Students final evaluation i
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Erasmus+ project "My Everest Your Molehill" evaluation Students answering to the question: "Which were the most positive aspects of the project / meeting for you? What did you learn?"
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Students final evaluation II
Erasmus+ project "My Everest Your Molehill" evaluation. A selection of the students' comments on the question: Which aspects of the project/meeting were most difficult for you?
Teachers final evaluation iii
Teachers at a school shared the positive impacts of a project involving meetings and experience sharing with Belgian colleagues. Some impacts included implementing outdoor activities and free learning explored in other schools. The project helped complete inadequacies in teaching areas and provided new ideas that could be adapted to their reality. Students who participated learned about life and school in other European countries and some teachers tried techniques like free learning in their own lessons.
Teachers final evaluation ii
A selection of teacher comments on the positive aspects of the "My Everest Your Molehill" Erasmus+ project
Evaluation Czech Republic Kateřina Mošťková
This document summarizes a student's experience participating in a Comenius project where they traveled to Italy for a week to work on a group project and stay with a host family. The student describes meeting their Italian partner Eleonora and her friend Giada, and having some difficulties communicating at first in English but getting better each day. They went to school during the trip to work on the project and also took trips outside of school, finding the experience tiring but worthwhile. Overall, the student found using English, meeting new people, and flying to Italy as the best parts, and that participating in the project was a great experience that helped improve their communication skills.
Elena's comment from spain
A Comenius project provided a great experience for the author by allowing them to improve their English skills through researching a topic, translating information, and creating a presentation with students from other countries including Poland, Luxembourg, Italy and Sweden. The long effort required was rewarding, as the author was able to meet new people and make friends across cultures that they have maintained contact with, which was the best outcome of the project.
Comenius reflection Poland 2
Students from several European countries, including Poland, Turkey, Italy, and Czech Republic, participated in a Comenius exchange project where they attended workshops on careers and jobs. The narrator hosted a student from Italy and later visited Turkey as part of continuing work on a joint tourism company project, where their Polish group was awarded best company. The narrator enjoyed getting to know new friends through Comenius and learning useful information, and plans to participate in future years due to the valuable experience.
Evaluation Czech Republic Lukáš Adámek
Lukas was persuaded by his classmate Kuba to join a Comenius project at their school. As part of the project, they had homework assignments from their teacher including making posters, brochures, and participating in a theatre performance at a preschool. They also took a trip to Turkey where they had to research and write about their own and Turkish cultures. While some tasks like the graphic design work were enjoyable, researching online for the culture assignment was boring. Lukas is looking forward to the final promotion task for the project and is grateful for the experience and improvement to his English.
Evaluation Czech Republic Petr Pražan
This project was funded by the European Commission and involved students from Italy, Turkey, Poland, and the Czech Republic. The goal was for students to experience other cultures, practice English, and work together on projects.
The narrator initially did not want to participate due to weak English skills, but decided to host two Italian students to get experience. They worked on projects together, including designing a logo and learning about each other's cultures and history.
The narrator then attended a meeting in Poland where they practiced job interviews and experienced Polish culture. They had fun traveling by train and learning about the city of Lublin. The narrator's English and cultural understanding improved through participating in the Comenius project.
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Students final evaluation II
Erasmus+ project "My Everest Your Molehill" evaluation. A selection of the students' comments on the question: Which aspects of the project/meeting were most difficult for you?
Teachers final evaluation iii
Teachers at a school shared the positive impacts of a project involving meetings and experience sharing with Belgian colleagues. Some impacts included implementing outdoor activities and free learning explored in other schools. The project helped complete inadequacies in teaching areas and provided new ideas that could be adapted to their reality. Students who participated learned about life and school in other European countries and some teachers tried techniques like free learning in their own lessons.
Teachers final evaluation ii
A selection of teacher comments on the positive aspects of the "My Everest Your Molehill" Erasmus+ project
Evaluation Czech Republic Kateřina Mošťková
This document summarizes a student's experience participating in a Comenius project where they traveled to Italy for a week to work on a group project and stay with a host family. The student describes meeting their Italian partner Eleonora and her friend Giada, and having some difficulties communicating at first in English but getting better each day. They went to school during the trip to work on the project and also took trips outside of school, finding the experience tiring but worthwhile. Overall, the student found using English, meeting new people, and flying to Italy as the best parts, and that participating in the project was a great experience that helped improve their communication skills.
Elena's comment from spain
A Comenius project provided a great experience for the author by allowing them to improve their English skills through researching a topic, translating information, and creating a presentation with students from other countries including Poland, Luxembourg, Italy and Sweden. The long effort required was rewarding, as the author was able to meet new people and make friends across cultures that they have maintained contact with, which was the best outcome of the project.
Comenius reflection Poland 2
Students from several European countries, including Poland, Turkey, Italy, and Czech Republic, participated in a Comenius exchange project where they attended workshops on careers and jobs. The narrator hosted a student from Italy and later visited Turkey as part of continuing work on a joint tourism company project, where their Polish group was awarded best company. The narrator enjoyed getting to know new friends through Comenius and learning useful information, and plans to participate in future years due to the valuable experience.
Evaluation Czech Republic Lukáš Adámek
Lukas was persuaded by his classmate Kuba to join a Comenius project at their school. As part of the project, they had homework assignments from their teacher including making posters, brochures, and participating in a theatre performance at a preschool. They also took a trip to Turkey where they had to research and write about their own and Turkish cultures. While some tasks like the graphic design work were enjoyable, researching online for the culture assignment was boring. Lukas is looking forward to the final promotion task for the project and is grateful for the experience and improvement to his English.
Evaluation Czech Republic Petr Pražan
This project was funded by the European Commission and involved students from Italy, Turkey, Poland, and the Czech Republic. The goal was for students to experience other cultures, practice English, and work together on projects.
The narrator initially did not want to participate due to weak English skills, but decided to host two Italian students to get experience. They worked on projects together, including designing a logo and learning about each other's cultures and history.
The narrator then attended a meeting in Poland where they practiced job interviews and experienced Polish culture. They had fun traveling by train and learning about the city of Lublin. The narrator's English and cultural understanding improved through participating in the Comenius project.
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Laura pipponzi 26.11
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This document provides an evaluation of a student's experience participating in a European project. The student describes several tasks they completed as part of the project, including creating a fictional travel agency website, organizing a theatre play for preschoolers, and learning an Italian song and dance. They also discuss traveling to Turkey as part of the project and completing a final task comparing Czech and Turkish culture. Overall, the student expresses gratitude for the experience and learning opportunities provided by the project.
Evaluation Czech Republic Jitka Aradszká
This document summarizes a student's experience participating in the Comenius project. The student describes their initial excitement at learning about the opportunity from their teacher and getting permission from their mother to participate. As part of the project, the student's group created a fake travel agency and presentations about travel destinations. They also volunteered at a kindergarten and rehearsed a song and dance. A highlight was the trip to Turkey where they shared their work, explored the culture, and practiced English. The student felt the project gave them confidence, responsibility, and life-changing experiences meeting new friends. They hope to continue participating in Comenius in the future.
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Evaluation Czech Republic Jakub Brandejs
The document summarizes a student's experience participating in a Comenius project that involved traveling to Turkey. It describes some of the preparations they had to do beforehand, including working on an imaginary travel company. Upon arriving in Istanbul, the student was impressed by the large size of the city. They stayed with a host family who welcomed them warmly and ensured they had everything they needed. During the trip, the group visited several historic monuments and museums in Istanbul. They also presented songs and dances at a primary school. The student enjoyed learning about Turkish culture and making new friends from other countries through the project.
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Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
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References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
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The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
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My keynote presentation at Language Teaching and Technology in 2020: 21 - 23 April, 2017 at the ECML Graz, Austria
Bulgarian comments (1)
The document contains comments from Bulgarian students about their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students note that the project allowed them to learn about other cultures, improve their English, and make new friends from other countries. They especially enjoyed participating in sports days and other joint activities.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn about other cultures, practice English, and make new international friends. They particularly enjoyed the sports day activities and visiting new places. The project helped improve their language skills and cultural understanding while allowing them to experience an amazing adventure.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
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The document summarizes the Comenius program, which funds educational exchanges across the European Union. Specifically, it discusses the Comenius Assistantship, where future teachers can spend 3-10 months assisting in a school abroad. The author shares her experience as an Italian assistant teaching English in a Catalan school in Spain. She helped improve students' English skills while also introducing them to Italian culture through activities like cooking demonstrations, traditions, and a pub quiz. The assistantship improved her language skills and cultural understanding as well.
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This document summarizes a student's experience participating in the Comenius project. The student describes their initial excitement at learning about the opportunity from their teacher and getting permission from their mother to participate. As part of the project, the student's group created a fake travel agency and presentations about travel destinations. They also volunteered at a kindergarten and rehearsed a song and dance. A highlight was the trip to Turkey where they shared their work, explored the culture, and practiced English. The student felt the project gave them confidence, responsibility, and life-changing experiences meeting new friends. They hope to continue participating in Comenius in the future.
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The document discusses the author's experiences teaching English to students of various ages using different methodologies. It covers challenges in their first year teaching, such as maintaining energy levels and balancing safety with engaging work. Resources mentioned include educational websites, books, songs, puppets, games and technology like smart boards to enhance learning in a developmentally appropriate way for each age group.
Evaluation Czech Republic Jakub Brandejs
The document summarizes a student's experience participating in a Comenius project that involved traveling to Turkey. It describes some of the preparations they had to do beforehand, including working on an imaginary travel company. Upon arriving in Istanbul, the student was impressed by the large size of the city. They stayed with a host family who welcomed them warmly and ensured they had everything they needed. During the trip, the group visited several historic monuments and museums in Istanbul. They also presented songs and dances at a primary school. The student enjoyed learning about Turkish culture and making new friends from other countries through the project.
How to educate a future eTwinner_NLJK
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.
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Similar to Students final evaluation i
Denmark ECML 2016
Telecollaborative exchange involves groups of students engaging in online intercultural interaction and collaboration with partner classes from other cultures or locations, guided by educators. Effective tasks go beyond superficial exchanges, instead providing opportunities for genuine collaboration, such as jointly creating presentations. Tasks should also introduce intercultural interaction gradually and provide opportunities for reflection on the online interaction.
Supporting Langua-technocultural Competence through Virtual Exchange
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
Telecollaboration: Past Present Future
The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
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Bulgarian comments (1)
The document contains comments from Bulgarian students about their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students note that the project allowed them to learn about other cultures, improve their English, and make new friends from other countries. They especially enjoyed participating in sports days and other joint activities.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn about other cultures, practice English, and make new international friends. They particularly enjoyed the sports day activities and visiting new places. The project helped improve their language skills and cultural understanding while allowing them to experience an amazing adventure.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Evaluation forms Turkey
The evaluation forms from participants who visited Turkey for a workshop as part of a student exchange program provided feedback on their experiences. Several participants noted that the agenda and activities were interesting and the Turkish hosts were very welcoming and ensured participants faced no logistical issues. However, some mentioned there was not enough time allotted for students to share work between schools due to language barriers and a few activities could have been improved, such as making school visits less boring. Looking ahead to the next visit in Spain, one participant hoped for more student integration and involvement in project presentations along with additional time devoted directly to the project.
Our Europe, Our Future
S3 students at St. Mungo's Academy participated in a filmmaking project called "Our Europe" to encourage European language learning and citizenship. The 30 students had to create a storyboard in Italian about how being a European citizen affects young people. The best stories were turned into films. The project aimed to improve language skills, promote teamwork, and help students understand life in other European societies. Students and teachers reported that the project boosted confidence and language abilities while tackling important issues across Europe.
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This document summarizes a student's experience participating in a transnational Erasmus+ project hosted by their school in Romania. The project focused on using numbers in fields like art and music to develop English communication skills. The student gained experience presenting to and working with students from partner countries. They learned about applying mathematics concepts like the Golden Ratio and Fibonacci sequence in history and art. The multi-day project involved students working in international teams on presentations about these topics in famous works. The student believes such international collaborative projects are very useful for developing social, language and general knowledge skills.
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This guide provides tips for Erasmus students on communicating with their host, arriving at their host family, attending school with their host, eating with their host, and spending free time. It includes questions for students and hosts to ask each other about daily activities, food preferences, hobbies, and school schedules to help students adapt to living abroad. The guide aims to help reduce stress and ease the transition for Erasmus students in their new environment.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Students final evaluation i
- 1. My Everest Your Molehill (meym1517) Students final evaluation (I)
- 2. A selection of students’ answers to the question: Which were the most positive aspects of the project for you? What did you learn?
- 3. ” It was a very good to work in international groups, it was a perfect teamwork. I learned so many words in English and I knew a new culture..” (a student from Hungary) ”The most positive aspects of the project were that I learned about the culture of the different countries and I learned to speak in front of many people.” (a student from Germany)
- 4. “The project brought different cultures together. It enabled us to get to know different cultures. We had a chance to practice English. Although we didn't know the other students before, I liked them very much. I learned that differences of religion, nation or language are not important to get along with people.” (A student from Turkey) “I learned more about tolerance and I learned English.” (A student from Spain)
- 5. “It was very cool to meet new friends. It was nice to live at my hosts’ and see their culture. It was so new for me to speak most of the time in English. We all became good friends. And what I really like is that after such long time, we are still in contact..” (a student from Belgium) “I learned about new computer programs and websites which became very useful for my studies.” (a student from Hungary)
- 6. “I learned that a friendship between people doesn't need long to grow. I learned to go out of my comfort zone and tried the typical things in that country. You learn to have respect for another culture.” (A student from Belgium) “I could go abroad for the first time with this project. I met new people from different cultures, different religions. It was great experience.” (A student from Turkey)
- 7. “I have learned to be more social, I made a lot of friends. First I was very shy, but Erasmus made it different :)” (A student from Belgium) “I learned a lot of aspects of tolerance and respect to people, and my English is better than before the meeting.” (A student from Spain)