| Resource type | Video | |
| URL | Link | |
| General objectives | | |
| Learning | You learn about the refugee situation, how they have only bad alternatives. The game shows the refugee situation from another angle than the mainstream news, the game looks the situation from the point of view of refugees. |
| Entertainment | |
| Ethical | The game raises many ethical issues about the situation of refugees. |
| Others | |
| Related topics/Glossary – Keywords | migration | |
| Expected learning outcomes | | |
| Knowledge | Knowledge about the routes of refugees when they try to enter Europe, the choices they have to make etc. |
| Skills | |
| Abilities | Possibly ethical reasoning |
| Teaching methodologies/Activity outline | | |
| 1. Starting a challenge: (brainstorming problem situation. By asking the students questions, the teacher stimulates their thinking) | As a starting point for a discussion on ethics and on how journalists report refugees’ arrival to Europe / Syria’s history and politics. |
| 2. Activation (In Class) / Explanation: (ask the students to watch the videos, read articles, etc. related to the learning outcomes) | Students could be given a task to familiarize with the mainstream news about refugees arriving to Europe and compare them to the image the game gives about the issue. See in the Google Maps the routes of the refugees and study the conditions in the countries refugees stop. |
| 3. Processing: (ask your students to do this experience at home or in the classroom) | Rather use this in the classroom because the issues are so sensible and require a lot of reflection; students should not be left alone with such difficult issues. |
| 4. Conclusion and evaluation reflections | Sensible issues/ not for everybody. It could be interpreted as joking about very serious and dramatic issues. |
| Information and transliteracy competencies | | |
| | Scores:
0 (none) to 5 (strong) |
| Critical Thinking | 3 (Develops critical thinking because it provides another angle to the mainsream news and shows how the situation looks different from the angle of refugees.) |
| Creativity | 1 (Not very creative because there are few possibilities to choose.) |
| ICT/Digital Skills | 1 (Does not develop digital skills at all, you just clic one alternative.) |
| Collaboration | 3 (Maybe, if the game is played in groups, the students have to consider different alternatives and make together the decision, which option to choose.) |
| Information Skills | 1 (If you only play the game, it does not increase your information skills.) |
| STEAM competencies | | |
| Creative Thinking | 1 |
| Critical Thinking | 3 |
| Mathematical Thinking | 1 (The player has to consider risks and choose between two bad alternatives, but it is not a strategy game.) |
| Scientific Thinking | 1 |
| Activity development | | |
| Description of the game use to achieve the learning goals | Information retrieval point of view on: how to find internet connection in a refugee situation when the WiFi network is not available? |
| Required tool(s) | |
| Instructions for students | The game does not require installation, it’s possible to play on a laptop, maybe also by mobile phone. |
| Final Comments | For teaching of transliteracy Syrian Journey is not a good option, it works better as a material to raise interest into a topic or to discuss refugee issues. |
| Required settings | None | |
| Class management | | |
| Individual work | |
| Team work | Suits best for team work because you can get the best out of it only by discussing the topic and different alternatives. |
| Whole group | |
| Time management | | |
| Short activity (< 1h) | The game does not require a lot of time, in less than one hour you can go through all alternatives. |
| Medium activity (>1h;<1 day) | |
| Long activity (> 1 day) | |
| Sources/extra readings | None | |
