Comp@ct

Casestudy Eline

How to use the electronic learning environmentCCE for

international projects

Aims = innovative

• multi-disciplinary theme

• Autonomous learning/teacher is

coach

• international

• using ICT = COMMUNICATION

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

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

Comparison 3 generationsdivided into subtopics

Working time + spare time

Family life

School life

Gender-related roles

Safety and criminality

Politics

Immigration and integration

Etc..

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?

Information > communication

> collaboration

I nformation

Unilateral

To showyour ownproduct

Communication

Bi/ multilateral

To comparedif f erentproducts

Collaboration

Bi/ multilateral

To create acommonproduct

Comenius Collaborative Environment : Magazine

Tools

Comenius Collaborative Environment : netgate

Tools

Phase : getting to know

Phase : brainstorming, subquestions, interview-

questions

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

Phase : national research

Interviews: grandparents and parents

QuestionnairesLiterature/internet

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.

Phase : comparison

At schoolIn discussionboard

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.

Phase :collaboration (international reports)

Not yet realised!

Evaluation

Evaluation proceduresCommon appraoches?Did we reach our aims?

Hindering/positive factors

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

Common approach.Multi-disciplinary ?

I taly English

Czech republic History

Belgium informatics

Norway Social Sciences,English

Netherlands History, socialsciences

Germany Literature

Common approach?

Country Time spentat school

EquipmentConnection

Marks given

I taly ++ ++ ++

Czech - + -

Belgium + ++ -

Norway ++ ++ ++

Netherl. +++ ++ +++

Germany

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

Hindering Factors School level - teachers• Technical • Organisation in the school• Curriculum• Time consuming

Hindering Factors Schoollevel - students

• no marks

• too much work outside lessons

• too difficult access to computers

Hindering Factors Internationally - teachers

• Organisation: different timetables• Time consuming communication• Very demanding coordination• Different aims• Too little time in conferences for

training

Positive results internationally - teachers

• Learning other didactical approaches

• personal satisfaction (new friends)• ICT-skills • growing motivation• General feeling of INNOVATION

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?

Subquestions

Comparison: discussion board