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 ===[[Children, Data and Emerging Identities|IDentifEYE - Children, Data and Emerging Identities]]===
 The project '''Children, Data and Emerging Identities''' concerns the development of an augmented reality game in which different sets of data, both active and passive, lead to different outcomes as symbolized by signs. These different signs will be printed by children as an outcome of a stage in the game and will shown to a computer camera. Then, on their computer screen, the augmented reality translation of the signs will be shown. This translation represents the identity that emerges from the data they have entered in the course of the game. By playing the game children will learn that not providing any data or providing only a small amount of data leads to either a complete lack of representation or a distorted representation while providing of too many validated data will lead to a truthful representation. The proposal involves 4 partners from 3 countries (Cyprus, The Netherlands, and the U.K.).
-===[[EU Kids Online|EU Kids Online III]]===
-EU Kids online II was a continuation of EU Kids online I, implemented from 2009 until 2011. The aim was to produce a rigorous, cross-national comparative evidence-base regarding internet usage across Europe. Structured face-to-face interviews with children aged 9-16 years old across 20 member states were contacted.  For a precise and complete picture of children’s experiences, actions and concerns with regard to online risks and safety parents were also interviewed.
-During this phase of the program, initial statistical analyses were conducted and the first findings were published in autumn of 2010.
-The project was implemented according to four methodological principles:
-<br>
-(i) a critical approach being required to examine, test and qualify taken-for-granted assumptions regarding the nature, extent and interpretation of online risk, the nature and degree of children’s internet literacy and the effectiveness of parental regulation;
-(ii) a contextual approach to identify the social, cultural or individual factors that accounted for differential experiences of, and responses to, risk;<br>
-(iii) a child-centered approach to recognize and inform the gap in perspectives and practices between adults and children;<br>
-(iv) a comparative approach to identify and analyse similarities and differences in children’s online risk experiences across Europe.
 ===[[EU Kids Online|EU Kids Online III]]===