Environment

tagCARE

Project Location
Country: 
Bulgaria
City: 
Sofia
Organization
Organization Name: 
137 Secondary school
Organization Type: 
School
Website
http://www.youtube.com/watch?v=OPwizP9f9sU
Project Type
Education up to 10 years
Project Description
Description Frase (max. 500 characters): 
"We are Children who have Achievements with Responsibility to the Environment (CARE)." The students disposing of the latest technology,reach out to the Earth-a responsibility for its protection,a care to change the world and make the environment more cleaner.
Project Summary (max. 2000 characters): 
Planning is implemented in two parts: theoretical and practical. The theoretical preparation consists of: 1. A study to the needs and interests of the students - participants in the project and their motivation to work in it. 2. Concretization of the topics. 3. Preparation of the teachers - according to educational objectives of the topics with the help of OneNote and active online co-operation in SkyDrive. 4. Talks with the parents and obtaining of their support; 5 Technological and methodological provision of the project; 6. Development of each topic - stages, activities, products. A special place is given to the use of the latest technological innovations in education - KINECT, Microsoft Tag, Kodu, ENVISION. The working teams are formed at this stage. The students create informal working teams in formal and informal environment according to the specificity of the topics and the assigned activities. The activities and the products are planned in the practical part of the project. The planned topics are as follows: 1. Caring for the Earth - "The Earth - a part of the Solar System" 2. Caring for the Earth - endangered natural resource - water - "The Danube River" 3. Caring for our homeland - forests. "The Vitosha Mountain Natural Park" 4. Caring for the school - "The Merry Bins" 5. Caring for the school - "The Eco Spot in the schoolyard" 
How long has your project been running?
10/2011
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
The main purpose of the project is to create a responsible attitude towards the environment and awareness of the importance of the various natural resources to preserve the equilibrium of on the Earth. Meanwhile, the varied use of the most critical global innovative resources supports the development of the competencies of the 21st century. A special place is given to the use of the latest technological innovations in education - KINECT, Microsoft Tag, Kodu. KINECT Kinect is a system which was originally developed as a plug-game console. In the last year it began to be used in the field of education. The advantages of the system are that the classroom teaching is complemented by the exciting emotional and physical activity of students. The control is entirely in the hands (body) of the person who operates it - thus the responsibility of the conducted activities is being realized. Microsoft Tag With the help of Microsoft Tag some of the activities in the project are presented to students in an exciting way. They go out of the usual classroom and engage in a school adventure where, besides the learning tasks to the specific topics, a close and informal communication with their teachers is put into practice. KODU Kodu is software to develop games for children. Working with Kodu is fun for students. The easy and fast learning to work with, the friendly and close to children interface gives them self-confidence and stimulate creative thinking. The assigned task in the Kodu project - a development of an environmental game. Glogster The use of web 2.0 and 3.0 tools allows the moving out of the project to another environment - students work from their homes; create posters, banners and flyers. The teacher has the role of an administrator - they monitor, direct, encourage and evaluate the students' activities in http://edu.glogster.com/.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The project has an environmental focus, but most of the activities involved are related to the expansion of knowledge on various subjects. The students learn more about the Solar system and the planets, the Earth, the alternation of the days and the nights as well as the seasons - the students make their presentations, modals of the Solar System. Through the inclusion in the various missions and through their presentation on the respective subjects by the teachers with the help of Microsoft tag, the students perform tasks of the areas as Mathematics, ICT, Geography, English language, Literature and History. Through the topics of the project and the way they are presented (before their mates, in the form of a poster, a presentation, a game, a glogster) the students develop some of the typical for critical thinking characteristics and elements: ○ An ability to read between the lines, seeing beneath the surface; ○ A logical argumentation as a manifestation of tolerance for others' opinions; ○ An ability to analyze their own thoughts from the standpoint of logic and the clarity of the expression; ○ A presentation of well-founded point of view.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The students about 30-40 users. They go beyond the classroom. The engage themselves in different activities in the warm autumn days. During several trips to the nearby Vitosha Mountain they commented on its importance for the nearest city,a particular attention was being paid to the forests and their importance-for the preservation of the ecological balance-in a global and a local scale.  
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Is your project economically self sufficient now?: 
No
Since when?: 
08/2012
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Our main idea is the management of innovation to become a permanent policy of the school. That's why after our participation at the forum in Washington and London, the school established a new position - Innovation Manager responsible for the overall vision of innovative education - seeking new technologies and testing new innovative solutions and management of their implementation. That manager presented the CARE project in Portugal which successfully combined KINEKT, KODU, Microsoft Tag and web 2.0 platforms (glogster). During the creation of this project the innovation manager organized the participation of many teachers, who in their turn prompted the students to understand the benefits of technology beyond the leisure time. Another major milestone for the realization of our ideas is sharing good and innovative teaching practices at regional, national and international level. In this way we are able to help our colleagues to avoid difficulties and unsuccessful attempts, help them with our experience. Our participation in the program so far has convinced us of the effectiveness of this model - by organizing forums, workshops, web meetings, we started to form a Council of innovation in education, which will be hosted by the Minister of Education, Youth and Science. Thus we believe we can help the new pathfinder schools and are highly motivated to do it.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Another challenge deals with measuring of the effectiveness of innovative practices that are implemented in our school. Therefore, our main work in the coming years will be aimed at creating a system for testing and evaluating the effectiveness of innovation. There are difficulties associated with the issues of studying the skills of the 21st century we are aware of so far in testing, that is why together with colleagues from other schools we develop adapted versions.
Future plans and wish list (max. 750 characters): 
In the future we plan an increasing use of devices - tools that anyway in the hands of the young people. Their skillful use for educational purposes, to develop skills of the 21st century, is one of our challenges.

TEEP ICT CENTER FOR SUSTAINABLE DEVELOPMENT OF THE ENVIRONMENT

Project Location
Country: 
Kenya
City: 
Port Victoria
Organization
Organization Name: 
Tumaini Educational Endowment Project
Organization Type: 
Other
Specify: 
Non-Profit Community Based Organization (CBO)
Website
http://www.facebook.com/tumainicbo
Project Type
ICT for environmental sustainability
Project Description
Description Frase (max. 500 characters): 
Using of ICTs to support information and knowledge exchange that enhances monitoring climate, environmental disaster management and adaptation.
Project Summary (max. 2000 characters): 
Low income communities like Bunyala (Port Victoria) stressed and posed with climate change related stressors, need to develop the capacity to adapt to climate change in order to cope with short-term shocks and long-term trends. ICTs will form an essential part of that development. Our initiatives successfully combine local and external information and knowledge to make a valuCommunications, Early warning systems. 3. ADAPTATION: Environment, health & resource management, up scaling technologies and building resilience.able contribution to deliberate, pre-planned strategies for adaptation, focusing on the informational role of ICTs and combining local and external capacities. Climate change adaptation demand emergent actions that cannot be foreseen in advance, and which require the development of communities more as self organizing systems. The project concentrates on the adoption of new and emergent technologies in three broad and interrelated activities: (1) monitoring of climate change and the environment, (2) disaster management, accounting for preparation, early warning systems (EWS), and response and recovery, and (3) climate change adaptation. Other pertinent activities such as mitigation, resource management, education and capacity building, networking, monitoring and evaluation, and climate modelling are also to be addressed in stages. Specifically Information and communication technologies involve: 1. MONITORING: Observe, Detect & predict, Inform science & decision making. 2. DISASTER MANAGEMENT: Communications, Early warning systems. 3. ADAPTATION: Environment, health & resource management, up scaling technologies and building resilience.
How long has your project been running?
05/2011
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Our objective is to explore the possibility of using ICT for sustainable development of environment by using: PDAs  (Personal Digital Assistants) for food security and climate monitoring to collect data regarding changes in food security and climate situations; to build a Health Information Network by using electronic data upload and download through PDAs and mobile phones to facilitate decision making among health workers located in remote health centres; to use Data-Agro by sending SMS to farmers using low-cost mobiles regarding information on weather forecasts, market prices and cultivation practices; set up an environment Text Centre where the information is processed and responses are sent back via SMS and where Farmers and field volunteers send text to a central Internet-connected server where information is processed and responses are sent back; establish Flood Warning Systems that uses mobile phones to collect data for flood forecasting and forward to central early warning systems, which are then disseminated via traditional warning systems; set up Warning System Technologies, thst uses a wide range of new and emergent ICTs for receiving and disseminating alert messages to the public or central command posts.  With availability of resources we would like to implement the use of Wireless Sensor Networks (WSNs ) are systems of intelligent sensor nodes deployed to monitor particular environmental cues, such as temperature, light intensity, water levels, local meteorological data and pollutant level. The ICT is used to map the vulnerable areas for environmental conservation and data keeping for action.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
We can now use the ICT experiences to for potential ICT development projects to support both deliberate and planned strategies in practice.We have transformed the loop to largely work for communities to particularly become more self-organising as  they had not particularly developed local informational capacities or, at least, not to extent necessary given the demands being placed on them by the increasing intensity and frequency of climate change and related stressors. Communities are now more informed and involved in environment management and development. We recognise that since agriculture, including forestry, livestock and land-use changes, account heavily on global greenhouse gas emissions, the sector needs to be included in climate change management and reduced emissions from deforestation and forest degradation programmes. Moreover the project acknowledging that agriculture is the main driver of deforestation recognizes the interface between sustainable agriculture and reduced deforestation. “Re-greening landscapes” is a key element of climate efficient agriculture. In Bunyala emissions from land use, land use change and forest deforestation account for high of GHG (global greenhouse gas emissions).
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
2450 users per month, that would translate to 894250 users per year. The ICTs will be used to improve practices in agriculture and forestry; monitor air and water pollution; improve disaster warning and relief; improve the efficiency of the energy, transportation, and goods and services sectors; and harness social networking for transformative change.
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
More than 500.000 Euro
Is your project economically self sufficient now?: 
No
Since when?: 
05/2011
When is it expected to become self-sufficient?: 
05/2017
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Lake basin flood prone communities for disaster management and adaptation.
What lessons can others learn from your project? (max. 1500 characters): 
Others can learn from our project, that: ICTs play a crucial part in the development of climate change adaptive capacity. They do this in four ways: i) by combining existing data in new ways; ii) by enabling access to new data, information and knowledge; iii) by reducing costs of access to transactions and services; and iv) by their productive role in ICT-based enterprise. Our focus here has been largely on the first two applications, with the more transactional and productive roles that ICTs can play set aside due to lack of evidence, at least in relation to climate change adaptation. The dominant pattern of thinking on climate change adaptation has been top-down, deliberate, planned. This is a vital part of capacity building, but it is only a part. There needs to be equal recognition that many climate change adaptive actions will be emergent unplanned and arising from within individual communities and regions that should be understood as complex adaptive systems. The application of ICTs to climate change adaptation must also be shaped by this equality of recognition.
Are you available to help others to start or work on similar projects?: 
Yes

WIND GENERATOR AND A NOISE LEVEL METER

Project Location
Country: 
Kenya
City: 
Kenya
Organization
Organization Name: 
KIMNET
Organization Type: 
Public Institution
Project Type
Helping youth step in the job market
Project Description
Description Frase (max. 500 characters): 
IT HELP IN CONSERVING THE ENVIRONMENT AND ALSO CREATING JOBS TO THE YOUTH.
Project Summary (max. 2000 characters): 
THE MAIN ASPECT IS TO PROVIDE THE ENTIRE COMMUNITY WITH ENERGY AND ALSO CONSERVATION OF THE ENVIRONMENT WHICH IS THE KEY FACTOR. COMING UP WITH THIS IDEA IT WAS DUE TO THE BACK GROUND OF MY EDUCATION WHERE i USED TO USE KEROSINE/PARAFFIN LAMP DOING MY HOME WORK AT NIGHT AND A TIME i COULD NOT FINISH DUE TO THE SMOKE THAT AFFECTED MY EYES. I CAME UP WITH THE WIND GENERATOR THAT i SUPPLY ELECTRICITY TO THE PEOPLE AROUND AND ALSO HELP ME TO CHARGE PHONE TO THE COMMUNITY. FOR THE NOISE LEVEL METER IT LIMIT THE NOISE LEVEL TO THE NEAREST CLUBS AT NIGHT AND PROVIDE A CONDUCIVE ENVIRONMENT TO THE BOARDING SCHOOL NEARBY
How long has your project been running?
07/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
THE PROJECT HELPS IN GETTING LIGHT TO THE PRIMARY STUDENT WHO DO THEY HOME WORK AND ASSIGNMENT AT NIGHT. ALSO GIVES A CONDUCIVE ENVIRONMENT TO THE COMMUNITY ARROUND. IT REDUCES THE COST OF ELECTRICITY BILLS FOR POWER COMPANIES AND INSTEAD WE PAY FOR OUR SCHOOL FEES THROUGH THE PROJECT In a wind generator we produce elctricity and also charge mobile phone in the area we are. The noise level meter it is another project that limits the amount of noise produced and it prevent from polluting the environment.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
IT HAS ENABLE ME TO PAY FOR MY COLLEGE FEE AND ALSO IT HAS HELP IN GIVING THE KIDS A CONDUCIVE LIGHT ENERGY TO WORK ON THEIR HOME WORK AND ASSIGNMENT.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
NOT LESS THAN 100 PEOPLE IN A WEEK COME TO SEE THE PROJECT AND ADMIRE THE WORK OF WIND GENERATOR. THEY ALSO TELL ME TO INSTALL TO THEM
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
From 75.001 to 500.000 Euro
Is your project economically self sufficient now?: 
Yes
Since when?: 
12/2011
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
CONSERVATION OF ENVIRONMENT AND USING OF THE LOCALY AVAILABLE MATIRIALS IS IMPORTANT TO US AND FOR EVERYONE
Are you available to help others to start or work on similar projects?: 
Yes

Finding Love Of natuRe Again - The Human Impact upon FLORA in the 21-st Century

Project Location
Country: 
Romania
City: 
PIATRA NEAMT
Organization
Organization Name: 
National College of Computer Science
Organization Type: 
0
Website
http://cni.nt.edu.ro/flora
Project Type
Education from 16 to 18 years
Project Description
Description Frase (max. 500 characters): 
Development of students' fundamental abilities with a view to asserting an active European citizenship by improving an environmental problem.
Project Summary (max. 2000 characters): 
Starting from the students, teachers, parents and local community need to collaborate in solving an ecological problem and making the public opinion become sensitive towards it we initiated a partnership with three European schools (Colegio Heidelberg S.A. - Spain, Zespol Szkol Technicznych i Ogolnoksztalcacych nr 1-VIII Liceul Ogolnoksztalcace - Poland, Uddevalla gymnasieskola - Sweden). For this purpose we created and administrated a website encompassing the following: information about each of the partners, presentation of ecological problems identified in the areas surrounding the partners schools, photos taken durring thematic trips, meetings and tree-planting activities, an ecological polyglot (En-RO-Es-SW-PL) dictionary, the syllabus for an optional cross-curricular course initiated as a result of the partership. In the present, as a means of ensurring sustainability the project is implemented by the school's ecology club).
How long has your project been running?
08/2009
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
The project addresses an environmental problem: identifying a plant that is threatened with extinction and finding solutions to ameliorating it. The specific objectives are the following: - to consolidate student's learning abilities by involving them in experimental activities within natural sciences; - to consolidate cross-curricular education through exchange of scientific information and practical solutions to environmental problems common to different countries; - to acquire key transversal skills: digital, by creating digital materials for optional courses; interpersonal and civic skills by identifying an environmental problem which will be solved by working in teams and attracting the interes of the local community; entrepreneurial skills, by making an amelioration plan for the environmental problem from designing it to attracting resources and disseminating its result a larger public; - to extend students' participation in educational opportunities through practical activities in nature; - to develop innovating strategies in the teaching-learning process by creating an optional cross-curricular course taught in teams; - to develop linguistic and communication skills in English as well as the languages of the partners by using the final products; - to promote and consolidate the skills of the students and teachers with a view to using as efficiently as possible the opportunities created by the digital educational content developed in the final products of the project.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The main final products of the project are: - the website in English and the languages of the partners, in use both during the project and after completing it, containing all the activities and results of scientific observation of the project; - scientific booklet and educational CD with information necessary for the optional inter and cross-curricular course; - an ecology club which will identify and try to ameliorate environmental problems after finishing the project as well; - natural areas taken care of by the students and teachers involved in the project both during the implementation of the project and after finishing it.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
There are approximate number of 250 users who interact every month within chat, form, the ecology club but also durring thematic trips and project meetings.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 10.001 to 30.000 Euro
Specify: 
European fonds
Is your project economically self sufficient now?: 
Mihai Viteazu, 12, Piatra Neamt, Romania
Since when?: 
01/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
Our project facilitates students and teachers progress by presenting a website containing materials for an optional course as well as materials for a cross - curricular course entitled Eco-nomy. The database containing scientific results is used by students and teachers during Biology, Physics, Chemistry and Geography classes as well as Photographic Art Optional classes. The parents and local community can access information on the website, can view problem and solution promotion posters, the online photo exhibition, developing in the way civic spirit. The linguistic and IT skills for students and teachers from the target group is improved by using the information uploaded on the website as well as by updating it by student and teachers.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Future plans and wish list (max. 750 characters): 
In our school: -presenting the activities and results in teacher meetings, school departments meetings, during counseling and orientation classes; -using the optional course; -preparing a corner in our school with the photo exhibition. In the local community: -interviews, documentaries encompassed during and after the implementation of the project in the media; -posters displayed in public places and in the partners institutions; -leaflets distributed in order to promote the project in schools, public institutions, economic agents to attract human and material resources to ameliorate the environmental problem; -putting the theatre play on stage in different places in order to turn the public sensitive towards environmental problems.

Bridges of Water (BoW)

Project Location
Country: 
Italy
City: 
Casole d'Elsa (SI)
Organization
Organization Name: 
Scuola Secondaria di primo gr. "Arnolfo di Cambio"
Organization Type: 
School
Specify: 
Secondaria di primo grado
Website
http://new-twinspace.etwinning.net/web/p42084
Project Type
Education from 11 to 15 years
Project Description
Description Frase (max. 500 characters): 
L'acqua come via tra i popoli e non come barriera: studenti d'Europa si confrontano sul tema dell'acqua, fonte di vita, dal punto di vista etico, scientifico, storico-sociale, artistico e simbolico.
Project Summary (max. 2000 characters): 
BoW è un progetto Comenius ed eTwinning: tutte le attività  sono documentate, condivise e discusse sul TwinSpace, che serve anche come luogo virtuale d'incontro per gli alunni. L'idea di base -costruire il progetto intorno all'immagine dell'acqua- è nata nella scuola italiana: siamo infatti collocati in un'area a forte immigrazione, nazionale e internazionale, e abbiamo bisogno di percorsi che favoriscano l'integrazione. Abbiamo perciò pensato all'acqua, dapprima, come elemento simbolico radicato da sempre nella nostra cultura (pensiamo a Ulisse): l'acqua come metafora del viaggio. E dall'immagine del mare solcato dalle navi, di ieri e di oggi, siamo passati al mare virtuale del web che è oggi il luogo degli incontri e della conoscenza (ancora, come il mare di Ulisse). Successivamente abbiamo pensato che l'acqua si prestasse ad essere tema interdisciplinare per eccellenza, ed abbiamo coinvolto i docenti di Scienze Matematiche, Arte, Storia e Geografia: in breve, tutte le discipline hanno trovato un proprio ambito nel percorso. A questo punto, abbiamo contattato alcune scuole in Europa con cui già  avevamo avuto rapporti di collaborazione (sia online che mobilità  di alunni e/o docenti). Il partenariato coinvolge oggi Italia, Spagna, Ungheria, Slovacchia e Turchia. Con gli Istituti partner dei rispettivi Paesi abbiamo costruito il progetto Comenius, articolandolo in tappe a scadenza indicativamente bimestrale, dalle attività  più semplici (realizzazione del logo e relativo concorso, ricerche sulla fonte d'acqua più vicina, creazione di miti e leggende legati all'acqua, etc) fino a quelle più complesse (il prodotto finale previsto è un libro, in formato cartaceo e digitale, che raccolga il punto di vista di nativi e visitatori sui paesi partner). Sono stati realizzati cinque meeting nei due anni, uno in ciascuno dei paesi partner, coinvolgendo ragazzi e docenti, per integrare gli incontri virtuali con quelli reali.
How long has your project been running?
08/2010
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
Il progetto vuole superare il problema della "remoteness" (come la definisce il Professor Sugata Mitra), in senso geografico, culturale e sociale: tutte le scuole coinvolte hanno infatti nutrite minoranze di alunni svantaggiati. Nella scuola italiana il problema è legato specialmente all'immigrazione, nella spagnola alla disoccupazione, nella ungherese e slovacca alla presenza di minoranze etniche, nella turca all'isolamento geografico vero e proprio, che impedisce la conoscenza e la relazione con l'altro, e alla presenza di alunni special needs. Per usare ancora le parole di Sugata Mitra, "technologies should reach the underprivileged first": e noi abbiamo usato le ICT per far davvero comunicare questi ragazzi, offrire stimoli a tutti, permettendo ai "priviliegiati" di approfondire le proprie conoscenze, e ai "non privilegiati" di colmare le proprie lacune. Naturalmente ci sono obiettivi disciplinari, legati alle materie coinvolte. Ma l'obiettivo educativo comune riguarda la convivenza civile: il raggiungimento di un'integrazione che sia reale e quindi fertile. Come il titolo del nostro progetto, vogliamo che i ragazzi costruiscano insieme dei "ponti" fra gli individui, nelle classi e tra partner. Da qui l'idea di creare come prodotto finale un libro-guida: la cosa può sembrare banale, ma in realtà  non si descrivono i partner come in una guida turistica, bensì si interpretano. Il libro sarà  infatti costituito, paese per paese, dal punto di vista degli studenti del posto più il punto di vista degli studenti ospiti (che scrivono i propri commenti durante le visite programmate). Al centro del progetto, l'acqua, risorsa per tutti, ma anche strada che ci porta da qualcosa/qualcuno: non come invasori, ma nuovi amici. L'obiettivo ultimo è far capire ai ragazzi che tutti hanno gli stessi bisogni e diritti: e che, come nel nostro libro, ogni cosa e persona può essere vista da più prospettive. Quindi, o tutti siamo diversi, o nessuno lo è.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
I risultati sugli alunni sono stati sia di carattere disciplinare (le verifiche hanno messo in luce un'alta percentuale di alunni con significativo miglioramento delle competenze rispetto ai livelli di partenza), sia legati all'ambito più ampiamente educativo (maggior coinvolgimento nelle attività  proposte, migliori capacità  di lavoro in team, aumentata motivazione allo studio, dinamiche di convivenza più serene). Un risultato in parte inaspettato è stato il coinvolgimento delle famiglie, presenti in modo massiccio a tutti gli incontri previsti. I monitoraggi del primo anno rilevano un alto indice di gradimento: gli alunni sono coinvolti, le famiglie partecipi. Ottimo il coinvolgimento del territorio: i Comuni di Colle e Casole d'Elsa hanno dato risonanza a BoW sulla stampa locale, contattato esperti, sostenuto la scuola in giornate dedicate ai progetti europei. Il 3 Maggio 2011, in occasione della Settimana Comenius, è stato organizzato a Colle Val d'Elsa il seminario "School Beyond Borders - dalla Valdelsa in Europa" a cui hanno partecipato docenti e Dirigenti di tutte le scuole dell'area. I risultati sui docenti sono stati anch'essi rilevanti: si è imparato davvero a lavorare in team, sia per organizzare uscite e attività , sia per realizzare le lezioni nelle classi degli Istituti partner (esperienza, quest'ultima, davvero formativa per tutti). I prodotti del progetto sono raccolti sul TwinSpace pubblico. Le cartelle sono organizzate secondo la "tabella di marcia" delle attività . Dal punto di vista dei prodotti questo è il Comenius più ricco tra quelli che abbiamo realizzato (forse perché coinvolge meno partner del solito, ma molti più alunni e docenti). Per la qualità  del progetto, la coordinatrice Monika Kiss è stata invitata da EUROPEAN COMMISSION Directorate-General for Education and Culture a presentare BoW in occasione dell'evento 'Comenius Partnerships - Helping schools team up across Europe', organizzato a Brussels nel mese di Maggio 2012.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
Nella scuola italiana: 7 classi coinvolte in 3 sedi e 3 Comuni diversi (circa 150 alunni e 50 docenti). Nella scuola ungherese: 305 alunni e 40 docenti. Nella scuola spagnola: 200 alunni e 15 docenti. Nella scuola Slovacca: 665 alunni e 69 docenti. Nella scuola turca: 62 alunni e 12 docenti. Tutti sono coinvolti quotidianamente nello svolgimento delle attività  previste; tutti comunicano regolarmente sul TwinSpace; gruppi di docenti e alunni partecipano ai meeting presso gli Istituti partner.
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
From 10.001 to 30.000 Euro
Specify: 
in parte dalla scuola, in parte dal finanziamento Comenius
Is your project economically self sufficient now?: 
Yes
Since when?: 
08/2010
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
Dai vari seminari di disseminazione e di studio, in particolare dopo "School Beyond Borders", è emerso che altre scuole della zona avevano implementato/intendevano implementare percorsi simili. Alcuni Istituti hanno chiesto un nostro intervento per illustrare ai docenti le nostre modalità di lavoro, con l'intenzione di attuare progetti di questo tipo nel nuovo anno scolastico.
What lessons can others learn from your project? (max. 1500 characters): 
Possono imparare a lavorare insieme in modo proficuo: nella propria scuola, con i partner e con le ICT. I progetti in partenariato (Comenius e altro) non sono necessariamente percorsi dove un docente (in genere di lingua) porta avanti tutto da solo e gli altri nel caso migliore "danno una mano". Secondo noi vale la regola "più teste, più idee", che nel caso del Web 2.0 ci sembra più azzeccata che mai: tante teste + tante idee + web vuol dire massima diffusione, massima ricaduta, massimo coinvolgimento di tutti. Quando apprendimento fa rima con divertimento!
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Non ci sono ostacoli organizzativi, perché il progetto è stato ben strutturato, in modo attuabile da tutti. E tutti, ragazzi e docenti, lo hanno infatti ben accolto. Purtroppo gli ostacoli sono di tipo economico, legato al management della scuola: il budget Comenius è più che sufficiente per coprire le mobilità all'estero e la realizzazione dei prodotti, ma come pagare le supplenze dei docenti in viaggio? Se si organizzano riunioni, come pagare le ore di planning ai docenti? Sono due problemi tipici dei progetti Comenius: e noi siamo riusciti a risolvere "ufficialmente" solo il secondo. Infatti, non indiciamo riunioni specifiche ma dedichiamo uno spazio apposito al progetto all'interno di ogni Collegio dei Docenti. Questo è perfetto, perché tutti sono presenti e se ci sono decisioni da prendere lo si fa insieme. Per le supplenze, invece, ci basiamo al momento sulla buona volontà e la disponibilità di tutti. Come sempre, le cose funzionano perché (e finché) c'è un buon team docente.
Future plans and wish list (max. 750 characters): 
Il progetto è a metà  del secondo (ed ultimo) anno. Attualmente, oltre a svolgere le attività  previste e realizzare il prodotto finale, stiamo cercando di strutturare un percorso stabile di scambio docenti (auto finanziato, o magari con un altro progetto in ambito LLP). Riteniamo infatti che tra gli aspetti più innovativi di questo Comenius ci siano le lezioni dei docenti stranieri nelle classi partner. Questo è un momento emozionante per tutti, che rende tangibile la presenza dell'altro, la necessità  dell'uso reale della lingua, la percezione della propria cittadinanza europea. Stiamo anche pensando di creare classi virtuali, realizzando lezioni on-line a cui ragazzi e docenti possano partecipare in prima persona (con elluminate o altri web conferencing tools). Insomma, il nostro viaggio attraverso i Bridges of Water è ancora in corso: c'è sempre tanto da esplorare!

Coluna Zero

Project Location
Country: 
Brazil
City: 
Rio de Janeiro
Organization
Organization Name: 
Bruno Rezende
Organization Type: 
School
Specify: 
Personal project
Website
http://www.colunazero.com.br
Project Type
ICT for environmental sustainability
Project Description
Description Frase (max. 500 characters): 
A Brazilian blog that discusses differently about the environment, conscious consuming and sustainability through a innovative language, without political influence or based on economic interests.
Project Summary (max. 2000 characters): 
The blog Coluna Zero helps with public awareness on topics related to environmental preservation in Brazil. Through texts easy to read, the author managed to attract the attention of young and professionals from diverse areas of expertise to discuss and inform about various topics a relaxed way, topics that which are usually treated very seriously and uninformative on traditional press. The author also uses other forms of communication such as images and videos produced by him or not, to informing and educating readers, encouraging debate and questioning of news published in traditional media. All information and participation of readers around the world are spread through the major social networks on the internet.
How long has your project been running?
09/2009
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
There are two problems with respect to information about sustainability and the environment in Brazil. The first problem is that not all Brazilians have Internet access, increasing the credibility of the traditional press. The second problem is that the mainstream media is influenced by political and economic issues in its news on the environment. The result is misinformation. But the number of Brazilians who access the Internet is growing every year and some research shows that the number of people interested in issues about sustainability and environmental protection is increasing.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The first achievement happened with 7 months of the project, when the author had the recognition for his work, winning in Germany the biggest contest blogs on the planet, The BOBs Awards, sponsored by Deutsche Welle and supported by major institutions like the UN and WWF. Competing against more than 8,300 blogs of around the world, Coluna Zero was considered the best blog on Climate Change category and was one of 11 finalists in the Best Videoblog category, with videos of the trips produced and presented by the author. In December 2010 the author was appointed by a leading Brazilian magazine with national circulation as one of the ten talents unveiled the internet this year. Other positive results occur daily, because the presence of blog ever stronger in social networks increased the daily visits in the blog, the participation and dissemination of information among readers, apart from increased visibility / credibility with the mainstream media. All this is enabling more people to have access to blog content.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The blog has only one author. Most reader participation occurs within the blog when they make their comments at the end of each article published. They also use e-mail and social networks, mostly Twitter and Facebook.
Sustainability
What is the full duration of your project (from beginning to end)?: 
More than 6 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
Own
Is your project economically self sufficient now?: 
No
Since when?: 
09/2009
Transferability
Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 
It is necessary to change our behavior for the common good and to understand that individual attitudes affect us all directly. We need to understand that everyone must do their part, regardless of race, profession or social class.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
The initial project included the independent video production, but soon after the start of project the camcorder broke. Today the blog uses camcorders some times lent by friends. As financial resources are very limited, i seek the support of companies in the industry who want to donate this equipment.
Future plans and wish list (max. 750 characters): 
Maintain disseminating information to more people. Obtain sponsorship and investment to transform the videos produced by the blog in a TV program of the national audience.

The Goblins of four seasons

Project Location
Country: 
Italy
City: 
Rionero in vulture, Basilicata
Organization
Organization Name: 
Scuola Primaria Statale " M. Preziuso"Rionero in Vulture
Organization Type: 
0
Website
http://goblinsoffourseasons.blogspot.com
Project Type
ICT for environmental sustainability
Project Description
Description Frase (max. 500 characters): 
It's an eTwinning project aimed to promote development of active citizen, responsible towards the environment and culture, able to fit into an active and driving in the society of the 21st century.
Project Summary (max. 2000 characters): 
The theme of the project is tied to the four seasons. The sequence of the four seasons, in fact, determined by the rotational movement of the earth, means that in every part of the earth be repeated annually the same climatic conditions. This has an important role for all living beings in general, and for the man in particular. At different climatic conditions, in fact, man has responded by developing its own culture and its own way of life. Based on the consolidation and expansion of knowledge of their surroundings and starting from the fantasy world of fairy tales, students are guided through the WebQuest, the safe and responsible use of Web 2.0 tools and international collaboration, to become aware of ever wider areas and far between related, as well as the variety of natural elements and humans interacting in them.
How long has your project been running?
07/2009
Objectives and Innovative Aspects
What are the specific objectives of the project and what are the instruments used to achieve them?: 
 From Recommendation of the European Parliament and of Council of 18 December 2006 on key competences for lifelong learning, from OECD) # Knowing how to find, select and reuse information. # Use new technologies to process data, text and images, produce documents in different situations. # Being able to share experiences and knowledge learned. # Knowing how to organize own work. # Search appropriate strategies to solve problems. # Facilitate the transition from experiencing culture to culture as shared intellectual reconstruction # Increasing pupils' motivation in learning. # Consolidate the concept of seasons as time with specific characteristics relating to temperature, aspect of nature, clothing, traditions, foods. # Understand that humans change the environment in relation to their needs. # Acquire the concepts of transformation and adaptation. # Understand that every fact or phenomenon is related to others, taking different values and weights and that each phenomenon generates other and for the sustainability of society we live in is necessary to take into account the multiple aspects of natural and anthropogenic in mutuality # Stimulate the ability of the students to relate positively with other peoples and environments in Europe. # Facilitate the acquisition of an ecological conscience. # Develop a positive attitude towards the English language to arouse interest in different cultures and peoples.
Results
Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The benefits from implementation of this project are linked to achieving the  objectives underlying the project derived from Recommendation of the European Parliament and of Council of 18 December 2006 on key competences for lifelong learning, from OECD) .
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 
The project involve several European schools. We cooperate by email, chat, videoconference, blog, twinspace, wiky
Sustainability
What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
Specify: 
Autofinanziamento, attivtà  di volontariato dei docenti che credono nel valore formativo di tali attività 
Is your project economically self sufficient now?: 
Via S. antonio,6 85028 Rionero in Vulture
Since when?: 
07/2009
Transferability
Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
eTwinning. The project was awarded with national and european QL in many partners schools.
What lessons can others learn from your project? (max. 1500 characters): 
These aspect is related to the project structure and the topic addressed as the basic element is the management aware of information and thematic development, both essential skills for the society of the 21st century and the acquisition of an ecological conscience.
Are you available to help others to start or work on similar projects?: 
Yes
Background Information
Barriers and Solutions (max. 1000 characters): 
Sometimes technical problems due to malfunctioning of ICT tools. Dearth of ICT tools in schools
Future plans and wish list (max. 750 characters): 
The project will be implemented over the years in the different partner schools, which will also ensure the strengthening and greater understanding and cooperation among the various participating schools. Hopefully that will come into action even schools that have joined and which have not yet been able to work actively for the reasons are more varied. In this way the project will be implemented in other European countries.