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 ticle04.html. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 80