3 - 12 JulyScience View

Greece

Edward DucaMenelaos Sotiriou

Lars LorenzAmanda Mathieson

contributors

dialogue & deliberation 14

present, engage & moderate 16

online & social 20

manage & monitor 22

create & act 24

media & journalism 28

advocate & influence 30

course outline

welcome to steam 2

speakers & staff 4

introduction

the programme 12

shopping & activities 36

culinary & nightlife 37

the venue

map of the hotel 38

science & cinema 33

FameLab & bright club 34

field trips & social events

guided tour around Athens 35

CREATIONS 40

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welcome tosteam

STEAM is a 10-day intensive summer school in science com-munication. We introduce an innovative form of education that combines the Arts with classical STEM fields (Science, Tech-nology, Engineering, and Mathematics). Interactive experiments and informal learning with the use of creativity and arts are the key ingredients of our approach. Our ultimate goals are to im-prove science awareness and develop informed opinions, in-crease student uptake of STEM careers for high-level jobs, sti-mulate the socio-economic wellbeing of partner countries, and enhance the transferable skills of current researchers.

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Athens  is the capital and largest city of Greece. It dominates the Attica re-gion and is one of the  world‘s oldest

cities, with its recorded history spanning over 3,400 years. A centre for  arts, learning & philo-sophy, home of Plato‘s Academy and Aristot-le‘s Lyceum, it is widely referred to as the crad-le of Western civilization and the birthplace of democracy, largely because of its cultural and political impact on the European continent. In modern times, Athens is a large cosmopoli-tan metropolis, central to economic, financial, industrial, maritime, political and cultural life in Greece. The heritage of the classical era is

still evident in the city, represented by ancient monuments  and works of art, the most fa-mous of all being the Parthenon, considered a key landmark of early Western civilization.

Athens: Birthplace of Democracy

The Parthenon in Athens

Founded in 2008, Science View is an organization that promotes scien-ce communication activities to help

bridge the gap between the scientific community and the wider public. It or-ganizes science communication events, produces video, hosts training in scien-ce communication, develops educational activities and mobilises young people to participate in actions of scientific interest.

Science View is also involved in the organi-zation of science festivals, world conferen-ces and science debates. Being a member of EUSJA and EUSEA, Science View part-ners with large EU projects and connects activities in Greece to the rest of Europe. Moreover, it aims to bring together science journalists and communicators all over Eu-rope to foster a pan-European dialogue and the exchange of knowledge and ideas.

The Host: Science View

The Greek Student Parliament on Science, Organised by Science View in Athens, GR.

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The STEAM consortium brings together outstanding higher education institutions, science communication companies, and a European-wide network of science journalists. Through the exchange of best practice an intensive study programme will train students and researchers to engage with the public.

speakers & staff

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Rhine-Waal University, GermanyProfessor and Course Director for

Science Communication

Alexander Gerber

A lex is a professor of International Science Communication at Rhi-ne-Waal University, Germany, where

he coordinates a full-fledged 3-year Science Communication degree programme in Eng-lish. His research mainly focusses on so-cio-political dimensions of science-society issues. Calling for ‘open science communication‘ he emphasises the shared responsibilities of the different stakeholders of science. The degree programme at Rhine-Waal University puts less emphasis on training basic technical/journalistic skills such as writing or storytel-ling, but more on strategy and management,

evaluation and even entrepreneurship. Addi-tionally, students are trained in the methods of approaching science communication as a research discipline. Alex is an elected member of the governing boards of the science communication world association PCST and Europe‘s grassroots organisation for research, EuroScience. In 2011, he initiated a series of ‘Trend Studies‘ on science communication. Previously, as an information scientist and long-time science journalist/author/film director, he was Head of Marketing & Communications at Fraun-hofer (ICT) for seven years, and founder and editor-in-chief of InnoVisions Magazine.

University of Edinburgh, United KingdomProject Leader of the

Beltane Public Engagement Network

Heather Rea

Heather is the project leader of the Belta-ne Public Engagement Network at the University of Edinburgh. Her role has

been to lead a culture change project impro-ving the participation in and perception of pub-lic engagement activities in academia. She has had three years of experience in producing and delivering public engagement with engineering

projects for science festivals, museums and schools, following 11 years of research in en-gineering information management tools. She has expertise in public enaggement, participa-tion and dialogue, public policy, social media, knowledge information management, 3D sha-pe content retrieval and robot kinematics.

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speakers & staff

University of MaltaThink Magazine Editor, Science in the City (Malta) Festival Manager, Innovation Communication Lecturer

Edward Duca

Edward is the Publications Developer and Editor at the University of Malta for the research magazine Think, that

has reached three million online views. He is a PhD graduate in Genetics (University of Edinburgh) and a freelance science writer, editor and communicator. He has written for several local and international organisations including The Times of Malta – Science and Nature. In Malta, he founded Malta Cafe Scientifique, which is the public outreach arm of the Mal-

ta Chamber of Scientists. By setting up the science and arts festival Science in the City (visited by over 20,000 per year), he aims to bridge the gap between the sciences and arts, that can benefit each other by provi-ding inspiration, bringing new audiences to cultural events and pushing the boundaries of art into new fields, while shining a critical lens on science. He aims to continue setting up projects that communicate science to the public to create a scientifically literate soci-ety.

University of Edinburgh, United KingdomProgramme Director for Science Communicationand Public Engagement

Elizabeth Stevenson

Elizabeth is the Programme Director for the on-campus and online Masters in Science Communication and Public En-

gagement at the University of Edinburgh. In addition to her teaching experience in scien-ce communication and public engagement, Elizabeth has six years of undergraduate chemistry teaching experience. She also has

twenty years of experience in engaging pub-lic audiences with science in schools, muse-ums, science and community festivals. She is specialised in public engagement, science communication, researcher training, colla-borative working, chemistry demonstrations and hands-on activities.

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President of Science View, GreeceCoordinator of Learning Science Through Theatre Initiative

Menelaos Sotiriou

Menelaos is a science writer and com-municator with a background in applied mathematics and 17 years

of international work experience. He holds a masters in Total Quality Management and cur-rently is working in the field of science commu-nication providing training to research teams. His main research focus is the communication of scientific research to the wider public. He is especially interested in science education and has realised numerous national and internati-onal projects in the field. He is the initiator of a national educational project called “Learning Science Through Theatre” (www.lstt.eu) and is collaborating with the National and Kapodistri-an University of Athens on research initiatives. He is the  National Coordinator of the Greek Student Parliament on Science. For the last 14

years he has project managed and organised European and national projects for several in-stitutions, mainly in the areas of new and in-novative technologies. He has been involved in more than 30 EU projects in the areas of SiS, SSH, ICT, Research for the Benefit of SMEs. He presides over Science View (www.scienceview.gr) and is a research associate at the National and Κapodistrian University of Athens. He has been a board member of the European Union of Science Journalist’s Associations (www.eusja.org), is in the Steering Board of the Cen-ter for Creativities, Arts and Science Education (http://casecenter.no/) and was previously the editor of the Research and Technology online Magazine under the General Secretariat of Re-search Technology in Greece (www.et-online.gr).

Haaga-Helia University, FinlandPrincipal Lecturer for Research Methods

Merja Drake

Merja is a principal lecturer at HAA-GA-HELIA. She teaches research methods and supervises bachelor

and master thesis. She also is a project mana-ger in Smart DigiCitizen project and research leader in project Agile Model for MOOC Pro-duction and the member of the project group Sharing City and Collaborative Brands - both

projects are researching sharing economy and its impact on Finnish communities and old brands. Merja is a researcher in journalism, online journalism, blogs, Internet, web-based information, information retrieval, organizati-onal communication, health information and health communication.

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speakers & staff

Ellinogermaniki Agogi, GreeceHead of R&D Department

Sofoklis Sotiriou

Sofoklis worked at CERN, at the National Centre for Scientific Research DEMO-KRITOS in Athens and in the Physics

Laboratory of Athens University. He holds a PhD in Astrophysics and a PhD in Techno-logy Enhanced Science Education. He is the Head of the R&D Department of Ellinoger-maniki Agogi, the first research department that operates in the school environment in Greece. Since 2001 he has been the Director of the Ellinogermaniki Agogi Center for Scien-ce Teachers Training. His main research field is the design, application, and evaluation of virtual and digital media environments that

could bridge the gap between formal and in-formal science learning. He is a member of the European Academy of Sciences, a mem-ber of the board of ECSITE and member of the NAP (Network of Academics and Profes-sionals) Executive Committee of EDEN. He is also a member of the Steering Committee of EPS (European Physical Society) and he is re-sponsible for the curriculum development of the European Science Education Academy. In 2011 he has received the EPS-HEP award for developing resources that promote high ener-gy physics and astronomy in high schools.

Science View, GreeceEU Project Officer

Alexandros Koukovinis

Alexandros graduated from the Depart-ment of Pedagogy for Primary Educa-tion and is a postgraduate student in

Educational Technology at the Faculty of Phi-losophy, Pedagogy and Psychology of Uni-versity of Athens. He started working in 2012 in promotion and public relations. In 2013 he worked at Media Market headquarters in the communications and customers’ service department while at the same time he was a researcher in European projects for the Na-tional and Kapodistrian University of Athens.

Since 2016 he’s been working for Science View where he manages and implements Eu-ropean projects. He is mainly involved in the NUCLEUS project where he is in the evalua-tion and monitoring team. He participates in the production team of “Science Views” monthly bulletin and he is also responsible for Science View’s websites and social media as well as in the organisation and implemen-tation of Learning Science Through Theatre initiative.

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University of Edinburgh, UK Teaching Fellow in Science Communication and

Engagement

Claire Smerdon

Claire is a Teaching Fellow for the Mas-ters in Science Communication and Public Engagement at the University

of Edinburgh. After several decades of pub-lic engagement practice, including two terms as a municipal councillor, she returned to academic studies, receiving an MA in Pro-fessional Communication at Royal Roads University in Canada, followed by a PhD from the University of Edinburgh. At the University of Edinburgh, she taught the postgraduate Research Skills in the Social Sciences and the interdisciplinary Canadian Studies pro-grammes. She has facilitated community

and stakeholder consultations and knowled-ge exchange projects, participated in and led strategic planning, board development and visioning exercises. Claire is a graduate of the National Theatre School of Canada, and sta-ge-managed touring school plays in addition to main stage productions across Canada, and produced two live-action videos for pre-school children which are licensed for use in schools across Canada. She has worked with Canada’s largest architectural model-making company on the design and fabrication of museum dioramas and interactive materials designed to appeal to wide audiences.

Ulla Järvi

Ulla is a science journalist and is Secre-tary General of The Finnish Associati-on of Science Editors and Journalists.

She has worked as a reporter in newspapers, a medical journalist in the Finnish Medical Jour-nal and then started in Fasej, which is one of the biggest member associations of EUSJA. Fasej is part of the Finnish collective copyright system and represents over 1,100 science writers´ rights. In her position as an advocate of science communication Ulla has created a large and diverse network among ministeries, government and academic management.

Being an active science popularizer Ulla has also written books about woman´s health. Then turning more to academic research she has published research and numerous books about health journalism and science com-munication. Ulla was chair of the Programme Committee of the 8th world conference for science journalists in Helsinki 2013. She has been a member of several communication advisory boards of Finnish patient associa-tions and medical organizations and is often asked to take part in discussions on Finnish media.

EUSJA , FinlandSecretary General of FASEJ

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speakers & staff

Science View, GreeceFreelance Director

Constantine Mylonas

As an evolving director in television, advertising and theatre since 1990, Constantine has pursued innovative

projects, effectively communicating to his audience through the power of storytelling. He has been fortunate enough to work on a variety of productions, receiving awards such

as the Ermis, Innovation and Media Award. His work includes documentaries, series, game shows, advertising spots for prominent clients, as well as the public sector, and pro-jects of social content. He has overseen and directed various video productions and colla-borated on international productions.

Jessica is an undergraduate student at the University of Malta studying Biology. During her studies she has developed

a strong interest in science communication and is a STEAM veteran, having attended the STEAM Summer School last year in Cleve. Since then she has been organising a series

of science cinema events in Malta entitled Ci-neXjenza as well as helping facilitate nume-rous other events such as Kids Dig Science, Science in the Citadel and STEAM School Malta. She will be organising our cinema event on Tuesday 4 July.

University of Malta, MaltaVolunteer

Jessica Edwards

Theoni Charalampidou

Theoni has an extensive background in communication having previously worked for the National Tourism Orga-

nisation. She is currently the General Secre-tary of Science View and is involved in many EU and national projects related to science communication. Over the last six years she

has coordinated such projects, implemen-ted educational activities and and organised science communication events including conferences and training. She is also the Se-nior Project Manager of the Learning Science Through Theatre (LSTT) and Greek Student Parliament on Science initiatives.

Science View, GreeceSenior Project Manager

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University of Malta, MaltaEU Project Officer for STEAM

Amanda Mathieson

Amanda is an EU Project Officer at the University of Malta where she project manages initiatives such as STEAM.

In addition to experience in public engage-ment and science communication theory, she is a professional photographer, graphic designer, videographer and animator, with the

majority of her work concerning the commu-nication of research. Amanda‘s main interest is how to improve the accessibility of science through visual media, train researchers to be better science communicators and increase the uptake of students into STEM careers.

University of Malta, MaltaVolunteer

Claire Bouse

Claire is a science communication ent-husiast who graduated University Col-lege Cork, Ireland with a BA in Sociolo-

gy and Psychology. Between 2008 and 2015, she worked in a residential care home, which lead her to develop an interest in gerontology. Claire is particularly interested in dementia,

including Alzheimer’s. Her aim is to under-stand how all those involved in assisting in the care of people living with dementia can communicate effectively with the individual and each other, throughout all stages of sym-ptoms.

Emmanuel is a physicist, with an MSc in Experimental High Energy Physics at the University of Athens and works in the

R&D Department of Ellinogermaniki Agogi. His work is focused on the design and implemen-tation in and out of classroom of innovative, ICT-enhanced science education activities

following the Inquiry Based Science Education (IBSE) approach as well as teacher training, community building and managing commu-nity support mechanisms. He has both parti-cipated and organised summer schools, con-tests at both national and international levels and conferences.

Ellinogermaniki Agogi, GreeceResearcher in R&D Department

Emmanuel Chaniotakis

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the programme

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Opening CeremonyWe will be holding an optional opening ceremony on Sunday 2 July between 17:00 - 20:00 in the conference hall. There will be some short presentations from the school‘s coordina-tors and a keynote speech.

Then where should I go?Registration will take place in the conference hall on Monday at 08:30. Lectures will then take place in the amphitheater each day. Our STEAM volunteers will also be on hand to help you get around. For more information see our map (page 40).

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dialogue& deliberation

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stakeholder analysis & audience segmentationparticipation & communication theorystrategic & practical considerationsthinking hats practical

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AlexanderGerber

HeatherRea

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Introduction Dialogue and deliberation aims to deliver a background to public engagement with rese-arch in the European Union and the process of dialogue and deliberation methodologies. The history and current situation around public engagement with research will be introduced, in particular the current trend to consult pu-blics on new technologies. Furthermore, we will introduce the definition, theory and some techniques to enable group discussions and deliberation for effective decision-making.

Theory We will discuss theory on the history of public engagement with research, stakeholder analysis and audience segmentation, participation and communication theory, and, the role of ground rules and facilitators. We will explore the circumstances which make it appropriate to engage public participation and which methodology is adequate for such a task.

Professional researchers need to ensure rigor of research and bring a vast array of empirical and theoretical background to the table. The involvement of independent stakeholders enhances the reach of the research, as an independent entity has the responsibility of setting the rese-arch agenda and overseeing the accountability and ethical qualities of the body of work over-all. This relationship allows a consensus to develop, and thus enhances efficiency and reach, which contributes to the overall public enthusiasm towards the research.

The goal is to engage research with aware and active citizens. This type of outreach can promote lifelong learning, and enable the lived experiences of citizens to inform research and researchers.

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present, engage& moderate

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presentation skillsengaging different audiencesbright clubsteamlab

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ElizabethStevenson

EdwardDuca

ClaireSmerdon

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IntroductionThe amount of STEM graduates around Europe has remained level for a decade while jobs have increased. In addition STEM graduates can lack communication and team working skills. A key need is the ability to present effectively to various audiences, be it when trying to inspire the next generation of researchers or presenting a conference keynote conveying the latest research. There are countless resources outlining key public speaking tips. However, there can be a significant time lag between learning this theory and practicing it. Public speaking is a skill that requires practice, coupled with reflection and constructive criticism in order to perfect. Apart from presentation skills, this module will convey public event moderation skills. The aim is to cover different science communication events since good moderation of a public event can change an average activity into a memorable one.

Theory The theoretical aspect of this module will be structured as follows. The first two hours will include a basic framework to introduce presentation tips and pit falls to avoid. This theory will be followed by a break out session that initially helps people relax and warm up. The session will involve practicing these newly learnt presentation skills while receiving const-ructive feedback. Repetition will help hone these skills. On the following day, an hour will be spent on using interactive experiments in order to en-gage an audience with a scientific phenomenon. The experiments will be used to showca-se two key things. First is the use of inquiry-based learning. Second is how to understand your audience to be able to use the same experiment with different audiences. There will be a session on working with schools which will consider both the practicalities of working with schools and the pedagogical implication for working with different age groups.

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PracticeYou will practice delivering a short presentation using a simple experiment. You will also discuss and develop plans for activities to be utilised in schools.

steamLab & Bright ClubThere are two project work assignments that are linked to this module. The first is a mock FameLab-style event. FameLab is an initiative by the British Council and Chelten-ham Science festival started in 2005. In this summer school, the task will be to create three minute presentations that engage and entertain various publics with a scientific topic. The second is a Bright Club inspired event. Bright Club sees research topics turned into stand up comedy routines. It was started by University College London and has now spread across the United Kingdom and Ireland. For the summer school, you would need to give a short science comedy routine.

You will need to chose between either option!

present, engage & moderate

Read more about steamLab and Bright Club in Social & public engagement events on page 34

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Additional InformationDomain specific objectivesWhat you will know and understand by the end of the lesson:

Î The difference between debate and dialogue. Î The importance of repetition and reflection in order for self-improvement. Î How to create a narrative around an idea to engage an audience Î The importance of understanding your audience and tailoring a presentation to them.

General skills objectivesThe skills you will learn by the end of the lesson:

Î How to convey a message effectively and clearly Î Basic oral communication skills to effectively deliver an engaging presentation Î Basic experiments that can be used to teach various STEM phenomena Î How to communicate to different audiences Î How to handle difficult audience members in the appropriate manner Î How to encourage discussion from reticent audience members Î How to moderate various types of science communication events

ReadingsLloyd-Hughes, S. 2012. How to Be Brilliant at Public Speaking: Any audience. Any situation., FT Press

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online& social

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digital footprintsfacebooks of sciencecitizen science case study

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AlexanderGerber

HeatherRea

MerjaDrake

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IntroductionConsidering the disruptive structural changes in the media landscape and the information behaviour of both laypeople and professionals, online and social addresses the most relevant drivers for this change

The ability to use internet technologies and social media to regularly engage people, build an audience, and express your personality, is an essential skill in science commu-nication. You will learn how to effectively put a marketing strategy in place, and how to create and activate a strong narrative to engage not just your audience, but also possib-le investors and collaborators.

Theory & PracticeYou will learn how to build a brand for yourself (or your organisation) online, how to create a professional profile and online personality according to the audience you want to attract, and how to select the right channels. Online strategy combines all the elements together. Is it useful to have a robust strategy in an environment that is constantly changing? How do you become an ambassador for your workplace? During this course we will start with developing a deeper understanding of internet technologies, and continue with the analysis of useful apps, that are available to help monitor your progress. We will explore social media, including Facebook, Twitter, and Instagram, and discuss how to best manage and use them for your science communication purposes. At the end you will be able to assess the potential of online concepts and technologies with regard to communication impact and usage patterns.

The course includes these practical tools for efficient science communication: Î Metrics made easy – analysing your activity online is essential Î These apps will ease your professional life – test and share your best experiences with others

Î Listening to others – strategies for giving recognition, feedback and networking online Î Can´t do it all – how to select and save time Î Protection of privacy and confidential contacts

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manage& monitor

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working with schoolsin-depth evaluation strategies case study: science in the city

spea

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ElizabethStevenson

EdwardDuca

AlexanderGerber

Menelaos Sotiriou

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IntroductionThe manage and monitor session gives par-ticipants the opportunity to explore ways of delivering a scientific presentation to diffe-rent audiences in formal and informal set-tings. The focus of the activities for schools and festivals is to encourage a deeper un-derstanding of ‘thinking from an audience’s perspective’.

The session will close with an introduction to an evaluation framework and an opportunity to use the framework to assist in reflection of your learning.

TheoryEngaging with the community and having a two way conversation between the public and scien-tists may be the best way to communicate science. Scientists cannot only deliver information without getting any feedback. Through the manage and monitor approach, the community itself can participate in its own learning. This layer of communal engagement is important in the terms of the societal level of Responsible Research and Innovation — the innovators must be mutually responsive to the needs of their community.

PracticeYou will be involved in two workshops and one case study:

1. Working with schools — after a small introduction, case studies will be explored (Learning Science Through Theatre, Students‘ Parliament on Science, The Global Science Opera).

2. Evaluation for science communication — look at the reasons for undertaking evaluation, the benefits of evaluation as a learning experience, and capturing the achievements/elements which require improvement of a project or activity. You will be engaged in an interactive session, which will enable you to explore and design evaluation strategies.

3. Case study: Science in the City - Malta‘s largest science and arts festival.

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create& act

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scientist/artist relationshipsscience and art eventsscience theatre (arts & crea-tivity)learning science through theatre

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AlexandrosKoukovinis

Menelaos Sotiriou

SofoklisSotiriou

Emmanuel Channiotakis

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IntroductionIn a rich context where literature, philosophy, culture or society are involved, science benefits from art, and vice versa. Create and Act is about using art to communicate science more effec-tively in an interdisciplinary and multidisciplinary approach. The lesson’s main aim is to give you the opportunity to stage a play and dramatise scientific concepts based of material from any field of science.

TheoryWhen it comes to educational purposes, traditionally the body is rarely used to its full potenti-al. Involvement of the body has consistently been excluded from the educational practice, the process of learning, and the interaction among students. The notion of embodied learning is becoming more and more accepted by the educational community. The body does not solely constitute a means of knowledge, or function as a mediator, but also reflects people’s interaction with their environment.

People can utilise their bodies as a source of knowledge, while feeling alive and active in the process. As a result, the body can be activated and used as a communication channel with others. Each time the human motor-sensory system is involved, the stimuli it perceives can be converted into a more stable, powerful memory and cognitive representations form through embodied learning. This allows people to directly connect their movements and ge-stures to communicate scientific concepts, which they perceive as embedded in educational activities.

Gravitational Love, performed at STEAM Summer School 2016 in Cleve.

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The activities will be based on the 4Ps of engagement in creative science education and com-munication:

Î pluralities: opportunities for students and teachers to experiment with many different pla-ces, activities, personal identities, and people

Î possibilities: opportunities for possibility thinking, transitioning from what is to what might be, in open possibility spaces

Î participation: opportunities for students and teachers to take action, make themselves visible on their own terms, and act as agents of change

Î playfulness: opportunities for students and teachers to learn, create and self-create in emotionally rich, learning environments

Also the activities are based on already existing frameworks like the CREATIONS Project’s Fra-mework, which will be presented and will be demonstrate how to utilise this in different settings like schools, science centre and museums, universities.

Gravitational Love, performed at STEAM Summer School 2016 in Cleve.

create & act

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Practice During the practical activity you will work towards creating a science performance by follo-wing 7 phases:

Phase 1: Investigate a scientifically orientated question by analysing its scientific signifi-cance, and its social impact by a brainstorming session first, and web research later.

Phase 2: Look for evidence behind the theory, and see how it can be implemented into a theat-rical design concept in smaller groups:

Î Script/directing group: Investigate characters and generate ideas for dialogues/actions.

Î Actor group: Investigate characters and work on performance in collaboration with script/directing group

Î Music group: Generate musical ideas which correspond to the script. Î Dance group: After consulting with script/directing, actor and music groups, gene-rate choreography ideas to incorporate in the play.

Î Set/costumes group: Generate ideas after consulting script group and collect materials.

Î Video group: Generate ideas after consulting script group and collect or create vi-deo clips.

Phase 3: Analyse the data by organising it, finding patterns, and assessing its quality, with re-gards to your group role from Phase 2.

Phase 4: Formulate an explanation, of the scientific topic chosen, based on evidence, while considering alternative scenarios. Provide creative theatrical scenarios or scripts to strengthen it.

Phase 5: Connect your explanations to scientific knowledge, and connect the theory to other disciplines, such as music or technology. Consult with your peers specialised in arts, theatre and music.

Phase 6: Communicate and justify your explanations by performing a science theatre play.

Phase 7: Reflect on the inquiry process and your progress, in particular discuss stage design and ethical decision making.

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media& journalism

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EU science media landscapewriting and editing skillscase study: status quo journalismvideo production

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MerjaDrake

EdwardDuca

Constantine Mylonas

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TheoryWe will give a general overview of Europe’s current media landscape. We will analyse news cultures within European countries in the context of present turmoils and national issues.

Afterwards, in small groups you will discuss how science can be communicated to larger communities. The discussions will focus on methodology and concepts.

Finally, communications and journalism have the common goal of disseminating in-formation to various sources ranging from an individual to a large organisation. You will discuss differences between communication and journalism, in general and in the context of science.

Practice You will practice and experiment with some techniques, that will be useful in science jour-nalism and science communication. In particular three activities, that will be carried out in workgroups:

1. Multimedia story — A multimedia story is some combination of text, still photographs, vi-deo clips, audio, graphics and interactivity presented on a Web site in a nonlinear format in which the information in each medium is complementary, not redundant. You will be working in small groups, guided in the creation of a multimedia story.

2. 10 myths about journalism — it will be organised as a ‘reverse session’ in which you have to list ten myths about journalism, followed by a discussion round.

3. Video production — In small groups you will produce a short video using your smartpho-ne. You will interview each other, include pictures and footage material from the web and finally edit it with apps on your smartphone or computer.

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advocate& influence

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advocacy in actionroles of a lobbyistbuilding networkspolicy briefs

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Ulla Järvi

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Introduction & TheoryLobbying and advocacy has a great role to play, not only as a vital part of science communicati-on, but also to champion scientific research across the board and ease access of researchers to equipment and funding by justifying the scientific cause. In a post-truth era, evidence-based policymaking takes place in a extremely complex environment. Advocacy works by making data and research accessible to the public, creating informative and effective campaigns that not only inform of the beneficial aspects of research, but with enough public support creates a precedent for legitimizing that research. There are a lot of obstacles you need to work through while advocating, the process of policy writing requires stringent attention to detail and compliance to national, as well as international regulation. There are many good causes to champion, but the challenge is to do so by implementing Res-ponsible Research and Innovation principles, and striving for the most accurate and ethical data possible. How many scientists would be comfortable making manipulative or emotional appeals to generate public and media attention for their research? Only by engaging with the practical and ethical dilemmas that the policy process creates for advocates of evidence, can we produce stra-tegies that really works. Advocacy can come in many shapes and forms, from dispelling and debunking popular myths, as well as rigorous fact checking. The aim of debate is not simply to know that you are right. You must strive to make your argument as convincing as possible.

Practical

The workshops will show you how advocacy works in action, what are the different roles of a lobbyist, and how these are to be implemented practically. Interactive work includes: identifying lobbying possibilities, building networks, nudging, as well as recognizing when and when not to lobby, or write policy briefs, amongst others. Discussion session on policy briefs: Policy briefs are evidence based collections of information that bring together global and local research in order to inform policymakers about scientific policies and programmes. Be an Advocate -workshop: In science communication and journalism there are plenty of good causes to advance. Do you want to convince the university administration of the need of science communication education? Discuss with politicians about evidence-based policymaking? Investigate lob-byists through journalism? Become a lobbyist? We will help you find your case.

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social & public engagement events

During STEAM Summer School we will be having various social and public engagement related events, with a Science & Cinema night being the first one. The goal is to give a better impression on the practical side of science communication, while combi-ning it with various different forms of art.

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Have you ever wondered how much science, in contrast to fiction, your favourite movie really has? Mobile

phones, nano technology or self driving cars are all concepts that have made their first appearance in science fiction, but have sin-ce become a reality through advancement in science. The idea behind Science & Cinema is to watch a science related movie to spark interest and discussion around a selected field of scien-

ce. The focus varies depending on the movie screened and you might discuss technological advances or incredible biological discoveries. Many science fiction movies place their story in a very different societal context. You can di-scuss ethical problems and utopian societies, and compare them to our current, as well as past situation. To help stay true to the facts, our experts will give answers and participate in the discussion themselves.

Science & Cinema

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Over the years, FameLab has given scientists around the world the opportunity to compete against

each other; testing their skill at engaging, entertaining and breaking down science for the public in short 3 minute presenta-tions. It has also broken the barrier between scientists and the rest of society, depicting scientists as just normal people. FameLab gives you a snapshot into the world of science and engineering and is de-dicated to answering both bizarre and per-tinent questions from ‘Why do men have nipples?’ to ‘Is nuclear energy a good or bad thing?’ Such questions intrigue curio-sity and it is scientists’ job to discover the

answers and deliver them to the public. You, as a member of the audience, can also engage with the show. You have the power to judge the contestants along with the panel of scientists, journalists, writers and public figures. The contestants will be judged on their ability to present accurate and well-balanced cont-ent clearly and charismatically.

Bright Club is an event that takes STEM concepts and presents them through the medium of a stand up show. In

something like a comedy club setting, Bright Club allows scientists, researchers, acade-mics, or anyone with specialised knowledge in a STEM field to take to the stage and pre-sent a short talk about their area of expertise

in a fun, engaging and largely humorous en-vironment. Participation in Bright Club events presents an unprecedented opportunity to showcase ongoing research, educate a diver-se audience on topical and current scientific study, as well as brush up on public speaking skills and comedic timing, all on a vibrant pu-blic platform.

Bright Club

social & public engagement events

FameLab

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The Acropolis Museum will be the first stop on our tour. Founded to exhibit all the significant archea-

logical finds from the site, the museum houses nearly 4,000 artifacts from the Greek Bronze Age to Roman and Byzan-tine Greece. It also lies over the ruins of a part of Roman and early Byzantine Athens. Next we will be guided around the Natio-nal Observatory of Athens and introduced to ancient Greek astronomy. The obser-vatory was the first research institute to be built in Greece and its modern focus is to contribute to research in astrophysics.

Finally we will travel to the area of Pynx. As early as 507 BC, the Athenians gathe-red on the Pnyx to host their popular as-semblies, thus making the hill one of the earliest and most important sites in the creation of democracy. Here we will be joined by organisers of the €Crisis pro-ject and will take part in a live debate! www.ecrisis.eu

Guided Tour of Athens

Our guided tour will finish around 15:00 at which time you are free to explore the city. Athens is the histo-

rical capital of Europe, with a long history, dating from the first settlement in the Neo-lithic age. Over the years, a multitude of conquerors occupied Athens, and erected unique, splendid monuments. As you can imagine, there are numerous places to visit but here are some of our reccommenda-tions: Ancient Agora: Ruins of the commercial, political and religious centre of ancient Athens.

Kerameikos: The largest cemetery of the ancient city, with impressive tomb sculptu-res and stelae. Plaka neighborhood: Inhabited without interruption since antiquity, navigate the narrow streets to find various souvenier shops.. Panathenaikon Stadium: Where the first Olympic Games in modern history were held in 1896.  National Archealogical Museum: Ranked among the leading museums in the world. STEAM Bus: Don‘t forget to make it back to the bus for 19:00!

Explore the City!

TravelThe guided tour of Athens takes place on Sunday 9 July. We will travel to Athens by bus, leaving the hotel at 9:30am. The tour will last until 15:00 at which time you can explore the city individually until 19:00.

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The Golden Coast Hotel & Bungalows

The Golden Coast Hotel & Bungalows is a 4* resort situated on the sea-front near the golden, sandy beach

of Marathon Bay and near the historic town of Marathon, Attica. Built in traditional Greek style and in extensive grounds, the hotel provides various sports facilities including tennis, basketball and football courts, mi-ni-golf and pool tables as well as gear for hire such as bicycles and diving equipment.. There are plenty of historical and cultural places of interest in close proximity to the hotel. In fact, Marathon is the site of the battle of Marathon in 490 BC, in which the heavily outnumbered Athenian army defea-

ted the Persians during a historic battle. Af-ter the battle, legend has it that the Greek messenger Pheidippides ran from the batt-lefield at Marathon to Athens in order to relay news of the victory. The run became the inspiration for the Marathon event, in-troduced at the 1896 Modern Olympics.. On a more modern and commercial note, from the hotel’s beach you can take the scenic route and walk along the beach path all the way to the nearby town of Nea Makri, where you will find banks, shops, restau-rants, bars, as well as an outdoor summer cinema.

Shopping & Activities

the venue

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A t the Golden Coast Hotel & Bungalows your all-incusive status will give you free access to the sites restaurants

and bars. The main restaurant Olympia will provide a continental breakfast between 6:30-7:30, as well as an American buffet breakfast betwen 07:30 -10:00. During the afternoon and throughout the evening it will serve international and Greek buffet style dishes.

Lunch is served between 13:00 - 15:00 and dinner between 20:00 - 22:00. You can also take advantage of the pool bar for snacks between 11:00 - 23:00. The hotel caters to various dietary restrictions so please ask the staff if you are unsure. Drinks are included in your package. and you will be able to order juices, soda, soft drinks, coffee and tea from the main bar and pool bar. You are also welcome to explore some of Marathon‘s numerous restaurants, many of which can be found in the local town of Nea Makri which is approximately 30 minutes walk from the hotel.

Culinary & Nightlife

Evening entertainment at the Golden Coast Hotel

The hotel offers a number of evening shows in various languages, including a weekly Greek themed night with folklore dancing. We also have a very packed programme at the school and there will always be something going on in the evening with STEAM, whether this be social events, organised entertainment or performances by our participants.

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This year STEAM is partnering with CREATIONS! We’re taking advantage of the fact that the STEAM and CREATIONS summer schools are occur-ring around the same time, in the same place by combining our efforts to make each school even better. Not only will you be able to learn and mix with students from the CREATIONS summer school we will also have even more speakers and activities to enjoy.

So what is CREATIONS? CREATIONS is an EU project that is investigating how young people’s interest in science can be increased. 16 partners from 10 European countries are breaking new ground by developing creative approaches based on art for an engaging science classroom. This is harmonious with our ethos at STEAM, that combining the Arts with STEM makes for better, more impactful science communication. CREATIONS runs a variety of events with theatre, photography and exhibitions, in which young people can experience an active and playful role within science and research. Since its launch in October 2015, it has been establishing a pan-European network of scientists, teachers, artists and students. CREATIONS aims to improve the skills of young people in STEM and pool talent to scientific careers by:

• giving students and teachers opportunities to experiment with many different places, activities, personal identities, and people• simulating the work of the scientist and researcher in the classroom• promoting a better understanding of how science works• enhancing students’ science related career aspirations• encouraging and empowering science teachers to affect change• implementing and promoting inquiry-based science teaching and learning• learning and (self)creating in emotionally rich learning environments• disseminating and exploiting the results

We look forward to welcoming our CREATIONS collaborators to STEAM to bring you the best and most comprehensive experience possible!

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3 - 12 JulyScience View

Greece

www.steamsummerschool.eu