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CATCHY FORM!

Versione stampabileInvia a un amico

NOT LIKE THIS: TRADITIONAL BUSINESS SUITS, SHOPPING STREETS AND GRAPHS, BUT: APPEALING, INSTRUCTIVE PICTURES TO DEAL WITH SUSTAINABLE DEVELOPMENT.

1. Sommario progetto
Sommario: 

THE WORLD OF (V)MBO PUPILS (VMBO = PREPARATORY SECONDARY VOCATIONAL EDUCATION; MBO = SECONDARY VOCATIONAL EDUCATION)IS A MULTI-MEDIA WORLD, IN WHICH THEY ARE CHALLENGED TO MULTI-TASKING AND EXPLORING NEW PATHS. EDUCATION IS SEARCHING FOR A WAY TO CONNECT TO THIS WORLD. STUDENTS OF OUR TEACHER TRANING EDUCATION ARE EXPECTED TO BE ABLE TO MAKE IS THIS CONNECTION AND SHPE THIS WORLD. IN ORDER TO MAKE NEW TOOLS AVAILABLE TO OUR STUDENTS WE HAVE FORMULATED A PROJECT ASSIGNMENT FOR THIRD YEAR STUDENTS. IN THIS PROJECT STUDENTS OF THE ECONOMIC DEPARTMENT (FONTYS TEACHER TRAINING EDUCATION) AND STUDENTS OF THE DIVISION OF VISUAL COMMUNICATION(FONTYS ACADEMY OF VISUAL ARTS) WORK TOGETHER. THEY ARE CHALLENGED TO INTEGRATE LEARNING CONTENT AND IMAGES IN NEW ENVIRONMENTS. FOR THIS TASK STUDENTS ARE SUPPORTED BY VARIOUS SOCIAL PARTNERS, SUCH AS THE RUUD DE MOOR CENTER OF THE OPEN UNIVERSITY, THE CENTRAL BUREAU OF STATISTICS AND THE INSTITUTE OF SOUND AND VISION. IN ADDITION, STUDENTS HAVE PUBLISHERS AND TRAINING SCHOOLS AS THEIR CONTACTS.

The reason for this project
THE DEPARTMENT OF ECONOMICS OF THE TEACHER TRAINING EDACATION FOUND THAT THE CURRENT DUTCH ECONOMY EDUCATION AT SECONDARY SCHOOLS IS PERCEIVED AS BORING AND ABSTRACT (HAIJER, 2004). THROUGH THE CURRENT ECONOMIC CURRICULUM PUPILS MAINLY LEARN THE ALPHABET TO ECONOMICS. PUPILS FIND IT DIFFICULT TO RELATE THE ECONOMIC CONCEPTS THAT ARE TAUGHT TO THEIR DAILY REALITY. THIS PROBLEM HAS BEEN REPORTED BY SEVERAL OTHER SUBJECTS AS WELL. RESEARCH SHOWS THAT THE FUNCTIOBNAL USE OF IMAGES IN ECONOMICS EDUCATION CAB CONTRIBUTE TO UPDATINNG OF EDUCATION AND ENHANCE PUPIL MOTIVATION. THE ACADEMY OF VISUAL ARTS HAS ANOTHER REASON FOR THIS PROJECT. IN VISUAL COMMUNICATION DESIGNING HAS TO DO WITH THE FORM AND CONTENT OF IMAGES. FORM AND CONTENT SHOULD BY MUTUALLY SUPPORTIVE.

How does the concept 'catchy form' take shape?
IN THE ACADEMIC YEAR 2007-2008, WE ARE STARTED WITH THE CONCEPT OF ‘CATHY FORM!’ DURING THAT ACADEMIC YEAR THE STUDENT GROUPS WORKED SEPARATELY FROM EACH OTHER AND THERE WAS NO ASSIGMENT FOR WHICH THE STUDENTS HAD TO WORK TOGETHER. THE PHYSICAL DISTANCE AND LACK OF COMMUNICATION MADE IT DIFFICULT TO WORK TOGETHER ON DESIGNS.

IN THE NEXT ACADEMIC YEAR (2008-2009) THE PROJECT GOT A JOINT SEQUEL. THE STUDENTS WORK IN MIXED GROUPS ON A COMMON MISSION AT A FIXED TIME. SLOWLY WE SEE THESE STUDENTS’ DESIGNS GROW INTO TRULY INSPIRING DESIGNS. THE 'CATCHY FORM!' CONCEPT COMES TO LIFE SLOWLY ON THIS BREEDING GROUND. THE NOVICE TEACHER WILL HAVE THE OPPORTUNITY TO EXAMINE HOW TO REACH PUPILS IN AN INNOVATIVE WAY AND THE NOVICE DESIGNER GETS A CHANCE TO EXAMINE WHAT POSSIBILITIES LIE IN THE FIELD OF EDUCATION. THE GOAL HERE IS NOT ONLY TO INSPIRE EACH OTHER, BUT ALSO THE PUPILS WHO ARE GOING TO USE THESE EDUCATIONAL MATERIALS.

2. Paese (Città / Regione)
Stato: 
Netherlands
Città: 
TILBURG
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
FONTYS HIGHER TEACHER TRAINING EDUCATION, DEPARTMENT OF ECONOMICS AND FONTYS ACADEMY OF VISUAL ARTS, VISUAL COMMUNICATION DIVISION
4. Tipo di organizzazione
Scegli tipo: 
Università
5. Coordinatore del progetto
Nome e Cognome: 
DORIEN DOORNEBOS-KLARENBEEK
E-Mail: 
d.doornebosklarenbeek@fontys.nl
6. Website
Il sito web del progetto: 
http://www.fontys.nl/lerarenopleiding/tilburg
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 15 anni
Inserimento dei giovani nel mondo del lavoro: 
Inserimento dei giovani nel mondo del lavoro
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
01/09/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

THE AIM OF THE DESIGNED SERIES OF LESSONS IS TO MAKE VMBO PUPILS AWARE OF SUSTAINABLE DEVELOPMENT AND MAKE THEM SEE WHAT ROLE THEY (CAN) PLAY IN THIS THEMSELVES. THE GOAL FOR HIGHER TEACHER TRAINING STUDENTS IS THAT THEY LEARN TO CONNECT TO PUPIL PERCEPTION OF THE WORLD THROUGH THE USE OF IMAGES. THE GOAL FOR VISUAL COMMUNICATION STUDENTS IS LEARNING HOW TO PRODUCE IMAGES, WHICH ARE USEFUL IN EDUCATION. BY CHOOSING GOALS AT DIFFERENT EDUCATIONAL LEVELS A FRUITFUL INTERACTION MAY OCCUR. THIS INTERACTION CAN ENHANCE THE PROCESS THAT HAS BEEN SET INTO MOTION.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

THE SERIES OF LESSONS ARE APPLIED BY STUDENTS ON THE INTERNSHIP- SCHOOLS AND THE RESULTS ARE EVALUATED THROUGH RESEARCH. ONE OF THE MAIN FINDINGS IS THAT THE PROJECT HAS CONVINCED THE TEACHER TRAINER STUDENTS THAT THE USE OF IMAGES IN THEIR LESSONS IS EXTREMELY USEFUL. THESE LESSONS HAVE BECOME MORE ATTRACTIVE TO BOTH PUPILS AND TEACHERS. THIS HAS ENHANCED PUPIL MOTIVATION FOR THIS SUBJECT AND MADE IT POSSIBLE FOR THEM TO RECOGNIZE ECONOMIC PHENOMENA IN THE REAL WORLD. THE ABOVE-METIONED PROBLEM OF ECONOMICS BEING BORING AND ABSTRACT IS CHALLENGED BY THIS APPROACH.

Quali opportunità/problemi affronta: 

(V)MBO PUPILS LIVE IN A MULTI-MEDIA WORLD, IN WHICH THEY ARE CHALLENGED TO MULTI-TASKING AND EXPLORING NEW PATHS. THE WORLD OF EDUCATION HAS NOT YET ADAPTED ITSELF TO THIS. HERE TEACHERS TELL PUPILS WHAT MUST DO TO COME TO THE RIGHT ANSWER. THE MULTI-MEDIA WORLD SEEMS TO BE INTERPRETED BY TEACHERS TO BE MORE OF A THREAT THAN AS AN OPPORTUNITY FOR KNOWLEDGE TRANSFER.
THE DUTCH EDUCATIONAL SYSTEM CANNOT IMPLEMENT THE CHANGES THAT ARE TAKING PLACE IN SOCIETY IN THE DIGITAL FIELD AT THE SAME SPEED. EDUCATION SEEMS TO REMAIN DIGITALLY ILLITERATE. OUR APPROACH MAKES IT POSSIBLE TO BRING PUPILS’ NEEDS AND THE NEEDS OF EDUCATION CLOSER TOGETHER. THIS IS HOW WE CAN BRIDGE THE GAP BETWEEN THEORY AND PRACTICE.

Please explain what is unique or special in your project: 

TWO ENTIRELY DIFFERENT DISCIPLINES HAVE PUT A WONDERFUL EDUCATIONAL INNOVATION IN MOTION. THE COMBINATION OF VISUAL COMMUNICATION AND TEACHER TRAINING EDUCATION HAS INITIATED AN INTERACTIVE PROGRAM THAT CREATES MORE INVOLVED STUDENTS AND PUPILS. THIS PROJECT IS CROSSES DOMAIN BOUNDARIES AND CAN THEREFORE IMPROVE UNDERSTANDING FOR WORKING IN EDUCATION SIGNIFICANTLY. IT STARTS WITH AND FOR STUDENTS; NEW TEACHING MATERIALS ARE DEVELOPED. THEREFORE, IT IS INNOVATIVE. INTERNSHIP TEACHERS COOPERATE, WHICH MAKES IT AN INCREMENTAL PROCESS. AND SUCH A PROCESS CAN EASILY BE TRANSFERRED TO OTHERS. IF WE ASK OURSELVES WHY WE NEED ALL THOSE NARROW, FASHIONABLE AND ARTISTIC PROGRAMS SUCH AS VISUAL COMMUNICATION, HERE IS OUR ANSWER.

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

THE MAIN RESULT FOR THE STUDENTS IS THAT THEY LEARN TO WORK WITH PEOPLE FROM OTHER DISCIPLINES, WHO SPEAK A DIFFERENT LANGUAGE AND HAVE DIFFERENT CUSTOMS. THEY LEARN THAT WORKING TOGETHER IS NOT EASY AND THAT THEY HAVE TO WORK FOR IT. THEY ARE CONFRONTED WITH AN AUTHENTIC SITUATION, IN WHICH THEY LEARN THAT NETWORKING TAKES A LOT OF TIME AND EFFORT. BUT WORKING TOGETHER WITH PEOPLE FROM OTHER DISCIPLINES CAN ALSO ENRICH THEIR MINDS. WORKING WITH STUDENTS FROM OTHER DISCIPLINES FITS THE CONCEPT OF CAREER LEARNING. CAREER LEARNING ASSUMES THAT STUDENTS BECOME AWARE OF THE CHOICES THEY MAKE REGARDING THEIR CAREER AND THAT STUDENTS EXPLORE THEIR LEARNING LIMITS.
IT TAKES TIME AND EFFORT TO WORK WITH SOCIAL PARTNERS, TO KEEP EVERYONE UPDATED ON THE PROGRESS OF THE PROJECT AND HAVE A COMMON FOCUS.

In che misura risponde ai bisogni degli utenti: 

THE OPEN UNIVERSITY IS A SOCIAL PARTNER. IT HAS ASKED FOR THE MATERIALS DEVELOPED TO BE INCORPORATED IN THE BODY OF KNOWLEDGE BASE ECONOMY. THIS BODY OF KNOWLEDGEBASE FOCUSES ON OTHER NOVICE TEACHERS TO QUICKLY ACQUIRE KNOWLEDGE IN THE FIELD OF TEACHING METHODOLOGY AND CONTENT. IN OUR VIEW, EDUCATION MEANS COOPERATION BETWEEN TWO FACTORS: GOOD CONTENT KNOWLEDGE AND GOOD METHODOLOGICAL KNOWLEDGE. AT PRESENT THE KNOWLEDGE BASE IS STILL IN DEVELOPMENT. ULTIMATELY, THE KNOWLEDGE-BASE INCLUDES METHODOLOGICAL CASES, ECONOMICS CONTENT AND A GLOSSARY. IN ORDER TO BRING THE KNOWLEDGE-BASE TO THE ATTENTION OF THE TEACHERS THE OPEN UNIVERSITY ORGANIZED A COMPETITION. IT ALLOWS STUDENTS AND TEACHERS TO PARTICIPATE.
EACH STUDENT GROUP REGISTERED FOR THIS CONTEST. ONE OF THE STUDENT GROUPS MADE IT TO THE FINALE. THEY RECEIVED THE FOLLOWING JURY COMMENTARY: "THE JURY FINDS THE SUBMITTED SERIES OF LESSONS INTERACTIVE, INSPIRING AND WONDERFULLY DESIGNED GRAPHICALLY. IT IS A PERFECT EXAMPLE OF A CONTEXTUALLY-RICH ASSIGNMENT, WHICH IS FEASIBLE AND CONTAINS EXCELLENT EXERCISES.”

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

THIS YEAR, FOUR SCHOOLS PARTICIPATED IN THE PROJECT. FROM THESE SCHOOLS FOUR TEACHERS WITH FOUR CLASSES AVERAGING 25 PUPILS PARTICIPATED. THE COMING ACADEMIC YEAR WE WILL DOUBLE THE NUMBER OF SCHOOLS, TEACHERS, STUDENTS AND PUPILS.
WE COMMUNICATE BY MEANS OF A STUDENT-WORKSHOP. A STUDENT WORKSHOP IS A REGULAR MEETING OF STUDENTS IN A SPECIFICALLY ARRANGED AREA, IN WHICH THEY DEVELOP PRACTICAL WAYS AND MATERIALS FOR THEIR OWN LESSONS. THESE PRODUCTS ARE BEING TRIED IN THE PARTICIPATING SCHOOLS DURING WORKPLACE LEARNING.
IN ADDITION TO BEING A WAY OF WORKING TOGETHER, THE STUDENT-WORKSHOP IS ALSO A PHYSICALLY EQUIPPED WORKSHOP SPACE. A STUDENT WORKSHOP IS OFTEN COMPOSED OF STUDENTS FROM DIFFERENT TYPES OF EDUCATION. BUT ALSO BUSINESS PEOPLE AND PEOPLE WORKING IN THE NON-PROFIT SECTOR TAKE PART IN THE MEETINGS. DURING THE MEETINGS, THE STUDENTS WORK ON AN AUTHENTIC PROBLEM. IT IS ABOUT THE SEARCH FOR INNOVATIONS TO FURTHER ENHANCE THEIR LESSONS.

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

THE QUALITY HAS IMPROVED BECAUSE NOVICE TEACHERS PARTICIPATE IN THE DEVELOPMENT AND INVESTIGATION OF DIGITAL LEARNING ENVIRONMENTS. THIS GIVES THEM AN UNDERSTANDING OF THE IMPACT ON PUPIL MOTIVATION THEIR OWN ACTIONS. BY MAKING THE MATERIAL AVAILABLE TO THE PUBLIC IT IS BEING TESTED EXTERNALLY.
IN ADDITION, THE STUDENTS WORKED ON THE THEME OF SUSTAINABLE DEVELOPMENT. THIS IS A THEME THAT IS NOT YET PART OF THE CURRICULUM OF SECONDARY SCHOOLS, BUT WHICH IS A SOCIALLY MUCH DEBATED ISSUE. BECAUSE THERE WERE NO EXAMPLES OF HOW TO ADDRESS THIS THEME IT OFFERED SUFFICIENT OPPORTUNITIES TO EXPLORE NEW PATHS. BY INVOLVING SEVERAL SOCIAL PARTNERS TO REVIEW STUDENT PRODUCTS THE QUALITY WAS SECURED. THE PARTNERS JUDGED THE APPLICABILITY OF THE PRODUCTS IN THE REAL WORLD. THE TEACHERS JUDGED THE PROCESS.

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

THE IMPROVEMENT LIES IN THE INCREASINGLY ACCEPTED PRACTICE OF USING A TEACHER / STUDENT WORKSHOP AS A MEETING PLACE TO EXCHANGE IDEAS AND MATERIALS, TO DESIGN, AND TO STRENGTHEN THE COOPERATION TO MAKE BETTER EDUCATION FOR PUPILS IN SECONDARY EDUCATION.

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

IT PROMOTES THE USE OF ICT BY THE ATTRACTIVENESS OF THE RESULTING MATERIAL THAT GENERALLY CONTAINS AN IMPORTANT ICT COMPONENT. THE MATERIAL IS ATTRACTIVE AND EXTREMELY ACCESSIBLE TO THE AUDIENCE. THIS WAS ALSO PROVED DURING THE LESSONS IN WHICH THE MATERIAL HAS BEEN TESTED. BY ADDING ALL THE MATERIAL TO THE BODY OF KNOWLEDGE-BASE FOR ECONOMICS IT HAS BECOME ACCESSIBLE TO ALL PROSPECTIVE AND CURRENT TEACHERS OF THE NETHERLANDS.

Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 

RESEARCH IS BEING DONE ON THE EFFECT OF TAKING IMAGES AS A STARTING POINT OF LEARNING. THE PRELIMINARY RESULTS INDICATE THAT PUPILS ARE CAPABLE TO RECOGNIZE ECONOMICS IN THEIR SURROUNDINGS AND THAT THEY ARE MORE MOTIVATED FOR THE SUBJECT. PRECISELY THE LATTER IS AN IMPORTANT ELEMENT, BECAUSE THE NATIONAL OBJECTIVE FOR THIS SUBJECT IS TO MAKE STUDENTS ENTHUSIASTIC FOR IT. BY TAKING AN ABSTRACT AND BORING APPROACH THIS GOAL IS ONLY PARTLY ACHIEVED.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Più di 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Meno di 10.000
Come è finanziato il vostro progetto: 
Sponsorizzazioni
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Che cosa possono imparare altri soggetti dal vostro progetto: 

- THINK OUT OF THE BOX IN THE SEARCH FOR PARTNERSHIPS. SOCIAL PARTNERS ARE OFTEN QUITE WILLING TO THINK ALONG AND COOPERATE.
- LOOK AT YOUR SUBJECT FROM A DIFFERENT PERSPECTIVE. DARE TO LOOK ACROSS BOUNDARIES.
- HAVE PATIENCE! YOU HAVE TO SOW BEFORE YOUR CAN REAP.
- SEARCH FOR IMAGES IS NOT DIFFICULT, BUT FINDING THE RIGHT IMAGES IS A REAL QUEST!
- LEARN HOW TO TRANSLATE IMAGES TO CONTENT LEARNING AND TEACHING METHODOLOGY.

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

THE PROJECT CAME ABOUT FROM AS AN IDEA OF COLLABORATION THAT WAS DEVELOPED ON TEACHER- AND MANAGEMENT LEVEL. IT CONCERNS TWO FONTYS UNIVERSITIES: TILBURG FONTYS TEACHER TRAINING COLLEGE AND THE FONTYS ACADEMY OF VISUAL ARTS. A NUMBER OF DEVELOPMENTS CAME TOGETHER AND WERE USED: THE IDEA OF WORKING TOGETHER IN A TEACHER WORKSHOP AND THE OPPORTUNITY TO ENGAGE STUDENTS SUBSTANTIALLY THROUGH THE INNOVATIVE VOCATIONAL EDUCATION MINOR.

Ostacoli: 

CONVINCING PEOPLE OF THE SURPLUS VALUE OF USING IMAGES IN ECONOMICS CLASSES. IT IS A NEW WAY OF LOOKING AT THE SUBJECT. THIS CAN BE VERY THREATENING TO OTHERS. KNOWN ROADS MUST BE ABANDONED AND NEW PATHS SHOULD BE DISCOVERED.

Soluzioni: 

FIND WAYS TO HAVE EXTERNALS JUDGE YOUR INNOVATION. ONE WAY IS TO PARTICIPATE IN CONTESTS. AN EXTERNAL ASSESSMENT IS MORE CONVINCING THAN GIVING A PRESENTATION FOR PEOPLE WHO ARE NOT OPEN TO CHANGE. IN ADDITION IT CAN HELP TO INVESTIGATE THE EFFECTS OF INNOVATION. FACTS CAN BE MORE CONVINCING THAN STORIES. REMAIN OPEN TO COMMUNICATION.

Future plans and wish list: 

WE ARE NOW LAUNCHING A PROJECT FOR DISADVANTAGED YOUNG PEOPLE. THESE YOUNGSTERS OFTEN HAVE DIFFICULTIES WITH READING AND / OR WRITING. THEREFORE, THESE YOUNG PEOPLE ARE LIABLE TO GET INTO FINANCIAL PROBLEMS. WE WANT TO TEACH THEM THAT MONEY IS ONLY A MEANS, NOT AN END. WE WANT TO DO THIS BY ASSOCIATION BETWEEN THE EDUCATIONAL ACADEMY FOR PRIMARY EDUCATION (PABO), THE ACADEMY OF VISUAL ARTS, THE TEACHER TRAINING COLLEGE AND CERTAIN SOCIAL PARTNERS. TO MAKE THIS PLAN A REALITY WE NEED TIME FOR DISCUSSIONS ON DECIDING ON A CONCRETE GOAL IN ORDER TO LAUNCH A SUCCESSFUL DIGITAL PROJECT.

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