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Statistik on "Empowering students"
This document summarizes the results of a survey of 41 students from Estonia, Iceland, and Denmark about international collaboration projects. Some key findings include:
- The majority of students (44%) in the survey were from Denmark. Iceland had the second most respondents at 37% and Estonia had 19%.
- When asked about their activity levels during a normal classroom vs. an international collaboration, 40% of students said they were more active during collaboration.
- The aspects of project-based learning and working with an exciting subject that engaged over 80% of students. Using social media engaged around 45% of students.
- Over 75% of Estonian students reported working on the collaboration project voluntarily
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Oplægget blev holdt ved InfinIT-arrangementet "Kan usability-arbejde virkelig betale sig?" der blev afholdt den 25. september 2013. Læs mere om arrangementet her: http://infinit.dk/dk/hvad_kan_vi_goere_for_dig/viden/reportager/kan_usability-arbejde_virkelig_betale_sig-.htmUnderstand Innovation in 5 Minutes
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E twinning internationalt_si_sprogforum_300812_upload
Slides brugt til Sprogforum 2012 på Helnan i Aarhus
Statistik on "Empowering students"
This document summarizes the results of a survey of 41 students from Estonia, Iceland, and Denmark about international collaboration projects. Some key findings include:
- The majority of students (44%) in the survey were from Denmark. Iceland had the second most respondents at 37% and Estonia had 19%.
- When asked about their activity levels during a normal classroom vs. an international collaboration, 40% of students said they were more active during collaboration.
- The aspects of project-based learning and working with an exciting subject that engaged over 80% of students. Using social media engaged around 45% of students.
- Over 75% of Estonian students reported working on the collaboration project voluntarily
The Climate Change Project presentation in Helsinki
The document summarizes a climate change project between schools in Iceland, Estonia, and Denmark. It discusses how the project started as an optional subject in 2009-2010 focusing on climate change from an international perspective. It then describes how the schools applied for and received funding through the Nordplus program to support student mobility exchanges between the countries. The document presents statistics from a student survey about collaboration and activity levels when working internationally on exciting project-based subjects using online tools.
Save the globe
This document is a report from a climate change project created by Íris Eir, Svanur Páll, Torben Brund and Anne Otte. It discusses various climate-friendly topics like food, transport, electronics, power, water and communications. It also includes pictures from trips the group took to Iceland and Denmark where they learned about utilizing geothermal energy and how companies are making lifestyle changes to reduce their environmental impact. The report concludes by thanking the readers and sharing a link to a climate change song.
Sara and Fridrik
This evaluation summarizes what two students, Frídrik from Iceland and Sara from Denmark, gained from a climate change project. They learned how to save power at home through recycling and buying local food. Socially, they made new friends and improved communicating in other languages by trying fun activities together. Personally, they gained more confidence speaking to strangers and staying with others for longer periods of time.
Tanja and Asgeir
We have learned more about climate change through this project and ways to help such as saving energy at home. The project also fostered new international friendships and excitement at hosting visitors from other countries. On a personal level, participants are now thinking more about the climate when making purchases and trying to buy local food and other local products.
Elliði and Andreas
We have learned about conserving natural resources through more efficient use, public transportation, and turning off electronics when not in use. Students have also learned to socialize with others from different countries and languages. Both Elliði and Andreas enjoyed getting to know students from other places, learning environmental conservation like recycling, and experiencing Iceland's nature and cuisine.
Pernille and Daði steinn
The document discusses a climate change project evaluation conducted by Pernille and DaðiSteinn. It summarizes that they learned plastic is made from oil and pipes are made in different colors for different purposes. It also notes the evaluator feels more confident about climate change and believes everyone should try their best to save the world as it is possible if people try. Additionally, the evaluator made friends through the project that share the goal of protecting the environment.
Sara and Melissa
This document summarizes what two students, Sara and Melissa, gained from a climate change project. Sara learned to save electricity by turning off lights and electronics. Melissa learned to buy local food and products. They both gained social skills, with Sara improving her language skills and Melissa making new friends. Personally, Sara learned about the environment and communicating with Danish students, while Melissa learned how to save carbon dioxide and help the climate from Icelandic students.
Ida and Alexander
Alexander and Ida created a climate change project evaluation. Ida learned about climate change and met people from Iceland and Estonia. Alexander learned that not saving nature can lead to global warming and had fun meeting Danish people. Both learned to turn off electronics when not in use to help address global warming by saving electricity.
Kristofer, Karoline and Anne
This document summarizes a climate change project evaluation conducted by three students. They learned about ways to save energy and protect the climate through visiting companies, as well as social lessons like learning a new language and meeting people from other countries. On a personal level, the students now know how to better save the climate through helping each other.
Oliver O and Ólafur
The students learned about plastics and their uses, flintstones in forests, and a waterspring. They also learned about the youngest island in the world, Surtsey, and how to prevent pollution. Socially, they learned about different cultures in Iceland, Denmark, and Estonia as well as living more sustainably by buying local food. Personally, Ólafur learned new Danish words and cultural differences while Oliver enjoyed making friends from around the world.
Marie and Fanndis
This document discusses lessons learned from a climate change project. It summarizes that the students have learned to conserve energy by turning off lights and buying local products, to treat the environment better by walking or biking instead of driving, and to appreciate nature more. They also learned about other countries and improved their English and Danish language skills.
Rasmus and Valur
The students learned about geology, plastic production, and forests in Iceland and Denmark through their climate project. They went to an amusement park, walked in a forest, and practiced speaking English. The students met other people, experienced living in another country, and learned about a different lifestyle.
Elliði and Andreas
We have learned about conserving natural resources through more efficient use, public transportation, and turning off electronics when not in use. Students have also learned to socialize with others from different countries and languages. Both Elliði and Andreas enjoyed getting to know students from other places, learning environmental conservation like recycling, and experiencing Iceland's nature and cuisine.
Eydis and Maria
We have learned about saving electricity and how to help the climate by saving energy at home and school, making projects about the world, and improving our English skills. Through this project we have talked more in English, met other people, and made new friends, while also gaining confidence in speaking without shyness.
Ásta María Hardardóttir & Line Pinderup
The students learned about the importance of addressing climate change through reducing carbon emissions and conserving energy at home. They also improved their English communication skills, got to know each other better, and had fun participating in activities and discussions while learning away from their parents. Overall, the experience helped them understand climate issues in other countries and the value of working together to address global challenges.
Katrine M. and Hjálmar
The document discusses the importance of saving the climate by using more sustainable transportation like biking and walking, turning off utilities when not in use to conserve energy and resources. It also notes that the authors have gotten to know each other better socially and have gained more confidence in speaking English personally.
Baldvin and Emma
Baldvin and Emma learned a lot about climate change through their project and how to live more sustainably by saving power, electricity, transport, and food in a climate-friendly way. They also gained new friends and learned about different cultures and countries, finding international collaboration on climate issues to be a good way to make new friends while traveling and learning. Personally, they enjoyed the project immensely and gaining both knowledge and new friends, and will never forget the trips, friends, or important things learned through participating.
E twinning budapest_upload
This document summarizes an international collaboration project between students in Denmark, Estonia, and Iceland. It discusses different levels of collaboration, from small exchanges of data to larger shared projects. It also shares the results of a survey of 41 students from the three countries. The survey found that students were most interested and active when collaborating internationally and learning exciting subjects. They also voluntarily worked on projects from home and communicated with partners from other countries. The students reported that project-based work with media like blogs and wikis made the projects most successful. Most students said they would participate in eTwinning again.
Eestland quiz
The document is a quiz about Estonia containing 11 multiple choice questions about the capital city, greeting, current president, flag color, currency, year of independence, national bird, national flower, population, founder of a grammar school, and creator of the quiz. It tests knowledge of basic facts about Estonia such as Tallinn being the capital, "Tere!" meaning hello in Estonian, Toomas Hendrik Ilves being the current president, the flag colors being blue, black, and white, the currency being the Euro, and independence being gained in 1991.
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The Climate Change Project presentation in Helsinki
The document summarizes a climate change project between schools in Iceland, Estonia, and Denmark. It discusses how the project started as an optional subject in 2009-2010 focusing on climate change from an international perspective. It then describes how the schools applied for and received funding through the Nordplus program to support student mobility exchanges between the countries. The document presents statistics from a student survey about collaboration and activity levels when working internationally on exciting project-based subjects using online tools.
Save the globe
This document is a report from a climate change project created by Íris Eir, Svanur Páll, Torben Brund and Anne Otte. It discusses various climate-friendly topics like food, transport, electronics, power, water and communications. It also includes pictures from trips the group took to Iceland and Denmark where they learned about utilizing geothermal energy and how companies are making lifestyle changes to reduce their environmental impact. The report concludes by thanking the readers and sharing a link to a climate change song.
Sara and Fridrik
This evaluation summarizes what two students, Frídrik from Iceland and Sara from Denmark, gained from a climate change project. They learned how to save power at home through recycling and buying local food. Socially, they made new friends and improved communicating in other languages by trying fun activities together. Personally, they gained more confidence speaking to strangers and staying with others for longer periods of time.
Tanja and Asgeir
We have learned more about climate change through this project and ways to help such as saving energy at home. The project also fostered new international friendships and excitement at hosting visitors from other countries. On a personal level, participants are now thinking more about the climate when making purchases and trying to buy local food and other local products.
Elliði and Andreas
We have learned about conserving natural resources through more efficient use, public transportation, and turning off electronics when not in use. Students have also learned to socialize with others from different countries and languages. Both Elliði and Andreas enjoyed getting to know students from other places, learning environmental conservation like recycling, and experiencing Iceland's nature and cuisine.
Pernille and Daði steinn
The document discusses a climate change project evaluation conducted by Pernille and DaðiSteinn. It summarizes that they learned plastic is made from oil and pipes are made in different colors for different purposes. It also notes the evaluator feels more confident about climate change and believes everyone should try their best to save the world as it is possible if people try. Additionally, the evaluator made friends through the project that share the goal of protecting the environment.
Sara and Melissa
This document summarizes what two students, Sara and Melissa, gained from a climate change project. Sara learned to save electricity by turning off lights and electronics. Melissa learned to buy local food and products. They both gained social skills, with Sara improving her language skills and Melissa making new friends. Personally, Sara learned about the environment and communicating with Danish students, while Melissa learned how to save carbon dioxide and help the climate from Icelandic students.
Ida and Alexander
Alexander and Ida created a climate change project evaluation. Ida learned about climate change and met people from Iceland and Estonia. Alexander learned that not saving nature can lead to global warming and had fun meeting Danish people. Both learned to turn off electronics when not in use to help address global warming by saving electricity.
Kristofer, Karoline and Anne
This document summarizes a climate change project evaluation conducted by three students. They learned about ways to save energy and protect the climate through visiting companies, as well as social lessons like learning a new language and meeting people from other countries. On a personal level, the students now know how to better save the climate through helping each other.
Oliver O and Ólafur
The students learned about plastics and their uses, flintstones in forests, and a waterspring. They also learned about the youngest island in the world, Surtsey, and how to prevent pollution. Socially, they learned about different cultures in Iceland, Denmark, and Estonia as well as living more sustainably by buying local food. Personally, Ólafur learned new Danish words and cultural differences while Oliver enjoyed making friends from around the world.
Marie and Fanndis
This document discusses lessons learned from a climate change project. It summarizes that the students have learned to conserve energy by turning off lights and buying local products, to treat the environment better by walking or biking instead of driving, and to appreciate nature more. They also learned about other countries and improved their English and Danish language skills.
Rasmus and Valur
The students learned about geology, plastic production, and forests in Iceland and Denmark through their climate project. They went to an amusement park, walked in a forest, and practiced speaking English. The students met other people, experienced living in another country, and learned about a different lifestyle.
Elliði and Andreas
We have learned about conserving natural resources through more efficient use, public transportation, and turning off electronics when not in use. Students have also learned to socialize with others from different countries and languages. Both Elliði and Andreas enjoyed getting to know students from other places, learning environmental conservation like recycling, and experiencing Iceland's nature and cuisine.
Eydis and Maria
We have learned about saving electricity and how to help the climate by saving energy at home and school, making projects about the world, and improving our English skills. Through this project we have talked more in English, met other people, and made new friends, while also gaining confidence in speaking without shyness.
Ásta María Hardardóttir & Line Pinderup
The students learned about the importance of addressing climate change through reducing carbon emissions and conserving energy at home. They also improved their English communication skills, got to know each other better, and had fun participating in activities and discussions while learning away from their parents. Overall, the experience helped them understand climate issues in other countries and the value of working together to address global challenges.
Katrine M. and Hjálmar
The document discusses the importance of saving the climate by using more sustainable transportation like biking and walking, turning off utilities when not in use to conserve energy and resources. It also notes that the authors have gotten to know each other better socially and have gained more confidence in speaking English personally.
Baldvin and Emma
Baldvin and Emma learned a lot about climate change through their project and how to live more sustainably by saving power, electricity, transport, and food in a climate-friendly way. They also gained new friends and learned about different cultures and countries, finding international collaboration on climate issues to be a good way to make new friends while traveling and learning. Personally, they enjoyed the project immensely and gaining both knowledge and new friends, and will never forget the trips, friends, or important things learned through participating.
E twinning budapest_upload
This document summarizes an international collaboration project between students in Denmark, Estonia, and Iceland. It discusses different levels of collaboration, from small exchanges of data to larger shared projects. It also shares the results of a survey of 41 students from the three countries. The survey found that students were most interested and active when collaborating internationally and learning exciting subjects. They also voluntarily worked on projects from home and communicated with partners from other countries. The students reported that project-based work with media like blogs and wikis made the projects most successful. Most students said they would participate in eTwinning again.
Eestland quiz
The document is a quiz about Estonia containing 11 multiple choice questions about the capital city, greeting, current president, flag color, currency, year of independence, national bird, national flower, population, founder of a grammar school, and creator of the quiz. It tests knowledge of basic facts about Estonia such as Tallinn being the capital, "Tere!" meaning hello in Estonian, Toomas Hendrik Ilves being the current president, the flag colors being blue, black, and white, the currency being the Euro, and independence being gained in 1991.
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The Climate Change Project presentation in Helsinki
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