This document summarizes an eTwinning live event for the dissemination of the C.C.A. Climate Change Awareness project from 2019-2020. The event involved 126 students and 12 teachers from 5 schools in Portugal, Croatia, Italy, Tunisia and Poland. The project aimed to increase awareness of climate change causes and consequences, teach media literacy and how to form opinions. Students explored climate change topics over 5 steps and used various ICT tools for collaboration between schools. Presentations discussed the cross-curricular nature of the project, communication strategies, and final products created.
This document discusses the adoption of Google Apps for Education. It begins with an overview of how Google Apps was developed from 2006 onward. It then discusses how Google Apps enhances collaboration, facilitates learning styles, and promotes peer-to-peer learning. Barriers to adoption like cost and technology expertise are reduced with Google Apps. The document outlines the innovation-decision process of adoption in schools and universities. Metrics like surveys and tests are suggested to measure Google Apps' effectiveness. Finally, it discusses advantages like no installation or licensing fees required.
This document summarizes trends in educational technology for K-12 teachers based on several reports. It outlines key trends accelerating technology adoption from reports such as increasing blended learning, rise of STEAM learning, and shift to deeper learning approaches. Challenges to technology adoption like infrastructure limitations are also noted. Resources on topics like learning analytics, open educational resources, and partnerships for 21st century skills are referenced for further reading.
How can the SDGs be taught at schools? Should lessons on Sustainability and the SDGs be compulsory? What can we learn from Italy? Read more in our blog
Projeto eTwinning Be the change take the challenge (Versão Portuguesa)Maria Silva
The document discusses education's transformative power to promote human rights, eradicate poverty, build a better future for all based on equality and justice, and foster cultural diversity and international cooperation. It describes an eTwinning project called "Be the Change, Take the Challenge" that aims to show students the power of global collaboration and raise their awareness of global issues and how they can help solve problems in their communities. The project uses project-based learning to integrate these topics into the English curriculum and help students develop skills like critical thinking, problem-solving, and oral presentation.
Curriculum development for climate change education in global south.Tove Holm
Workshop helöd at the UniPID course by at University of Tampere: Curriculum Development for Climate Change Education in Global South, on January 17th , 2022
I-HE2020 Digitally back and forth? New mobility patterns across EuropeEADTU
The document discusses how COVID-19 has impacted international student mobility in Germany and Europe. A DAAD study found that 80,000 international students left Germany after the outbreak and two-thirds of German universities saw disrupted study plans. Universities responded by offering virtual options, but uncertainty remains around how many students will utilize these. The DAAD has launched new digital programs to support internationalization efforts during the pandemic, including programs for virtual academic collaboration and digitizing international master's programs. Overall, the pandemic has accelerated digitalization in higher education and international cooperation.
This document discusses education for sustainable development and accompanying students in developing key competencies. It emphasizes that students need to understand from an early age that environmental sustainability is necessary and that they must participate in protecting the planet. The document also references several competency frameworks for sustainable development and entrepreneurship. It describes course offerings of 30 ECTS and 6 ECTS that bring together mixed groups of students from different programs to work on real-life sustainability challenges using design thinking methods and partner with iLabs and iLivingLabs.
This project aimed to teach students about bioeconomy and sustainability. Students engaged in activities like cleaning, recycling waste, and learning about bioproducts. They collaborated internationally online using tools like Padlet, Canva and Kahoot. The project helped develop students' 21st century skills and awareness of climate change issues.
This document discusses the adoption of Google Apps for Education. It begins with an overview of how Google Apps was developed from 2006 onward. It then discusses how Google Apps enhances collaboration, facilitates learning styles, and promotes peer-to-peer learning. Barriers to adoption like cost and technology expertise are reduced with Google Apps. The document outlines the innovation-decision process of adoption in schools and universities. Metrics like surveys and tests are suggested to measure Google Apps' effectiveness. Finally, it discusses advantages like no installation or licensing fees required.
This document summarizes trends in educational technology for K-12 teachers based on several reports. It outlines key trends accelerating technology adoption from reports such as increasing blended learning, rise of STEAM learning, and shift to deeper learning approaches. Challenges to technology adoption like infrastructure limitations are also noted. Resources on topics like learning analytics, open educational resources, and partnerships for 21st century skills are referenced for further reading.
How can the SDGs be taught at schools? Should lessons on Sustainability and the SDGs be compulsory? What can we learn from Italy? Read more in our blog
Projeto eTwinning Be the change take the challenge (Versão Portuguesa)Maria Silva
The document discusses education's transformative power to promote human rights, eradicate poverty, build a better future for all based on equality and justice, and foster cultural diversity and international cooperation. It describes an eTwinning project called "Be the Change, Take the Challenge" that aims to show students the power of global collaboration and raise their awareness of global issues and how they can help solve problems in their communities. The project uses project-based learning to integrate these topics into the English curriculum and help students develop skills like critical thinking, problem-solving, and oral presentation.
Curriculum development for climate change education in global south.Tove Holm
Workshop helöd at the UniPID course by at University of Tampere: Curriculum Development for Climate Change Education in Global South, on January 17th , 2022
I-HE2020 Digitally back and forth? New mobility patterns across EuropeEADTU
The document discusses how COVID-19 has impacted international student mobility in Germany and Europe. A DAAD study found that 80,000 international students left Germany after the outbreak and two-thirds of German universities saw disrupted study plans. Universities responded by offering virtual options, but uncertainty remains around how many students will utilize these. The DAAD has launched new digital programs to support internationalization efforts during the pandemic, including programs for virtual academic collaboration and digitizing international master's programs. Overall, the pandemic has accelerated digitalization in higher education and international cooperation.
This document discusses education for sustainable development and accompanying students in developing key competencies. It emphasizes that students need to understand from an early age that environmental sustainability is necessary and that they must participate in protecting the planet. The document also references several competency frameworks for sustainable development and entrepreneurship. It describes course offerings of 30 ECTS and 6 ECTS that bring together mixed groups of students from different programs to work on real-life sustainability challenges using design thinking methods and partner with iLabs and iLivingLabs.
This project aimed to teach students about bioeconomy and sustainability. Students engaged in activities like cleaning, recycling waste, and learning about bioproducts. They collaborated internationally online using tools like Padlet, Canva and Kahoot. The project helped develop students' 21st century skills and awareness of climate change issues.
Climate volunteers prezentare cerc nov 2021Alis Popa
This document summarizes a project titled "Climate Volunteers" that won the 16-19 age category of the 2021 eTwinning European Prize. The project was a collaboration between students in Turkey, Romania, Moldova, and Ukraine. It had the objectives of understanding climate change, developing discussion and research skills, combating and adapting to climate change, and developing 21st century skills. Over its duration from February to June, the project involved activities such as creating communication channels between the schools, choosing a logo and slogan, creating awareness videos about climate change, discussions on forums, mind maps and posters about climate change, and producing a final collaborative magazine and song.
Is there an app for embedding Digital Literacies into the curriculum? Chris O'Reilly
This document outlines the history and current status of a project called "Clued Up!" which aimed to embed digital literacies into the curriculum at London Met University. It began in 2013 with the goals of understanding students' digital skills and creating online resources. Student digital ambassadors helped develop workshops and resources. While initial phases saw success, later bids for funding were rejected and momentum faded as staff moved on. Currently, the creator is looking for ways to continue engaging students through workshops and curriculum integration, while acknowledging the need to empower students and avoid adding undue stress through an overemphasis on digital technologies.
This document summarizes an international project and awards won in 2021 by Alina Mirela Popa, a food industry engineer and teacher in Romania. It discusses her qualifications and experience in educational programs. It then describes an eTwinning project called "Climate Volunteers" that she coordinated from 2019-2022 across 5 countries. The project aimed to raise awareness of climate change among students and develop their collaboration skills. Key activities included creating awareness videos and materials about climate impacts, discussions on climate solutions, and presenting the work through a website. The project was awarded the eTwinning European Prize in the 16-19 age category.
Taking Green Care to the next level_ Davide PettenellaEtifor srl
The Green4C project was a three-year Erasmus project that aimed to innovate and promote nature-based health and social care through university-business alliances. Over the course of the project, they produced various outputs including 20 factsheets, an EU Blueprint on Green Care, an e-learning course, and national hackathons in 6 countries. The project also organized a Green4C Summer School and established the Green4C Alliance community. While the project has concluded, the partners aim to continue promoting nature-based solutions through ongoing initiatives like the Green4C Alliance, Manifesto, and new project proposals.
The document discusses a project called "podcASTIng" in which students in Asti, Italy produced audio and video guides of their city. They observed, researched, took photos and videos, and edited their materials to create 13 video guides, one of which was translated to English and Spanish. The project promoted tourism, community engagement, and digital skills development. It combined traditional classroom learning with hands-on work, allowing students to be actively involved in their own learning. The students surveyed believed that for wider adoption of such technology-enhanced learning, teachers need more digital skills training and schools require improved computer equipment and broadband access.
Smart cities - Perspectives from the SouthWaternomics
This document discusses perspectives on smart cities, particularly from developing countries in the global South. It outlines key challenges facing cities related to mobility, resources, and the environment. Smart cities aim to address these challenges through ICT-enabled urban innovation projects and continuous processes. The document presents the "SCID" framework for designing smart city initiatives and discusses how smart cities can help implement the UN's Sustainable Development Goals. Examples are given of smart city solutions in developing areas for renewable energy, water mapping, real estate projects, and partnerships between governments and private organizations. The document argues that the SDGs will increasingly frame smart city efforts in Africa.
Scatol8® system for education on Sustainability. Design and implementation of...Scatol8
The document describes the Scatol8 system, a simulation model for promoting education about sustainability in Italy. It discusses the history of environmental education in Italy and the need for new tools like e-learning, mobile learning, and IoT. The Scatol8 system uses a sensor network and open-source hardware/software to monitor environmental variables. An agent-based simulation models how the system could diffuse through schools using different strategies like word-of-mouth, internet promotion, or external sponsors. The simulation explores achieving broader adoption across geographic and education levels.
This document outlines an organization called Apps for Good that aims to teach students coding skills through developing apps that solve real-world problems. Their vision is to grow a new generation of problem solvers who can create and market products that change the world. They provide app development content and communities through their platform to teach students technical and soft skills. They have seen success in the UK and Catalonia in improving students' programming, teamwork, communication and problem solving abilities. They now aim to test international scaling of their model.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
This document outlines Jisc's visions for 2020 and how they developed those visions. It discusses key points from each vision, including data, student/learner control, AI and automation, staff skills, and more. It also notes how Jisc's current portfolio partly delivers the visions and how they can add to the portfolio. The document encourages readers to get involved and provides contact information.
A webinar on the outcomes of the School on the Cloud project, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
These are the slides from the Work Smarter Together event run on 23 October 2019.
If you download them you'll get to see the slide transitions and speaker notes which do not show in SlideShare (as least not that I know how to make it happen).
Michael
This document outlines the plan for a Digital Academy eTwinning project on bringing eSafety into eTwinning projects. The project will take place over 5 stages from February to May 2022, focusing on digital security, digital literacy, media literacy and disinformation, and digital transformation. Each stage will include activities like mind maps, quizzes, logo competitions, and collaborative works. The project aims to develop students' digital skills and combat disinformation. Partners will communicate using various online tools and share their work through a virtual exhibition. Surveys will be used to evaluate the project's effectiveness.
Open Geospatial Labs are being established worldwide as part of an agreement between the International Cartographic Association and the Open Source Geospatial Foundation to expand geospatial research and education globally. Openness through open source software, open data, and open educational resources is fundamental to helping achieve the UN's 2030 Sustainable Development Goals. The "Geo for All" initiative aims to establish over 1,000 open geospatial labs in universities and schools worldwide by 2018 to provide open education, research, and training opportunities through a global community of contributors from various sectors.
Project ANEMELO : this newsletter provides in introduction to the project.
The project is co-funded by the Erasmus+ Programme of the European Union. The content in this document only reflects the views of the project responsibles. The European Commission is in no way responsible for any use that may be made of the information it contains.
The document provides a program report for Collaborate for Social Impact (C4SI) in 2015. C4SI is an annual experiential educational program run by Just Innovate that brings together 47 students from 6 universities and 24 countries over 2 months. Students work in teams on 11 challenges provided by organizations and develop 11 social innovations. The program includes workshops on topics like human-centered design, team dynamics, and pitching. Students progress through phases of ideating, prototyping, and pitching their solutions. The program aims to foster creativity and inspire social change through collaboration on real-world problems.
The document provides a program report for Collaborate for Social Impact (C4SI) in 2015. C4SI is an annual experiential educational program run by Just Innovate that brings together 47 students from diverse backgrounds to develop innovative solutions to 11 social challenges. Over the course of 8 weeks, students participated in workshops on topics like human-centered design, team dynamics, and pitching. Students worked in teams and received mentorship to develop 11 social innovations, which they pitched at a final Demo Day event. The program aimed to foster creativity, collaboration, and social change among student communities.
The Ecocitizen World Map project utilizes crowd mapping, GIS and social media to engage citizens in assessing and improving urban sustainability. Funded by AGEDI, it is guided by Ecocity Builders' International Ecocity Framework. Citizens report observations using mobile apps or websites, with posts translated to maps identifying areas for improvement. The project aims to impact Brazil, Colombia, Egypt and Morocco over its timeline from 2013 to 2016.
07/10/2013 - European Schoolnet
Mainstreaming the iTEC project
The magazine summarises the developments and results of the iTEC project up to date. Within iTEC, educational tools and resources have been piloted in over 2,000 classrooms across 19 European countries with the key objective of providing a sustainable model for fundamentally redesigning teaching and learning.
On the first day of activities in Perugia, students participated in sports activities like volleyball, presented projects they had prepared using Genially about light and the eye, had lunch, listened to a welcome speech from local authorities, and visited the National Gallery of Umbria. In the afternoon and evening, some students went to the city center of Perugia, ate ice cream with friends, visited a restaurant and the Luna Park amusement park, and had dinner with their host families.
Climate volunteers prezentare cerc nov 2021Alis Popa
This document summarizes a project titled "Climate Volunteers" that won the 16-19 age category of the 2021 eTwinning European Prize. The project was a collaboration between students in Turkey, Romania, Moldova, and Ukraine. It had the objectives of understanding climate change, developing discussion and research skills, combating and adapting to climate change, and developing 21st century skills. Over its duration from February to June, the project involved activities such as creating communication channels between the schools, choosing a logo and slogan, creating awareness videos about climate change, discussions on forums, mind maps and posters about climate change, and producing a final collaborative magazine and song.
Is there an app for embedding Digital Literacies into the curriculum? Chris O'Reilly
This document outlines the history and current status of a project called "Clued Up!" which aimed to embed digital literacies into the curriculum at London Met University. It began in 2013 with the goals of understanding students' digital skills and creating online resources. Student digital ambassadors helped develop workshops and resources. While initial phases saw success, later bids for funding were rejected and momentum faded as staff moved on. Currently, the creator is looking for ways to continue engaging students through workshops and curriculum integration, while acknowledging the need to empower students and avoid adding undue stress through an overemphasis on digital technologies.
This document summarizes an international project and awards won in 2021 by Alina Mirela Popa, a food industry engineer and teacher in Romania. It discusses her qualifications and experience in educational programs. It then describes an eTwinning project called "Climate Volunteers" that she coordinated from 2019-2022 across 5 countries. The project aimed to raise awareness of climate change among students and develop their collaboration skills. Key activities included creating awareness videos and materials about climate impacts, discussions on climate solutions, and presenting the work through a website. The project was awarded the eTwinning European Prize in the 16-19 age category.
Taking Green Care to the next level_ Davide PettenellaEtifor srl
The Green4C project was a three-year Erasmus project that aimed to innovate and promote nature-based health and social care through university-business alliances. Over the course of the project, they produced various outputs including 20 factsheets, an EU Blueprint on Green Care, an e-learning course, and national hackathons in 6 countries. The project also organized a Green4C Summer School and established the Green4C Alliance community. While the project has concluded, the partners aim to continue promoting nature-based solutions through ongoing initiatives like the Green4C Alliance, Manifesto, and new project proposals.
The document discusses a project called "podcASTIng" in which students in Asti, Italy produced audio and video guides of their city. They observed, researched, took photos and videos, and edited their materials to create 13 video guides, one of which was translated to English and Spanish. The project promoted tourism, community engagement, and digital skills development. It combined traditional classroom learning with hands-on work, allowing students to be actively involved in their own learning. The students surveyed believed that for wider adoption of such technology-enhanced learning, teachers need more digital skills training and schools require improved computer equipment and broadband access.
Smart cities - Perspectives from the SouthWaternomics
This document discusses perspectives on smart cities, particularly from developing countries in the global South. It outlines key challenges facing cities related to mobility, resources, and the environment. Smart cities aim to address these challenges through ICT-enabled urban innovation projects and continuous processes. The document presents the "SCID" framework for designing smart city initiatives and discusses how smart cities can help implement the UN's Sustainable Development Goals. Examples are given of smart city solutions in developing areas for renewable energy, water mapping, real estate projects, and partnerships between governments and private organizations. The document argues that the SDGs will increasingly frame smart city efforts in Africa.
Scatol8® system for education on Sustainability. Design and implementation of...Scatol8
The document describes the Scatol8 system, a simulation model for promoting education about sustainability in Italy. It discusses the history of environmental education in Italy and the need for new tools like e-learning, mobile learning, and IoT. The Scatol8 system uses a sensor network and open-source hardware/software to monitor environmental variables. An agent-based simulation models how the system could diffuse through schools using different strategies like word-of-mouth, internet promotion, or external sponsors. The simulation explores achieving broader adoption across geographic and education levels.
This document outlines an organization called Apps for Good that aims to teach students coding skills through developing apps that solve real-world problems. Their vision is to grow a new generation of problem solvers who can create and market products that change the world. They provide app development content and communities through their platform to teach students technical and soft skills. They have seen success in the UK and Catalonia in improving students' programming, teamwork, communication and problem solving abilities. They now aim to test international scaling of their model.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
This document outlines Jisc's visions for 2020 and how they developed those visions. It discusses key points from each vision, including data, student/learner control, AI and automation, staff skills, and more. It also notes how Jisc's current portfolio partly delivers the visions and how they can add to the portfolio. The document encourages readers to get involved and provides contact information.
A webinar on the outcomes of the School on the Cloud project, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
These are the slides from the Work Smarter Together event run on 23 October 2019.
If you download them you'll get to see the slide transitions and speaker notes which do not show in SlideShare (as least not that I know how to make it happen).
Michael
This document outlines the plan for a Digital Academy eTwinning project on bringing eSafety into eTwinning projects. The project will take place over 5 stages from February to May 2022, focusing on digital security, digital literacy, media literacy and disinformation, and digital transformation. Each stage will include activities like mind maps, quizzes, logo competitions, and collaborative works. The project aims to develop students' digital skills and combat disinformation. Partners will communicate using various online tools and share their work through a virtual exhibition. Surveys will be used to evaluate the project's effectiveness.
Open Geospatial Labs are being established worldwide as part of an agreement between the International Cartographic Association and the Open Source Geospatial Foundation to expand geospatial research and education globally. Openness through open source software, open data, and open educational resources is fundamental to helping achieve the UN's 2030 Sustainable Development Goals. The "Geo for All" initiative aims to establish over 1,000 open geospatial labs in universities and schools worldwide by 2018 to provide open education, research, and training opportunities through a global community of contributors from various sectors.
Project ANEMELO : this newsletter provides in introduction to the project.
The project is co-funded by the Erasmus+ Programme of the European Union. The content in this document only reflects the views of the project responsibles. The European Commission is in no way responsible for any use that may be made of the information it contains.
The document provides a program report for Collaborate for Social Impact (C4SI) in 2015. C4SI is an annual experiential educational program run by Just Innovate that brings together 47 students from 6 universities and 24 countries over 2 months. Students work in teams on 11 challenges provided by organizations and develop 11 social innovations. The program includes workshops on topics like human-centered design, team dynamics, and pitching. Students progress through phases of ideating, prototyping, and pitching their solutions. The program aims to foster creativity and inspire social change through collaboration on real-world problems.
The document provides a program report for Collaborate for Social Impact (C4SI) in 2015. C4SI is an annual experiential educational program run by Just Innovate that brings together 47 students from diverse backgrounds to develop innovative solutions to 11 social challenges. Over the course of 8 weeks, students participated in workshops on topics like human-centered design, team dynamics, and pitching. Students worked in teams and received mentorship to develop 11 social innovations, which they pitched at a final Demo Day event. The program aimed to foster creativity, collaboration, and social change among student communities.
The Ecocitizen World Map project utilizes crowd mapping, GIS and social media to engage citizens in assessing and improving urban sustainability. Funded by AGEDI, it is guided by Ecocity Builders' International Ecocity Framework. Citizens report observations using mobile apps or websites, with posts translated to maps identifying areas for improvement. The project aims to impact Brazil, Colombia, Egypt and Morocco over its timeline from 2013 to 2016.
07/10/2013 - European Schoolnet
Mainstreaming the iTEC project
The magazine summarises the developments and results of the iTEC project up to date. Within iTEC, educational tools and resources have been piloted in over 2,000 classrooms across 19 European countries with the key objective of providing a sustainable model for fundamentally redesigning teaching and learning.
Similar to C.c.a. climate change awareness DISSEMINATION (20)
On the first day of activities in Perugia, students participated in sports activities like volleyball, presented projects they had prepared using Genially about light and the eye, had lunch, listened to a welcome speech from local authorities, and visited the National Gallery of Umbria. In the afternoon and evening, some students went to the city center of Perugia, ate ice cream with friends, visited a restaurant and the Luna Park amusement park, and had dinner with their host families.
four lessons about philosophy. Students focused on Nature concept during the centuries, from ancient Greeks till the contemporary ethical approaches.
Last lesson is a brief reflection about Nature during Covid-19 time
This document summarizes key ideas about the concept of nature in philosophy. It discusses nature as viewed by ancient Greek philosophers like Aristotle, Renaissance philosophers like Giordano Bruno, and how the modern scientific view turned nature into a mechanistic system to be conquered. It also examines the double meaning of nature as both a living organism and a mechanism. Finally, it explores new approaches to environmental ethics and how the COVID-19 pandemic has highlighted humanity's interdependence with nature.
Quest'opera è stata rilasciata con licenza Creative Commons Attribuzione - Non commerciale - Condividi allo stesso modo 4.0 Internazionale. Per leggere una copia della licenza visita il sito web http://creativecommons.org/licenses/by-nc-sa/4.0/.
This document outlines an eTwinning project between schools in Germany, Poland, Spain, Greece, and Italy focused on cultural heritage. The project aims to embed cultural heritage in education and discover shared culture and identity. Key aspects of the project include using the myth of the Argonauts and their journey aboard the ship Argo as a framework to explore various countries' cultural heritage through virtual forums, pages, and activities on a Twinspace platform. Students will ultimately produce a final product and evaluation garden to reflect what they learned about how culture defines humanity and shared identity.
The Argo's Museum houses several renowned masterpieces that represent the best of Italy's artistic heritage and cultural values, including Botticelli's La Primavera, Michelangelo's David, Leonardo da Vinci's Mona Lisa, and others. Each piece has unique features - La Primavera is full of allegories and hidden meanings; David displays the perfect human body and ideal male beauty; Mona Lisa is known for her enigmatic smile and deep eyes. The works were selected as visual translations of Italy's values that have had significant cultural influence.
The document discusses various genres of German music and artists. It describes Johann Sebastian Bach as an influential German composer from the Baroque era. It outlines the history and popularity of German Schlager music after World War 2, mentioning artists like Helene Fischer. It also discusses the Neue Deutsche Welle genre from the 1980s that was influenced by punk and new wave. The rock band Scorpions are highlighted as having sold over 110 million records worldwide since 1965. Finally, it introduces contemporary pop singer Wincent Weiss who rose to fame on a talent show.
Tunisian music draws from a variety of influences and cultures. Malouf is a classical Arabic style that originated in the medieval courts of North Africa and Spain, while Mezwed incorporates Amazigh rhythms and instruments like bagpipes. Sufi music is used in spiritual rituals and varies between brotherhoods. Stambeli music combines Sub-Saharan African traditions brought by former slaves with local Islamic practices. Today, rap and pop have emerged alongside continued innovation in traditional folk styles.
This document provides information on several famous German artists from history and today. It discusses Albrecht Dürer, one of Germany's most famous Renaissance artists known for his paintings and prints. It also mentions Maria Sibylla Merian, known for her naturalist engravings of insects and plants. The document profiles Max Liebermann, a famous German impressionist painter who had to resign from his position due to his Jewish heritage under the Nazis. It also summarizes key German expressionist artists including Paula Modersohn-Becker, one of the first female painters to paint nude self-portraits, and Franz Marc, known for his brightly colored animal paintings and co-founding the artist group "Der
This document summarizes four prehistoric works of art found in Germany: the Venus of Schelklingen figurine, the Nebra Sky Disk, the Golden Hat of Schifferstadt, and the Prince of Glauberg statue. The Venus of Schelklingen is a 6cm mammoth ivory figurine that is 35,000-40,000 years old. The Nebra Sky Disk is a bronze disc from around 1600 BC that is considered the oldest depiction of the cosmos. The Golden Hat of Schifferstadt is a 29.6cm gold hat from 1400 BC that may have been part of a sun cult headdress. The Prince of Glauberg is a life-size
The Divine Comedy is a seminal Italian poem from the early 14th century considered the greatest work of Italian literature. It uses an imaginative vision of the afterlife to represent the medieval worldview and helped establish the Tuscan language. The poem has inspired artists for centuries. The Betrothed is an influential 19th century Italian novel dealing with themes of love, power, and morality that questions social classes and choices. It is considered a masterpiece of world literature and basis for modern Italian. The Name of the Rose is a historical mystery novel set in an abbey in 1327 revolving around the library's secret labyrinth structure and referencing postmodern ideas of texts referring to other texts. Christ Stopped at Eboli
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
by C.C.A. team
C.C.A.
Climate Change Awareness
6/07/2020 eTwinning live event
1
2. 126 students and 12 teachers
1. Agrupamento de Escolas de Parede
2. Gimnazija Metković
3. Liceo Scientifico Statale “G. Galilei”
4. Lycée de Grombalia
5. VI Liceum Ogólnokształcące im. Jana i Jędrzeja
Śniadeckich
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
2
3. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
GIUSI GUALTIERI
6/07/2020 eTwinning live event
3
C.C.A. PEDOGOGICAL
INNOVATION
Space and pages
4. Our project
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
4
The project is cross curricular.
We worked on several topics such as
media literacy, Netiquette and fake
news, but our main subject was
climate change (causes and
consequences) and, related to it, new
ethical paradigms.
5. We wanted our students
1) to know what climate change is;
2) to learn about how to get a correct information for
building their own opinion;
3) to become aware about global crisis and possible
solutions learning new ethic paradigms such as deep
ecology, conservationism or ethic of responsibility.
4) to discover what means to be an “active citizen”
The aims
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
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6. Work process
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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5 STEP : what can we do, as individual, for
helping our planet ?
4 STEP : are we responsible of animals
plants and future generation?
3 STEP : what are the causes and the
consequences of C.C.?
2 STEP: how can we build our own
opinion?
1 STEP: how can we use in a responsible
way internet ?
10. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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11. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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12. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
LAMIA BEN AMOR
6/07/2020 eTwinning live event
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COMMUNICATION AND
COLLABORATION
The key to a successful
project
13. KEY INGREDIENTS FOR A SUCCESSFUL
PROJECT
well-planned activities and effective choice
of ICT tools.
Coordination, collaboration and constant
communication between teachers and
students.
Supporting each other constantly and
learning and teaching while doing.
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
14. Giving students space to have their say about the
activities, to create and express themselves:
Most successful tasks: haikus to nature, creations
of logos, videos about Covid-I9 and pledges to
help the planet.
Being flexible and shifting focus according to new
situations. ( Covid-I9 was an opportunity to learn,
become more aware about the environment).
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
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KEY INGREDIENTS FOR A SUCCESSFUL PROJECT
15. Haiku to nature
Covid-I9 effects
https://youtu.be/gnXaUjzKunw
://www.youtube.com/watch?v=
7s6mtDgFovU&t=6s
"https://read.bookcreator.com
/4W39Xq2q7GXQkLdXZOeWv
MBP17x2/oleh8UEuRkSfhXc94
9UoXQ"
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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16. CONSTANT COMMUNICATION
• Online meetings:
A)first meeting: Division of international
groups.
B)last meeting: getting together again,
watching the videos on Covid-I9 and
evaluation of the project.
● Creation of WhatsApp groups for teachers and
students.
● The Twinspace: Forums and threads.
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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17. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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WhatsApp groups
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19. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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20. Collaboration
● The use of ICT tools has facilitated
collaboration between students: E.G:
creation of a Google classroom, editing
books, images and wakelets, voting for our
logo, collaborating to make a video on
Covid-I9 ...
● Seeking the help of colleagues at school:
biology, maths, chemistry teachers.
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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21. MORE ICT TOOLS
The use of Flipgrid, Wakelet, Trello, Lino,
Book creator to work collaboratively.
https://wke.lt/w/s/2KI5Vl
The video below sums it all.
https://spark.adobe.com/page/yIi29oftjaEQt/
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
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22. TEACHER TRAINING
Benefiting from webinars and online courses on
climate change: “climate interactive,org”
climate action simulation scenarios which is a
very developed tool that shows students how
we can curb the effects of global warming and
rise in temperatures.
https://en-
roads.climateinteractive.org/scenario.html?v=2
.7.19
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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23. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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https://drive.google.com/file/d/1aUcCcYksT8vZv42hlUUFgv
qSejTmuxJw/view?usp=sharing
Make sure the task is clear for your
students.
24. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
HEDIA ZRELLI
6/07/2020 eTwinning live event
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CROSSCURRICULAR
Integration in the school
program
25. Integration in the school program
We integrated our etwinning project into
the school program, it helped us carry it out
and kept the students motivated.
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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26. Integration in the school program
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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Students were
divided into groups
to search some
information
Students suggested
the work plan to
their project
partners
27. Integration in the school program
Students are self-directed learners
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
live event 6/7/2020
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28. Integration in the school program
The problem of global warming and climate
change is a global issue that is part of the
school programme:
We deal with “the geography of the Arab
World and Tunisia” within there is a great
part which deals with water resources and
the problems of water scarcity in the region
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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29. Integration in the school program
-This problem is linked to Climate Change
which affects other aspects such as
agriculture, social stability, trade...etc
-There is a whole module
about it in the English
course.
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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30. - There is even a lesson in the 3rd year
english book about “whether global
warming is a natural or a human- made
phenomenon”
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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31. Integration in the school program
-It is part of the biology course. For
philosophy, there are topics such as the
definition of nature and the new ethical
paradigms
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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Visit to Euchkel
A great national
Park
32. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination
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https://wordart.com/k0mg7l965i96/word-art
Our cross curricular project
33. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
ANA PAULA ALEXANDRE
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ETWINNING PROJECT AS THE ENGINE OF
THE LEARNING PROCESS
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35. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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36. eTwinning project as the engine of the learning process
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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Environmental
problems,
different human
impacts?
37. C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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eTwinning project as the engine of the learning process
38. eTwinning project as the engine of the learning process
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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• the importance of the international community in the
management of common goods.
Understand
• problems in the management of common resources such
as the oceans and Antarctica;
• the need to rethink economic growth in a perspective of
sustainable development.
Reflect
• concrete situations that can affect world security;
• sustainability capacity of large urban agglomerations;
• adoption of suitable alternative solutions.
Debate
Environmental
problems, different
human impacts?
39. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
JOANNA LISEWSKA
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C.C.A. FINAL PRODUCTS
41. EVALUATION
Please do go to www.menti.com/join
presentation and type in the code you see on
the screen.
https://www.mentimeter.com/app
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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42. C.C.A. team teachers coordinator
C.C.A. CLIMATE CHANGE AWARENESS _ dissemination program _ eTwinning
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Ana Paula Ana Joanna Giusi Hedia Lamia
43. Dissemination live event eTwinning project “C.C.A. Climate Change Awareness” 2019-2020
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Thank you for your
attention!
لحضوركم شكرا
Merci pour vôtre attention !
Obrigada pela vossa atenção !
Dziękujemy za uwagę !
Grazie per la vostra attenzione!