This evaluation report summarizes the performance of students from Miguel de Cervantes Secondary School who participated in the Erasmus+ project "Multidisciplinary Flipped Learning with ICT" between 2015-2017. The report provides graphics evaluating students on criteria such as cooperation, motivation, work quality, and timeliness for each semester. Overall, students performed well but needed to improve properly citing sources and publishing work online. The report assessed 20 students over three semesters and found their work to be mostly above average, with room for growth in certain skills.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
Training Tomorrow's Engineers by Contributing to Today's Free Software here_and_there
Is there an easy manner to attract students to contribute to free software ? GSoC is a good example. What about trying to extend this experience through the academic year. In this slide there are couple of ideas about how to do that. The project is not yet born and needs to be further investigated.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
to all moslems all over the world
kindly receive my aid adha greetings in ppt format with MAKKAH azan in wav sound format.
to rnjoy this slide share please download
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
Training Tomorrow's Engineers by Contributing to Today's Free Software here_and_there
Is there an easy manner to attract students to contribute to free software ? GSoC is a good example. What about trying to extend this experience through the academic year. In this slide there are couple of ideas about how to do that. The project is not yet born and needs to be further investigated.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
to all moslems all over the world
kindly receive my aid adha greetings in ppt format with MAKKAH azan in wav sound format.
to rnjoy this slide share please download
These slides are from the Physical Digital Games Seminar, Tampere 2013.
Time-wARpXplorer: creating a playful experience in an urban time warp
In the paper, we present a novel pervasive mobile game named Time-wARpXplorer (TARX) that comprises of a mobile client and an online authoring tool. The game was created to encourage visitors and locals to explore the city of Lancaster by travelling back in time and space to discover their immediate and distant surroundings. In particular, TARX combines exploration of past and present day by allowing players to warp back in time based on the players physical location. This time travel is linked to present day through the implementation of Foursquare’s checkin platform to further raise awareness of historic sites. The paper focuses on the design considerations and implementation of the novel mobile client (Time-wARpMachine) and the requirement these place on the online authoring tool (Xplorer Authoring Tool).
Opinion towards Open Educational Resources: a Case Study of Augmented Reality...Dr Poonsri Vate-U-Lan
The presentation for the 4th conference, 2012 Asia Regional OpenCourseWare and Open Education Conference in Bangkok, on January 21st -22nd, 2013. By Dr. Poonsri Vate-U-Lan
Slides from todays' event around data and communities. Harnessing discussions around the what data means to you, collection of data, how data is represented and case studies around community data.
These are the slides to support my talk for the Emergency Management Association of Georgia May 26, 2011 Savannah Situational Awareness workshop. The message is that people, technology, social media and emergency management can all build a better awareness together using a mobile platform.
(Auto run). Like no other before. An inspirational presentation about you that slowly builds up to the finale. Words by Max Ehrmann, music is "Amazing Grace" (full version in stereo) building up to the true Scotish Finale'. Please enjoy!
Crowdfunding presentatie tijdens Communitymanangers Nederland bijeenkomst over de sociale dynamiek op crowdfunding platformen.
Wat kunnen crowdfunding platformen leren van ervaren communitymanagers?
Crowdfunding lezing voor evenementen, georganiseerd door Kenniscentrum Events en Sportplein Groningen. Boek is hier te bestellen: http://bit.ly/dehypevoorbij
Deel 1 - Introductie op crowdfunding
Historie
Niet alleen voor donaties (Return on Involvement)
Basisprincipes crowdfunding campagne
PAUZE
Deel 2 - Grootste misverstanden van crowdfunding
CROWD - geen anonieme crowd
FUNDING - meer dan geld
Deel 3 - Aan de slag
Tips & trucs
Vragen voor eigen campagne?
Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1.
EVALUATION REPORT OF STUDENTS PERFORMANCE
2015 –2017
F L w I C T
Erasmus+ KA2 Project
MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT
Turkey is the Main Coordinator of the Project
Participant Schools are Lithuania, Poland, Italy, Latvia, France, Portugal, Spain
KA2 - Cooperation for Innovation and the Exchange of Good Practices
Strategic Partnerships for Schools Only
Project Number: 2015-1-TR01-KA219-021988
Prepared by
JOSE LUIS LEÓN
I.E.S. MIGUEL DE CERVANTES
Seville/SPAIN
2. 2
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
In 2015-2016 academic year, during the implementation process of Multidisciplinary Flipped Learning
with ICT Project’s first year, the students of Miguel de Cervantes School have studied about the subjects
whichare given below.
First Year - First Semester
Improving Digital Skills
First Year - Second Semester
Improving Intercultural Awareness
September2015
Preparation of the project board
February 2016
Preparing a presentation about the culture
October 2015
Creating the project logo
March 2016
Preparing an e-guide about theculture
December2015
Preparation a digital postcard – Making an e-guide about how to
make a movie – Preparing a video about thestudents’s own school
April 2016
Preparing a presentation about the custom and etiquette
January 2016
Preparing a presentation about Cyberbullying
May 2016
General evaluation of student’s products
At the end of May, the evaluation form, which was prepared in order to assess the students’ all products by
the main coordinator of the project, was filled for each student monthly. The goal of the evaluation form is
to obtain information about the quality degree of the students’ monthly products and the performance of
students. This year, 20 students of Miguelde Cervantes Secondary School have participated in FLwICT
project. The evaluations of our students’ performances are given below in details as graphics. The scale
level for each item represents the least positive value 1 (Poor), 2 (Average), 3 (Above average) and 4 the
most positive (Superior).
3. 3
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
5
10
15
20
He/she
cooperated with
other students
His/her
motivation is
high
He/she studied
consistentlyand
productively
He/she
completed the
work on time
He/she did the
work selflessly
1
11 10 10 9
13
9 10 10 10
7
Superior
Above
Average
Average
Poor
September 2015: Preparation of the project board
Graphic 1
In Graphic 1, the evaluation of the students’ performance on preparation of the project boardis seen. Totally 20
students worked on this subject. From the analysis of Graphic 1, we can say that the evaluation of the students’
performance onpreparationof the projectboardis mostly consideredgood.
4. 4
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
5
10
15
20
He/she used
the computer
program for
designingthe
logo properly
He/she
designed really
creative logo
He/she did the
work selflessly
He/she
cooperated
with other
students
His/her
motivation is
high
11 2 2
9
1
3
8
6
4
6
16
10
11
7
12
Superior
Above
Average
Average
Poor
0
5
10
15
20
He/she studied
consistentlyand
productively
He/she completed
the work on time
He/she published
the work on thee-
twinningwithout
any problems
He/she published
the work on face
group
7
21
3
4
11
5
3
5
8
15
5 8
Superior
Above
Average
Average
Poor
October 2015: Creating the project logo
Graphic 2.1
Graphic 2.2
5. 5
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
In Graphic 2.1 and Graphic 2.2 show the evaluation of the students’ performance on preparation of the
project logo. From the analysis of Graphic 2.1, it is found that regarding the information provided for
creating the project logo, the most of the students used computer programs to prepare the project logo
properly and designed a creative logo . However, the Graphic 2.1 shows half of the students didn’t study in
a big cooperation with each other regarding the preparation of the project logo.
From the analysis of Graphic 2.2, the most of students worked on this subject constantly and productively.
And most of them completed the work on time. But the students aren’t successful to share their products
on Facebookgroup and e-twinning platform.
As a result, the evaluation of the students’ performance on creating the project logo is mostly
considered positive butthe communication and broadcasting must be improve.
6. 6
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
5
10
15
20
He/she used
the logosof
Erasmus+ and
NA correctly
He/she used
the name of the
project
He/she defined
the sources
He/she
improved
languageskills
He/she took
care to use
proper English
language
He/she
researched
enough
10
3
7
5
4
5
4
2 2
3
8
8 11
14
2
4
7 8 7
4
Superior
Above
Average
Average
Poor
0
5
10
15
20
He/she
cooperated
with other
students
His/her
motivation is
high
He/she
studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on thee-
twinning
without any
problems
He/she
published the
work on face
group
8
22 2
4
8
2
10
12
10
10
2
6
8
6 6
10
2
10
Superior
Above
Average
Average
Poor
December 2015: Preparation a digital postcard – Making an e-
guide about how to make a movie – Preparing a video about the
students’ own school
Graphic 3.1 –
Graphic 3.2 –
7. 7
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
In Graphic 3.1 and Graphic 3.2, the evaluation of students' performance on preparing a digital postcard,
making an e-guide about how to make a movie and preparing a video about the students’ own school is
seen. As is shown in Graphic 3.1, while preparing the products on the areas at issue, the logos of Erasmus+,
NA and the name of the project aren’t used correctly by the most of the students . And regarding to define t
the sources, five students were evaluated in level 2 and 7 students in level 1. Nevetheless, it can be said
that based on the data in Graphic 3.1, mostly all students have improved language skills throughout this
activity. They tried to use proper English. This shows that they didn’t pay enough attention to define the
sources on their products.
As seen in Graphic 3.2, the students cooperated with each other and studied consistently and productively.
Beside this, their motivation is high related to working on this project and they used the time efficiently,
completing their products on time. We can observe at the fifth column in Graphic 3.2, the students had
difficulties about uploading the products on e-Twinning platform most. When we look at the sixth column
in Graphic 3.2, we see students improved their participation on Face group comparing with the October
activity.
As a result, the evaluation of the students’ performance on performance on preparing a digital postcard,
making an e-guide about how to make a movie and preparing a videoabout the students’ ownschool:
Students must pay attention to define sources on their products and to use the name and logo of the
project.
8. 8
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
1
2
3
4
He/she used
the logosof
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she
defined the
sources
He/she
improved
language skills
He/she took
care to use
proper English
language
He/she
researched
enough
1
3
1
2
3
3
4
2
4
3
1
Superior
Above
Average
Average
Poor
0
1
2
3
4
He/she
cooperated
with other
students
His/her
motivation is
high
He/she
studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on thee-
twinning
without any
problems
He/she
published the
work on face
group
3
4
1
1 1 1
4
3 3 3
Superior
Above
Average
Average
Poor
January 2016: Preparing a presentation about Cyberbullying
Graphic 4.1 - (only for students whoattended themeeting in Italy)
Graphic 4.2 (only for students who attendedthe meetingin Italy)
As shown in Graphic 4.1 and Graphic 4.2, the students participated in the Italy meeting were able to
complete all their responsibilities with regards to preparation of representative presentation about their
school and the bad sides of Cyberbullying perfectly. During the workshops on Cyberbullying in Italy, we can
say that the students improved languge skills via working with other students. With regards to publish the
workon e-twinning platform and facebook,it can be said that they were not successful.
9. 9
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
1
2
3
4
He/she used
the logosof
Erasmus+ and
NA correctly
He/she used
the name of the
project
He/she defined
the sources
He/she
improved
languageskills
He/she took
care to use
proper English
language
He/she
researched
enough
3
1 1
3
4
1
4 4
3 Superior
Above
Average
Average
Poor
0
1
2
3
4
He/she
cooperated
with other
students
His/her
motivation is
high
He/she
studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on thee-
twinning
without any
problems
He/she
published the
work on face
group
2
11
3
4 4 4
2
3 Superior
Above
Average
Average
Poor
February 2016: Preparing a presentation about the culture
Graphic 5.1 - (only for students who attended themeeting in Spain)
Graphic 5.2 - (only for students who attended themeeting in Spain)
Four students participated in Spain meeting. As shown in Graphic 5.1 and 5.2, the results related to
students’ performans on preparing a presentation about the culture are mostly superior. Students were
able to complete all their responsibilities perfectly. And they have improved their English language skills
and tried to use proper English troughout Spain meeting. Besides,, they cooperated with other students
during the meeting, too.
11. 11
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
5
10
15
20
He/she used
the logosof
Erasmus+ and
NA correctly
He/she used
the name of the
project
He/she defined
the sources
He/she
improved
languageskills
He/she took
care to use
proper English
language
He/she
researched
enough
1
7
1
13
2
1 1
4
19
17
19 19
16 Superior
Above
Average
Average
Poor
0
5
10
15
20
He/she
cooperated
with other
students
His/her
motivation is
high
He/she studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on thee-
twinning
without any
problems
He/she
published the
work on face
group
1
20 20
1
1
1
9 6
1
19
10
11
19
Superior
Above
Average
Average
Poor
March 2016: Preparing an e-guide about the culture
Graphic 6.1 -
Graphic 6.2
12. 12
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
In Graphic 6.1 and Graphic 6.2, the evaluation of students' performance on preparing an e-guide about
culture is seen. During March, totally 20 students worked on this activity. Based on the results of Graphic
6.2, we can say that generally the performance of the sudents is high related to using the logos and the
name of the project correctly. While working on this subject, the students improved their Language skills,
tried to use English language properly and researched enough related to the subject.
Rearding to complete the work on time all students show a level poor because this activity was in fact made
in April and May. They researching enough but they didn’t publish the works on etwinning platform.
Most of the student’s didn’t give importance to these subjects.
13. 13
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
0
1
2
3
4
He/she used
the logosof
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she
defined the
sources
He/she
improved
languageskills
He/she took
care to use
proper English
language
He/she
researched
enough
2
2
2
4 4 4 4
2
Superior
Above
Average
Average
Poor
0
1
2
3
4
He/she
cooperated
with other
students
His/her
motivation is
high
He/she
studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on thee-
twinning
without any
problems
He/she
published the
work on face
group
2
2
1 1
4
3 3
4
0
4 Superior
Above
Average
Average
Poor
- April 2016: Preparing a presentation about the custom and etiquette
Graphic 7.1 (only for students who attendedthe meetingin Latvia)
Graphic 7.2 (only for students whoattended themeeting in Latvia)
14. 14
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
As shown in Graphic 7.1 and Graphic 7.2, the students participated in the Latvia meeting were able to
complete all their responsibilities with regards to preparation of a presentation about the custom and
etiquette perfectly. As seen in Graphic 7.1, it is said that they gave importance to use the logos and the
name of the project on their work. Beside this, we can say that they improved their English language skill
during the meeting.
From the analysis of Graphic 7.2, it is seen that most of the students studied consistently and productively.
And the motivation of the students was high. But they didn’t publish their products on Face group and
etwinning successfully. If we look at the third and sixth columns in Graphic 7.2, it is seen that these
students didn’t define the sources on the products, and they didn’t give enough time for researches related
to their presentations. With regards to complete the workon time.
15. 15
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
CONCLUSIONS
As we said before, the goal of this performance assessment is to decide the level of competence of the
students. However, this performance assessment also provides useful information to assess whether the
students improved their language skills or not throughout the first year of the project. And it can help the
teachers about which subjects to be given more special attention while the students are working on the
products. This assessment strategy can be used to monitor students’ English language skills, as well as their
competence in particular areas.
Based on the results of this study the following conclusionscan be drawn:
1. The students have improved their English language skills throughout the implementation processes
of the project’s first year.
2. Mostly all students tried to use proper English while preparing the works.
3. Mostly all students cooperated with each other while workingon the their responsibilities.
4. As shown in Graphics, the most of the students’ motivation was really high.
5. Mostly all students tried to use computer programs properly especially while preparing
presentations, logos and videos.
6. Mostly all students assumed the responsibilities on the area at issue selflessly.
7. Mostly all students studied consistently and productively during the first year of the project.
8. Mostly all students tried to use the logos of Erasmus+ and NA on their products correctly.
9. Most of the students used the name of the project on their products.
10. Few students publishedtheirworks on Face groupsuccessfully.
11. Mostof the students didn’tpayenoughattentionto definethe sources ontheir products.
16. 16
WebPage: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
MultidisciplinaryFlippedLearningwith ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
12. Mostly all students used the time efficiently.Most of the students completed their products on time.
13. Mostof the students couldn’tpublishtheirproducts on e-twinningplatformwithoutanyproblems
Summing up, we consider, in general, the implementation of the project in our school has
been very successful and profitable, achiving the main goals defined.
Nevertheless, iIt can be said that the students must be more active about publishing the
products on Face group and e-Twinning platform. And they have to paid more attention to
define the sources of their products.