guide for peace envoys organizing training on media
TRANSCRIPT
A Guide for Peace Envoys
HOW TO ORGANIZE MEDIA
LITERACY AND ONLINE
PROPAGANDA TRAINING
COURSE
Funded by Erasmus+ programme of the European Union
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PROJECT: Struggle Against Violent Extremism
COORDINATOR: Konya Provincial Directorate of National
Education
FINANCED BY: Turkish National Agency (European
Commission)
CONTACT: Akçeşme Mah. Garaj Cad. No 4 KONYA/ TURKEY
AUTHORS: Igor RAZBORNIK, Kemal TUTUNCU, Müzeyyen AYKUT Murat KÖKLÜ and Mehmet AKİF
ŞAHMAN
Design: Emrah KOÇAK, Mehmet TOKGÖZ
This publication is a result of the Erasmus plus project Struggle Against Violent Extremism (No:
2017-1-TR01-KA201-046311). The text and images of the publication may be reproduced, stored in
a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the individual partner for
non-commercial purposes and training purposes only. Please leave reference to the original
material and authors if reproducing. For commercial reproduction and any other question regarding
this publication contact:
Emrah Koçak, [email protected], SAVE Project Coordinator
A downloadable PDF version in Turkish, Slovenian, Polish and Hungarian is available at
www.saveproject.eu
SAVE project (2017-1-TR01-KA201-046311) Funded by the Erasmus+ Program of the European
Union. This document reflects the views only of the author. However, European Commission and
Turkish National Agency cannot be held responsible for any use which may be made of the information contained therein.
Funded by Erasmus+ programme of the European Union
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Table of contents
Foreword 3
Introduction 4
ONLINE PROPAGANDA 5
Objectives 5
Activity plan 6
Description 7
MAKING VIDEO SCENARIO FOR MY VIDEO PROPAGANDA (HOLLYWOOD APPROACH) 9
Objectives 9
Activity plan 10
Description 11
WEB 2.0 ONLINE TOOLS TO CREATE MY VIDEO 12
Objectives 12
Activity Plan 103
Description 14
SHOOTING AND EDITING VIDEO 15
Objectives 15
Activity plan 16
Description 17
DON'T REMAIN PASSIVE - WHY CREATING ONLINE PROPAGANDA 18
Objectives 18
Activity plan 19
Description 22
REFERENCES 23
USEFUL LINKS 24
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Foreword
There has been considerable focus on how violent extremists have used the Internet and social
media to plan and carry out their attacks, but in recent years growing attention has been given to
the ways in which these spaces and platforms are used to inspire, radicalise and issue a ‘call to
action’ to those vulnerable to extremist messages and narratives.
Extremists have shifted their tactics over the past couple of years in line with shifting Internet
patterns more generally, and this change of approach has potential benefits. There is less emphasis placed on bringing core target audiences to dedicated forums and websites (although this does still
occur) in favour of operating within mainstream platforms, such as YouTube, Facebook, Twitter
and Instagram. This allows extremist groups to continue to reach, inspire and radicalise their
traditional constituencies, while continuing to grow their tacit base of sympathisers.
Since its inception more than 10 years ago, the United Nations Alliance of Civilizations (UNAOC)
recognized media literacy as an educational and cultural area that needed to be addressed, particularly when aiming at building bridges of better understanding between individuals of
different religious and cultural backgrounds. UNAOC sees the field of media literacy as an
opportunity for the development of peacebuilding initiatives, addressing polarization that too often
provokes any kind of violent confrontations.
In order to support media literacy for fighting violent extremism, in scope of the Erasmus+ project,
Struggle Against Violent Extremism, approved by Turkish National Agency and written under the
coordination of Konya Provincial National Education Directorate, we prepared training material from which all teachers can benefit.
This guide, prepared as an electronic book, is designed to be used in a training course that can be
organized to increase the competence of the youngsters to cope with extremism generally and to teach media literacy specifically, in a format that includes all the supporting materials that may be
needed during the training.
Although it is prepared for high school students, this guide is an innovative educational material
which all youngsters, from vocational education to adult education and youth education to
university students, can benefit from even individually.
Hopefully, with this guide, teachers will have the ability to teach the students online propaganda
techniques, to teach the students to prepare counter propaganda techniques against violent
extremism and the last but most important of them to gain proficiency to make the students be
active against violent extremism by using their own digital tools to prevent other young people from falling into extremist and radical groups traps.
Kemal TUTUNCU
Selcuk University
Technology Faculty
Campus Konya TURKEY
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Introduction
According to European Commission Report (Preventing Radicalisation to Terrorism and Violent
Extremism 15.01.2014) “Extremists are using technology to find new ways of engaging with disaffected youth, taking advantage of social networking sites, online video channels and radical
chat rooms. They are spreading their propaganda more widely, more rapidly, and more effectively”.
Young people often use the internet alone, when no one else is around to criticise harmful material.
This increases the danger that the message takes root and drives young people to violence.
Not enough has been done to date to tackle the use of the Internet and social media by extremists
and violent extremists. Most effort has been focused on negative measures, such as take-downs and
filtering. While this is important, more focus and resources need to be invested to enable the silent majority to be better equipped to see through extremist propaganda, take control of online spaces,
and actively push back on extremist messages. There are three areas where government and public
should focus its efforts:
* Strengthening digital literacy and critical consumption among young people
* Increasing counter-messaging, counter narrative and alternative narrative activity
* Building the capacity of credible messengers (we called them Young Peace Envoys (YPEs) in our
project)
As one of the LTT activity of SAVE project we organised training session for YPEs to enhance their critical thinking and media literacy skills to support governments and public for struggling against
violent extremism. At the end of the training session we have seen that YPEs were not only aware
of the propaganda strategies that extremist groups use but had capability of creating their Digital
'Peace Campaign' as a counter attack by developing their own digital materials that were based on counter extremist propaganda.
With this concern in mind, the guide was prepared in the form of an e-book which involves links
of all PowerPoint presentations, videos, case studies, visual materials, notes for trainers and evaluation activities so that this guide can be used to organize training activities for students and
youth. The study session was conceived against the background of needing to equip young people
with the knowledge, skills and competences to combat the rise of extremism online, both by
taking action against such activities, and being active in expressing an alternative vision of the Internet environment; one of inclusion and respect. Rather than merely lobbying for states to
regulate Internet use, it seeks to involve and empower youth in making the online space a safe
space for all.
Guide focuses on helping teachers to
● How to equip young people with skills to question the content they encounter online.
● İmportance of enabling young people to recognize some of the online propaganda
techniques that influence their ideas, opinions and real life behaviour.
● Encouraging young people not to remain passive but to think critically, to challenge extremist views and pick them apart
● Develop young people’s skills to create their own digital peace propaganda counter
extremism
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SESSION 1
ONLINE PROPAGANDA
DURATION: 95 Minutes
Objectives ● To understand the type and definition of propaganda techniques.
● To understand how propaganda techniques are used in visual materials such as election posters & videos, advertisement and etc.
● To learn how to use counter propaganda techniques against extremism in posters
KEY WORDS
Propaganda techniques Visual materials Poster Video
Advertisement Counter propaganda Election
Extremism
MATERIALS AND RESOURCES
Whiteboard, Internet connection, projector and screen, computer, flash memory, card
Resource 1 Power Point presentation of the session (Slides link),
Resource 2 PowerPoint presentation of Propaganda Contest (Slides link)
Resource 3 Identifying Propaganda Poster Worksheet (Worksheet link)
Resource 4 Video 1
Resource 5 Video 2
Resource 6 Video 3
Resource 7 Video 4
Resource 8 Video 5
Resource 9 Video 6
Resource 10 Video 7
Resource 11 Video 8
Resource 12 Video 9
Resource 13 Video 10
Resource 14 Video 11
Resource 15 Online Propaganda in _video activity (Related Link)
Resource 16 Feedback (Related link)
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Activity plan
Warm-Up Activity (10 Minutes)
Brainstorm and discuss the following questions
● The participants are asked which advertisement they liked most and Why? ● The participants are asked what kind of propaganda they apply if they become candidate of
school representation?
Ask participants to create group number of 7 to 8
Arrange a computer for each group
Development
Activity 1 (20 Minutes)
Use Resource 1 for your presentation
During this session of your presentation ask each group;
To prepare their card
To write the type of the propaganda techniques used in slides from number 2 to 30 in Resource 2
one by one
And then grade the answer
Announce the winner group who has the most correct answer and present a simple award for group
members
Activity 2: (30 Minutes)
Show and distribute Resource 3
Ask each group to prepare their own poster
Save poster of each group in flash memory
Display the poster of each group on the screen and ask each group to explain their poster including
the propaganda technique they used
Get the vote of other groups for the poster
Announce the winner group and present a simple award for group members
Activity 3: (30 Minutes)
Show the propaganda videos from Resource 4 to Resource 14 one by one
Distribute printed version of Resource 15 to each group
Ask each group to guess and write to Resource 15 which propaganda technique (and also why) used
in each video
Ask each group for their answer for each video
And then grade the answers
Announce the winner group who has the most correct answer and present a simple award for group
members
Collect Resource 15 from each group
Plenary (5 Minutes)
To sum up the session:
Distribute Resource 16 to each group
Ask them to fulfil Resource 16
Collect Resource 16 from each group to see whether online propaganda techniques are understood
or not
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Description
Kings, political leaders, and even advertisers have been using propaganda to influence behaviour for centuries now. The techniques used may differ but the end result remains the same. Adolf Hitler
used words like freedom, pride, independence, and integrity to create a sense of pride in the concept
of fatherland. Emotionally appealing words make us approve and accept an idea without examining
the evidence.
Propaganda has been around since the beginning of time. It is basically a type of message aimed at
influencing the behaviour, opinions, and decisions of people. Propaganda doesn't necessarily have
to take a moral path and can often be misleading and even exaggerated. Mainly used in politics, propaganda is hugely influenced by methods of influence used in public relations and advertising.
Propaganda is often defined as the spreading of ideas, information, or rumour for the purpose of
helping or injuring an institution, a cause or a person.
Using emotions to overcome logical and emotional thinking is one of the key aspects of propaganda.
If you have been influenced by the different techniques used, then chances are that you will not pay
as much attention to the evidence presented as you would have normally. Every type of media uses
propaganda including radio, television, newspapers, hoardings, the internet, etc. In order to understand this form of communication, you need to first understand the different types of
propaganda that are used with the help of suitable examples. The types of propaganda that we have
taken into consideration in this training are the ones that the Institute for Propaganda Analysis has
identified as the most common types of propaganda methods:
Bandwagon Technique
Snob Appeal (Opposite of Bandwagon)
Loaded Word (Glittering generalities--Emotional)
Name calling or stereotyping (Opposite of Loaded word- Emotional)
Testimonial
Misuse of statistics (Card Stacking)
Plain Folks
Transfer
Terrorist and extremist groups actively try to recruit new members to join their causes in a variety
of ways. They use websites and social media platforms to share propaganda (information that is
shared and spread in order to influence public opinion and to manipulate other people's beliefs,
often to promote or publicize a particular political cause or point of view) and to foster a sense of community for supporters, especially when trying to entice young people to their cause.
Many terrorist groups have their own websites and they and their supporters have profiles on different social media sites. They use these to share propaganda and to become friends with people
who seem to display some interest in what they are saying. Newcomers might become friends with
several different terror-supporters online. As they see their new friends’ posts, they grow more and
more exposed to terrorist propaganda and also begin to feel like many other people agree with it. They also can talk about it with their new friends online, and sometimes with their in-person
friends, too. They come to feel that they are a part of a community with these extremist friends
online and to feel like these new online friends are real friends. A few people can forget why
terrorism is evil and begin to believe that their new friends have legitimate viewpoints. Over time many come to believe that they have no choice but to use or advocate for violence.
At this point it is quite important to let young people to know the type and definition of the
propaganda techniques. This will not allow them to be affected by extremist group. Additionally, they can prepare counter propaganda against extremist group and be a peace envoy to call other
young people for peace, friendship, brothership and etc.
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Definition
• Bandwagon Technique: Influencing people by telling them how everyone is using the same
product or is true to the same ideology. This encourages people to take the same course of
action.
• Snob Appeal (Opposite of Bandwagon): The opposite of the bandwagon technique, snob
appeal makes the case that using the product means the consumer is better/smarter/richer
than everyone else.
• Loaded Word (Glittering generalities--Emotional): Glittering generalities is one of the
propaganda techniques to use vague words or statements that have an emotional appeal on
people without giving them a concrete reason. These words generally render a positive influence on people as they link high-valued ideas.
• Name calling or stereotyping (Opposite of Loaded word- Emotional): The technique
works in a way that is the complete reverse of glittering generalities. The technique used is such that it causes an audience to create a negative opinion about someone because of the
bad opinions they hear of them. As with glittering generalities, there is no basis for the
name calling.
• Testimonial: When a famous person or a celebrity endorses a certain view, they testify to
the idea or the product. This is an effective propaganda technique that often works wonders
to influence an audience.
• Misuse of statistics (Card Stacking): Most companies use this technique in advertising by
highlighting the positives of a product while downplaying any possible negatives or side-
effects. It is truth in half.
• Plain Folks: This technique works in a way to establish that the speaker is regular and
ordinary and has the same views and opinions as the people he is appealing to. It creates a sense of camaraderie between the speaker and his audience which helps build belief in the
idea. • Transfer: When a product or an idea is linked with another to create the impression that
they share positive attributes, the technique being used is known as transfer. This technique
can be used to create positive and negative feelings about an entity.
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SESSION 2
MAKING VIDEO SCENARIO FOR MY VIDEO PROPAGANDA (HOLLYWOOD APPROACH)
DURATION: 80 Minutes
Objectives ● To make participants learn video script and scenario
● To make participants learn The Hollywood script making - best practice in preparation of
the video script!
KEY WORDS
The Hollywood script Video script Scenario
MATERIALS AND RESOURCES
Whiteboard, Internet connection, computer, projector and screen, computer, flash memory
Resource 1 PowerPoint presentation of the session (Link to the slides)
Resource 2 https://www.youtube.com/watch?v=EBGb40yh4SY
Resource 3 https://www.youtube.com/watch?time_continue=126&v=k2mUcpIWdJo
Resource 4 https://www.youtube.com/watch?time_continue=1&v=7TivZYFlbX8
Resource 5 Script Template (link to template)
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Activity Plan
Warm-Up Activity (15 Minutes)
Brainstorm and discuss the following questions
● The participants are asked how a scenario of a short or long video/movie is formed?
● The participants are asked what are the essential parts to shoot a video? ● The participants are asked which points must be varied when a script of a video is formed?
Ask participants to create group number of 7 to 8
Arrange a computer for each group
Development
Activity 1 (35 Minutes)
Use Resource 1 during your presentation
Show Resource 2 and then get feedback from each group
Show Resource 3 and then get feedback from each group
Show Resource 4 and then get feedback from each group
Show and distribute Resource 5 to each group
Ask each group to prepare their video idea. The topic will be chosen from the following ones:
● Active citizenship
● Political issues
● Religious and ethnic tolerance
● Non-prejudice thinking
● Democratic values
● Bullying
● Cultural diversity
Activity 2 (20 Minutes)
Collect and save Resource 5 of each group by flash memory
Display Resource 5 of each group onto the screen
Ask each group to read and explain their idea & script (Resource 5) with other groups participants
Ask feedbacks of other groups for improving the idea & script of the presenter group
Plenary (10 Minutes)
To sum up the session:
Q&A for Hollywood Script
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Description
Hollywood Approach for Video Script
On the video, the introduction is everything. Studies indicate that you have 5-10 seconds to hook people into your message or they will click away. Ideas:
- A provocative statement which is almost unbelievable!
- Shocking statistics which is not known
- Humour - tell a joke
ACT I - The Suffering
The world as you know it. This is where you want to introduce the characters, the setting, and the
emotional hook to capture their interest. Identify the undeserved suffering specifically. The last
part of ACT I is identifying how life will never be the same again. When you share this part of life
it creates an element of empathy, which releases Oxytocin. This gives you the ability to connect with your audience emotionally and creates feelings of generosity, trust, & bonding.
Get them into a good mood before starting to say what you need to say - they need to be in good mood to start listening. Angry people do not listen!
ACT II - The Struggle of Fear
Remember they decided to cross the line and never look back. On the path, there is a fear or challenge presented. What does this trigger within them? Why is it irrational? Why are they going
to face it? Who or what helped them with facing the fear or challenge? When you share this part of
life it creates an increase in focus, motivation, & memory. This gives your audience the ability to
tap into and restructure their unconscious fears by releasing Dopamine by connecting with them on this level of a story
ACT III - The Overcoming & Arrival
This is where they have seen past their fears and have overcome their challenges. They realize that most of it was an illusion and once they went down the path it got better. They could have realized
a power they never knew they had from the challenge. This will help position the call to action.
Getting specific on how this was done creates authority. Positive experiences after hardship give
people hope which cultivates belief. This is the seed of creation. We love happy endings as they release Endorphins that create positive thoughts, happiness, more creativity, relaxation & focus.
Call to Action
What are you truly calling them to? What part of your offer will help them eliminate a fear, a doubt, or a perceived problem logically? What is in your offer will help them gain more clarity, give them
confidence, the know-how or skill to do XYZ. Bring up the emotion they want to stop feeling and
remind them of the cost of doing nothing and that the fear will still be there and suggest your offer
that will bring the solution to that emotion. Why is there more risk in doing nothing? Why do they have nothing to lose? Tell them specifically where to click, opt-in, or buy. (Life Coach Example - If
you are anything like me and you are sick and tired of feeling negative about life. You are at the
breaking point with feeling this way, you're literally at the end of your rope. Click on the link and
discover how you can achieve a positive state of being by learning the same technique that took me from depression, exhaustion and flat out missing the most important moments with my family, to
being the father and husband that my family has been waiting for me to be. One of my friends
actually told me I was a positive role model to them which I never in my dreams would have thought.
The 5 - 10 minutes workshops I am sending to your inbox are completely free. Make me one promise that when you achieve this state you will share this gift with someone you care about to impact
their life for the better.)
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SESSION 3
WEB 2.0 ONLINE TOOLS TO CREATE MY VIDEO
DURATION: 105 Minutes
Objectives ● To teach participants WEB 2.0 online tools in general ● To teach participants WEB 2.0 online tools to create video and poster
KEY WORDS
WEB 2.0 online tools
MATERIALS AND RESOURCES
Whiteboard, Internet connection, projector and screen, computer, flash memory, cell phone
Resource 1 WEB 2.0 Presentation File (Link to file)
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Activity plan Warm-Up Activity (5 Minutes)
Brainstorm and discuss the following question:
What is WEB 2.0?
What kind of tools are offered by WEB 2.0 as online?
Which tools of WEB 2.0 can be used for video and poster forming?
Ask participants to be a member of the same group formed in Session 2
Arrange a computer for each group
Development
Activity 1 (60 Minutes)
Use Resource 1 for your presentation
• Ask each group to create an account on Animoto (https://animoto.com/)
• Ask each group to practise how to prepare video presentation
• Ask each group to shoot a video max 3 minutes;
• Theme: Peace
• Duration: 40’
• Ask each group to edit their video using Animoto
• Save video of each group in flash memory
• Display the video of each group on the screen and ask each group to explain their video
including the propaganda technique they used
• Get the vote of other groups for the video
• Announce the winner group and present a simple award for group members
Activity 2 (35 Minutes)
Use Resource 1 for your presentation
• Ask each group to create an account on Genially (https://www.genial.ly/)
• Ask each group to practise how to prepare poster
• Ask each group to prepare a poster;
• Theme: Peace
• Duration: 15’
• Save poster of each group in flash memory
• Display the poster of each group on the screen and ask each group to explain their poster
including the propaganda technique they used
• Get the vote of other groups for the poster
• Announce the winner group and present a simple award for group members
Plenary (5 Minutes)
To sum up the session
Q&A related with WEB 2.0 online tools
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Description
WEB 2.0 Tools
Web 2.0 tools are easy to use websites designed to encourage creativity, team work, and higher
order thinking skills in your classroom. Choose two or three sites that will strengthen your
curriculum and make students dig deeper and design innovative solutions to problems. Most of these sites are intuitive and do not require spending much time "teaching the technology." Websites
and technology come and go. The important thing is to teach students to think critically with
whatever tools they have in front of them.
A FEW TOOLS TO HELP YOU GET STARTED
Click on the links to explore the following sites: Prezi: a non-linear presentation tool that allows students to zoom in and out of photos and build visual stories. This site is popular in both the education and business world.
Smore: easy-to-build online flyers
Animoto: make music videos with photos and short video clips. Apply for an educators account in
order to produce free full length videos for you and your students.
Glogster: virtual posters
Wordle: makes word pictures to help students understand themes and important concepts visually.
Tagxedo: another word cloud site that combines words with visual concepts.
PhotoPeach: online photo slideshows. Basic account is free.
BigHugeLabs: make posters, mosaics, puzzles, and magazine covers with your photos.
Fotobabble: make still photos speak with your voice.
Vuvox: Mix photos, video and music to tell visual stories through collages.
Toondoo: create cartoon strips.
Timeglider: Make online timelines with options to add photos and written information.
Edublogs: a safe blog site where students can journal and teachers can moderate the content,
comments, and privacy of their class.
Voki.com: make avatars and record your voice. This site is a fun way to introduce topics and allow
characters to do the talking. You can record up to a 60 second msg. for free.
Museumbox: a space to build virtual museums about a historical event or present evidence about
an argument. Sites, videos, and photos can be uploaded and presented in cubes.
Dropbox: a cloud-based storage site. Access your documents from any wi-fi device.
Evernote: a virtual notebook. Access your notes, web clips, and documents from anywhere.
Socrative: a virtual classroom and response system. This website works with computers, cell
phones and tablets and is great for quizzes, polls, games and assessing understand instantly.
Newseum: a collection of newspapers, current events and videos from all over the world. Especially great for journalism, history, government, and English classes.
Jing: screen casting tool to capture your computer screen and make tutorial videos for your students. You can make videos up to 5 minutes long for free.
QR Code Generator: create QR codes for your students to scan with the cell phones and tablets.
Great way to share information quickly.
Quizlet: online flash cards and study games to learn vocabulary.
Genially: is a tool aimed to create interactive and animated content that can be used to enrich
websites & blogs or as a communication tool.
15
SESSION 4
SHOOTING AND EDITING VIDEO
DURATION: 310 Minutes
Objectives ● To teach the participants how a scenario or script can become much more attractive or hook
the audience
● To teach the participants how video content is formed depending on the scenario
● To teach the participants which tools can be used for video content forming ● To teach how to shoot a video with a cell phone
● To teach the participants how a video is edited before finalising
KEY WORDS
Shooting video Editing Video Finalising Video
Scenario Script Content
MATERIALS AND RESOURCES
Whiteboard, Internet connection, projector and screen, computer, cell phone, flash memory
Resource 1 PowerPoint presentation of the session (Link to the slides)
Resource 2 https://www.youtube.com/watch?time_continue=25&v=lfBpsV1Hwqs
Resource 3 https://www.youtube.com/watch?v=5n_OBOdDdtY
Resource 4 https://www.youtube.com/watch?v=HFcdDMKPPy0
Resource 5 Video editing tools and etc. http://bit.ly/VideoSave
16
Activity plan Warm-Up Activity (15 Minutes)
Brainstorm and discuss the following questions
● The participants are asked how their Hollywood script scenario can be improved to hook
the audience
● The participants are asked how a video is shot with a cell phone ● The participants are asked which tools can be used to form video content depending on the
scenario
● The participants are asked which tools can be used to edit video content
Ask participants to be a member of the same group formed in Session 2
Arrange a computer for each group
Development
Activity 1 (50 Minutes)
Use Resource 1 for presentation
Show Resource 2 and ask each group for reviewing their script prepared by them in Session 2
Ask each group to modify and finalise their script to hook the audience
Ask each group to present final version of their script
Ask other groups to provide feedback and suggestion about related script
Activity 2 (60 Minutes)
Use Resource 1 for presentation
Show Resource 3 and ask each group for using online tools to create contents of their video
Ask each group to present their content materials
Activity 3 (60 Minutes)
Use Resource 1 for presentation
Show Resource 4 to teach how a video is shot by a cell phone
Show Resource 5 to teach how a video editing
Ask each group to practice on video editing by using Resource 5 materials
Activity 4 (120 Minutes)
Ask each group to shoot a video depending on their finalised script and video content materials
Ask each group to edit their raw video
Ask each group to finalise their video
Save the video of each group by flash memory
Display the video of each group onto screen and ask each group to make a brief explanation about
it
Ask other groups to vote the related video
Announce the winner group and present small gift to each member of the group
Ask each participant to upload their videos to their personal social media accounts such as
Facebook, Instagram and etc.
Plenary (5 Minutes)
To sum up the session:
Q&A about shooting and editing video
17
Description Are you wondering why so many extremist groups take advantage of video? Case in point:
● 78% of people watch online videos every week, and 55% view online videos every day
● By 2020, online videos will make up more than 80% of all consumer internet traffic
● YouTube is the second most trafficked site, after Google
In order to struggle against violent extremism, it is important to know the details of shooting a very successful and attractive video. Once you have an idea for a great video project, you need to:
1) Define Your Audience
The group of people you’re targeting is likely to have overlapping interests that you can exploit
when planning your video content. This will help you create a much more targeted and effective
video in the long run. The reasoning for this is simple: writing with one specific person in minds
allows you to tell an authentic and relatable story.
2) Clarify Your Message
While the importance of knowing your audience and defining a target group is critical, clearly knowing and understanding your message is just as important. In other words, don’t try to cram
everything into a single video.
3) Write (and Revise!) a Video Script
Too often, teams write the script and execute without critiquing, revising and critiquing some
more. Think about it: It’s tricky to piece together a script of what you want to say without having input from other members active in your field. The script for your video may have gone through
several drafts by the time post-production rolls around, but having a solid base to work from will
form a large part the course of your production and post-production schedules.
4) Get to the Point within 8 Seconds
In a world of disappearing messages loaded up with stickers and filters on Snapchat and
Instagram and smartphone-induced ADHD, it’s important know that most viewers will click away from your video after the first eight seconds if their attention wavers. Why? Because the average
attention span is just 8.5 seconds (which is one second less than the attention span of a goldfish,
by the way).
5) Decide Your Ideal Video Length
While conversion and completion metrics shouldn’t be the end-all when it comes to determining
the length of your video (hint: your message should make that determination), the final run-time will affect your overall completion rate. As you might expect, there’s a direct correlation between
video length and viewer drop-off:
According to Wistia, you’ve got up to two minutes to hold your viewer’s attention, “meaning that a
90-second video will hold a viewer’s attention as much as a 30-second video. This is surprising and actionable information for video marketers. If you’re making short videos, you don’t need to stress
about the difference of a few seconds. Just keep it under 2 minutes.”
6) Be Transparent and Authentic
The last step and guideline for effective video script writing is to be transparent and authentic.
That’s a great way to get your audience on-board with your claim, and start building those personal connections that are so important for convincing.
7) Create (and Follow) a Storyboard
A storyboard is a sequence of drawings that shows all the various shots of your video and gives
everyone working on the video content a solid plan to work from. Just as a video script is an
indispensable pre-production tool, a storyboard is invaluable as an efficient way to visualize the
shoot before it happens. Why? Because the storyboard takes the script and verifies its possibility by taking the images in your head and putting them on paper. It can also help to answer questions
like:
● Where does the light come from?
● Is there a location in mind?
8) Make a Shot List
Just as a storyboard is the scene-by-scene breakdown of a video, a shot list is the shot-by-shot
breakdown of each scene.
Shot lists include specific details— like camera placement and lighting direction—making this document the ultimate pre-production planner. Shot lists usually include:
● Scene number
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● Shot number
● Location
● Shot description
● Framing
● Action/dialogue
● Actors involved
9) Shoot Video: Learn step-by-step guide of your phone or camera to shoot video
10) Edit Video: Learn and practice tools for editing the video that you shot
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SESSION 5
DON'T REMAIN PASSIVE - WHY CREATING ONLINE PROPAGANDA
DURATION: 180 minutes
Objectives
The overall aim is to sensitise, motivate and enable young people to recognise and step in when
they witness a situation where violent extremism spreads online in different forms such as racism,
discrimination, hate speech and etc. The concrete objectives are: - participants are becoming aware that intolerant thinking, racist assaults, hate speech and etc. are
widespread and that they can be confronted with them in their everyday life
- participants get to know and can apply possible options to react in a situation in which racism,
discrimination, hate speech and etc. occur online in different platform such as Facebook, YouTube, Instagram, Twitter and etc.
KEY WORDS
İntolerant thinking Hate speech Racism Racist assault
YouTube Facebook Instagram Twitter
MATERIALS AND RESOURCES
Whiteboard, Internet connection, projector and screen, computer, flash memory, card
Resource 1 Power Point presentation of the session (Slides link)
Resource 2 Log out of hate, https://www.youtube.com/watch?v=s9WTk6vBmtQ
Resource 3 INACH (International Network Against Cyber Hate), http://www.inach.net/
Resource 4 INHOPE (International Associations of Internet Hotlines), http://www.inhope.org/gns/home.aspx
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Activity plan
Warm-Up Activity (15 Minutes)
Trainer gives the cards to different participants to write the social media platforms they frequently
use.
The papers are collected and majority of the social platforms exist in the papers are written on the
whiteboard
Trainer ask the participants how they react when they encounter with extremist online materials?
Brainstorm types of reaction against online violent extremism? (Write them on the whiteboard)
Ask the class to categorise them? (Criminal complaint, Request for removal and etc)
Explain briefly backup and also 5 general ways to react to violent extremism online
Ask participants to create group number of 7 to 8
Arrange a computer for each group
Development
Activity 1: (20 Minutes)
Use Resource 1 – Section Backup for your presentation
During “the backup section” of your presentation ask each group;
To download and set up Get Left to backup WEB sites in the following activities
To attach video downloader program as addons to Chrome and Mozilla (Video Download Helper by
mig for both browsers)
To search their favourite music video from YouTube Platform and then download the related video by addons of Chrome
To visit following online video downloader programs and then download their favourite video exists
on related platform;
- https://qdownloader.net/youtube-video-downloader(Online YouTube video downloader)
- https://www.fbdown.net/(Online Facebook video downloader) - http://twittervideodownloader.com/(Online Twitter video downloader)
- https://downloadgram.com/(Online Instagram video downloader)
To use “Print Screen” and Ctrl+V button combinations for taking and recording screen
Activity 2: (20 Minutes)
Use Resource 1 – Section Reporting for your presentation
During “the report section” of your presentation ask each group;
- To report the content-post that they find it inappropriate (nude, violence, racist, hate and etc.) on;
■ YouTube
■ Twitter ■ Instagram Platform
- To visit http://whois.domaintools.com/
● To enter one of inappropriate (nude, violence, racist, hate and etc.) WEB site address
(that you may direct them or ask them if they know one) into address section ● To write an e-mail to registrar and operator for excluding inappropriate section of WEB
site together with its evidence;
--To get an evidence of inappropriateness make students use either getting print screen
method or downloading related site of inappropriate WEB site
● To write a complaint to submit to Resource 3 and Resource 4
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Activity 3: (30 Minutes)
Use Resource 1 – Section Combating Violent Extremism Online by Visual Materials for your
presentation
During this session of your presentation ask each group to prepare a counter propaganda poster
against hate speech in digital form by taking care of following points (to strengthen their skills
acquired due to previous sessions):
Slogan of poster
What is poster trying to “convince” (which emotion and etc.) or
Brief description of poster (its appearance (colourful, black and white and etc.), message and etc.)
Propaganda technique(s) used (ex: testimonial, bandwagon, fear, or combination of them etc.)
What clues indicate technique(s) used?
What makes the propaganda poster in “solving” the problem effectively?
Save poster of each group in flash memory
Display the poster of each group on the screen and ask other groups for voting
Announce the winner group and present a simple gift to member of each group
Activity 4: (30 Minutes)
Use Resource 1 – Section Combating Violent Extremism Online by Visual Materials Continues for
your presentation
During this session of your presentation ask each group;
To watch Resource 2
To prepare a counter propaganda video (30 seconds at most) against hate speech by taking care of
following points (to strengthen their skills acquired due to previous sessions):
Slogan of video
What is video trying to “convince” (which emotion and etc.)
Brief description of video (message and etc.)
Propaganda technique(s) used (ex: testimonial, bandwagon, fear, or combination of them etc.)
What clues indicate technique(s) used?
What makes the propaganda video in “solving” the problem effectively?
Only text, music and some graphics are allowed to use in video (like in Resource 2)
Save video of each group in flash memory
Display the video of each group on the screen and ask other groups for voting
Announce the winner group and present a simple gift to member of each group
Activity 5: (30 Minutes)
Use Resource 1 – Online Campaign for your presentation
During this session of your presentation ask each group;
To start a campaign against violent extremism by using their poster and video prepared in this
session and previous sessions on one of the following platforms:
● https://www.organise.org.uk/start-a-campaign
● https://letzchange.org/start-a-campaign
● http://www.gotomeeting.com/ ● https://twitterfall.com
To start a campaign against hate speech the participants should answer following questions in advance:
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• Determine the target group
• Name the campaign
• Find a slogan
• Find the tags you will use in social platforms
• Use your poster and video that are prepared in Activity 6 and Activity 7
• Campaign communication information
To share their poster and video in group member's Facebook, Instagram and Youtube Accounts
(Whichever exist)
Activity 6: (30 Minutes)
Use Resource 1 – Engaging for your presentation
During this session of your presentation ask each group to engage following assumption-case study;
“Assume that there is a form maintained by one of the extremist group. One of the topic of the form is “not every Muslim is a terrorist but all the terrorists are Muslims”. Under this topic the people
are posting so many extreme views and visual materials to support this topic. They also try to
organize a campaign “to deport Muslim citizens in the countries where they live in”. Now imagine
that you registered to this form and will post some anti-extreme views and visual materials to refute this topic. Your duty is trying to convince the people that “not all the terrorists are
Muslims””. Prepare your;
- Your strategy (aggressive, polite, warm)
- Your arguments
- Your motto
- Your slogan
- Your content (textual, visual materials)
- Your posting procedures (one at a time, all together in one time and etc.)
Collect the engagement text for each group by flash memory
Display the engagements on the screen and ask each group to read and explain their engagement
Plenary (5 Minutes)
To sum up the session:
Q&A related with the ways of reacting online extremism activities
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Description
Online world is not distinctive from the “real” world; it is merely a reflection of that same society. When the prejudices that exist offline seep onto the Internet however, it is subject to new codes
and behaviours, identified through discussions as;
- Certain extremist attitudes and thoughts can be more easily expressed online than in public, where others may consider in unacceptable or inappropriate.
- We all hold prejudices, which we may not recognise as discrimination. When these are expressed
online, they become more amplified through; reposting and sharing on social media; anonymity online affords lack of accountability and consequence; sharing and liking on social media builds
group relations, collective identities and individual self-confidence.
- Online extremist activities are difficult to monitor and take action on; it is user generated,
connected across multiple platforms and are hidden behind privacy settings.
- The widespread illusion of extremist activity online as “jokes” and “banter” makes combating it difficult among young people; the lack of direct contact means they do not see the harmful effect it
has on victims
Governments in particular are faced with difficulties in governing and regulating this online terrain at both national and international level. Some difficulties are related to the following aspects:
- there is no internationally agreed definition of extremist activities such as hate speech
- governments have much less technological authority than they used to; online technology
empowers individuals, and state structures have been slow to adapt
- The solutions for combating right-wing extremism cannot lie in blocking access to platforms and
cutting off their communication; individuals and informal networks are much more fluid and
effective at responding to change than the state. It is therefore important to understand the nature
of interaction and communication of groups spreading extremism online.
- Legislation against extremism could be complemented by placing the onus on internet service
providers (ISPs), who could govern the internet by a contract and terms of service. However, privatising governance entails a lack of transparency.
The complexities of combating extremism can be mapped out a combination of legislation,
harmonised terms of service and active citizens.
There are five main options for reporting extremism;
● Criminal complaint
● Request for removal of content to the author
● Notification of illegal/hateful/extreme content to the administrator of site
● Notification of illegal/hateful/extreme content to internet service provider ● Notification of complaints bureau - INACH, INHOPE
The most appropriate option is dependent on whether the content is hosted in your own country
(and is therefore subject to national legislation) or internationally. It is vital to include a copy of the legislation as evidence of its illegality. Participants were walked through each option and found
and reported cases of hate speech online.
.
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REFERENCES
1. UNESCO, 2017. Youth and Violent Extremism on Social Media.
http://unesdoc.unesco.org/images/0026/002603/260382e.pdf
2. European Youth Centre Strasbourg, 2012. Step In! Be Actıve Agaınst Racıst
Propaganda And Hate Speech Online. https://rm.coe.int/16806fd5b2 3. Institute for Strategic Dialogue, 2014. Policy Briefing: Counterıng the Appeal of
Extremism Online.
https://www.dhs.gov/sites/default/files/publications/Countering%20the%20App
eal%20of%20Extremism%20Online_1.pdf 4. Global Counterterrorism Forum, 2016. Zurich-London Recommendations on
Preventing and Countering Violent Extremism and Terrorism Online.
https://www.thegctf.org/Portals/1/Documents/Framework%20Documents/A/GCT
F%20-%20Zurich-London%20Recommendations%20ENG.pdf?ver=2017-09-15-210859-467
5. UNESCO, 2017. Preventing Violent Extremism through Education: A Guide for
Policy-Makers. http://unesdoc.unesco.org/images/0024/002477/247764e.pdf
6. EU Commission-ET 2020 Working Groups,2016. Strengthening media literacy and critical thinking to prevent violent radicalisation.
https://ec.europa.eu/education/sites/education/files/literacy-thinking-
preventing-radicalisation_en.pdf
7. Institute for Strategic Dialogue, 2014. On the Front Line: A guide to countering far-right extremism.
https://www.isdglobal.org/wpcontent/uploads/2016/03/On_The_Front_Line_Far_
RightHANDBOOK.pdf
8. https://www.singlegrain.com/video-marketing/20-pre-production-steps-to-video-content/
9. https://www.counterextremism.com/extremists-online-propaganda
10. https://www.adl.org/education/resources/tools-and-strategies/table-
talk/propaganda-extremism-online-recruitment 11. http://score.rims.k12.ca.us/activity/second_war_independence/pages/aganda.htm
l
USEFUL LINKS
1. https://advergize.com/advertising/examples-of-propaganda/
2. https://marketingwit.com/types-of-propaganda-techniques 3. https://gspm.online.gwu.edu/blog/public-relations-and-propaganda-techniques/
4. https://educateagainsthate.com/teachers/
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Struggle Against Violent Extremism (SAVE) 2017-1-TR01-KA201-046311
www.saveproject.eu
Konya İl Milli Eğitim
Müdürlüğü, Turkey
Köszegi Testvérvárosi Egyesület,
Hungary
Selçuk Üniversitesi Teknoloji Fakültesi,
Turkey
Zespół Szkół Ponadgimnazjalnych w Chojnie,
Poland
Mahmut Sami Ramazanoğlu Anadolu İHL,
Turkey
PIA, informacijski sistemi in storitve d.o.o.
Slovenia
Nyströmska Skolan,
Sweden
Funded by Erasmus+ programme of the European Union