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communication

Recycling: a way of living

Recycling : way of living , lettura e salvaguardia del territorio

1. Project summary
Summary: 

Il progetto curriculare eTwinning “Recycling,way of living”, ha avuto lo scopo di rendere gli studenti consapevoli della realtà ambientale in cui vivono e protagonisti di comportamenti che possano realmente costruire uno “sviluppo sostenibile” di ciò che li circonda e indurli ad una conoscenza reciproca e all’uso di un comune strumento linguistico. L’input esterno del progetto è nato sia dall’esigenza di sperimentare nuovi percorsi didattici, che possano rendere l’allievo sempre più consapevole del suo ruolo attivo all’interno della scuola e della società, sia dall’esigenza di dare delle risposte a problemi palesemente condivisi, approfondire l’esplorazione del mondo circostante,attraverso l’osservazione diretta dei fenomeni ambientali e confrontarsi con i partners europei : Polonia,Grecia e Francia. Tali necessità hanno consentito al team progettuale e cooperativo, costituito da docenti, Dirigente scolastico, tecnico informatico e alunni di classi differenti di andare oltre la programmazione didattica curriculare. Il team,utilizzando la metodologia partecipativa del project work, ha sviluppato la responsabilità individuale e di gruppo, dove ogni componente ha avuto un ruolo preciso e ha dato anche un contributo in termini di creatività.

2. Country (City / Region)
State: 
Italy
City: 
Catania
3. Company/organization/institute presenting the project
Organization: 
Istituto Professionale per l’Industria e l’Artigianato “E . Fermi”
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Lucia Turiano
E-Mail: 
liciaturi@alice.it
6. Website
The website of the project: 
http:// www.etwinning.net
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/01/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Il progetto si svolge in un istituto-IPSIA “E.Fermi”- ubicato nella periferia nord della città di Catania che accoglie studenti provenienti da diverse zone della città, a rischio e non, e dalla provincia. Il background socio-culturale è medio-basso e numerosi sono i giovani che vivono situazioni di disagio psicologico e familiare, per cui l’istituto diventa per molti l’unica alternativa al contesto di provenienza. La scuola si pone quindi come link tra queste realtà e si propone di intervenire con azioni progettuali fondate su metodologie partecipative ed integrative attivando da diversi anni, progetti di cooperazione europea come eTwinning, Comenius, Assistentato Comenius,etc. In particolare il progetto “ Recycling: a way of living” si prefigge di contribuire in maniera fondamentale allo sviluppo della dimensione europea nell'educazione, utilizzando la lingua straniera non come il fine di un apprendimento auto-referenziale ma come un mezzo di comunicazione, e all'uso delle Tecnologie dell'Informazione e della Comunicazione (TIC) per la pedagogia. • Sviluppare la dimensione europea dell’istruzione • Migliorare la competenza nella L2 creando occasioni di uso “reale” della lingua straniera attraverso lo scambio di informazioni tra pari di differenti culture • Diversificare l'apprendimento attraverso le Tecnologie dell'Informazione e della Comunicazione (TIC). • Usare le TIC per creare, comunicare e condividere. • Educare ad un approccio multidisciplinare e multiculturale al sapere • Far conoscere le principali tematiche relative all’ambiente • Utilizzare la nuova metodologia partecipativa del “ project work “ e del “cooperative learning” OBIETTIVI SPECIFICI • Sviluppo delle capacità autonome di ricerca • Sviluppo delle capacità di analisi e sintesi dei contenuti teorici • Sviluppo e potenziamento della lingua inglese • Utilizzo di strumenti informatici per le varie fasi del progetto

What does it try to achieve and how: 

Il progetto ha utilizzato la cultura multimediale per la sua realizzazione, sfruttandone le sue straordinarie possibilità nella didattica. Così gli studenti hanno imparato a creare file di immagini, elaborare testi, utilizzare software e slideshows, navigare all’interno del Twinspace “eTwinning” usare word e power-point, utilizzare la scrittura collaborativa con Wiki ,creare un blog e realizzare e postare dei video. In particolare le applicazioni del Web 2.0 –blog. wiki, condivisione di risorse, social networking- si sono rivelati strumenti utili per docenti ed alunni perché hanno consentito di sperimentare una nuova modalità di lavoro e di poterla commentare. La realizzazione dei video da parte dei ragazzi ha permesso di esprimere la loro creatività con un mezzo nuovo ma vicino ai loro interessi e alle loro esigenze. Inoltre il progetto ha valorizzato la cultura dei new media, quali chat, sms, forum per ampliare la cooperazione e il dialogo tra pari, in un’ottica di cooperazione europea .

Which opportunities/problems does it address to: 

Tale percorso ha consentito: • allo studente di uscire dal chiuso dell’aula scolastica • alle diverse componenti scolastiche di lavorare in team ( cooperative learning) • al Collegio dei docenti di condividere gli obiettivi • ai genitori e alunni dell’istituto di essere coinvolti attraverso un’informativa costante(circolari,albo dell’istituto,conferenze,etc.) • agli esponenti degli enti locali di partecipare ad incontri ,che hanno permesso agli alunni di venire a contatto con le problematiche ambientali del proprio territorio e di conoscere le soluzioni proposte e adottate dalle istituzioni.

Please explain what is unique or special in your project: 

L’innovazione e la creatività : la tematica sviluppata è risultata innovativa nelle argomentazioni perché ha indotto gli studenti a partecipare attivamente all’interiorizzazione del fenomeno studiato e a ricercare soluzioni che avessero una valenza scientifica e socio-economica. Ciò ha determinato l’uso di strategie quali il problem-solving ed il project work, metodologie partecipative che hanno guidato gli alunni nelle fasi di condivisione-ricerca-selezione–rielaborazione e sintesi dei dati raccolti. Il progetto ha permesso di “imparare ad imparare” perché la sua realizzazione ha consentito l’acquisizione di un nuovo metodo di studio, più responsabile e significativo. Proficua è stata l’organizzazione dei ragazzi in gruppi di lavoro,dove ogni componente ha avuto un ruolo e ha dato il proprio contributo, anche in termini di creatività,abituandosi a lavorare in team. Particolarmente innovativa è stata la presenza di un’assistente Comenius ,di nazionalità polacca ,durante la realizzazione del progetto,che ha stimolato i ragazzi al dialogo e al confronto.

10. Results
Describe the results of your project as per today: 

Lo scambio didattico-pedagogico tra i docenti ha consentito una crescita professionale dovuta all’uso di nuove metodologie e incrementato la dimensione europea dell’istruzione ampliando gli orizzonti di comunicazione, di conoscenze, di esperienze per il conseguimento di obiettivi comuni. Gli alunni hanno migliorato la conoscenza della lingua inglese come lingua veicolare, l’uso positivo delle TIC e potenziato le competenze trasversali e le capacità organizzative e rielaborative. In un clima di collaborazione e competizione attiva hanno sperimentato, inoltre, un percorso di ricerca-azione e modalità di lavoro cooperativo tra differenti paesi europei su temi di importante attualità (ecologia , impatto ambientale, consumsmo), aumentando così la motivazione verso lo studio e il successo scolastico. Il progetto ha ottenuto un riconoscimento significativo con l’assegnazione del Quality Label Europeo e l’inserimento nel volume “Le competenze chiave nell’apprendimento: il contributo di eTwinning” sezione : Esempi di qualità per le competenze scientifiche.

How does it fulfill the users’ needs: 

Il progetto, abbandonando l’aula scolastica e trasformando la lezione tradizionale in lavoro collaborativo e di condivisione , offre l’opportunità agli alunni di fare scuola in maniera innovativa, di migliorare le competenze linguistiche, di confrontarsi con i pari europei attraverso l’utilizzo delle TIC che consentono , in un contesto internazionale, di attivare differenti canali comunicativi per personalizzare il processo di insegnamento/apprendimento.Tutto ciò contribuisce inoltre a sviluppare un’ identità allargata,con alla base il rispetto per “l’altro” e la tolleranza,nella prospettiva dell’Europa del domani .

How many users interact with your project per month and what are the preferred forms of interaction: 

L’interazione tra docenti referenti (2) ed alunni (40 circa) avviene settimanalmente, durante le ore curriculari assegnate dal C.d.C. allo sviluppo del percorso progettuale.Le riunioni con il D.S. ,alle quali partecipano anche alcuni alunni, sono frequenti e costituiscono un momento importante di confronto e raccordo. I rapporti con i partners sono quasi quotidiani, con un proficuo scambio e confronto sugli obiettivi del progetto e si vanno via via trasformando in rapporti di amicizia e continua collaborazione con scambi di foto , riflessioni e aggiornamenti sul miglioramento della cooperazione e della dimensione europea dell’istruzione.

How has it improved the quality of educational and/or training services: 

Il lavoro per progetti sviluppa anche competenze trasversali oltre che capacità organizzative e rielaborative, non solo tra gli studenti ma anche tra i docenti coinvolti che hanno interagito con dinamiche didattico-educative talvolta diverse e proprio per questo significative . Particolarmente formativi sono stati i contatti e l’incontro con i pari europei che si sono concretizzati con la realizzazione di un viaggio d’istruzione presso la scuola partner greca di Atene e quella francese di Bagneux con la condivisione della giornata, organizzata dall’ Università Paris-Sud d’Orsay, dedicata a “ Faites de la science” e all’esposizione di progetti scientifici, che ha consentito un ulteriore confronto con le esperienze didattico-scientifiche dell’istruzione francese.

How has it improved the participation of professionals, children, youth and other stakeholders: 

Il lavoro collaborativo e di condivisione, non solo all’interno dei gruppi di lavoro ma anche con i docenti e studenti partner, con i quali si programmavano le tappe del percorso e si stabilivano le scelte operative per il proseguo dei lavori e la realizzazione dei vari prodotti ,ha ottimizzato la partecipazione di tutti i componenti del team di progetto. Frequenti sono stati infatti gli scambi di informazioni, comunicazioni, obiettivi e attività che hanno coinvolto sinergicamente tutti i protagonisti. I contatti sono stati frequenti e hanno sfruttato pienamente le potenzialità multimediali delle nuove tecnologie, utilizzando non solo gli strumenti del Twinspace:forum, chat, messaggi di posta, ma anche quelli dei social network ,videochiamate etc. L’articolazione del progetto esplicitato in un complesso di obiettivi e azioni specifiche ha consentito di lavorare in sinergia mettendo a reciproca disposizione la ricchezza e la complessità di conoscenze in un’ottica di pluri-interdisciplinarità.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Un progetto di cooperazione europea implica necessariamente una comunicazione basata su competenze digitali finalizzate non solo al reperimento, analisi ,elaborazione, dati statistici etc ma ad una integrazione delle conoscenze, delle connessioni , degli scambi e delle relazioni con altri soggetti presenti negli stessi ambiti.Il progetto offre l’opportunità di utilizzare un luogo di interazione, un social network ad es. non solo per motivi di svago ma per la realizzazione di obiettivi ,confronti e esperienze in ambito internazionale.Naturalmente le nuove tecnologie vanno utlizzate, sotto il controllo dei docenti, con una valenza formativa,consapevolezza e per precisi obiettivi didattici.

Describe how you measure (parameters) these results: 

Le attività svolte in aula durante le ore curriculari sono documentate dai registri di classe e dai lavori laboratoriali.Controlli in itinere vengono effettuati sulla base delle attività svolte, sullo sviluppo delle competenze acquisite dagli alunni e sul raggiungimento degli obiettivi concordati con i partners.La valutazione avviene periodicamente effettuata attraverso questionari ed interviste, sull’avanzamento dei lavori postati ,sulle difficoltà incontrate, sull’interesse , la partecipazione, il profitto e le abilità acquisite.Sono previsti inoltre degli incontri di progetto per pianificare e monitorare il percorso progettuale.E’ doveroso , comunque , sottolineare che spesso, trattandosi di progetti che si sviluppano in itinere, i risultati, i compiti, le funzioni sono governati da variabili esterne e/o interne indipendenti e non prevedibili.Lavorare in team significa anche saper gestire sapientemente imprevisti e saper mediare tra culture diverse

11. Sustainability
What is the full duration of your project: 
From 3 to 6 years
What is the approximate total budget for your project (in USD): 
From 10.001 to 30.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
Yes
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
What lessons can others learn from your project: 

Gli esiti positivi conseguiti dal progetto hanno evidenziato l’efficacia delle strategie utilizzate. Il problem-solving e il project work hanno contribuito allo sviluppo di competenze ed abilità quali la capacità di selezionare informazioni, tabularle , contestualizzarle e trarre le conclusioni in base ai risultati. Predisporre anche il lavoro attraverso attività ludico-creativo ed interattive ha abituato i giovani al dialogo, alla tolleranza e al rispetto delle opinioni altrui, preparandoli così a diventare a pieno titolo futuri cittadini europei e ad acquisire la consapevolezza dei diritti della cittadinanza attiva. Tali caratteristiche consentono al percorso progettuale non solo di essere applicabile nella didattica ordinaria coinvolgendo diversi ambiti disciplinari ma l’estensione alle altre classi dell’istituto e la sua diffusione presso differenti corsi di studi,dal momento che l’obiettivo è stato ,al di là dei contenuti, “imparare ad imparare” e quindi il miglioramento del processo di insegnamento-apprendimento. Il superamento di competenze prettamente disciplinari ,senza rinnegarle, ha offerto un’occasione per acquisire le “ competenze chiave “ necessarie per sostenere un apprendimento permanente , orientarsi in situazioni problematiche di vita quotidiana ed esercitare consapevolmente la cittadinanza attiva.

We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
13. Background information
Background: 

Le scuole europee partners (fondatori e non): scuola, città, stato, doc. ref. SCUOLA : 1 Epal Ymittou - Atene – Grecia Docente referente : Eleftheria Politaki SCUOLA : Szkola Podstawowa im. Jana Pawla II –Jaworzni –Polonia Docente referente : Renata Mazur SCUOLA : Lycèe professionel Léonard de Vinci – Bagneux - Francia Docente referente : Marie-Edwige Mallet

Barriers: 

La sinergia riscontrata tra le scuole partners e gli operatori del progetto non si è invece riscontrata con i restanti docenti della scuola, questo è l’unico punto di debolezza rilevato, nonostante la condivisione degli obiettivi e finalità del percorso che si intendeva realizzare. Le cause di tale atteggiamento sono forse da addebitarsi alla permanenza,in un buon numero di docenti,di una visione tradizionalistica e contenutistica dell’insegnamento, la cui validità è assicurata solo quando lo studente conosce i contenuti della propria disciplina e non si occupa di altro che possa distoglierlo dallo studio “serio”.

Solutions: 

La scuola ha cercato e cerca ancora di modificare tale atteggiamento attraverso corsi di formazione di innovazione metodologica e il coinvolgimento di un sempre maggior numero di docenti in progetti di questo tipo.

Future plans and wish list: 

Gli alunni auspicano che la loro attività abbia una ricaduta positiva anche all’esterno della scuola e che si possano organizzare conferenze, meeting, tavole rotonde dove i protagonisti siano non i politici e/o i rappresentanti degli Enti Locali ma i giovani stessi, pronti a fare da tutors e a sensibilizzare i loro coetanei ai seri problemi ecologici del nostro pianeta e alle possibili soluzioni e terapie d’urto da adottare. Per far ciò non è necessario alcun finanziamento ma sarebbe sufficiente soltanto la disponibilità dei Dirigenti Scolastici del territorio ad aprire i loro istituti e dare la parola ai nostri giovani che rappresentano il futuro del mondo. LINK: http://twinblog.etwinning.net/2460/ twinblog http://www.etwinningsicilia.altervista.org/ eTwinningsicilia -Ufficio Scolastico Regionale per la Sicilia http://www.etwinningsicilia.altervista.org/index.php?option=com_fireboar... L'intervento sul forum da parte degli studenti della III A ome dell'I.P.S.I.A. E. Fermi di Catania http://etwinningstudents.blogspot.com/ Renewable energy – etwinningstudents blog - Classi II e III A OME Istituto "E.FERMI" CT http://picasaweb.google.com/fdsregional/ForumRegionalFaitesDeLaScience6D... Reportage photos du 6è forum regional "faites de la science" d'Orsay http://picasaweb.google.com/fdsregional/ForumRegionalFaitesDeLaScience6D... FOTO DELLE 2 SCUOLE : FRANCE + ITALY http://www.faitesdelascience.u-psud.fr/index.html HOME PAGE : faites de la science

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EuroSwitch SwapShop

A cultural and communication project which provides a platform for teenagers to communicate and exchange cultural information with their European peers.

1. Project summary
Summary: 

Language teachers have included pen friends and exchanges in to their lesson planning for a long time, but as students now use e-mail, chat forums, blogs, podcast, video conferencing and so many other ICT based methods of communication, we decided to try to incorporate the Virtual world, and try to ensure that instead of hindering communication and socialisation it actually facilitated it and made it more accessible and immediate. We looked for a platform which would provide a safe environment with solid privacy controls to allow students to do all of this safely and only to an invited target audience. The Etwinning site proved to be perfect launch pad for this and we set up 2 projects for 2 year groups. These were called EuroSwitch and SwapShop. “EuroSwitch” came from the idea of switching/changing places anywhere in Europe – providing a window into each other’s surroundings and culture. “SwapShop” came from the English Swap, meaning to exchange, with the idea of a continuous stream of information exchanges. We found a number of schools and institutions around Europe and began creating PowerPoint presentations, debate threads on issues we concern this peer group, letters of introduction and so on. In some cases this lead to an actual visit where students got the opportunity to visit each other’s schools and turn their virtual friendships into real ones. As the projects are online, many students have continued to correspond through the summer holidays and the projects will be renewed in the new term with additional students and schools and countries participating.

2. Country (City / Region)
State: 
Spain
City: 
Alicante
3. Company/organization/institute presenting the project
Organization: 
Escuela Europea de Alicante
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Deborah Nicholson
E-Mail: 
Deborah.Nicholson@escuelaeuropea.org
6. Website
The website of the project: 
http://www.escuelaeuropea.org
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

As explained in Q 9 the targets are to make communication “real” and promote social interaction between young Europeans.

What does it try to achieve and how: 

To provide a platform for teenagers to communicate using the ICT tools with which they are already familiar, and enable the speed of communication and the immediacy of response and feedback they have become accustomed to since the inception of the internet. It is also a focus that computer provide an aid and a tool to human interaction rather than a barrier to it.

Which opportunities/problems does it address to: 

It provides the opportunity to communicate with real people in a combined real and virtual environment using a multitude of linguistic and visual methods. It also addresses the problem of the misconception that IT creates a barrier to social interaction, when in fact if used correctly it can greatly enhance it.

Please explain what is unique or special in your project: 

Students have combined the world of digital communication, which is so familiar to their generation, with that of more traditional methods, including exchanging gifts and making personal visits. They have learned firsthand the reality of living in another European culture.

10. Results
Describe the results of your project as per today: 

The project is ongoing and will be continued with the same and new additional groups from September 2009. The results so far have been enhanced enthusiasm for language learning and improved abilities in using multiple ICT skills.

How does it fulfill the users’ needs: 

Answered in previous and subsequent questions.

How many users interact with your project per month and what are the preferred forms of interaction: 

Approx 280 per month, but this varies depending on which schools have been online, and what stages people’s power presentations are at etc.

How has it improved the quality of educational and/or training services: 

The project was launched by one teacher with 2 groups of language learners, but has been extended to include many classes in many countries, and is being adopted my many other teachers and groups in the originating school. Comments by teachers involved in the visits have been very impressed by how the project had brought‘purpose’ to language learning in the students’ eyes. Also by how it has changed ICT from being a potential barrier to social interaction into being a tool which can greatly enhance it

How has it improved the participation of professionals, children, youth and other stakeholders: 

As above

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Answered in Q 12.4. However additionally the following formats and tools have been used: live chat, video conferencing, PowerPoint presentations, digital video editing, forums and debate threads, word processing, digital photography and video making, cultural and historical internet research. A multitude of skills have been combined to facilitate communication.

Describe how you measure (parameters) these results: 

Through feedback from students and participation from a growing number of schools. Also through the quality and richness of language used, the topics researched and presentations completed.

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
From 30.001 to 75.000
What is the source of funding for your project: 
Other
Other: 
paid for in the general running costs of the school
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

By our current partner schools within the project. These include school in England, Italy, Portugal, Ireland, France, Poland, Romania, Belgium, Germany and Finland. Also by other teacher and groups within my own school.

What lessons can others learn from your project: 

That communication is enriching, and our peer group is vast. That the rapidly expanding world of computer and communication technology can help us be closer and more effectively “in touch” with other cultures.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Barriers: 

Time limits and time differences presented quite a challenge. We found that video conferencing was difficult to organise as we had coordinate concurrent times and availability of resources. Holidays differed between the schools, and times available in curriculum and hours or ICT spaces were varied.

Solutions: 

Initially this year it has involved A LOT!! Of teacher time at home (outside school hours) teachers have sent messages to other teachers – ‘on behalf of’ their students, and we would have preferred them to be doing themselves in real time. The lesson learned her is to find out this information at the beginning of the project and plan the timing to coincide as closely as we can.

Future plans and wish list: 

Expanding the project as planned to other schools and year groups – vertical (ages) and horizontal (more schools and groups) expansion.
Having the technology in place and a space for video conferencing.
Having up to to date video editing software with dedicated space and computers

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WKS (WORLD KIDS STORIES – POVESTILE COPIILOR LUMII) E-BOOK

WKS E-BOOK :  BE A WRITER AND SPEAK FREE TO THE WORLD ! http://www.ejournal.fi/veniamincostachi

1. Project summary
Summary: 

WKS E-BOOK SECTIONS: - WORDS TO THE WORLD - SERIES - TALES - TRUE STORIES WKS E-BOOK LAUNCHES FOR EACH COMING ISSUE PACKAGES OF DRAWINGS, CHARACTERS, IMAGES AND MORE INTERESTING THINGS, ALL BEING NAMED WITH SUGGESTIVE TITLES FOR OTHERS TO IMAGINE AND WRITE THEIR OWN TALES/ARTICLES/TRUE STORIES, BASED AND BEING INSPIRED UPON THE CHOSEN DRAWINGS/SUBJECTS/SECTIONS, FIRST IN THEIR MOTHER TONGUE (AND/OR ANY OTHER INTERNATIONAL LANGUAGE - BUT NOT COMPULSORY) THE PROJECT WAS BORN FIRSTLY BECAUSE WE DO NEED TO USE OUR CREATIVITY END EXPRESS OUR PERSONALITY IN ORDER TO GET THE NECCESSARY SELFCONFIDENCE FOR OUR EDUCATION, FAMILY AND AN OPEN SOCIAL LIFE. A SUCCESSFUL CAREER COMES ONLY FROM DETERMINATION AND THE WAY WE DO TRUST THE POWER OF OUR MIND. WHO DEVELOPED THE IDEA: PROF. CALIN S. RUDEANU (AUTHOR AND PROJECT MENTOR) WHO APPLYIED TO THE PROJECT UNTIL NOW: STUDENTS, TEACHERS AND PEOPLE FROM: USA, DENMARK, GREAT BRITAIN (UK), FINLAND, ITALY, THE NETHERLANDS, ROMANIA, TURKEY, INDIA, ZAMBIA … MORE WILL JOIN VERY SOON THE WKS E-BOOK 3RD NEXT ISSUE !

2. Country (City / Region)
State: 
Romania
City: 
VANATORI-NEAMT
3. Company/organization/institute presenting the project
Organization: 
“VENIAMIN COSTACHI” VOCATIONAL COLLEGE
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
CALIN S. RUDEANU
E-Mail: 
calinrudy@gmail.com
6. Website
The website of the project: 
http://www.ejournal.fi/veniamincostachi
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 29 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
01/04/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

THE PROJECT IS OPEN TO: KIDS. PEOPLE FROM 8...TO 80 YEARS OLD. TO EVERYONE WHO STILL FEEL THEIR MIND AND SPIRIT OPEN TO THE WORLD PRESENT ISSUES AND FUTURE’S CHALLENGES. THAT IS: - KIDS : WRITING TALES AND TRUE STORIES FOR KIDS AND ABOUT THEIR LIVES - YOUTH : ALSO WRITING TALES AND STORIES ABOUT THEIR DAILY LIVES AND ABOUT TEEN’S WORLD - PARENTS : WHO WANT TO GET INVOLVED IN THIS WORLDWIDE EDUCATIONAL MULTIMEDIA ENVIRONMENT, ALSO BY FACING BOTH COMMUNITY AND FAMILY ISSUES AND CHALLENGES - TEACHERS AND ADULTS : WHO WANT TO SHARE THEIR EDUCATIONAL AND PERSONAL VIEWS, AND LIVING EXPERIENCES - PUBLIC PERSONS, LEADERS, TV STARS, FAMOUS PEOPLE FROM ACROSS THE WORLD : WHO WANT TO SEE THEIR VOICES HEARD AS UNIQUES LIFE EXPERIENCES

What does it try to achieve and how: 

WKS E-BOOK AIMS - TO INTEGRATE TECHNOLOGY INTO TRADITIONAL EDUCATION AND READING ENVIRONMENT BY OPENING NEW, REAL AND ALSO UNLIMITED HORIZONS OF CREATIVITY FOR CHILDREN, YOUTH AND ADULTS - TO OPEN CONTACTS AT ALL LEVELS - TO FACILITATE PEOPLE OPPORTUNITIES OF SHARING INFORMATIONS BY PROMOTING THEIR BOTH INDIVIDUAL AND COMMUNITIES CULTURAL SPECIFICITY WITHOUT ANY DISCRIMINATION - TO BUILD SELFCONFIDENCE THROUGH OPEN VIEWS AND OPINIONS BASED ON A SOLID AND EFFECTIVE BACKGROUND - TO MOTIVATE ADULTS TO RECOGNIZE AND TO SUSTAIN CHILDREN AND YOUTH SKILLS AND MOTIVATION TOWARDS A SUCCESSFUL CAREER AND SOCIAL LIFE

Which opportunities/problems does it address to: 

OPPORTUNITIES: - THE DEVELOPMENT OF WEB 2.0 AND 3-0 ENVIRONMENTS - THE USE OF MOBILE TECHNOLOGY BY OVER 60% PEOPLE WORLDWIDE - THE INTEGRATION OF WEB CONTENTS INTO FORMATS ACCESSIBLE ON 3G MOBILE DEVICES - THE NEED TO FASTER ACCESS EDUCATIONAL CONTENTS AND INFORMATIONS THROUGH 3G AND WEB MOBILE TECHNOLOGY PROBLEMS: - THE LACK OF EDUCATIONAL, ALSO CURRICULLUM CONTENTS AND RESOURCES ADDRESSING AND PROMOTING CHILDREN, YOUTH, AND ADULTS PERSONAL CREATIVITY - THE USE OF ICT FACILITIES BY LESS THAN 20% PEOPLE WORLDWIDE, COMPARED TO THE INCREASING NUMBER OF THOSE ALREADY USING THE 3G AND WEB MOBILE TECHONLOGY

Please explain what is unique or special in your project: 

THE WKS E-BOOK IS THE FIRST INTERNATIONAL STORY-BOOK WRITEN BY KIDS FOR KIDS. AND PEOPLE FOR PEOPLE. IN THEIR MOTHER TONGUE. THE WKS E-BOOK IS PUBLISHED INTO A SPECIAL DESIGNED FORMAT, FULLY ACCESSIBLE AND READABLE WITH NO ADDITIONAL SOFTWARE NEEDED STARTING FROM 3G MOBILE PHONES, IPHONES, E-READERS, TO DESKTOPS, NOTEBOOKS, UP TO PRESENTED THROUGH VIDEOPROJECTORS , ETC. ON LARGE SCREENING AREAS. PROMOTED THROUGH THE E-JOURNALS WEB EDUCATIONAL NETWORK AND WEB INTERNATIONAL PORTALS. THE WKS E-BOOK IS AVAILABLE FOR FREE DOWNLOAD, INCLUDING FOR PRINT, HAVING CREATIVE COMMONS INTERNATIONAL LICENCE FOR NON-COMMERCIAL DISTRIBUTION

10. Results
Describe the results of your project as per today: 

TWO ISSUES OF THE WKS E-BOOK ALREADY LAUNCHED SINCE 1ST OF APRIL 2009 - ABOUT 500 PAGES IN ALL - PUBLISHED AND BEING AVAILABLE FOR FREE

How does it fulfill the users’ needs: 

FIRSTLY BY OFFERING A FULLY OPEN SPACE TO PEOPLE TO FREELY EXPRESS THEIR CREATIVITY IN ORDER TO BUILD A WELL DETERMINED PERSONALITY AND AN OPEN PERSONAL PROFILE

How many users interact with your project per month and what are the preferred forms of interaction: 

OVER 3,400 USERS HAVE ACCESSED AND DOWNLOADED THE WKS E-BOOK ALREADY LAUNCHED ISSUES 1 AND 2 (SEE WEBPAGE NUMBER OF VISITORS). THEY ARE FREE TO CONTACT OTHER PARTICIPANTS DIRECTLY OR WITH PROJECT MENTOR’S HELP, ALSO BY CONCLUDING BILATERAL PARTNERSHIPS AGREEMENT FORMS ( BETWEEN SCHOOLS, INSTITUTIONS, ETC.)

How has it improved the quality of educational and/or training services: 

- THE WKS E-BOOK WAS EASILY INTEGRATED INTO IN A WIDE RANGE OF SUBJECTS OF CLASSROOM ACTIVITIES BY ALL THE TEACHERS AND STUDENTS INVOLVED AND PUBLISHED INTO THE WKS E-BOOK 1ST AND 2ND ALREADY PUBLISHED ISSUES - IT COULD BE ALSO USED IN SOCIAL ASSISTANCE TO ADDRESS PEOPLE SPECIAL NEEDS AND PROBLEMS, AS A “CURE OF CREATIVITY”

How has it improved the participation of professionals, children, youth and other stakeholders: 

THE WKS E-BOOK HAS IMPROVED AND STREGHTENED ALL PARTICIPANTS TO EXPRESS AND PROMOTE BY FIRSTLY USING THEIR MOTHER TONGUES THE CULTURAL HERITAGE OF THEIR COUNTRIES AND COMMUNTIES, IN RESPECT OF EACH OTHERS’ VALUES, FREEDOM AND RIGHTS TO BE EQUALY RECOGNIZED WORLDWIDE.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

ALL WKS E-BOOK USERS AND PARTICIPANTS ARE ASKED: - TO LEARN AND TO USE THE ICT AND 3G-WEB MOBILE TECHNOLOGY TO EDIT THEIR CONTRIBUTIONS BY INTEGRATING TEXTS, PICTURES, NEXT TO VARIOUS DIGITAL CONTENTS - TO USE THE WWW / INTERNET FACILITIES - TO PUBLISH, READ AND TO SHARE EDUCATIONAL CONTENTS AND INFORMATIONS THROUGH WEB AND MOBILE NETWORKS WORLDWIDE

Describe how you measure (parameters) these results: 

- 4 CONTINENTS CONNECTED - 2 ISSUES OF ABOUT 500 PAGES IN ALL, ALREADY PUBLISHED - OVER 300 PARTICIPANTS ALREADY INVOLVED AND PUBLISHED - OVER 3,400 USERS WHO HAVE READ AND DOWNLOADED THE WKS E-BOOK 1ST AND 2ND ISSUES AND ALL THESE IN LESS THAN 3 MONTHS SINCE PROJECT’S LAUNCHING !

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
From 30.001 to 75.000
What is the source of funding for your project: 
Other
Other: 
FOR NOW I HAVE COVERED ALL COMMUNICATION, POWER, EDITING AND EQUIPMENT COSTS FROM MY OWN SALARY, BECAUSE I COULDN’T GET ANY FINANCIAL SUPPORT, THIS UNFORTUNATELY IN MY OWN COUNTRY (…!)
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

THE WKS E-BOOK IS THE LIVING PROOF HOW TO OPEN INTER-CULTURAL, SOCIAL AND COLLABORATIVE CONNECTIONS FOR INDIVIDUALS AND COMMUNITIES, HOW TO BUILD DIALOGUE IN RESPECT TO OTHERS VOICES AND OPINIONS, WHITOUT ANY DISCRIMINATION, FIRSTLY BASED ON EQUITY, FREEDOM AND LAST BUT NOT LEAST, IN RESPECT OF OTHERS’ FULL RIGHTS TO BE ALL RECOGNIZED AS CITIZENS OF THE WORLD.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Barriers: 

THE MAIN BARRIER STILL REMAINS THE LACK OF ANY SUPPORT IN MY OWN COUNTRY. EVEN THE PROJECT PROVED ITSELF SUCCESSFUL FROM ITS VERY BEGINNING, I COULDN’T FIND ANY REAL HELP, INCLUDING FINANCIAL FUNDING TO COVER PROJECT’S COSTS. NOTHING BUT CONGRATULATIONS… BUT THESE COULD NOT HELP THE WKS E-BOOK PROJECT RUNNING ACTIVITIES, NOR ITS FURTHER DEVELOPMENT AT ALL.

Solutions: 

AS AUTHOR AND PROJECT MENTOR, I AM VERY DETERMINED TO ASK FOR INTERNATIONAL ASSISTANCE IN ORDER TO KEEP THE WKS E-BOOK PROJECT RUNNING AND ALLWAYS OPEN TO ALL THE PEOPLE WHO DO NEED A PLACE AND SPACE TO EXPRESS THEIR CREATIVITY. THEREFORE I AM READY TO ACCEPT ANY RELIABLE OFFER FROM ANY INTERNATIONAL INSTITUTION, ORGANIZATION ETC. INTERESTED IN SUPPORTING THE PROJECT, AND TO RELOCATE IF NECESSARY, IN ORDER TO PUT ALL MY SKILLS AND WORKING EXPERIENCE INTO THE SERVICE OF PEOPLE WHO ALREADY PROVED THEY NEED THE WORLD …OF WORLD KIDS STORIES (WKS) E-BOOK

Future plans and wish list: 

THE WKS CONCEPT , FOR NOW PUBLISHED ONLY AS AN E-BOOK, COULD BE EXTENDED INTO A MULTIMEDIA , SEE AUDIO (IPOD) AND VIDEO MIXED SECTIONS AND CONTENTS. THAT IS TO WORK AS A SOCIAL INTERACTIVE ENVIRONMENT, FULLY PROMOTED AND ACCESSIBLE BY COMBINING THE WWW AND 3G TECHNOLOGY WORLDWIDE NETWORKS COVER AREAS AND FACILITIES.

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WE ARE WORLD

Our project has brought children in Egypt and Germany into contact with life and culture in an Islamic respectively a Christian country, using means of ITC to gain lasting friendships.

1. Project summary
Summary: 

(How the idea was born: see Background information 13) The project taking place as well in Egypt as in Germany is meant to be a long duration project leading to independently prolonged contacts of the partners. Its aim is to get children and young people into contact with life and culture in an Islamic resp. Christian country. Fear of contact and prejudice shall be minimized. Persistent understanding and the sense of responsibility for the global future shall be grown. The project consists of home country and of foreign country phases. During the home phases the children and young people contact the partners via media regularly (E-Mail, Chat, Internet phone). During the outbound phases German and Egyptian children and young people spend their time together in the families and in joint activities, e.g. visits to museums and other places of interest, sportive, cultural and learning activities with focus on global topics of the presence and the future. (See http://www.exchange2008.kulturserver.de and http://www.caimei.kulturserver.de)

2. Country (City / Region)
State: 
Germany
City: 
MEINERZHAGEN/NRW and CAIRO/EGYPT
3. Company/organization/institute presenting the project
Organization: 
SRM MEINERZHAGEN AND PDSK CAIRO
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
HELGA BOTHE
E-Mail: 
hcbothe@aol.com
6. Website
The website of the project: 
http://www.caimei.kulturserver.de/
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
13/10/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The idea of using the world wide web to learn about the exchange partners and their countries is visible in the acrinom “wwww” on one of our websites and in our project videoclip. But the acrinom also refers to the topics in our “project curriculum”: Wald (woods), Wasser (water), Wüste (desert), Weltkulturerbe (world cultural heritage). The children share their living space, their living conditions and their places of interest with their guest brothers or sisters. As the return visit takes place immediately the contrastive learning impact is very lasting and effective.

What does it try to achieve and how: 

The project wants to achieve understanding and friendship between the different cultures by bringing the individuals together at a very young age in order to grow a sense of individual and global responsibility

Which opportunities/problems does it address to: 

The project addresses to various global problems, but most of all to discrimination, indifference, intolerance and xenophobia.

Please explain what is unique or special in your project: 

There are two special aspects in the project: 1. The age distribution with the idea of older youth (~15 years old) being “patrons” for the younger children (between 8 and 11 years old). 2. The migration background of the participants who are representing the worldwide origin: Egypt, Germany, Italy, Turkey, China, Russia, Switzerland, Hungary, Columbia.

10. Results
Describe the results of your project as per today: 

We established two project websites (see 6. ) and personal websites for the exchange partners (see links on the caimei-page.) We successfully carried out the exchange visits from September 29th to October 13th 2008. We made a project videoclip which won the first prize in a competition by the German Foreign Office. http://www.youtube.com/watch?v=sBKTp7CKC1c Along with a camcorder for each school all participants received a webcam to encourage their communication efforts.

How does it fulfill the users’ needs: 

The research products, project photos and videos can be published on our websites. All partners can update the website directly; they only need an internet access and the keyword. The project participants share a personal website with their exchange partner.

How many users interact with your project per month and what are the preferred forms of interaction: 

We have 18 children and their families in the first turn of the project. The preferred forms of interaction are e-mail, skype and icq.

How has it improved the quality of educational and/or training services: 

Social behaviour has been trained especially in the joint activities during the exchange visits and by integrating in a host family and having a guest brother or sister at such a young age. The “patrons” have matured by being guards for the younger students. Designing a website and giving a lecture on a special topic in front of the whole group adds to the self assurance and pride of the children and will help them to perform likewise in their daily school activities.

How has it improved the participation of professionals, children, youth and other stakeholders: 

The language performance (English for German participants, German and English for Egyptian participants) has improved. Online research and presentation within the project curriculum, video- and photoshooting have given even the youngest children the chance of contributing their share of knowledge successfully.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Computer work has been the main means of gaining and transporting information and visual material among the project group before and after the exchange. Without the communication tools keeping in contact with the partners would have been much more difficult. In the beginning we also sent letters, but only very few of them arrived. The use of ITC is the ideal way of preparing an exchange, especially if you need to get visa or to transfer important documents and official information. On the German side the skills of using the homepage tools have improved, because the SRM school equipment offers all necessary possibilities while the Egyptian participants have no internet access at school. When the Egyptian partners will be able to work with these tools at school the quantity and qualitiy of their homepage work will improve likewise.

Describe how you measure (parameters) these results: 

There has been no written evaluation as the students didn’t get any marks or certificates. But 5 teachers are involved in the project and have been working and for two exchange weeks living with the children; we have been watching them and talking with them and about their personal improvement and had feedback from the parents as well. The websites give evidence of the project’s results and success.

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Fee
Is your project economically self sufficient now: 
Yes
Insert date: 
10/17/2007
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

How to turn interest and enthusiam for history, geography, people and culture into learning activities; how to use modern ICT to establish global relationship; how to live in a group of diversity in age, culture, social background and religion; how to overcome the clash of cultures by associating with foreign cultures; how to travel with heart and brain and respect to achieve intercultural understanding.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

The project develloped quite naturally from a school history project at the SRM in 2006, initiated by Marc Thele, supported by Helga Bothe, assisted by Ute Schäfer, funded by the parent association. Together with 36 children they simulated life in ancient Egypt. http://www.deinereisenachaegypten.kulturserver.de/ The enthusiasm for ancient Egypt caused the yearning to visit the original places and to experience modern Egyptian life. Thus a group of 13 made a holiday expedition to Luxor in 2007 http://www.expedition2007.kulturserver.de . This excursion inspired the participants to establish intercultural contacts with young people in Egypt. As teacher Mark Thele changed to a private school in Cairo that year, he and his German colleague Helga Bothe started organizing an exchange programme at once. And during his first “home visit” the first project meeting was held on October 13th.

Barriers: 

1. Some colleagues and parents in Germany thought the exchange project was kind of “elitist”, too expensive and would interfere with “normal” exchange projects to France and England. 2. One problem with the accomodation in families was that there were only three boys in the German group but eight boys in the Egyptian group whereas we had seven girls in the German group and only four girls in the Egyptian group. 3. Parents were concerned (especially in the weeks before travelling and especially those of the younger children) about security in Egypt. 4. Getting cheap flights and visa for the Egyptian group took a lot of time and energy.

Solutions: 

1. We chose the autumn holidays for the exchange; so the visits were entirely in the German holidays; but we could meet in the school building and use the computers nevertheless. We had 15 compulsory meetings for the participants between October 2007 and September 2008 in the afternoons; and there were 7 compulsory meetings with the parents as well; thus everybody knew this was not an “elitistic touristic event”. 2. Marc Thele and Helga Bothe talked a lot (via Skype) about how the children would match the families and both were in close contact with the parents about this as well. 3. There was a special meeting for parents without the children about security questions. We had no insecure places on our programme but we knew there was no guarantee for security. 4. Both problems were solved via internet and by mobile phone. Without these modern means of communication we are sure the project would have failed in many respects but most likely in these two aspects.

Future plans and wish list: 

The exchange will be continued in April 2010 (Easter holidays) or October 2010 (autumn holidays). The “patrons” of the first turn will leave the programme, as they leave school this summer. Thus the “youngsters” of the first turn will become patrons for the new kids. The contact between the exchange partners will hopefully remain firm; the “oldies” will be invited to the project meetings, because they will still be able to share their experience with the “youngsters” and help them with the ICT work and the homepage building.

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Traditions across Europe

Teachers and students from 20 schools in 14 European countries blog about traditions in their countries on http://traditionsacrosseurope.wordpr

1. Project summary
Summary: 

The project consists in a blog about traditions where 20 schools in 14 European countries post materials (photos, video files, articles) about traditions in their countries and discuss online the differences and similarities between their traditions. The teachers and students have already posted articles, songs, recipes, stories and have attracted the attention of lots of internauts who left messages or inquires.

2. Country (City / Region)
State: 
Romania
City: 
Suceava
3. Company/organization/institute presenting the project
Organization: 
Scoala cu clasele I-VIII Comanesti, jud. Suceava
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Liviuta Liliana Mihalachi
E-Mail: 
l.mihalachi@gmail.com
6. Website
The website of the project: 
http://traditionsacrosseurope.wordpress.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
14/02/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

We are a small school in a north-eastern Romanian village trying to make our students acquainted with the modern technology and the whole Europe at the same time. My students' parents can hardly accept they do not have enough money for their kids to travel and find out about other European countries or get in contact with foreign people. Most of my students have never visited the capital of Romania and a good number of them have never been to the closest city to me. By means of the blog that we created in collaboration with other 20 schools in Europe, students can improve their English, can learn to use the internet and different online programs and have direct access to Europe.

What does it try to achieve and how: 

The aims of our projects are the following: - To establish contacts between students and teachers from different countries; - To improve students' English by means of online communication; - To raise awareness of the traditions and customs that exist in different countries by posting materials created by our students; - To use modern technologies in communication and learning by accessing them as often as possible both at school and at home; - To raise awareness of a Europe united in diversity through concrete experience, discussing and finding similarities and differences between different traditions in Europe

Which opportunities/problems does it address to: 

The main problem the project addresses is the lack of direct contact with other European countries that the vast majority of my students used to deal with. They are less-advantaged students firstly because they live in an isolated village and secondly because their parents cannot afford to offer him the opportunity to have contact or to see other countries or foreign people. We are part of the EU, but, unfortunately, our kids had never seen Europe and had never met an European person before this project started.

Please explain what is unique or special in your project: 

It is unique because it is an online archive of European traditions, made by teachers and students, commented and discussed almost every day. It becomes bigger and bigger every day and celebrates the unique heritage European countries and peoples got from their ancestors. All the materials are original, made by students and teachers and the experience they write about on the blog is direct and fresh.

10. Results
Describe the results of your project as per today: 

Among the results we can mention: - our students can use the internet and online programs to write to and communicate with foreign students; - we have quite a big archive of all the traditions in 14 European countries; - our students have improved their level of English; - our students have access to what we call "European mentality", which is what we need in order to go on as a people; - our teachers have learnt how to use different modern technologies in their lessons

How does it fulfill the users’ needs: 

The blog has offered the best virtual classroom where students and teachers from different countries have exchanged opinions and shown their ability to communicate and convey messages about their traditions.

How many users interact with your project per month and what are the preferred forms of interaction: 

Almost 300 students and teachers in the countries involved in the project interact with our project per month. Their favourite form of interaction is through postings and comments on the blog. Also, internauts from all over the world have visited our blog. At the end of April 2009, we had 44,374 hits on the blog and lots of comments from people all over the world.

How has it improved the quality of educational and/or training services: 

The project was a revolutionary one for our school and the first of this kind in the region. Both our students and their parents are proud of this achievement and the teachers have noticed that their students are much more interested in using new technologies in the classroom, they know more about the EU countries and manifest a high interest in foreign languages.

How has it improved the participation of professionals, children, youth and other stakeholders: 

It encouraged them to use foreign languages, ICT and made them proud of being Romanian and European at the same time. Also, they acquired information and direct experience in dealing with foreign people and in the future this experience will be of use to them for their jobs and/or projects.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

The main tool used in the project is a blog and in order to be able to post on it one needs to learn about certain other tools and programs. Everybody in the school knows now what a blog is, what online communication is, how to communicate instantly and how to post a material online.

Describe how you measure (parameters) these results: 

By the impact on the local community. By the hits on the blog. By the interest of the students in ICT and foreign languages. By the acnowledgements we received at national and European level.

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
Is your project economically self sufficient now: 
Yes
Insert date: 
04/28/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

We used the experience on this project for a Comenius project on traditions that we will be doing in our school in 2008-2010.

A French teacher asked for our help online to do a similar blog, but focusing on the Mediterranean heritage of the countries in that area.

An Italian teacher who collaborates with us brought an English school partner in the project and they started presenting their own traditions and customs, doing the work that we did and do on the blog and in our school.

What lessons can others learn from your project: 

Communication is everything! We can preserve our traditions by means of the new technologies.

Respect diversity!

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

"Traditions across Europe" is an eTwinning project. We have no financial support from anyone because all our work is online and the materials we post on the blog are created by our students. The team is formed by the following schools: St. Brendan’s N.S.- Ireland (Thomas Duggan) Humoreni and Comanesti Schools- Romania (Liliana Mihalachi) Istituto Tecnico per il Turismo e Geometri- Italy (Anastasia Ciavattella) Bundesbildungsanstalt für Kindergartenpädagogik- Austria (Barbara Cermak) ImPULS Schule Schmiedefeld- Germany (Christine Amberg) Colegiul National “Nicu Gane”- Romania (Daniela Varvarei) Istituto Comprensivo “Don Bosco”- Italy (Gina Antonietta Mango, Carmelo Mario Martino) Saint Attracta’s Senior National School- Ireland (Joseph Molloy) Vilniaus Prano Mašioto pradinė mokykla- Lithuania ( Jurate Masiuliene) Zespół Szkół w Deszcznie- Poland ( Katarzyna Latuska) CEIP Sara Fernandez- Spain (Maria Jesus Sendra) Churchfields Primary School- England (Philip Johnson) Scuola Secondaria di I grado “A.VIVALDI”- Italy (Piera Ferranti) “Geo Milev” English Language School- Bulgaria (Tsvetelina Ilieva) Zespół Szkół RCKU- Poland (Wioletta Pietrzak-Dukalewska) Fludaskoli- Iceland (Elin Jona Traustadottir) Margaret Mortimer Girls Junior Lyceum- Malta (Noel Vella) Zespół Szkół Ogólnokształcących nr 8, Gimnazjum nr 18, Gdańsk-Poland (Anna Li Gregni) Szkoła Podstawowa nr 5 w Gdańsku -Poland (Izabella Łukaszewska) Scoala cu clasele I-VIII nr. 92. Bucuresti-Romania (Irina Vasilescu) Üzümlü Şehit Mehmet Primary School Beysehir, KONYA - Turkey (Nihan Kandiş) Individual contributors Dragos Apostu (Romania), www.dragosescu.com

Barriers: 

Being the first online project implemented in the region, there were people who didn't really think it could lead to such good communication and collaboration.

Solutions: 

We kept promoting the project and the online tools that we used pointing out that the blog is a means of communication just like phones or letters.

Future plans and wish list: 

We want our students and teachers who have worked in the project to meet for at least 2-3 days and for that we need financial support.

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