Outcomes

1. Engagement
GM decision in BRAZIL
BRAZILIAN NATIONAL EXAMS

2. Country: BRAZIL
Period: 1 month (3 to 5 lessons)
Topic: GM decision
Participants: 1,473 learners
86 teachers
36 scientists and experts
4 research centers:
Fortaleza, Salvador, Curitiba, Florianopolis
more than 6,000 visitors in 8 states
Outcomes: 2 workshops, 4 videoclips, 9 games,
4 materials, 42 illustrations, 3 poster seminar
1 national exhibition, 28 knowledge maps,
1 sign language for deaf people
GM decision in BRAZILEngagement

3. GM – decision
Students with expert partners developed various
products to express their informed-based opinions
poster
news image Wall board
magazine
game
exhibition
Sign language
Outputs

4. Evidence-based data : (some) pre and post questionnaires
(many) photo/video/audio ( public & private)
( a lot of) comments (VLE) before during and after
(various) exemplars of project outputs assessed by teachers
GM decision - Impact on students – RRI skills: communicate ideas
Devise questions
Interrogate sources
Risks, consequences
Justify opinions
Parana: local seminar with posters Salvador: GM - AR game (Flaras): risks /
(conversation lead by student and teachers) group discussion lead buy students
& scientist

5. Do we know what we eat?
=> exhibition
(participants: students, families, academics)
Why is the GM icon not displayed on the Brazilian food labels?
=> images, blogs
(participants: students, media, industry)
Why are people very negative about GM in Brazil?
=> TV program
(participants: students, scientists, media )
What are the benefits of GM food to Brazil?
What are the risks of GM and no organic GM free to people?
What is the evidence that washing corn that has be grown using pesticides removes the chemicals?
=> posters
(participants: students, academics, farmers, scientists)
Why do some people have an allergy to GM food?
=> Magazine
(students, undergraduates, )
Students’ projects

6. Evidence-based data : hangouts
weSPOT data photo/video/audio ( most public )
post-questionnaire
GM decision - Impact on Teachers - pedagogical tools for RRI
Conversation
blended methods
Group discussion
with mobile data
Rural Town in Ceara: Florianopolis: hands-on workshop GM using weSPOT mobile data

7. Can we design a digital game on GM?
=> Augmented reality Game
(Participants: teachers, computer scientist and biologist // educational designer //
undergraduates and students)
How can we adapt the claims to Brazil context for a balanced view on
GM & GM free and organic food?
=> new resources
(Participants: Educators, academics, undergraduates, students)
How can we assess the learning of GM decision projects?
=>new templates
(Participants: Lecturers, Phd students and schools coordinators)
Teachers’ questions

8. Evidence-based data : (a few) post questionnaire
(many) photo/video/audio ( public)
(some) exemplars of their outputs: TV programme,
AR game, blog news, social media
GM decision - Impact on experts - Educators, Scientists & Media
Inclusion
diversity Anticipation
Adaptive change
Openness
Responsiveness
Science Media: TV Broadcast, Science-in-
the News, videoclips, interviews: science
communicators & research leaders
interacting with local community (schools
and public)
SP, Salvador: computer scientist, biologist
educator and students produced a AR game ( PT
and EN)
Parana, Florianopolis:
multidisciplinary academic team
engaged with teachers to adapt
GM activity and plan exhibition

9. Can students and educators change their opinions about GM after their projects?
(Biologist academics)
How can citizens be involved in this debate?
(Science Communicators )
How can we engage more schools in this type of project?
(Educational Researchers)
How can we provide training to help them create their RRI curriculum materials?
(CPD academic providers)
What can the impact of this initiative be measured?
(RRI academic coordinator)
Can augmented reality and pervasive games help learners and teachers?
(Computer scientists)
Scientists’ interests

10. Contact: skype with 3 research centers to explain GM decision and ENGAGE research
emails, confirmation and the course booklet.
Planning: 1 FM with everyone to discuss 10 inquiry skills
1 week on weSPOT to share/ review plans
Supporting: 1 weekly hangouts with weSPOT
3 blended workshops teachers in various cities
3 video clips
Reflection: 1 global hangout to discuss results
1 hangout after exhibitions for impact / publication
Evidence-based outputs: 3 conferences, 2 chapters, 3 journal papers
3 booklets, 2 new bids
GM decision - Impact for The OU-UK - support & partnershipsMentoring
Brazilian PhD student, teacher,
presenting at RRI conference in London

11. Lessons Learned:
1. STRENGTHS: unexpected high impact,
evidence-based outcomes for new funded projects
fantastic students and general public engagement
2. CHALLENGES: engaging associate partners (coordinators-volunteers) in Brazil
managing time and all interactions
coaching and support is a crucial requirement – (overload)
structured flexibility is essential to minimising coaching
commitment from schools, centers and scientists: the key!