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EuropeanForum           March 19-23, 2012   | Lisbon
Captura de mi perfil en la comunidad:       www.pil-network.com
Enlace del vídeo cargado enla comunidad IneveryCREA
Virtual Classroom Tour - VCTPartners in Learning European Forum         March 19 – 23, 2012               Lisbon
Virtual Classroom Tour – VCTName of Project:Educator(s)            ANA FUERTES SANZSchool                 IES Monegros Gas...
The project pretends to encourage students to use ITC into a project based learning experience.Project Description        ...
Evidence of LearningExamples of products and          Examples of products and outcomes are as follows (click on each icon...
Knowledge Building &                                Engaging students by solving specific hands-on, real-world problems en...
The concept of wiki itself involves collaboration: Students have all editing rights, so they canCollaboration             ...
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Vct anafuertes2-120111093510

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Candidatura Ana Fuertes
¿Es tu casa bioclimática? Una experiencia de aprendizaje cooperativo

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  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • To embed a project resource or materialsHave the resource document available. From the Insert menu choose Object.Select Create from File… and click Browse….Find the file you want to include and click OK.Select Display as icon and click Change Icon… and add a suitable caption.Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.
  • Transcript of "Vct anafuertes2-120111093510"

    1. 1. EuropeanForum March 19-23, 2012 | Lisbon
    2. 2. Captura de mi perfil en la comunidad: www.pil-network.com
    3. 3. Enlace del vídeo cargado enla comunidad IneveryCREA
    4. 4. Virtual Classroom Tour - VCTPartners in Learning European Forum March 19 – 23, 2012 Lisbon
    5. 5. Virtual Classroom Tour – VCTName of Project:Educator(s) ANA FUERTES SANZSchool IES Monegros Gaspar Lax, Sariñena (Huesca) SPAINBrief description of The School is located in Sariñena, in the county of “Los Monegros”. A rural area placed 50 km from Huesca (north), and 75 km from Zaragoza (south).school context Agriculture is the economic base of the region., and livestock is also an important complement. Although industrial activity it is not relevant, it starts to take off. At the surroundings, we must highlight the Sariñena Lagoon, a protected area considered as an important refuge for numerous species of birds. There’s about 300 students, coming from Sariñena an d some nearby villages. Introduction Video The School participates at the program “Escuela 2.0”, so that classroom technology equipment is quite up to date.School WebsiteContent/Subject Technology, ICT,AreasAge/Grade level 4ºESO (14-16)Project Objectives •Encourage students to incorporate ITC to support their learning process. •Identify energetic problems and recognize their suitable solutions. •Promote collaboration and teamwork •Promote project based learning experiences
    6. 6. The project pretends to encourage students to use ITC into a project based learning experience.Project Description In our case, the real situation proposed is one of the issues studied at the subject of technology in 4ºESO: Identify energy problems and recognize their suitable solutions.Brief description of the projectand the background. Neverthless, it could be adapted to other issues, disciplines and even levels, by slightly modifyingWhat are the stated contents, so it can be useful for other teachers and school environments.objectives and learning Apart of the objectives, described before, the project crosses over to other disciplines , learningoutcomes? Is the learning outcomes and competences:activity long-term? Does it call •Stimulate critical and reflective thinking.on students to plan their work •Promote creativity and problem-solving abilities.and assess their work over •Develop communication skills and organizational skills by sharing responsibilities.time? •Involve students to improve energy efficiency and comfort at home, while helping the environment.Please add background •Engage students towards their civic and environmental responsibilities.information files if needed.See how to embed Teacher uses wiki and lessons to define learning goals and provide example activities .documents in notes. The proposal of the different activities, time schedule, and evaluation is detailed hereDesign of the Learning Project-based learning Pedagogic approachEnvironment •It is an interactive project-solving experience where learners explore a real world problem .Examples of planning (e.g. •With this type of active and engaged learning, students are inspired to obtain a deeper knowledge ofpedagogic approach, links to the subject studied, helping to the knowledge building.resources used). Please •Contributions to the wiki, slideshows, and presentations are evidences of learning,highlight creativity and •Encourage eco-friendly domestic habits and energetic efficiency in their families are evidences ofinnovative teaching practices. extended Learning beyond the classroomEmphasize to •Collaboration and organizational skills are developed by sharing responsibilitieswhat extent the planning for •Critical thinking is achieved while analyzing all the information presented in the wiki”, introducedlearning facilitates the both for the teacher and students during their research.development of different •It encourages creativity as students create their own materials, and also self confidence, as part ofdimensions of 21st century the learning environment, specially when presenting slideshows during the lessons.skills e.g. knowledge building,use of ICT for learning,problem-solving and A global approach of the Planning, skills developmentinnovation, self-regulation, and resources used is shown at this Concept Mapcollaboration and skilledcommunication.
    7. 7. Evidence of LearningExamples of products and Examples of products and outcomes are as follows (click on each icon to see them):outcomes created by thelearners throughout theproject – including use of ICT.What sort of ICT is used andhow has it been used in theproject. Slideshows brainstorming and forums virtual classroomTo what extent do students Regarding ICT used, there are digital projectors, and electronic whiteboards in theuse ICT in ways that support classrooms. Netbooks are available for the students, and computers and classroomknowledge building, technology equipment is quite up to date.collaboration, or learning Digital cameras, graphic design software (gimp, autocollage), hotmail, messenger, skydrive,beyond the classroom? Does windows movie maker and virtual classroom (e-ducativa) are also used.ICT use enable new This is a quite good learning environment to promote the ICT use.knowledge-building/collaboration/learning beyond the classroom One of the main goals of this project is to encourage students to incorporate ICT in theiropportunities that would not learning project.have been possible without The use of ICT provides not only technological skills. In fact, each one of them servesit? Have digital tools been different purposes in the learning process: Word processing, wiki participation, and e-mailused in imaginative and promote communication and literacy skills; spreadsheet software promotes organizationalground-breaking ways to skills; concept mapping promotes the understanding of planning and concepts.support learning processes? The use of the different tools and applications allows a right learning of it, and improves the user’s abilities. Moreover, ICT provide means for self-study, and offer opportunities to learn conceptsPlease add files, videos etc. otherwise unavailable to students.which documents clearly thelearning process andevidence of students’ Evidence of students’ learning is shown herelearning
    8. 8. Knowledge Building & Engaging students by solving specific hands-on, real-world problems encourages andCritical Thinking motivates them. •In this case, students start the process trying to answer a question, which is supposed to haveExamples of how the relevance for them, in this case: Is your house bioclimatic?learning activities require •Then, they do research, discuss different possibilities, and take field trips with the goal ofstudents to move beyond determining the best solution to their bioclimatic problem, developing their critical thinking.reproducing what they have •They conduct research using a variety of sources, from the Internet to interviews with experts. Theylearned to building work on the project for a period of two/three weeks.knowledge through •Like in the real word, they actually try to solve their problem, and they forget that this is aninterpretation, analysis, academic activity in one discipline (technology), because the project-based learning crosses severalsynthesis, or evaluation. disciplines. •This is the best way to achieve the knowledge building.Extended LearningBeyond the Classroom The project involves the whole community, because students provide solutions to real problems, trying to decrease pollution ratings, and sparing energy and const in their homes.If the learning experience isnot bound by classroom The learning experience pretends to offer an approach to improve energetic efficiency and comfortwalls, time-frame of at home, while helping to protect the environment.conventional lessons,subject parameters – please During the project, students involved must develop their ability to concern parents, neighborhood, and enterprises, to take active part in reducing the energy consumption in buildings. Families areshow examples of this. concerned and collaborate helping students to fulfill the bioclimatic-quiz, the first step of the project.If the project addresses realworld issues (i.e. authentic To decide the best solution to their problems, students have not only made a research at thesituation and data from links proposed, but they do a real one, looking for technical information and prices to elaborateoutside the classroom) or their budgets and technical reports.has meaningful impact on Several enterprises in the area, have been requested for information and technical advice.communities locally and / or Companies collaborating are placed near Sariñena, dedicated to solar energy system design andglobally please show installations, isolation, renewable energy, and heating and cooling systems.examples of this.
    9. 9. The concept of wiki itself involves collaboration: Students have all editing rights, so they canCollaboration add, modify or delete its content easily, and it is created collaboratively, under the teacher’s supervision .Examples of how the It is used as cooperative ICT tool, less static than a blog, it’s intuitive and easy-to-use forstudents work with other students, and its openness allows interactions in real time, because the uploads appearpeople, sharing responsibility almost instantly online. This fact encourages them to go on.while making substantive In this sense, teacher must be careful to avoid inappropriate behavior, or information. Thedecisions for developing a wiki requires user authentication to edit, to avoid abuses.joint product, a design, or ananswer to a complex Here are some examples:question. Students may be Students can do the research individually or in group, and work with other people bycollaborating with their peers sharing the information on the wiki.in the classroom, or with Share responsibility when establishing the way they doing research, who’s going to takestudents or adults outside the field trips, or how are they going to share the different tasks during the project.classroom They make substantive decisions when determining the best solution to their bioclimatic problem, developing its critical thinking, and so when they create they slideshows. They collaborate with their peers, thanks to their contributions to the wiki. They also collaborate with adults outside the classroom when conducting research, during the field trips, and interviews with experts, as long as with families when fulfilling the quiz at the beginning of the process. Another example of collaboration, is our contribution to an e-Twinning project called: The earth is crying, will you spare a minute?” which allows communication between different schools in Europe, using internet, to share experiences and knowledge about environmental problems. See more information here:
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