This document summarizes several European educational projects that a school has participated in over the years from 2000-2014. It describes 4 Comenius projects (CLOVER 2000-2003, SE@EU 2004-2007, SMASH 2008-2010, GENERATION GAP 2012-2014) that involved partnerships with schools in multiple European countries on topics like culture, sports, health, and addressing generation gaps. It also outlines some eTwinning projects in English and German on getting to know partner schools, hometowns, and countries.
1. The document discusses the Comenius School Development Project which aims to promote intercultural learning among European students and teachers through integrating European projects into national curricula and using mobile and ICT-based learning.
2. Key aspects of the project include celebrating European days in school calendars, allowing students to communicate across Europe using software to share activities, and promoting lifelong professional development for teachers in new content, methods, tools and approaches.
3. Teachers will attend workshops at the conference to share experiences using tools like blogs, wikis and learning platforms and discuss collaborating to improve teaching competencies through an international perspective.
Strengthening european cultural heritage through STEAM cnenou
This document summarizes an ongoing international collaboration between 6 countries on strengthening European cultural heritage through STEAM (science, technology, engineering, arts, and math). The main aim of the project is to use STEAM approaches to promote both tangible and intangible cultural heritage and engage students. It involves a cross-curricular methodology integrating STEM subjects, creativity from the arts, social sciences, and an international Erasmus+ project framework. Each participating country focuses on a different STEAM aspect related to their cultural heritage. The expected results are including more STEAM activities in school curricula, increasing student and teacher involvement in European projects, and strengthening connections between schools and families through heritage projects.
The document summarizes the key aspects of the e-Twinning program on its 5th anniversary. It provides definitions for each letter of the alphabet related to e-Twinning, including its aims, origins, concepts, duration, encouragement of cultural exchanges, friendship between schools, grants, hosts, innovation, joy, kits, quality labels, modules, news, ordinary announcements, participation benefits, resources, subjects covered, opportunities for teacher blogging, ways projects can be useful, opportunities for virtual tours, use of the wordle program, and focus on youth.
Presenting the EU project Camelot and the educational potential of videos shot in 3D environments for (language) education in general and CLIL in particular
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.
INTERCULTURAL CLUB IN CHALKIDIKI (ARMENISTIS CAMPING )20 -27 JUNE 2012
480 EURO THE PARTICIPATION ALL INCLUDING
MORE INFORMATION : ALEXANDER travel tel 0030 2310 22 99 50 info@alexandertravel.gr
The document summarizes the work of the Teacher Training Center of Bucharest in promoting intercultural education. It discusses the Center's role in providing training to teachers on topics like dealing with diverse classrooms and empowering teachers to teach in intercultural environments. It also describes the different types of intercultural classrooms in Bucharest, including classes with Roma students and international private schools, and the Center's efforts to design customized courses and workshops on intercultural topics for teachers through projects like the HID Grundtvig project.
This document summarizes several European educational projects that a school has participated in over the years from 2000-2014. It describes 4 Comenius projects (CLOVER 2000-2003, SE@EU 2004-2007, SMASH 2008-2010, GENERATION GAP 2012-2014) that involved partnerships with schools in multiple European countries on topics like culture, sports, health, and addressing generation gaps. It also outlines some eTwinning projects in English and German on getting to know partner schools, hometowns, and countries.
1. The document discusses the Comenius School Development Project which aims to promote intercultural learning among European students and teachers through integrating European projects into national curricula and using mobile and ICT-based learning.
2. Key aspects of the project include celebrating European days in school calendars, allowing students to communicate across Europe using software to share activities, and promoting lifelong professional development for teachers in new content, methods, tools and approaches.
3. Teachers will attend workshops at the conference to share experiences using tools like blogs, wikis and learning platforms and discuss collaborating to improve teaching competencies through an international perspective.
Strengthening european cultural heritage through STEAM cnenou
This document summarizes an ongoing international collaboration between 6 countries on strengthening European cultural heritage through STEAM (science, technology, engineering, arts, and math). The main aim of the project is to use STEAM approaches to promote both tangible and intangible cultural heritage and engage students. It involves a cross-curricular methodology integrating STEM subjects, creativity from the arts, social sciences, and an international Erasmus+ project framework. Each participating country focuses on a different STEAM aspect related to their cultural heritage. The expected results are including more STEAM activities in school curricula, increasing student and teacher involvement in European projects, and strengthening connections between schools and families through heritage projects.
The document summarizes the key aspects of the e-Twinning program on its 5th anniversary. It provides definitions for each letter of the alphabet related to e-Twinning, including its aims, origins, concepts, duration, encouragement of cultural exchanges, friendship between schools, grants, hosts, innovation, joy, kits, quality labels, modules, news, ordinary announcements, participation benefits, resources, subjects covered, opportunities for teacher blogging, ways projects can be useful, opportunities for virtual tours, use of the wordle program, and focus on youth.
Presenting the EU project Camelot and the educational potential of videos shot in 3D environments for (language) education in general and CLIL in particular
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.
INTERCULTURAL CLUB IN CHALKIDIKI (ARMENISTIS CAMPING )20 -27 JUNE 2012
480 EURO THE PARTICIPATION ALL INCLUDING
MORE INFORMATION : ALEXANDER travel tel 0030 2310 22 99 50 info@alexandertravel.gr
The document summarizes the work of the Teacher Training Center of Bucharest in promoting intercultural education. It discusses the Center's role in providing training to teachers on topics like dealing with diverse classrooms and empowering teachers to teach in intercultural environments. It also describes the different types of intercultural classrooms in Bucharest, including classes with Roma students and international private schools, and the Center's efforts to design customized courses and workshops on intercultural topics for teachers through projects like the HID Grundtvig project.
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 objectives and activities of a Comenius project called "A World of Tales" involving schools from several European countries. The project aims to promote European identity and citizenship among students through exchanging traditional stories. Over two years, students will read tales from different regions, learn about each other's cultures, and collaborate online. They will hold exhibitions of their work and a study visit to Spain in Year 1. The final products will be an educational website and CD featuring tales from partner countries.
The document provides information about "Maria Teiuleanu" College of Economics in Pitești, Romania. It summarizes that the college was founded in 1899 through a donation to provide professional education. It currently has over 800 students studying across classrooms, laboratories, and computer labs. The college participates in many international projects and its students regularly participate in competitions, winning over 350 prizes. It aims to provide high-quality economic and professional training to its students.
KICK OFF PRESENTATION (3) EURADIPONET (ITALY) IVISOC 2011fisky-wisky
The document describes the Educational Institutions with European Dimension Polesine Network ("Eur.adi.po.net"), which was established in 2005 to serve as an information center and planning laboratory for European initiatives in education. It currently includes 8 educational institutions in the Rovigo province of Italy. The network coordinates European projects and offers adult education courses. It aims to promote sharing of ideas and best practices. One of its members is the Agnese Baggio Study Centre, founded in 1989 to promote the teachings of Agnese Baggio and carry out cultural, social and solidarity activities focused on education and globalization.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: nanotec for schoolsBrussels, Belgium
Presentation of the project "nanotec for schools"- Switzerland, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
The I.I.S. "E. Majorana - A. Cascino" is a school located in Piazza Armerina, Italy comprising technical and high school programs. It has 1200 students and 80 teachers. The school offers five technical pathways and both scientific and classic high school curriculums. It places emphasis on skills like languages, science, and technology. Each year, the school trains students for Cambridge certifications and completes internships in the UK, Malta, and USA. It also participates in the Euroscola simulation in Strasbourg and was named a European Ambassador School last year.
The document outlines an Austrian National Group Meeting for the VOICES network, which connects teachers across Europe, discussing how teachers and schools can benefit from VOICES membership and participation in international projects, and sharing reports from a conference in Brussels and a teacher training program abroad. Representatives from Austrian schools also discussed their international experiences and expectations of VOICES.
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.
The document discusses the effects and outcomes of a project called CAIC (Creative Approaches to Intercultural Competence) on one institution. It led to increased motivation for teachers and learners to improve English skills and learn new teaching methods. It connected the institution to a European network and increased visibility. Participants formed international friendships and had opportunities to travel abroad to learn from other cultures and education systems.
The Edith Stein Teacher Training College is located 15 minutes walking from Hengelo station in quiet surroundings. It trains over 1000 students to become primary school teachers. The college collaborates with other educational institutions like the University of Twente to maintain high teaching standards. It offers opportunities for students to qualify in reform pedagogies like Montessori and Dalton. More than 400 primary schools in the region supervise students during practical training in various educational approaches. The international office arranges student exchanges in Europe and overseas practical training in countries like South Africa and the Dutch Caribbean.
This document discusses ways that online learning can be used for teacher professional development. It provides 7 strategies: 1) Conducting projects using eTwinning; 2) Blogging; 3) Using tools for education; 4) Participating in online events from eTwinning and Future Classroom Lab; 5) Accessing resources on the School Education Gateway; 6) Taking MOOCs and online courses; 7) Engaging with education-focused social media like Twitter chats and Facebook groups. Specific websites, platforms and hashtags are provided as examples for each strategy.
Corazón de María School's 2015-2016 educational project aims to holistically form students through social, individual, and spiritual development based on Gospel values and the spirit of St. Anthony Mary Claret. The school seeks excellence through continuous quality improvement efforts, implementing competency-based evaluation, prioritizing foreign language teaching, and integrating technology into classrooms. It offers students personalized counseling, and extracurricular activities contribute to their formation from early childhood through secondary school.
This document provides information about the Sint-Donatus instituut Merchtem secondary school in Flanders, Belgium. It discusses the school's Erasmus+ projects focused on science, technology, engineering and math (STEM). The school has participated in multiple Erasmus+ projects since 2015 on topics like the impact of science and technology, and innovative STEM teaching practices. The projects have involved partnerships with schools in Sweden, France, Germany, Estonia, Spain, Italy and other countries.
International Berlitz camp brochure_2019Vera Frengova
This document provides information about Berlitz International Camps for language learning abroad. It discusses:
- Berlitz camps are designed for kids and teens aged 6-17 to learn languages through immersion and cultural experiences abroad. Participants improve language skills while making friends from different countries.
- Camps focus on "Learning by Speaking" through experiential activities rather than traditional classroom lessons. Students practice spontaneous speaking in their target language.
- Berlitz offers camps in many European countries teaching English, French, German, and Spanish. Locations provide opportunities for cultural and recreational activities alongside language instruction.
This publication contains the outcomes of the so called e3 project: eTwinning partnership – evolution which was published by the Hungarian National Support Service. You will find fifteen ready-made project descriptions, good examples. We hope that these ideas will help and motivate other teachers to start an eTwinning project.
This eTwinning project involves elementary school students ages 10-12 from Turkey, Romania, Italy, Greece, and Romania. Over the course of 6 months, the students will learn about each other's customs and traditions by creating and sharing presentations, videos, photos, and other materials using ICT tools like PowerPoint, YouTube, and Skype. The goals are to improve the students' English, ICT skills, and pride in their own traditions while learning about other cultures.
The document summarizes information about the Center for Foreign Language Teacher Training and European Education (CFLTTEE) at the University of Warsaw. It describes the CFLTTEE's organizational structure, size, types of degrees offered, and profiles of graduates. The CFLTTEE has over 1000 students and focuses on training teachers of English, French, and German. It emphasizes developing teacher competence, subject competence, and didactic competence in its graduates.
European Space Education Resource Office, Pieter MestdaghBrussels, Belgium
The document discusses the European Space Education Resource Office (ESERO) and its space education project in Belgium. ESERO provides resources like science projects, classroom materials, and teacher trainings to promote space education. The main project is called "Space and Education" which partners ESERO with Belgium's education ministry. It began in 2007 with a few schools and has expanded to over 100 primary and secondary schools with support from inspectors. The project aims to motivate students about science through activities linked to the European Space Agency. Teacher trainings have helped expand the network of space education in Belgium.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online collaboration. It provides benefits for both students and teachers, allowing them to work on partnership projects together across borders. For students, it improves language skills like English, develops digital skills, and fosters intercultural understanding. For teachers, it enables professional development and collaboration with other European educators. The program has been running since 2005 and provides a modern way for schools to partner online without bureaucracy.
Learning Agreement Student Mobility for Studiesheiko.vogl
This document is a learning agreement form for a student participating in a study abroad program. It outlines the courses and credits the student will take at the receiving institution abroad and how they will be recognized by the sending home institution. Key details include the student and institution information, the study program planned including individual course titles and credits, language requirements, and commitments by the student and both institutions to approve the program and recognize the credits earned abroad.
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 objectives and activities of a Comenius project called "A World of Tales" involving schools from several European countries. The project aims to promote European identity and citizenship among students through exchanging traditional stories. Over two years, students will read tales from different regions, learn about each other's cultures, and collaborate online. They will hold exhibitions of their work and a study visit to Spain in Year 1. The final products will be an educational website and CD featuring tales from partner countries.
The document provides information about "Maria Teiuleanu" College of Economics in Pitești, Romania. It summarizes that the college was founded in 1899 through a donation to provide professional education. It currently has over 800 students studying across classrooms, laboratories, and computer labs. The college participates in many international projects and its students regularly participate in competitions, winning over 350 prizes. It aims to provide high-quality economic and professional training to its students.
KICK OFF PRESENTATION (3) EURADIPONET (ITALY) IVISOC 2011fisky-wisky
The document describes the Educational Institutions with European Dimension Polesine Network ("Eur.adi.po.net"), which was established in 2005 to serve as an information center and planning laboratory for European initiatives in education. It currently includes 8 educational institutions in the Rovigo province of Italy. The network coordinates European projects and offers adult education courses. It aims to promote sharing of ideas and best practices. One of its members is the Agnese Baggio Study Centre, founded in 1989 to promote the teachings of Agnese Baggio and carry out cultural, social and solidarity activities focused on education and globalization.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: nanotec for schoolsBrussels, Belgium
Presentation of the project "nanotec for schools"- Switzerland, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
The I.I.S. "E. Majorana - A. Cascino" is a school located in Piazza Armerina, Italy comprising technical and high school programs. It has 1200 students and 80 teachers. The school offers five technical pathways and both scientific and classic high school curriculums. It places emphasis on skills like languages, science, and technology. Each year, the school trains students for Cambridge certifications and completes internships in the UK, Malta, and USA. It also participates in the Euroscola simulation in Strasbourg and was named a European Ambassador School last year.
The document outlines an Austrian National Group Meeting for the VOICES network, which connects teachers across Europe, discussing how teachers and schools can benefit from VOICES membership and participation in international projects, and sharing reports from a conference in Brussels and a teacher training program abroad. Representatives from Austrian schools also discussed their international experiences and expectations of VOICES.
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.
The document discusses the effects and outcomes of a project called CAIC (Creative Approaches to Intercultural Competence) on one institution. It led to increased motivation for teachers and learners to improve English skills and learn new teaching methods. It connected the institution to a European network and increased visibility. Participants formed international friendships and had opportunities to travel abroad to learn from other cultures and education systems.
The Edith Stein Teacher Training College is located 15 minutes walking from Hengelo station in quiet surroundings. It trains over 1000 students to become primary school teachers. The college collaborates with other educational institutions like the University of Twente to maintain high teaching standards. It offers opportunities for students to qualify in reform pedagogies like Montessori and Dalton. More than 400 primary schools in the region supervise students during practical training in various educational approaches. The international office arranges student exchanges in Europe and overseas practical training in countries like South Africa and the Dutch Caribbean.
This document discusses ways that online learning can be used for teacher professional development. It provides 7 strategies: 1) Conducting projects using eTwinning; 2) Blogging; 3) Using tools for education; 4) Participating in online events from eTwinning and Future Classroom Lab; 5) Accessing resources on the School Education Gateway; 6) Taking MOOCs and online courses; 7) Engaging with education-focused social media like Twitter chats and Facebook groups. Specific websites, platforms and hashtags are provided as examples for each strategy.
Corazón de María School's 2015-2016 educational project aims to holistically form students through social, individual, and spiritual development based on Gospel values and the spirit of St. Anthony Mary Claret. The school seeks excellence through continuous quality improvement efforts, implementing competency-based evaluation, prioritizing foreign language teaching, and integrating technology into classrooms. It offers students personalized counseling, and extracurricular activities contribute to their formation from early childhood through secondary school.
This document provides information about the Sint-Donatus instituut Merchtem secondary school in Flanders, Belgium. It discusses the school's Erasmus+ projects focused on science, technology, engineering and math (STEM). The school has participated in multiple Erasmus+ projects since 2015 on topics like the impact of science and technology, and innovative STEM teaching practices. The projects have involved partnerships with schools in Sweden, France, Germany, Estonia, Spain, Italy and other countries.
International Berlitz camp brochure_2019Vera Frengova
This document provides information about Berlitz International Camps for language learning abroad. It discusses:
- Berlitz camps are designed for kids and teens aged 6-17 to learn languages through immersion and cultural experiences abroad. Participants improve language skills while making friends from different countries.
- Camps focus on "Learning by Speaking" through experiential activities rather than traditional classroom lessons. Students practice spontaneous speaking in their target language.
- Berlitz offers camps in many European countries teaching English, French, German, and Spanish. Locations provide opportunities for cultural and recreational activities alongside language instruction.
This publication contains the outcomes of the so called e3 project: eTwinning partnership – evolution which was published by the Hungarian National Support Service. You will find fifteen ready-made project descriptions, good examples. We hope that these ideas will help and motivate other teachers to start an eTwinning project.
This eTwinning project involves elementary school students ages 10-12 from Turkey, Romania, Italy, Greece, and Romania. Over the course of 6 months, the students will learn about each other's customs and traditions by creating and sharing presentations, videos, photos, and other materials using ICT tools like PowerPoint, YouTube, and Skype. The goals are to improve the students' English, ICT skills, and pride in their own traditions while learning about other cultures.
The document summarizes information about the Center for Foreign Language Teacher Training and European Education (CFLTTEE) at the University of Warsaw. It describes the CFLTTEE's organizational structure, size, types of degrees offered, and profiles of graduates. The CFLTTEE has over 1000 students and focuses on training teachers of English, French, and German. It emphasizes developing teacher competence, subject competence, and didactic competence in its graduates.
European Space Education Resource Office, Pieter MestdaghBrussels, Belgium
The document discusses the European Space Education Resource Office (ESERO) and its space education project in Belgium. ESERO provides resources like science projects, classroom materials, and teacher trainings to promote space education. The main project is called "Space and Education" which partners ESERO with Belgium's education ministry. It began in 2007 with a few schools and has expanded to over 100 primary and secondary schools with support from inspectors. The project aims to motivate students about science through activities linked to the European Space Agency. Teacher trainings have helped expand the network of space education in Belgium.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online collaboration. It provides benefits for both students and teachers, allowing them to work on partnership projects together across borders. For students, it improves language skills like English, develops digital skills, and fosters intercultural understanding. For teachers, it enables professional development and collaboration with other European educators. The program has been running since 2005 and provides a modern way for schools to partner online without bureaucracy.
Learning Agreement Student Mobility for Studiesheiko.vogl
This document is a learning agreement form for a student participating in a study abroad program. It outlines the courses and credits the student will take at the receiving institution abroad and how they will be recognized by the sending home institution. Key details include the student and institution information, the study program planned including individual course titles and credits, language requirements, and commitments by the student and both institutions to approve the program and recognize the credits earned abroad.
Ten universities across Europe have partnered through the VOICES network to improve education quality by supporting primary and secondary schools in their countries and facilitating exchanges between teachers. The VOICES network focuses on themes like citizenship, diversity, and identity, and offers opportunities for collaboration, projects, and professional development to help teachers enhance competencies and education of students as European citizens.
WHAT IS A “EUROPEAN TEACHER?” A synthesis reportheiko.vogl
This document discusses competencies needed for a "European teacher" in the 21st century. It analyzes research from a group of European experts on skills and qualifications. The experts identified that a European teacher needs strong subject knowledge and teaching skills, as well as competencies like dealing with diversity, using technology, collaborating with others, and lifelong learning. Specifically, they noted European teachers should promote European citizenship, knowledge of other European education systems, multiculturalism, and language skills. The document discusses how developing a European identity, knowledge, and professional approach can help create a more cohesive European space in education.
This document outlines the objectives and benefits of an Erasmus+ exchange project between schools in Romania, Italy, and Spain. The objectives include fostering understanding of diversity, European values, and citizenship. Benefits include increasing awareness of cultural diversity and openness to multiculturalism. The document describes two student and teacher exchanges - the first to Italy in December 2019 and the second to Spain in February 2020. It lists the participating students and teachers and activities during each exchange such as cultural trips, workshops, and games.
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
This document describes Elos, a European school network and curriculum concept that aims to provide students with an international education. Elos creates a curriculum called European and International Orientation that is based on European frameworks for key competencies and language skills. The goal is to prepare students for a globalized world by developing their identity and competencies through international cooperation and mobility. Schools and teachers benefit from exchanging best practices with international partners, while students gain skills for learning, working, and living abroad. Schools can market their participation in Elos to attract students and gain international recognition for quality. The document provides information on implementing Elos in the curriculum, activities, and certification processes for schools and students.
The document summarizes activities from an eTwinning event held in Bologna, Italy on October 21, 2011. It discusses the hosting institution, Istituto di istruzione Superiore Aldini Valeriani, and thanks partners from Pinneberg. It also mentions an eTwinning project between the hosting school and a school in Wroclaw, Poland, involving teacher and student exchanges in electrotechnics and automation. Finally, it recognizes funding from the Emilia Romagna region that supported partnership activities through family collaboration.
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
This document discusses diversity in Europe through cartoons and films. It begins by asking how Europe should respond to diversity and what vision it has for the future society. It then discusses learning styles, describing visual, auditory and kinesthetic learners. It notes that approximately 20-30% of students learn best through hearing, 40% visually, and many through hands-on experience. The document later outlines Honey and Mumford's model of experiential learning. It encourages using cartoons to improve diversity education in schools, promote international collaboration, and use innovative teaching methods. It provides instructions for an activity where participants analyze cartoons to identify their country of origin and creates their own cartoon on diversity.
The document discusses eTwinning, a program that allows schools to collaborate online with partner schools across Europe. It promotes using technology to form short or long-term partnerships between students and teachers in any subject area. eTwinning helps develop digital skills and encourages international educational exchange. The document provides examples of how eTwinning is being used successfully in Sicily to connect students in different countries and cultures.
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
eTwinning is a platform that offers professional development opportunities for teachers, including European workshops, annual conferences, contact seminars, national workshops, national conferences, learning events, and groups. Teachers can participate in short-term online learning events led by experts on topics like creative drama, math education, and more. eTwinning also provides groups where teachers can discuss topics, share practices, and find support. Participating in eTwinning projects provides opportunities for teachers to improve their skills and receive recognition through European eTwinning prizes and quality labels.
International projects like eTwinning and Erasmus+ are motivational for students. They allow students to learn about other European countries, cultures, and education systems. Students gain communication skills and learn to work as a team and respect different cultures. Erasmus+ projects specifically teach students practical skills like traveling independently. Teachers also benefit by exchanging experiences and learning about innovative teaching methods. The school organizes project days to share results with the community and allow students to develop talents through performances. The school has participated successfully in several eTwinning and Erasmus+ projects over the years.
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.
Open Educational Resources for less used languages in an increasingly digital...LangOER
Open Educational Resources for less used languages in an increasingly digital everyday culture: What are the challenges and how do we tackle them?
Presentation by Sylvi Vigmo, University of Gothenburg
#LangOER project: http://langoer.eun.org
Storify of the webinar: http://bit.ly/1ysnIZy
European citizenship - IOC at Aberdeen workshopDigit Class
The document discusses a proposed subject called "European citizenship" for the Grundtvig Project. It aims to build European awareness while respecting local traditions. The subject would help students learn about the European environment, reflect on their national and European identities, and gain tools for opportunities like exchanges, language study, grants, and work abroad. It would explore the meaning of European citizenship and introduce European institutions. Students would also reflect on cultural diversity and completing a final project using digital tools. The overall goals are to better inform and support young people to take advantage of mobility opportunities in Europe.
Weaving Global Partnerships: Telecollaboration in University EducationRobert O'Dowd
This document discusses telecollaboration and its use in university education. It begins by noting that while the goal is for 20% of university students to study abroad, telecollaboration can provide international experiences for the remaining 80%. Telecollaboration involves online intercultural exchange projects between classes in different locations. Examples of telecollaboration set-ups and projects are provided. Benefits identified include developing language skills, intercultural awareness, and international networks. Research shows benefits for learner autonomy, linguistic competence, and intercultural competence. Barriers to wider adoption include the time needed, difficulties integrating into curriculums, lack of pedagogical knowledge, and lack of technical skills.
Author: Anne Gilleran.
This paper examines the eTwinning action against the background of 21st century educational and social forces in Europe. It describes in detail the evolution and structure of eTwinning, the opportunities it offers to teachers in terms of pedagogical practice and professional development and the achievments of the portal www.eTwinning.net.
In this brochure you will find all basic information you need for your studies at our university college and an interesting stay in Graz. If you have any further questions or concerns the members of our International Relations Centre are happy to assist you.
Die erste Ausgabe des Erasmus+ Journals ist veröffentlicht. In dieser Ausgabe berichten Studierende der Pädagogischen Hochschule Steiermark über ihre Erfahrungen währende des Erasmus Auslandssemesters.
Die Beiträge für diese Ausgabe (Issue 1) des Erasmus+ Journals wurden von einer dreiköpfigen Kommission der Pädagogischen Hochschule Steiermark aus allen E-Portfolios des Studienjahres 2012/13 ausgewählt. Diese Kommission bestand aus der Leiterin des Zentrums 2 – internationale Bildungskooperationen Mag. Susanne Linhofer dem Herausgeber des Erasmus+ Journals, Heiko Vogl MA BEd und der Mitarbeiterin des Zentrums 2 Mag. Katharina Kamitz.
Ausgewählt wurden von dieser Kommission Beiträge über Island, Spanien, die Niederlande und Belgien. Weiters gibt es einen Bericht über das Intensivprogramm DivuS in Brüssel und einen Überblick über das EU-Projekt Young Entrepreneurship Developing in Action (YEDAC).
Das Buch wurde in unterschiedlichen Formaten als E-Book veröffentlicht (http://www.erasmus-journal.eu/erasmus-journal-issue1-veroeffentlicht/) und kann über den Webshop von lulu.com auch als Paperback bezogen werden.
In-Service Course Graz: VOICES - Integrated competences for European Teachers...heiko.vogl
This document provides information about an in-service teacher training course taking place from March 23-28, 2014 in Graz, Austria. The course is part of the VOICES project which aims to develop teachers' European competencies and encourage international collaboration. Twenty teachers from several European countries will participate in the course, working in mixed groups to develop teaching materials around a common theme. Participants will receive a European Teacher certificate upon completion and have their travel and accommodation expenses covered. The course will be conducted in English at the University of College of Teacher Education Styria and the Hotel Feichtinger in Graz.
In-Service Course Graz 2014: VOICES - Integrated competences for European Te...heiko.vogl
This blended learning course consists of three parts. The first one will be an introductory approach to the main issues of the course; the participants will be required to log in the course area, filling in their profile, and analyse selected readings and prepare their essays before the face to face sessions. The second part of the course consists of 6 days face2face sessions with lectures, workshops, seminars, group work, cultural activities, school visits and international projects planning. Once completed, teachers - organised in international groups- will carry out a project in their own schools; these projects will be shared, analysed, described and written, including visual evidences. A selection of them will be edited in e-book format and uploaded to the webpage of European Teachers.
Application requirements
This document discusses e-books and their use in education. It begins by defining an e-book as a digital version of a printed book that can be read on a computer or e-reader. The document then explores what makes a good school book by having students discuss criteria around content, structure, design, and usability. Finally, it looks at different e-book formats, how to create e-books, and resources for finding free e-books online. The document aims to help students envision what a digital school book of the future may look like.
The document describes a project created by teachers who participated in a professional development program in Graz, Austria. The project aims to share methods for developing English speaking skills in the classroom. Each teacher implemented lesson plans involving activities like role-plays, storytelling, and games. They provided feedback and concluded that communicative oral exercises are effective ways to practice speaking across ages and levels. Attachments include the project presentation, application form, lesson plans with feedback, and links to related websites and materials.
Richard Gerver Keynote Pädagogische Hochschule Steiermarkheiko.vogl
The document discusses the importance of developing 21st century literacy skills like play, performance, simulation, multitasking, networking, and knowing what tools to use. It emphasizes the need for a cycle of living, learning, and laughing to develop skills and competencies from childhood through applying learning in different contexts. It questions where creativity goes in this process.
Kurzzusammenfassung
Die vorliegende Studie beschäftigt sich mit der Nutzung des Internets und von Social-Software durch
Studierende der Pädagogischen Hochschule Steiermark während ihres Erasmus-
Auslandsaufenthaltes. In der qualitativen Untersuchung, in welcher das Nutzerverhalten von sechs
Erasmus-Outgoings der Pädagogische Hochschule Steiermark des Studienjahres 2009/2010 im Stil der
„Grounded Theory“ ausgewertet wurde, konnte für die Nutzung ein theoretisches Vier-Phasen-Modell
entwickelt werden: In der Phase 0 (prämobile Phase) wird das Internet zur Informationsbeschaffung
und Vorbereitung auf den Auslandsaufenthalt genutzt. Die Pflege der sozialen Beziehungen in das
Heimatland steht im Zentrum der Phase 1 (oder mobile Phase 1). In der zweiten Phase (mobile Phase 2)
widmen sich die Outgoings dem Aufbau von sozialen Beziehungen im Gastland und dem Beitritt zur
lokalen Erasmus-Community (Peergroup). Die postmobile Phase (Phase 3) wird zum Ausbau und zur
Pflege der sozialen Beziehungen zur Erasmus-Community nach der Mobilität genützt, sie kann auch
zum Abbruch der Kontakte zur Erasmus-Community führen.
Abstract
This thesis examines how Erasmus students from the University of Teacher Education Styria use the
internet and social software during their Erasmus semester. This qualitative study, based on "Grounded
Theory", analyzes the individual user behaviour of six Outgoing Erasmus Students in the academic year
2009/2010. A theoretical four-phase model was developed to show their use of the internet and of
social software while staying abroad. In phase 0 (pre-mobile phase), they use the internet to collect
information and to prepare for the stay abroad. In phase 1 (mobile phase 1), they use it to maintain
social relationships in their home country. In phase 2 (mobile phase 2), they form new social
relationships in the host country and join the local Erasmus community (peer group). The post-mobile
phase (phase 3) is used for developing and maintaining social relationships within the Erasmus
community, or even ending them, after returning home.
Kurzzusammenfassung
Die vorliegende Studie beschäftigt sich mit der Nutzung des Internets und von Social-Software durch
Studierende der Pädagogischen Hochschule Steiermark während ihres Erasmus-
Auslandsaufenthaltes. In der qualitativen Untersuchung, in welcher das Nutzerverhalten von sechs
Erasmus-Outgoings der Pädagogische Hochschule Steiermark des Studienjahres 2009/2010 im Stil der
„Grounded Theory“ ausgewertet wurde, konnte für die Nutzung ein theoretisches Vier-Phasen-Modell
entwickelt werden: In der Phase 0 (prämobile Phase) wird das Internet zur Informationsbeschaffung
und Vorbereitung auf den Auslandsaufenthalt genutzt. Die Pflege der sozialen Beziehungen in das
Heimatland steht im Zentrum der Phase 1 (oder mobile Phase 1). In der zweiten Phase (mobile Phase 2)
widmen sich die Outgoings dem Aufbau von sozialen Beziehungen im Gastland und dem Beitritt zur
lokalen Erasmus-Community (Peergroup). Die postmobile Phase (Phase 3) wird zum Ausbau und zur
Pflege der sozialen Beziehungen zur Erasmus-Community nach der Mobilität genützt, sie kann auch
zum Abbruch der Kontakte zur Erasmus-Community führen.
Abstract
This thesis examines how Erasmus students from the University of Teacher Education Styria use the
internet and social software during their Erasmus semester. This qualitative study, based on "Grounded
Theory", analyzes the individual user behaviour of six Outgoing Erasmus Students in the academic year
2009/2010. A theoretical four-phase model was developed to show their use of the internet and of
social software while staying abroad. In phase 0 (pre-mobile phase), they use the internet to collect
information and to prepare for the stay abroad. In phase 1 (mobile phase 1), they use it to maintain
social relationships in their home country. In phase 2 (mobile phase 2), they form new social
relationships in the host country and join the local Erasmus community (peer group). The post-mobile
phase (phase 3) is used for developing and maintaining social relationships within the Erasmus
community, or even ending them, after returning home.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
THE EUROPEAN TEACHER
1. ABOUT ETSIZE
European Teachers Synthesize (ETSize) offers in-service courses
coordinated by Hogeschool Edith Stein/OCT (Hengelo, NL) and six
leading teacher training institutions located across Europe.
They are:
• Hogeschool Universiteit Brussel (BE)
• Universitat Autonoma De Barcelona (ES)
• University Educational Circle, Riga (LV)
• Uludag University, Bursa (TR)
• University of Teacher Education Styria (AT)
• University of Teacher Education Central Switzerland (CH)
CONTACT US
Join us now on Facebook to learn more and meet other teachers
Search for: ‘European-Teachers’
To get ETSized or for more information contact us at:
The International Office
Hogeschool Edith Stein / OCT
M.A. de Ruyterstraat 3
7556 CW Hengelo
The Netherlands
Postal address:
Postbus 568
7550 AN Hengelo
THE EUROPEAN TEACHER
The Netherlands In-service courses for teachers who want to continue developing
www.european-teachers.eu
themselves in Citizenship, Identity, Diversity or Professionalism
2. BECOME A EUROPEAN TEACHER TODAY, TO ENSURE THAT
OUR STUDENTS BECOME THE SUCCESSFUL EUROPEANS OF TOMORROW!
THE COURSES INCLUDE
• An introduction to Facebook;
• One week of face-to-face lectures and work sessions in a European city;
• The development of a project for your students to learn them about
European citizenship, identity, professionalism and diversity;
• Regular tutorial support from a professional Face-it tutor.
HOW TO BECOME A EUROPEAN TEACHER SELECTION CRITERIA
Candidates must be teachers who:
A European teacher requires the ability to blend identity with diversity,
differing school concepts with modern technology, and theory with • Educate students between the age of 8 and 14;
practice. The ETSize programme offers courses dedicated to helping • Have an affiliation with Information Communication Technology (ICT);
all teachers establish these skills, enabling them to become successful • Can communicate effectively in English;
European teachers. • Want to participate in new networks;
• Want to share their knowledge with others.
The programme provides opportunities for participants to exchange ideas and
learn from each other through residential, blended learning courses in: For more information about or to apply for the European teacher courses, please visit
• European Citizenship • European Identity our website www.european-teachers.eu.
• European Diversity • European Professionalism
European
IDENTITY
Cultural Awareness
Cultural Heritage
European European
CITIZENSHIP European PROFESSIONALISM
and
International Knowledge approach
European < > World Teacher Way of teaching-
School concepts
in Europe
European
DIVERSITY
Multiculturalism