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OPEN ETWINNING COURSE: Open eTwinning: Project-Based Learning and the Community for Schools in Europe.

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OPEN ETWINNING COURSE: Open eTwinning: Project-Based Learning and the Community for Schools in Europe.

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On the 5rst of november I have started a new online course related to the PBL, or Project-Based Learning, which has the peculiarity that is an European course; I mean, I can exchange my doubts, projects, illusions and some ideas with other people around the continent.
This course is framed in the Etwinning community of European schools, an environment where teachers can share our experiences with our students, and try alternatives to traditional teaching and learning. Also, our students can discover projects from around Europe and improve their skills at class. And for us, teachers, is a great opportunity to communicate our illusions and doubts about our new trials in this field.
The PBL is based on providing tools to the students to research, collaborate, give and receive feedback, and figure out the best ways to arrive to good results in a challenge.

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We are going to begin in this adventure and become more innovative in our classes!! It has different modules

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Hello!! My name is Helena and I come from Rubí, a little town near Barcelona, in Catalonia!
I work as a Vocational Education Trainer, in the social field, in particular, we call the " Sociocultural and Community Services Professional Family" (more or less..); my students are adult, and they are studying courses like "Childhood Education" or "Sociocultural and Touristic Animation".

In the following pictures you can see my students putting into practice their knowledge; the first image belongs to Technical Courses for Childhood Educators, learning how to do baby massages; the second one, is an activity to sensitize about male violence against girls or women, an its dinamized by my Sociocultural and Touristoc Animation students (in our institute we are really aware about gender perspective).

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MY FIRST STEP WITH NEW ICT TOOLS: ANIMOTO!

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MY FIRST STEP WITH NEW ICT TOOLS: ANIMOTO!

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Looking at the other participant presentations I have motivated myself to prove a new ICT tool called ANIMOTO; it is really funny to use it! I have spent half of the morning to create my presentation, but I am happy with the result! Hope you also like it!

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5th of november: well, the first day it has been really stimulating with all of these videos explaining about the Open ETwinning courses! I have seen that lots of people have repeated the experiencie and have a lot of practice!  I feel really lost!!!

6th of november and following days: I feel better but a little bit stressed because I see that are lots of tools to represent one idea or concept, and I want to learn all of them!! haha!!!  But I say to myself, keep calm Helena, you have to learn them bit by bit...don't rush, you have time, Enjoy!!  So, until now I have tried Animoto and Padlet to do my presentation, and I believe that I have passed the test! haha!!!
Well, let's see how will Module 2 be!!

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MODULE 2: I WANT TO INNOVATE!! BUT, WHERE SHOULD I START?

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MODULE 2: I WANT TO INNOVATE!! BUT, WHERE SHOULD I START?

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In the first activity of this 2n module, is raised a new approach: "What would you do to improve in your classroom?". In this way, there are four core questions to answer.. so let's start...
1. What would I like to improve in my classroom?
Well, the thing is that I would like to be more creative and turn theoric contents into attractive learnings. Sometimes I can do it with videos or powerpoints, or even with some odd stories, but I would like to discover other ways to work with the curriculum.
2. Do I know my student interests?
Good question! Well, in fact I always ask my students which are their interests about the subject, and they tell me so; but not everybody answers because some of them are shy or they don't know how to explain it. In the beginning of the course I always do what I call an "Initial Review", which helps me to deduce more or less their interests or knowledge.
3. Do you use ICT in your daily teaching?
The reality is that I mostly use Google Drive to supply some materials, and my students work with it also for make the activities, because is easier to work online. On the other hand I also use videos (in youtube, for instance), prezzis or other resources that we can find in internet to emphasize the contents that I am explaining in the class.
4. How would you like to motivate your students?
This is my first aim for this Etwinning course:I want to know how to implement new tools and show my students that another way can be possible to teach. I have to say that my pupils are adults, and they are going to be future educators! So, this is the best opportunity to be creative and more pedagogical in my classes

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ACTIVITY 2.2.: SEARCHING FOR EXPERIENCES

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ACTIVITY 2.2.: SEARCHING FOR EXPERIENCES

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Waw! These following questions are more difficult! But I believe that I can answer to them.. let's see:
1. What can I improve?
This is easy to answer, haha! Well, I want to change my traditional way to explain some of my theorical contents.
2. What would I like to try?
I am a self-taught person, and I am not afraid of using ICT tools; so the first thing is to investigate which are the best experiences for my students (I told you that they are adults, and sometimes they know more than me!).
3. What am I not happy with? 4. Is there anything which is not working?
I have preferred to answer this two questions in general, because, for me, they are connected. The reality is that there's one thing that doesn't depend on me: the curriculum that we have to implement doesn't give us so many opportunities to be creative. The time, the contents and some other circumstances of our resources in the institute can't provide our motivation, or students motivation, to do different things. But, on the other hand, I believe that,sometimes I put psicological fears to innovation, because I feel that I won't be able to deal with it.

BUT....That is why I am here!! To change my "boring" classes, I will innovate!

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In this final part of exercises in Module we have had to answer to these following questions:

What needs or areas of improvement and learning have I detected in my teaching?

I believe that my students have a lot of ideas in the vocational training study         that they have chosen, because they like it! But they need to have creative
tools and scape from the typicals forms like making posters (with
paperboards) or powerpoints to explain their works.
I would like to be a referent and give them different ways to learn contents
and to work with them.
I know that my students control a lot different technologies, mostly cell
phones and internet, but I want them to show its pedagogical use, also.

What projects have I found that might help me?

Well, in fact, more than particular projects, I have seen different ways to
present or show to my students how they can work or explain with subjects or
issues. I mean, my interest is to improve their skills. One link that I like is the
following one:

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Faculty Focus | Higher Ed Teaching & Learning

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In my teaching experience I have come to the conclusion that many college students are unaware of the cultural differences and social issues in their communities. I have also realized that some teachers are often limited in delivering academic content inside the classroom, which might prevent learners from contextualizing the knowledge in real-life situations. Therefore, helping students understand that there is a relevant relationship between their professional skills and their role as citizens within their communities is important. The purpose of including community-based projects in your syllabi is to instill in students a sense of social responsibility and cultural awareness at an early stage in their professional life.

To accomplish this, it is important to understand the meaning of contextualization, field trips and community-based instruction. Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the skills of the students. Implementing community-based projects in our classes does not mean organizing sporadic field trips. A field trip does not involve the "doing" because it is generally limited to observation. (CBI Handbook, 2005) Field trips are useful as they help enhance learning outside the classroom. However, they generally lack the possibility for students to learn from social interaction.

Getting students into the community

One of the goals for my Spanish class was to teach students how to interact at a restaurant using the target language. In addition, students had to learn popular recipes and regional ingredients used in the different Latin American countries. Each group visited different Latino restaurants in their neighborhoods, conducted interviews with cooks, and learned about the differences of ingredients. It would have been easier to have each group bring a different dish to the classroom and explain its ingredients, but that approach would provide little interaction with their communities. Their evaluation consisted of a lunch at a Cuban restaurant in which students had to discuss their experiences with the cooks, interact with Spanish-speaking waiters, and try the traditional Caribbean dishes. At the end, students mentioned that this experience not only helped them practice real-life Spanish but they also learned about real Latin American food and people living and working in the city.

The final project for my English class was a theory-based presentation that would improve students' academic speaking skills. The students are future language teachers who are required to intern in their last two semesters. Therefore, I implemented a community-based project. My students had to compare the theory with the practice and report back to the class. Each group chose a public school from their own community. Students interacted with school administrators, teachers, and students. They observed the teaching conditions in which a second language is taught. Their final presentations included a reflective analysis about the language theories. Students were aware of the realities of the schools and understood that not all of the proposed theories were applicable in their communities.

Skills that students can gain from a community-based project:

Altruism and Social Awareness - Altruism in education should help students develop a sense of belonging to their communities. In addition, the main objective of these experiences should not only be the improvement of the students' professional skills but it should raise awareness about the realities of others. As a result, these activities might instill in students a sense of inclusiveness, diversity, belonging, and respect for others.
- Using teamwork in your community-based projects will help students improve their interpersonal relationships by empowering them with their own decision-making and problem solving.

Critical Thinking - It is very important to teach students to become critical thinkers. It allows them to make decisions through their own reflection and judgment. Community-based projects give students an opportunity to observe and analyze real-world situations while improving their professional skills and learning from the realities of their community.

Interpersonal Skills - When students work in groups in community-based projects, they learn to move beyond their comfort zone to interact with people from diverse backgrounds to find collective solutions. These activities foster enhanced student interaction, which implies communication, peer-assessment, and continuous feedback.

References:
Guidelines for Community-Based Instruction (2005). Baltimore County Public Schools

Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.

Mario Guerrero is an assistant professor at the University of Nariño in Colombia and former adjunct professor at Fordham University.

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In my teaching experience I have come to the conclusion that many college students are unaware of the cultural differences and social issues in their communities. I have also realized that some teachers are often limited in delivering academic content inside the classroom, which might prevent learners from contextualizing the knowledge in real-life situations.

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Well, I am a little bit stressed but also excited with all of the learnings in my mind because I know that they will be useful!!
Ready for tomorrow with the Module 3!

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Wow, now we are in the halfway point of the course, and the process is taking shape. I am still feeling lost but enthusiastic with it, I see plenty of people that have experience in eTwinning courses. Still thinking about whicn will be the theme that I will chose to do my future project. In this module, the proposal is

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Thinking about one of the activities that I approach to my childhood education, I have thought that I could use English language with it! So, this is my draft! I hope you will like it!

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2th of december! Too late but on time...! Well, I know that I have the idea of the collaboration project, but I don't know if I will do it as this following video with Diego Rojas's explanation. I will try.

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They also ask for:

To design an ICT activity, which is part of the collaborative project you expect to launch in the future and that involves real collaboration, thereby obtaining a tangible and measurable end-result that is directly related to the project you are planning and developing. Remember that we are talking about one single activity, not a set of them or a whole project.

You can use resources you have seen in the previous modules, and ICT tools that can help you in your design, such as those we offer in social lists.

When you design it, do it in your personal portfolio; this will be the place where you are developing your project plan, which in Module 5, will need to be finalized.

Evaluate yourself using this rubric. While this activity is not peer-to-peer, you can evaluate yourself using this rubric.

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MY PROPOSAL FOR THE COLLABORATIVE PROJECT

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MY PROPOSAL FOR THE COLLABORATIVE PROJECT

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The main idea is that 3 institutes from a part of Catalonia, the Vallès Occidental region, can share the same projects with PBL to design a layout.
The main ICT tools that are going to use is Padlet and Animoto, because most of the time they are going to spend it to the plastic creation, more or less 25hours (maybe more). The teams are going to be about 4 or 5 members, and they are free to chose them.
They will have to visit schools to see which are the resources (spaces, materials..) to dream their schools,  and find the words in English, and these are going to share in Padlet, also.
Animoto is the tool to show the process anf the final results.
Well, finally I have been inspired and designed another Animoto video to explain my idea for the collaborative project!! Hope you likeit!

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MODULE 5: The eTwinning social network. The final stretch!!

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MODULE 5: The eTwinning social network. The final stretch!!

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First step, registering in the eTwinning space and know what it is about...

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eTwinning Live...a huge world to work with...

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eTwinning Live...a huge world to work with...

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8th of december:
I have to say that I need more time to digest all that involves the eTwinning world:tools, people, projects, processes, illusions, and so on... I have discovered a new way to work and share my ideas, to encourage and engage my students to the class activities. I believe that this Open eTwinning Course has openned a new window of learning, not only related to the PBL, but to the idea of innovation in my dayly practice.
Today I have noticed that my project draft designed in Module 3 is not as good as I imagined; I mean that maybe the focus that I put won't have the good potencial to be a collaborating project for this Module 5.

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MY PROJECT PLAN... "WHAT DO YOUNG PEOPLE NEED? MEETING POINT!"

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MY PROJECT PLAN... "WHAT DO YOUNG PEOPLE NEED? MEETING POINT!"

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Well, I know that this idea is completely different from the other project that I presented before ("Dreaming a kindergarten class"), but I thought that I will have more opportunities to collaborate in this other idea. I hope you like it!

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As poppies are...delicated...youth is also a stage in life so delicated, full of misunderstanding needs. My students, young people too, have to find out which are these needs, and maybe discover that they coincide with other people from Europe. But, there are the same needs when you are 12 years old then when you are 19? Could they satisfy them with campaigns? These are some of the ideas that I throw in my project plan.

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What do young people need_ Meeting point!

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After seeing that I have finished the course on 19th of december, I have thought. "well,that's all!". But, no! Another window is openned to write projects, to know different people, to share doubts and illusions.... I love this picture from our beloved Eugeni Salvador Dalí ("Muchacha en la ventana", 1925), because it inspires me to dream and to draw the new ideas for future projects.

I would like to thank our moderators Irina Vasilescu,  Victor Pérez and Koen Eun, for your continued support and your moods within the whole process of the course.

Thanx to all of you also! I was delighted to speak with people from around Europe and have the opportunity to promote the idea of my project.. it has been amazing!

I wish you the best!! Receive a big hug!

Helen.