film

"Make a Film and Share IT with Friends 2.0 !"

Tue, 28/07/2009 - 22:00

An e-Twinning Project. Two countries, Republic of Ireland and Sweden collaborate with each other in the domains of Environmental Science and Literature/Respective Legends..

1. Project summary
Summary: 

Pupils from Knockaclarig NS, Ireland and Vindängen Sweden collaborate and build knowledge together. The foundation for the project is to produce, share and give feed back on media material. Another keystone for the projects is to use ICT tools at it best. Self produced films are to be used as a didactic tool when pupils work with themes chosen from syllabus. The media material is published and discussed on the project blog “http://blog.eun.org/film2/”. Two initiating themes are set. The Irish partnership is preparing “Wild Flowers of the Countryside”. Vindänge have initiated “A study on small animals in a pond next to school.” The work with these themes is to proceed during autumn term. Yet another object added to the project is to expand the concept share. Tutorials on how our work is done will be prepared. Teacher students from University will be included in eTwinning activities. Year 2006 Pupils learn from pupils about life in different parts of Europe by sharing self-made DVD film. Pupils produce films with a DVD camera about their local community, interests and daily activities, and share it with a friend. The film can be published on a local web-site, or distribute it on CD / DVD record. The film will be first step to establish contact between pupils, and their teachers. Further contact between the participants will be proceeding by mail.

2. Country (City / Region)
State: 
Ireland
City: 
Knockaclarig, Mallow, Co. Cork
3. Company/organization/institute presenting the project
Organization: 
Irish and Swedish Primary Schools
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Tom Roche
E-Mail: 
knockans@hotmail.com
6. Website
The website of the project: 
http://blog.eun.org/film2
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: 
01/09/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The principal aim is to do an environmental study of their respective localities under agreed headings, present the findings to each other, analyse, compare, contrast and conclude. Similar heading would be agreed in the Literature domain.  It would be hoped to produce an authentic DVD of the undertaking.

A second module within the project will deal with Multimedia Authoring and Production using a WIKI as an introduction to the Swedish language.
What does it try to achieve and how: 

  • Language development, oral and written.

  • Voice projection and delivery.
  • Graphical visualization through Art/drawing and colouring.
  • Curriculum Linkage and Integration.
  • ICT skills-Consolidation and Acceleration.
  • ICT integration in the Teaching and Learning environment.
  • Showcase stories.
Which opportunities/problems does it address to: 

The Science module explores a new, non traditional methodology for teaching Science. Many countries in Europe acknowledge there is a major decline in the uptake of science amongst students. Our alternative inquiry based, teacher facilitated , student collaborative methodology hopes to show and present scientific subjects in an easier assimilated platform.

The literature module mediated through the theme of legends present a bi-lateral aspect of our respective countries cultures.

It would to extend the methodology with its strong digital mediation in other curricular areas and subjects in the different European Curricula.

Please explain what is unique or special in your project: 

Integrating the project and this particular methodology  into the school curriculum is one of the aims of the eTwinning project so Knockaclarig National School  and Vindangen Primary School decided to align theirs with the science strand, Environmental Awareness and Care. As is often the case, however, the scope of the project was far greater. While science was the kernel of the project’s first module and it was strictly adhered to nonetheless a myriad of topics surfaced and were treated in many different formats.

 
One of the themes his pupils worked on was Irish wild flowers. Pupils went to a local farmer's field beside the school, captured images on still and movie cameras and handhelds of the ten flowers they had selected. As a result they became aware of the local names for the flowers, so then researched their botanical names. They found the Irish names and asked for the equivalents from the Swedish school. Each student gave an audio report on one of the flowers.
 
The project work then moved into other curriculum areas, drawing the plants, choosing music to accompany a journey to a field and exploring the theme of flowers in poetry, song and girls’ names. Much of their research was built into the slideshow that is uploaded to the blog.
 
This eTwinning project is also a great example of social networking. There was ease of communications, query and willingness to exchange and learn more about the other person’s point of view and the pupils got a perception of Sweden that could not be assimilated through an atlas or a text book.
Confidence and self esteem, ICT and technical skills all expanded in the virtual world of the lessons.
10. Results
Describe the results of your project as per today: 
  • Interpersonal, international and intercultural development.
  • Team building and collaboration.
  • European Citizenship Awareness.
  • Development of trust and positive attitudes.
  • Sharing roles and responsibilities.
  • A willingness to see challenges as just problems to be solved.
  • Interactivity with Educational Institutions removed from one’s own educational platform and environment.
How does it fulfill the users’ needs: 

We tentatively set out to develop an European relationship and hoped to set up a worthwhile international curriculum aligned project. This we did. Pedagogically, digitally and technically we progressed through sharing and while it was extensive and became intensive we thoroughly enjoyed our virtual experiences.

The project concept is also easily adaptable for differentiated learning.

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

We generate  approx. 2500 hits per month on our website, we have constant e-mail enquiries, other school nationally and inteernationally have visite us. I have designed and delivered inservice courses for teachers and student teachers based on this methodology.

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

It has given us an international platform and a different and positive perspective on the educational curricula of other countries.

We are at the moment exploring concepts such as Problem Based Learning, Modernity and Authenticty whichwe feel can be integrated into our style of teaching, learning and research.

 

The partnership impacted on the students involved in the project , other classes and filtered into the greater local community resulting in the following outputs.
 
  • Official launch of project on Thursday 9th October 2008 in “Bruach na Carraige Arts and Cultural Centre” at 20:00 hours, Rockchapel, Co.Cork Ireland by The Minister for Education and Science, Mr. Batt O’Keeffe TD. followed by Press Conference.
  • Visit of the Swedish partners to Ireland.
  • Swedish-Irish Science Day in KnockaclarigNationalSchool all day Friday 10th October 2008.
  • Social day visiting places of scenic and historical importance in the school locality.
  • Reflection and Final Report was written up.
 
  • It is proposed that we  enter the film at the “Tralee International Film Festival Summer 2010.”
How has it improved the participation of professionals, children, youth and other stakeholders: 

We have developed in the following areas:

  • Project Mangement Skills
  • Administration Skills  There has been an acceleration in our pedagogical, digital and technical skills.

 

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

The following ICT tools were used:

blog; Skype; videoconferencing; podcast, web authoring, interactive generating tool; digital camera; digital camcorder, webcams and microphone, PDAs, projector; big screen.
 
The website of the project shows the following ICT didactical outputs.
 
  • Audio Evidence.
  • Video Evidence.
  • Images.
  • Environmental Science Module.
  • 5 Exemplars therein.
  • History— Era of Myths and Legends Module.
  • Interactive Crossword Development.
  • On-Line Tutorials:
 
§         Pedagogical
§         Digital
§         Technical
 
  • On –Line Workshop.
  • DVD (Available on Streaming Download at the moment only).
  • Digital and Chronological Archives available on Blog.
  • Materials designed for future teacher and student teacher inservice courses.
  • Initial testing of emergent technology in teaching citing handhelds and dataloggers.
Describe how you measure (parameters) these results: 

The project has held its momentum. We are at the moment discussing more ideas as we move on to the next development phase which will commence at the start of the new academic year 2009-2010. 

We get many invitations from other schools in Ireland and in the EU to partner these schools in projects.

The project has been awarded The European Quality Label.

We have featured in inumerable media atricles, print ,audio, video internet and surveys. Our website has much activity. We have been honoured at the i-Reach Media Awards,Dublin 2006, The EMINENT Conference, Roma 2008 and at the e-Twinning Conference, Praha 2009.

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: 
07/28/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

It has been used as a model for teacher and student teacher inservice.

Showcased in the e-Twinning portal as an example of good practice.

Showcased by The NCTE (National Centre for Technology in Education) IRELAND as an example of good practice for Digital School Award status.

What lessons can others learn from your project: 

Think outside the box. It was our first international project. Many other schools throughout Europe are in the same position as were when we started. Learning does not have to always come from a textbook or atlas. Don't be totally dependant on prescriptive and expicit learning. Get into the world of implicit, participtive  learning.

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: 

I am a member of the e-Twinning portal, a virtual platform where teachers are continually attempting to set up partnerships and projects. It was from this portal that Swedish teacher Fredrik Olsson from Vindangen Primary School contacted me and we then set up the partnership. 

Barriers: 

At the start the novelty of the undertaking was a little barrier.a perceived barrier was the language but this did not materialise such was the enthusiasm of the participants.

Poor Broadband.

Time management. As the project is running parallel with the everyday curriculum (In Ireland there are 6 curricular areas and 11 subjects therein) our daily tuition timetable had to be addressed within the context of a compressed chronological configuration.

Solutions: 
    • Build up a strong mutual social base from the outset responding quickly to queries and e-mails.
    • Be diligently coherent in relation to the selected theme(s) in the project.
    • Keep a very firm focus at all times in the interest of strong pedagogy.
    • Fine tune all activities and contemplated outputs.
    • In order to address the time management challenge students made good use of their handhelds to complete assignments at home. This also brought the project from the school to the home generating parental interest and participation. 
    • Don’t let digital and technical aspects interfere with the fun element of such a virtual adventure.
Future plans and wish list: 

Explore further emergent technologies.

Extend from school partnerships,to partnerships with community groups, municipalities and sporting organisations in our respective countries. Develop educational tourism.

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Oltre il confine: la scuola e i nuovi linguaggi

Thu, 16/07/2009 - 18:43

La III A del liceo “Pertini” di Genova approfondisce il tema “Teatro e didattica”.

1. Project summary
Summary: 

L'idea, nata dalla pratica didattica, è stata sviluppata dal consiglio di classe della III A del Liceo “Pertini” a.s. 2008/2009 e da esperti, relatori, amici che ci hanno affiancato di volta in volta nello sviluppo del progetto. I risultati  sono rilevabili nelle conoscenze, nelle competenze e nelle capacità acquisite da tutti coloro che vi hanno preso parte. Soprattutto il lavoro ha consentito di maturare la consapevolezza che è necessario per la scuola non solo usare i nuovi linguaggi, ma anche comprenderne le valenze culturali, psicologiche e sociali.

Ecco di seguito alcune tematiche sviluppate nel corso del progetto:

 

  • Il teatro come metafora per comprendere la società, E. Goffman e la prospettiva drammaturgica

  • Il film come laboratorio per studiare la psicologia dei personaggi e le dinamiche del gruppo

  • Il gioco con “La parola ai giurati” di S. Lumet,  per applicare ad un caso ciò che si è studiato

  •  Il teatro, il cinema, il libro messi a confronto su uno stesso testo per rilevare gli elementi di similitudine e di differenza sotto il profilo dei codici comunicativi e dell'incidenza che questi hanno sul messaggio.

  • Web 2.0, nuove modalità di interazione del gruppo classe, lavoro collettivo con Google docs. Riflessione su che cosa cambia sul piano della relazione con le nuove modalità di interazione.

  • Esplorazione di web 2.0 come ambiente cognitivo: Wikipedia, costruzione di una pagina e controllo delle fonti.

  • Metodologie della ricerca: intervista, osservazione. Interviste a esperti e osservazione sistematica di esperienze didattiche di altri istituti.

  • Traduzione collettiva di un testo dalla lingua inglese.

  • Documentazione del lavoro svolto: elaborazione di un filmato inserito su Youtube, costruzione di un blog.

2. Country (City / Region)
State: 
Italy
City: 
Genova
3. Company/organization/institute presenting the project
Organization: 
Istituto Magistrale Statale "Sandro Pertini"
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Giulio Tortello e Loretta Bertoni
E-Mail: 
giulio.tortello@gmail.com
6. Website
The website of the project: 
http://schoolstorming.wordpress.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: 
27/09/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

L'obiettivo principale è  stimolare gli studenti ad avvicinarsi con spirito critico ai linguaggi che di solito sono esclusi dalle aule scolastiche (teatro, film, internet). Inoltre, si intende stimolare i ragazzi a studiare e comprendere i codici della contemporaneità  e la cultura di cui sono portatori per sfruttarne appieno e in modo consapevole le potenzialità. Il contesto in cui si svolge il progetto è l'ambiente fisico, è la scuola e, durante le uscite, la città di Genova, ma in realtà ci siamo spinti nell'esplorazione dei nuovi media che non hanno per loro natura confini ben definiti.

What does it try to achieve and how: 

I mezzi utilizzati sono stati gli spettacoli teatrali in cartellone nella nostra città, i film proiettati nelle sale e visionati in dvd, i pc collegati a internet nell'istituto, nelle case e ovunque fosse accessibile una connessione alla rete.  

 
Which opportunities/problems does it address to: 

L'opportunità offerta agli studenti e agli insegnanti è quella di sperimentare nuove modalità di lavoro collettivo e di colmare il gap nelle abilità informatiche che spesso sussiste tra studenti appartenenti alla stessa classe. 

Please explain what is unique or special in your project: 

Il progetto sposta l'attenzione della metodologia di utilizzo dei media elettronici alla  dimensione culturale e comunicativa. Stimola negli studenti un atteggiamento critico e creativo nei confronti dei nuovi media e delle forme di spettacolo a cui assistono. Sottolinea l'aspetto della qualità della fruizione, insegna che il cinema va visto al cinema e che le opere teatrali si comprendono appieno se, oltre a leggerle sui libri di testo, ci si reca a teatro.

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

I risultati sono rilevabili nelle conoscenze, nelle competenze e nelle capacità acquisite da coloro che hanno partecipato al progetto, che hanno interiorizzato un atteggiamento attivo e critico nei confronti dei linguaggi della contemporaneità.

How does it fulfill the users’ needs: 

E' un primo passo verso l'inclusione dei nuovi linguaggi, che da tempo sono parte del nostro modo di comunicare, all'interno di una dimensione culturale e di apprendimento tradizionale.

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

Oltre ai componenti del gruppo di lavoro, agli esperti che hanno collaborato con noi, agli studenti dell'istituto che abbiamo visitato, ci sono coloro che hanno letto la pagina di Wikipedia che abbiamo scritto, gli utenti di Youtube che hanno visionato il video caricato su Youtube e i lettori del nostro blog.

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

I giovani assumono un atteggiamento critico nei confronti dei media che usano massicciamente, apprendono nuove modalità di lavoro, acquisiscono nuove conoscenze nel campo della cultura e abilità informatiche.  Inoltre, imparano a operare in squadra, cosa che li prepara maggiormente al mondo del lavoro e consente loro di superare la dimensione individuale funzionale all'apprendimento tradizionale: non è tanto il risultato finale quello che conta, quanto le modalità e gli sforzi comuni attuati per raggiungiungerlo.

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

 Il progetto ha modificato lo spazio e il tempo della scuola, il gruppo di lavoro ha interagito spesso in orari non canonici, gli interlocutori esterni sono stati intervistati utilizzando strumenti quali msn messenger.

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

Integrati organicamente nell'attività didattica, tutti (studenti e insegnanti) sono stati spinti all'uso creativo delle nuove tecnologie. Infatti, tutti i componenti del gruppo classe  si sono collegati in rete e si sono dotati di un indirizzo di posta, anche coloro che non possiedono un pc collegato a internet.

 
Describe how you measure (parameters) these results: 

I criteri adottati sono la partecipazione degli studenti, la serietà con cui hanno lavorato, la dimestichezza che hanno acquisito nel muoversi nel nuovo ambiente cognitivo, l'apprendimento “peer-to-peer” che si è attuato nei fatti.

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
Is your project economically self sufficient now: 
Yes
Insert date: 
07/16/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

Crediamo che il nostro progetto possa offrire spunti di riflessione e qualche idea a chi voglia arricchire la propria esperienza didattica affiancando al testo scritto le forme di linguaggio che sono proprie della contemporaneità.

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: 

Le difficoltà principali sono state di ordine burocratico: abbiamo dovuto impiegare tempo ed energie per seguire procedure che avrebbero potuto essere più snelle e favorire gli sforzi di coloro che lavorano per una didattica che consenta alla scuola di mantenere la propria centralità formativa. 

Il nostro progetto modifica lo spazio e il tempo della scuola e ciò implica un accomodamento degli schemi che sono propri dell'istituzione. Se il grado di innovazione di un progetto si giudica dall'impatto che questo ha sulla struttura su cui si applica, il nostro ha determinato un notevole adattamento delle modalità di insegnamento-apprendimento.

Alcuni studenti della classe non possiedono computer collegati in rete, altri possono accedere a internet rete per un tempo limitato. Per il prosieguo del progetto sarebbe necessario dotare la classe di un congruo numero di lap top con accesso alla rete.

Solutions: 

Il punto di forza del nostro progetto è stato la coesione del gruppo di lavoro e l'entusiasmo che ha consentito di trasformare le difficoltà in occasioni per trovare soluzioni creative.

Future plans and wish list: 

Il progetto avrà un seguito nei prossimi due anni scolastici, il tema individuato sarà approfondito  a partire dai risultati (conoscenze, competenze e capacità) che abbiamo raggiunto in questa prima fase. Ci aspettiamo di trovare un gruppo di lavoro che sia in grado di “fare scuola” utilizzando i mezzi che la società odierna mette a disposizione.

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