1. Sommario progetto Sommario: By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet, explore the world of Web 2.0. and become aware of internet copyright. 2. Paese (Città / Regione) Stato: Belgium Città: Malle 3. Nome dell'organizzazione che presenta il progetto Organizzazione: Immaculata Instituut 4. Tipo di organizzazione Scegli tipo: Scuola 5. Coordinatore del progetto Nome e Cognome: Bart Verswijvel E-Mail: bartverswijvel@telenet.be 6. Website Il sito web del progetto: http://creativecommonsetwinning.wordpress.com 7. Selezionate la categoria di appartenenza del vostro progetto Youth Education Project. Select Project Users by age: Fino a 18 anni Inserimento dei giovani nel mondo del lavoro: NOT Helping youth step in the job market Creatività e Innovazione sociale: NOT in Creativity and Social Innovation 8. Da quando è funzionante il vostro progetto? Da: 01/12/2009 9. Obiettivi ed elementi di innovazione Please explain the targets and the background of your project: Our project aimed at several objectives: Creative commons: we wanted the students to become aware of the existence of Internet copyright. Collaborative learning: the students work independently but at the same time they taught each other in an informal way. The teachers didn’t give any frontal step-by-step instructions. Creativity: creative freedom was given as much as possible. Responsibility: each student built his own blog. Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results. Dissemination: as coordinators of the project we had the intention of offering all information and instructions for anyone wanting to adapt or copy our project. Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect for the work of an author (Creative Commons License). Quali opportunità/problemi affronta: As educators of millennium learners we think that the focus we put in this project should be a part of education. We think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author. Please explain what is unique or special in your project: This project was unique and special in several ways. First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility. For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently. The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication. We can also mention the spin off website we made in this project: http://bvpics.wordpress.com. As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners. 10. Risultati Describe the results of your project as per today: We present this project in a realistic, honest way. From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this project can be used by any one interested. So we think that this project is really a good source of inspiration for teachers who think of setting up an online co-operation with classes from different countries. In che misura risponde ai bisogni degli utenti: We wanted to our pupils to acquire communicative competences. We think that the things they have learned are tranferable in new circumstances because we gave full responsibility to our pupils during the learning process. Quanti utenti interagiscono con il progetto mensilmente e in quale modo: In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a different mother tongue, we used non verbal communication and English as lingua franca. Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: / Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our experiences, both on the project’s blog as at several conferences where we presented the project. Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: / Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of students). 11. Sostenibilità Indicate la durata complessiva del progetto: Meno di 1 anno 12. Trasferibilità Il progetto è stato replicato/adattato altrove: Si Specifica: he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009. In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain. Che cosa possono imparare altri soggetti dal vostro progetto: I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements. Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti. 13. Informazioni aggiuntive Background: This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview: Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form, Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage) Ostacoli: We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory for a group of pupils. Some blogs haven’t been finished by those pupils. Soluzioni: Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the curriculum. Future plans and wish list: Next year we will continue the cooperation between the same schools. We will work together on a similar basis. We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about 5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The outcomes of the cooperation will be media products where school life will be presented. Legge sulla privacy Do you authorize the FMD to the treatment of your personal data?: Autorizzo la FMD al trattamento dei miei dati personali
By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,
explore the world of Web 2.0. and become aware of internet copyright.
Our project aimed at several objectives:
Creative commons: we wanted the students to become aware of the existence of Internet copyright.
Collaborative learning: the students work independently but at the same time they taught each other in an
informal way. The teachers didn’t give any frontal step-by-step instructions.
Creativity: creative freedom was given as much as possible.
Responsibility: each student built his own blog.
Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.
Dissemination: as coordinators of the project we had the intention of offering all information and instructions
for anyone wanting to adapt or copy our project.
In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect
for the work of an author (Creative Commons License).
As educators of millennium learners we think that the focus we put in this project should be a part of education. We
think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the
work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.
This project was unique and special in several ways.
First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.
For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.
The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.
We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.
As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.
We present this project in a realistic, honest way.
From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be
reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this
project can be used by any one interested. So we think that this project is really a good source of inspiration for
teachers who think of setting up an online co-operation with classes from different countries.
We wanted to our pupils to acquire communicative competences. We think that the things they have learned are
tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.
In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a
different mother tongue, we used non verbal communication and English as lingua franca.
/
This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our
experiences, both on the project’s blog as at several conferences where we presented the project.
In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of
students).
he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in
Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.
In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.
I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.
This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:
Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form, Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)
We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory
for a group of pupils. Some blogs haven’t been finished by those pupils.
Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the
curriculum.
Next year we will continue the cooperation between the same schools. We will work together on a similar basis.
We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about
5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed
project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The
outcomes of the cooperation will be media products where school life will be presented.
Preschool-aged children have been involved with concrete materials and hands on activities in order to build pre-math skills.
‘1, 2 buckle my shoes’ is a project based on early mathematics. Preschools from Poland, Malta, Scotland, Iceland, Spain, Italy, Romania, Lithuania and Canada, U.S.A, and England are participating in the project. A mathematical topic was planned for each month. Enumeration, comparing activities, adding, measures, space and position, shapes, comparisons, and classifications topics were carried out by the partners. Lesson plans were discussed and results of work exchanged at the end of each month. Different methodologies were observed and discussed. Young children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. A set of topics, ‘Maths around us’ was planned and the children explored ‘Maths and our Toys’, Maths in the shops’, ‘Maths at Christmas time’, ‘Maths in the streets’, ‘Maths in the kitchen’, ‘Maths in the garden’, Maths in the gym’ and ‘Maths and water’.
La III A del liceo “Pertini” di Genova approfondisce il tema “Teatro e didattica”.
L'idea, nata dalla pratica didattica, è stata sviluppata dal consiglio di classe della III A del Liceo “Pertini” a.s. 2008/2009 e da esperti, relatori, amici che ci hanno affiancato di volta in volta nello sviluppo del progetto. I risultati sono rilevabili nelle conoscenze, nelle competenze e nelle capacità acquisite da tutti coloro che vi hanno preso parte. Soprattutto il lavoro ha consentito di maturare la consapevolezza che è necessario per la scuola non solo usare i nuovi linguaggi, ma anche comprenderne le valenze culturali, psicologiche e sociali.
Ecco di seguito alcune tematiche sviluppate nel corso del progetto:
Il teatro come metafora per comprendere la società, E. Goffman e la prospettiva drammaturgica
Il film come laboratorio per studiare la psicologia dei personaggi e le dinamiche del gruppo
Il gioco con “La parola ai giurati” di S. Lumet, per applicare ad un caso ciò che si è studiato
Il teatro, il cinema, il libro messi a confronto su uno stesso testo per rilevare gli elementi di similitudine e di differenza sotto il profilo dei codici comunicativi e dell'incidenza che questi hanno sul messaggio.
Web 2.0, nuove modalità di interazione del gruppo classe, lavoro collettivo con Google docs. Riflessione su che cosa cambia sul piano della relazione con le nuove modalità di interazione.
Esplorazione di web 2.0 come ambiente cognitivo: Wikipedia, costruzione di una pagina e controllo delle fonti.
Metodologie della ricerca: intervista, osservazione. Interviste a esperti e osservazione sistematica di esperienze didattiche di altri istituti.
Traduzione collettiva di un testo dalla lingua inglese.
Documentazione del lavoro svolto: elaborazione di un filmato inserito su Youtube, costruzione di un blog.
L'obiettivo principale è stimolare gli studenti ad avvicinarsi con spirito critico ai linguaggi che di solito sono esclusi dalle aule scolastiche (teatro, film, internet). Inoltre, si intende stimolare i ragazzi a studiare e comprendere i codici della contemporaneità e la cultura di cui sono portatori per sfruttarne appieno e in modo consapevole le potenzialità. Il contesto in cui si svolge il progetto è l'ambiente fisico, è la scuola e, durante le uscite, la città di Genova, ma in realtà ci siamo spinti nell'esplorazione dei nuovi media che non hanno per loro natura confini ben definiti.
I mezzi utilizzati sono stati gli spettacoli teatrali in cartellone nella nostra città, i film proiettati nelle sale e visionati in dvd, i pc collegati a internet nell'istituto, nelle case e ovunque fosse accessibile una connessione alla rete.
L'opportunità offerta agli studenti e agli insegnanti è quella di sperimentare nuove modalità di lavoro collettivo e di colmare il gap nelle abilità informatiche che spesso sussiste tra studenti appartenenti alla stessa classe.
Il progetto sposta l'attenzione della metodologia di utilizzo dei media elettronici alla dimensione culturale e comunicativa. Stimola negli studenti un atteggiamento critico e creativo nei confronti dei nuovi media e delle forme di spettacolo a cui assistono. Sottolinea l'aspetto della qualità della fruizione, insegna che il cinema va visto al cinema e che le opere teatrali si comprendono appieno se, oltre a leggerle sui libri di testo, ci si reca a teatro.
I risultati sono rilevabili nelle conoscenze, nelle competenze e nelle capacità acquisite da coloro che hanno partecipato al progetto, che hanno interiorizzato un atteggiamento attivo e critico nei confronti dei linguaggi della contemporaneità.
E' un primo passo verso l'inclusione dei nuovi linguaggi, che da tempo sono parte del nostro modo di comunicare, all'interno di una dimensione culturale e di apprendimento tradizionale.
Oltre ai componenti del gruppo di lavoro, agli esperti che hanno collaborato con noi, agli studenti dell'istituto che abbiamo visitato, ci sono coloro che hanno letto la pagina di Wikipedia che abbiamo scritto, gli utenti di Youtube che hanno visionato il video caricato su Youtube e i lettori del nostro blog.
I giovani assumono un atteggiamento critico nei confronti dei media che usano massicciamente, apprendono nuove modalità di lavoro, acquisiscono nuove conoscenze nel campo della cultura e abilità informatiche. Inoltre, imparano a operare in squadra, cosa che li prepara maggiormente al mondo del lavoro e consente loro di superare la dimensione individuale funzionale all'apprendimento tradizionale: non è tanto il risultato finale quello che conta, quanto le modalità e gli sforzi comuni attuati per raggiungiungerlo.
Il progetto ha modificato lo spazio e il tempo della scuola, il gruppo di lavoro ha interagito spesso in orari non canonici, gli interlocutori esterni sono stati intervistati utilizzando strumenti quali msn messenger.
Integrati organicamente nell'attività didattica, tutti (studenti e insegnanti) sono stati spinti all'uso creativo delle nuove tecnologie. Infatti, tutti i componenti del gruppo classe si sono collegati in rete e si sono dotati di un indirizzo di posta, anche coloro che non possiedono un pc collegato a internet.
I criteri adottati sono la partecipazione degli studenti, la serietà con cui hanno lavorato, la dimestichezza che hanno acquisito nel muoversi nel nuovo ambiente cognitivo, l'apprendimento “peer-to-peer” che si è attuato nei fatti.
Crediamo che il nostro progetto possa offrire spunti di riflessione e qualche idea a chi voglia arricchire la propria esperienza didattica affiancando al testo scritto le forme di linguaggio che sono proprie della contemporaneità.
Le difficoltà principali sono state di ordine burocratico: abbiamo dovuto impiegare tempo ed energie per seguire procedure che avrebbero potuto essere più snelle e favorire gli sforzi di coloro che lavorano per una didattica che consenta alla scuola di mantenere la propria centralità formativa.
Il nostro progetto modifica lo spazio e il tempo della scuola e ciò implica un accomodamento degli schemi che sono propri dell'istituzione. Se il grado di innovazione di un progetto si giudica dall'impatto che questo ha sulla struttura su cui si applica, il nostro ha determinato un notevole adattamento delle modalità di insegnamento-apprendimento.
Alcuni studenti della classe non possiedono computer collegati in rete, altri possono accedere a internet rete per un tempo limitato. Per il prosieguo del progetto sarebbe necessario dotare la classe di un congruo numero di lap top con accesso alla rete.
Il punto di forza del nostro progetto è stato la coesione del gruppo di lavoro e l'entusiasmo che ha consentito di trasformare le difficoltà in occasioni per trovare soluzioni creative.
Il progetto avrà un seguito nei prossimi due anni scolastici, il tema individuato sarà approfondito a partire dai risultati (conoscenze, competenze e capacità) che abbiamo raggiunto in questa prima fase. Ci aspettiamo di trovare un gruppo di lavoro che sia in grado di “fare scuola” utilizzando i mezzi che la società odierna mette a disposizione.
9 kindergartens create one οn - line story which will be the synthesis as much as many pupils ideas.
Each school had one month to develop and keep going on the story from the previous partner. Global values like: Equality, Friendship, Freedom, Love, Loyalty, Brotherhood, Kindness, Tolerance etc, was chosen as points of reference and a source of ideas from each partner to develop their own part of the story. Each school could chose what value they liked to be their main idea on which they developed their part keeping 2 common characters for all partners: a Dog! and a kid.. But being flexible we were also open to new story characters as we did it finally.
This project has 2 main parts: A./ The development of the on-line story on the platform of WIKISPACE: http://travellingstory.wikispaces.com/
B. The presentation and dissemination of the educational procedure each school followed to achieve its targets and the interaction was developed among the 9 schools through the year in a BLOG: http://bloggydoggy.edublogs.org/
Part A: Each partner had to upload its part ( we suggested: a short text with 4-5 illustrations ..this could be a various kinds of ART : using on the Paint, a hand drawing, handicrafts or whatever pupils liked ) in the 3rd week of its month like this: 1/October: GR 2./November: AT 3./ December: BG 4./ January: DE 5./February: FR 6./March: ES 7./April: UK 8./May: LV 9./June: PT The whole story was created gradually by the pupils and uploaded on the WIKI by the teachers. We also built a Blog where all partners exchanged info, various activities concerning highlights from the Dog arrived* in each country, comments about their work, favourite music & songs, pupil’s voices recorded, short videos etc.. offering one more interactive way of action to all partners.. *Through the year we also made gradually - all together- a travelling Dog-doll .. each partner added some extra materials on the received Dog. They kept it for 3 weeks and then, they sent it to the next partner school.
Part B: Here we tried to show how a Blog can be an interactive tool among 9 schools.. We suggested some activities but finally as you may see all partners made much more inspired from each other’s work..
1./ post a funny photo of your class for knowing each other.. 2./ comment a photo showing a class activity.. 3./send your Christmas wishes with craft.. 4./ sing a traditional song you like.. 5./ show how you celebrate the carnival at your area.. 6./use Bubbleshare and present your neighbourhood .. 7./ Look at the others’ presentation about ‘neighbourhood’ ask and learn from the others.. 8./ Share what else you like , try to make a post by ‘yourself’
We consider as a real quality of our project the following:
• 9 public kindergartens using the ICT and web 2.0 to create one on-line story together..
• Some pupils 5-6 years old managed to be real Bloggers and post alone by themselves : http://vod.sch.gr/video/view/652.html?lng
• Pupils and teachers paid a serious attention on people with special abilities/needs...It was agreed to be narrated this on-line story into their native language by the pupils and in English by the teachers so that people with less vision ability may have an access to this. We added a special sign for it on each page on our book at wikispace.
The benefits from this project were enough and in many levels.. e.g at the parents, at the local community, among other teachers, inspiration for a farther follow up..etc.. but luck of space we will focus at pupils and teachers level... To pupils • They learnt about the Blogs and improved themselves using it often • They found out how wikispace can be a common area of work with many partners discovering the fun of a multi partnership having one common target which connects them • The often use of the Blog, lead pupils to an interactive learning procedure on an indoor level as well as from a distance one. • They became aware about the traps as surfers of the Internet, with learning by doing, and they developed the appropriate attitudes being good users. • They knew 9 different countries, languages, habits and some local customs • They realized what is the same what is different in a school level and in social one. • Through this project pupils realized the need of the acceptance and the respect to the diversity and to the tolerance, recognizing them like new values in their lives. • The use of new web 2 tools brought them joy and fun in learning
To teachers • They tried new challenges with a success with the use of new tools of ICT • They learnt by doing new ways of teaching and dissemination of their school experience and work • They realized that the co-operating learning is worth it also at teachers level because you may achieve easier your targets and you discover that knowledge is better to share it instead to keep it as a ‘secret’ in your school.
Through all the project activities, the pupils learnt what Blog and Bloggers mean, while some pupils tried and succeeded to post by the themselves photos and simple familiar words. They used the wikispace to see their work and to explore the other’s work, they learnt how to use a digital camera and take good shots and short videos, they recorded their voice, used Word but most the Paint for the project needs. The teachers –without being special ICT teachers- handled efficient the use of the new web 2 tools and they did a real fact the moto: “learning from each other” so that, they managed to integrate this project through : Audacity, Movie maker, Bubbleshare, Rockyou, slideshare, Myplick, Animoto, Onetruemadia, Google video etc.
It was the cause for a new collaboration ...a new proejct about eco- clay - animation among the same partners
How to learn together.. how to learn from each other... how to choose new tools of ICT... how to organise multi-partnerships.. how to bring creativity in the classroom.. how pedagogy can be fun.
We started our collaboration between 2 partners : Portugal and Greece Sept. 2006 ... Next year we expanded this with 2 more schools…and this project was the outcome of 9 partner schools
Every year we manage to improve ourselves and our pupils various skills , so we will keep going this partnership as long as we can with new innovative ideas and good practices. We really enjoy to work in the framework of the e-twinning, because it's so flexible, so far from any bureaucracy and for this reason so much effective!
