The document summarizes an Erasmus+ project that aimed to promote transnational cooperation among CLIL (Content and Language Integrated Learning) teachers. The project involved partnerships between schools and universities in several European countries. It established an online learning platform and open database to facilitate teacher observations, training, and sharing of CLIL teaching materials. Challenges included coordinating partners with different CLIL frameworks and producing new high-quality online content. The resulting EduCLIL MOOC provides CLIL teaching certification upon completion and benefits teachers by increasing access to open resources and an international learning community.

1. USINGICTWITHINTRANSNATIONAL
COOPERATIONAMONGCLILTEACHERS.
RESULTSOFANERASMUS+KA2STRATEGIC
PARTNERSHIPPROJECT
EMMA ABBATE
LICEO STATALE ALESSANDRO MANZONI- CASERTA
Naples (Italy) 13 OCTOBER -Second International Conference
MOOCs, Language Learning and Mobility

2. Transnational
exchangeofgoodCLIL
practiceamong
EuropeanEducational
Institutions
Erasmus+
Strategic Partnerships for school
education (KA201)
2015-1-SK01-KA201-008937
Period: 1.9.2015 – 31.8.2017

3. PARTNERS
INVOLVEDIN
THEPROJECT
 Constantine the Philosopher University, Faculty of
Education in Nitra, Slovakia
 Slovak University of Technology in Bratislava,
Slovakia (Faculty of Materials Science and Technology
in Trnava)
 Daugavpils City Education Department, Latvia
 Vilnius Jonas Basanavicius progimnazija in Vilnius,
Lithuania
 Alströmergymnasiet in Alingsås, Sweden
 Liceo statale Alessandro Manzoni in Caserta, Italy

4. PROJECT
AIMS
1. Setting up essential components of good CLIL practice in the
classroom by face-to-face observations
2. Preparing Modular e-trainings course for European CLIL teachers
3. Providing countries with none or less CLIL experience with the
essential training and learning opportunities so that they can
commence implementing this approach in their schools
4. Training teachers from the project partner countries on CLIL
5. Setting up an open database of class recordings and other teaching
and methodological materials for CLIL teachers
6. Collecting research data and conducting comparative analysis of
CLIL practice
7. Providing Universities and other public bodies dealing with
educational research the results and main conclusions of this project
as a possible basis for future research on the topic.

5. PROJECT
MEETINGS
 Kick off Transnational meeting in Vilnius October 2015
International Conference Focus On Clil- Lithuanian
University of Educational Sciences (former Vilnius
Pedagogical Institute)
 Transnational meeting held in Latvia in February 2016
 Transnational meeting held in Italy in May 2016
 Transnational meeting held in Sweden in October 2016
 Transnational meeting held in Lithuania in February
2017
 Multiplying event organized by the coordinating
country in Slovakia in April 2017

6. FACTORSNEEDED
TOTAKEAN
ACTIVE PARTIN
THEPROJECT
Online access
 Digital skills to
know how to work in
the online learning
environment
the capacity for self-
regulated learning.

7. TECHNOLOGICAL
SKILLSREQUIRED
 Social media tools and mobiles allowed
projects’ participants to stay tuned to all
the interactions happening during the
project : they could connect to the course
with those devices they feel comfortable
with, according to the social and
professional contexts they operated in.

8. HOWICTHAVE
BEENUSED
DURING THE
PROJECT
LIFECYCLE?
 PARTNER COOPERATION
 STORAGE OF MATERIALS AND RESOUSES (CLIL
BANK)
 COMUNICATION
 OBSERVATIONS TRANSMISSION AND COLLECTION
 LEARNING ENVIROMENT (MOODLE PLATFORM)
 CLOUD SPACE ACCESSIBLE ONLY TO PARTNERS
WHERE HAVE BEEN UPLOADED ALL THE
MATERIALS (PHOTO, VIDEO LESSON PLAN, ) TO BE
AVALIABLE FOR DISSEMINATION OF PROJECT’S
ACTIVITIES, FINDINGS AND OUTCOME.

9. CMS
 THE CONTENT MANAGEMENT SYSTEM USED IS
JOMLAA! THE WEB SITE HAS BEEN BUILT USING
THIS MOBILE-READY AND USER-FRIENDLY
SOFTWARE PLATFORM FREE AND OPEN SOURCE

10. THEPROJECT
WEBSITE
http://www.educlil.eu

11. TARGETGROUP
FOREDUCLIL
MOOC
 MOOC IS DESIGNED FOR FUTURE
AND CURRENT FOREIGN LANGUAGE
PRACTITIONERS/CLIL TEACHERS. IT
OFFERS AN EASY AND USER-
FRIENDLY WAY OF ENHANCING
TEACHING QUALIFICATIONS VIA
CLIL.

12. CHALLENGES
 CREATING A COURSE THAT COULD BE SUCCESSFULLY
ATTENDED BY HUNDREDS OF TEACHERS AND WOULD-BE
TEACHERS, THAT PROVIDED TEACHING TRAINING FOR
PROFESSIONAL DEVELOPMENT AND ACADEMIC PURPOSES.
 COOPERATING WITH SEVERAL PARTNERS CAMING FROM
COUNTRIES WITH DIFFERENTE CLIL APPLICATION
FRAMEWORKS.
 HIGH EFFORT TO INTRODUCE NEW METHODOLOGIES AND
PRODUCE NEW HIGH QUALITY CONTENT IN NEW FORMATS

13. PEDAGOGICAL
APPROACH
APPLIED
 THE PROBLEM BASED APPROACH has
been chosen because it fits professional
development and authentic learning contexts
very well, letting participants come up with
the problems they faced and/or share the
solutions they have adopted.

14. EDUCLILMOOC
CONTENT
 THE COURSE OFFERS NECESSARY KNOWLEDGE AND
SKILLS RELATED TO CLIL. CONTENT IS DIVIDED INTO:
 CLIL – THEORETICAL KNOWLEDGE (introductory part designed
to build a solid foundation for further study within this clil course)
 COMPETENCES OF CLIL TEACHERS ( difficulties teachers can
experience before and during the implementation of clil into their
lessons).
 DEVELOPMENT OF CLIL MATERIALS

15. INTERACTIONS
WITHINTHE
EDUCLIL MOOC
 Interactions within Educlil MOOC mostly follow
the transformative approach (“hub and spoke”
model): content is provided by expert to be
consumed, interactions are limited to peer
discussions in forums where participants may
share their own expertise in order to let peers
learn from it.

16. LEARNING
MATERIALS
 Learning materials are designed for self-study and
are are produced in English even if there are also
several lesson plan and resourses for EMILE (CLIL
in french) approach. The choice to develop the
learning materials in English is due to the
availability of a rich literature on CLIL that allowed
the project team to have a theoretical framework for
rethinking learning paths from the perspective of
open online learning.

17. VALIDATIONOF
LEARNING
 EDUCLIL GIVES OFFICIAL ACCREDITATION
 Certificate of Achievement when course is completed is avaliable. To
get the Certificate of a CLIL expert participant has to go through
the 3 sections (modules) of the course: Theoretical Knowledge–
Competences of Teachers- Development of CLIL Materials, each of
these course parts is followed by the partial test assessing
knowledge acquired within. Once participant studies all parts and
accomplishes all partial tests, will be entitled to pass the Final test.
On successful completion of the course the learner will be awarded
the Certificate.

18. BENEFITS
OFFEREDTO
TEACHERSFROM
EDUCLIL MOOC
 INCREASED EXPOSURE TO OPEN EDUCATIONAL
RESOURCES USEFUL TO MAKE BLENDED LEARNING
AND FLIPPED CLASSROOM TYPE EFFORTS MORE
ACCESSIBLE.
 DEVELOPMENT OF UNDERSTANDING FOR MOOCS
AND STUDYING ONLINE THAT CAN BE TRANSFERED
INTO THE CLASSROOM.
 PROVIDES AN EXTENDED NETWORK IN WHICH TO
CREATE A COMMUNITY FOR LEARNING WITH LIKE-
MINDED PEERS: EDUCLIL MOOC’S PARTICIPANTS
HAVE OPPORTUNITIES TO DISCUSS PRINCIPLES OF
CLIL APPROACH IN FORUM. THIS ENHANCES THE
VISION OF EACH PARTICIPANT AS BOTH LEARNER
AND EXPERT.

19. emmaabb@tin.it