Project registration and CSS support
I want to take this opportunity to share with everyone how helpful the central support services (CSS) team has been with my many questions about getting our project started, and in dealing with the E-Twinning tools interface. Nuria de Salvador, Katarina Bavorova, Brigitte Parry, Sylvia Binger and Silvia Spinoso have been a huge help in getting started, and very present in the weekly e-twinning chat sessions. Some of you may not have noticed those chat sessions, but they are linked directly from the www.etwinning.net website, and from your own dashboard. They are run from noon to 1PM and from 4PM to 5PM (Euro time/French time, GMT+2 for the summer) and while I haven't seen many struggling teachers there, the CSS team has been very present, helpful and friendly. I'll try to attend several more times this week, perhaps we can meet there some one of these days.
I have registered the project with one partner, Jackie in Ireland, and have just received the official notification of the project's acceptance. But please, I don't want any of the rest of you to feel left out. Just as soon as the tool allowing us to register multiple partnerships is ready, probably in 3-4 weeks' time, I will be registering all those who have confirmed with me their desire to participate. In the meantime, I suggest we do several things:
1) Let's continue discussing the specific details of how to manage the "Living Spaces" theme.
2) If any of you want to start a smaller side project with one of the schools I've listed, that would be great. For example, it would be logical for Fabrice's computer class to have a special side project with one or more other schools having upper-level students specializing in computer programming. I think one of Jiøí Hrubý's classes might be in that situation. As they'll have separate and very specific themes to deal with, it is logical that they have a separate project registered, even if both our schools continue to be involved in the "Village Europa" project. Some of you may have colleagues teaching in specialized sections, or wishing to have a special topic different from the one we're currently discussing. I think we could work that into our larger, school-wide project plan.
3) If any of you decide you'd prefer not to get involved in the "Village Europa" project, please let me know. I'm personally convinced that the project will be more successful if we have multiple schools involved, but some of you may prefer doing simpler, smaller projects with a single school. That's no problem, just please let me know.
Cheers, --- Phil
I have registered the project with one partner, Jackie in Ireland, and have just received the official notification of the project's acceptance. But please, I don't want any of the rest of you to feel left out. Just as soon as the tool allowing us to register multiple partnerships is ready, probably in 3-4 weeks' time, I will be registering all those who have confirmed with me their desire to participate. In the meantime, I suggest we do several things:
1) Let's continue discussing the specific details of how to manage the "Living Spaces" theme.
2) If any of you want to start a smaller side project with one of the schools I've listed, that would be great. For example, it would be logical for Fabrice's computer class to have a special side project with one or more other schools having upper-level students specializing in computer programming. I think one of Jiøí Hrubý's classes might be in that situation. As they'll have separate and very specific themes to deal with, it is logical that they have a separate project registered, even if both our schools continue to be involved in the "Village Europa" project. Some of you may have colleagues teaching in specialized sections, or wishing to have a special topic different from the one we're currently discussing. I think we could work that into our larger, school-wide project plan.
3) If any of you decide you'd prefer not to get involved in the "Village Europa" project, please let me know. I'm personally convinced that the project will be more successful if we have multiple schools involved, but some of you may prefer doing simpler, smaller projects with a single school. That's no problem, just please let me know.
Cheers, --- Phil
posted by PhilB at 11:55 PM
14 Comments:
I'd like to give a philosophical meaning to "living spaces" linking it to the ancient "Agora", the place where people used to meet to discuss about the social and cultural life of the community.
So,I think it will be very useful to understand the environments where our young people from different cultures meet together.
And then, as Philip suggested, try to understand our students' need of virtual spaces to encounter and exchange opinions, introducing a vision of a virtual "Agorà" where to celebrate the richness of the cultural diversity.
Are our modern "living spaces" public spaces in which the whole community aggregates towards the assembly speech? If we wanto to investigate on this matter we could add churches too. We could even move from the present to discover the past and sharing it with our partner schools.
Is it too difficult? What do you think?
I’ve been thinking about our theme Living Spaces and what Gosia and Enza have said so far about developing the theme. I’ve also been thinking about the Tandem approach... Tandem is a sort of “twinning” project that has been running since the 60s, and they have a lot of good ideas about how to organize a correspondence project. Although our students won’t be using as their target language the native language of their partners (one of the founding principles behind a Tandem project) we can still try to use their principle of reacting to both their partners ideas, and their use of language. Here are some of the ideas that come out of this mental “stew”.
1) Our initial messages can be assigned writing topics that change each month. If we begin in September asking students to write about their school and classrooms, they can continue in October, writing about their town and places students often meet, in November writing about their home and the kind of things they like or don’t like about living at home, and so on, according to the specific themes we’ve decided to set out.
2) After our first round of messages, our students can continue by “reacting” to what their partners have written: asking questions, asking for more information, telling about similar experiences or situations they may know about, and correcting any errors their partners may have made in the language of communication, if possible. If there is time before the end of the month, or if we are able to organize chat or videoconferencing sessions, we can imagine having our students prepare questions and answers about anything relating to our topic of the month, and to what their partners have written before.
3)Since we’ll have multiple partners, we can delegate responsibility for specific partners to specific classes or groups of students. That way, all students can benefit from the writing of all the different partners, but each student will have a more specific goal dealing with managing communication with a specific partner.
4) Each month we’ll have a new topic, and students will compose new “group” messages to send to all participating schools. After that, individual reactions will depend on which students have the responsibility for communicating with each partner school. Further interaction can take place in class, when students report to the class on what their partner school has been talking about or asking about.
So, here is a summary of the way our multi-site exchange might work:
1st or 2nd week of September:
- Students in each school prepare and send via e-mail a “group message” on the topic of the month (their school and classroom) to all other schools.
2nd, 3rd and 4th week of September:
- Groups of students respond to their distant partners via e-mail, chat or videoconference with comments, questions and corrections.
- This is also the opportunity for teachers of different subject areas to encourage classes to think about the topic of the month in terms of their specific subject - maths, history, economics, whatever.
October:
- The same routine, with a new topic of the month.
- In general, we can plan on the first week to send the “group message” on the topic, and the three following weeks for interaction.
You're right that some months are less than full. We have a week's holiday at the beginning of November, and in winter and spring we have two two-week holidays. Also, I suspect some of us may not actually begin classes the first week of September, and depending on what "surprises" we find in the computer room at our schools, we may or may not be able to easily get all our students working on the internet.
What we'll probably need to do is compare the schedules of each of our schools in detail, and set up our calendar so that each topic is given enough time to allow for exchange and discussion. Perhaps a more realistic framework would be 2 weeks to prepare and send the initial post to all partner schools, then 4 further weeks to allow for discussion, through whatever means we have available.
So far, the folks actively participating here are Gosia (Poland), Enza (Italy), Jacky (Ireland) and me (Phil in France). The other schools may prefer a lesser level of participation, I'll try to find out via email. But even if at the end of the day it is just our four schools participating in the "core project", I think we can go ahead and have a successful exchange.
This said, I won't give up on those who haven't posted here yet, and continue trying to get them into the project, in some way or other.
My school year with students will start on 13th September so we have almost two weeks of school during that month. Maybe we could work on the same topic during September to the 20th of October and starting an e-production the last days of October. What do you suggest?
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