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    2021-1-IT02-KA220-SCH-000032570 - Cooperation Partnership in School Education 

    This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

  • Our blended learning course on NPS is addressed to the teachers, students, and educators. In this section, you will find many more materials than you need to learn the basic concepts of the learning modules. Don't worry! The additional materials (i.e. scientific papers, and other publications) will help your teachers to fine-tune the content creation of the Didactic Units. 

    
    

    Recommendation for students - we suggest that you do the formative assessment, watch the videos (stimulus to reflect and module overview), consult the slides (keynotes), and to participating in the forums.

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    Annunci Forum

• Module 1 - Classification and categorization
  • Authors

    	Laura Mercolini University of Bologna			Roberto Mandriol University of Bologna

    
    
  • Module 1. Classification and categorization

    This module introduces the classification and the categorization of the following topics: the phenomenon of substance abuse, synthetic cannabinoids, analogs of cathinones, and phenethylamines.

    Structures (Didactic Units - DU)
    

    • DU 1. Synthetic cannabinoids
    • DU 2. Analogs of cathinones
    • DU 3. Phenethylamines

    
    

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    🤔 M1 - Formative assessment Quiz

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    🎥 Video (stimulus to reflect about the topic) URL

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    Module overview: Classification and categorization Pt.1 Side

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    Module overview: Classification and categorization Pt.2 Side

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    Module 1 keynote Fil

    Marker som gennemført
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    Additional learning resources Side

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    📚 Scientific papers Mappe

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    📖 Other publications Mappe

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  • Activity (Schools/in the classroom)
    
    With the support of your teachers, the students are invited to create and publish a short formative assessment test using a digitally mediated questioning application. The questions need to consider the learning contents learned in Module 1 (blended learning course). 
    
    Group organization: students, divided into groups, will have to create 5 multiple choice questions and issue a challenge in the classroom; the teacher validates the questions. 
    
    Examples of Student Response System (SRS): Kahoot, Quizzizz, Slido etc. 
    
    

    Examples of alternative activities to the construction of the formative assessment by students. 

    • construction of a conceptual map representing the main concepts of the module; 
    • construction of a short interactive presentation; 
    • creation of a graphic representation (e.g., infographics), etc.

    Please keep track of all activities!  
    

• Module 2 - Toxic effects and Risk assessment
  • Authors

    	Fernando Remião University of Porto			Bárbara Silva  University of Porto

    
    
  • This module aims to introduce some basic concepts of toxicology and address the toxic effects that result from the consumption of these new psychoactive substances (NPS). The effects of synthetic cathinones, synthetic cannabinoids and phenethylamine designer drugs, which are the most representative groups of these NPS, will be addressed in more detail.
    
    Structures (Didactic Units - DU)
    
    

    • DU 1. Synthetic cathinones
    • DU 2. Synthetic cannabinoids
    • DU 3. Phenethylamine designer drugs

    
    

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    🤔 M2 - Formative assessment Quiz

    Se Få en karakter
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    🎥 Video (stimulus to reflect about the topic) URL

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    Module overview: toxic effects and Risk assessment Side

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    Additional learning resources Side

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    🎥 Toxicology Introduction URL

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    🎥 Introduction to Pharmacokinetics - The Pharmacokinetics Series URL

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    Module 2 keynote Fil

    Marker som gennemført
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    📚 Scientific papers Side

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  • Activity (Schools/in the classroom)
    
    With the support of your teachers, the students are invited to create and publish a short formative assessment test using a digitally mediated questioning application. The questions need to consider the learning contents learned in Module 2 (blended learning course). 
    
    Group organization: students, divided into groups, will have to create 5 multiple choice questions and issue a challenge in the classroom; the teacher validates the questions. 
    
    Examples of Student Response System (SRS): Kahoot, Quizizz, Slido etc. 
    
    

    Examples of alternative activities to the construction of the formative assessment by students. 

    • construction of a conceptual map representing the main concepts of the module; 
    • construction of a short interactive presentation; 
    • creation of a graphic representation (e.g., infographics), etc.

    Please keep track of all activities!  

    
    

• Module 3 - Diffusion Channels
  • Authors

    	Camelia Draghici University of Transilvania of Braşov			Maria Covei University of Transilvania of Braşov
    	Cristina Salca-Rotaru University of Transilvania of Braşov			Maria Elena Cocuz University of Transilvania of Braşov

    	Dana Perniu University of Transilvania of Braşov

    
    
  • New Psychoactive Substances (NPS) spread through user populations and become popular in the past decade. This module presents the diffusion of NPS in the frame of Rogers’ 1962 diffusion of innovations theory (DOI) to help better understand the spread of NPS

    The aim of the module is to provide a learning context to gain knowledge in order to make an informed decision regarding NPS consumption.

    DU structure:

    1. NPS diffusion process: how can NPS penetrate into a group of young people?

    2. Channels for NPS distribution: NPS markets - how are NPS spread/distributed?

    
    

    3. Reliable sources of information: where do we get valuable information about NPS from

    
    

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    🤔 M3 - Formative assessment Quiz

    Se Få en karakter
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    🎥 Video (stimulus to introduce and reflect about the topic) URL

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    Module overview: Diffusion channesl on NPS (presentation) Side

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    Module overview: Diffusion channesl on NPS Side

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    Module 3 keynote Fil

    Marker som gennemført
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    📚 Scientific papers Mappe

    Marker som gennemført
  • Activity (Schools/in the classroom)
    
    With the support of your teachers, the students are invited to create and publish a short formative assessment test using a digitally mediated questioning application. The questions need to consider the learning contents learned in Module 2 (blended learning course). 
    
    Group organization: students, divided into groups, will have to create 5 multiple choice questions and issue a challenge in the classroom; the teacher validates the questions. 
    
    Examples of Student Response System (SRS): Kahoot, Quizizz, Slido etc. 
    
    

    Examples of alternative activities to the construction of the formative assessment by students. 

    • construction of a conceptual map representing the main concepts of the module; 
    • construction of a short interactive presentation; 
    • creation of a graphic representation (e.g., infographics), etc.

    Please keep track of all activities!  

    
    

• Module 4 - Meanings of consumption
  • Authors

    	Roberta Biolcati University of Bologna			Amélia Vega University of Porto
    	Fernando Remião University of Porto			Eunice Camo University of Porto

    
    
  • The Module 4, Didactic Unit 1 and 2, aims to increase knowledge about the intrinsic and extrinsic motivations that lead people to engage in substance use. Understanding why people engage in psychoactive substances use (motives) is essential to know the complexity of the phenomenon and to intervene in NPS prevention and harm reduction activities. Didactic Unit 3 aims to discuss the social causes of NPS consumption, through a lens of social responsibility and to use sociological imagination to reflect about potential solutions to the prevention and intervention in this phenomenon.

    
    

    UDs summary:

    1. SET (profiling of the consumer): Motives for classical and novel psychoactive substances 

    2. Focus on NPS consumers

    3. Meanings of consumption using the lens of sociological imagination
       

    
    

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    🤔 M4 - Formative assessment Quiz

    Se Få en karakter
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    🗣️Thematic forum (UD-2 and 3) - What personal experiences and social environments may lead people to engage in NPS abuse?

    Svar på indlæg: 1
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    Module presentation Side

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    SET: Motives for classical and novel psychoactive substances Side

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    Focus on NPS consumer Side

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    Meanings of consumption Side

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    Module 4 keynote Fil

    Marker som gennemført
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    📚 Scientific Papers Mappe

    Marker som gennemført
  • Activity (Schools/in the classroom)
    
    With the support of your teachers, the students are invited to create and publish a short formative assessment test using a digitally mediated questioning application. The questions need to consider the learning contents learned in Module 2 (blended learning course). 
    
    Group organization: students, divided into groups, will have to create 5 multiple choice questions and issue a challenge in the classroom; the teacher validates the questions. 
    
    Examples of Student Response System (SRS): Kahoot, Quizizz, Slido etc. 
    
    

    Examples of alternative activities to the construction of the formative assessment by students. 

    • construction of a conceptual map representing the main concepts of the module; 
    • construction of a short interactive presentation; 
    • creation of a graphic representation (e.g., infographics), etc.

    Please keep track of all activities!  

    
    

• Module 5. Representation of substances abuse in mainstream channels

  
  

  	Luca Ferrari University of Bologna			Elena Pacetti University of Bologna

  
  
  

  	Alessandro Soriani University of Bologna		Stefano D'Ambrosio University of Bologna			Marco Nenzioni  University of Bologna

  
  

  Module 5. Representation of substances abuse in mainstream channels

  This module introduces an educational perspective on the topic of the substance of abuse. Specifically, we will focus on the representation of such substances by analyzing, first of all, what are meanings and mechanisms (prejudices and stereotypes) bring users closer to the consumption of such substances. Moreover, it will briefly trace the historical evolution of the phenomenon of substance abuse taking into account the role of the mass media both in the 1900 century and in the new Millennium.

  DUs summary

  • DU 1. Representations: meaning, mechanism, prejudice: medium and audience (EDU)
  • DU 2. Phenomenological and historical representation of substances abuse in literature, films, songs, videogames, and other mainstream channels - until 1999
  • DU 3. Phenomenological and historical representation of substances of abuse, including NPS, in films, songs, videogames, and other mainstream channels - from the 21st century

  
  

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    🤔 M5 - Formative assessment Quiz

    Se Få en karakter
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    Do movies encourage drug use? (stimulus to reflect about the topic) URL

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    Module overview: Representation of substances abuse in mainstream channels (presentation) Side

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    Module overview: Representation of substances abuse in mainstream channels Side

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    Module 5 keynote Fil

    Marker som gennemført
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    🖼 High Cinema: Drugs in Film Infographic URL

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    📚 Scientific papers Mappe

    Se
  • Activity (Schools/in the classroom) 
    
    With the support of your teachers, the students are invited to create and publish a short formative assessment test using a digitally mediated questioning application. The questions need to consider the learning contents learned in Module 2 (blended learning course). 
    
    Group organization: students, divided into groups, will have to create 5 multiple choice questions and issue a challenge in the classroom; the teacher validates the questions. 
    
    Examples of Student Response System (SRS): Kahoot, Quizizz, Slido etc. 
    

    Examples of alternative activities to the construction of the formative assessment by students. 

    • construction of a conceptual map representing the main concepts of the module; 
    • construction of a short interactive presentation; 
    • creation of a graphic representation (e.g., infographics), etc.

    Please keep track of all activities!