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Digital light projections for participatory learning and psychosocial support in protracted emergencies

Cyrcus Collective uses interactive content to provide inspiring education & recreation to children and youth in practically any space

Exhibit 1: Cover photo by Cyrcus Collective

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Contents

Problem statement and development challenge the intervention addresses ........................................ 4

Cyrcus intervention addressing the challenge ...................................................................................... 4

1. Community participation and engagement ...................................................................................... 5

2. Technical set‐up ................................................................................................................................ 5

Resource efficient, quick set‐up ............................................................................................................ 6

Main technologies used ........................................................................................................................ 6

3. On‐site intervention and Cyrcus delivery package tool .................................................................... 6

Content for experiential learning: ......................................................................................................... 6

Manifold content options ...................................................................................................................... 7

Guidance and reflection: ....................................................................................................................... 8

4. Documentation and evaluation and outcome measurement .......................................................... 9

Participants and beneficiaries .............................................................................................................. 9

End‐user challenges on a day‐to‐day basis ............................................................................................... 9

Systemic challenge affecting end‐users .................................................................................................. 10

Innovation potential and USP ............................................................................................................ 11

Inspiration for intervention and development concepts ..................................................................... 11

Inspiration for Cyrcus Intervention ......................................................................................................... 11

Underlying development concepts ......................................................................................................... 12

Organization, vision and social business approach for sustained growth ............................................ 12

Organization Location ............................................................................................................................. 12

Innovation Maturity ................................................................................................................................ 12

Organization Status ................................................................................................................................. 12

Organization Status in the implementation country .............................................................................. 12

Business model to ensure sustainable growth and impact .................................................................... 12

Project timeline, core activities and impact potential ............................................................................ 14

Vision for impact and biggest question to address ................................................................................. 14

Pilot and iterations ............................................................................................................................ 15

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Overview on feedback received .............................................................................................................. 15

How has your Idea changed based on feedback? ................................................................................... 15

Questions yet to answer or confirm ....................................................................................................... 16

Emergency setting and location of intervention ................................................................................. 16

Emergency setting .................................................................................................................................. 16

Location of implementation ................................................................................................................... 16

Experience in Implementation Country(ies) ........................................................................................... 16

In‐country Networks ............................................................................................................................... 17

Team ................................................................................................................................................. 17

Roles ........................................................................................................................................................ 17

Overall sector expertise: ......................................................................................................................... 17

Team experience in teaching, training and facilitation: ......................................................................... 17

Availability of team and partners ............................................................................................................ 18

Worldwide networks include tech community, artists and educators ................................................... 18

Annex ................................................................................................................................................ 20

Cyrcus ‐ Test Your Prototype & Get Feedback ........................................................................................ 20

Cyrcus ‐ What to prototype .................................................................................................................... 24

Cyrcus ‐ User Experience map ................................................................................................................ 28

Exhibits

Exhibit 1: Cover photo by Cyrcus Collective ................................................................................................. 1

Exhibit 2: Project phases ............................................................................................................................... 5

Exhibit 3: Set‐up during pilot ........................................................................................................................ 6

Exhibit 4: Manifold content options 1 .......................................................................................................... 7

Exhibit 5: Manifold content options 2 .......................................................................................................... 8

Exhibit 6: Potential participants ‐ especially girls ‐ from across the world living in protracted crises ......... 9

Exhibit 9: Crisis map 2017 and potential core intervention areas .............................................................. 10

Exhibit 7: MHPSS in emergencies pyramid ................................................................................................. 12

Exhibit 8: The core team of Cyrcus Collective ............................................................................................. 19

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Problem statement and development challenge the intervention addresses

In protracted crises children and youth, especially girls, are impacted by broken social networks, trauma, a lack of personal learning, intellectual development and creative stimuli. Cognitive and social problems include withdrawal, aggression and interpersonal difficulties. Affected people often lose perspective and joy in life, at risk of becoming a lost generation.

Recreational activities in educational, social or cultural realms reportedly help ease psychosocial challenges1 and foster peoples' minds and resilience. Similar tech‐enabled approaches have been either proven and tested only in non‐crisis environments, or show limitations in their application in crisis contexts. Typical limitations are in logistical provisions (dedicated location, procurement and transport of required material, long‐term stay and support through experts/implementers) due to security, resource constraints and other challenges.

The challenge of increasing participation in education by enabling children and youth to feel safe, is faced by numerous education in emergencies interventions. A necessary precursor to learning is children and youth feeling physically, mentally and emotionally safe. This includes both during emergency situations and the ongoing psycho‐social effects. Girls in particular face major constraints due to safety, through both direct heightened risk in conflict situations and other emergencies, or parents and families restricting girls' movements or the extent of their learning. A new wave of innovations imagines ways for children to learn, safely, while living in emergency environments.

Cyrcus intervention addressing the challenge

We want to work with children and youth, especially girls, to becoming more curious and resourceful – in a good, safe state of mind – so that they can shape opportunities by themselves.

This is our contribution to the challenge of increasing participation in education by enabling children and youth to feel safe. New ideas and motivation to pursue, can lead people to learn and create value and reduce harm. This can be supported complementarily by other education or entrepreneurship interventions to put ideas into practice.

Visual projections can create digital immersive experiences that facilitate to connect with oneself and others. Participants of diverse backgrounds can learn, play, marvel and explore through motion sensitive interactions, augmented reality, contextual thought‐provoking installations. This educational and recreational intervention helps people to expand their horizon, engage and break out of their routine.

Facilitators support to process experiences, for stress relief, learning and social cohesion and are crucial to embed impact of this activity into broader programme objectives.

Intervention phases: This activity is replicable based on pre‐designed and ready‐to‐set‐up resources:

Operationalization concept, including an implementation guide/support, step‐by‐step guidance on working with various contents

Digital visual library, including digital content (open source visuals, animated content, sensor reactive content, etc.)

Hardware, including sound and motion sensors (often built‐in), projectors, set‐up props for space design

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Resource efficiency: By using light projections, set‐up requires a minimum in resources, especially staff, and the activity can be adapted to nearly any space. Within minutes contents can be adapted to the participants and/or chosen by them. The intervention can be stand‐alone or integrated with broader initiatives by other development partners.

Project phases include (see image):

1. Community participation and engagement

2. Technical set‐up

3. Use of tool and activity

4. Documentation and evaluation

Exhibit 2: Project phases

1. Community participation and engagement

Understand local specific needs and requirements, and adapt and decide on project implementation together. Camp area leaders, social/community workers and others are invited to a meeting to be introduced to the project, (video for demonstration) and explain the possible content and formats. The representatives discuss and shall agree on the content, location and organizational support.

2. Technical set‐up

Team reaches location and physically sets up at the location any given space can be used. to allow for creating an immersive experience through projections (instead 2D squares); seamlessly project on all walls, ceiling, floor.

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Resource efficient, quick set‐up

Depending on the location and availability of resources, activities can be set‐up on a smaller or larger scale. To start, micro‐processors/controllers, electronic sensors runs on small (9V, 2A) batteries packed like 2 'AA' in size. The most energy consuming appliances are projectors and laptops. However, pico‐projectors and modern laptops have their own quite sturdy battery packs (at average up to 4 hs) which allows us to get by without electricity for a while. To still use electricity, we could either use home‐made solar power, 12V battery from motors or cars or bring along a generator. An additional idea of this initiative is to teach people to be resourceful ‐ use what you have and make something extraordinary with proper guidance. While some of the software we use is complex, the set‐up is not because we want the hardware to be sturdy.

We also observed that access to hardware can also be easier than expected. In some refugee camp schools, donors provided projectors in each classroom. Steph observed some of these projectors even pointed out the window (!) which gives an idea of how much they are actually being used. Thus, where suitable, we could consider utilizing existing devices and return after use.

The intervention aims at bringing people together and require set‐up in one spot. We focus on larger communities (incl. camps) for this first phase for practical and impact reasons. We can basically set‐up almost everywhere. However, we do need to take budget and impact concerns into consideration.

Main technologies used

Digital animation computer generates moving images, which are reactive to outside stimuli (touch, sound) when linked with real‐time sensors

3D projection Mapping: Projection mapping, also known as video mapping and spatial augmented reality, is a projection technology used to turn objects into a display surface for video projection.

Virtual and augmented reality: Virtual reality technology facilitates the creation of real‐life simulations, and creates an immersive experience for any user that makes them feel as if they are actually interacting with their digital environment. Augmented reality, on the other hand, layers digital enhancements geared to enrich an existing real life setting by appealing to the senses.

3. On‐site intervention and Cyrcus delivery package tool

We aim at providing both, ambient and playful content to enhance psychosocial well‐being which we see as a basis for a safe and supportive learning environment, as well as foundational learning content. : Various stations and rooms involve participants through entertainment, learning and immersive, reflective experiences (see example options).

Content for experiential learning:

We would like to stress that this intervention is mainly for experiential education. We aim at creating

Exhibit 3: Set‐up during pilot

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awareness for broader concepts and develop new perspectives which are also important for participants' life skills. This could touch on social cohesion topics, reflection on oneself and one's social impacts, but also social skills, develop creativity as well as simple hygiene or other topics. We also want to spark behavior change towards stress and aggression relief and opening up participants' minds and hearts. We do not aim at replacing educational programs at all. It shall rather incentivize and inspire curiosity for learning to motivate participants for more formal education.

We categorize content broadly in four areas, which we can realistically provide and which we feel address the various possible needs of our target group. These are

(1) Experiential learning content,

(2) Recreational content and games,

(3) Relaxation and therapeutic content and

(4) Social cohesion related content and thought‐provoking (art) installations.

So far, we rely on existing open source content, which has been used in other settings and we redefine its use. In this field, we can luckily also draw on a lot of good quality, tested and proven content. Below we are listing some existing examples, that we could very well imagine to use, adapt or create own content along these lines. Still there is virtually no limit to content and activity creation appropriate for needs and interests of different groups. Down the line, we envision to also create our own, locally adapted content ‐ possibly by working with local artists, entrepreneurs and others. What you see in the pilot is open source content combined with little development at our end. We envision to create similar installations with help of locals and the possibilities are endless.

Manifold content options

There is virtually no limit to content and activity creation appropriate for needs and interests of different groups. This activity aims at locally appropriate and relatively simple approaches to allow for quick set‐up and to be understood by unexperienced participants with possible contents including:

Use paints to color paper forms like fishes, scan them. Through animation software the childrens' fishes become virtual content, moving on projected walls (see photo 1)

Motion sensors provide interactive experiences like changing animated content though movement (see photo 2) or creating music by moving on a projected instrument (see photo 3)

Learning an be enahnced through youth experriencing concepts learned, such as using a real sandbox, building topographies and learning how virtual water flows adapt to lanscape changes (see photo 4)

Sparking creativity through interactive story telling, Children can change subject, action, time, and results of the story jumping on spots on a carpet ‐ creating over 60 M different mini‐stories (see photo 5).

Motion and sound sensors allow people to see themselves and allow their shadows to change animated projected content (see photo 6) but also provide ways for youth to express

Exhibit 4: Manifold content options 1

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themselves (see photo 9)

Voice sensors, linked with digital or live music (e.g. traditional instruments) to visualize sounds

Digital collaborative painting can engage participants to draw together or color pre‐painted forms through touch (see photo 8)

Creating immersive spaces that provide a different perception of space contribute to stress relief (see photo 7)

Diverse content on the internet can be displayed, where appropriate and complementary to other workshops and trainings, e.g. using Google street view to explore regions

Create individual photos and collage from photo documentations and provide print outs to individuals and community (chance to create lasting memories in new life phase)

Can reuse space for either guided reflection (context adapted, e.g. local tunes, local language) with soothing projections and comfortable resting areas. Can be combined with light therapy approaches.

Can reuse one room when the Cyrcus is not active for various other use cases, such as cinema (documentaries, educational or suitable recreational content) or self‐help groups or simply women groups (to benefit from the supportive room set‐up and relaxing light).

Can combine the soothing atmosphere of an immersive room, e.g. star heaven, for additional activities like reading local fairytales to children or practicing meditation for youth and adults.

Guidance and reflection:

Provide a guidance area, where trained facilitators (local team) instruct participants and support reflection of the experience

Trained facilitators guide the activity. Visual information is created digitally ‐ communication and interaction shall happen in person.

Create groups to strengthen objectives (e.g. female groups for their comfort, intergenerational to facilitate appropriate interaction, interethnic groups to address social cohesion issues [note simplified examples]), where suitable

Especially to provide a psychosocial safe space, the reflection round at the end is really important. Through focus group and one‐o‐one conversations with participants, we aim at qualitatively capturing the participants' perspectives, life situation, psychological well‐being and educational benefits of the intervention. We want to deepen the learning experience ‐ especially if we used controversial content or we engaged in deeper, personal sharing. Considering this in a crises context, in case the intervention triggered something, we want to make sure participants' receive appropriate guidance and to support as closure of the intervention.

Exhibit 5: Manifold content options 2

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4. Documentation and evaluation and outcome measurement

Monitoring, evaluation, reporting and learning (MERL) is indeed an area to which is essential and we still need to improve. We have in this phase mainly focused so far on the prototyping and enhancing implementation. We aim at multi‐media documenting the intervention for subsequent evaluation. Through the reflection round at the end including focus group and bilateral conversations with participants, we aim at qualitatively capturing the participants' perspectives, life situation, psychological well‐being and educational benefits of the intervention. Quantitatively, we could , document demographics and use a quick "tap on tablet" survey (e.g. using KoboToolbox) for overall data collection based on multiple choice.

Indeed, educational impacts in out‐of‐classroom education require a different approach to documentation and evaluation. We shall address this in more detail in the coming weeks as we want to ensure we create best possible impact and learn on how to do it better. At the same time, we understand that partners or donors also require full reporting and proof of impact as part of our potential collaboration, and would like to ensure our delivery here.

In terms of assessing the effectiveness of the content that is delivered, exit tickets can be utilized on the group to check in on comprehension by creating discussion at the end of the session, or exit questions relating to the content delivered. These exit tickets will be adapted and optimized progressively as more and more sessions are undertaken.

Participants and beneficiaries

Children and Youth comprise half of 60 M refugees worldwide, many unaccompanied. Cognitive stimuli are important for finding perspectives. Cyrcus offers recreational/educational activities to overcome boredom of camp life and prevent risk taking. The tool provides interactive games, creative programmes and participatory experiential learning opportunities, e.g. creating curiosity in STEM through visualizations. In camp or community settings, most locations can serve to host 2‐3 spaces for 10‐20 participants at the same time while ensuring facilitation and guidance. Duration of use can be adjusted.

Projection areas can create “women and girls save spaces”, providing tailored content (e.g. interactive fashion) and gender‐relevant information (e.g. health), as well as a save space for children to explore while mothers can engage with each other, which is often limited in e.g. camp areas.

Cyrcus brings people of all cultures and ages together to build community and foster social cohesion

End‐user challenges on a day‐to‐day basis

While for many Refugees, IDPs and members of host communities the struggle for everyday survival – livelihoods and income generating possibilities is dominating – we also see the lack of learning social and recreational opportunities as an important aspect for the psychosocial wellbeing. Especially children and youth are impacted by broken social networks, trauma, interethnic conflict as well as a lack of personal

Exhibit 6: Potential participants ‐ especially girls ‐ from across the world living in protracted crises

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development and creative stimuli. Cognitive problems such as perceived loss of control, boredom, and hopelessness are widely reported. Resulting social and behavioral problems include withdrawal, aggression and interpersonal difficulties1, alcohol and other substance abuse. As protracted crises extend over multiple years, affected people and communities often lose perspective and joy in life and an entire generation is at risk to become a lost generation which will have profound long‐term consequences. Especially for children and youth it is crucial to receive stimuli to develop social and cognitive skills (see User Map in the annex).

Systemic challenge affecting end‐users

Development challenge affecting all interventions, especially when partnering with larger organizations/donors: Bureaucratic processes leading to delays in intervention. Requirements for visible impact for donors, leading to limited qualitative impact, since value is mostly in the details (e.g. build 2 schools, instead of build one school which equipment, cover maintenance and ensure teacher salaries). Dwindling development funds: Despite funds re‐distribution towards emergencies, overall funds are decreasing which often leads to focus on immediate response, often prioritizing covering larger numbers of beneficiaries over lifting less out of severe crises. Protracted crises lose media and policy attention over time, and IDPs/refugees are often stuck, with basic support/shelter but lack additional input and support to actually move themselves into enhances living situations. Disrupted education or training can often not be continued. Limited livelihoods opportunities harm motivation for self‐improvement and future perspectives, creating "lost generations.

Exhibit 7: Crisis map 2017 and potential core intervention areas

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Innovation potential and USP

First mover advantage in emergency context through a combination of cutting‐edge technology and progressive educational and interactive concepts combined with psycho‐social care and well‐being

Advocacy element: Multi‐media documentation and visually stunning footage can create visibility for the activity and the wider project context it adds‐on to. Option for social media plug in.

Limitless educational content and activity creation and highly adaptive to user needs: locally appropriate, relatively simple approaches, use of content library for immediate adaptation

Scalability: Use of digital content allows for replicating the tool while adapting content easily.

Cooperation with (local) tech artists

Main technologies used are digital animation linked with real‐time audio and motion sensors, 3D projection Mapping, virtual and augmented reality.

Combination of inspirational concepts: arts and light therapy, participatory performances, emergency circus, immersive design.

Inspiration for intervention and development concepts

Inspiration for Cyrcus Intervention

This activity has been inspired by and builds on successful concepts and approaches from various sectors including:

Arts and light therapy: Traditional arts like theater and painting have been successfully used to address psychosocial issues and to bring people together. Limitations are the typical longer term work involvement through therapists with a selected, small group of participants.

Participatory performances: Engaging pro‐actively with participants significantly increases their commitment, memory, learning and emotional engagement and strengthens intended outcomes. Performance artists are a limited human resource and there are logistics and security concerns. Some types of participatory approaches have been already successfully used, typically for community‐driven project development.

Wander circus: Bringing wonder and joy to people for a limited time while showing visitors' unknown things like zoo animals, "magic" acts, fun entertainment, etc. Limitations are setting up a circus in crises contexts logistically and financially viable as well as securely.

Immersive Design: Combining simultaneously with virtual and dimensional environments has led to recent design revolutions. Use cases have not expanded into the development context so far.

Through adapting and combining aspects, this activity overcomes existing limitations for a transitional assistance context.

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Testimonials: Projection mapping has been mainly found its application in modern arts ‐ yet it has been increasingly applied to other contexts which entail aspects relevant to transitional assistance such as:

Working with people with physical and mental disabilities (also still in early stage, so far).

Awareness raising on humanitarian issues and other below the line campaigns, e.g. UNICEF's campaign focusing on child refugees in Sweden.

Adding on to cultural events and citizen mobilization through offering performances new to citizens, which spark interest and incentivize their participation, e.g. in Pakistan or Myanmar, which shows general cultural acceptance and interest of people from GIZ partner countries.

Providing interactive, often playful education for children through simulation or inciting interest in science in children through interactive animation, e.g. Singapore Art and Science Museum.

Underlying development concepts

This activity addresses the second base of the intervention pyramid of Mental Health and Psychosocial Support (MHPSS) in humanitarian emergencies. Projects areas benefitting best from integrating this tool working in areas:

Psychosocial care (recreation/stress relief)

Social Cohesion

Community strengthening

Child/Youth and women empowerment

Education

Organization, vision and social business approach for sustained growth

Organization Location: Based out of Phnom Penh, Cambodia.

Innovation Maturity: Existing Prototype or Pilot: I have tested a part of my solution with users and am iterating.

Organization Status: We are not registered but plan to in the future.

Organization Status in the implementation country: We are seeking registration in order to implement in additional countries, together with our initial registration.

Business model to ensure sustainable growth and impact

Starting up through seed grant, to further develop and mature (see 3 ys plan). Then combine grants and commercial income resources (social enterprise). The latter could include

Sservice provider contracts for running the intervention,

Segmented pricing (where applicable) to include wealthier population,

Exhibit 8: MHPSS in emergencies pyramid

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License out own developed content (freemium),

Provide trainings and advisory for organizations to multiply the Cyrcus against fee (where applicable) and access to online collaboration platform.

With traction on social media various social media apply related revenue‐models

In more detail, we can envision a number of scenarios down the line in order to ensure an inclusive yet sustainable business model once we could test and prove our approach and generate demand. Therefore, this grant would help us to further mature the intervention as well as to create awareness and demand. For a more mature phase, we consider:

Running a social business branch of our by then formalized organization through offering our services as a service provider, targeting large development and education organizations (donors can apply a typical consultant contract) as well as related private sector companies with a CSR branch.

Opening up our target group (not only financially poor) as part of social cohesion support to also wealthier parts of the host community (where applicable, e.g. in Erbil) to create common experiences for all. For these additional participants, we can envision segmented pricing.

Down the line, once we develop our own content (also possibly on client request), we can also apply licensing it to organizations/clients so that they can continue providing on a regular the service we rendered before.

We could also offer trainings to partner organizations during and after the intervention, to enable them to continue the intervention (freemium model, to ensure free sustainable continued use by participants, and paid for more complex formalized organizations to multiply at scale). Both would strengthen the sustainability of our intervention. For these trainings, we shall develop user and partner manuals and guidelines. To further support them, we would use an online collaboration platform to encourage sharing and exchange. The people who engage with us, we shall call Reveurs and the platform shall support the forming of a community of Cyrcus enthusiasts.

In case the Cyrcus gains traction through social media (see explanations on using social media through interactive online exchange as well as advocacy), various social media related revenue‐models can be added.

The Cyrcus could at the same time apply for grants where suitable. Don the line, we can imagine working with local participants, build‐up crew and artists and contribute to culture events often supported by organizations like "Institute Francais".

While we have a clear focus on experiential education, we could also apply basic education content on request by partners using grants in related sectors (e.g. WASH, primary education, health) to support their engagement as part of awareness raising and mobilization activities. Think, for example, hand‐washing campaign with augmented reality (AR).

Additional qualitative approaches to scale the intervention and its outreach:

Leveraging technology in cooperation with tech artists: While the benefit of digital and light approaches over “life arts” in difficult set‐up situations prevails (e.g. security and logistics constraints), we do see potential to engage local artist or other catalyst stakeholders such as entrepreneurs and tech hubs, where applicable. Especially in multiple‐year crises, security and

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logistic concerns become manageable (some camps start resembling small towns with their own infrastructure). We envision to plug‐in local artists and others to contribute to creating local content (the sky really is the limit here), to provide life music or performance in unison with digital content, to support with handicraft and building of small art structures, which can then become magically alive through mapped projections.

Advocacy element: In today’s world, visual, emotional communication bits create awareness and compassion. Many of today’s crises are invisible besides the Syrian crises, such as Yemen, East Congo, Sudan and many more. This is also true for people living in highly precarious situations which were not triggered by recent wars or disasters that gained media attention. Multi‐media documentation of this activity are very likely to capture diverse target audiences and can therefore be strongly be used for advocacy efforts. Through the nature of this activity, visually stunning footage can create visibility for participants and show their curiosity and energy for life at the same time. We strongly oppose display of people as victims or without agency. Obviously, such a potential add‐on campaign can also trigger visibility for partnering groups, authorities and organizations.

Social media interaction: This intervention aims at inspiring people, and mostly it is people who inspire other people best. Visuals and photos overcome language barriers. While we have not yet figured out the practicalities, we can envision to at some point link participants through interactive installations with other participants in another location (can also be in the West, e.g. host countries) through internet using the various Social Media offerings available. This clearly has a social cohesion aspect and helps to create a better understanding among people, since ultimately we are really not that different from each other.

Project timeline, core activities and impact potential

Year 1:

Further development, iterations to mature. Use simple OS content. Develop as team. Small scale interventions (2 weekly interventions per months, 30 participants per day=>4,400ppl). Start develop own content and training material. Grow networks and visibility. Focus on one region.

Year 2:

Use OS content and some of our own content. Medium scale interventions (2 by 50 daily=>7,200). Guide first Reveurs/trainees multiplying Cyrcus based on our support (6 additional interventions with 30 each=>1,080) to reach 8,300 ppl. Possibly add 1‐2 staff to team. Continue develop own content and training material. Conduct trainings. Test new income sources. Build partnerships networks and strengthen visibility. Build community. Expand into other regions.

Year 3:

Keep growing content and integrating new approaches through growing Cyrcus team, network and partnerships. Medium with selected large scale interventions in parallel to each other (4 by 70 daily=>20,200). Reveurs/trainees multiplying Cyrcus based on our support (20 additional interventions with 40 each=>4,800) to reach 25,000 ppl. Possibly add a number of staff to team.

Year 4 and 5:

Grow and develop mature models and scale up. Integrate additional technology as it develops. Estimate reach in year 5: 100,000 children and youth.

Vision for impact and biggest question to address

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IMPACT: "By 2021, we aim to develop own content, network and partnerships, scale up trainings, Cyrcus community and reach, integrate new approaches/technology to reach a minimum of 100,000 children and youth, especially girls, directly.

QUESTION: "How do we develop and adapt to enhance and scale up content/technology/ approaches/approaches, network/partnerships and overall reach, trainings, Cyrcus community and visibility to ensure sparking curiosity for education and building resilience for at least 100,000 children and youth by 2021.

Pilot and iterations

Overview on feedback received

Pilot

See feedback and learnings on the pilot in annex: Test your prototype

Seeking feedback and information from the field/practitioners

We used out extended network to get in contact with professionals working in the Middle East or Africa with refugees. So far, we received positive feedback and offered support to bring us in contact with development agencies like UNICEF which support children and youth in crisis.

It was positively appreciated that the project potentially contributes to conflict transformation between host community and refugees. Especially since demographics shift through a many refugees arrive and outnumber pupils of the host community. Additionally, resources in education are limited, teacher struggle with the psychosocial distress many refugee children and youth carry.

Educator in an integrative Kindergarten (translated feedback): This approach is surely usable for children youth with difficulties. Immersive room can be used for relaxation to calm them down often have emotional difficulties to control temper, anger

Psychologist child and family, Trauma therapist: I see the potential to use this kind of installation to create a save space, clients feel in another world and might feel save and detached from current problems. Could enable them to open and deep share, develop a new perspective and find solutions.

Teacher: Experimental learning and out of classroom education is very important to grow as person. Interacting with others, create social and problem‐solving skills.

Data expert and coder (translated): I see the approach and it is also doable to add quantitative data and visualize it ‐ if you want to add on later. I would still see a need to clarify more on your approach on how you make the visualizations and digital content work for school children and their learning. Are you also considering to support young adults in vocational training (e.g. for related technology jobs?). If yes, in this or a later phase?

How has your Idea changed based on feedback?

Our overall idea got more focused. We agreed to focus on experiential learning and recreation/well‐being first as it is the most direct and beneficial approach. For this early phase, we think it is beneficial to fill an unaddressed niche gap. Therefore, not trying to provide classroom content to complement

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teaching in schools. We still see the potential to address a number of development areas, incl. classroom education, with a different range of content we can plug in at a later stage.

We are glad that expected approaches confirmed during early pilot, we continue iterating, and refined so far:

Technology and set up: Improve tech approach and refine content for more real immersive experiences.

User engagement: smaller groups, more interaction and group games/plays to increase social cohesion, improve educational content especially for youth based on feedback received during pilots, provide space separation/different rooms to deliver simultaneously.

MERL: Enhance documentation and evaluation activities. Social business models, partnerships, outreach

Questions yet to answer or confirm

How to we continuously enhance our content, based on user feedback and needs, and ensure managing increased technical complexity? How can we expand our content offer, without diluting our core values and objectives?

How to best engage with local stakeholders (artists, educators, entrepreneurs, builders) and how to ensure all parties benefit? How to integrate a modest income source for them?

Planned 2nd pilot in August: How will children react, compared to youth (pilot 1)?

How to develop a viable social business model to avoid donor dependency while ensuring an inclusive approach?

How to best create a partnership with an established organization providing seed funding to co‐pilot with them on site?

Emergency setting and location of intervention

Emergency setting: Primary type of emergency setting to operate in: Prolonged displacement

This intervention is best suited for a protracted crises, where children and youth need access to more than basic survival items, need to continue education and their life. Especially girls & women face challenges as they are often more confined to surroundings. Cyrcus aims at uplifting people, once the rough routines settle in, social cohesion issues increase and psychological distress remains.

Different emergencies can also be considered, depending on the people's needs and living situation

Location of implementation: Primarily, we see a good fit with running these intervention with people living in the countries around Syria. Creative, low‐resource and flexible approaches can massively benefit children/youth in camps as well as communities. The project can be set up stationary or rotating, moving e.g. from camp to camp. Due to its highly adaptive nature, Cyrcus can engage in any country. Digital content and educational approaches can be adapted to suit local preferences.

Experience in Implementation Country(ies): Yes, for more than one year (see also team experience as we have been working in our respective areas for multiple years).

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In‐country Networks: Steph's work contacts at GIZ (also Iraq), Oxfam, UNDP and Anna's with ZFD. GIZ expressed early interest in potential cooperation. Through close friends, artists and performance scene of Beirut (LBN), Amman (JOR) and Istanbul (TUR) in this region. We have not yet discussed concretely with our contacts.

Team

Roles in the Cyrcus Collective:

Steph (AUT): Intervention management & business development

Anna (GER) : Intervention design & psycho‐social support

Raj (IND) : Projection Mapping & creative content development

Waseem (AUS) : Facilitation & educational content development

Udo (GER) : Video content/Documentation

Kuma (MYS) : Digital content editing

Overall sector expertise: We've worked in a sector related to my innovation for multiple years.

Steph: Policy/PM in development/emergencies (8 ys). Ethnographer, MBA. Ideo Design Thinking Course 2017

Anna: Community Psychologist & Nurse (12 ys), youth education on peace building

Raj: Community engagement and commercial projection mapping

Waseem: Engineer, Teacher for Technology Lab

Udo: Camera man (10 ys)

Kuma: Digital content editing, facilitator

Team experience in teaching, training and facilitation:

While each of our team members has their expertise, education somewhat criss‐crossed all our life paths (see below) and we are all convinced that education is a catalyst for development. That is also the reason why we aim at situating our intervention in an educational context in the first place.

Anna works as an advisor but also trainer in a youth organization. She develops training curricula, runs and evaluates these trainings. Trainings focus especially on personal development, reconciliation, conflict transformation and non‐violent action. She also taught psychology to university students prior.

Raj derives his inspiration for education and tech because of his upbringing with basic‐means and later in life starting a classroom/school chapter for Association for India's Development (AID) in the slums of New Delhi himself. He witnessed how internet/tech changed access to knowledge and livelihoods in slums. He voluntarily taught in free/public schools at different capacities and also professionally taught at NYU and currently teaches in PP at RULE.

Waseem is a facilitator and the Liger Learning Center for underprivileged, highly talented students from 10‐18 years of age. He manages the school's Fab Lab and teaches creative

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technologies including electronics, mechanics and programming, with a focus on developing technology that can help the immediate surrounding community.

Steph taught about technology, innovation and inclusive business models in MBA schools around the world before. She adds to our team that also she understands education from a policy perspective. She advised the German Development Cooperation on ICT4Education content and policies for 2 years, and over the last 2 years, the Cambodian Government on implementing vocational education and training. She focuses on linking laws, regulations and public sector processes through supporting mechanisms (e.g. PPP with schools) to implement demand‐oriented quality education at micro level.

Udo: Taught media and camera theoretically and practically to students as well as numerous teenage media trainees.

Kuma: Besides editing, Kuma also teaches Yoga to people of all ages.

We have our core team, which is crucial to get things done. At the same time, we apply a Collective approach which draws on various talents within our networks. Thus, during ideation as well as prototyping phase, we have continuously consulted numerous contacts to check our approaches and get additional feedback. Among them, we also ensured to get feedback from teachers of various sorts and educational content creators.

Availability of team and partners

Our team consists of 6 dedicated people, working at average 20 hs per week. With increases resources to develop further and implement faster and possibly larger scale, parts of us can move to full‐time. We plan on collaborating with people from our network and growing the team as need arises.

In our conversations with our network, friends, colleagues and experts; we have come across a lot of support and also interest in collaboration (partnerships or team engagement) once we are a in the next development phase, which we would like to address when the time is right.

Partners: We reached out to development organizations and continue developing our potential collaboration for ensure mutual benefit. Our next step is to ensure piloting in emergency settings.

Worldwide networks include tech community, artists and educators

in IDN, MEX, COL, KOR, TUR, LBN, JOR, AUS, USA as well as global development/emergency response contacts in TUR, LBN, JOR, IQR and others. More concrete on request

We respect and apply principles and standards principles and guidelines for humanitarian and in specific psychosocial interventions in transitional assistance incl. SPHERE, INEE, CHS, IASC/MHPSS).

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Exhibit 9: The core team of Cyrcus Collective

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Annex

Cyrcus ‐ Test Your Prototype & Get Feedback

Approach:

1. We have tested different settings (set‐up and content) and reviewed with various people. Below answers draw from this phase.

2. On July 31st, we piloted an intervention with and at a Cambodian Youth organization with participants aged 14‐20.

3. Start of September, we will pilot the intervention with the Liger Learning Center in Cambodia with participants aged 9‐14.

The Good?

What did people value the most?

The thought of bringing the Cyrcus to people to surprise them and make them wonder. Older youth or adults know similar concepts but usually connect such installations with museums. They were excited to encounter the Cyrcus in their neighborhood.

Participants really got engaged, from interactivity angle and also were curious about technology aspect since they never had an experience like this before.

Participants really liked the experience in form of game‐like atmosphere, despite their age. They felt the activities can bring many people together. Different users enjoyed different stations ‐ there is no one size fits all content. Therefore, we plan to continue building a content library, while core members from community decides what is suitable.

With minimum introduction, participants understood the main approach and spontaneously participated. It worked out to provide more guidance during the intervention and get started rather quickly. This also ensured us that even without speaking the same language and where limited translation would be available, people engage and benefit from the activity.

The reflection round was very fruitful. Youth was mostly open to share, including two girls who were initially very shy came up with their own ideas to enhance the intervention.

The intervention as attested by some of our participants to help reduce stress and relax for the time they spent at the venue. We were glad, that this confirmed our basic and most crucial assumption.

One of the participants expected a workshop of an educational training with some certifications, which was clarified not to be true and main purpose was communicated.

Although, with simple and limited content at the AR station, e.g. showing a 3D model of a Mosque led to discussion on different religious views and practices. In the feedback they shared

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how stimulating and interesting in technology helped in generating interest in religious education.

Some tech‐savvy participants, quickly picked up the technology and assisted Raj in set‐up while he shared more details about it with participants which got them more curious.

The Cyrcus attracted a diverse group of audience: ethnic background that included Buddhist‐Monks to Islam practitioners having varied educational background and aged from 14‐20 with almost equal representation from both sexes.

What got them excited?

Interactivity with art and installations was very well received by all. It helped to be at ease at point and quickly developed into healthy competition to do better.

While gazing at stars in our immersive experience station, they identified stars and shared stories.

The mix reality experience which generated 3D animated models of a 2D picture of Cambodia’s Independence Monument led to discussions on Cambodia history, present and future among the youth.

The idea to lighten up the atmosphere with interactive game at the beginning, helped to establish comfort and build trust in us.

Some participants got excited thinking that this new technology could transform learning experience and one day could be used in schools.

What convinced them about the idea?

While the idea appears complex, with advance preparation Cyrcus was easy to set‐up. To set‐up at the location, we had to connect power cables and run the applications (after some trouble shoots) on laptop and phones and something unexpected and visually intriguing came up.

Participants shared that they truly relaxed while forgetting their daily problems. They felt more refreshed afterwards. We also got the feedback that especially in the immersive station, while they felt very safe and that allowed to detach briefly from everyday affairs.

The aspect that through the new technology being able to see things differently, made it really interesting for the participants to engage with one another while having a collective experience of fun and education. One shared that at first she felt shy, but for the curiosity and new experience, she ended up having had a lot of fun with others together and even acted as leader to teach others.

Participants were convinced that the new technology would engage people to exercise and this would benefit to health and stress reduction. They were sure that this new technology makes it fun to learn and stimulate discussion about topics (AR station).

The Bad?

What failed?

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Set‐up installations in public spaces is tricky as the environments differ a lot. Cramped spaces require short throw lens which we didn’t have. Setting up in an unknown environment with participants required more time than anticipated. We also got delayed which created stress in set up.

We relied on wifi for connecting projectors with laptop. Connection was not best, we moved to wired connections. The change of set‐ups took time.

Youth also suggested that the intervention could work well also for younger age group. This pilot was done exclusively with youth. We intend to test with children in the next month. We expect that children will experience flow longer with the stations, compared with youth who had targeted interest and expectations from the pilot.

We had to skip one station for lack of time to set‐up. We had only 1.5 hour to set up 5 other stations. Next time we plan to set‐up well ahead.

The station that we missed had activity involving the participants. However, proper instruction sheet in local language was not developed. We need to have translator/video‐tutorials by finding and downloading from youtube/instructables in advance.

Were there suggestions for improvement?

We learn from these issues. We need to :

Practice and continuous improvement of content, context adapted to the region.

Participants understood that this was a pilot and reflected that with improved technology the experiences would be even more engaging and stunning.

The stations installed during the pilot, provided fun while engaging with them. However, we expect to include and improve the educational aspect.

Prepare and test device before visiting the site.

Prepare the packing by stations, so that we do not have to reassemble and search cables or tools on site

Slowly equip other members of team to learn set‐up, so that less time is needed.

Pre‐visit space 1‐2 days in advance to create a map of installations.

Improve communication among different team members one important aspect for this is to get more routine as a team to be able to support us better with the different tasks of the projects and our respective expertise.

We envision the projection in different rooms or one at a time for groups of 5‐10 participants depending on the content. However during the pilot we had one room which we could use and setup all 5 stations in it. We learned that due to the big group of participants not everyone could engage at the same time, for some it was boring to only watch and wait. This re‐ensures our approach to engage rather smaller groups to also being able to provide guidance and engage participants equally in discussions.

The pilot was only for 2 days and we could also confirm, that even a day would not be enough. This confirms our approach of a week‐long stint.

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• What needs further investigation? Connecting devices wireless and using more smartphone over computers were possible. Television/Monitor sets can replace projectors where available.

Run and test more pilots in order to generate more ideas for appropriate and targeted content for our users, what we aim to develop yourself.

The Unexpected?

• Did anything happen that you didn't expect?

People never seize to amaze. While we surely hoped they would, we didn't expect some participants to so fully engage.

What Next

• Based on what you learned, how will you change your idea? What will you test next?

The approach and vision of our idea does not change but as noted above some details need to be adjusted.

We will run a pilot with disadvantaged children aged 8‐14 years. Interview more parents and invite them even to experience it themselves, so we become sensitive of their thoughts to prepare for community engagement.

Prepare to conduct a pilot in MENA region and set up concrete partnership.

We will opt for more interactive content and especially to enable discussions for learning and need to develop more appealing content to engage in learning, interesting discussions.

We will include handicraft as we like to combine it with digital, test how participants engage and enjoy the building and designing of 3‐D simple models.

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Cyrcus ‐ What to prototype

1. Community engagement/ground preparation

- Will the community (community leaders and authorities) and partner organizations understand, appreciate and support the intervention?

- Will the right people of the community engage on a voluntary basis? Can we ensure local authorities’ permission (if so, required at which levels)?

- Will the community be able and willing to constructively discuss about and agree among themselves on content appropriateness and use?

- Will the community pro‐actively contribute to the intervention?

How might we test it:

Pilot Cambodia:

‐ Select partner organization (Youth Resource Development Programme Cambodia [YRDP]).

‐ Contact decision‐makers at YRDP. ‐ Explain the project concept and show teaser

video. ‐ Engage them proactively to provide their ideas. ‐ Find agreement on operational/logistical

questions (use organizations, space, networks

for mobilization, etc.) and on appropriate use of content.

‐ Confirm if community leaders and authorities shall be involved for pilot and who to best approach.

‐ Ensure buy‐in.

Additional research:

‐ Contact networks in Iraq/region. ‐ Address above questions. ‐ Integrate their feedback to ensure the

prototype is valid in different locations. ‐ Link with pilot.

Priority: Low (context specific)

2. Awareness and Mobilization

‐ How can we best interest and mobilize people to join and participate in the intervention?

‐ Is the multi‐channel outreach approach we consider applicable and successful?

‐ Did we address all relevant information for mobilization to anticipate limited participation (appropriately addressing concern of parents, security considerations, etc.)

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‐ Communicate pilot through different channels. ‐ Work closely with partner organization and use

their networks. ‐ For pilot, be mindful to address a right number

of people (limited for pilot) and select participants (mixed participant characteristics/backgrounds) in advance and invite them for a given time.


‐ Contact networks in Iraq/region. ‐ Address above questions. Integrate their

feedback to ensure the prototype is valid in different locations.

‐ Consider preparing participant selection and management approaches more thoroughly (important in settings with large numbers of expected participants).

‐ Link with pilot.

Priority: Low (context specific)

3. Set up

- Can we really set‐up the intervention in any space in half a day with all technology working?


- Check with partner organization about the space (ask details, get photos if needed, pre‐scout location), their contribution and availability of material (cables, electronics, furniture, wifi or even electricity).

- Rent and/or arrange all hardware required prior to the set‐up day.

- Prepare the digital content library in advance. - Time the set‐up with the team crew. Test

intervention before start.

Priority: Very high

4. Opening – Introduction on site

- Will participants join, understand the introduction and be confident to participate?

- Which are the possible concerns of participants (and their guardians)?

- How to best tailor the introduction to the participant groups and their needs/backgrounds?


- Prepare introduction in advance and ensure flexibility (modules)

- Alternate introduction to different users to test which approach is most useful

- Engage partner organization staff in introduction (possibly to provide also translation, where needed)

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- Provide security check (ensure to ask participants on medical conditions, concerns, etc.)

Priority: Very high

5. Implementation ‐ Stations

- How do participants appreciate, engage and benefit from the intervention itself?

- Could the projections or any content trigger or create any unintended, unforeseen consequences (provoke anxiety, etc.), which may be quite different for each individual participant and their backgrounds (e.g. trauma)? How can we best prepare and ensure appropriate guidance and support systems (see also exit/guidance phase)?

- How do we have to adjust the facilitation role to be most relevant in guiding the participants throughout the intervention?

- How will different group mixes change the dynamics? Which group mixes could be contra‐productive (e.g. gender mix and belief systems)?


- Observe the whole pilot very carefully and mindfully by the whole team (incl. partner organization staff)

- Engage proactively with participants and check back with them

- Interview facilitators after the intervention on their perceptions

- Test different stations and contents with different participants and learn on their reactions

- Test sequence of stations and smooth transition between stations

- Test use of different technology (e.g. various sensors, different technical specifications/quality)

- Test duration of each station - Test different group sizes - Test different interaction modes for the group

(e.g. sitting arrangements) - Test which skills the facilitators also require and

which are the topics showing up for the facilitators (e.g. logistics, teaching, psychological support)

- Test how to best document the intervention


Contact additional psychologists and experts (e.g. light therapists) and similar projects to further expand understanding on user behavior.

Priority: Very high

6. Guidance and reflection

- How can we best ensure to ground the participants’ experience further?


- Test individual reflection with team psychologist.

- Test group reflection with team psychologist.

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- Test different facilitation techniques to ensure a safe sharing environment.

Priority: High

7. Follow‐up

- How can we best document, evaluate and adapt the intervention based on implementation experiences?


- Conduct interviews with facilitators and the partner organization. Prepare semi‐structured interview guidelines/questionnaire.

- Test multi‐media documentation (use photographs, steady and moving camera, interview transcriptions, etc.).

- Cover qualitative and quantitative data and learn on most suitable depth of documentation.

- Discuss with team on possible adaptation of concept, approaches and content based on learnings.

Priority: Medium (for testing how to)

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Cyrcus ‐ User Experience map

Users/ example participant

Aida (8): Pupil

- Arrived 5 month ago in Camp Kabarto, Dohuk, Iraq

- Fled with her parents, and two brothers from Mosul.

- Since 3 month she goes to school

Aida has finally adjusted to her new life with her mother and her 2 brothers after 5 months in the new camp. She goes again to school and she likes this routine. At home, she had a lot of friends and a big family. She misses them a lot and sometimes feels lonely. She often sees scenes from the war in her head, has nightmares and has anxiety. She does not have friends yet and also feels shy to interact with the others. Although the camp it is save, her parents worry about the future, this also makes her sad.

Adil (15): High school student

- Born and raised around Dohuk/Iraq - Attends grade 9 in school. - His father worked as car seller and lost his job

since war economy broke down also in Kurdistan..

- He has one older brother and two younger sisters.

Adil grew up in a small town close to Dohuk. Since the war and the coming of more people, his father only sometimes finds a job, his mother is mostly worried. They cut his pocket money and he couldn’t buy the latest video game. He is bored and started to hang out with his friends in the street. Some of his friends get angry very easily and pick fights with the refugee boys. Adil often daydreams. He would like to know more about the world he sees on his older brother’s smartphone. In school, he asks many questions about the world (why?!) but his teacher tells him to repeat after him instead of answering.

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1. Community engagement

Camp area leaders, social/community workers and others are invited to a meeting. The Project teams introduces them to the project, shows a Video for demonstration and explains the possible content and formats.

The representatives discuss and agree on the content, location and organizational support.

2. Awareness and Mobilization

Aida’s camp area leader who attended the community meeting, informs Aida and the whole camp area about a Cyrcus coming for a week to their

camp. She tells her, children can go there to play, to learn and to see colorful lights. Aida remembers seeing also a poster about this at the camp entrance. She has never heard about such a thing and is curious. Aida doesn’t know what to expect and her first thought is: “Maybe I can find new friends there”.

Adil’s teacher told the whole class about a project happening in the camp nearby next week and happening in the village center in two weeks. The teacher says, that all children can go. Adil remembers, he overheard a social worker give a flyer and tell about this to a group of refugee children too. A. is a bit afraid of them but finally his excitement that finally something new is happening is the village is stronger. He wants to bring his friends too.

3. Set up

Aida went to a dress making course at the community center and saw the center team and some foreigners carrying boxes and installing technology she has not seen before the day before the Cyrcus will start. The set up took only a few hours.

Adil was curious and went with a friend to the project set up. A tech staff explained him about the hardware they were installing

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4. Opening – Introduction on site

Aida, together with her brothers and other children from the camp area, goes to the community center at the time they were told to go. Other children are already there. She sees some of them exiting the room. They talk animatedly. The center manager puts Aida in a group with other girls her age, some she has not met before because they are from a different camp area. She finally tells them what will happen. She explains that there are different stations in 3 rooms where they can play and learn. She feels reaffirmed when she hears that at each station, someone is there to guide her and the other girls. She tells them that they are save also when the rooms will be rather dark. She is excited about the next 2 hours.

Now it is her turn. She enters with 5 other girls. The room is dark and does not look like the room of the center at all.

Adil’s older brother brings him. He will wait and will join too when it is time for young adults.

5. Implementation ‐ stations

Note: The described stations reflect only a limited selection of examples of what is possible. The selected examples and explanations in both here described user scenarios are not gender bound and could be applied vice versa as well as mixed gender, different age groups and settings.

Station ‐ immersive room

Aida and the girls enter the room and suddenly find themselves surrounded by an ocean with its waves moving gentle against the beach. The girls walk around and wonder. The facilitator invites them to sit or lie down on the floor/beach and listen to the rhythm of the waves. The girls have never seen the ocean. The rhythmic sound of the waves moving towards the beach feels relaxing.

The facilitator gives them a glass of water to taste and says it is similar like the water from the ocean. The girls realize that it is salty. There is even small crabs moving on the beach towards the sea. Every time she tries to catch one they react and run away. The girls giggle.

Station – augmented reality

Aida feels she is inside a forest. It is so long ago, she has seen such a lush green. Two walls of the room are full of plants, which are not real, but light projections. This she learns from the facilitator. On the long table in the middle of the room are coloring

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pens and paper with forms of birds. The facilitator invites the girls to add birds and animals to the forest. They look at the forms and then she selects one and paints her dream bird. The facilitator then explains, that he scans the paintings. Two minutes later the girls gasp: all their animals are now moving around the forest.

Station ‐ entertainment

Aida learns from the facilitator that they need to build two groups. The facilitator explains that team one needs to catch as many red points as they can and the other team the blue ones. The points appear and move around the walls and floor. There is music playing and each time a point is caught they hear a fun sound. Sometimes they really have to jump and run in order to catch them.

After 15 min. the game is over. A. has to catch her breath again. Then they hear a fanfare and applause as an announcement appears on the wall which states the red team as winner of the game with 100 catches against 92 of the blue team.

Station ‐ Immersive room (alternative content)

Adil feels like he is in another world. All around him, even on the floor, are small stars. He feels he is floating in the universe. The girl next to him goes “woah”. He takes a seat on the pillows in the middle of the room and feels relaxed watching the slowly moving lights and listening to calm music. Even his friend, who is always hyperactive, enjoys and calms down after a few minutes.

The facilitator explains a bit and invites them to ask questions after. For some sessions, he also teaches the basics of meditation.

Station ‐ social cohesion / puzzle

Adil sees nine cubes with picture fragments on them in the room. Some kids run to them and inspect this puzzle immediately. The facilitator asks them to complete the puzzle. They realize, they can complete six different pictures and it was not easy to choose one among the group. Adil was so focused that only after he realized that he and the unknown refugee boys formed a real good team. They selected the picture of a beautiful mosque.

The facilitator asks them to step back as he switches on the camera at the ceiling on top of the puzzle. Suddenly the room dims and on the opposite wall the mosque appears in 3D. The boys are stunned, they have never seen a 3D picture and it looks more real than the puzzle.

The facilitator asks them about the first associations that come to mind. They share about how they practice religion, one of the refugee boys tells about a very old and beautiful mosque in his home town which was destroyed by a missile. A. resonates with it and tries to imagine how he would feel if his hometown would get destroyed.

The facilitator asks them to turn the cubes and build another puzzle. This time 3 girl avatars with different ethnicities and dresses appear in 3D. The group discusses about cultural differences, about their own culture and the customs in the host country as well as Europe. They agree on the importance of respecting each other.

The session goes on. Each side of the cubes builds a new 3 D picture and the group shares about thoughts, experiences, hopes and dreams.

Station ‐ arts and creation

Adil finds a lot of different materials in the room. The facilitator explains, they can build a 3D paper sculpture. They have to calculate and take measures. The facilitator helps and explains. A. feels its a first that mathematics is fun and he sees that they can create something with it. After the sculpture is built the facilitator asks them to select which kind of animated content and colors they want to choose to be projected on their sculpture. The sculpture really looks so amazingly different with the lights.

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5. Guidance and reflection

Aida finally leaves the last station happily. Before the girls leave the Cyrcus, the facilitator asks the group to sit in a circle and reflect on the experience. The facilitator also announces that next afternoon there will be a relaxation session extra for women and that they could invite their mothers to it.

The facilitator also announces that the next day at 3pm there will a story reading under the projected starry heaven. The girls all know the famous fairy tale. It's a favorite of most children.

Adil, before he leaves the community center, the facilitator ask them to sit in a circle together and briefly reflect on their experience. The facilitator explains that before the Cyrcus moves to the next station there will be a performance showing all sculptures which were built. The young artists are encouraged to invite their families.

6. Closing

Aida and the girls walk to their camp area together. A. feels she did not have so much fun and laughed so much in a very long time. She doesn’t feel shy any longer. Time has passed quickly and she had completely forgotten that she was a refugee in a camp and had also not been thinking about the war experience and worries about the future. She feels more light and energized. She is also excited to tell her family about her experience. They will not believe it! She hopes her mother would join the women group to experience it herself.

Adil and the whole groups walks together chatting about the experience. They had a lot of fun together and agree to meet the next day after school. A. feels there was no more aggression between the two groups. He feels relaxed and feels as if he had been on a magical journey the whole day even if it had been only a few hours.

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