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innovation

Learn the world of profession

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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Creative Commons

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.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: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

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

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

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

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

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

/

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

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

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

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

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: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

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Do you authorize the FMD to the treatment of your personal data?: 
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Creative Commons

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.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: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

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

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

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

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

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

/

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

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

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

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

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: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

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„ School without bounds”

"School without bounds" is a educational and innovational project for childrem from other countries.

1. Project summary
Summary: 

„ School without bounds” it is fruition of mutual matter from Czech Republic, Slovakia and Poland. It uses modern technology.

http://www.pozaskolu.sk/static/skola/

 

2. Country (City / Region)
State: 
Poland
City: 
Brodnica
3. Company/organization/institute presenting the project
Organization: 
eTwinning
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marzena Kaszyńska and Denysa Križanová Sk and Pavel Vrtěl Cz
E-Mail: 
ciaomajka@o2.pl
6. Website
The website of the project: 
www.pozaskolu.sk/static/skola
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: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

On our work we used: projector, notebook computer, PC, camera, webcam, interactive whiteboard, e-mails, Internet, Skype ( contact between 2 partners) , ooVoo ( contact between 3 partners). In addition we used programs like : Microsoft Office Publisher, Windows Live, You Tube, Paint, Picassa, Skicar, Microsoft Office PowerPoint, Microsoft Office Word, Photo Story and Windows Movie Maker.

What does it try to achieve and how: 

In our project parents appeared on very important function. Children learned interesting things for 10 hours on virtual class.

Which opportunities/problems does it address to: 

Tasks are always attuned to children age. They concerned: literature, environment, mathematics, art and how to communicate with children from other countries.

Please explain what is unique or special in your project: 

Using ITC to create virtual international class.

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

Thanks to realization of this project we created international virtual class. We together realized different issues connect modern technology. Children learned how to benefit of assorted techniques which they let pupils how to overcome bounds of language and cultural.We met with culture and scholarship our neighbors. We created virtual class to make contact with them.

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

On our project were 3 members. The basis of our work were video conference.

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

Work with project was the big innovation in my school. The lessons were very modern.

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

I myself organized base of ITC which were necessary. Children learned how to use modern technology.

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

Project and work with ITC showed new and attractive face of education.

Describe how you measure (parameters) these results: 

I am gratify of this work. I learned a lot of interesting things. Pupils met different forms of work on lessons.

11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

Everybody can realize this project form kindergarten to studies . One thing what you must do is choice appropriate issues.

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: 

Innovative school, unique lessons and virtual class there were main ideas of project. Then we made contact with members of eTwinning and it was the beginning of our association.

Barriers: 

For me in Poland the discouragement was deficiency of ITC equipment in class.

Solutions: 

I worked on my own apparatus sometimes very low quality. That influence to quality of effects our work for example: video conferences or photographs.

Future plans and wish list: 

Work on successive project – dream? Hardware ITC in class.

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Holocaust and human behavior in Germany and Belarus

Research on the Holocaust and Human behavior in Belarus and Germany

1. Project summary
Summary: 

We believe that students and teachers are moral philosophers-able and willing to think about tough moral and ethical dilemmas in surprisingly sophisticated ways. Our materials and our approach help students with a wide range of abilities and learning styles understand that their choices and actions matter, and that young people can, and should, be agents of change. We provide teachers with the tools they need to educate students so that they can act on their knowledge. Students from both countries Germany and Belarus made their own research about WW2 and Holocaust issues, found witnesses and survivors from Minsk Ghetto and concentration camps , made an interview with them and recorded a video film for the future generation. The idea about the project was born in Smorgon because head of SICCHRE has been in Ghent University at the HRE training programme and has met colleagues from Germany and invited them to work together on the topic of Holocaust and human behavior.
Our objective is to engage students and teachers of diverse backgrounds in an examination of racism, prejudice, and anti-Semitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives.
The project aims are to raise awareness in the field of Holocaust and HR, democracy values among teachers and youth leaders from local schools in Smorgon and Franfurt am Main, spread information about EU-CE way of teaching Holocaust ,children and HR by using ICT and connect local schools with schools in EU countries.
To do that SICCHRE has done the next activities:
• trained teachers from 7 local schools (15 teachers) and youth leaders from 7 town schools (15 leaders) in the field of HRE and Holocaust in Belarus and Franfurt am Main, how to use ICT in teaching and exploring HR in everyday life , connect target groups with colleagues and peers
• wrote and disseminated SICCHRE’s manual dedicated to very practical steps in ICT and good practices on Holocaust teaching, international cooperation and collaboration
• made a video film about Holocaust survivors and witnesses as local heroes in our countries we have to know about
• supported 37 local schools with information support and materials made by students from Germany and Smorgon to carry out seminars for their colleagues and peers at schools.

2. Country (City / Region)
State: 
Belarus
City: 
Smorgon
3. Company/organization/institute presenting the project
Organization: 
Information centre on children and human rights education
4. Type of organization
Select type: 
Research center
5. Project coordinator
Name and Surname: 
Mr.Vladimir Kalinin
E-Mail: 
vladltd11@gmail.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: 
NOT in 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: 

Smorgon information centre is working on Holocaust education in Belarus for the last 3 years.
The last project informcentre carried out in cooperation with gymnasium from Germany
( Frankfurt am Main European gymnasium), ICT iEARN- US “The Holocaust project” and achieved great success in this field. We started an International project because country isolated in Europe after the collapse of the USSR and most of our people and youth still living at iron curtain, so we would like to cooperate and collaborate with EU-CE schools just to connect our youth as future Europeans living at one European house and spread materials and information about Holocaust in our countries among schools in both countries.
So , we took a decision to motivate our students and teachers to work with people who survived after Holocaust , carry out seminars for our target groups , publish manual for other schools –how to use ICT in Holocaust projects and exchange visits ,make video film about our local heroes with rememberings and stories and use our materials at schools during history classes. It is important for us because we have some years to do that because of the age of our heroes ( just to keep the information for the next generations). Our neighbors in Baltic states are trying to re-write the history and people who has nazi past are heroes in Latvia and Estonia and even top officials do not want to recognize Holocaust and saying about concentration camps that it was a professional schools for getting new skills there(former president of Latvia was saying that openly) and top officials in Estonia built some monuments for nazi SS soldiers and crushed a monument for soviet soldiers in Tallin. It was an additional motivation to make our own research and talk to people who passed through the WW2 ,Holocaust and concentration camps.

What does it try to achieve and how: 

We are seeking to achieve an exchange of good practices , ideas , materials
during seminars on Holocaust issues , make video film about Holocaust survivors and Righteous people in our countries, publish manual for schools in our countries and motivate teachers and students from our countries take part in the future International exchange .

Which opportunities/problems does it address to: 

We want to raise awareness among new generations in our countries dedicated to Holocaust issues .It is very important for our youth to remember about WW2 and Holocaust because in Latvia top officials are trying to keep silence about it ( they named concentration camp in Salaspils as a working camp to get new professional training, a lot of Nazi books you can find in shops, former Nazi soldiers have manifestations-demonstrations ,saved and wear their uniform still now) .In Belarus we have lack of information about Holocaust , at school history books very few information (just one paragraph about it), so we face severe resource constraints .
We are going to fill the information gap and share our way of work and materials with other schools in our countries. Education departments in both countries are supporting us in this field , providing free of charge space for seminars, utilities, equipment

Please explain what is unique or special in your project: 

The unique issue is that ordinary pupils and teachers took a decision to seek a true information about our past and to learn a lesson from the history , made a research and record witnesses stories and use our materials during history classes in our countries , carry out an exchange visits and International Conference dedicated to Holocaust in Germany and Belarus ( in a situation of full isolation of one of the partner country, who cannot cross the border with neighboring EU countries) and we did that.

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

-Teachers and youth leaders got our manual :“ Holocaust and ICT and Internet projects with EU-CE countries, SICCHRE’s experience and good practices of International cooperation and collaboration in the field of active citizenship and human rights”. Our materials and information reach in Belarus:37 schools , more than 10 000 pupils and students ,2500 teachers . We are putting democracy values seeds into minds and heads of our future –youth with the hope for future social challenges and changes.
-Video film about our school activities , how youth leaders and teachers are promoting human rights at schools and society, record interviews with Holocaust heroes and survivors, Righteous people living next to us but still unknown in our societies. Our video film we distributed among schools in our countries and they could learn from our experience of active citizenship and moving towards democracy and rule of law ,peace and dignity , tolerance. Our experience could be accepted in other schools in NIS,CE-EU to follow in and develop civil society values such as freedom of speech, assembly, dignity, peace.
The project outcome surprised us too much (the project got a good media coverage in Germany and Smorgon, mayors of cities invited our teams to the official ceremony in Frankfurt am Main and Smorgon , so about the project local societies got good information) because top officials in Belarus and Frankfurt am Main administration are working on the issue where and how to place a monument(Germans are ready to cover all costs of the monument) dedicated to Frankfurt am Main Jews died in Minsk Ghetto .
As a result of the project we hope will happen a positive changes at schools we are working with because of our training seminars and practical materials with good practices (it could be very easily to replicate in any former USSR country because education systems and teaching approaches are very similar ). We will support youth and teachers with new approach in teaching Holocaust by using ICT and Internet connecting schools and people, finding survivors and making video films about local heroes, using our materials during classes and upbringing activities at schools to save peace and tolerance in our communities.

At the heart of our work is the resource book Facing History and Ourselves: Holocaust and Human Behavior(SICCHRE got from USA), which explores the consequences of hatred. Students and teachers in our countries will learn to recognize bigotry and indifference. They also meet exemplars of courage and compassion in the face of injustice and see that their own daily choices can have major impacts and perhaps even be a critical link to a safer future.

How does it fulfill the users’ needs: 

Pupils got the possibility to learn about research work, write a history by themselves and develop critical thinking and compare information from different sources, got new knowledge and skills about digital equipment, video filming active and participative way of studying. Teachers got the new vision how to motivate pupils in project oriented work to make a study process very flexible and innovative.

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

Internet connection in Belarus schools is very low( not all schools could work in Internet or have access to it) so we are conducting schools visits , presentations and at least near 10 000 pupils have information and access to our materials thorough school libraries .

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

Our innovative International project showed a new way for Belarus schools of teaching history by using active and participative approach and connect youth in Europe despite of political situation.

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

We have volunteers at all 37 schools who continue to work in the same direction and using our pedagogical approach to motivate teachers and pupils to use ICT and reach their goals .

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

SICCHRE’s main achievements in the field of teaching, promoting children and HR, ICT cooperation with EU-CE countries:
* 7 years of cooperation and collaboration with Ministry of Education republic of Belarus as leading body of experimental room on children and human rights education for secondary school at the base of gymnasium N4( from 2000 till 2007)
* As head of SICCHRE I am a National Coordinator for EU and CE educational ICT projects (I manage ICT projects for the biggest EU project NEAC-Network of European Alimentary Culture- and Network of European Active Citizenship(http://www.neac.eat-online.net)
- USA iEARN project “ My Hero”- (http://myhero.com we got 2nd place in 2006 for the video film dedicated to human rights heroes in Smorgon “My Hero Vladimir”)
- The Netherlands ICT project “This is our Time “ for ASP UNESCO
http://www.timeproject.org
- UNESCO ICT project “Mondialogo” www.mondialogo.org .In 2006 SICCHRE won UNESCO prize in the world school contest and have been invited to the International Conference in Rome
- Several times SICCHRE won EU prizes in the field of children rights in UK
www.timeforcitizenship.org
- Child Helpline International –Amsterdam www.childhelplineinternational.org
- myEurope -project with Austria Business school
http://home.schule.at/teacher/website/vbs_myEurope_spring_belarus_austri...
More than 200 students are working in ICT projects with the centre support.

Describe how you measure (parameters) these results: 

We have questionnaire for participants for evaluation purposes and going critically analyze positive and negative feedback of the project implementation.
Number of teachers and students who will work in Internet projects with EU-CE countries will be a factor for evaluation of the project.
We are going to collect information from our new partners and their way of teaching Holocaust, school activities just to improve our way of work with and for students and teachers.

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 10.001 to 30.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
Yes
Insert date: 
09/01/2008
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

37 local schools have volunteer teachers and students to follow our experience in Smorgon and Frankfurt am Main European gymnasium.

What lessons can others learn from your project: 

As a result of the project we hope will happen a positive changes at schools we are working with because of our training seminars and practical materials with good practices (it could be very easily to replicate in any former USSR country because education systems and teaching approaches are very similar ).
Critical thinking development ,real goals and way of implementation ,motivation of students and teachers to reach your project aims the thing others could learn from us. Finding survivors and making video films about local heroes, publishing materials and share them with others, using students materials during history classes and upbringing activities at schools to save peace and tolerance in our communities will be another lesson what others could learn from us..

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

The project came about during my study at Ghent University where I have met German teachers to work with. We motivated some teachers in our schools and teams of 10 students from both countries to work in the project. We were applying to the grant support and German team got it from Europeans for peace foundation(in Belarus we have not any foundations to apply for support).

Barriers: 

Lack of financial resources could be the main barrier in our project implementation, lack of well trained teachers and good practices on practical steps how to start and develop Holocaust projects by using ICT and Internet. Both countries declared that their work is based on the premise that educational bodies need to-and can-teach civic responsibility, tolerance, and social action to young people, as a way of fostering moral adulthood. If we do not educate students for dignity and equity, then we have failed both them and ourselves.

Solutions: 

German team found money for the project implementation and we have enough creative and active teachers and students to work in an innovative and flexible way.
16.4 Future plans and wish list: Briefly describe future plans or ambitions for your project
and what you would require to make them true.
In 2006 we already won UNESCO ASP school contest and have been invited to take part at Rome UNESCO Conference , so the next step in our project work will be to find a way for cooperation with EU –CE school in the field of HRE and visit Strasbourg Court of Human Rights because we are working in the field of human and children rights for 10 years and get the possibility to see how the Human rights system in Europe is working.
In cooperation with education departments we will try to disseminate our materials and information as wider as possible among our educational bodies in Belarus.
We will select active and motivated students and teachers working in our projects for future student –teacher international exchanges just to break down an international isolation and connect youth .

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TAKORADI EDUCATIONAL RESOURCE CENTRE

THE TAKORADI EDUCATIONAL RESOURCE CENTRE HELPS CHILDREN AGES 6-15 REACH THEIR FULL POTENTIAL AND OBTAIN SKILLS FOR A BETTER FUTURE.

1. Project summary
Summary: 

TO BE WORLDWIDE IS A FOUNDATION THAT HELPS CHILDREN IN DEVELOPING COUNTRIES REALISE THEIR FULL POTENTIAL, SO THAT LATER THEY CAN HELP BUILD THEIR COMMUNITIES. TO BE WORLDWIDE HAS MADE A MEANINGFUL CONTRIBUTION TOWARDS ACCESS TO FACILITIES FOR QUALITY EDUCATION. FOUNDED IN 20024 BY NELLIE KIRSCHNER-TIMMER, WHO IS OF GHANAIAN/DUTCH DECENT.

NELLIE WANTED TO CONTRIBUTE TO HER GHANAIAN ROOTS BY USING HER EDUCATION AND EXPERIENCE GAINED IN EUROPE. SHE HAS USED HER BACK GROUND AS A HUMAN RESOURCE SPECIALIST TO DEVELOP THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE.

TO BE WORLDWIDE BUILDS & OPERATES EDUCATIONAL RESOURCE CENTRES THAT COMPLEMENT THE EXISTING PUBLIC SCHOOL STRUCTURE. EACH FACILITY OFFERS A LIBRARY, A COMPUTER CENTRE AND AN ACTIVITIES PROGRAM TO STIMULATE THE DEVELOPMENT OF CHILDREN'S CREATIVE AND TECHNOLOGICAL SKILLS. THE CENTRE OFFERS INNOVATIVE E-LEARNING MATERIAL THAT REFLECT WHAT THE CHILDREN ARE TAUGHT AT SCHOOL. THE CENTRES WORK WITH LOCAL GOVERNMENT SCHOOLS TO PROVIDE COMPUTER LESSONS DURING SCHOOL HOURS AND OFFER A RANGE OF ACTIVITIES (E.G. DIGITAL PHOTOGRAPHY PROJECTS ETC.) FOR AFTER SCHOOL. CHILDREN PAY A NOMINAL FEE TO USE THE CENTRE THEREBY ENSURING COMMITMENT. WWW.TOBEWORLDWIDE.ORG

THE OBJECTIVE OF THIS PROJECT IS TO SCALE UP THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE IN DIFFERENT REGIONS OF GHANA. SCALING UP THE CONCEPT WILL BASED ON THE (SUCCESSFUL) EXPERIENCE OF THE FIRST EDUCATIONAL RESOURCE CENTRE LOCATED IN TAKORADI, A 4 HOUR DRIVE FROM ACCRA, AND SERVES
MORE THAN 12 LOCAL GOVERNMENT SCHOOLS.

TO BE WORLDWIDE STRIVES TO PROVIDE CHILDREN IN GHANA WITH SKILLS THAT WILL BETTER PREPARE THEM FOR THE FUTURE, FOR THE LABOUR MARKET AND FOR AN OPPORTUNITY TO CONTRIBUTE TO THEIR COMMUNITY.

2. Country (City / Region)
State: 
Ghana
City: 
TAKORADI , WESTERN REGION
3. Company/organization/institute presenting the project
Organization: 
To Be Worldwide
4. Type of organization
Select type: 
Other
Other: 
Foundation/Ngo
5. Project coordinator
Name and Surname: 
NELLIE KIRSCHNER- TIMMER
E-Mail: 
nellie.kirschner@tobeworldwide.org
6. Website
The website of the project: 
http://www.tobeworldwide.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: 
Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
24/07/2004
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

TO BE WORLDWIDE WANTS TO DEVELOP 4 EDUCATIONAL RESOURCE CENTERS BETWEEN NOW AND 2013. SHE THEN WANTS TO MAKE THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE AVAILABLE TO PARTNER ORGANISATIONS TO SET UP IN AREAS IN GHANA AND EVENTUALLY OTHER DEVELOPING COUNTRIES WHERE THESE PARTNERS WILL HAVE A BETTER UNDERSTANDING OF THE NEEDS OF THAT PARTICULAR REGION OR COUNTRY. TO BE WORLDWIDE WILL PROVIDE HER EXPERIENCE AND STANDARDS TO MAKE THE IMPLEMENTATION SUCCESSFUL. WITH THE 4 CENTERS SHE REALIZES HERSELF SHE WANTS TO REACH 25000 CHILDREN OF THE AGES 6-15 YEARS.

What does it try to achieve and how: 

THE PRESENT EDUCATIONAL, RESOURCE CENTRE BASED IN TAKORADI GHANA, REACHES 3000 CHILDREN. IT IS OUR INTENTION TO INCREASE THE ENROLLMENT AT THE CENTRE AND WORK CLOSELY WITH THE MINISTRY OF EDUCATION AND THE LOCAL SCHOOLS TO MAKE SURE WE HAVE THE RIGHT MATERIAL AND PROGRAMS THAT COMPLEMENT THE REGULAR SCHOOL SYSTEM. THEN TO BE WORLDWIDE WILL CONTINUE TO CREATE INNOVATION BY BRINING IN EXCITING E-LEARNING COURSEWARE, WORKSHOPS, EXCHANGE PROGRAMS ETC. ALL GEARED AT EMPOWERING THE CHILDREN WHO MAKE USE OF OUR FACILITIES. WE WILL THEN DOCUMENT ALL THESE PROCESSES IN ORDER TO MAKE THE SCALING UP MORE EFFICIENT.

Which opportunities/problems does it address to: 

WE REALISED THAT ALTHOUGH GHANA HAS A GOOD EDUCATION SYSTEM IT IS STILL DEALING WITH A HIGH DROP OUT RATES WHEN CHILDREN TRANSITION FROM PRIMARY SCHOOL TO SECONDARY SCHOOL AND BEYOND. WE HOPE WE CAN CONTRIBUTE, BY MAKING LEARNING EXCITING AND OFFERING MORE FACILITIES, TO KEEPING CHILDREN AND PARENTS MORE INTERESTED IN EDUCATION AND THUS KEEPING CHILDREN LONGER IN SCHOOL.

Please explain what is unique or special in your project: 

OUR PROJECT IS UNIQUE AS IT IS INNOVATIVE IN ITS APPROACH, TRANSPARENT AND EFFICIENT IN ITS MANAGEMENT. BUT MOST OF ALL ALTHOUGH WE TARGET CHILDREN AGES 6-15 YEARS WE INVOLVE THEIR TEACHERS AND THEIR PARENTS ON ALL LEVELS, THUS PAVING THE WAY FOR THE CHILDREN TO MAKE BETTER DECISIONS WITH THEIR PARENTS AND COMMUNITY ABOUT THEIR FUTURE.

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

AS MENTIONED BEFORE WE HAVE BEEN ABLE TO REACH AROUND 3000 CHILDREN, MAKING A DIFFERENCE IN THE LIVES OF SO MANY CHILDREN. WE HAVE SEEN STUDENTS USE SOME OF THE SKILLS OBTAINED AT OUR CENTRE TO SET UP SMALL BUSINESSES (USING POWER POINT TO MAKE ADVERTISING STILL FOR LOCAL SHOPS AND EARNING A LITTLE MONEY TO FURTHER THEIR EDUCATION) TEACHERS HAVE CONFIRMED THAT CHILDREN WHO USE OUR FACILITIES HAVE IMPROVED IN THEIR REGULAR SCHOOL WORK

How does it fulfill the users’ needs: 

CLASSES AND MATERIALS AT OUR CENTRE COMPLEMENT THE CURRICULUM OF THE EXISTING SCHOOL SYSTEM IN GHANA. THIS MAKES IS VERY USEFUL TO THE USERS. CHILDREN ARE ABLE TO EXPLORE TOPICS TAUGHT AT SCHOOL AT OUR CENTRE AND LEARN MORE, BY USING THE INTERNET TO RESEARCH OR EVEN USING THE REFERENCE BOOKS IN THE LIBRARY.

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

ABOUT 470 CHILDREN VISIT THE EDUCATIONAL RESOURCE CENTRE EACH WEEK/1800 A MONTH. THESE ARE REOCCURRING USERS. CHILDREN COME TO THE CENTRE TO TAKE ICT COURSES, USE THE INTERNET, BORROW BOOKS , READ AND PARTICIPATE IN ACTIVITIES

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

WE HAVE ALSO OFFERED ICT TRAINING TO THE TEACHERS OF ALL THE SCHOOLS WE SERVICE IN THE COMMUNITY. WE HOPE THAT THIS WILL HELP THEM UNDERSTAND THE NEW IMPLEMENTED CURRICULUM BY THE MINISTRY OF EDUCATION. WE ALSO HOPE THAT HAVING ACCESS TO THE INTERNET THROUGH OUR CENTRE WILL HELP THEM PREPARE THEIR CLASSES AND MAKE THEM MORE APPEALING FOR THEM SELVES AND THE CHILDREN

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

WE FEEL THAT WE ARE MORE AND MORE ABLE TO CONTRIBUTE TO THE COMMUNITY AS A WHOLE KEEPING OUR TARGET GROUP OF CHILDREN AGES 6-15 IN MIND. RECENTLY A SURVEY FOR CHILDREN’S PARENTS MADE US REALISE THAT A SUBSTANTIAL NUMBER OF PARENTS WERE ILLITERATES. WE THEN PROCEEDED TO CONTACT THE NON-FORMAL EDUCATION DEPARTMENT TO DISCUSS POSSIBILITIES TO HOLD LITERACY CLASSES FROM OUR FACILITIES IN EVENING HOURS WHICH WILL THEN ALSO ALLOW US TO OFFER THIS OPPORTUNITY TO THE CHILDREN’S PARENTS. WE FEEL THAT ONCE THEY ARE ALSO FUNCTIONALLY LITERATE THEY ARE IN A BETTER POSITION TO HELP THEIR CHILDREN PLAN FOR A BETTER FUTURE.

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

THE CENTRE OFFERS A BASIC COMPUTER SKILLS COURSE TO CHILDREN AGES 6-15 YEARS. MOST OF THEM COME FROM SCHOOLS WITHIN A 10 MIN. WALKING RADIUS OF OUR CENTRE. BUT THERE ARE ALSO STUDENTS THAT COME FROM ACROSS TOWN. THE BASIC COMPUTER SKILLS COURSE IS ALSO OFFERED TO ADULTS, BUT AT A FEE, WHICH ALLOWS US TO GENERATE INCOME LOCALLY.
THE COURSE CONSISTS OF MS OFFICE, INTERNET AND WORKING WITH THE E-LEARNING COURSEWARE AVAILABLE. DIFFERENT PROJECTS ARE INITIATED USING ICT, E.G. EXCHANGE PROGRAMS SUCH AS THE GLOBAL TEENAGER PROGRAM OR DIRECT EXCHANGES WITH DIFFERENT SCHOOLS.

Describe how you measure (parameters) these results: 

WE REGISTER THE NUMBER OF USERS AND THE NUMBER OF BOOKS BORROWED EACH MONTH. IT IS STILL VERY DIFFICULT TO MEASURE THE EXACT IMPACT OUR WORK HAS ON THE CHILDREN. WE DO HOLD SURVEYS AMONGS OUR USERS AND WILL SOON BE WORKING ON A REPORT CARD COMPARISON TO OBTAIN INFORMATION ON HOW CHILDREN WHO HAVE USED OUR FACILITIES HAVE FARED COMPARED TO CHILDREN WHO HAVE NOT USED OUR FACILITIES. OBTAINING THE RIGHT MEASURING INSTRUMENTS IS ONE OF OUR WISHES.

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 10.001 to 30.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

WE ARE CURRENTLY BUILDING A SECOND EDUCATIONAL RESOURCE CENTRE IN ANOTHER REGION IN GHANA. WE EXPECT THE CAPE COAST EDUCATIONAL RESOURCE CENTRE TO BE UP AND RUNNING IN THE FALL OF 2009 .

What lessons can others learn from your project: 

WE INVITE ANYONE WHO HAS THE INTENTION TO SET UP A SIMILAR TYPE OF PROJECT TO CONTACT US AS WE ARE ALL FOR SHARING OUR EXPERIENCES AND LIKE TO LEARN FROM OTHERS AS WELL. OUR STRENGHTS LIE IN OUR APPROACH. THE FOUNDER AND MANAGER IS OF BOTH WORLDS, THE WESTERN WORLD AND THE DEVELOPING WORLD. THIS COMBINED WITH OUR EXPERIENCE IN THE CORPORATE WORLD AS WELL AS THE NGO WORK MAKES US VERY CAPABLE AT CREATING A CONCEPT AND IMPLEMENTING IT.

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 (NELLIE KIRSCHNER-TIMMER) WAS BORN IN TAKORADI GHANA AND I AM HALF DUTCH , HALF GHANAIAN. I HAVE SPENT MANY YEARS STUDYING AND WORKING IN EUROPE AND EVENTUALLY DECIDED THAT I WANTED TO CONTRIBUTE TO THE DEVELOPMENT OF GHANA USING MY SKILLS. THIS LEAD TO THE DEVELOPMENT OF THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE. WE HAVE WORKED HARD AT REALISING THE FIRST CENTRE WITH THE ASSISTANCE OF PARTNERS SUCH AS UNICEF GHANA, EUROPEAN UNION IN GHANA AND MANY OTHER SPONSORS AND VOLUNTEERS. WE ARE NOW ON OUR WAY TO OPEN A SECOND EDUCATIONAL RESOURCE CENTRE.

Barriers: 

AMONGST OUR CHALLENGES WAS THE FACT THAT OUR PROJECT DID NOT, IN THE EYES OF SOME POTENTIAL FUNDERS, ADDRESS THE ISSUES SUCH AS HUNGER, DISEASE POVERTY DIRECTLY, THUS MAKING FUNDRAISING IN THE BEGINNING VERY DIFFICULT. ANOTHER CHALLENGE IS MAKING A BUDGET AND WORKING WITHIN IT. WHEN DEALING WITH INFLATION IN DEVELOPING COUNTRIES, YOUR BUDGET FOR BUILDING A CENTRE ENDS UP DIFFERENTLY THEN INTENDED.

Solutions: 

BY TRAIL AND ERROR , EXPERIENCE AND NOT GIVING UP EVENTUALLY GOT US THROUGH MOST OF THE BARRIERS. E.G WHEN MAKING A BUDGET FOR BUILDING CALCULATE IN A LARGER AMOUNT FOR INFLATION AN FLUCTUATION OF PRICES OF BUILDING MATERIAL.

Future plans and wish list: 

AS MENTIONED BEFORE. OUR ORGANISATION WOULD LIKE TO DEVELOP 4 CENTERS BY 2013. THIS WILL REQUIRE FUNDS TO BUILD AN OTHER 2 CENTERS ( € 100’000). BUT EQUALLY AS IMPORTANT IS TO BUILD OUR ORGANISATION IN GHANA TO MANAGE THESE CENTERS, TO SUSTAIN THE QUALITY OF EDUCATION GIVEN AND REMAIN INNOVATIVE. THIS REQUIRES THE RIGHT PEOPLE IN THE RIGHT POSITIONS. FUNDS FOR RECRUITMENT AND CAPACITY BUILDING (€ 25000).

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My Magazine

Czech, French and Italian pupils worked together on a long-term culture project.

1. Project summary
Summary: 

My Magazine Project for lower-intermediate learners of English Short description of the project: Pupils will work in pairs (or alone, alternativelly). The task is to choose a famous personality (Czech artist, singer, writer, composer, historical personality, polititian, sportsman/woman, poet, inventor, dancer …) and to create a magazine about him/her. (Italian pupils will choose Italian personality, French pupils a French personality) One copy of the magazine will be sent to the partner school, one will be kept in our library, extra copies can be sold in a sale at school. Optional: video - role-play of a partner magazine, exhibition, pupils´ presentations of partner magazines in-class. Other cultural issues can be introduced during the project : my country, my town, my culture, character of our nation (optional).
Project developed by: Mgr. Pavlina Hrabetova, ZS M. Chocenskeho 211, Chocen 56501
Additional ideas: Silvana Astone (Italy), Michelle Letelliere (France) (see Project Partners in our Twinspace)

2. Country (City / Region)
State: 
Czech Republic
City: 
Chocen
3. Company/organization/institute presenting the project
Organization: 
ZS M. Chocenskeho, Chocen 56501
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Pavlina Hrabetova
E-Mail: 
Hrabetova.Pavlina@email.cz
6. Website
The website of the project: 
http://twinspace.etwinning.net/launcher.cfm?lang=en&cid=32560
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: 
06/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

My Magazine Project for lower-intermediate learners of English Short description of the project: Pupils will work in pairs (or alone, alternativelly). The task is to choose a famous personality (Czech artist, singer, writer, composer, historical personality, polititian, sportsman/woman, poet, inventor, dancer …) and to create a magazine about him/her. (Italian pupils will choose Italian personality, French pupils a French personality) One copy of the magazine will be sent to the partner school, one will be kept in our library, extra copies can be sold in a sale at school. Optional: video - role-play of a partner magazine, exhibition, pupils´ presentations of partner magazines in-class. Other cultural issues can be introduced during the project : my country, my town, my culture, character of our nation (optional).

What does it try to achieve and how: 

Educational Aims: 1. Pupils will practise language in a meaningful context (past tense, present simple, present perfect, sentence structure). 2. Systematic, step-by-step work, is introduced to them. 3. Stress is put on quality of work. 4. Use of IT tools and various sources is practised. 5. Team labour and building of good relationships, division of labour. 6. Getting to know famous personalities of our culture and of the culture of our partner country. 7. Cross-curriculum Aims: English IT history culture civics 8. (Meeting pupils from partner country "face-to-face" through Skype). Sense of "not being alone", having a partner who works on the same task.

Which opportunities/problems does it address to: 

Pupils are encouraged to use various sources BUT NOT TO COPY THEM. They should MENTION all sources they have used. They should use their own sentences (even short and simple) to express their thoughts and facts.
Educational Aims:

1. Pupils will practise language in a meaningful context (past tense, present simple, present perfect, sentence structure).
2. Systematic, step-by-step work, is introduced to them.
3. Stress is put on quality of work.
4. Use of IT tools and various sources is practised.
5. Team labour and building of good relationships, division of labour.
6. Getting to know famous personalities of our culture and of the culture of our partner country.
7. Cross-curriculum Aims: English + IT + history + culture + civics
8. (Meeting pupils from partner country "face-to-face" through Skype). Sense of "not being alone", having a partner who works on the same task.
9. Multi-task learning, using ITC tools
10. Friendship and partnership is being established accross borders.

Evaluation Criteria:

Mark for this project will be a part of your mark for this half-year period (20%).
Things to be evaluated:
1. Correctness: facts and grammar.
2. Visual part: design, choice of photos, attractivity…
3. Fulfilling of all given criteria.
4. Your working process (+ or - mark for your preparation for consultation lessons, your attitude towards the task)

Please explain what is unique or special in your project: 

Long term contact of the partner groups from 3 nations. Sharing the results and learning from one another about culture of our countries. Learning English and many other things together.

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

See the links above.
Pupils magazines. exhibitions, videos, blog.

How does it fulfill the users’ needs: 

It fulfills the given aims. See above.

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

43 pupils (Czech Republic), 22 pupils (France), 17 pupils (Italy)
Blog, emails, Skype, slideshare, eTwinning Twinspace and Twinblog, mail service.

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

It brought new methods of work to our English lessons and fostered pupils´motivation to use English for meaninful task. It helped us to break barriers between our nations (measuring by our groups) and to brek some stereotypes...

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

The schools and local press were involved in the presentation of the children´s work - exhibitions were organized for pupils and public.

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

The participants learned to work with Blog, Internet and printed sources, text editors, scanners, video-camera and software for editing the film, web publishing, slideshare, Skype, e-mail, etc.

Describe how you measure (parameters) these results: 

"Touchable - visible results" - children´s work, their excitement, keeping the set rules and fulfilling given critea.

11. Sustainability
What is the full duration of your project: 
Less than 1 year
Is your project economically self sufficient now: 
Yes
Insert date: 
05/24/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

How to create and organize a multi-task project for learning English and culture.

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: 

See above.

Barriers: 

None.

Future plans and wish list: 

Continue the project next year with the same partners, involve more partners and include new tasks.

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