target groups.
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Chapter 3 “Training content”, includes the description of the methodology used to
create the training schemes.
Chapter 4 “Training evaluation”, describes the evaluation methodology used to
perform evaluation process within the training in SW2S project.
Chapter 5 “Multimedia tool”, describes the additional tool which helps the
stakeholders become familiar with the SAFEWAY2SCHOOL system and specifically
its elements.
In the Annexes of the current document training scenarios are included for different
target groups: children aged 6-9, 10-12, 13-16, their parents and school bus drivers,
as well as two leaflets: one for parents of children 6-9 and the other one for
interested stakeholders regarding the SAFEWAY2SCHOOL system.
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2. Training curriculum
The training programme has a module-based structure. It consists of five scenariomodules, which comprise suitably built and correlated module units, which enable the
training participants to acquire specific knowledge, skills and attitudes.
Each scenario-module contains the following material:
 detailed educational objectives,
 training material,
 information about module units’ duration,
 exercises,
 teaching resources,
 teaching material realisation methods,
 methods to check and evaluate students’ learning achievements and/or
assess activities, and
 implementation conditions.
For each scenario-module, the table below shows the elements contained by a
module: target individuals, obligation to implement, units included in the module,
duration and realisation conditions with respect to equipment and qualifications of a
training facilitator.
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Table 1: Safeway2School – training sessions.
Module-scenario
Module 1 (Annex 2)
Training guidelines for children
6–9 years old
(and their parents; the training
can be conducted by parents
themselves at home with their
children) + disabled children
Realization
Realization of module
unit 3
is obligatory for Italy,
Poland and Sweden
Module unit
Module unit 1
My route to school
Time
60-90
minutes
Module unit 2
Safe behaviour while waiting, entering
and exiting the bus and while riding it
Conditions for implementation
Room with equipment:
computer + software (PP presentations)
+ projector, film, drawing paper,
crayons, markers, transponders for
children, paper appendixes.
Qualified lecturer (a road safety
specialist with pedagogical training).
Module unit 3
Transponder
Module 2 (Annex 3)
Training guideline for children
10–12 years old
unit 4
is obligatory for Italy,
Poland, Sweden.
Module unit 1
My way to school
60-90
minutes
Module unit 2
How the national authorities, municipal
authorities and residents themselves
ensure the safety of children and
teenagers on the way to and from
school
Room with equipment:
computer + software (PP presentations)
+ projector, film, computer simulations,
paper appendixes.
specialist with pedagogical training)
Module unit 3
and exiting and while riding the bus
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Time
Module unit 4
Integrated system for safe
transportation of children to and from
school.
Module 3 (Annex 4)
Training guideline for children
13–16 years old
unit 3
is obligatory for Sweden.
Module unit 1
My route to school
60-90
minutes
Module unit 2
Ensuring the safety of children and
teenagers on the way to and from
school by the national authorities,
municipal authorities and the public
Room with equipment: computer
+ software (PP presentations)
paper appendixes.
specialist with pedagogical training) (+
peer – if version 2 of the exercise from
module unit 1 is to be realized)
Module unit 3
Integrated system for safe
transportation of children and
teenagers to and from school
Module unit 4
and exiting as well as riding the bus
Module 4 (Annex 5)
Training guideline for school
bus drivers
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The theoretical part of
the training is obligatory
for Austria, Italy, Poland,
Sweden.
90
minutes
(30
minutes
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Module-scenario
Module 5 (Annex 6)
Training guideline for parents
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Time
The practical part of the
training (exercise) is
obligatory for Italy and
Sweden.
– theory +
60
minutes
– practice
drive)
specialist with pedagogical training)
Italy, Poland, Sweden.
30
minutes
paper appendixes.
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The training programme has a flexible structure and its scenario-modules and
module units can be updated, modified, supplemented or replaced, depending on
educational requirements.
The training adopts a module-based structure because its main characteristic
features are: a possibility to design and conduct the activities in various ways leading
to expected outcomes (i.e. achievement of operational goals) and the use of
activating teaching methods, which, on the one hand, release a participant’s
activeness, creativity and self-evaluation ability and, on the other, shift the role of a
teacher towards that of a consultant, partner, designer, organiser and evaluator of
the teaching process [Brejnak 2000; Szafraniec 1994]
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3. Training content
The following two criteria were chiefly taken into consideration when determining the
training content:
1. Subject-matter criterion indicates what should be incorporated within the
teaching programme so that it is consistent with the scientific knowledge
accumulated in individual branches of science. As regards the training
content, this includes:
 technical expertise about an integrated system for safe transportation of
children to school;
 psychological knowledge about a child’s psychophysical development;
 legal and organisational issues related to the transport of children to
school;
 pedagogical knowledge about effective education of children and adults;
 knowledge of threats related to children’s journey to school, their safe
transport by school buses and improvement of children’s safety during
their journey to/from school, in particular at and around bus stops.
2. Teaching effectiveness criterion (i.e. to what extent the outcome
corresponds with the goal) requires that the arrangement of the teaching
material should be conducive to effective learning. A well-organised material
allows the student to master individual fragments of knowledge in a short
time, offers opportunities to cement them, helps integrate them into larger
units, and makes it easier to use them when solving theoretical and practical
problems. [Decker 2000]
The training utilises a philosophy whereby teaching programmes are created
following an approach that is based on the outcomes of training promoted in the
Bologna Process. The above approach is based on the education outcomes in the
planning and provision of teaching programmes at an academic level. In line with that
approach, all modules and curricula in the European Higher Education Area should
be created and implemented from the educational outcomes’ perspective.
The roots of the Outcomes-Based Approach (OBA) go back to the 1960s and 1970s,
when first papers about behavioural objectives appeared in the USA. One of the
promoters of that trend was Robert Mager, who presented a very detailed description
of expected and observable outcomes in order to use them as a basis for
determining the target teaching process and evaluation methods. Subsequently, this
trend was developed rapidly in the 1980s and 1990s by, inter alia, W.G. Spady and
L. Brady. At the present moment, the Outcomes-Based Approach is applied or
recommended in a large number of countries worldwide, particularly in the United
States and the United Kingdom, but also in Australia, New Zealand and the Republic
of South Africa. In essence, the Outcomes-Based Approach involves a completely
different philosophy compared to the traditional approach. The latter recognises the
teacher as the central point, but the OBA focuses on the student (the studentoriented approach). In line with the OBA, expected results, i.e. the skills which the
student is to achieve as a result of an education process, are the starting point in
teaching. They are called the learning outcomes and, in accordance with the
European Credit Transfer System (ECTS) definition, they are expressed in the form
of competencies, which comprise: skills, knowledge and attitudes demonstrated after
the end of the teaching process.
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The teaching model consistent with the OBA assumes that the programme is created
from the point of view of desired learning outcomes. The teaching process aims to
assist students in achieving predefined outcomes, while an evaluation is to check
whether or not the expected outcomes have in fact been achieved.
Figure 2: Outcomes-Based Approach (OBA).
Programme
Teaching
Evaluation
Describes
expected learning
outcomes
Allows students to
achieve intended
outcomes
Evaluates whether
or not the
outcomes have
been achieved
Source: own work based on the presentation: Baume D., Outcomes-based approaches to
teaching, learning & curriculum, Hong Kong Polytechnic University, 2005.
Under the Outcomes-Based Approach executors are free to select teaching methods.
This allows a more flexible approach to teaching, integration of instruction forms, selfstudy, diverse forms of active teaching, and utilisation of knowledge derived from
practice, work and one’s own experience.
Learning outcomes should be formulated in the future tense. They should indicate
what participants will know after their classes have been finished, what they will be
able to do and what attitudes they will demonstrate. Since outcomes play a
significant informational role, one must ensure that they are described in a language
that is simple, clear and comprehensible to students and other individuals concerned.
Organisations which apply the Outcomes-Based Approach should make sure that
outcomes descriptions do not contain any words or expressions which might upset
the above principles. The desired expressions include: “The student will
understand…”, “The student will know…”, “The student will find out…”, “The student
will learn…”, etc. [Baume 2005]
The above approach has been modified and adapted to the requirements of the
training under the project.
So-called learning outcomes taxonomies are helpful in the preparation of learning
outcomes descriptions. The taxonomy developed in 1956 by Benjamin Bloom (USA)
is the most popular one. It contains terms which describe learning outcomes and are
divided into three domains: Cognitive Domain, Psychomotor Domain and Affective
Domain. Each of the domains includes five to seven process levels with growing
complexity of achieved outcomes. Bloom assigned corresponding designations to
these processes, which describe a given category of learning outcomes. [Bloom
1956]
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Table 2: B. Bloom’s Taxonomy Structure.
Cognitive Domain
Psychomotor Domain
Affective Domain
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination
Receiving
Responding
Valuing
Organising
Characterising
Source: Bloom B. (Editor), Taxonomy of Educational Objectives, 1956.
The learning outcomes specified in the programme description should refer to
significant desired results.
The knowledge of the taxonomy of educational objectives was also used during the
creation of the training program within SAFEWAY2SCHOOL project, because
objectives determine the content, methods, means and forms of the teaching work.
The term taxonomy originates in biology, where it represents the study of the
principles of classifying the animal and plant species.
In teaching, taxonomy of educational objectives means their hierarchical
arrangement, which is characterised by: accuracy of the teaching terminology,
conciseness and clarity of entries, and defined categories of objectives.
According to Bolesław Niemierko, objectives should be classified, while their
identified categories should be hierarchically arranged from lower categories to
the highest categories (ABC taxonomy).
Under the ABC taxonomy, three domains of human conduct can be identified:
a) cognitive (knowledge, comprehension, application, analysis, synthesis,
evaluation),
b) affective (receiving (attention), responding, valuing, organising, characterising),
c) psychomotor (reflexive activities, basic activities, perception skills, physical
skills, practiced movements, non-verbal communication).
According to Bolesław Niemierko, taxonomies of objectives relate to:
a) educational objectives,
b) raising objectives,
c) practical objectives.
Taxonomy of educational objectives:
Level I – Knowledge:
A. Remembering of knowledge – Knowledge may relate to terminology, facts,
scientific laws and theories, conventions and classifications, evaluation criteria,
operating principles, procedures and algorithms, and research methodologies.
The student receives ready knowledge which, at the most, requires certain
regrouping to make connection with the previously acquired knowledge.
Knowledge is remembered when the student is able to retrieve it from memory,
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check its totality and complete it if necessary, present it verbally or in writing, or
use it in a practical action.
B. Understanding of knowledge – This involves an elementary level of
comprehension, which allows to utilise knowledge within the scope that is
deemed necessary at a given level of teaching a subject.
Level II – Abilities and skills:
C. Application of knowledge in typical situations – It involves the achievement of
a result with direct or potential practical importance, based on the correct
understanding of the situation, available data, operating principles and
procedures, and the type of expected solution. The effectiveness under which an
action is performed should not differ from the situation in which an action has
been practiced.
D. Application of knowledge in problem situations – It involves complex mental
processes which are designed to find a necessary solution in a situation that is
essentially new for the student. Knowledge from various fields is used here, and
the solution is always creative to a certain degree. The application of knowledge
is made of three types of actions:
 analysis: identification of elements and relationships between elements of some
state of things or some statement, and reconstruction of the structure of that
whole.
 synthesis: building a model of an analysed whole, rendering its qualities in an
originally structured statement or designing a system of detailed activities.
 evaluation: assessment of a state of things and the result of actions by
comparing them with relevant models and referring to the appropriate
theoretical criteria.
Taxonomy of raising objectives:
Level I – Actions:
A. Participating in action – Conscious and careful acceptance of a certain type of
stimuli and performance of actions that correspond to the adopted role, however,
without taking initiative. The student neither avoids a given type of action nor
undertakes it voluntarily, but willingly adapts to the situation.
B. Undertaking action – Spontaneous recognition of a given type of action and
internal commitment to performing a given type of activity. The student not only
adapts to the situation he/she is in, but also somewhat organises it. However, this
behaviour is little established yet.
Level II – Attitudes:
C. Focus on action – Consistent performance of a given type of action as a result
of a lasting internal need and positive valuation of its effects. The student is a
champion of that action and encourages others to undertake it. However, his/her
views lack wider generalisation and full consistency.
D. System of actions – Regulating a specific type of action with the use of a
harmoniously arranged set of behaviour tasks, with which the student identifies
so much that they become his/her personal characteristics. The student does not
fail even in very difficult situations and his/her actions are characterised by the
effectiveness of style.
Taxonomy of practical objectives:
Level I – Actions:
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A. Imitation of action – Noticing selected objects as well as actions undertaken in
connection with those objects and gradually utilising one’s own actions, together
with systematic control of each element through a comparison with the pattern.
B. Reproduction of action – Performing a practical action in full without having to
watch the pattern but still with not much fluency or effectiveness. This is
characterised by keeping to the pattern faithfully and gradually checking the
conformity with the already remembered pattern. The action has an exercising
nature, with breaks taken after each phase.
Level II – Abilities and skills:
C. Efficiency in constant conditions – It involves the performance of a practiced
practical action to achieve an intended result, if significant circumstances of that
action change.
D. Efficiency in changeable conditions – The entire action or its main phases
become automated, which allows to achieve the highest effectiveness with a very
limited expenditure of time and energy. The action can be co-ordinated with other
activities and conducted in difficult conditions. [Niemierko 1999]
The scenario-modules of the SAFEWAY2SCHOOL activities were developed with
the use of, inter alia, a framework project for writing scenarios. It is comprised of the
following elements:
1. Author’s name and surname
2. Title of scenario
3. Teaching level
4. Educational stage
5. Subject
6. Duration of activities
7. Location
8. Itemised objectives
9. Assumed achievements of students
10. Form of activities
11. Work methods and techniques
12. Teaching means
13. Auxiliary materials
14. Procedure of activities
15. A summary must present how the objectives of a lesson have been linked to its
results.
16. Teaching comments and hints
17. Bibliography
18. Appendices
Essentially, creation of a scenario consists in a properly written activity
implementation procedure. A well written scenario should provide the recipient with
step-by-step guidance throughout the phases of a lesson. No mental leaps must be
used in a scenario. Everything must be made clear, leaving no room for doubt, as
this is the only way to achieve the set objectives. [Pankowska 2011; Taraszkiewicz
2005]
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4. Training evaluation
Education is a conscious and purposeful activity and, as such, it must be subject to
evaluation, with respect to both, its quality and effectiveness. Under the SW2S
project implementation, evaluation is an integral part of the training. After its
completion, any and all training courses should also be subject to evaluation and
continuous improvement.
The training quality evaluation is usually made by the training participants after the
training. It may cover the entire training, individual modules or issues, work methods,
training facilitators, etc. Under the training quality evaluation, trainees are asked
whether or not, and to what extent, their expectations have been met and what and in
what way must be improved in order to meet these expectations. The main methods
of the training quality evaluation are:
 Survey: Questionnaires may contain both Yes/No questions and evaluation
scales; collected information must be analysed;
 Verbal summary: Individuals assess the group work, indicating what they
liked/disliked most and what required changes;
 Video-recording of the training: Specific events may be analysed in detail;
 Observation: This applies to the entire group and is conducted by a person from
outside the group.
The activities facilitator (trainer) may prepare on his/her own and carry out an
evaluation of his/her own performance (self-evaluation).
The training effectiveness evaluation relates to the degree in which the objectives
concerning a change in attitudes, as well as the knowledge and skills, have been
achieved. The evaluation should be conducted at different stages of the training:
 prior to or at the beginning of the training (to diagnose the initial knowledge and
skills of the participants),
 at the end of the training (to diagnose the knowledge and skills acquired by a
trainee),
 approx. three months after the training (to assess changes in behaviour),
 after longer time, e.g. one year after the training (see above).
The training outcomes can be measured with the use of:
 knowledge tests;
 questionnaires to examine attitudes and evaluation of one’s own skills;
 observations made by the lecturer / teacher / training facilitator;
interview with the employer. [Figurski, Woźniak 2000]
The evaluation of the training classes within SW2S Project was to be done based on
the surveys developed for each target group representatives. The knowledge of the
training participants as well as the training realization were to be evaluated (i.e.
training program, materials, lecturers, atmosphere).
Each questionnaire evaluating the training realization was composed of several short
questions, in which the respondents were asked to give their opinions regarding
different scopes using a scale from 1 to 5.Moreover the participants had a chance to
include their additional opinions regarding the training.
For children special knowledge tests were developed, according to their age and
abilities (aged 6-9, 10-12, 13-16). Children aged 10-12 and 13-16 could also evaluate
the training realization and parents of the youngest children (provided they
participated in the training with their children 6-9 yrs. old).
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5. Multimedia tool
The Multimedia tool of SAFEWAY2SCHOOL project has been designed in order to
assist all the stakeholders of the school transportation to understand and to use the
tools and systems created by SAFEWAY2SCHOOOL. It is a complementary to the
main training schemes tool that can be used broadly, for training and for
dissemination reasons.
In the current Chapter the structure and the content of the MMT will be presented,
accompanied by respective screenshots.
The MMT has to have the ability to be disseminated and used at least in all countries
that participate in SAFEWAY2SCHOOL project. To this end the possibility for its
translation needs to be open during the project. At the moment the SW2S MMT has
been designed in English only, but our plan is to have it translated in Italian, Polish,
German, Swedish and Greek by the end of the project. The figure below presents the
first page of the SW2S MMT where the user selects the language in which the
information will be presented.
st
Figure 3: SW2S MMT 1 page, language selection.
Multimedia Training Tool for Drivers’ training
Strumento di formazione multimediale per la
formazione Drivers '
Multimedia Utbildning Verktyg för Drivers
'utbildning
Multimedia Training Tool für Fahrer-Training
Multimedia narzędzie treningowe do szkolenia
kierowców
Εργαλείο πολυμέσων για την κατάρτηση των
οδηγών
After the selection of the language the user is introduced to the home page of SW2S
MMT. In the current page the user sees a short introduction of the SW2S MMT and
below this the holistic approach of SW2S. Also, the link of the project is presented at
the top right corner of the screen, the logo of the 7th Framework program and
CERTH/HIT and also the “HELP”, “EXIT”, “Change language” and “TEST” buttons on
the right bottom corner.
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Figure 4: SW2S MMT homepage.
www.safeway2school.eu
SAFEWAY2SCHOOL
Short introduction about the Multimedia Training Tool for Drivers’ training and its purpose Short introduction about
the Multimedia Training Tool for Drivers’ training and its purpose Short introduction about the Multimedia Training
Tool for Drivers’ training and its purpose
A holistic approach
from door to door
Step 0:
Before leaving
Step 8:
Final destination
Step 1:
The way to the bus stop
Step 7:
The way from the bus stop
Step 2:
At the bus stop
Step 6:
At the bus stop
Step 5:
Exiting
Step 3:
Entering the bus
Step 4b:
Just before stopping
Step 4a:
During the trip
HELP
Change language
EXIT
TEST
When the user is at SW2S homepage he/she has the following operative options
(see Figure 5):
1. To click on the link of SW2S on the right top corner of the screen and jump to
the SW2S webpage.
2. To click on the SW2S logo in the centre of the holistic approach scheme and
jump to the SW2S webpage.
3. To click on the FP7 logo in the bottom left corner of the screen and jump to
the FP7 webpage.
4. To click on the CERTH/HIT logo in the bottom left corner of the screen and
jump to the CERTH/HIT webpage.
5. To click on the “HELP” button and get help on how to navigate the tool and
which options are available.
6. To click on the “EXIT” button and exit from the tool.
7. To click on the “Change language” button and go to the 1st page of the SW2S
MMT where language can be chosen.
8. To click on the “TEST” button and enter the quiz page of SW2S MMT where
the user can answer some questions related to the content of the SW2S
MMT.
9. To click on each step-button of the holistic approach and enter the details of
each step.
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Figure 5: SW2S MMT homepage options.
www.safeway2school.eu
SAFEWAY2SCHOOL
Clicking here to
Multimedia Training Tool for Drivers’ traininggo to the web
site
Short introduction about the Multimedia Training Tool for Drivers’ training and its purpose Short introduction about
the Multimedia Training Tool for Drivers’ training and its purpose Short introduction about the Multimedia Training
Tool for Drivers’ training and its purpose
A holistic approach
from door toClicking
door
here to
Step 0:
go to the web
Before leaving
site
Step 8:
Final destination
Step 1:
The way to the bus stop
Step 7:
Step 2:
At the bus stop
Clicking here to
Step 6:
go to the web
At the bus stop
TH
site of 7 FW
Step 5:
Exiting
Clicking here
to
Step 3:
change Entering the bus
Step 4a:
languages
Step 4b:
Just before
Clicking
herestopping
to
go to the web
site of HIT
Clicking here to
get help at the
navigation
options
During the trip
HELP
Change language
EXIT
TEST
The options 1-7 do not need to be demonstrated in more detail in this report, so first
of all the 9th option of the list where the clicks on a step-button of the holistic
approach and enters to its detailed description will be presented. When the user
clicks on a step-button of the holistic approach is presented and the user sees the list
of all users and systems which are included in SW2S holistic approach, but only the
ones that are related to the specific step are in bold and active and the user can click
on them to get more details. Thus, when the user is viewing a specific step page,
he/she can see all the steps of the holistic approach. The one he/she is viewing is in
bold, and a short introduction to the specific step and the users and systems involved
in this step are presented.
Figure 6: SW2S MMT screenshot from a specific step of the holistic approach.
SAFEWAY2SCHOOL
HOME
EXIT
HELP
TEST
Step 0: Before leaving
Step 1: The way to the bus stop
Step 4b: Just before stopping Step 5:Exiting
Step 8: Final destination
Step 2: At the bus stop
Step 3:Entering
Step 4a: During the trip
Step 7: The way from the bus stop
Short introduction about the step/ Short introduction about the step/ Short introduction about the step/ Short introduction about the step/
Short introduction about the step/ Short introduction about the step/ Short introduction about the step/ Short introduction about the step/
Short introduction about the step/
Users
Systems
Parents
Children
School
………..
………
…………
…………
…………..
…………..
………………
…………
…………….
………….
DSS
Parents app
Inventory tool
………..
………
…………
…………
…………..
…………..
………………
…………
…………….
………….
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When the user is at any page other than the home page he/she can see on the right
top corner the buttons “HOME”, “EXIT”, “HELP” and “TEST” approach and are
clickable by the user. The buttons “EXIT”, “HELP” and “TEST” have exactly the same
functionality as on the home page, while the “HOME” button sends the user to the
SW2S MMT home page.
Going back to the page of each specific step of the holistic approach, the user has
specific active actions that he/she can take. On these pages the user can do the
following:
1. Click on the bold black “Users” which are related to the specific step and
check their details.
2. Click on the bold black “Systems” which are related to the specific step and
check their details.
When the user clicks on the bold black “Users” which are related to the specific step
and are active, the screen of Figure 7 is presented. Here the user can see which step
of the holistic approach he/she is viewing and also check the details of the specific
user group that he has clicked in the previous section. The details available for the
specific user group are: the description of this group within the school transportation,
its characteristics, wishes of the group according to the users analysis performed in
SW2S and their general participation in the holistic approach.
Figure 7: SW2S MMT screenshot from a specific user group of a specific step of the
holistic approach.
SAFEWAY2SCHOOL
HOME
EXIT
HELP
TEST
Users
Parents
Children
School
………..
………
…………
…………
…………..
…………..
………………
…………
…………….
………….
Step 3:Entering
Systems
DSS Parents app Inventory tool ………..…….…………. ………..…….………….
Description of the user groups
Characteristics of the user group
Wishes of the user group
Participation in the holistic approach
When the user has reached this point the only valid options he has are the following
two:
1. Click on another active user group and check the details.
2. Click on the active step of the holistic approach and go back to the
presentation of all users and systems of the specific step (Figure 6).
When the user is on the page from a specific step of the holistic approach, apart from
the user groups’ details, he/she can check the details of the specific systems that are
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related to the specific step. When the user clicks on the bold black system which is
one of the ones that are related to the specific step and are active, the screen of
Figure 8 is presented.
Figure 8: SW2S MMT screenshot from a specific system of a specific step of the
holistic approach.
SAFEWAY2SCHOOL
HOME
EXIT
HELP
TEST
Users
Step 3:Entering
Systems
Description
Functionality
Benefits
Indicative HMI
Details Details Details Details Details Details
Applications
<
Manual
page 1/x
>
On this page the user sees which step of the holistic approach he/she is viewing and
also check the details of the specific system that he has clicked in the previous
section. The details available for the specific user group are the following:
 Description of the system.
 Functionalities of the system.
 Benefit of the usage of the system.
 Indicative HMI with pictures from the system (if available).
 Applications were the specific system has been used.
 Manual of the system in pdf format.
Some screenshots of the SW2S MMT options and the system details are presented
in the figures that follow. The user can always identify which option he/she is viewing,
and this option is in bold black letters, while the active options are in black but not in
bold, and the non active options are always in grey.
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Figure 9: SW2S MMT screenshots from a specific system details of a specific step of
the holistic approach.
SAFEWAY2SCHOOL
HOME
EXIT
SAFEWAY2SCHOOL
HOME
EXIT
HELP
TEST
HELP
TEST
Users
Step 3:Entering
Systems
Users
Description
Functionality
Benefits
Indicative HMI
Applications
Step 3:Entering
Step 7:
Systems
Manual
Description
Functionality
Benefits
Indicative HMI
Applications
Manual
Images
1 2 3 4 5 6 7 8 9 10
close image
<
page 1/x
>
< Images >
Image 1: Details Details Details Details
Details Details
1 2 3 4 5 6 7 8 9 10
The user can also take a quiz-type test with questions for each system of the SW2S
project. The user can go to the test section by clicking on the “TEST” button on the
top right corner of each page, or the “TEST” button on the right bottom corner on the
home page. When the user enters the test page, each question appears with 4
different possible answers. The user can identify to which system this question is
related, since the list of the systems is visible on the top and the specific system this
question is referring to is in bold and black, on the contrary to others which are grey
(see Figure 10).
Figure 10: SW2S MMT screenshots from the test section.
SAFEWAY2SCHOOL
EXIT
TEST
Questionnaires
Systems
1. Questions?
Click on a checkbox
A. Answer
Check answer
B. Answer
C. Answer
D. Answer
< 1/x >
When the user marks the answer the check answer button is activated and the user
can click it to check if his/her answer is correct. If the answer is not correct a
message “No that is incorrect. The correct answer is X.“ appears. When the answer
is correct a message “Yes that is correct.“ appears. In both cases the “Next” button is
activated so the user can go to the next question. All the aforementioned are
illustrated at the following figures. At the end of the test the percentage of correct
answers appears to the user.
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Figure 11: SW2S MMT screenshots from the test section, indicating the correct and the
wrong choice of the user.
SAFEWAY2SCHOOL
EXIT
SAFEWAY2SCHOOL
EXIT
TEST
TEST
Questionnaires
Questionnaires
Systems
Systems
1. Questions?
No that is incorrect.
The correct answer is X.
Next
A. Answer
1. Questions?
Next
A. Answer
Check answer
Check answer
B. Answer
B. Answer
C. Answer
C. Answer
D. Answer
D. Answer
< 1/x >
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6. Conclusions
A large number of different factors contribute to traffic safety: Engineering,
Enforcement, Education (including social Communications) and Emergency services.
Economy is the fifth „E”, since accidents represent a significant burden on the GDP
of individual countries and any activities in that favour simply pay off from the
economic perspective. Initiatives designed to improve behaviours of all road traffic
participants come particularly important in that respect.
The concept of lifelong learning should be employed more widely in the field of road
traffic – from the nursery school to the old age. [Kraśniewski 2006]
All road traffic participants should regularly acquire and refresh their knowledge on
the latest technologies which contribute to the safe movement of pedestrians,
passengers and drivers. They should also improve and brush up their knowledge of
regulations and first-aid skills, and change their behaviours towards responsibility,
co-operation and self-limitation.
ROSE 25, a project initiated by the European Transport and Energy Commission,
was carried out in 25 EU countries in 2003–2005. Its purpose was to collect
information about the implementation of traffic education activities undertaken in
individual EU countries, select the best educational practices, prepare European
guidebook describing the best of those activities, and present guidelines on an
effective traffic education system for the European Union.
According to experts, a good practice should:
 contain theoretical and practical elements;
 focus on knowledge and skills, and on shaping the attitudes;
 be attractive and innovative for the target group, arouse interest and have an
interesting form;
 fit into the school system in its wide context;
 be based on co-operation and create a network;
 be easy for others to repeat;
 be innovative;
 have an appropriately selected content and accurate instructions, ensuring
information flow between the instructor and the group;
 have its content formulated in the manner that is accessible for the executors and
the target group;
 be executed in the right place and at the right time. [Final Report ROSE25 2005;
Guidelines for Evaluating… 2004]
The scenario-modules which are the components of the SW2S training fulfil the
above mentioned criteria. They can be employed not only as an element of improving
the safety of children of different age groups at and around school bus stops, but also
as part of the traffic education provided at schools regarding:
 the safe journey to and from school;
 appropriate behaviour in risky situations on roads;
 awareness of and tackling local road traffic safety problems;
 “pedagogisation” of parents;
 and continuing education of school bus drivers.
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Annex 1
Training session guidelines
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Training session guidelines
Remarks on training realization
The packet consists of the following 5 modules:
Module 1. Training guideline for children 6–9 years old
Module 4. Training guideline for school bus drivers
Module 5. Training guideline for parents
Each module consists of single module units.
For modules 1, 2 and 3, only the module units for the “system for safe transportation
of children to school” are obligatory:
Module 1: unit 3
Module 2: unit 4
Module 3: unit 3
The other modules (4, 5) should be realized in their entirety.
Module 1 should be realized only by a lecturer, either alone or together with the
parents of the children. If the training is done together with parents, the parents can
do the training with their children using the attached materials.
The results of the questionnaires, evaluating the quality of the training and tests of
knowledge, should be analyzed carefully and used appropriately.
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Annex 2
Module 1. Training guideline for children 6–9 yrs. old
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Module. 1. Training guideline for children 6–9 years old
(and their parents; the training can be conducted by parents themselves
at home with their children) + disabled children1
Training goals:
As a result of the training program, children
1. know
 the purpose of having a transponder,
 the way to and from school,
 dangers occurring along this route and ways of dealing with them,
2. are able to
 take care of the transponder,
 avoid dangers on the way to and from school,
 behave safely while entering and exiting the bus, waiting for the bus and
during the bus ride.
Conditions for implementation:
Room with equipment: computer + software (PP presentations) + projector, film,
drawing paper, crayons, markers, transponders for children;
Qualified lecturer (a road safety specialist with pedagogical training).
Duration of the training: about 60 minutes (for its entirety)
Prior to the training, at least 2–3 days ahead of time, parents should receive leaflets
containing a description of:
 the threats to the safety of children 6–9 years old relating to traffic,
 the aims and assumptions of the integrated system for safe transportation of
children to school,
 the aims and benefits of children having transponders and how to use them.
Training procedure:
Greeting, presentation by the lecturer of the purpose and procedure of the training (5
minutes)
1
The elements of the module meant to be performed by the parents of children are marked in
blue.
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Module unit: 1. My route to school
Exercise 1. (25 minutes) (appendix 1, appendix 2)
The lecturer presents instructions for performing the exercise and hands out a
previously prepared board presenting a scheme of the home – bus stop – school
route and a board illustrating the dangers on this route, in a quantity corresponding to
the number of children; thus, every child receives 2 boards.
Exercise procedure:
Children together with parents stick pictures (or pictures already placed on stickers)
illustrating the dangers they face onto a schematic drawing presenting the path from
home to the bus stop.
The lecturer discusses with the children their route to school, the dangers occurring
along it and how to deal with them. Then he sums up the exercise. On the previously
prepared board, he sticks pictures illustrating the most frequent dangers to children
and briefly describes ways to avoid them. The board should be permanently posted
in the classroom in a visible place.
Attention: if there is such a possibility, a short film (only if available; but it’s not
part of the training) or part thereof illustrating the dangers children face on the
way to school may be presented. (5 minutes)
Hints for discussion:
 How does your way to school look like?
 Are there any dangerous places / situations on your way to school (home – bus
stop – school or home – school)? Please describe those spots. What are these
dangerous situations?
 How can you avoid such situations? How should you behave in those dangerous
places?
Module unit: 2. Safe behaviour while waiting, entering and exiting the bus and
while riding it
Text (appendix 3) – Safe behaviour while waiting, entering and exiting the bus
The lecturer reads the text and then asks the children questions, which they answer.
(10 minutes)
Exercise 1. (cont. appendix 1, appendix 4)
The lecturer discusses general rules and examples of proper behaviour by children
during the bus ride. Next, he presents instructions for performing the exercise; hands
out previously prepared pictures presenting various children’s behaviours during the
bus ride .
Exercise procedure:
Each child receives a board illustrating various children’s behaviours while riding a
bus. On the schematic drawing of the home – bus stop – school route (on which the
children in exercise 1. marked the dangers along the way from home to the bus
stop), the children together with parents stick illustrations only of the proper
children’s behaviours while riding the bus. At the end, the lecturer sums up the
exercise.
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Exercise 2. (appendix 5.1 and 5.2) (5 minutes)
The lecturer discusses the illustration presenting a school bus stopped at a bus stop,
calling attention to the very dangerous and dangerous zones around it. He/she
explains (and asks questions about) what the danger consists of and what the
consequences of improper behaviour could be.
Each child receives a black-and-white picture of a school bus. The children’s task,
together with their parents, is to mark the most dangerous zones around the bus in
red, and the dangerous zones in orange.
The lecturer sums up the exercise.
Attention: the exercise can be conducted by using a real bus.
Module unit: 3. Transponder – (demonstration of the device)
(15 minutes)
The lecturer:
 demonstrates the transponder,
 discusses the aims of using it,
 explains how to take care of the transponder.
(appendix 8)
Exercise: Each child receives a transponder. The children’s task is to personalize it
by drawing on its non-reflective side using markers.
Test of knowledge for children. (10 minutes)
The children take the test. After they finish it, the lecturer discusses the results and
correct answers (test – appendix 6).
Training evaluation
Parents fill out the questionnaire (appendix 7)
Realization of module unit 3 is obligatory for Italy, Poland and Sweden.
List of appendices:
Appendix 1 My route to school
Appendix 2 Dangers to children on the way from home to the bus stop
Appendix 3 Text
Appendix 4 Children’s behaviours on the bus
Appendix 5.1 Very dangerous and dangerous bus zones – picture for teachers
Appendix 5.2 Very dangerous and dangerous bus zones – picture for children
Appendix 6 Test
Appendix 7 Questionnaire for parents
Appendix 8 How to take care of a transponder
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Appendix 1
My route to school
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Dangers to children on the way from home to the bus stop
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Appendix 2
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Appendix 3
Text
Julia was excited. She stood at the bus stop and waited for the bus. It was her first
day at school after summer break. She had not seen her classmates in several
weeks.
When the bus approached Julia stood at a safe distance from the edge of the road
on the sidewalk. She watched as the bus came to a complete stop. She entered
when it was her turn behind the other passengers. The girl sat in an open seat and
put her backpack on the floor underneath her seat so that it did not get in the way of
the movement of other passengers. Then she fastened the seat belt.
The girl couldn’t wait to meet Carl – her best friend, who was to get on at the next
stop. Carl was very glad to see Julia through the window already sitting in the
approaching bus. When the bus stopped he got on quickly without making a fuss
around himself. He went up to her friend and took a seat next to her; he fastened the
seat belt as well. The fiends talked about their summer vacation for the whole trip.
The bus reached school. The children waited until it came to a complete stop and
only then did they undo their seatbhelts, get up and take their bags from the bus
floor. Next they got off and waited until it left the bus stop. The school was on the
other side of the street.
They looked around to the left and right side to check whether anything was coming.
They waited until an approaching car passed, after which they looked around again.
Nothing was coming, nor did they hear any sounds that could indicate an
approaching vehicle, so they quickly crossed the street.
The first day of school passed quickly.
Carl was at the bus stop again waiting for his bus home. The boy stood on the
sidewalk at a safe distance from the edge of the road and watched the bus as it
approached the bus stop. The bus stopped. The driver opened the doors. Carl was
just getting on to it when he noticed that on the other side of the street his mom was
just parking her car and waiting for him so that they could go home together. The boy
quickly got off the bus, moved away from it and from the edge of the road.
He stood for a moment and even though he very much wanted to get in to his mom’s
car, he patiently waited until the bus pulled away from the bus stop. He looked left
and right, listened for a moment whether anything was coming, looked around again
and when he was certain that the road was clear he crossed to the other side and
walked to his mom waiting for him inside the car. The boy greeted his mom with a
hug and told about his first day at school and the pleasant things that happened to
him.
1.
2.
3.
4.
5.
How did Julia behave when she saw the approaching bus in the morning?
What did Julia do with her backpack?
How did Carl get on to the bus?
How did the children behave after the bus stopped?
What did Carl do when he saw his mom parking her car on the other side of
the street?
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Appendix 4
Children’s behaviors on the bus
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Appendix 5.1
Very dangerous and dangerous bus zones
– picture for teachers
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Appendix 5.2
– picture for children
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Appendix 6
Test – enter the jumbled words at the bottom in the appropriate sentences by
the pictures.
1. I’m waiting for the bus at a safe ………..
2. I always stand outside the …………… ……………
DANGER
ZONE
3. I always try to stand in a place ……………. to the
driver.
4. I get onto the bus calmly behind other ………………
5. I cross the street only at ………… crossings.
passengers
distance
danger zone
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pedestrian
visible
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Appendix 7
Questionnaire for parents
Evaluate the training with children 6–9 years old by filling out the questionnaire
below:
Organizer: ………………………………….
Date the training was conducted: ………………
Evaluate the training on a scale from 1 to 5 (1 – very poor, 2 – poor, 3 – average, 4 –
good, 5 – very good) by placing an X at the spot you choose on the scale after each
question.
1. The training program was interesting.
1.
2.
3.
4.
5.
2. The materials well complemented the issues discussed.
1.
2.
3.
4.
5.
3. The training allowed for active practicing of new skills.
1.
2.
3.
4.
5.
3.
4.
5.
4. The lecturer was competent.
1.
2.
5. The atmosphere in the group was conducive to learning.
1.
2.
3.
4.
5.
6. Will you use your new knowledge working with your child at home?
yes
no
Additional comments:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
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Appendix 8
How to take care of a transponder?




keep it clean,
do not put it in water,
do not expose it to strong shocks, do not throw it, bend it or make hole in it,
do not open take it appart .
Attention: only an adult may change the batteries.
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Annex 3
Module 2. Training guideline for children 10–12 yrs old
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Training goals:
As a result of the training program, children and teenagers
1. know
 the dangers associated with traffic and dangerous and aggressive behaviours
of adults and children on the way to and from school,
 ways to ensure the safety of children and teenagers on the way to and from
school,
 the aims and working of the integrated system for safe transportation of
children and teenagers to and from school,
2. are able to
 accept having a transponder,
 behave safely while entering and exiting the bus, waiting for the bus and while
riding it.
computer simulations.
Qualified lecturer (a road safety specialist with pedagogical training)
Training procedure
minutes)
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Module unit: 1. My way to school
Exercise 1. (20 minutes) (appendix 1)
The lecturer presents instructions for performing the exercise; hands out previously
prepared maps – e.g. satellite maps from Google showing a section of the locality in
an appropriate scale covering the home – bus stop area of each student.
Exercise procedure:
Each student draws the path they take from home to the bus stop on the map,
marking places and situations connected with traffic, as well as the pathological
behaviours of adults and children.
Discussion (brainstorm):
 What can happen on the way to/from the bus stop?
 How to deal with such situations? (e.g. walk with parent, choose different
route)
The lecturer sums up the discussion.
Attention: if there is such a possibility, a short film or part thereof illustrating the
dangers children face on the way to school may be presented. (5 minutes)
Module unit: 2. How do the national authorities, municipal authorities and
residents themselves ensure the safety of children and teenagers on the way
to and from school.
Exercise 1. (20 minutes)
The aim of this exercise is to rise awareness among children that there are many
institutions and organizations which are responsible for their safety during their trip to
and from school, e.g.
 National authorities – law; responsiblities etc.
 Municipal authorities – school buses, bus stops, funding, cooperation with
Residents, cleanness and order; residents – protection of children; indication
of dangerous places; taking an activity, etc.
The lecturer presents instructions for performing the exercise. He/she picks a student
to write down the exercise on board. Student is an assistant to the lecturer.
Exercise procedure:
The chosen student draws three “suns” on the board (appendix 2). The student
writes a question in the middle of each (How do the national authorities….?, How do
the municipal authorities…?, How do residents …?), and solutions to the problems
mentioned by the children in the “rays”.
Module unit: 3. Safe behaviour while waiting, entering and exiting and while
riding the bus
Exercise 1. (appendix 3.1 and 3.2) (10 minutes)
The lecturer discusses an illustration presenting a school bus stopped at a bus stop,
calling attention to the very dangerous and dangerous zones around it. He/she
explains and asks questions about what the danger consists of and what the
consequences of improper behaviours could be.
Each student receives a black-and-white picture of a school bus. Their task is to
mark the most dangerous zones around the bus in red, and the dangerous zones in
orange.
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Attention: the exercise can be conducted with a real bus
Exercise 2. (about 10 minutes)
The lecturer presents instructions for performing the exercise. He/she divides the
class into 3 groups. Each of the groups selects a leader.
Exercise procedure:
The students obtain charts (appendix 4) containing examples of students’ behaviours
in three situations: a) while waiting for the bus, b) entering and exiting the bus, and
c) while riding the bus. Their task is to classify these behaviours as safe/ dangerous
and to indicate the consequences of dangerous behaviours.
Module unit: 4. Integrated system for safe transportation of children to and
from school
The lecturer discusses how the system works and presents the device and the
purpose of using it. (about 10 minutes) (appendix 7 + leaflet about the system)
Exercise 1. (appendix 8)
The lecturer presents instructions for performing the exercise. Each student receives
a schematic illustration of the integrated system for safe transportation of children to
school with missing pictures presenting particular elements of this system. The
children’s task is to stick elements of the system in the right places.
Training evaluation – questionnaire (appendix 5), test of knowledge (appendix 6)
Realization of module unit 4 is obligatory for Italy, Poland, Sweden.
List of appendixes:
Appendix 1 Example
Appendix 2 Suns (schemes)
Appendix 3.1 Very dangerous and dangerous bus zones – picture for teachers
Appendix 3.2 Very dangerous and dangerous bus zones – picture for children
Appendix 4 Safe and dangerous children’s behaviours template
Appendix 5 Questionnaire
Appendix 6 Test of knowledge
Appendix 7 Information about the integrated system for safe transportation of
children to school
Appendix 8 Scheme the integrated system – exercise
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Appendix 1
Example
Heavy traffic
teenagers from high
school
grove
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Appendix 2
How do the national
authorities ensure the safety
of children and teenagers
on the way to / from school?
How do municipal
authorities ensure the safety
of children and teenagers
on the way to / from school?
How do residents ensure
the safety of children and
teenagers on the way
to and from school?
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Appendix 3.1
– picture for teachers
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Appendix 3.2
– picture for children
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Appendix 4
Safe and dangerous children’s behaviours while waiting for the bus, entering
and exiting the bus and while riding it. Make a list of bullets for safe,
dangerous and consequnces for each row with observations.
Behaviours
while waiting for the bus
Talking with friends
Standing in the middle of the sidewalk
Listening to music
…
…
…
entering and exiting the bus
Pushing
Jumping into/ out of the bus when it’s moving away from
the bus stop
Eating a sandwich
…
…
….
while riding
Leaning out the window
Fidgeting and getting up
Not holding onto the railing
…
…
…
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Safe
Dangerous
Consequences
Safe
Dangerous
Consequences
Safe
Dangerous
Consequences
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Appendix 5
Questionnaire
Evaluate the training by filling out the questionnaire below:
1. The training was: (place an X in the blank you select)
boring
so-so interesting
interesting
very interesting
2. From this training:
what I liked best was
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……..……………………………………………………………………………………………
what I liked least was
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……..……………………………………………………………………………………………
3. If you conducted this training, what would you change?
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……..……………………………………………………………………………………………
4. Will the knowledge you obtained during the training be useful in your everyday
life? (place an X in the blank you choose)
very useful
useful
partly useful
less useful
not useful
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Appendix 6
Test of knowledge
Fill out the test. It includes open and multiple-choice questions. Some multiple
choice questions contain more than 1 correct answer.
1. Complete the sentence: If you have to cross on a bicycle next to a stopped car,
you should do it at a distance of………… .
2. Is a train’s braking distance longer or shorter than the braking distance of a car
travelling at the same speed? Place an X in the blank you select.
it is longer
it is shorter
it is the same
3. Complete the sentence: Never accept sweets from strangers. There could be
…………….. hidden inside.
4. The requirement / recommendation to wear reflective things is intended to: (place
an X in the blank you select)
To let car drivers see pedestrians and bicycliste more easily
To let pedestraians and bicycliste see cars more easily
5. Does the requirement to ride with seat belts buckled also apply to children 10–12
years old? Place an X in the blank you select.
yes
no
6. The most dangerous zones around a bus transporting children to school are:
(place an X in the blank you select)
the side of the bus along the road
the area in front of the bus
the area around the back of the bus along the sidewalk
7. The purpose of having a transponder is: (place an X in the blank you select)
ensuring children’s safety on the way to and from school
control of children by parents
control of children by teachers
8. A transponder is: (place an X in the blank you select)
A technical thing that is needed for the system for safe transportation of
children to and from school
a small device that works by it own
Answers: 1. – min 1 m; preferably 2 m; 2. – is longer; 3. – rape pills, drugs etc.;
4 – improve the visibility of pedestrians and bicyclists; 5 – yes; 6 – the area in front of the bus, the area
around the back of the bus along the sidewalk; 7 – ensuring children’s safety on the way to and from
school; 8 – part of the system for safe transportation of children to and from school
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Appendix 7
Information about the integrated system
for safe transportation of children to school
The purpose of the system is to enhance children’s safety on the way to and from school, and
in particular, at and in the vicinity of bus stops.
The integrated system for safe transportation of children to school is composed of the
following elements:
► Pedestrian protection system at and in the vicinity of bus stops. It consists of an intelligent
bus stop and transponder. An element of the bus stop is a self-powered warning module
(pulsating light) placed over the bus stop sign and an activating transponder – flashing
lights – when a child approaches it at an appropriate distance. The transponder can be
placed in the child’s satchel, bag or be attached as a keychain. It works on batteries. After
approaching at an appropriate distance, it automatically activates the warning module,
after which it turns off by itself when the child enters the bus and it departs.
► Driver support system that cooperates with an on-board computer in the bus with the help
of a special application containing information about, among other things, the bus’s route
(enabling the bus to be rerouted in case of unforeseen traffic events on the bus’s original
route – traffic jams, accidents, heavy traffic), the bus’s speed, bus stops, economical
driving and, in particular, children entering / exiting the bus.
► An application for parents’ mobile phones informing them by sms about their children’s
entrance on board the bus and their reaching school. It is also possible to inform the
driver that a child will not be present at the bus stop.
► An application for children’s mobile phones which works like a transponder and informs
parents about their children’s entrance on board the bus and their reaching school.
► Bus stop inventory system. After entering extensive data relating, for instance, to traffic
intensity around the bus stop, vehicle speed, number of persons waiting at the bus stop
etc., it specifies the bus stop’s safety level.
► A server which collects data from the entire system.
The system is supplemented with training sessions for children, their parents and school bus
drivers as well as a specially designed sign placed on the school bus.
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Appendix 8
Simplified scheme of the integrated system for safe transportation of children to
school.
transponder
server
driver support system
intelligent
bus stop
on-board computer
with software
training of children, school bus drivers,
parents
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parents’/
children’s
mobile phones
sign
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Annex 4
Module 3. Training guideline for children 13–16 yrs old
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Training goals:
As a result of the training program, children and teenagers
1. know
 the dangers associated with traffic as well as pathological and aggressive
behaviours of adults and children on the way to and from school,
 ways to ensure the safety of children and teenagers on the way to and from
school,
 the aims and working of the integrated system for safe transportation of
children and youths to and from school,
2. are able to
 accept having a transponder,
 behave safely while entering and exiting the bus, waiting for the bus and while
riding it.
Qualified lecturer (a road safety specialist with pedagogical training) (+ peer – if
version 2 of the exercise from module unit 1 is to be realized)
Training procedure:
minutes)
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Module unit: 1. My route to school
Exercise (20 minutes)
The lecturer presents the instructions for performing the exercise.
Exercise procedure – first to choose version 1 or 2.
Version 1. Students give examples of dangers on the way to school which have
happened to them or which could happen. The lecturer or a selected student writes
them on the board.
Version 2. A peer presents a true story – what bad thing happened to him/her on the
way to school. The rest of the students give examples of real dangers on the way to
school (including their own which happened to them).
After presentation of the dangers, the lecturer divides the class into 4–5 person
groups. Each group receives the text with the story of Meg and Patrick and its
possible endings. Each group has the task of choosing what they consider to be the
best course of action in the presented situation and giving reasons for their choice.
They can also propose their own new solution.
Discussion (decision-making tree) – How to deal with such a situation? (appendix 1)
Module unit: 2. Ensuring the safety of children and teenagers on the way to
and from school by the national authorities, municipal authorities and the
public.
Discussion: Are the current means of ensuring the safety of children and teenagers
on the way to and from school by national authorities, municipal authorities and the
public sufficient? (about 10 minutes)
Module unit: 3. Integrated system for safe transportation of children and
teenagers to and from school
The lecturer discusses the purpose and the operating principles of the integrated
system for safe transportation of children to school. (about 10 minutes) (appendix 4 +
leaflet about the system)
Exercise 1. (appendix 8)
The lecturer initiates a discussion “for” and “against” launching the system. The
students’ comments are written on the board in two rows. The lecturer sums up the
training as a whole. (about 10 minutes)
Module unit: 4. Safe behaviour while waiting, entering and exiting as well as
riding the bus
The lecturer presents the instructions for performing the exercise.
Exercise procedure:
The class is divided into 4–5 person groups. Each group prepares a proposal for
conducting training session on safe behaviours while waiting for, entering and exiting
as well as riding a bus for children 6–9 years old using the attached materials (e.g.
appendices 1–5 from the guideline for children 6–9 years old).
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The results of each group’s work are presented by their leaders.
The best proposal will be determined by means of a vote by all the students.
The lecturer sums up the exercise and asks questions:
 Do you obey the safety rules while waiting for the bus at the bus stop, entering
and exiting the school bus and during the ride? If not, please explain why.
 What can be the effects of young people risky behaviours (as well yours and your
friends’)?
Attention: the best training proposals may be realized by the teacher with the
participation of their authors or by the authors themselves under the teacher’s
supervision.
Training evaluation – questionnaire (appendix 2), test of knowledge (appendix 3)
Realization of module unit 3 is obligatory for Sweden.
List of appendixes:
Appendix 1 Reading and decision tree exercise
Appendix 3 Test of knowledge
Appendix 4 Information about the integrated system for safe transportation of
children to school
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Appendix 1
“What decision should Meg and Patrick make in the situation presented?”
Meg and Patrick live on the same street and they have been friends for years. They
go to the same school and their parents also know each other very well. Every
morning Patrick meets Meg at the same place, from which they go together to the
bus stop to ride the bus to school.
This morning the situation was different. Not only that it was raining and was very
cold outside but there was also something wrong with the lock in Meg’s door and she
could not close it. Her parents have already left for work so she called Patrick and
asked for his help.
They struggled with the door for over 15 minutes. It was not too long but in the
morning every minute is important.
They both already knew for sure that they will be late for the first class and important
test of math. They were preparing for it very intensely as both of them were not too
good in math. The teacher was very demanding and he hated latecomers. A good
result of this test also meant more pocket money this month.
They quickly rushed to the bus stop. The bus they take every day has already left few
minutes before they came and for the next one they would have to wait 10 minutes.
If it arrived on time and there was no traffic on the way they still could make it on
time, right before the bell. But if the bus arrived a few minutes later and then there
was traffic on the way, they would be late for sure.
At this moment, Meg and Patrick noticed that the tram was approaching the tram
stop which was in front of them but they would have to go to the underground
passage to reach it. This tram was ok for them but the ride was a few minutes longer
than with the bus. They both looked at each other. They did not know what to do, and
the decision had to be made immediately.
ENTRANCE AND EXIT
TO UNDERGROUND
TRAM STOP
BUS STOP
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The group is divided into 4–5 person teams. Each team receives a sheet of paper
with a decision tree scheme.
The teams choose how to solve the problem on the basis of an internal discussion
using arguments for and against.
Analyze the solutions below to Meg’s and Patrick’s predicament together with the
consequences they could lead to, then choose the best solution:
 run to the underground passage to reach the tram stop (the possibility to be late
for tram and at the same time to also miss the bus if it came, not participating in
math test, the irritation of the teacher, not getting more pocket money, parents'
disappointment, etc.; writing math test, the teacher would not be angry, receiving
more pocket money, obeying the traffic rules, etc.)
 wait until no cars are passing and there is a free way to quickly run across the
street to the tram stop (faster access to school, participating in math test,
receiving more pocket money from parents, not obeying the traffic rules;
disappointment of parents and teacher, not receiving more pocket money, etc.)
 wait patiently for the bus and believe that it would arrive on time (if it’s late not
participating in the test, teacher's irritation, disappointment of parents, etc)
 wait for the bus (if it arrives late miss the first class and try to make an
appointment with the teacher to pass the test at different time, etc.)
 call the parents, a taxi or a friend to ride with them / friends’ parents to school
aims / values
…………..
………….
…………
…………
………..
What decision should Meg and Patrick make?
The leaders present the results of their work in teams. The lecturer places the
arguments in the decision tree scheme. All the students together decide what
decision should Meg and Patrick make.
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Appendix 2
Questionnaire
Evaluate the training by filling out the questionnaire below:
1. The training was: (place an X in the blank you select)
boring
so-so interesting
interesting
very interesting
2. From this training:
what I liked best was
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…..……..………………………………………………………………………………………
what I liked least was
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……..……………………………………………………………………………………………
3. If you conducted the training, what would you change?
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……..……………………………………………………………………………………………
4. Will the knowledge you acquired during the training be useful to you in everyday
life? (place an X in the blank you select)
very useful
useful
partly useful
less useful
not useful
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Appendix 3
Test of knowledge
Take the test. Each question contains 1 correct answer. Circle it.
1. In the case of a car colliding with an obstacle at the speed of 50 km/h,
the force is on the order of:
a) about 500 kg (the weight of a cow)
b) 1–2 t (the weight of an elephant)
c) about 120 kg (the weight of a goat)
2.
a)
b)
c)
A bicycle helmet should be changed:
after every accident
after cracks and ruptures become visible on it
after every season
3. You are exiting school. You see an unfamiliar guy who is older than you
offer chewing gum to kids from younger classes. What should you do:
a) not react; no doubt one of those kids knows him
b) ask the guy who he is and what he is doing, and ask the children whether
they know him
c) inform school security about it
4.
a)
b)
c)
If someone behaves aggressively toward you, you should:
run away
keep cool
respond with the same kind of behaviour
5.
a)
b)
c)
Responsibility for traffic safety lies:
only on the national authorities
only on municipal authorities
on the national and municipal authorities as well as all citizens
6. The most dangerous zone around a bus transporting children to school
is:
a) the side of the bus along the road
b) the area in front of the bus
c) the area around the back of the bus along the road
7.
a)
b)
c)
While riding a school bus, students are required to:
submit to the orders of the attendant / driver
look after the safety of younger children
turn down the volume on their mobile telephones
8. The main aim of the integrated system for safe transportation of
children and teenagers to school is:
a) keeping track of children on their way between home and school
b) launching advanced technologies in public transport
c) enhancing the safety of children on their way between home and school
9. An element of the integrated system for safe transportation of children
and teenagers to school whose purpose is to protect children while they
are at or in the vicinity of a bus stop is:
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a) intelligent bus stop + transponder
b) intelligent bus stop + server
c) on-board computer + transponder
10. A supplemental element of the integrated system for safe
transportation of children and teenagers to school is a special sign
placed:
a) over the bus stop sign and on the bus
b) 50 m in front of the bus stop sign
c) only on the bus
Answers: 1. – b; 2. – a; 3. – c; 4. – b; 5. – c; 6. – b; 7 – a; 8 – c; 9 – a; 10 – a
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Appendix 4
Information about the integrated system for
safe transportation of children to school
The purpose of the system is to enhance the safety of children on the way to and from school,
and in particular, at and in the vicinity of bus stops.
The integrated system for safe transportation of children to school is composed of the
following elements:
► Pedestrian protection system at and in the vicinity of bus stops. It consists of an intelligent
bus stop and transponder. An element of the bus stop is a self-powered warning module
(pulsating light) placed over the bus stop sign and an activating transponder – flashing
lights – when a child approaches it at an appropriate distance. The transponder can be
placed in the child’s satchel, bag or be attached as a keychain. It works on batteries. After
approaching at an appropriate distance, it automatically activates the warning module,
after which it turns off by itself when the child enters the bus and it departs.
► Driver support system that cooperates with an on-board computer in the bus with the help
of a special application containing information about, among other things, the bus’s route
(enabling the bus to be rerouted in case of unforeseen traffic events on the bus’s original
route – traffic jams, accidents, heavy traffic), the bus’s speed, bus stops, economical
driving and, in particular, children entering/ exiting the bus
► An application for parents’ mobile phones informing them by sms about their children’s
entrance on board the bus and their reaching school. It is also possible to inform the
driver that a child will not be present at the bus stop.
► An application for children’s mobile phones which works like a transponder and informs
parents about their children’s entrance on board the bus and their reaching school.
► Bus stop inventory system. After entering extensive data relating, for instance, to traffic
intensity around the bus stop, vehicle speed, number of persons waiting at the bus stop
etc., it specifies the bus stop’s safety level.
► A server which collects data from the entire system.
The system is supplemented with training sessions for children, their parents and school bus
drivers as well as a specially designed sign placed on the school bus.
Simplified scheme of the integrated system for safe transportation of children to
school.
transponder
server
driver support system
intelligent bus stop
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with software
training for children,
drivers, parents
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parents’ /
children’s mobile
phones
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Annex 5
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Training goals:
As a result of the training program, school bus drivers
1. know
 the purpose and operating principles of the integrated system for safe
transportation of children and teenagers to school (with a special emphasis on
the driver support system for Italy and Sweden),
 the meaning of the “bus sign” and expected driver behaviours in relation to this
sign,
 when and how to handle dangerous behaviours by children and teenagers while
waiting at bus stops, entering and exiting the bus and while riding it as well as
ways of proceeding in such situations pursuant to the laws in effect in the given
country,
2. are able to
 use the driver support system while driving the bus,
 proceed in situations when children and teenagers behave dangerously and
know where to get support and help (e.g. school principle, parents).
Methods: short lecture, exercise (practice drive) (for Italy and Sweden)
Room with equipment: computer + software (PP presentations) + projector.
Qualified lecturer (a road safety specialist with pedagogical training)
Duration of the training: about 90 minutes (30 minutes theory + 60 minutes practice
drive)
Training procedure:
 Greeting, presentation by the lecturer of the purpose and procedure of the
training.
 Discussing how the integrated system for safe transportation of children to school
works. (20 minutes)
 Discussion of dangerous behaviours by children and teenagers while waiting at
bus stops, entering and exiting the bus and riding it with a focus on getting the
support needed from the system by the driver. (10 minutes)
The lecturer presents instructions for performing the exercise.
The trainee drives the bus over the designated route encompassing the following
elements of the system: intelligent bus stop + person with a transponder, while using
the on-board computer with software.
The theoretical part of the training is obligatory for Austria, Italy, Poland,
Sweden.
The practical part of the training (exercise) is obligatory for Italy and Sweden.
Training evaluation:
In terms of quality – questionnaire (appendix 1)
List of appendixes:
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Appendix 1
Questionnaire – evaluation of the training
Organizer: ………………………………….
The purpose of the questionnaire is to sum up and evaluate the training. The
feedback obtained will be of help in improving the quality of these training
sessions.
1. Did the training meet your expectations?
yes
no
only partially
If no or only partially, why:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
2. How do you rate the knowledge you obtained during the training on a scale from 1
to 5? (1 – very poor, 2 – poor, 3 – average, 4 – good, 5 – very good)
1.
2.
3.
4.
5.
3. How do you rate the practical skills you acquired during the training on a scale
from 1 to 5?
1.
2.
3.
4.
5.
4. How do you rate the organization of the training on a scale from 1 to 5?
1.
2.
3.
4.
5.
5. How do you rate the manner in which the training was conducted on a scale from
1 to 5?
1.
2.
3.
4.
5.
6. Please mention three strengths of the training.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Thank you!
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Annex 6
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Training goals:
As a result of the training program, parents:
know:
 the threats to the safety of children on the way to and from the bus stop as
well as while waiting for the bus associated with traffic and the pathological
and aggressive behaviours of adults and peers in relation to other age
groups,
 the aims and assumptions of the integrated system for safe transportation of
children to school, with special emphasis on the warning module and
transponder (Italy, Poland, Sweden) as well as the mobile apps for parents
“parent application” (Italy).
Methods: short lecture, discussion.
Attention: if there is such a possibility, a short film or part thereof illustrating the
dangers children face on the way to school may be presented. (5 minutes)
Content of the training:
1. Dangerous places and situations on the way to and from the bus stop and
while waiting for the bus associated with traffic as well as pathological and
aggressive behaviors by other persons, specific to particular age groups of
children and teenagers.
2. The aims, assumptions and working of the integrated system for safe
transportation of children to school, with special emphasis on the warning
module and transponder (Italy, Poland, Sweden) and the mobile app for
parents “parent application” (Italy).
Duration of the training: 30 minutes
Training evaluation:
In terms of quality – questionnaire (appendix 1)
List of appendixes:
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Appendix 1
Questionnaire – evaluation of the training
Organizer: ………………………………….
The purpose of the questionnaire is to sum up and evaluate the training. The
feedback obtained will be of help in improving the quality of these training
sessions.
1. Did the training meet your expectations?
yes
no
only partially
If no or only partially, why:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
2. How do you rate the organization of the training on a scale from 1 to 5? (1 – very
poor, 2 – poor, 3 – average, 4 – good, 5 – very good)
1.
2.
3.
4.
5.
3. How do you rate the manner in which the training was conducted on a scale from
1 to 5?
1.
2.
3.
4.
5.
4. How will you use the knowledge you acquired during the training?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5. Please mention three strengths of the training.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Thank you!
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Annex 7
Leaflet for parents of children 6-9 yrs. old
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Annex 8
Leaflet about the SW2S system
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Training schemes and content

Transcription

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