creativity | Global Junior Challenge

CLUB DIGITAL JOVENES

Thu, 30/07/2009 - 21:56

CLUB DIGITAL IS A NON FORMAL EDUCATIONAL PROGRAM FOR TEENAGERS FROM 12 TO 18 YEARS OLD. IT PROVIDES TECHNOLOGICAL SKILLS FOR YOUTH FROM UNDESERVED AREAS.

1. Project summary

Summary:

CLUB DIGITAL CEBIS IN TLAXCALA

A "CLUB DIGITAL JOVENES" IS AN EXTRA SCHOLAR PLACE WHERE YOUNG PEOPLE FROM 12 TO 18 CAN EXPLORE THEIR CREATIVITY BY HAVING ACCESS TO TECHNOLOGICAL TOOLS. IT IS TOTALLY FREE FOR THEM. THEY CAN DO THEIR HOMEWORK, THE CAN DEVELOP THEIR OWN VIDEO GAMES, THEY CAN DO A PERSONAL PRESENTATION, A RADIO PROGRAM OR WHATEVER THEY ARE INTERESTED ON.

THIS PROJECT WAS INSPIRED ON THE INTEL COMPUTER CLUBHOUSE PROGRAM, WE HAD A GOOD EXPERIENCE IN MEXICO, BUT THE PROBLEM WAS THAT IT WAS VERY EXPENSIVE. WE DIDN'T HAVE SPONSORS TO CONTINUE WORKING IN THAT WAY, IT WAS AN INTERNATIONAL PROGRAM. SO WE STARTED TO DEVELOP A NEW IDEA WHERE MANY ACTORS COULD BE INVOLVED. WE OPEN OUR PANORAMA, WE INVITED MANY NON PROFIT ORGANISATIONS, GOVERNMENTAL ORGANISATIONS, PUBLIC & PRIVATE INSTITUTIONS AND CYBER COFEES.

WE HAD GOOD RESULTS, THESE ACTORS PUT THE INFRASTRUCTURE AND THE HUMAN RESOURCES. WE PROVIDED THE EDUCATIONAL PROGRAM, THE CLUB DIGITAL TRAINING, THE FOLLOWING UP AND THE ACCOMPLISHMENT OF EACH CLUB DIGITAL PROCESS.

NOWADAYS SERVICIOS A LA JUVENTUD A.C. (SERAJ) IS WORKING WITH A GOVERNMENTAL ORGANISATION CALLED SECRETARIA DE COMUNICACIONES Y TRANSPORTES (SCT). WE HAVE COMMITMENT WITH 25 ORGANISATIONS:

NON PROFIT ORGANISATIONS 50%

LOCAL GOVERNMENTAL ORGANISATIONS 20%

GOVERNMENTAL ORGANISATIONS WHICH HAVE SPECIFIC PROGRAMS ABOUT WORKING WITH YOUTH 12%

CYBER COFFEES 4%

SCIENCE AND TECHNOLOGICAL CENTERS 4%

2. Country (City / Region)

State:

Mexico

City:

MEXICO, D.F.

3. Company/organization/institute presenting the project

Organization:

SERVICIOS A LA JUVENTUD A.C.

4. Type of organization

Select type:

Association

5. Project coordinator

Name and Surname:

MARLENE SANCHEZ

E-Mail:

MARLENESANZ@SERAJ.ORG.MX

6. Website

The website of the project:

http://clubdigital1.blogspot.com

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:

Creativity and Social Innovation

8. How long has your project been running?

From:

01/09/2008

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

TO STIMULATE YOUNG PEOPLE FROM 12 TO 18 TO EXPLORE THEIR CREATIVY BY USING TECHNOLOGICAL TOOLS
TO CREATE A MODEL TO BE REPLICATED
TO OFFER A FREE SPACE WHERE TEENAGERS HAVE THE OPPORTUNITY OF HAVING ACCESS TO INTERNET, FREE SOFTWARE AND TO BELONG A COMMUNITY OF LEARNERS.

What does it try to achieve and how:

WE TRY TO OFFER TO YOUNG PEOPLE THE POSSIBILITY OF ACQUIRING THE 21ST SKILLS WITH A MORE FRIENDSHIP PROGRAM.

WE GIVE TRAINING TO THE FACILITATOR, WE ALSO GIVE ON LINE SUPPORTING. WE TRULY BELIEVE THAT THE FACILITATOR IS THE MAIN ACTOR, HE OR SHE IS THE PERSON WHO CAN HELP US TO REACH OUR GOALS WITH YOUTH. SO WE ARE VERY FOCUSED ON GIVING THEM REGULAR TRAININGS.

Which opportunities/problems does it address to:

AN OPPORTUNITY AREA FOR US, AS AN ACTING MEDIATOR, IT IS TO FIND SPONSORS TO PROVIDE THE CENTERS MORE TECHNOLOGICAL TOOLS, LIKE VIDEO CAMERAS, RADIO ACCESORIES, ROBOTIC KITS. THE PRINCIPAL INTEREST IS TO BRING MORE RESOURCES TO EACH CLUB DIGITAL.

Please explain what is unique or special in your project:

OUR PROJECT IS SPECIAL AND UNIQUE BECAUSE IT DOESN'T NEED THE BEST INFRASTRUCTURE OR THE BEST COMPUTERS, A CLUB DIGITAL HAS THE POSSIBILITY OF WORK IN SEVERAL PLACES OR CIRCUMSTANCES. IT JUST NEED 10 HOURS OF OPERATION. WE PROMOTE THE USE OF FREE SOFTWARE.

10. Results

Describe the results of your project as per today:

NOWADAYS WE HAVE 25 CLUBES DIGITALES WORKING IN 7 STATES:
WE ARE IN 22 COMMUNITIES.
WE HAVE TRAINED 62 FACILITATORS
WE HAVE 1254 BENEFICIARIES
WE DEVELOPED THE FACILITATOR BOOKLET

How does it fulfill the users’ needs:

WE WORK ON THE PERSONAL INTERESTS.
THE FACILITATOR HELPS EACH MEMBER TO FIND WHAT DOES HE OR SHE NEED.
THE FACILITATOR GUIDES THE CREATIVITY PROCESS.
WE SHARE TUTORIALS, INTERESTING SITES WITH FACILITATORS, BECAUSE THEY EXPRESS THAT NECESSITY.

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

156 BENEFICIARIES, THAT ARE MEMBERS OF THE CLUB DIGITAL THEY ASSIST TO THE CLUB DIGITAL IN THEIR REGION
33 FACILITATORS, WE HAD 3 TRAININGS, 1 ANUAL MEETING
WE ALSO HAVE A NETWORK GROUP ON GMAIL
WE HAVE SOME MONTHLY CHATS AND FORUMS, OUR MAIN TOPICS ARE RELATED WITH YOUTH AND TECHNOLOGY.
AS A NETWORK WE HAVE SPECIFIC PROJECTS TO BE DEVELOPED BY EACH CLUB DIGITAL, IT IS A GOOD OPPORTUNITY TO SHARE ON BLOGS WHAT ARE THEY DOING. AT THE END WE PRETEND TO JOIN ALL THE PROJECTS IN ONE, AS FINAL WORK FROM DIFFERENT VERSIONS OF THE SAME TOPIC. WE ARE WORKING IN PROJECT RELATED WITH THE ENVIRONMENT CARE.

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

AS AN AFTER SCHOOL PROGRAM SOME MEMBERS AT THE CLUB DIGITAL DEVELOP SOME SKILLS TO ORGANISE THEIR WORK AT SCHOOL. THEY HAVE ACCESS TO INTERNET, TOTALLY FREE, SO THEY LEARN HOW TO DISCRIMINATE INFORMATION THAT IS NOT USEFUL.
THEY DEVELOP THE SKILL OF WORKING IN TEAMS, BY SHARING KNOWLEDGE WITH OTHERS.
THE GUIDANCE OF THE FACILITATOR CONSISTS IN PROMOTING THE INTERACTION WITH OTHERS, BY GIVING CONFIDENCE TO ALL MEMBERS.

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

BY OFFERING MANY FREE TECHNOLOGICAL TOOLS.
WE ALSO TRY TO INVITE PROFESSIONALS IN SOFTWARE OR IN EDUCATION FROM SEVERAL INSTITUTIONS TO INSPIRE OUR FACILITATORS AND YOUTH TO BECOME MOR INVOLVED WITH THE TECHNOLOGY.

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

DURING THE TRAININGS WE INVITE FACILITATORS TO USE FREE SOFTWARE, WE TEACH THEM ABOUT HOW TO USE IT AND IMPLEMENT IT AT CLUB DIGITAL.
WE PROMOTE THE USE OF BLOG, FORUMS, CHATS, EMAIL AND TUTORIALS.
WITH YOUTH WE PROMOTE TO DEVELOP THEIR OWN BLOG AND SHARE THEIR PROJECTS ON THE INTERNET.

Describe how you measure (parameters) these results:

WE HAVE BIMONTHLY REPORTS THAT FACILITATORS MUST FILL.
WE CHECK THE NUMBER OF BENEFICIARIES, THE TYPE OF PROJECTS THAT EACH CLUB DIGITAL IS DEVELOPING
IF THE FACILITATOR PARTICIPATES ON THE CLUB DIGITAL ACTIVITIES.
WE DO REPORTS WHEN WE VISIT HOW DOES THE FACILITATOR IS WORKIN, IS A QUALITATIVE MEASURE.

11. Sustainability

What is the full duration of your project:

From 1 to 3 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:

Fee

Is your project economically self sufficient now:

12. Transferability

Has your project been replicated/adapted elsewhere:

Yes

Specify:

IT CAN BE REPLICABLE, IN EVERY PLACE WITH 8 COMPUTERS (MINIMUM), WITH INTERNET ACCESS AND A FACILITATOR WITH A SALARY.

BY GOVERNMENTAL ORGANISATIONS, NON PROFIT ORGANISATIONS, CYBER COFFEES, PRIVATE OR PUBLIC ORGANISATIONS

EVERYONE WHO WANTS TO SERVE THEIR COMMUNITY BY OFFERING FREE SERVICE TO YOUTH.

What lessons can others learn from your project:

TO GIVE THE ALTERNATIVE OF HAVING A PLACE WHERE YOUNG CAN HAVE FUN AND LEARN AT THE SAME TIME.
TO ENCOURAGE THE TEAMWORK BY CREATING A COMMUNITY OF LEARNERS.
TO UNDERSTAND THE NEEDS AND CAPABILITIES OF TEENAGERS, AND HOW TO HELP THEM TO DIRECT THEIR INTEREST BY WORKING IN THINGS THEY LIKE.
THE IMPORTANCE OF GIVE SKILLS FOR LIFE.
THAT WORKING WITH OTHERS IS THE BEST WAY TO SHARE AND FIND OPPORTUNITIES TO GROW AS A SOCIETY

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:

AS PART OF CLUB DIGITAL WE ARE DEEPLY INTERESTED IN THE CARE OF THE ENVIRONMENT.
WE ARE ALSO INTERESTED IN PROMOTING THE SCIENCE AND HEALTH IN THE CLUB DIGITAL

Barriers:

THE MAJOR CHALLENGE IS THE ACCPETANCE OF NEW WAYS OF WORK. THE CLUB DIGITAL IS BASES ON A CONSTRUCTIVIST MODEL. EVERYBODY CAN LEARN FORM THE OTHER EVEN HE OR SHE IS AN ADULT OR A CHILD. SPECIALLY FOR PEOPLE WHO DIDN'T HAVE THE EXPERIENCE ON WORKING MORE LIKE A FACILITATOR THAN A TEACHER.

Solutions:

DURING THE TRAINING WE GIVE MORE INFORMATION ABOUT HOW TO WORK IN A CONSTRUCTIVIST ENVIRONMENT.
WE ALSO GIVE SENSIBILIZATION ABOUT WORKING MORE LIKE A PERSON WHO GUIDES THAN A PERSON WHO TEACHES AND DIRECT ALL THE TIME.

Future plans and wish list:

WE WOULD LIKE TO OFFER THIS PROJECT FOR MORE ORGANISATIONS IN MEXICO.
WE WOULD LIKE TO DEVELOP MORE EDUCATIONAL MATERIAL JUST TO GIVE IDEAS FOR BEING DEVELOP AT THE CLUB DIGITAL.
SHARE THE EXPERIENCE WITH OTHER ORGANISATIONS AROUND THE WORLD.

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â€œI think so I am! - Mathematics in Europeâ€

Thu, 30/07/2009 - 00:27

“I THINK SO I AM – MATHEMATICS IN EUROPE” - PUPILS SOLVE MATHEMATICAL , LOGICAL AND LANGUAGE TASKS.

1. Project summary

Summary:

IT’S A GLOBAL PROJECT WITH THREE PARTS. . ALL OF US WORK ON THE MOODLE PLATFORM FOR GOALS OF THIS PROJECT. EACH PARTICIPANT HAS GOT HIS OR HER OWN ACCOUNT WHICH IS HIS OR HER IDENTITY CARD (PASSPORT).

FIRST PART: WHAT’S MATHS? A NEW LIFE STYLE.

SECOND PART: THE DIARY OF SYRIUS TRAVELS.

THIRD PART: THE EUROPEAN DEPARTMENT STORE.

· 1ST WHAT’S MATHS? A NEW LIFE STYLE.

WE ARE DIFFERENT BUT THE SAME AT THE SAME TIME- OUR INTERESTS HAVE JOINED US DOING MATHEMATICAL PUZZLES.

CHILDREN ARE DOING SUDOKU SHEETS AND LOGICAL PICTURES

. THE MAIN AIM OF THE PROJECT IS TO DEVELOP AND INCREASE SKILLS OF LOGICAL THINKING, MAKING ANALYZES AND DRAWING CONCLUSIONS TO TREAT DIFFICULT LOGICAL TASKS AS A GOOD FUN). EVERY MONDAY NEW SUDOKU SHEET APPEARS ON THE PLATFORM. THIS SHEET IS PREPARED BY PARTNERS` SCHOOLS IN A FIXED ORDER. PUPILS TAKE THEM FROM THE PLATFORM TO THEIR OWN COMPUTERS, DO THEM ON THEIR OWN ON THE COMPUTER SCREEN AND SEND THEM BACK TO THE PLATFORM. TEACHERS CHECK THE SOLUTIONS AND GIVE POINTS FOLLOWED THE RULES OF GIVING MARKS. ACCORDING TO THE PROJECT IN EVERY SCHOOL WILL BE SELECTED:

“MASTERS OF PERSEVERANCE’ – PUPILS WHO WILL DO ALL SUDOKU SHEETS

“MASTER OF LOGICAL THINKING” – PUPIL WHO WILL RECEIVE THE BIGGEST AMOUNT OF POINTS IN THE CONTEST IN EVERY SCHOOL

“THE EUROPEAN MASTER OF LOGICAL THINKING – PUPIL WHO WILL OBTAIN THE MOST POINTS DURING THE CONTEST.

CHILDREN DO THE LOGICAL PICTURES AS WELL WHICH ARE PLACED ON THE PLATFORM. THE TOPICS OF THESE PICTURES ARE CONNECTED WITH KNOWING PARTNERS` COUNTRIES, THEIR SYMBOLS, CULTURE, HABITS,

IN THIS WAY WE MOTIVATE CHILDREN TO LEARN ENGLISH TO COMMUNICATE BY PLACING INSTRUCTIONS AND SOLUTIONS IN THIS LANGUAGE. THE TASKS OF THE PROJECT CORRELATE WITH MANY OTHER SUBJECT LIKE MATHEMATICS, BIOLOGY, SCIENCE, ENGLISH, ART, INFORMATICS TECHNOLOGY.

· 2nd THE DIARY OF SYRIUS TRAVELS

ALL OF US LIVE IN THE SAME CONTINENT BUT IN DIFFERENT COUNTRIES WITH SEVERAL AND PECULIAR CHARACTERISTICS. THIS PROJECT BENEFITS THE PARTNERS TO GET CLOSER.

SYRIUS IS USED AS A DEVICE TO PRESENT THE PROJECT TO THE STUDENTS. HE HAS TRAVELLED AROUND EUROPE USING THE GPS BUT AT THE END OF THE TRIP HE REALIZED THAT HE HAD ONLY GOT THE COORDINATES OF THE PLACES BUT NOT THE NAMES. HE ASKS FOR HELP TO THE STUDENTS IN ORDER TO FIND OUT THIS INFORMATION.

THE MAIN AIM OF THE PROJECT IS TO BRING OUR PUPILS KNOWLEDGE ABOUT THEIR OWN WORLD USING ACTIVE AND MENTAL INVOLVEMENT.

PUPILS WORK IN TWO ASPECTS: FIRST THEY DESIGN THE STAGE OF THE JOURNEY AND SECOND THEY SOLVE THE DIFFERENT ACTIVITIES MADE BY THEMSELVES OR BY THE OTHER PARTNERS.

- PUPILS RECEIVE A POSTCARD FROM SYRIUS (IT’S SENT BY THE OTHER COUNTRY).

- ON MONDAY PUPILS, AFTER READING SYRIUS’ LETTER, DESIGNED THE STAGE OF THE JOURNEY. THEY HAVE TO LOOK FOR THE COORDINATES OF IMPORTANT PLACES IN ITS COUNTRY (THEY ADD SOME INFORMATION TO MAKE IT EASIER).

- THEY ALSO MAKE A PRESENTATION ABOUT THE COUNTRY.

- THEY COMPOSE MATHS’ PROBLEMS.

- THE OTHER COUNTRIES OF THE PROJECT DO TASKS TILL THURSDAY AND ON FRIDAY APPEAR THE SOLUTION.

- PUPILS PLAY SYRIUS’ GAME AND RECORD SYRIUS’ LETTER IN DIFFERENT LANGUAGES.

· 3rd THE EUROPEAN DEPARTMENT STORE – SHOPPING AROUND EUROPE

. THE MAIN GOAL OF THE PROJECT IS PEER NETWORKING AND TO BE AWARE OF DIFFERENCES AND SIMILARITIES IN EUROPE. PUPILS WILL WORK IN A MEANINGFUL CONTEXT RELATED TO REAL LIFE, MATHS, LANGUAGE AND ART DESIGN.

ALL THE MEMBERS OF THE PROJECT DESIGN A DEPARTMENT STORE

CHILDREN DECIDE TOGETHER THE NAME OF THE SHOP.PUPILS MAKE A PRESENTATION ABOUT THEIR OWN BILLS AND THEY REALIZE ABOUT THE DIFFERENCES,

THEY PRESENT THEMSELVES TO THE OTHER PARTNERS. PUPILS DESIGN THEIR DEPARTMENT, PRODUCTS AND INVOICES.

FOR CHRISTMAS WE WILL DO ONLINE SHOPPING IN THE DIFFERENT DEPARTMENTS AND WE SHARE OUR ORNAMENTS TREE.

253 PUPILS FROM 11 SCHOOLS ARE WORKING ON THE TASKS OF THE PROJECT. THE SCHOOLS ARE FROM 9 EUROPEAN COUNTRIES: POLAND, ESTONIA, HUNGARY, ITALY, NORWAY, PORTUGAL, SLOVAKIA, SLOVENIA, AND SPAIN.

2. Country (City / Region)

State:

Spain

City:

Cardedeu (Barcelona)

3. Company/organization/institute presenting the project

Organization:

CEIP LES AIGÜES

4. Type of organization

Select type:

School

5. Project coordinator

Name and Surname:

Cristina Asensio

E-Mail:

casensi3@xtec.cat

6. Website

The website of the project:

http://kurs.choszczno.edu.pl/

7. Please select the category in which you candidate your project

Youth Education Project. Select Project Users by age:

Up to 10 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:

31/12/2007

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

WORKING ON THE MOODLE PLATFORM ALLOW US TO OVERCOME THE DISTANCE BARRIER. WE CAN DO TOGETHER – IN A SUCH LARGE GROUP – LOGICAL TASKS, PLAY, PREPARE PUZZLES AND SURPRISES. WE CAN ALSO MOTIVATE EACH OTHER AND STAY IN AN IDEA THAT ALL PEOPLE HAVE THE SAME NEED OF ACCEPTATION, TOLERANCE AND GOOD RIVALRY. WHILE WORKING ON THE PROJECT PUPILS REALIZE THE NECESSITY OF DEVELOPING LANGUAGE SKILLS SUCH AS VOCABULARY, REMEMBERING AND USING GRAMMAR CONSTRUCTIONS. TEACHERS FROM THE PARTNERS` COUNTRIES HAVE THE OPPORTUNITY TO SHARE THEIR OWN EXPERIANCES OF PEDAGOGICAL WORK. THE KNOWLEDGE WE GIVE EACH OTHER IN A SOURCE OF INSPIRATION FOR US.

What does it try to achieve and how:

IN CONTRAST WITH OTHER PUZZLES, SUDOKU DOES NOT REQUIRE ANY MATHEMATICAL CALCULATIONS. THANKS TO IT, IT IS FUN FOR A CHILD AND AT THE SAME TIME IT HELPS TO DEVELOP LOGICAL THINKING, PATIENCE AND PERSEVERANCE. THE SAME IS WITH LOGICAL PICTURES. CHOOSING SUCH TASKS IN THE PROJECT WE WANT TO AROUSE STUDENTS’ INTEREST IN MATHS AND WIDEN THEIR MATHEMATICAL AND LANGUAGE COMPETENCES. IF A STUDENT UNDERSTANDS IT, HE/SHE WILL STOP TO PERCEIVE MATHS AS A DIFFICULT, INCOMPREHENSIBLE SUBJECT, BUT RATHER AS A BEAUTIFUL, LUCID SCIENCE IN WHICH ONE THING RESULTS FROM THE OTHER. THE GOAL OF THE PROJECT IS DEVELOPING AND PERFECTING LOGICAL THINKING, ABILITY TO ANALYZE AND DRAW CONCLUSIONS IN ORDER TO LEARN TO TREAT LOGICAL TASKS IN TERMS OF ENTERTAINMENT. CHILDREN HIGHLY LOVE TO SOLVE INTERACTIVE TASKS TOUCH SYRIUS’ TRAVELS ON THE MOODLE PLATFORM.

Please explain what is unique or special in your project:

APART FROM PRESENTING MATHS AS A GREAT INTELLECTUAL ENTERTAINMENT, AN INNOVATIVE ACTION IS WORK’S ORGANIZATION ON THE MOODLE PLATFORM. THIS PLATFORM HAS FACILITATED EFFICIENT ACTIVITIES AND COMMUNICATION WITH THE PARTNERS. CHILDREN LOVE TO WORK ON IT. AFTER BEING LOGGED IN, THEY ARE ABLE TO GET SUDOKU CHARTS, LOGICAL PICTURES AND MATHEMATICAL TASKS, SOLVE THEM AND SEND THE SOLUTIONS ONTO THE PLATFORM. THEY DO IT BOTH AT SCHOOL OUTSIDE THEIR LESSONS AND AT HOME. WORKING WITHOUT TIME LIMIT ALLOWS THEM A GREAT DEAL OF FREEDOM AND TEACHES THEM HOW TO EFFICIENTLY USE THEIR TIME. EVERY STUDENT CAN SYSTEMATICALLY TRACK HIS/HER WORK’S RESULTS BECAUSE THERE IS AN ASSESSING MODULE ON THE PLATFORM. TEACHERS GIVE POINTS FOR THE SOLVED SUDOKU CHARTS, LOGICAL PICTURES, MATHEMATICAL TASKS. KIDS CAN COMMUNICATE WITH EACH OTHER USING “FORUM FOR THE CHILDREN” THAT IS ON THE PLATFORM OR SENDING A MESSAGE DIRECTLY FROM THE PLATFORM. IN THE FIRST PHASE OF THE PROJECT CHARTS WERE TAKEN FROM THE TWINSPACE PLATFORM AND PRINTED FOR EVERY PARTICIPANT. NOW, THE MOODLE PLATFORM IS AVAILABLE, SO PRINTING IS NOT NECESSARY AND THAT IS IMPORTANT WHEN WE TAKE ECOLOGICAL EFFECTS INTO CONSIDERATION. STUDENTS DO ALL TASKS ON THE COMPUTERS. THEY LEARN HOW TO USE THE INTERNET, ELECTRONIC MAIL AND MANY DIFFERENT COMPUTER PROGRAMS: WORD, POWERPOINT, MOVIE MAKER, PUBLISHER, GIMP, POINT, TUX PAINT, EXCEL, CAMSTUDIO, AUDACITY, YOUTUBE.

10. Results

Describe the results of your project as per today:

THIS PROJECT FACE THE HUGE INTEREST FROM THE PARENTS OF THE STUDENTS PARTICIPATING IN IT. IN DOING PUZZLES ARE INVOLVED ALL FAMILIES. PARENTS SHOWING THEIR INTEREST MOTIVATE THEIR CHILDREN TO MAKE A BIGGER MENTAL EFFORT WHICH IN FUTURE WILL BRINGS PROFITS IN CHILDREN`S FURTHER EDUCATION. THE SKILL OF WORKING ON THE MOODLE PLATFORM INITIATES PUPILS TO USE COMPUTERS, THE INTERNET IN A SAFE WAY AND ALSO TO THE E-LEARNING – THE LEARNING IN A LONG DISTANCE

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

ANYONE CAN BROWSE THE CONTENTS OF OUR PROJECT ON THE MOODLE PLATFORM AS A GUEST. THE CONTENT OF THE PROJECT ON THE PLATFORM USED BY TEACHERS DURING LESSONS AS WELL AS STUDENTS AND PARENTS AT HOME. ON AVERAGE, A MONTH LOGS OR THE REVIEW OF OUR PROJECT 260 PERSONS.

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

WORKING ON THE MOODLE PLATFORM ALLOWS OVERCOMING A DISTANCE BARRIER. WE CAN SOLVE AND PREPARE THE STAGES AND OTHER SURPRISES, HAVE FUN, MOTIVATE AND CONFIRM OUR BELIEF THAT ALL PEOPLE HAVE THE SAME NEEDS, ESPECIALLY THE NEED OF ACCEPTANCE, TOLERANCE AND HEALTHY COMPETITION. STUDENTS PARTICIPATING IN THE PROJECT BECOME AWARE OF NECESSITY FOR DEVELOPING THEIR LANGUAGE SKILLS, I.E. ENRICHING VOCABULARY, REMEMBERING AND USING GRAMMAR STRUCTURES. TEACHERS FROM PARTNER COUNTRIES CAN SHARE THEIR EXPERIENCE IN THE PEDAGOGIC WORK. THE KNOWLEDGE WE SHARE CAN BE A SOURCE OF INSPIRATION. THIS PROJECT HAS MET WITH STUDENTS’ PARENTS’ APPROVAL. ALL FAMILIES ARE ENGAGED IN SOLVING THE TASKS. PARENTS MOTIVATE CHILDREN TO GREATER MENTAL EFFORT WHICH CAN BE BENEFICIAL IN THEIR FUTURE EDUCATION. THE ABILITY TO WORK ON THE MOODLE PLATFORM TRAINS THE STUDENTS TO WISELY AND SAFELY USE THE COMPUTERS AND THE INTERNET AND LEARN OVER A DISTANCE IN THE FUTURE.

11. Sustainability

What is the full duration of your project:

From 3 to 6 years

12. Transferability

Has your project been replicated/adapted elsewhere:

What lessons can others learn from your project:

WE ARE GLAD THAT WE CAN WORK IN SUCH A LARGE GROUP. THIS COOPERATION BRING LASTING EFFECTS. FIRST OF ALL, STUDENTS LEARN TO TAKE RESPONSIBILITY FOR ACCOMPLISHING THE PLANNED ACTIONS. THEY ALSO LEARN TOLERANCE AND ACCEPTANCE. OUR IDEAS THAT ARE REALIZED ON THE MOODLE PLATFORM CAN BE TRANSFERRED TO THE OTHER SUBJECTS. THE PROJECT’S ACTIONS CAN BE CONTINUED AND EXPANDED. NEW PARTNERS CAN JOIN US AT ANY TIME.

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:

THE PROJECT BRINGS TOGETHER A TEAM OF PERMANENT: SPAIN, ITALY, HUNGARY AND POLAND AS A CO-ORDINATOR. WE ENGAGE PARTNERS FROM OTHER COUNTRIES: GERMANY, UNITED KINGDOM, ROMANIA, GREECE, SWEDEN, NORWAY, CZECH REPUBLIC, SLOVAKIA, SLOVENIA, ESTONIA, FINLAND, TURKEY, PORTUGAL, ICELAND, FRANCE

Future plans and wish list:

WE START IN SEPTEMBER 2009 THE THIRD PHASE OF PROJECT IMPLEMENTATION. WE HAVE PREPARED A NEW MOODLE PLATFORM. TO COOPERATE INVOLVED 21 SCHOOLS FROM 16 COUNTRIES OF EUROPE.

IN 2010 WE WANT TO START MATHEMATICAL COMENIUS PROJECT WITH OUR PARTNERS FROM SPAIN, ITALY, HUNGARY, UNITED KINGDOM, ICELAND, GERMANY AND FINLAND ON THE MOODLE PLATFORM TOO.

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Learn the world of profession

Mon, 27/07/2009 - 12:14

The project uses a method of WebQuest, which aim is to provide students with a way of team learning based on the idea of constructivism, build their own knowledge based on the Internet, where most

1. Project summary

Summary:

From January to March 2008 in our school we wrote project and organized a competition for youth for the best multimedia presentation "know the world of professions", which is implemented using Web Quest. The positive reception by the youth of our schools through the Internet and using available information sources on the Internet, and no school in our cooperation with European schools, was born in me the idea of extending this form of youth work to the European schools in the eTwinning. In November 2008 my idea gained adherents among European schools / Turkey and Bulgaria /, jointly engaged young people to act, and so it was our project Learn the Word of professions, which has been awarded the National Quality Label in Turkey and Poland. This project also raised competition in the National Service in the school library and obtained the second place in the country. Maria Mendela from Zespół Szkół Ekonomiczno-Chemicznych in Trzebinia is applyinf to the project today. I `m author and project`s coordinator. European students worked on TwinSpace from March to April 2009. 30 April our project finished on TwinSpace. Students have to develop a career path for rear but interesting professions, according to information given by the teacher, available on the Internet. Rules of the project: 1. The competition is open to all the students of partnership schools 2. The main objective is to learn about the world of professions, in particular, to present new and little known professions. 3. The task is to identify the jobs , which might not be widely known , but still are interesting and worth of attention. 4. The information to be collected by the participants are: - the nature of the job - the necessary qualifications for the job - education needed for the job - kinds of schools which offer preparation for doing the job - workplace Publication of the work / presentations Power Point, including movies and images / are to be published on the website.

2. Country (City / Region)

State:

Poland

City:

no city

3. Company/organization/institute presenting the project

Organization:

Zespół Szkół Ekonomiczno-Chemicznych w Trzebini

4. Type of organization

Select type:

School

5. Project coordinator

Name and Surname:

Maria Lidia Mendela

E-Mail:

maria.mendela@gmail.com

6. Website

The website of the project:

http://www.zsech.edu.pl

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:

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:

16/01/2008

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

The project uses a method of WebQuest,which aim is to provide students with a way of team learning based on the idea of constructivism, build their own knowledge based on the Internet, where most or all of the information come from interactive online resources,as well as additional materials.The students' task was to identify the little-known, interesting and a decent spread of professions. They weren't given a ready answer, they had to create and perform it in the form of a multimedia presentation. They were only given the information source. WebQuest is an ideal form of team work in the lagoon of information. It develops the ability of searching, selecting and processing information needed.The paricipants of the project had to use creative thinking and problem-solving skills to perform the task.Imagination and creativity of the students was involved, allowing them to search for information in a deliberate and controlled manner. Communication, working with others, problem solving, critical and creative thinking - that's innovative and creative approach to science and teaching.Europenian dimension of the project broadened horizons of ideas of the youth,and allowed them to know the culture of the partners' countries, too. In addition to technical assistance from the coordinator - the librarian who was also qualified as a job adviser, the participants of the project could also count on the care of English language teacher during working on TwinSpace with Turkish and Bulgarian students.

What does it try to achieve and how:

The ability to search, collect, select and present information is essential for the proper achievement of the objectives of curriculum in each subject. Understanding the world of occupations, methods of finding information about them, improving the skills of using the Internet, using a variety of information sources available on the Internet, learning new opportunities of communication, developing knowledge of other europenian countries, breaking down language barriers in communication, improving the ability to work in teams and knowledge of English ( as a compulsory subject at Matura exam – Leaving Certificate) – these are the benefits of European cooperation in the framework of e Twinning while working on our project using WebQuest. The project used and deepened knowledge of the school subjects: English language, geography, information technology, information management, Polish language, biology, chemistry, knowledge of culture and society While working on the project we used Twinspace platform with its tools: forum, chat, e-mail inbox, calendar, Skype and MSN. The students had to: -choose the partners for the project - choose the profession and make a presentation about it In each team was suppsosed to be at least one person from Turkey, one from Bulgaria and one from Poland.. Occupation suggested by one person had to be accepted by others members of the team. The students then announced chosen profession to the teacher, who assumed a folder on Twinspace with the name of the occupation. There the students placed all the information they had collected, pictures, movies etc which were later used to make a presentation. Each group independently, without interference from the teacher selected occupation and the members of the teams divided the tasks among themselves.Every day the students met in the chat room from 7- 8 p.m. where they had the opportunity to exange views, information and knowledge in a wide group of peers. All possible forms of communication through the Internet were allowed .The teachers placed important messages to all the students on the information board or forum

Which opportunities/problems does it address to:

• The ability to use multiple sources of information available on the Internet • Knowledge of methods of finding information • Ability to search and organize information • Understanding the world of professions • Ability to plan career path to the profession • Developing English language skills • Becoming pro-Europenian • Awakening of respect for people from other countries and their cultures http://desktop.etwinning.net/index.cfm

Please explain what is unique or special in your project:

- Signing a contract with the student to do a specific task within a specified period - Each student had to take care of itself to win or to enter into relations with other groups of participants - Through conversations, negotiations and compromise the members of the group had to choose one profession - To do the task in accordance with the schedule of work, participants in each group had to divide the roles and the allocation of work - To do the task, each student had to know with the methods of finding information on the Internet and professional sources of information, developed by the teacher

10. Results

Describe the results of your project as per today:

Measurable effects: - 10 multimedia presentations in English and national languages of both partners showing the career path for the little – known, but interesting profession of the future Immeasurable effects: participant of the project: - develops knowledge of English - Knows ways to search for information - knows a variety of professional sources of information available on the Internet - uses a different web portals -is able to plan their career path - Uses English in practice -is familiar with types of communicators available on the net -develops communication and interpersonal skills http://desktop.etwinning.net/index.cfm

How does it fulfill the users’ needs:

50 students worked in this project both during working at our school in 2008 or working on TwinSpace in 2009.

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

Our project is an 'open door' leading into the depths of the world of professions Based on these same sources of information, you can attempt to carry out further projects at the e Twinning, for example "Jobs of the past and jobs of the future", "My career path", ”Me and my dream profession "," My dream job / career ", "The European labor market in a particular profession” and even projects in the field of psychology in terms of interests, values, personalities. These problems could be implemented in any type of school and at every level of education. Continuation of learning about the world of professions would allow to get knowledge about the basis of European and national employment policy and to develop career planning skills in order to make better choices and decisions in life. The project ‘Learn the World of professions’ is an ideal starting point for further work with young people on the European forum within the framework of the eTwinning in the theme of professional guidance.

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

Using modern information and communication technology can encourage young people to work in various thematic areas. Young people go back willingly to the creations of modern digital technology. Imagination and technology are means of learning, agreements, personal development, social and professional life. Participation in the "Learn the Word of professions", provides good conditions for learning and fun at the pleasure of working on self-selected materials. Young people are keen on trying new gadgets and new hardware programs. They are fond of using new tools or new features, which have not been used before. Participation in the project allows young people to work and, at the same time,develope this what thet were not interested before. Classes with the use of the Internet is an effective method of teaching. Learning by playing an active role is accepted by youth and is attractive form of learning as well. The texts written in a text editor, digital photographs included in the Power Point presentations, video movies and e-mail, Internet publications, Power Point, pictures and drawings, video, chat, forum, MP3, - these are the technical means use for the implementation of the project. The higher the technology is, the more fun with it and attractions, which young people will certainly appreciate. Through taken up planned project activities, partially fulfilled students dreams of working with European peers.

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

Using modern information and communication technology can encourage young people to work in various thematic areas. Young people go back willingly to the creations of modern digital technology. Imagination and technology are means of learning, agreements, personal development, social and professional life. Participation in the "Learn the Word of professions", provides good conditions for learning and fun at the pleasure of working on self-selected materials. Young people are keen on trying new gadgets and new hardware programs. They are fond of using new tools or new features, which have not been used before. Participation in the project allows young people to work and, at the same time, develope this what thet were not interested before. Classes with the use of the Internet is an effective method of teaching. Learning by playing an active role is accepted by youth and is attractive form of learning as well. The texts written in a text editor, digital photographs included in the Power Point presentations, video movies and e-mail, Internet publications, Power Point, pictures and drawings, video, chat, forum, MP3, - these are the technical means use for the implementation of the project. The higher the technology is, the more fun with it and attractions, which young people will certainly appreciate. Through taken up planned project activities, partially fulfilled students dreams of working with European peers.

11. Sustainability

What is the full duration of your project:

Less than 1 year

What is the source of funding for your project:

Other

Other:

school

Is your project economically self sufficient now:

Yes

Insert date:

01/16/2008

12. Transferability

Has your project been replicated/adapted elsewhere:

Yes

Specify:

The project Learn the world of professions from 2008 we adapted to working on TwinSpace

What lessons can others learn from your project:

The 'Learn the World of professions "is based on technology. Its use is various, from a very simple program such as e-mail or chat, Twin Space learning platform, to more advanced digital presentation of the film, audio, video, photographic technique is used at every level of its application purpose, to serve the personal and social development of students. Children acquire the technical efficiency, creating sound files, video, photographs, used in Power Point presentations and more. On the one hand, students have the opportunity to appreciate the potential of technology as a mean of communication and source of information. On the other hand, they learn to take responsibility for their work which is published on the web, for information, which is sent in texts directly, and indirectly through the method and style of cooperation. Surely, the participants of project will be prepared better to enter the labour market. Their chances of finding a job will increase. Making their creative work and presenting it online ,students improve their ability of self-improving, train how to overcome shyness.Participation in the European project affects positively the level of ambition in life, participation in a national contest allows you to put their knowledge and skills into practice, encourages, and overcomes psychological barriers overcome resistance in the use of e-learning in teaching and learning. Showing teachers the possibilities offered by the program eTwinnig impact directly on the changing attitude of teachers. A student who will contribute development of teaching resources to support teaching and learning at a distance, will have no resistance to the use of this form of learning now and in the future. Acquired experience in the use of multimedia can foster lifelong participation in distance learning courses available around the world. Participation in the project will certainly influence the shaping of a positive image of our school among the potential candidates for our students and their parents, and rest. Also among the local government

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:

Our school is a professional school preparing young people for work. Hope to prepare young people better to choose a future profession and to the smooth and efficient movement within the European labor market, has developed a program, the School Support Career Job Club, which has been implemented to achieve our school in the years 2004-2008. The program consisted of all students / 495 / in the various stages of training and was conducted 3-year period. Each student, ranging from first grade until the last class, passed through the entire cycle of training,which was done by the teachers of Economics. As a coordinator of the School Support Club career, I managed a team pursuing a program and took care of the realization of the program. The value which was added to our work, beside the obvious benefits to students, was the fact that teachers involved in the execution of the program, took up postgraduate studies in the field of professional counseling, and subsequently, the EU further postgraduate studies in the field of teacher preparation for distance learning. Another consequence of our actions aimed at equalizing educational opportunities for young people, was to develop two projects School and Multimedia Super Szkoła.which I elaborated. The projects have achieved the acceptance of the jury and that is the way we got more than 160,000 zlotys for the program development to the students of our school. Our activities included the conversion of school libraries in the modern educational and information EGO Center School, which sent students to our school a whole range of after-school activities, to equalize educational opportunities for young people. These were trips to the theater, cinema, swimming pool, the tour operator. We bought 7 professional learning courses, to prepare young people for entry into employment and learning of foreign languages, including the lease for a period of a one year, commercial learning platform WBT Server. More than 560 students received certificates of completion of learning courses. In addition, with the computerization of school libraries, the Internet page was developed multimedia information center, which is designed by my service with professional advice via the Internet. www.zsech.biblioteka.edu.pl At the same time we organized a competition for youth for the best multimedia presentation "know the world of professions", which is implemented using Web Quest. The positive reception by the youth of our schools through the Internet and using available information sources on the Internet, and no school in our cooperation with European schools, was born in me the idea of extending this form of youth work to the European schools in the eTwinning. My idea gained adherents among European schools / Turkey and Bulgaria /, jointly engaged young people to act, and so it was our project Learn the Word of professions, which has been awarded the National Quality Label in Turkey and Poland. This project also raised competition in the National Service in the school library and obtained the second place in the country. Effects our projects with on TwinSpace http://my.twinspace.etwinning.net/stuk92

Barriers:

- Lack of familiarity with the principles of cooperation on the platform eTwinnig - Basic knowledge in the use of the English language on the part of both pupils and teachers in our school -psychological barriers in establishing the knowledge and cooperation with European peers, and lack of experience in communicating via the Internet - Basic knowledge of information sources among young people from the professional advice available on the Internet - Basic knowledge of methods of finding information - Basic knowledge of programs designed to assist in the publication of material on the Internet - Low level of knowledge and often the total lack of, about eTwinnig both on the part of the Directorate, teachers and pupils and the local media and local government -total lack of knowledge of the concepts and their meanings: National Quality Label, Label eTwinning European Quality Label, Quality Label English

Solutions:

To know the rules of the platform, I registered for eTwinning learning course on How to Work with young people using the platform Service. I passes my knowledge gained from this course to the young people involved in and keep the teachers in our schools and from Turkey. I acquainted the Directorate of eTwinning with the idea and the benefits of the TEF forms of collaboration for students and schools. I also explained the importance of the concepts of the eTwinning Label, Quality Label. I has developed information materials, which included a visit to the school and the District Educational Portal. I informed the local media of any awards for this project followed by a detailed explanation of the meaning of their concepts. I taught young people how to use methods of finding the information they need, has developed a multimedia presentation of the sources of information with professional advice. The project involved working with a teacher of English, who helped us with the language difficulties. Designed to allow any form of communication with European peers. Each student signed a contract in which committed itself to work in a group comprising at least one student from Turkey, Bulgaria and Polish. Each group was required to collect materials about the one county they chose in the group and agreed to develop the profession and a multimedia presentation in English. In this way, shyness problem and overcome the psychological barrier has developed into a purely substantive problem: how to do this, how to find relevant materials, and how to share your work, to perform the task in time, in accordance with the schedule of work and thus honor the signed contract.

Future plans and wish list:

This project was implemented over a period of two months. Its objectives have been achieved in 100%. However, we are still not satisfied and disappointed that the cooperation with European partners has finished. Our ambition is to extend this project to thematic workshops related to the succession: the motivation, techniques, knowledge of himself, his own personality, self, with the capability and knowledge of the European labour market trends, with simulated interview with a European employer, the documentation accompanying the search for work in Europe, with ways of finding work, developing the professional presentation of the future of modern professions, virtually unknown, such as copywriter, COOLHUNTER, ADVISOR ON NUTRITION, GROOMER, HIPOTERAPEUTA, MAÎTRE D'HOTEL, ORTOPTIST, PERSONAL SHOPPER, SEKSER / KA , APPRAISER, TANATOPRAKTOR, TRENDSETTER, UNDERWRITER,WEBMASTER, WEDDING PLANNER. ETC., This project could be implemented over an extended period (even 3 years) as a multilateral project, taking into account the exchange of European schools. Taken by secondary school adolescents aged 16-19 years. Each of the host partner would prepare information from the field, which in turn all have the opportunity to present them during the joint meetings in the field of activity. At first it's subjects related to sightseeing himself, then learning would be a leading topic of the European world until the end of the professions would be an issue related to employment policy in Europe and the documentation associated with this. And that all young people would be required to produce in English, using modern digital techniques. However, such a project would require approval and funding from the European Union. Taking into account life-long learning and improving their qualifications and skills, the person reported on the exchange holiday in Malta in the period 26.07-01.08, on receiving a grant from Comenius. I am sure that by participating in this course, I will be able to work more efficiently and more effectively pursue my acting within the framework of European cooperation between schools, using my qualification skills as a teacher economist, a professional librarian and an adviser. At the same time, I am improving my language skills by participation in a course learning English through the Internet www.sayspeak.com / 50 hrs., As well as attend an English language course off line / 240 hours /

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LLT - Lifelong Learning Teachers

Tue, 21/07/2009 - 11:39

LLT è una comunità di circa settanta insegnanti di varia provenienza europea che collaborano per confrontare le rispettive realtà, condividere idee, problemi e soluzioni in amb

1. Project summary

Summary:

Il progetto è nato da un’idea della prof.ssa Laura Maffei (Scuola Sec. di 1° grado “Arnolfo di Cambio” - Italia) che come Funzione Strumentale per i rapporti con il territorio ha avuto la possibilità di coordinare diversi progetti europei e di entrare in contatto con colleghi di tutta Europa. Ripetutamente è stata rilevata la necessità da parte dei docenti di confrontarsi a livello sovranazionale, condividere problemi, momenti di impasse, successi e soluzioni. La sensazione è stata che le problematiche da affrontare a livello didattico e più in generale educativo fossero largamente condivise in Europa: ogni sistema nazionale – e più in dettaglio ogni docente – ha poi sviluppato le proprie strategie per rispondere ad esigenze comuni. Ogni individuo, come singolo insegnante e come rappresentante del proprio sistema scolastico, racchiude dunque in sé un patrimonio di competenze ed esperienze che non deve esaurirsi in se stesso, ma arricchirsi dalla condivisione con altri.

L’idea di base – costruire una comunità di insegnanti che collaborassero per una crescita professionale condivisa – è stata quindi discussa con la docente Monika Kiss (Orczy István Általános Iskola - Ungheria); è stata concordata una traccia di percorso che ha costituito la base del progetto eTwinning “LLT – Lifelong Learning Teachers”. La piattaforma prescelta è stata quella di eTwinning per la semplicità e le possibilità che offriva di contattare potenziali partner. In un secondo momento, il coordinamento del progetto è stato allargato alla docente Daniela Arghir (Colegiul National Gheorghe Lazar Sibiu – Romania) ed alla dirigente Cristina Grau (CEIP Ramon Macip - Dolors Granés - Spagna).

I partner sono stati contattati tramite un annuncio sul forum, che esponeva le linee generali del progetto. La risposta è stata massiccia e l’adesione al progetto è continuata anche dopo la fase iniziale, grazie alla visibilità offerta dal portale eTwinning (il TwinSpace è pubblico, perciò visibile a tutti). Nell’anno scolastico 2008 – 2009 hanno aderito circa 70 docenti di quasi tutti gli Stati dell’UE, oltre ad un’insegnante della Turchia.

Non si intendeva costruire una partnership tra scuole ma tra individui: ogni docente, dunque, rappresenta sì il proprio Istituto, ma soprattutto se stesso ed il proprio desiderio di crescere e contribuire alla crescita dei colleghi in dimensione europea.

Le amministratrici hanno creato una mailing list per contattare efficacemente tutti i membri. Indicativamente a scadenza bimestrale viene proposto un argomento di dibattito (The good teacher, useful web tools, special school days, activities…), in merito al quale è creata un’apposita cartella sul TwinSpace. Tutti i docenti sono invitati a dare il proprio contributo, sia rispondendo ai questionari o compilando i form elaborati, sia discutendo sul forum. Gli argomenti di dibattito sono scelti in base ai suggerimenti o alle necessità espressi dai docenti stessi.

Nel corso dell’anno, è stato raccolto un patrimonio di esperienze e soluzioni didattiche di grande rilievo, per cui, forse, lo stesso TwinSpace comincia ad andare stretto. L’impegno più gravoso è stato infatti gestire il sito, i diritti di accesso e i contributi di tutti gli utenti. Per il prossimo anno è previsto un ampliamento, magari appoggiandoci anche a qualche struttura più flessibile: resterà comunque stabile l’organizzazione del progetto come luogo di incontro virtuale tra docenti: uno spazio libero dove confrontarsi, mettersi in discussione senza paura di giudizi, imparare, insegnare.

2. Country (City / Region)

State:

Italy

City:

Colle di Val d'Elsa

3. Company/organization/institute presenting the project

Organization:

Scuola sec. di 1° grado "Arnolfo di Cambio"

4. Type of organization

Select type:

School

5. Project coordinator

Name and Surname:

Laura Maffei

E-Mail:

laura.maffei@istruzione.it

6. Website

The website of the project:

http://my.twinspace.etwinning.net/lifelonglearningteachers?l=en

7. Please select the category in which you candidate your project

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:

25/08/2008

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

Gli obiettivi del progetto fanno riferimento alla RACCOMANDAZIONE DEL PARLAMENTO EUROPEO E DEL CONSIGLIO del 18 dicembre 2006 relativa a competenze chiave per l'apprendimento permanente, con particolare riferimento ai seguenti ambiti:

- competenza digitale;

- imparare a imparare;

- competenze sociali e civiche.

Gli obiettivi previsti sono: promuovere strategie di collaborative learning tra insegnanti; coinvolgere le scuole partner ed i relativi staff nel dibattito sulla didattica, per costruire un’identità europea autentica e condivisa pur nel rispetto delle diversità; portare la dimensione europea nei curricola scolastici; ripensare il ruolo della scuola in una realtà in continuo divenire; discutere su argomenti d’interesse europeo; accrescere la motivazione di insegnanti e discenti; accrescere le competenze dei docenti attraverso la collaborazione; accrescere le competenze digitali dei docenti; migliorare la qualità dell’insegnamento; offrire nuove opportunità di stabilire contatti tra scuole e promuovere la cooperazione; offrire supporto nel creare percorsi flessibili per differenti sistemi scolastici e differenti livelli d’istruzione, evitando situazioni di impasse; promuovere una migliore conoscenza e comprensione dei programmi scolastici europei, incluso LLP.

Dopo le ultime elezioni europee, abbiamo anche l’obiettivo di contribuire a ricostruire la fiducia nell’Europa: una fiducia che purtroppo sembra in un momento di forte calo.

Il contesto in cui si svolge il progetto è caratterizzato dalle differenti realtà scolastiche dei vari docenti: oltre alle differenze legate alla diversa collocazione in Europa ci sono quelle derivanti dai vari sistemi e livelli scolastici. Abbiamo docenti di tutti i livelli di scuola, dalle scuole materne fino alle secondarie di secondo grado, oltre ad alcuni docenti che insegnano anche a livello universitario. Ciò che ci accomuna tutti è la realtà di essere insegnante. Ad ognuno viene chiesto di partecipare attivamente al progetto non tanto in rappresentanza del proprio Istituto quanto come individuo, portatore della propria esperienza culturale ed individuale.

What does it try to achieve and how:

Sostanzialmente i mezzi sono stati di tipo informatico, per garantire la comunicazione. Lo scopo del progetto è confrontarsi. Il medium è lo strumento informatico (forum, blog, chat, TwinSpace folders, photogalleries…).

A tutti i docenti è stata richiesta una certa continuità nella frequentazione del TwinSpace, così da poter seguire i dibattiti ed intervenire, poter caricare materiali, fornire informazioni, portare esempi della propria pratica didattica.

Which opportunities/problems does it address to:

Il progetto vuole rispondere ad un’esigenza davvero fortemente sentita, e ciò è provato dalla quantità delle adesioni ricevute. Si affronta infatti il problema dell’isolamento dei docenti, troppo spesso lasciati soli a confrontarsi con situazioni che oltrepassano i confini della didattica e si trasformano in vere emergenze sociali (pensiamo ad esempio al fenomeno del bullismo). Conoscere bene le proprie discipline oggi non è più sufficiente per essere un buon insegnante (abbiamo ampiamente affrontato lo scottante problema “cosa significa essere un buon insegnante?” nella cartella the good teacher): ci sono cose che si possono imparare solo dall’esperienza, e a volte l’esperienza altrui può salvaguardarci dal commettere certi errori.

Le opportunità offerte sono state molte, prima fra tutte la condivisione, che permette di superare difficoltà, riprodurre percorsi di successo, trasferire altrove esperienze positive, costruire percorsi europei maggiormente efficaci e rispondenti ai bisogni di tutti gli attori coinvolti. Un’altra opportunità da non trascurare è la conoscenza di ciò che avviene in realtà diverse e conoscenza delle soluzioni che altre realtà hanno elaborato per problemi comuni.

Attraverso questo progetto, docenti di scuole diverse si sono conosciuti e hanno costruito insieme nuovi percorsi e progetti europei, allargando la loro individuale collaborazione alle rispettive scuole e comunità, in un quadro di apprendimento permanente per tutti.

Per finire, il progetto ha dato l’opportunità di accrescere in maniera significativa le competenze digitali dei docenti coinvolti (vedere le cartelle Teachers’ S.O.S. e Useful web tools), offrendo loro nuove strategie per evitare l’isolamento.

Please explain what is unique or special in your project:

Il nostro progetto è unico e speciale perché è stato il primo esempio di azione davvero continuativa ed efficace di una comunità di docenti europei.

E’ un progetto speciale perché ha aperto la strada ad altri: non solo sono state create partnership tradizionali tra i membri del progetto, ma anche il portale eTwinning si sta organizzando per rendere in futuro più facile la costruzione di percorsi per soli insegnanti.

E’ un progetto speciale perché ha dato risultati concreti e misurabili ed ha costruito rapporti che si sono mantenuti nel tempo. Lo scambio c’è stato davvero, la presenza è stata costante, il confronto diretto e senza pregiudizi, la crescita misurabile per tutti in termini di competenze acquisite, il patrimonio di buone pratiche raccolto e disponibile on-line. La cartella useful web tools è stata particolarmente utile per accrescere le competenze digitali dei docenti (e di riflesso quelle dei discenti).

E’ un progetto unico e speciale perché rappresenta una via di autoformazione di successo. Questo progetto dimostra che non è vero che i docenti non vogliono mettersi in discussione: anzi, sono ansiosi di farlo, purché in modo costruttivo e produttivo.

E’ un progetto utile perché, aiutando i docenti a confrontarsi, aiuta gli alunni ad ottenere dai propri insegnanti la strategia il più possibile individualizzata per venire incontro alle loro esigenze.

10. Results

Describe the results of your project as per today:

Ciò che ci ha particolarmente soddisfatto del percorso LLT è la qualità e la quantità dei risultati, per la gran parte immediatamente verificabili.

Consideriamo già un risultato il fatto di aver coinvolto attivamente circa 70 insegnanti di tutta Europa in un percorso di collaborazione e confronto.

Un altro risultato tangibile è il patrimonio di buone pratiche raccolto nel TwinSpace e messo a disposizione di tutta la comunità educativa (ci sono link a siti d’interesse didattico, esempi di attività per le varie discipline e per differenti ordini di scuola, documentazione di progetti europei di successo, dettagliate spiegazioni di web tools utilizzabili in classe, schede di confronto tra i vari sistemi scolastici europei, ecc.).

Nel forum è testimoniato il costante scambio e confronto tra i docenti, nonché la sperimentazione in classe dei percorsi suggeriti, con evidenti ricadute sulla qualità della didattica.

Sono stati sperimentati percorsi condivisi in particolare in relazione a fenomeni di bullismoe, in altre circostanze, a casi di inserimento di ragazzi diversamente abili (cercando di trarre spunto dalle macroscopiche diversità dei sistemi scolastici europei in questi ambiti).

La maggior parte dei docenti, nel corso del monitoraggio, ha sottolineato che il progetto ha contribuito ad accrescere le rispettive competenze digitali.

Si sono creati rapporti di condivisione e fiducia tra i partner, che hanno portato alla nascita di ulteriori progetti a livello europeo (in questo senso LLT, inteso come luogo d’incontro/confronto, è stato fino ad ora un progetto particolarmente produttivo).

How does it fulfill the users’ needs:

Come evidenziato in precedenza, il fatto che il progetto risponda ad un ben preciso bisogno degli utenti – quello del confronto, dell’autoaggiornamento e della condivisione – è testimoniato dalla massiccia adesione di docenti nel corso dell’anno scolastico.

In questo senso, essendo noi stesse insegnanti, abbiamo cercato di rispondere al meglio al desiderio di conoscere la realtà lavorativa dei colleghi europei, far conoscere la nostra, e portare il dibattito sulla didattica ad un livello sovranazionale.

Dal monitoraggio di fine anno è risultato che i docenti sono stati coinvolti attivamente e si sono ritenuti soddisfatti dei risultati raggiunti. Il progetto ha risposto al bisogno di rinnovarsi, di trovare nuove strategie didattiche ed al tempo stesso mettere a disposizione degli altri i propri percorsi di successo. Da notare che alcuni “temi caldi”, come il bullismo, i problemi di comportamento, i percorsi per gli alunni diversamente abili, ecc., hanno animato il dibattito per molto tempo: non sempre sono state trovate soluzioni per le varie situazioni proposte, ma allo stesso tempo il progetto ha qui risposto al bisogno del docente di parlare, di non sentirsi solo con il proprio problema, di conoscere le strade tentate da altri, di trovare sostegno e suggerimenti utili.

Il progetto risponde al bisogno dei docenti di ottenere conferme sul fatto che la scuola non finisce dentro la scuola.

Anche il cercare di ampliare le competenze digitali dei docenti va in questa direzione: mettere gli insegnanti in grado di comunicare a livelli sempre più ampi, sia con i colleghi, sia con gli alunni.

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

Gli utenti del progetto sono circa 70, tutti docenti o dirigenti. La frequentazione del TwinSpace è stata per molti quasi quotidiana. In particolare:

- le amministratrici del progetto concordano le tematiche da trattare a scadenza indicativamente bimestrale; aprono sul TwinSpace la relativa cartella, approntando all’occorrenza questionari o form da compilare; attraverso la mailing list, comunicano con gli altri utenti, inviando una presentazione dell’argomento oggetto di dibattito; moderano il forum; controllano l’upload dei materiali; gestiscono i diritti di accesso; organizzano il monitoraggio e in base a questo provvedono a riorientare il percorso se necessario; tengono i contatti con i membri per la rilevazione di tematiche di interesse o di bisogni specifici;

- gli utenti interagiscono sul forum, la chat, il blog; propongono gli argomenti da trattare, le proprie problematiche o suggerimenti; espongono i propri materiali, documentazioni di progetti, ecc.; intervengono nei monitoraggi; pongono all’attenzione dei colleghi percorsi di successo o situazioni problematiche;

- i rispettivi Istituti sono coinvolti solo in quanto rappresentati dai docenti. E’ stato perciò semplicemente richiesto che ogni Istituto inserisse il progetto nel proprio documento annuale di offerta formativa (in Italia nel POF) per riconoscerne ufficialmente l’esistenza.

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

Il progetto contribuisce a migliorare l’educazione e la formazione dei giovani mettendo a disposizione degli insegnanti una più vasta gamma di strumenti e di strategie. In un momento in cui si vuol declinare l’istruzione a livello europeo, è di immediata evidenza quanto sia importante per i docenti avere una rete di contatti a livello sovranazionale. Ciò può facilitare anche eventuali esperienze di studio all’estero degli alunni, e al contempo contribuire alla diffusione delle priorità di Lisbona nella comunità educativa. Il progetto LLT vuole sostenere l’apprendimento permanente di insegnanti e studenti in dimensione sovranazionale, anche al fine di abbattere vecchi pregiudizi, sostenere i punti di forza e ridurre le fragilità dei sistemi educativi nazionali. Il tutto con dirette ricadute anche sulla “spendibilità” delle competenze acquisite dai giovani nel mondo del lavoro in Europa.

Gli insegnanti lavorano insieme proprio per cercare di affinare le proprie competenze, in modo da poter dare a tutti gli alunni (ciascuno con le proprie specificità, fragilità e predisposizioni) strumenti adeguati per affrontare il mondo del lavoro e per mettersi in relazione con gli altri, di varia provenienza geografica e sociale, in chiave costruttiva e senza pregiudizi.

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

In questo caso i professionisti sono gli insegnanti (non si è ricorsi ad esperti esterni). La loro partecipazione è stata ottimizzata nella misura in cui ciascuno ha portato le proprie esperienze di successo e le proprie competenze, mettendole a disposizione dell’intera comunità.

I ragazzi sono intervenuti in maniera indiretta, in quanto ogni docente si è impegnato a sperimentare in classe almeno alcune delle attività proposte, rinnovando ed ampliando la propria didattica. La partecipazione dei ragazzi è stata ottimizzata in quanto sottoposta a regolare monitoraggio per la verifica dei risultati.

L’Istituto italiano ha inoltre realizzato due giornate divulgative sui progetti europei attivati, tra cui anche LLT, per favorire la diffusione delle esperienze e mettere al corrente dei percorsi intrapresi le scuole in rete e l’intera comunità.

Costanti rapporti sono stati tenuti con l’Agenzia Nazionale LLP, in particolare con l’azione eTwinning, i cui responsabili hanno offerto sempre supporto ed indicazioni su come sfruttare al meglio le opportunità di contatto offerte dal portale.

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

Il progetto si incentra proprio sullo sviluppo delle competenze digitali, prima nei docenti e poi nei discenti. Tutta la comunicazione e tutto lo scambio tra i partner è avvenuto per via informatica (non ci sono stati incontri in presenza). Sul forum sono presenti messaggi di docenti alle prime armi in ambito informatico, che hanno chiesto e ottenuto supporto dai colleghi più esperti. E’ stata creata un’apposita cartella, useful web tools, per mettere a disposizione di tutti gli strumenti informatici più utili in classe. Gli strumenti, le attività e le web quest proposte sono state utilizzate in classe dai docenti, diffondendone così la conoscenza. In sostanza, tutto lo sviluppo culturale e didattico è passato attraverso l’apprendimento digitale.

Describe how you measure (parameters) these results:

I criteri di misurazione dei risultati e dell’impatto del progetto sono quelli collegialmente individuati dall’Istituto italiano per la valutazione dei progetti europei. Naturalmente, vista la particolare struttura del progetto (rivolto principalmente agli insegnanti e solo indirettamente agli alunni) sono state necessarie alcune modifiche. .

Nel lungo periodo sono calcolati una serie di indicatori di efficacia ed efficienza:

- tasso di soddisfazione degli utenti (monitoraggio in itinere e sommativo)

- valutazione dell'indice di soddisfazione nel tempo

- tasso di partecipazione dei docenti (adesioni per anno)

- tasso di diffusione del progetto sul singolo Istituto (domande presentate/numero di insegnanti che non avevano presentato in precedenza domande).

Nel breve periodo si tiene conto del numero di docenti coinvolti, oltre che del tasso di soddisfazione dei partecipanti. Anche le attività in classe, con gli alunni, possono dare indicazioni sulla validità delle strategie applicate.

Va inoltre sottolineato che tutti gli indicatori utilizzati sul lungo periodo possono essere utilizzati anno per anno, quindi sul breve periodo, come fotografia spot della realtà in atto.

11. Sustainability

What is the full duration of your project:

From 1 to 3 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:

Other

Other:

Il progetto non ha praticamente costi, poiché lo spazio web fornito da eTwinning è gratuito e gli insegnanti mettono a disposizione il proprio tempo senza oneri per la scuola, a puro fine di collaborazione ed aiuto reciproco. Eventuali spese per materiali sono coperte dai rispettivi istituti.

Is your project economically self sufficient now:

Yes

Insert date:

08/25/2008

12. Transferability

Has your project been replicated/adapted elsewhere:

Yes

Specify:

Siamo ancora ai primi esperimenti. In seguito al successo di LLT, ne sono stati aperti altri di collaborazione tra soli docenti. E’ previsto che, in autunno, il portale eTwinning si organizzi ulteriormente per venire incontro alle esigenze di collaborazione e contatto tra docenti.

What lessons can others learn from your project:

Possono imparare la validità dell’autoformazione, della condivisione tra docenti, del lavoro in team anche sovranazionale, dell’efficacia della comunicazione digitale. Possono imparare che un progetto ben strutturato e con amministratori fortemente motivati è in grado di gestire anche un gruppo molto numeroso di partner (cosa su cui nessuno o quasi avrebbe scommesso: all’inizio del progetto, persino i responsabili eTwinning ci avevano messo in guardia sulla difficoltà di gestire partner troppo numerosi!).

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:

Il progetto è basato sul dialogo e sul confronto ed è nato dal dialogo e dal confronto. Le docenti che lo hanno ideato, Laura Maffei e Monika Kiss, hanno avuto la possibilità di confrontarsi con colleghi europei sia attraverso il coordinamento di progetti (Cultura2000, Comenius, eTwinning), sia attraverso esperienze di mobilità. Negli ultimi anni, l’indirizzo politico a livello europeo è stato quello di incentivare gli scambi e le mobilità sia di alunni che di insegnanti. In un momento in cui l’Europa unita sembra nuovamente minacciata dagli interessi strettamente nazionali, sembra sempre più rilevante far “conoscere l’altro” a due categorie importantissime: gli studenti – l’Europa del futuro, e gli insegnanti – i formatori degli Europei del futuro.

Ciò che ci ha colpito delle esperienze di formazione all’estero è stato il contatto con i colleghi: il veder condivisi i nostri problemi, lo stupore di fronte alla diversità dei “programmi”, l’ansia di confrontare “cosa faccio, cosa fate”, il riconoscere perplessità ed emergenze comuni a cui gli Stati danno risposte diverse. Da qui il progetto LLT.

La scelta di eTwinning è stata dovuta certo alla facilità di contattare partner, ma anche, paradossalmente, al fatto che non fosse un’azione finanziata. Il progetto doveva essere a costo zero, fin dalla nostra prima ideazione. Chi lavora su eTwinning sa che non ci sono finanziamenti: si suppone quindi che sia interessato soltanto a migliorare la propria didattica e disponibile a mettere a disposizione gratuitamente il proprio tempo e le proprie idee.

Dopo le prime adesioni, c’è stato un torrente di idee, molte delle quali non sono ancora state affrontate del tutto. Lo faremo in futuro, ancora lavorando insieme.

Barriers:

Non ci sono stati ostacoli di grosso rilievo, perché il progetto era stato presentato chiaramente ai potenziali partner, quindi chi ha aderito lo ha fatto con cognizione di causa. Più che ostacoli c’è stata fatica e qualche (inevitabile) pasticcio informatico. Certo, è stato faticoso e a volte macchinoso gestire il sito, rimediare ad accidentali cancellazioni, controllare l’upload dei materiali e distribuire i diritti di accesso, ma ci siamo ben divise i compiti tra amministratrici. C’è stato anche da gestire qualche “silenzio” di troppo, dovuto ai molti impegni dei docenti, specialmente in certi periodi dell’anno: ma nel complesso, ognuno ha dato il proprio contributo.

Solutions:

Principalmente con la comunicazione: in un progetto del genere, basato sul confronto, il rischio maggiore è il silenzio. Nonostante il numero, siamo riuscite a comunicare regolarmente con la maggioranza dei partner e perciò a tenere vivi i contatti.

Future plans and wish list:

Certamente pensiamo di proseguire l’esperienza, mantenendo le stesse modalità (proposta di riflessione – dibattito sul forum – schede di approfondimento – condivisione di materiali – sperimentazione in classe – monitoraggio). Per superare i problemi del TwinSpace, che non riesce a supportare materiali particolarmente pesanti, e che ha un forum un po’ macchinoso, pensiamo di appoggiarci ad una piattaforma esterna gratuita per il forum e l’upload (ad esempio forumfree), pur mantenendo la base virtuale su eTwinning. Alcuni colleghi hanno proposto di acquistare uno spazio web e l’idea è ancora in fase di dibattito, perché il mantenimento di un sito vero e proprio, non solo in termini economici ma di manutenzione, è piuttosto gravoso. Sarebbe anche interessante riuscire a fare un incontro in presenza, ma anche in questo caso c’è il problema del reperimento di finanziamenti. Per il momento, ogni insegnante si è impegnato a cercare sponsor o contatti per diffondere e disseminare il progetto e i suoi risultati, nonché per realizzare eventuali manifestazioni.

La nostra ambizione sarebbe allargare ulteriormente l’utenza e proseguire in questo scambio che nel corso dell’anno si è sempre rivelato proficuo. Se riusciremo ad organizzare un meeting in presenza sarà per noi motivo di grande soddisfazione: fino ad allora, ben venga la comunicazione digitale (con la buona volontà e l’appoggio delle comunità locali, il meeting si può sempre fare in videoconferenza!).

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PROGETTO etwinning ARBRE SACRE' :tra bambini francesi ed africani ed adolescenti italiani.

Sun, 19/07/2009 - 08:19

Creare,crescere,condividere un'esperienza aristica e pedagogica utilizzando le nuove tecnologie a partire da un patrimonio ricchissimo : le fiabe popolari. http://italiefrance.blogspot.com/

1. Project summary

Summary:

La fiaba da cui prende il nome il nostro progetto è una fiaba africana,del Burkina Faso, un Paese francofono.Questa fiaba è stata il punto di partenza per un confronto suitemi del rispetto della natura,della necessità di pensare autonomamente,della tolleranza e della pace utilizzando un blog ed i disegni dei bambini francesei ed africani.

2. Country (City / Region)

State:

Italy

City:

Livorno

3. Company/organization/institute presenting the project

Organization:

Liceo Scientifico Francesco Cecioni

4. Type of organization

Select type:

School

5. Project coordinator

Name and Surname:

Marina Marino

E-Mail:

marinomarina2@gmail.com

6. Website

The website of the project:

http://italiefrance.blogspot.com/

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:

Creativity and Social Innovation

8. How long has your project been running?

From:

13/03/2006

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

L'idea di mettere in relazione bambini ed adolescenti facendoli "fare" è venuta a me ,insegnante di francese L2 in un Liceo,ed al collega Bruno Aguilée ,insegnante elementare in una scuola Parigina. Abbiamo voluto dimostrare che è possibile lavorare in verticale con soddisfazione ed arricchimento reciproco confrontandoci attraverso una didattica orientata all'azione anche con bambini africani uniti a noi dallla lingua francese (veicolare) e l'obiettivo pedagogico.

What does it try to achieve and how:

Utilizzando un blog e le ITC,la lingua francese strumento di comunicazione veicolare,ci ha permesso di scoprire le differenze culturali,talvolta enormi,rispetto ai piccoli africani, ma anche di riscoprire valori,sentimenti ed emozioni che ,declinati in forme così diverse,tuttavia sono uguali e ci appartengono in quanto Esseri Umani.

Which opportunities/problems does it address to:

scambiare e arricchire le conoscenze reciproche sugli aspetti socio-culturali dei rispettivi Paesi e Continenti; dipingere un'immagine delle societàdi appartenenza quanto più vicina possibile alla realtà e,soprattutto,al vissuto dei nostri alunni metttere a fuoco e riflettere sui problemi quali l'ambiente, la realizzazione dei sogni futuri ...sollecitare un dialogo quanto più spontaneo e sincero possibile tra i giovani su temi che fanno parte delle vite quotidiane. utilizzare le ITC come non come fine ma come mezzo

Please explain what is unique or special in your project:

L'apprendimento peer to peer tra bambini ed adolescenti francofoni; la lingua francese come strumento di comunicazione e di confronto di idee e linguaggi; il confronto tra culture; la scoperta della differenza tra oggetto/ parole ed idea con il variare delle culture; il dialogo interculturale ed il rispetto per il contesto socioculturale dell'Altro

10. Results

Describe the results of your project as per today:

nostri alunni sono motivati ad apprendere le lingue,nel nostro caso il francese, in un contesto più largamente "educativo" utilizzando le nuove tecnologie ed il disegno . Gli adolescenti italiani accettano le "correzioni" dei bambini francesi poichè sono motivati dall'obiettivo comune: la comunicazione,attraverso il francese con i piccoli del Burkina Faso.

How does it fulfill the users’ needs:

sottolinere la necessità dello studio della lingua straniera promuovendo l'avvicinamento tra i popoli ,il rispetto dell'ambiente e la cittadinanza attiva utilizzando le ITC a scuola in contesto di CLIL

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

...I ragazzi entrano nell'ambiente virtuale quando vogliono e senza il "filtro" degli insegnanti anche dalle loro case. I bambini del Burkina Faso hanno ricevuto una telecamera dalla scuola francese ( che hanno voluto restituire alla fine del percorso) per rendere viva la loro presenza poichè la loro scuola è spesso all'aperto. I disegni ci sono stati inviati per Posta. I bambini hanno dipinto le vetrate della scuola () in un'attività laboratoriale) con i disegni che illustrano la fiaba . Gli adolescenti italiani hanno riscritto la fiaba in francese adattandola al nostro contesto storico-sociale e l'hanno proposta ai bambini francesi che l'hanno corretta linguisticamente in un ricco scambio reciproco.

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

Per i giovani è l'occasione di tessere legami "europei" non soltanto sul piano scolastico ma soprasttutto affettivo. Divenire coscienti della comune appartenenza di ogni Essere Umano alla Umanità attraverso l'Humanitude.

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

Collaborazione con i giovani studenti del Burkina Faso. Creazione di un sito in cui studenti con insegnanti,hanno lavorato insieme promuovendo l'autostima e collaborazione. Autonomia per una pubblicazione dei prodotti .

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

Le nuove tecnologie sono state il mezzo per accorciare le distanze tra continenti ma anche tra le diverse età dei giovani divenendo unmezzo per "fare".

Describe how you measure (parameters) these results:

Obiettivi formativi; conoscenze maturate; abilità informatiche; partecipazione; motivazione ed interesse per le attività.

11. Sustainability

What is the full duration of your project:

From 3 to 6 years

Is your project economically self sufficient now:

Yes

Insert date:

07/19/2009

12. Transferability

Has your project been replicated/adapted elsewhere:

What lessons can others learn from your project:

un insegnamento che nel suo insieme (e non solo parlando di lingua straniera) viva, non solo dica, tolleranza, rispetto reciproco, accoglienza, pace. contribuire alla formazione dell'uomo quale essere completo..

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:

Il progetto è coordinato dagli insegnanti Marina Marino, insegnante di lingua francese al Liceo Francesco Cecioni di Livorno ,dal professor Bruno Aguilée ,insegnante elementare alla scuola primaria Paul Fort, Parigi, Francia

Barriers:

Gli ostacoli di ordine pratico ( distanza ,differenza di mezzi tecnologici..) sono stati superati dall'entusiasmo,la creatività e l'iniziativa di tutti.

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The School of Kindness

Sat, 11/07/2009 - 18:57

The School of Kindness shows an alliance of three schools, two from the USA and one from Israel that created a unique website together.

1. Project summary

Summary:

Ein Ganim School Israel-Teacher Marsha Goren Harrison Elementary School Indiana, USA- Teacher Rick Glass Abraham Lincoln Elementary School Illinois, USA -Teacher Matthew Kuntz Three schools from around the world collaborated in creating this special school with the helping focus in mind. Rick and his students came up with the idea for the School of Kindness. What a great idea- to spread kindness in our schools, community, and the world- through acts of kindness. This entire project has made the teachers and kids smile from start to finish- students reaching out to help others. The GVC - Give back something international had added a new category to encourage kids to help those in need at the schools and in the different communities . The kids at Harrsion and Lincoln organized The Peanut Butter Jelly Drive - the opportunity to help others in need that were part of another community (the residents of Warsaw, Indiana). The GVC08-01 students collected over 200 jars of peanut butter and jelly to give to the CCS (Combined Community Services) of Indiana. Rick and his wife came to pick up the donations from Matt and his kids! Then came the Hungry Minds Pasta Dinner that the 5th graders at Lincoln put on for various food related charities- from the baking of the bread to the serving of the pasta meals, the students were helping others in need. The students raised over raised over $3,000 to support the charities the fifth graders selected to help feed the hungry-WOW! The 6th graders from Israel decided to start a computer club and teach the fourth graders computer skills and software programs. The sharing of knowledge among the kids was both motivating and stimulating to everyone involved. The project can be used by students anywhere. As Rick Glass sums it up so beautifully in his feedback: Kindness has become embedded in these students. They are actively seeking ways to show kindness to each other, their families, their neighbors, their communities, and their world. I am glad these students will be our future. As they continue to spread their messages of kindness and good will, I believe our world will be in good hands.

2. Country (City / Region)

State:

Israel

City:

Petach Tikva

3. Company/organization/institute presenting the project

Organization:

Ein Ganim School together with Harrison and Lincoln Elementary

4. Type of organization

Select type:

School

5. Project coordinator

Name and Surname:

Marsha Goren (representativie of the 3 schools)

E-Mail:

gorenmm@zahav.net.il

6. Website

The website of the project:

http://gvc0801.gvc08.virtualclassroom.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:

01/09/2008

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

The GVC Global Virutal Classroom vision is to empower, enable and connect students around the world using Internet technology. It aims to provide students the opportunity to develop three skills that are essential in the 21st century: * Cross-Cultural Communication * Collaboration * Computer Skills The major project of the GVC is a contest in which schools from around the world collaborate to build websites that are judged on the quality of their content and presentation, and on the collaboration. The contest runs from October through April, with winners announced in May. The targets and background of our project were to encourage the children to work as a team in Global collaboration, build a website by sharing ideas and creating materials together through the power of the Internet and Nicenet the classes exchanged and shared their ideas.

What does it try to achieve and how:

The Kindness website has promoted kindness and has showed ways to help people all over the world through the stories, fables, and images created by the students of the three schools. Their combined effort has revealed a new way of living. It is the life of helping, giving, love, and peace. If everyone in the world understood how to live like that, there would be no more war or prejudice. The Library is a very important part of the website. The "How-To" section of the Library displays the rules of a kind world. It says not to judge someone because of how they look, to help others, and never leave anyone out of anything on purpose. The "Graphic Stories" section is an easier, more fun part of the library for kids who prefer plenty of pictures, nothing too complicated, and plenty of colors in what they read. The fable section of the library teaches people lessons, or morals, and widens their thinking and helps them to see new solutions to day-to-day problems with their friends, family, and people they run into on the street. The Team-Writing section helps kids interact with others their age through their stories, and develop creativity by continuing other kid's work. Through all the make-believe stories and drawings, the people in the project express how they think the world should be. One third of the Cafeteria is like the "How-To" section of the library with a food twist. The other two thirds are as important as the Library. They tell about food donations or food-related donations that have helped hungry families. Though not as big as the Library, the Cafeteria is one of the main wings of the website. We have learned a lot while working on this project, creating animations and pictures. It has opened my eyes to a better world- a world where we could all live in kindness and peace. By Gaya student from Ein Ganim Israel

Which opportunities/problems does it address to:

It addresses the opportunities of encouraging children to work together with technology skills, it encourages creativity for everyone in the project, it encourages a dialogue of a sharing of ideas. It also has improved English skills and has opened a door to new friendships and an exchanging of knowledge with kids and educators from different areas of our world.

Please explain what is unique or special in your project:

The creativity and the unique work which the children implemented in creating this project. It includes beautiful animations made by the kids, graphic stories, movies, ipods and pictures. They have all come together and found this experience more than rewarding.

10. Results

Describe the results of your project as per today:

The School of Kindness was the grand prize winner of the Global Virtual Classroom this year in the elementary school category. According to the judges: The Welcome section provided an excellent over all description of the site. It helped me understand what to expect and where to find things. I appreciated how lessons were taught in different ways to accommodate how different people learn (i.e., Graphic Stories). The credit section was straight forward, informative, and made it easy to determine the level of cooperation. I liked the graphics and I loved the topic. The content had great depth. “Entertaining opening flash; most content; most multi-media; best website”

How does it fulfill the users’ needs:

Since the site was entirely created by children it is rewarding and satisfying for them to contribute and take part with other kids. Some of the feedback by the kids- I think that the project has really important meaning, the meaning is that people from all around the world can work together and have fun. Ein Ganim ello. My name is Heidi and I want to talk to you about Podcasts in the Students and Staff section. Podcasts are a way that we can share the message of Kindness with other students, teachers, and students around the world. The Podcasts are a way to communicate the Kindness message through real life, like video taping. When we do Podcasts, we get to communicate real life experiences, and get thoughts on Kindness through a website, to show that Kindness through Podcasts is another way to show how Kindness has affected lives. And straight from the persons mouth, instead of typing it out on paper. Words through the mouth are better said then done on paper. Sometimes you can just pour your thoughts on video tape and show Kindness through words coming straight from your heart about things that you think of other people’s points or your own. It really helps me see that we can show Kindness through creative ways, and still get the message through. My favorite Podcast was the one when Lincoln Elementary shared the news about the package that arrived from Israel. Harrison Elementary My favorite part of GVC was making new friends from around the world and having fun together. Lincoln Elementary

11. Sustainability

What is the full duration of your project:

From 3 to 6 years

Is your project economically self sufficient now:

Yes

Insert date:

08/01/2008

12. Transferability

Has your project been replicated/adapted elsewhere:

What lessons can others learn from your project:

Educators can find technology a tremendous way to motivate their students and improve their skills but the biggest benefit is seeing the motivation and determination the kids are willing to put into work like this.Sharing with an audience of peers from around the world is beneficial in more ways that can be written. This also improves creativity skills and has encouraged children to contribute to society and this helping focus has made an impact on their behavior.

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 Global Virtual Classsroom give something back international has encouraged educators and children from around the world to work together globallly through the power of the Internet. It is an excellent program and has grown from year to year. The most important element is the learning process and everyone in the project from the three schools felt they all learned so much in so many beneficial areas.

Future plans and wish list:

I have sent the School of Kindness to all of our partners in Globaldreamers and the feedback we received has been phenomenal and children have been implementing the project and been inspired by us. I could only wish to work with educators like Rick Glass and Matthew Kuntz. They have shared their knowledge and their friendship with me and my students and for that I am eternally grateful.

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WKS (WORLD KIDS STORIES â€“ POVESTILE COPIILOR LUMII) E-BOOK

Fri, 19/06/2009 - 14:22

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:

12. Transferability

Has your project been replicated/adapted elsewhere:

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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My very special wondertree

Thu, 28/05/2009 - 21:56

"My very special wondertree" is an eTwinning Project between very special schools in Europe (Germany, Netherlands, Greece, Portugal, Poland, England, Scotland, Belgium, Estonia and Austria).

1. Project summary

Summary:

This is our third eTwinning-Project together and the main aim of every project was to bring Europe in our very special classes and let our children with special needs learn about it with all senses.
"My very special wondertree" was another step to reach this aims, in addition the children learned to handle new skills (picture editing programms).
It was great to see the high motivation of the children, their enthusiasm about the success.

2. Country (City / Region)

State:

Austria

City:

3251 Purgstall

3. Company/organization/institute presenting the project

Organization:

Schule Rogatsboden - special school for special children

4. Type of organization

Select type:

School

5. Project coordinator

Name and Surname:

Kladnik Christine

E-Mail:

christine@kladnik.at

6. Website

The website of the project:

www.wondertree.wikispaces.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:

28/09/2008

9. Targets and Elements of Innovation

Please explain the targets and the background of your project:

For our project we wanted to connect an ecological issue with ICT - and this all of course prepared for the special needs of our students. As most project - partners know each other yet because of the two former eTwinning-projects (see www.specialchildren.wikispaces.com) the children knew already many things about the countries of their partners. So we decided to work on a special issue - our special tree. Every school made school-projects, where the tree (and sometimes also other trees) have been treated in every possible way and of course with all senses (informations about the different activities are on the project website).
Then we prepared informations about our trees for all other partners and put them on the website.
The next activity has been to learn to handle picture editing programs (paint, photoshop...) and then the children created their very, very special wondertrees for the artgallery on the website. Their creativity has been boundless.
The third step was to send seeds of our trees to each other and now we all try to grow up our little European Woods.

What does it try to achieve and how:

- Working together with other children all over Europe, connected with the possibilities of ICT
- Learning together and from each other about one issue
- Learning new ICT - skills
- Creative working, presenting artworks - strenghen everones self-esteem!
- New inputs for intern school projects in every school

Which opportunities/problems does it address to:

- integration of children with special needs
- to show, what they can do, if they are motivated!!!
- new ways of special education
- success brings self-esteem!

Please explain what is unique or special in your project:

- We dare to our special children also to use ICT, to learn about Europe - and the project allows them to do this in their own way.

10. Results

Describe the results of your project as per today:

- Many beautiful new experiences together
- Great contacts between the partner institutions
- Great motivation of the children to communicate with their partners, to learn about them and to show them, what they do.
- A beautiful website, the children love it!
- Many beautiful artworks made from photos from our trees
- Little European Woods growing up (hopefully :-))

How does it fulfill the users’ needs:

- The whole project is adapted to the special needs of our children
- It supports and strenghens their experiences, their creativity and their self-esteem

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

- 11 special schools in Europe
- 11 special teachers connected by ICT-Tools (eTwinning-Portal, website, mail, chat...)
- About 70 students with special needs directly involved, many others are involved too because of the projects in the different schools - interacting mainly with pictures and exchange of their artworks, letters with seeds....

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

The project demonstrated that it is possible also for children with very special needs to
- work in an European Dimension
- to handle ICT

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

- high motivation of the children, but also the involved teachers
- new ways of learning, new ICT-skills

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

It shows the possibilties of using ICT in a very creative and individual way.

Describe how you measure (parameters) these results:

The best parameter is to see the children's enthusiasm while they are working in the different activities of the project!
Their knowledge about the issue (Trees) and about Europe has grown.
A little story for example:
I told my students, that I will take part on a study visit and travel to Finland. One child looked at me and said: "But we don't know anyone in Finland!" ( Because we don't have a partner institution there)
That's a great effort for a child that cannot read, write or count!

11. Sustainability

What is the full duration of your project:

Less than 1 year

12. Transferability

What lessons can others learn from your project:

Trying new ways brings high motivation for children and teachers!
Nothing is impossible :-)

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

Future plans and wish list:

Three of us project-teachers have met at the eTwinning-Conference this year and there we created the next project together - but this will be a surprise!
It would be great, if it would be possible to meet each other in "real life"!

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Traditions across Europe

Tue, 28/04/2009 - 17:39

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)

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:

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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