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5.2 Introduction to assessment of 21st-century skills

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5.2 Introduction to assessment of 21st-century skills

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VUCA world (short for Volatility, Uncertainty, Complexity, and Ambiguity) 21st-century skills have been defined as crucial by key institutions such as the European Commission's Science and Knowledge Service. As the European Commission argues, Europe is currently facing new skills challenges:
The aim is for everyone to have the key set of competences needed for personal development, social inclusion, active citizenship and employment. These competences include literacy, numeracy, science and foreign languages, as well as more transversal skills such as digital competence, entrepreneurship competence, critical thinking, problem-solving and learning to learn
The European Digital Competence Framework for Citizens (DigComp) is a document that collects several guidelines and offers a tool to improve citizens’ digital skills.
As the World Economic Forum reports, the skills that people have are lagging behind the skills that people (or employers) actually need, and the gap is growing wider. The skills that are needed the most are collaboration, communication and problem-solving. These are primarily acquired through social and emotional learning (SEL). Eventually SEL leads to higher employability and educational fulfillment. If you would like to find out more regarding the World Economic Forum’s position on the issue, please consult this article.

It is interesting to compare this position with the framework of the National Council on Measurement in Education:

1. Ways of thinking (creativity, innovation, critical thinking, problem-solving, decision-making and learning to learn)

2. Ways of working (communication, collaboration and teamwork)

3. Tools of working (information literacy and ICT literacy)

4. Living in the world (citizenship, life and career skills and personal and social responsibility)

LEARNING SCENARIO
When in history did wallets weigh more?

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Assessment is the final part of the learning process, although it should not be understood as a final evaluation but as a way to improve the whole process.
There are two main types Summative and Formative assessment.
Summative  is outcome-focused, rather than process-focused. This type of assessment provides the means for finding out whether your project has reached its goals/objectives/outcomes.
formative assessment is a technique that allows the evaluation of student learning during an instructional unit by comparing it against some standard or benchmark
According to the Carnegie Mellon University’s definition, the goal of formative assessment is to monitor student learning and to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.
Assessment can be carried out with different tools, including digital ones, such as Kahoot, Socrative, Plickers or Quizziz, all of which offer a platform to give participants valuable feedback. We can also use rubrics or potfolios (Blogger, Evernote,Padlet, etc)
Andromeda in the canvas and in the night sky
https://youtu.be/KIo-J4VrQpA
The European Union matters

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Module 5: Assess cultural heritage lessons: towards 21st-century skills

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Module 5: Assess cultural heritage lessons: towards 21st-century skills

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During this module I will:

1. Receive an introduction to general assessment approaches

2. Understand possible ways to assess 21st-century skills in my students

3. Become familiar with a self-assessment rubric for your cultural heritage lesson plans

4. Become familiar with a student assessment rubric for cultural heritage lessons

5. Take part in the final course activity

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The Learning Designer is produced independently by the London Knowledge Lab. It is a Web-based tool that facilitates the creation and sharing of learning designs and supports the integration of learning technology.

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A visually structured approach to learning design to think through and support your students’ learning

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4.6 An Art, Language and History lesson with Europeana

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4.6 An Art, Language and History lesson with Europeana

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Fifth Learning Scenario
The Century of Children’s Games: revisit the Finnish past through pictures of children’s plays and games

Kimmo Kortelainen, Multi-disciplinary lesson: Arts, Languages and History
is a project about children’s games in the time period of Finnish independence (1917-2017), organised as a part of a Finnish Independence Day exhibition in the school.
https://youtu.be/pyiQ6IQjfHg

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Josefa Martín, Spain PADLET 4.5 A History Lesson...

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Josefa Martín, Spain PADLET 4.5 A History Lesson...

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Students may not have collaborated before so the main difficulties may come from this.
PROBLEM How to make balanced groups to collaborate?
What is better? Allowing students choose who they work with or is the teacher in charge of the task?
Solution: Work with students and let them know about the importance of a balanced team, inclusion and mixed ability, then let them choose and experiment!
And do not keep saame groups over the year.
PROBLEM
Students don't focus on their task or find it difficult to progress
SOLUTION
Provide them with useful and clear charts, rubrics and visual aids to make them feel they are achieving their goals.

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Fourth Learning Scenario:
Napoleon as seen by the opponents, through satirical cartoons in Europe (1800-1821): Cartoons as a tool to understand an historical period

Jean-Christophe Jost, History lesson
The main objective of this scenario is to constitute an initiation to the study of satirical cartoons as historical documents.
Collaborative learning (CL) in the classroom promotes critical thinking skills, increases results in the classroom and creates learning communities.
Students are given satirical cartoons selected by the teacher from the Europeana repository to analyse. After a group discussion, students decide what kind of additional information they need to develop the learning outcome. Searching on Europeana, students will find more resources to complete their team work.
STEP BY STEP VIDEOS
1https://youtu.be/y_RDJJfVWms
2 https://youtu.be/4FPERgQlK8c
3 https://youtu.be/7ZRbQMBoEbw
4 https://youtu.be/s64UFQqd-Lo
5https://youtu.be/sNwTqXMMt5U
6https://youtu.be/OemlX9awk4U

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Learning Scenario Implementation - Jean-Christophe Jost

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4.4 A Physics and Technology lesson with Europeana

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4.4 A Physics and Technology lesson with Europeana

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Third Learning Scenario:
Sounds of Nature: recording and analysing natural environment sounds

Rafael Montero, Physics lesson
interdisciplinary lesson where Biology and Technology teachers work together to deliver a blended lesson. In this lesson, high school students will study recordings of birds from the Europeana repository and compare them with their own recordings of local fauna.

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But what is Inquiry-Based Science Education (IBSE)?

Inquiry-based learning (IBL) is an educational strategy through which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003). One of the benefits of using IBL is that the students are an active part of their own learning process: they must suggest an experimental activity to peers and design it. IBL is organised into different steps, in which teachers guide the students to think about an experimental idea, design the experiment and present the results to their peers.

There are four levels of inquiry-based learning:

1. Confirmation inquiry: At this level, the teacher uses inquiry as confirmation for already acquired knowledge. For example, the teacher gives a lesson about a topic, then prepares an activity by posing questions and guides students through it to an answer that is already known by them.

2. Structured inquiry: The teacher provides the scientific question and guidelines or structure to the investigation. Students are required to explain their findings.

3. Guided inquiry: The teacher only provides the research question. Students are responsible for designing their own experiments and validating data at the end of the process.

4. Open inquiry: Students formulate their own research questions, design the experiment and present their findings.

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Learning Scenario Implementation - Matteo Cattadori

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4.3 An Inquiry-Based Science Education lesson with Europeana

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4.3 An Inquiry-Based Science Education lesson with Europeana

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Second Learning Scenario:
Story of Darwin and the Comet Orchid: a discovery told by original material

Matteo Cattadori, Biology lesson
The main objective of this scenario is to introduce students to the story of the comet orchid and the meaning of coevolutive interactions among living forms.  This lesson includes activities such as: searching in databases, performing small measurements on digitized samples, analysing clues, guessing and hypothesizing, giving events in a chronological order.

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I am a Buck Institute fan, I usually read articles and Twitter posts and try to follow their advice when working and collaborating in PBL eTwinning projects with my students. I adaapt rubrics and ideas to the project timeline. Regarding VR I have not started using them yet but this year our etwinning students have collaborated creating an escaperoom based on qr codes.

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eTwinning Day eTwinHeritage Games Escape Room.jpg

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Learning Scenario Implementation   Gilles Roisin Firtina

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4.2 Project-based learning and augmented reality with Europeana.

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4.2 Project-based learning and augmented reality with Europeana.

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First Learning Scenario:
Past of the Alsace - half French, half German

Gilles Roisin-Firtina, History lesson
By working collaboratively, students will select Europeana WWII resources, discuss ideas, and use ICT and augmented reality tools to produce a learning outcome, including video records, images and so on.
The scenario that Gilles has created allows students to link the past with today’s political problems, by combining project-based learning and augmented reality. In order to carry out this project, students have to find various resources (maps, photos, videos) about their region, Alsace, or any other region facing political tension. Once they have conducted the research, they construct an augmented reality product, also discussing how peaceful citizens can contribute to solving the initial political tension. This way, students have not only gained history knowledge and technical skills by working for a period of time to investigate Alsace and its origins, but they have also become more motivated and engaged thanks to augmented reality.
AUGMENTED REALITY RESOURCES

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4.1 Introduction to the learning scenarios of Europeana DSI-3

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4.1 Introduction to the learning scenarios of Europeana DSI-3

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This project aim was to mainstream the use of Europeana by teachers. First A developer group of 18 European teachers was formed  using Europeana collections (who also created this MOOC), then a 60 users group tested the LScenarios to provide feedback. Find scenarios here http://fcl.eun.org/directory
More info click on the photo

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The MOOC will serve to introduce participants to the Europeana platform, where they will find different resources for educators, such as pictures, videos, texts and various tools that they can easily integrate in their lessons. Moreover, the MOOC will serve to help teachers to build learning scenarios using digital cultural heritage, in a framework of 21st century skills.

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Module 4: Design learning scenarios with Europeana content and resources 

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Module 4: Design learning scenarios with Europeana content and resources 

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Learning from 5 learning scenarios in order to follow a pedagogiccal insight in using Europeana.
I will :

1. Explore 5 learning scenarios which use Europeana resources

2. Learn about tools and selected methodologies, such as PBL, Augmented Reality or STEAM subjects

3. Find examples of 21st-century skills for students in the context of learning scenarios, and how Europeana can contribute to their development

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I got 100%

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It will allow you to easily engage your students with cultural heritage. To recreate a famous painting, you just need to go to this website and then follow these simple steps:

Choose: pick a painting to recreate

Recreate: take or upload your own photo and twin with the original, for others to enjoy

Exhibit: publish and share your masterpiece!

Sourcera is an add-on that lets you search in many of the world's largest and richest #archives for images that are free to reuse. With a single click, you can insert an image with caption, attribution and link to source into a Google document or slide.

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VanGoYourself is a different and surprisingly deep way for visitors to engage with heritage, based on emotion, playfulness and curiosity. Recreate a painting or historic photo with your friends, then upload and share your photograph, twinned with the original, for others to enjoy.

The service, built on the WordPress platform, is free and very simple to use by everyone with a smartphone, tablet or desktop computer. Simply choose an artwork to recreate. Take and upload a picture, and the service will twin it with the original. You can then share your new Van Gogh through your preferred digital channels.
Tired of just looking at paintings?
The service can also be used by tourist offices, museums, cities, tour guides, etc. to promote specific destinations, sites and events.

VanGoYourself.com was successfully launched during the Museums at Night / International Museums Day on May 15, 2014, and introduced to the world through three VanGoYourself (VGY) events organised with the help of Culture24 and Plurio.net in the UK and in Luxembourg.

At the time of launch, users could recreate more than 50 paintings, from 12 collections. Most of the items are from Europeana. The media response was overwhelming (BBC, Telegraph, Newsweek, artsnet, etc.) with around 40 articles on VGY. It also went viral on social media with a Twitter reach of around five million potential users during the launch weekend, according to tweetbinder stats.
Building the case for sharing masterpieces
The Tourism Pilot encountered challenges related to content and content sourcing. Often it is only a few masterpieces that build the fame of a huge collection. Unfortunately, this "last one percent" is often not made available by providers via Europeana. Or the items have rights statements that do not allow reuse.

This pilot could change all that. Its tremendous success has helped to build a case for opening up a collection for reuse by creative industries and the tourism sector.

The Challenge Event for the Tourism and Social Networks themes took place in September 2014 in Barcelona. In January 2015 the " Embed VanGoYourself On Your Site " widget was launched. It allows users to embed either a single re-creation or choose a feed of VanGo'd images. A VanGoYourself shop has been set up on the CafePress platform where VGY merchandising articles are available. The team is also negotiating promising partnerships with museums and city marketing initiatives all over the world.

The twinning tool is also available for developers as a WordPress plugin: wordpress.org/plugins/image-twinning/

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VanGoYourself is a different and surprisingly deep way for visitors to engage with heritage, based on emotion, playfulness and curiosity. Recreate a painting or historic photo with your friends, then upload and share your photograph, twinned with the original, for others to enjoy.

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Date of TeachMeet: 17/05/2018 5:00 PM - 6:00 PM

Time zone: (GMT+01:00) Brussels, Copenhagen, Madrid, Paris

To join the meeting: https://eun2.adobeconnect.com/europeanateachmeet/
Unfortunately I have ateachers meeting that day from 16:30 un til 20:00 so I won't be able to attend this time, what a shame!

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3.2 3The Europeana Education space, Part 1

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3.2 3The Europeana Education space, Part 1

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Here you can find three main elements which are very relevant for teachers: Apps, Publications and Curated datasets. These three spaces are hosted on Europeana Professional,

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The possibilities for using open cultural heritage in new apps, products and services are almost limitless. Explore our showcase of apps using the ...

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3.6 Another example Introduction to Art History by Niina Väntänen

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3.6 Another example Introduction to Art History by Niina Väntänen

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Learning Scenario Implementation - Niina Väntänen

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3.6 The importance of the learning space

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3.6 The importance of the learning space

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This is an example A trip to the south pole from José María Díaz Fuentes

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Learning Scenario Implementation   Díaz Fuentes José María

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Ready made learning scenarios for history teachers, http://la.historiana.eu/la/
or  Or, if you are a high school Physics teacher like R. Montero who used the sounds of nature.

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ACTIVITY: it’s time to think about the next steps to complete your scenario, which in this module are the learner’s role (what sort of activities will the students be involved in?) and the learning space (where will the learning take place, e.g. school classroom, local library, museum, outdoors, an online space?).

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The Europeana Education Space   Screencast

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The best way to save time while browsing the Europeana database

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Explore and retrieve some of our very best content.Europeana Collections contains over 50 million records - that's a lot to search through. So we've saved ...

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This is the English version

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Guide to using Europeana in education.pdf

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3.3 The Europeana Education space, Part 2

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3.3 The Europeana Education space, Part 2

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One of the most relevant Europeana publications is the Guide to using Europeana in Education. This guide introduces the basic principles of searching for and using Europeana’s content in education, and it covers topics like copyright and licenses that allow educational reuse

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Guide to using Europeana in Education | Europeana Pro

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This guide introduces the basic principles of searching for and using Europeana's content in education. It covers topics like copyright and licenses that ...

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I have chosen the following Learning activity from Historiana. I find this resource really useful!
TITLE: Experiencing the end of WWI
LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1
EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war  and the lost generation.

Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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The eBook studies the First World War from the standpoint of the animals that took part in it, using openly licensed resources from the Europeana 1914-18 collection. It is in Italian

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Esso risponde all'impegno dell'Associazione nel promuovere lo studio della storia del Novecento, diffondendo un sapere inclusivo, che valorizzi i soggetti subalterni esclusi dalle narrative istituzionali, allo scopo di ampliare la definizione di una disciplina, la storia, che non sia più soltanto la "scienza dell'uomo nel tempo" quanto piuttosto la "scienza dei viventi nel tempo".

È uno strumento, che intende fornire a docenti e studenti della scuola secondaria un riferimento utile per sviluppare percorsi didattici in classe ed un supporto metodologico per svolgere lavori individuali o di gruppo a casa.

La realizzazione di questo eBook è resa possibile grazie al primo concorso internazionale "Europeana Strike a match for Education" promosso dal network culturale Europena in collaborazione con la piattaforma di civic crowdfunding Goteo e dagli esiti della raccolta fondi, a cui Gli animali nella Grande Guerra ha partecipato essendo uno dei tre progetti vincitori.

Quanti fossero interessati a ricevere una copia gratuita dell'eBook (formati disponibili: EPUB, PDF), possono contattarci attraverso il link contatti, indicando nell'oggetto "Animali nella Grande Guerra eBook".

The eBook Animals in the Great War is one of the didactic proposals that was developed by the cultural association Se.

It is in response to the latter's pledge to promote the history of the twentieth century, disseminating an inclusive knowledge that develops further secondary subjects that have been excluded from institutional accounts with the aim of expanding the definition of a discipline, in this case history, so that it is no longer the "science of man throughout time" but the "science of the living throughout time".

It provides teachers and secondary school students with a tool, that offers updated references to develop line of study in the classroom whilst also offering a methodological support for individual or group work at home.

The eBook release was made possible by participating in the first international competition "Europeana Strike a match for Education" promoted by the Europena cultural network in collaboration with the Goteo civic crowdfunding platform and the proceeds from the funds raised, in which Animals in the Great War participated and was one of the three winning projects.

In order to receive a copy for free download (available formats: EPUB, PDF), please contact us to the following link contatti using "Animals in the Great War eBook"as subject line.
L'immagine di testa è parte di Europeana 1914-1918 © Public Domain Marked

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L'eBook bilingue italiano-inglese Gli animali nella Grande Guerra è una delle proposte didattiche sviluppate dall'Associazione culturale Se. Esso risponde all'impegno dell'Associazione Se nel promuovere lo studio della storia del Novecento, diffondendo un sapere inclusivo, che valorizzi i soggetti subalterni esclusi dalle narrative istituzionali, allo scopo di ampliare la definizione di una disciplina, la storia, che...

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 Art Stories FACES app and game for primary education

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 Art Stories FACES app and game for primary education

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It uses paintings from the Europeana Collections to encourage kids (5-10 years old) to learn about visual arts while having fun!!!

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In times of selfies and overwhelming images, Art Stories FACES takes children to a virtual gallery, where they discover 30 paintings, exhibited in famous collections such as the Rijksmuseum in Amsterdam and the Metropolitan Museum in New York. Children play with ancient and modern paintings, getting to learn the basics of visual art.

Different activities, each connected to a portrait, challenge children: they need to be recompose some of the paintings, to select the correct items, to analyze patterns and brushstrokes, to discover even the smallest details.

A final quiz helps disclosing a timeline with all portraits and their peculiarities.

Art Stories FACES is developed with the support of Europeana Labs, and illustrations are by Cinzia Franceschini.

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In times of selfies and overwhelming images, Art Stories FACES takes children to a virtual gallery, where they discover 30 paintings, exhibited in famous collections such as the Rijksmuseum in Amsterdam and the Metropolitan Museum in New York. Children play with ancient and modern paintings, getting to learn the basics of visual art.

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iTunes U course and Multi-Touch book World War I: A battle of perspectives

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iTunes U course and Multi-Touch book World War I: A battle of perspectives

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Content from Europeana’s unique 1914-1918 collection, for secondary education and lifelong learning. Learners are encouraged to develop their own understanding of events leading to the war.

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Collection of untold stories and official histories of World War I, in a unique blend of cultural heritage collections and personal items contributed by European citizens.

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An initiative of the European Association of History Educators (EUROCLIO), was founded to bring supplementary pan-European resources (from curated collections to e-learning activities) to history educators and students in secondary education. Great for us!

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https://transcribathon.com/en/education/
It allows students to transcribe and annotate documents related to the First World War, like diaries, letters, etc. It is available in various languages to be used individually or in groups.
Contact:https://transcribathon.com/en/contact/

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THIRD MODULE: Module 3: Explore Europeana educational tools and resources

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THIRD MODULE: Module 3: Explore Europeana educational tools and resources

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This module objectives are:

1. Learn about ready-to-use digital learning resources and tools available for teaching, developed by Europeana and selected partners.

2. Continue exploring the learning scenario, step 3.

3. Have the opportunity to participate in a TeachMeet where part of the Developer Group will present their Learning Scenarios.

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I got 100% for module 2 assessment!

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2.5 Webinar: Discover Europeana for STEAM Education

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2.5 Webinar: Discover Europeana for STEAM Education

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It was really interesting to listen to Rafael Montero, secondary school teacher in Spain, and one of the 18 Developer Group teachers, how he used Europeana material for his projects.Celebraing our region's heritage, Masterpiecesae not only for museums, Our city's architecture and Sounds of nature for interdisciplinary. He really did a great integration of Europeana!
Isabel Crespo, Business Development Coordinator in Education at Europeana, talked about how Europeana can be used in STEAM education.

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2.4 The Learning Scenario, Step 2: Trends, learning objectives and skills

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2.4 The Learning Scenario, Step 2: Trends, learning objectives and skills

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Activity: Defining the relevant trends for my learning scenario using Europeana.  Think about the learning objectives, skills and competences that the learner will develop and demonstrate within the scenario.
Use 21st-Century skills, you can have a look at this website, where you will find the P21's Framework for 21st-Century Learning
I took  part  in https://www.allourideas.org/europeanatrends to get to know trends in education: project based, Flipped classroom, BYOD, informal learning, learning materials, mobile learning, personal learning environments, student centered learning, collaborative learning. peer learning, snack learning,, outdoor education, visual seach and learning, cloud based learning data, game based learniing and gamification, lifelong learning, voccational education, STEM, STEAM learning, edutainment (learning while having fun)

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2.3 How does one use the thematic collections, galleries and exhibitions?

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2.3 How does one use the thematic collections, galleries and exhibitions?

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They can be used to create Learning Scenarios like the one Fulvia created. VIDEO

View of Delft, Johannes Vermeer, Public Domain marked

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2.3 Thematic Collections, Galleries and Exhibitions

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2.3 Thematic Collections, Galleries and Exhibitions

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Thematic Collections
Europeana Art, Europeana Fashion, Europeana Music,  Europeana Photography, Europeana 1914-1918, Europeana Migration from and within Europe.
Galleries present a curated selection of images on a certain theme. Most of the galleries are related to the aforementioned thematic collections  Licensing information is provided for all of the Galleries.  LINK TO GALLERIES
Exhibitions are vivid stories coming from the thematic collections that bring their highlights to life by adding interesting information and creating narratives that can be viewed in a new, visually appealing format.

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Title of the object
Street in Auvers-sur-Oise ; Village Street ; Road at Auvers
AuthornCreator

Gogh, Vincent van (1853-03-30 — 1890-07-29)

Type of licence
Free Re-use
LINK
https://www.europeana.eu/portal/en/record/2021012/app_si_A_I_755.html?q=Vincent+van+Gogh
Institution

Finnish National Gallery Ateneum

The person who associated a work with this deed has dedicated the work to the public domain by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. See Other Information below.

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Street in Auvers-sur-Oise ; Village Street ; Road at Auvers

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https://drive.google.com/drive/folders/11a7uNkSUL8x1VX2utD-_KNDOR5hE86if
Teachmeet era: 17th annd31st may
To present my learning Scenario
https://docs.google.com/forms/d/e/1FAIpQLSeo_QUJ_vN44Gxw9JxX1JueXXhwIm-h7DmtT6p5xNd5Ydzs_Q/viewform

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Browse the thematic collections, galleries and exhibitions and find one object that can be reused in a lesson. Once you have found it, write a note on the Padlet and add the following information:

Title of object

Author of object

Type of license (how you can use this object)

Link to the object

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search the thematic collections, as they are already curated, which will save me a lot of time.

find material for limited use; check the original source and its copyrights, as they might differ from the Europeana copyrights, for example.

When one first searches a thematic collection, it is easier to narrow down the search, especially for younger students. For example, landscape paintings are better found in the thematic collection and are ready for use. You save time, and it is difficult for younger students to search without a certain theme.

To search through the portal, you can use filters, but you should write the keyword properly, because if it is not spelled correctly, it will not work. It might be useful to use the search tips in the Guide to use in Education to help you with the search.

When searching for items in Europeana, you will see their copyright information. If the material you want to use has restrictions, do not give up, search through the restrictions! You might be able to use it for educational purposes. For example, the pictures in this scenario are of limited use in Europeana, but when one checks the original source, they appear to be under the Finnish national copyright system and are free to use for educational purposes, if the original author is mentioned.

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2.2 How to Search the Europeana Collections

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2.2 How to Search the Europeana Collections

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https://pro.europeana.eu/post/guide-to-using-europeana-in-education

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RAfael Montero talks about how he used Europeana in his projects. He also explained how he used Europeana music sounds to study physics with Audacity they studied the sounds

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Taking part in our first #Europeana MOOC on

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Taking part in our first #Europeana MOOC on

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Discover Europeana for STEAM Education webinar

https://www.dropbox.com/sh/ppis9bmiodsbz1r/AAA7KEkLwhoZTgARpRH_vL0ta?dl=0

http://fcl.eun.org/directory

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My contribution for the activity padlet.

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My contribution for the activity padlet.

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I was "wandering around the collections and there are really interesting and incredible material to be used in projects or activities in a foreign language subject and specially for eTwinning projects. This year our eTwinning project eTwinHeritage Games has been based in students discovering Europe's cultural heritage and this has proved to be a great topic for a project so may be Arts , or migration collections will e my choice for next year project.

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It provides invaluable material which can be legally used by teachers to liven up our lessons.

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2.1 Introduction to Europeana Collections

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2.1 Introduction to Europeana Collections

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It'ss Europe’s digital library, museum, gallery and archive providing online access to a huge store of cultural heritage material from across Europe. Includes texts, videos, 3D, sound and images.
The Collections include topics such as:

• 1914-1918 | • Music
• Arts | • Natural history
• Fashion | • Photography
• Maps and Geography | • Sport
• Migration

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Discover Europe's digital cultural heritage

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Search, save and share art, books, films and music from thousands of cultural institutions

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Module 2: Search and use Europeana Collections to teach your subject

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Module 2: Search and use Europeana Collections to teach your subject

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In this module I will  learn about

1. Understand what the Europeana Collections are and the benefits of using them in your lessons;

2. Learn how to search the Europeana Collections for relevant content, navigate copyright information and correctly attribute cultural records;

3. Explore Europeana’s curated resources (thematic collections, online exhibitions and galleries) and the possibilities for using them in teaching;

4. Continue to explore the learning scenario.

isabel.crespo@europeana.eu

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For this module, you only need to complete the first four sections: author’s name, activity title, description of scenario, and ICT tools and resources required to create the final product.

Once you have completed these first sections, save the document and keep on working on it during the following modules.

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It is a lesson plan based on a template.

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Introduction to Europeana PADLET Josefa MArtín, Spain

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Introduction to Europeana PADLET Josefa MArtín, Spain

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I had already browsed it but I wanted to go on this course to learn how to use it in the best way. I think it is such a powerful tool that we need to be guided so as not to get lost in it.

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Interview with Milena Popova, Business Development Manager at Europeana

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Europeana Education is an online space and an initiative to bring Europe’s digital cultural heritage closer to education.
Europeana Education supports teaching and learning with innovative tools and resources like virtual learning environments (Historiana), eBooks (World War I: A battle of perspectives) or apps and games (Art Stories FACES). Some of the best examples for tools also include a Guide to using Europeana, which gives search tips and information on copyright and crediting, and Transcribathon, an online collaborative tool that allows students to transcribe World War I original documents such as diaries or letters and engage more fully with their past.

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Although educational curricula and national priorities differ, at the core of our educational systems we all want to make the most interesting and inspiring content available for students and lifelong learners. Our collections provide multiple perspectives on historical, political, economic, cultural and human developments across Europe and beyond.

On the pages below find out how you can enrich your educational resources and inspire learners with Europe's digital cultural heritage.

Explore our partnerships, services, and resources, learn how we are advocating to make it easier to use digital cultural heritage content in education, and be inspired by how others are using Europeana in education. We also invite you to join the Europeana Education community!

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Although educational curricula and national priorities differ, at the core of our educational systems we all want to make the most interesting and inspiring content available for students and lifelong learners. Our collections provide multiple perspectives on historical, political, economic, cultural and human developments across Europe and beyond.

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Europeana is Europe's digital cultural heritage platform. It currently provides access to over 50 million digitised items from more than 3700 European libraries, museums, archives and galleries. This huge database represents a great media, thematic and language variety – you can find images/text/audio/video/3D content on art, architecture, maps, films, natural history, fashion and more in over 30 languages. A big part of this content – over 20 million items – is openly licensed and can be freely reused in various work and learning projects.

You can easily search Europeana via key words or by colour, people, time period, and topics, or explore curated resources, ranging from virtual exhibitions and galleries to thematic collections on World War I, Art, Music, Fashion, Photography or Migration, with two new collections coming in 2018, Newspaper and Manuscripts.

The mission of Europeana is to transform the world with culture, unlock cultural heritage treasures and make them available online for everybody to enjoy, work or educate with.
AMAZING!!!!

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Discover Europe's digital cultural heritage

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Search, save and share art, books, films and music from thousands of cultural institutions

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PADLET 1.3  Cultural HEritage in Education by Josefa Martin, Spain

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PADLET 1.3  Cultural HEritage in Education by Josefa Martin, Spain

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There is not a cultural heritage specific subject but Geography and History subject, Literature, Arts and Crafts, etc.. The good thing is nowadays almost every subject is seen from an interdisciplinary view under CLIL methodology and English is really crosscurricular, we can come up with all sort of culture items in our English curriculum.

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1.3 Cultural Heritage in Education as European teachers see it

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researchers argue that “a huge and fast increasing number of cultural heritage artefacts have become digital: this has a significant effect on cultural heritage education, both because the number of objects available is incredibly enlarged and because each single artefact can be regarded and studied from many different perspectives” (Ott & Pozzi, 2008). However, it can also be argued that ICT is still overwhelmingly used for maintaining cultural heritage artefacts rather than learning about them.

For these reasons, cultural heritage coupled with ICT is increasingly seen by teachers and educators as an essential tool in their daily classes that can be better exploited.

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Is cultural heritage included in the curriculum of your school? If so, please share with your peers where you are from and how cultural heritage is represented in your curriculum.

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PADLET 1.1 Please come up with and describe in a few sentences a potential activity/event for the European Year of Cultural Heritage that you could organise in your community! Please share below!

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PADLET 1.1 Please come up with and describe in a few sentences a potential activity/event for the European Year of Cultural Heritage that you could organise in your community! Please share below!

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Organising Treasure hunt or school exhibition about our local area, city, country or Europe cultural Heritage.
I am currently running an eTwinning project aboutt European Cultural Heritage for secondary students. A lot of collaborativ work and outcomes are being produced by students.  A lot of collaborative work and outcomes are being produced by students. We will open them up to the community to celebrate Europe Day 9th may
https://padlet.com/eunacademy/kjoa5musdylg

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Europe's cultural heritage is a rich and diverse mosaic of cultural and creative expressions, an inheritance from previous generations of Europeans and a legacy for those to come. It includes natural, built and archaeological sites, museums, monuments, artworks, historic cities, literary, musical and audiovisual works, and the knowledge, practices and traditions of European citizens.

While policy in this area is primarily the responsibility of Member States, regional and local authorities, the EU is committed to safeguarding and enhancing Europe's cultural heritage through a number of policies and programmes.

Find detailed information about these policies and programmes in the following sections:

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Europe's cultural heritage is a rich and diverse mosaic of cultural and creative expressions, an inheritance from previous generations of Europeans and a legacy for those to come. It includes natural, built and archaeological sites, museums, monuments, artworks, historic cities, literary, musical and audiovisual works, and the knowledge, practices and traditions of European citizens.

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EYCH Events grid | European Year of Cultural Heritage

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The year belongs to all to experience, appreciate, and enjoy cultural heritage. Everyone is invited to join the thousands of activities taking place across Europe. See highlights of the events in store below. You can find all events by visiting your country's website.

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PADLET  1 How do you think cultural heritage can be best preserved? Josefa Martin, Spain

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PADLET  1 How do you think cultural heritage can be best preserved? Josefa Martin, Spain

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It can be best preserved by taking action at different levels:
- Schools: introducing the concept and working on it through projects to make new generations more aware of its importance.
-Government/political: by establishing protecting lawa and endowing them with finantial support
-Personal/familiar: by encouraging our friends and families o love, learn about and respect all the cultural expresions whether they be natural,  tangible, intangible or digital
Our eTwinning project name

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Council of Europe (2005), “cultural heritage is a group of resources inherited from the past which people identify, independently of ownership, as a reflection and expression of their constantly evolving values, beliefs, knowledge and traditions. It includes all aspects of the environment resulting from the interaction between people and places through time.”
There are different types we can differenciate:

Tangible, or physical cultural heritage includes objects, buildings and works of art. These are further divided into movable and immovable cultural heritage. Immovable heritage consists of buildings and monuments, which themselves can contain works of art, such as frescos, carvings, stained glass windows or organs. Movable heritage includes – amongst others – books, documents and clothing.

Intangible cultural heritage consists of non-physical aspects of culture, such as social customs at a particular time in history, social values, spiritual beliefs, etc. Tangible cultural heritage (physical objects) can always be interpreted alongside intangible cultural heritage (political, philosophical, social or spiritual values at a certain point in history). Intangible cultural heritage is more difficult to preserve.

Digital cultural heritage can be defined as embracing “cultural, educational, scientific and administrative resources, as well as technical, legal, medical and other kinds of information created digitally, or converted into digital form from existing analogue resources” (The Charter on the Preservation of Digital Heritage of UNESCO).

Natural heritage is also an important part of a society's heritage, including the countryside and natural environment or natural reserves.

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European Year of Cultural Heritage - EYCH2018

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Official Teaser Video of the European Year of Cultural Heritage

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During this module I will:

1. Discuss and explore what cultural heritage is, and its importance (including the 2018 European Year of cultural heritage)

2. Become familiar with the Europeana platform, and its work in education

3. Explore the first part of the Learning Scenario

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My school is a secondary 12-15.
There are some groups following CLIL methodology and some don't. I teach English to  CLIL groups mainly and I usually introduce PBL thanks to multidisciplinar eTwinning projects.  The school has IWB in each classroom, there is a code for the use of mobile devices- allowed only if necesary for the culrricular activities planned requierements. We have only one ICT room and a portable desk with ten laptops.

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Guide to using Europeana in education.pdf

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My name is Josefina, I teach English at a Secondary school in the south of Spain and I am also currently responsible for CLIL programme at my school. I belong to the eTwinning community and usually implement eTwinning projects every year. In my free time I like reading, listening to music and most of all travelling and learning from other cultures. I am a conscientious, hardworking person, friendly and curious. Eager to learn a new thing every day, at least!
I look forward to meeting all the participants in this course and learning together about Europeana to improve my projects for students at my school.
You can see some more info about me in this Thinglink

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Tal como ....Josefina Martín by Josefina Martin

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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There will be three live events during this course:

TeachMeet: Europeana Developer Teachers present their Learning Scenarios. The week of 14/05 – 18/05

Webinar with Europeana (to be confirmed). The week of 21/05 – 25/05

TeachMeet: Present your own Learning Scenario! – 31 May, 17:00 CEST.

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Europeana MOOC