Vitaal project presented at Slanguages 2008 conferenceTon Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
This project aims to motivate students to learn about young people in other countries by comparing lives across generations using ICT tools like blogs, videos and social networks. The goals are to promote group work, learning foreign languages and technical skills while learning about different traditions. Students will introduce themselves and their families, homes, schools and free time activities. The project partners are from Spain, Latvia, Czech Republic, Italy, Portugal and Romania.
This document provides information about study visits for education specialists and decision makers. Study visits allow participants to exchange experiences and transfer knowledge between EU countries, Norway, Iceland, Switzerland, Turkey and Croatia. They are coordinated by CIMO in Finland and Cedefop at the European level. Target groups include education specialists in basic, secondary and adult education. Study visits involve investigating an educational system and topic through lectures, institution visits, and cultural activities. The application deadline is October 15th 2013 for study visits taking place from March 1st to June 30th 2014. Additional information is available on CIMO's website.
This document provides information about international learning opportunities for teachers and students through programs like eTwinning, Erasmus+, and Connecting Classrooms. It describes how eTwinning allows collaboration between European teachers and students online through projects. A case study is presented on a primary school that found success through eTwinning. Benefits included increased technology, sharing ideas, and international experiences for students. Information is also provided on the Erasmus+ program funding for mobility and partnerships. Workshops and support are offered to guide schools through the application process for these international opportunities.
Ka2 a l'Erasmus+ i InimationInClay Diocesana de Navàsrcastel7
The document discusses how to submit a proposal for an Erasmus+ Strategic Partnership (KA2) grant. It provides details on the types of associations that can be proposed, the requirements for partners and their registration, how to fill out the application form, plans for mobility activities, budgeting, financing, and required documents. Evaluation criteria are also outlined, along with additional resources for more information on the Erasmus+ program. An example Erasmus KA2 project from 2014-2016 involving clay animation workshops in multiple European countries is then described in detail to illustrate what a successful partnership application looks like.
Intercultural education in Latvia incorporates digital media through projects, research, and language learning that utilize multimedia equipment like computers, projectors, and cameras. Students collaborate and exchange information with peers in Romania via video conference and online tools such as Wikispaces, Skype, Google Drive, PowerPoint, Dropbox, and social networks to support their work in an eTwinning project.
eTwinning microevents in Italy - Spring Campaign 2013 alexandratosi
Short best practice presentation prepared for the eTwinning Ambassadors' Conference held in Catania, 17-19 October 2013 - by Alexandra Tosi, Antonietta Calò and Claudio Natale
This document summarizes the evolution of the eTwinning program from 2005 to 2008. It began as a Comenius action under the Lifelong Learning Programme to connect schools across Europe and promote teacher training through online partnerships. Between 2005-2008, informal collaboration and resource sharing beyond formal projects increased its reach. This led to the development of eTwinning 2.0 with a focus on community building, peer learning, and networking beyond individual projects. Upcoming learning events in April will provide training on communication tools and setting up cross-country classroom collaborations in various subject areas.
Vitaal project presented at Slanguages 2008 conferenceTon Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
This project aims to motivate students to learn about young people in other countries by comparing lives across generations using ICT tools like blogs, videos and social networks. The goals are to promote group work, learning foreign languages and technical skills while learning about different traditions. Students will introduce themselves and their families, homes, schools and free time activities. The project partners are from Spain, Latvia, Czech Republic, Italy, Portugal and Romania.
This document provides information about study visits for education specialists and decision makers. Study visits allow participants to exchange experiences and transfer knowledge between EU countries, Norway, Iceland, Switzerland, Turkey and Croatia. They are coordinated by CIMO in Finland and Cedefop at the European level. Target groups include education specialists in basic, secondary and adult education. Study visits involve investigating an educational system and topic through lectures, institution visits, and cultural activities. The application deadline is October 15th 2013 for study visits taking place from March 1st to June 30th 2014. Additional information is available on CIMO's website.
This document provides information about international learning opportunities for teachers and students through programs like eTwinning, Erasmus+, and Connecting Classrooms. It describes how eTwinning allows collaboration between European teachers and students online through projects. A case study is presented on a primary school that found success through eTwinning. Benefits included increased technology, sharing ideas, and international experiences for students. Information is also provided on the Erasmus+ program funding for mobility and partnerships. Workshops and support are offered to guide schools through the application process for these international opportunities.
Ka2 a l'Erasmus+ i InimationInClay Diocesana de Navàsrcastel7
The document discusses how to submit a proposal for an Erasmus+ Strategic Partnership (KA2) grant. It provides details on the types of associations that can be proposed, the requirements for partners and their registration, how to fill out the application form, plans for mobility activities, budgeting, financing, and required documents. Evaluation criteria are also outlined, along with additional resources for more information on the Erasmus+ program. An example Erasmus KA2 project from 2014-2016 involving clay animation workshops in multiple European countries is then described in detail to illustrate what a successful partnership application looks like.
Intercultural education in Latvia incorporates digital media through projects, research, and language learning that utilize multimedia equipment like computers, projectors, and cameras. Students collaborate and exchange information with peers in Romania via video conference and online tools such as Wikispaces, Skype, Google Drive, PowerPoint, Dropbox, and social networks to support their work in an eTwinning project.
eTwinning microevents in Italy - Spring Campaign 2013 alexandratosi
Short best practice presentation prepared for the eTwinning Ambassadors' Conference held in Catania, 17-19 October 2013 - by Alexandra Tosi, Antonietta Calò and Claudio Natale
This document summarizes the evolution of the eTwinning program from 2005 to 2008. It began as a Comenius action under the Lifelong Learning Programme to connect schools across Europe and promote teacher training through online partnerships. Between 2005-2008, informal collaboration and resource sharing beyond formal projects increased its reach. This led to the development of eTwinning 2.0 with a focus on community building, peer learning, and networking beyond individual projects. Upcoming learning events in April will provide training on communication tools and setting up cross-country classroom collaborations in various subject areas.
The document discusses eTwinning, an initiative within the European Commission's Lifelong Learning Programme that promotes partnerships between schools in Europe through the use of information and communication technologies. It describes the roles of the Executive Agency and eTwinning Steering Committee in managing eTwinning. Key benefits of eTwinning partnerships for students and teachers include increased cultural understanding, improved language skills, and opportunities for collaboration. Challenges going forward include further encouraging sharing between teachers and synergies with other Comenius initiatives.
The document discusses the establishment of the Croatian e-portfolio chapter in September 2013. It aims to synthesize e-portfolio work in Croatia and neighboring countries and create an online community. The chapter has promoted e-portfolios' educational and career benefits through workshops and presentations. It has also established the Croatian e-portfolio network and shares resources online. The University of Zagreb's e-learning strategy now includes e-portfolios. Its e-portfolio system, run through the E-learning Centre, has over 9,400 users generating over 22,700 pages.
This document provides information about an online training course for teachers on intercultural mentoring. The course will take place from January to May 2018 and provide a certificate upon completion. It aims to equip educators with tools to address diversity and support students at risk of early school leaving. The training consists of 5 modules that correspond to themes covered in mentoring sessions between students, focusing on wellbeing, language skills, culture, study skills, and interests.
The document summarizes the ICT World 2017 annual eTwinning conference in Warsaw 2018. The conference discussed an Erasmus+ project from 2016-2019 called ICT World that aims to introduce computer science concepts like imaging, coding, and simulation to students in a motivating way. The project involves partner schools collaborating by communicating via email and a twinspace platform, completing common and competitive tasks, and exchanging teaching ideas to improve students' ICT skills, languages, social skills, and sense of European identity.
eTwinning - Community for schools in Europe @BETTClaus Berg
eTwinning - Community for schools in Europe.
Presented by Claus Berg, UNI-C, eTwinning NSS, Denmark.
BETT 2012, London.
#LearnLiveLT08
See also teacher Niels Askholm's BETT slides: http://www.slideshare.net/clausberg/etwinning-project-regional-traditional-folk-music
This was presented by Katri Hämeenniemi from KVT Finland during the North South Platform Meeting 2010. Katri explained the World Volunteering Project that took place with the group Vieraasta Veljeksi from the Finnish NGO Miessakit Ry.
eTwinning in the English classroom...and beyondmartap
This document provides an overview of Marta Pey Pratdesaba's experience coordinating eTwinning projects. It describes several projects she led that involved schools from multiple European countries collaborating online around topics like language, culture, films, fashion, science and the environment. The projects utilized tools like blogs, wikis and videoconferencing. Students completed tasks like creating magazine articles, songs, films and other materials. The projects received recognition for their quality and impact on students. eTwinning allowed students to practice language skills through real communication, learn about other cultures, and develop digital skills through collaborative online work.
The NIFLAR project from 2009-2011 focused on designing computer-mediated communication (CMC) tasks to support foreign language acquisition and intercultural competence (ICC) training. The project delivered a framework for task design, collection of scenarios and tasks, and guides for teachers. It also included a 3D virtual learning environment (VLE) with different components for cultural exploration, simulations, and games. The goal was to develop pedagogical principles for blended CMC and ICC instruction for language teachers and learners.
This document summarizes an eTwinning project called "Following Enigma" carried out by a school in Zabor, Poland. It involved partnerships with schools in Slovakia, Turkey, and France. Students learned about codes, ciphers and programming through activities like using Scratch and coding websites. The project was well received by students, who asked about doing more coding activities and looked forward to future projects. Key aspects of its success included online tools and a Facebook page used to collaborate with partner schools.
Nancy Valley is seeking a teaching position and has extensive education experience. She has a graduate diploma in education from La Trobe University and an honors degree in political science from the University of Ottawa. She is fluent in both English and French and has work experience tutoring, volunteering, and working in administrative roles. She has strong computer skills, communication skills, and is organized, enthusiastic, and willing to learn quickly.
The document discusses the educational use of information and communication technologies (ICT) in Slovenia. It outlines 7 main points for school informatization: 1) pedagogical vision and role of ICT, 2) school leadership and ICT, 3) teacher training on integrating ICT, 4) ICT infrastructure, 5) development of content, 6) technical and pedagogical support, and 7) cooperation between schools and teachers. It then provides examples of projects and initiatives in Slovenia that aim to develop digital skills and support teachers' professional development through the use of ICT in education.
This document outlines the goals and process of a project to teach children about different folk music cultures through their traditional instruments. The project aims to:
1) Introduce children to various folk cultures through learning their musical traditions.
2) Teach children how to play folkloric instruments from different countries.
3) Foster cultural exchange and recognition of diverse musical heritages among partner schools in Turkey, Hungary, Ukraine, and Slovakia.
This document provides information about an interactive teaching training course titled "How to Teach Interactively?". The 7-day course will be held in Sofia, Bulgaria and aims to teach participants how to select and use interactive teaching methods for specific educational purposes. Participants will learn about interactive teaching systems, skills for creating interactive environments, methods using personal communication and technology, and how to plan interactive activities. The training will include lectures, presentations, group discussions, practical exercises and cultural activities. At the end, participants will evaluate the course and their ability to apply what they learned.
This document outlines the aims, work process, tasks, and expected results of a student project to develop understanding of European and extra-European countries. The main aims are to overcome geographical obstacles and enhance intercultural understanding through developing skills like European citizenship, knowledge of other cultures, communication in English, teamwork, and use of information technology. Students will introduce their own countries, research other European countries in groups, and share their findings in a public online space or publication. The end goal is to create educational materials to promote cultural learning.
This document outlines the activities and timeline of a project combining approaches to literature and language learning from 2020-2022. It involves several schools collaborating on activities like reading clubs, cinema outings focused on literary adaptations, book reviews on social media, dramatizing works, debates on science and ethics, and creating a final literature fair and student bookazine to showcase works from throughout the project. The overarching goals are to develop students' literacy and language skills while fostering creativity and collaboration between partner schools.
The document provides information about the Olv Antwerp Primary school in Antwerp, Belgium that will be presenting at the eTwinning Conference in Malta from October 26-28, 2017. Olv Antwerp Primary is a multicultural and inclusive school with over 500 students from 176 different nationalities. It has partnerships with primary schools in other countries where teachers exchange and students collaborate on projects.
The document summarizes an eTwinning conference presentation about using eTwinning projects to promote creativity and digital literacy. It discusses how eTwinning participation benefits schools by bringing positive changes. It then describes a collaborative book project between students in Georgia and other European countries aimed at developing students' creativity, cultural exchange, and language skills. Various activities were implemented including introducing countries and creating e-books. The project helped students develop competencies across subjects while also providing challenges and strengths in online collaboration, communication, and incorporating national curricula.
The public Blog allows anyone to see updates about a project without signing in. It can be used to share news with parents and the local community by copying the blog link to other websites. Users can add new blog posts by typing a title and content, and they can format the text as well as include photos, links, and videos. Posts can also be edited or commented on by clicking the number of comments and replying.
Geraldine (Jerri) Vanden Bosch was born on January 14, 1922 in Grand Rapids, Michigan. She grew up attending West Side Christian School and West Leonard Christian Reformed Church. Jerri married Peter Vanden Bosch in 1942 and had two children. She was an active member of her church community and enjoyed singing, playing piano, and spending time with her family. Jerri had three grandchildren and three great-grandchildren and was devoted to her faith and family throughout her life.
Este documento presenta dos actividades relacionadas con la Prefectura Naval Argentina. La primera actividad describe el sistema de la Prefectura Naval Barranqueras, incluyendo sus divisiones y su posición dentro de la sociedad y el gobierno argentinos. La segunda actividad muestra la estructura jerárquica de la Prefectura Naval Argentina con el Prefecto Nacional a cargo y los directores de diferentes departamentos debajo de él.
The document discusses the history and evolution of birth control from ancient times to the present. It outlines some of the key debates around birth control between religious groups, feminists, and governments. It then provides a timeline of important dates in birth control including the development of new methods like the pill in the 1960s and approval of newer long-acting reversible contraceptives in recent decades.
The document discusses eTwinning, an initiative within the European Commission's Lifelong Learning Programme that promotes partnerships between schools in Europe through the use of information and communication technologies. It describes the roles of the Executive Agency and eTwinning Steering Committee in managing eTwinning. Key benefits of eTwinning partnerships for students and teachers include increased cultural understanding, improved language skills, and opportunities for collaboration. Challenges going forward include further encouraging sharing between teachers and synergies with other Comenius initiatives.
The document discusses the establishment of the Croatian e-portfolio chapter in September 2013. It aims to synthesize e-portfolio work in Croatia and neighboring countries and create an online community. The chapter has promoted e-portfolios' educational and career benefits through workshops and presentations. It has also established the Croatian e-portfolio network and shares resources online. The University of Zagreb's e-learning strategy now includes e-portfolios. Its e-portfolio system, run through the E-learning Centre, has over 9,400 users generating over 22,700 pages.
This document provides information about an online training course for teachers on intercultural mentoring. The course will take place from January to May 2018 and provide a certificate upon completion. It aims to equip educators with tools to address diversity and support students at risk of early school leaving. The training consists of 5 modules that correspond to themes covered in mentoring sessions between students, focusing on wellbeing, language skills, culture, study skills, and interests.
The document summarizes the ICT World 2017 annual eTwinning conference in Warsaw 2018. The conference discussed an Erasmus+ project from 2016-2019 called ICT World that aims to introduce computer science concepts like imaging, coding, and simulation to students in a motivating way. The project involves partner schools collaborating by communicating via email and a twinspace platform, completing common and competitive tasks, and exchanging teaching ideas to improve students' ICT skills, languages, social skills, and sense of European identity.
eTwinning - Community for schools in Europe @BETTClaus Berg
eTwinning - Community for schools in Europe.
Presented by Claus Berg, UNI-C, eTwinning NSS, Denmark.
BETT 2012, London.
#LearnLiveLT08
See also teacher Niels Askholm's BETT slides: http://www.slideshare.net/clausberg/etwinning-project-regional-traditional-folk-music
This was presented by Katri Hämeenniemi from KVT Finland during the North South Platform Meeting 2010. Katri explained the World Volunteering Project that took place with the group Vieraasta Veljeksi from the Finnish NGO Miessakit Ry.
eTwinning in the English classroom...and beyondmartap
This document provides an overview of Marta Pey Pratdesaba's experience coordinating eTwinning projects. It describes several projects she led that involved schools from multiple European countries collaborating online around topics like language, culture, films, fashion, science and the environment. The projects utilized tools like blogs, wikis and videoconferencing. Students completed tasks like creating magazine articles, songs, films and other materials. The projects received recognition for their quality and impact on students. eTwinning allowed students to practice language skills through real communication, learn about other cultures, and develop digital skills through collaborative online work.
The NIFLAR project from 2009-2011 focused on designing computer-mediated communication (CMC) tasks to support foreign language acquisition and intercultural competence (ICC) training. The project delivered a framework for task design, collection of scenarios and tasks, and guides for teachers. It also included a 3D virtual learning environment (VLE) with different components for cultural exploration, simulations, and games. The goal was to develop pedagogical principles for blended CMC and ICC instruction for language teachers and learners.
This document summarizes an eTwinning project called "Following Enigma" carried out by a school in Zabor, Poland. It involved partnerships with schools in Slovakia, Turkey, and France. Students learned about codes, ciphers and programming through activities like using Scratch and coding websites. The project was well received by students, who asked about doing more coding activities and looked forward to future projects. Key aspects of its success included online tools and a Facebook page used to collaborate with partner schools.
Nancy Valley is seeking a teaching position and has extensive education experience. She has a graduate diploma in education from La Trobe University and an honors degree in political science from the University of Ottawa. She is fluent in both English and French and has work experience tutoring, volunteering, and working in administrative roles. She has strong computer skills, communication skills, and is organized, enthusiastic, and willing to learn quickly.
The document discusses the educational use of information and communication technologies (ICT) in Slovenia. It outlines 7 main points for school informatization: 1) pedagogical vision and role of ICT, 2) school leadership and ICT, 3) teacher training on integrating ICT, 4) ICT infrastructure, 5) development of content, 6) technical and pedagogical support, and 7) cooperation between schools and teachers. It then provides examples of projects and initiatives in Slovenia that aim to develop digital skills and support teachers' professional development through the use of ICT in education.
This document outlines the goals and process of a project to teach children about different folk music cultures through their traditional instruments. The project aims to:
1) Introduce children to various folk cultures through learning their musical traditions.
2) Teach children how to play folkloric instruments from different countries.
3) Foster cultural exchange and recognition of diverse musical heritages among partner schools in Turkey, Hungary, Ukraine, and Slovakia.
This document provides information about an interactive teaching training course titled "How to Teach Interactively?". The 7-day course will be held in Sofia, Bulgaria and aims to teach participants how to select and use interactive teaching methods for specific educational purposes. Participants will learn about interactive teaching systems, skills for creating interactive environments, methods using personal communication and technology, and how to plan interactive activities. The training will include lectures, presentations, group discussions, practical exercises and cultural activities. At the end, participants will evaluate the course and their ability to apply what they learned.
This document outlines the aims, work process, tasks, and expected results of a student project to develop understanding of European and extra-European countries. The main aims are to overcome geographical obstacles and enhance intercultural understanding through developing skills like European citizenship, knowledge of other cultures, communication in English, teamwork, and use of information technology. Students will introduce their own countries, research other European countries in groups, and share their findings in a public online space or publication. The end goal is to create educational materials to promote cultural learning.
This document outlines the activities and timeline of a project combining approaches to literature and language learning from 2020-2022. It involves several schools collaborating on activities like reading clubs, cinema outings focused on literary adaptations, book reviews on social media, dramatizing works, debates on science and ethics, and creating a final literature fair and student bookazine to showcase works from throughout the project. The overarching goals are to develop students' literacy and language skills while fostering creativity and collaboration between partner schools.
The document provides information about the Olv Antwerp Primary school in Antwerp, Belgium that will be presenting at the eTwinning Conference in Malta from October 26-28, 2017. Olv Antwerp Primary is a multicultural and inclusive school with over 500 students from 176 different nationalities. It has partnerships with primary schools in other countries where teachers exchange and students collaborate on projects.
The document summarizes an eTwinning conference presentation about using eTwinning projects to promote creativity and digital literacy. It discusses how eTwinning participation benefits schools by bringing positive changes. It then describes a collaborative book project between students in Georgia and other European countries aimed at developing students' creativity, cultural exchange, and language skills. Various activities were implemented including introducing countries and creating e-books. The project helped students develop competencies across subjects while also providing challenges and strengths in online collaboration, communication, and incorporating national curricula.
The public Blog allows anyone to see updates about a project without signing in. It can be used to share news with parents and the local community by copying the blog link to other websites. Users can add new blog posts by typing a title and content, and they can format the text as well as include photos, links, and videos. Posts can also be edited or commented on by clicking the number of comments and replying.
Geraldine (Jerri) Vanden Bosch was born on January 14, 1922 in Grand Rapids, Michigan. She grew up attending West Side Christian School and West Leonard Christian Reformed Church. Jerri married Peter Vanden Bosch in 1942 and had two children. She was an active member of her church community and enjoyed singing, playing piano, and spending time with her family. Jerri had three grandchildren and three great-grandchildren and was devoted to her faith and family throughout her life.
Este documento presenta dos actividades relacionadas con la Prefectura Naval Argentina. La primera actividad describe el sistema de la Prefectura Naval Barranqueras, incluyendo sus divisiones y su posición dentro de la sociedad y el gobierno argentinos. La segunda actividad muestra la estructura jerárquica de la Prefectura Naval Argentina con el Prefecto Nacional a cargo y los directores de diferentes departamentos debajo de él.
The document discusses the history and evolution of birth control from ancient times to the present. It outlines some of the key debates around birth control between religious groups, feminists, and governments. It then provides a timeline of important dates in birth control including the development of new methods like the pill in the 1960s and approval of newer long-acting reversible contraceptives in recent decades.
We become chefs by attending a 4-year vocational school where we learn both general subjects and vocational cooking skills. Each year consists of 9 months at school and 1 month doing a cooking internship. At school we have both classroom lessons and practical cooking lessons in the kitchen. After graduating, we must pass a final exam to become certified chefs.
El documento presenta la estructura organizativa de la Prefectura Barranqueras, que incluye divisiones de operaciones, logística e inteligencia. También muestra un diagrama de flujo de los trámites personales que comienzan en la guardia, pasan por polinave e intendencia y terminan con el pago y emisión de facturas. El sistema opera en el ámbito argentino como parte de la sociedad argentina y el ministerio de seguridad.
This document provides information about eTwinning, an online community for teachers across Europe to collaborate on projects. It discusses how eTwinning aims to foster pedagogical innovation, training, and a sense of European citizenship. Specifics covered include the countries involved in eTwinning, how the platform works, examples of professional development and collaboration opportunities it offers teachers, and how projects and groups function within the online community.
This document discusses eTwinning, a program that connects teachers and students across Europe for online collaboration. It provides information on how eTwinning works, its benefits for students and teachers, and examples of projects between schools. Key points include that eTwinning allows teachers to find partners in other countries, develop projects in any subject area, and gives students opportunities to improve skills like communication and cultural awareness while working with international peers. The document encourages teachers to register and provides instructions on starting projects through the eTwinning portal.
Short etwinning presentation for newcomers kyriakidou katerinaKaterina Kyriakidou
The document promotes joining the eTwinning community, which allows teachers and students across Europe to collaborate on projects. It notes that over 223,000 schools, 972,000 teachers, and 126,000 projects are currently part of eTwinning. Teachers can organize joint activities for students, attend free professional development events, and have their work recognized locally, nationally, and internationally through various awards. Interested parties can register by providing personal and school details on the eTwinning website.
eTwinning Projects Planning and their connection with Erasmus + Key Action 2HelleniceTwinning NSS
The document discusses best practices for planning eTwinning and Erasmus+ projects. It provides guidance on forming a project team within the school, choosing project partners, and agreeing on project aims and activities before beginning the project. An example project called "YEWS (Young European Writers Society)" is described that was focused on intercultural dialogue and writing short stories. Another project called "English Learning Friends" is presented in more detail, highlighting how it used eTwinning for communication and collaboration between students in different countries.
eTwinning is a community for schools in Europe that provides a platform for teachers and staff to collaborate on projects, communicate, and develop professionally. It has over 400,000 members from schools across Europe engaged in over 50,000 ongoing projects. The program is funded by Erasmus+ and coordinated by European Schoolnet. Through participating in eTwinning, schools can enrich learning, access professional development resources, improve standards, and gain recognition for their work.
Project ViTAAL presented at Slanguages conference 2008Ton Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
eTwinning is an initiative of the European Commission that allows teachers and students to collaborate on projects online across Europe. It started in 2005 and now includes 33 participating countries. The key aspects of eTwinning are that it provides an online space for collaboration between schools, opportunities for continuing professional development for teachers, tools to recognize work done, and support from national and European services. Teachers can find partners, work on joint projects, and participate in professional development activities all through the eTwinning portal.
This document discusses the etwinning program, an initiative of the European Commission that allows students to communicate with students in other EU countries using ICT tools. It provides benefits for both students and teachers, such as improving students' digital and language skills while allowing teachers professional development opportunities. Accredited tools that can be used on the etwinning platform include Wordle, Voicethread, and online surveys. The document also provides contact information for the local etwinning ambassador in Northern Ireland.
This document provides information about international collaboration opportunities through various European Union programs, including Erasmus, eTwinning, Comenius, and programs in the United States. It then discusses the eTwinning program in more detail, including how it allows teachers and students to connect online, collaborate on projects, and share ideas across Europe. The presentation concludes with questions about similar programs in the US and opportunities for teacher recognition.
eTwinning is an online community for schools in Europe that aims to encourage collaboration between schools. It provides infrastructure like online tools to help teachers form partnerships and develop curriculum-focused projects with other schools. While ICT skills are not required, eTwinning offers training and support. Benefits include providing an easy network of schools, integrating with different subjects, and helping students improve skills like confidence. Teachers are advised to introduce eTwinning to their students and parents, design simple initial projects, and give projects an international dimension. Students are encouraged to use eTwinning's secure social network TwinSpace to safely communicate, learn languages, and extend their learning beyond their borders.
Global Learning and Professional Development in eTwinningAnne Gilleran
The document discusses implementing a whole-school approach to global education and international learning. It provides examples from two schools in the UK, Southwater Infant Academy and Shawlands Academy, that have successfully adopted eTwinning projects. At Southwater Infant Academy, all teachers are registered on the eTwinning portal and have international project goals. An example project between Italy and Southwater focused on sharing playground games. At Shawlands Academy, over 16 teachers are active on eTwinning, leading cross-curricular international projects in subjects like food technology, drama, and geography. Both schools saw benefits for students and teachers, including innovative teaching practices and opportunities for professional development.
Virtual mobility: an alternative for or a complement to physical mobility?Ilse Op de Beeck
This document discusses virtual mobility as an alternative or complement to physical student mobility. It defines virtual mobility as technology-supported international collaborative learning experiences. Virtual mobility can support physical exchanges through online orientation, language learning, and alumni networks. It can also internationalize courses through virtual internships, joint projects, and blended learning. Successful implementation requires consideration of technology, pedagogy, and organization. Virtual mobility is not a replacement for physical mobility but offers new ways to experience international learning.
This document provides information about international collaboration opportunities in Europe through various programs, including:
- The Erasmus program which facilitated over 200,000 student and teacher exchanges between 2009-2010.
- eTwinning, an online platform that connects over 200,000 teachers across Europe for collaborative projects.
- The Comenius program which invested €7 billion in European education and training between 2007-2013.
It then discusses the eTwinning program in more detail, outlining how it allows teachers and students to connect online, collaborate on projects, and develop international partnerships. Professional development opportunities for teachers through workshops and conferences are also summarized. Finally, it discusses other European programs that support vocational education and
The document summarizes the details of the first transnational meeting for the Erasmus+ project "Water in Our World" between partners from Bulgaria, Turkey, Portugal, Lithuania, Italy and Poland. The meeting will prepare administrative agreements, assign responsibilities for project activities, discuss student mobility criteria and dissemination activities. Partners will exchange information about their countries. An activities timetable, responsible partners list and report template are provided.
The document summarizes a professional development event for teachers held in Bologna, Italy on October 21, 2011. The event focused on using eTwinning and mathematics projects to challenge students and support teacher professional development. The agenda included presentations from teachers and experts on using history and technology in math lessons as well as showcasing award-winning eTwinning projects involving mathematics from schools across Europe. The goal of the event was to encourage more teachers to use eTwinning to collaborate internationally on student projects and for their own continuous learning.
This document outlines the aims, activities, evaluation, results, and impact of a project run by Przedszkole nr 240 im. Polskich Olimpijczyków in Warsaw, Poland. The project aims to improve intercultural dialogue among European countries by organizing children's festivals, exchanging teaching strategies, and developing students' language and technology skills. Key activities include creating an online presence for the project, organizing meetings between participating countries, and producing materials to document the partnerships. The project is expected to increase cultural awareness, promote diversity, and strengthen relationships between students, teachers, families, and local communities.
This document discusses embedding eTwinning, an online platform for school collaboration, into whole-school policies. It provides examples from two schools: an infant academy and secondary school in the UK. At the infant academy, eTwinning is led by the headteacher and a core team. Teachers partner on projects integrating practical and collaboration skills. Benefits include engaging students and improving technology. At the secondary school, eTwinning is integrated into the curriculum across subjects. Teachers collaborate internationally to share ideas and expertise. Students learn about diversity and global issues. The document also outlines the development of a training pack for eTwinning Ambassadors to establish mentoring models and quality projects.
VLARINA - An eTwinning project 2012-13 (Greece-Serbia-Italy)Vasiliki Papaioannou
The Students participating in this project had the opportunity to meet fellow mates from other European (Mediterranean) countries and communicate with them via e-mail or via instant messaging. They developed friendly relations with each other and shared details about their daily lives, traditions, cultures, perceptions, ideas, lifestyle.Establishing a common point of view of the past, students explored how the Mediterranean Sea is still the bridge between different cultures and religions.
All students developed their English language vocabulary and skills. They also developed their intercultural skills, exchanged ideas, gifts and postcards and also made use of a variety of resources in order to upload powerpoint presentations, documents, files and images about their countries on twinspace.
Last but not least students familiarised themselves with working in a virtual environment, identified and discussed the challenges they face living and working in them. The most important thing is that they made new friends and they gained insights from online school collaborations which will be valuable and worth remembering a life time.
Similar to How we do it in Poland - M. Chodakowska-Malkiewicz and D. Tokarz (20)
Cyprus and Poland differ in size, climate, driving side, and coat of arms - Cyprus is much smaller than Poland in area, has a warmer average temperature of 24°C compared to Poland's 10°C, drives on the left side of the road unlike Poland which drives on the right, and Cyprus' coat of arms features a dove and olive branches while Poland displays an eagle within a crown.
Twin space (7a) uploading photos (gallery) (1)Dominika Tokarz
This document provides instructions for adding photos to an image gallery on TwinSpace. Users can create an image gallery by clicking "Add application" on the activities page and then clicking "Add folder" to name and save a new folder. Photos are then uploaded to the gallery folder by clicking the folder name, selecting "Add image", choosing photos from their computer and clicking "Upload files". The uploaded photos will be viewable in the gallery folder.
Managing members allows administrators to add, remove, and modify roles of students, teachers, and visitors in the TwinSpace. New members can be invited by providing their email address and setting a password. Existing members' passwords can also be reset by administrators if needed. The document provides instructions for common member management tasks like inviting users, changing permissions and passwords, and viewing current members.
The document provides instructions for adding and managing activities on TwinSpace, including blogs, forums, image galleries, and wiki pages. Teachers and students can collaborate on project activities by clicking "Manage activities" and then "Add activity" to create a new page, select applications, and click "create." Activities can be deleted, hidden from non-logged in users, or published for all to see. Individual applications can be removed from an activity page by clicking the "x" sign.
TwinSpace is a collaborative online platform that allows students, teachers, and administrators to communicate, share files and media, and work on projects together. The main menu navigates between projects and accounts, the dock allows editing profiles and switching accounts, and the yellow box manages settings, members, and passwords. Additional features include an internal messaging system, notifications of updates from other members, a shared calendar, and help documents.
To access your TwinSpace, go to your Desktop profile and click "Projects" where each project has its own unique TwinSpace. When looking at any project, the TwinSpace link is always visible. You can copy the public link from your TwinSpace and share it on your school website, blog, etc, noting the TwinSpace number at the end of the link which may be needed when uploading photos.
You can add photos to TwinSpace pages from three sources: by pasting a URL, selecting from photos already uploaded to your TwinSpace resources, or uploading a new photo from your computer. For each option, you click the photo icon to open the image properties dialog box, then browse or paste the photo URL, select the photo, and specify attributes like width before clicking OK to save or publish the page.
To embed content in a TwinSpace wiki or blog, start by creating a new wiki page and selecting HTML format. Copy the embed code from the desired content, such as a video, and paste it into the wiki or blog page source code. Save the page to display the embedded content on the refreshed wiki or blog.
Cyprus is an island country located in the eastern Mediterranean Sea, southwest of Asia. It has an area of 9,251 square km and a coastline of 782 km. Nicosia, Limassol, and Larnaka are the largest cities. Administratively, Cyprus is divided into 6 districts, though the northern part is controlled by Turkey. Nicosia is the divided capital city, located in the center of the island on the Pedias River plain.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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3. TASKS OF REGIONAL REPRESENTATIVES
Coordinators, Promoters, Ambassadors
Common tasks for all Regional Representatives
1. Promotion of the eTwinning Programme
through:
• cooperating with local media
• the websites of Regional Educational
Inspectorates, Teacher Training Institutions,
schools
• other educational events like eTwinning
Weeks, competitions, conferences
2. Participation in regional conferences,
seminars, workshops
3. Dissemination of promotional materials and
publications
4. Preparing Annual Report on activities
5. Cooperation with NSS
Different tasks of Regional Representatives
Promoters
• Cooperation with
Coordinators and
Ambassadors
• Running
workshops
Coordinators
Coordinating
educational
events and
initiatives
Ambassadors
• Giving good practice examples
• Running workshops for teachers
6. eTwinning ambassador in Poland
– how it works
• Marketing – needs analysis
• Recruitment – done by the ambassador
or the workshop host
– audience numbers range from 20 to 40
– length ~ 2-5 hours
• Venue – provided by the ambassador
or the workshop host
8. A workshop consists
of two parts:
1) Introduction stage
(temptation)
2) Practical stage
(ICT taming)
Photo credit: tarotastic / Foter / CC BY-NC
9. The temptation stage
• introduction to the eTwinning programme
– why get involved?
– the benefits
10. eTwinning for school staff...
• Contact with education professionals
•
•
•
•
in another European country
An awareness of teaching and/or management
approaches used in another country
Sharing and celebration of your own
professional skills and experience
Using eTwinning as a first step
to international linking and forming a Comenius group
Professional development
e.g. online courses on eTwinning
11. eTwinning for students…
• Increased motivation, as they have an audience
for their work in a school in another country
• Enhanced key skills, including ICT use,
communication and
foreign language skills
• Greater cultural awareness
through direct contact
with peers in other countries
• Learning through/and fun
14. •
•
•
•
Registration – school/teacher
Desktop – profile
TwinSpace – cooperation platform
(and or optional) Training in using ICT tools
such as forums, chat, instant messengers
e.g. Skype or how to use Voki, Glogster etc.
16. Follow-up activities
• being a 'Helpdesk' for the new eTwinners
Photo credit: omnia_mutantur / Foter / CC BY-NC-ND
17. September 2012 – June 2013:
• 277 meetings to promote eTwinning
• 6 095 participants took part
January – June 2013:
• 126 meetings
• 2 812 participants
• 840 newly registered eTwinners
20. • Distributing promotional
materials
• Providing information
via email, telephone,
face-to-face meetings
• Running eTwinning
Open Door Days in schools
• Taking 'any' chance
to get to the potential
eTwinners
21. How is the programme perceived by regional
representatives?
• Only pros?
• There are some cons too...
23. 2. teachers about their work
environment (SWOT)
• insufficient ICT equipment
• sometimes… NO from
the school head
• poor cooperation between
the eTwinning representatives
in regions
• lack of support from
the local edu authorities
24. New approach of information and promotional
campaign by the PL NSS:
• Regional Conferences in cities like Gdansk,
Bialystok, Olsztyn, Warsaw, Cracow etc.
• Regional Competitions – local authorities e.g.
Sopot or Podlaskie Region
• Stronger ties with the local media
• Closer cooperation between
ambassadors and promoters