comp@ct comp@ct casestudy eline how to use the electronic learning environmentcce for international...
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Comp@ct
Casestudy Eline
How to use the electronic learning environmentCCE for
international projects
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Aims = innovative
• multi-disciplinary theme
• Autonomous learning/teacher is
coach
• international
• using ICT = COMMUNICATION
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Coordination • 6 schools : 15 à 45 students per school • 2 annual meetings of teachers• Outline (12 pages)• Coordinator monitors• Strict time schedule• Schools are topic coordinators
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General didactical outline• General multi-disciplinary theme:
– Divided into subtopics – Groups deal with the same topic– Topic coordinator for each group
• 4 phases of project work• Students ownership : research, skills• Comenius Collaborative environment
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Comparison 3 generationsdivided into subtopics
Working time + spare time
Family life
School life
Gender-related roles
Safety and criminality
Politics
Immigration and integration
Etc..
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Phases 2001-2002
Preliminary Getti ng to know St 2 w. I nformation
Phase 1 Def ine topics andmain question
Te
Phase 2 Brainstorming,
Subquestions+interviewquestions
St 3 w. communication
Phase 3 National research St 10 w Litt le commun.
Phase 4 Comparing results St 3 w Litt le commun.
Phase 5 I nternationalreports
St Collaboration?
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Information > communication
> collaboration
I nformation
Unilateral
To showyour ownproduct
Communication
Bi/ multilateral
To comparedif f erentproducts
Collaboration
Bi/ multilateral
To create acommonproduct
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Comenius Collaborative Environment : Magazine
Tools
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Comenius Collaborative Environment : netgate
Tools
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Phase : getting to know
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Phase : brainstorming, subquestions, interview-
questions
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Main question: In what respects has school life/school culture changed?”
• SUB-TITLES (sub-questions) STRUCTURE OF SCHOOL SYSTEM DAILY LIFE at school RELATIONSHIPS PUNISHMENT SCHOOL AND SOCIETY
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Phase : national research
Interviews: grandparents and parents
QuestionnairesLiterature/internet
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Phase national research Report of Italian girls• This article is about school changes in the last three generations.• First we have noticed that in the past there were many kind of schools
but only a kind for technical subjects, while today there are a lot of technical schools like Ipsa, Ecap, Itis...
• Second, the Universities were attended by very few people, in particular men who were quite rich; in fact, poor people, even if very good, couldn’t go on with their studies because there weren’t studies bags.
• On the other hand, girls stopped their studies earlier than the boys because they had to stay at home to look after little babies or cook or clean and very few of them did high-schools on our grandparents’ age. In addition classes were separated between boys and girls, and there were a lot of students in each class. There were also some other differences; in fact since primary schools the subjects were houseworks for girls, works with wood for boys.
• During Mussolini’s governament, everyone had to rotten and they had to wear black clothes.
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Phase : comparison
At schoolIn discussionboard
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Comparison (published in magazine)• criminality conclucions, norway• From the reports we got from the other school, we found out that the
criminality are much the same in all countries. In the 30’s there were crimes but not as much as now and it was mostly small crimes like theft. The punishment was prison and fines. At these time people feel safe to walk alone on the street.
• In the 60’s there wasn’t much crime either but it was more crime committed than in the 30’s. The police start to control the streets more, but people feel safe to walk on the streets.
• In the 90’s the crimes have risen a lot, now there are not only men who commit the crimes the female take also part. Young people commit more serious crimes. People start to feel unsafe when they walk on the streets specially the older people. Also the new technology-age that wasn’t before came now in the 90’s, hackers are more often stealing money from people on the Internet.
• The main cause of crime is more violence in the media like films and computergames.
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Phase :collaboration (international reports)
Not yet realised!
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Evaluation
Evaluation proceduresCommon appraoches?Did we reach our aims?
Hindering/positive factors
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Evaluation procedures.
International planning meeting (Nl): agreement on the items to be evaluated/
Using materials EEPEE and MICEEvaluation at school levelQuestionnaires, class discussions,
document analysis (reports)International meeting (It): evaluation with
students
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Common approach.Multi-disciplinary ?
I taly English
Czech republic History
Belgium informatics
Norway Social Sciences,English
Netherlands History, socialsciences
Germany Literature
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Common approach?
Country Time spentat school
EquipmentConnection
Marks given
I taly ++ ++ ++
Czech - + -
Belgium + ++ -
Norway ++ ++ ++
Netherl. +++ ++ +++
Germany
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Did we reach our aims?X : not xxxx: very much– Attitudes : to be measured– Languages : xxx– Methodological skills : xxx– Autonomous learning: xxxx– ICT skills: xxx– Increase motivation: xxx
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Hindering Factors School level - teachers• Technical • Organisation in the school• Curriculum• Time consuming
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Hindering Factors Schoollevel - students
• no marks
• too much work outside lessons
• too difficult access to computers
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Hindering Factors Internationally - teachers
• Organisation: different timetables• Time consuming communication• Very demanding coordination• Different aims• Too little time in conferences for
training
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Positive results internationally - teachers
• Learning other didactical approaches
• personal satisfaction (new friends)• ICT-skills • growing motivation• General feeling of INNOVATION
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Phases 2001-2002
Preliminary Getti ng to know Students I nformation
Phase 1 Def ine topic Teachers
Phase 2Ownership
Brainstorming/
voting onsubquestions
Students Morecommunication
Phase 3 National research
Using commoninstruments
students Morecommunication
Phase 4 Creating common
newspaper
Students More
communication
Phase 5 Common conclusion Students Collaboration?
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Subquestions
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Comparison: discussion board