Visibility of eTwinning Projects Group Newsletter no. 5 - July 2015 | Page 80
Visibility of eTwinning Projects Group July 2015 Newsletter
-----------------------------------------------------------------------------------------------------Specifically, the documentation was published
through the tools mentioned above (the diaries of
the project, task management, the blog, the
dashboard of real folder of files, the bulletin board
announcements and use the mailbox).
Future developments
The eTwinning project, already complete in itself,
may now lead to a real twinning through the
participation of the partner schools to the key
action 2 (KA2) of the new program Erasmusplus.
In addition, the content created by the students
were subjected to evaluation and facilitated
autonomy in carrying out activities related to the
production and empowered themselves as "authors
of their learning."
Founded in 2005 as an action of the eLearning
Programme, 2007-2013, eTwinning has been part
of the Lifelong Learning Programme (LLP) and from
2014 is part of the actions of the Erasmus+ 20142020 between platforms information to support
cooperation for innovation and good practices,
especially for the education sector.
This evaluation path is perfectly consistent with the
development of an authentic learning closely
connected with the experience of the real world
(Muirhead, 2002) that seeks to stimulate:
• the development of critical thinking skills;
• connect learning in the classroom with the daily
and professional life;
• the integration of the study of individual and
group work;
• the development of learning transferable (transfer
of learning).
The educational intervention carried out in the
project has promoted a strong integration, a project
synergy between teaching, learning and
assessment.
It has facilitated the integration of disciplinary
knowledge, of learning content to the concrete
objectives of learning.
A "good practice" in the Institute experienced
Includes Foggia which combined technology fables
opening to Europe. The European integrated project
in the course curriculum has allowed to analyze the
possible articulation between the technological
dimension, the narrative text (stories) and the
development of language and communication skills.
The use of a technological environment has
encouraged the development of divergent thinking
and allowed to mobilize different cognitive styles.
The learning of language skills has enhanced the
contribution of other disciplines.
The natural attitude of pupils to communicate,
socialize, interact allowed to expand space, time
and mode of contact and social interaction, while
developing their sense of European citizenship.
The interplay between the disciplines has
contributed to the fact that the school would open
Europe
Bibliography:
Calvani A. (a cura di) (2007), Tecnologia, scuola e
processi cognitivi, Milano, FrancoAngeli.
Calvani A.(2011), Principi dell’istruzione e strategie
per insegnare. Criteri per una didattica efficace,
Roma, Carocci.
Limone P. (2012), Valutare l’apprendimento on-line.
Esperienze di formazione continua dopo la laure,.
Bari, Progedit.
Muirhead B. (2002), Relevant assessment
strategies for online college & universities, in
“USDLA Journal”, 16 (1), at
http://www.usdla.org/html/journal/FEB02_Iusse/ar
ticle04.html.
http://newtwinspace.etwinning.net/web/p100522/welcome
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