# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Προγράμματα του σχολείου μας : Καλυμνοσκόπιο - σχολική εφημερίδα

# data[].attributes.attachment_link.description
Προγράμματα πολιτισμικά, περιβαλλοντικά, ευρωπαϊκά. - Καλυμνοσκόπιο - Διαδικτυακή Σχολική Εφημερίδα του 2ου Γυμνασίου Καλύμνου Όσα σώσαμε από την λήξασα εφημερίδα μας με το ίδιο όνομα Μπορείτε να τα βρείτε όλα τα άρθρα μας όταν πατήσετε στα αρχεία στα δεξιά σας ανά μήνα. Ένα υπέροχο άρθρο για ...

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Πινακοθήκη Καλλιτεχνικών Ψηφιδωτών Έργων

# data[].attributes.attachment_link.description
Απολαύστε τις καλλιτεχνικές ψηφιδωτές δημιουργίες των μαθητών και μαθητριών μας που έγιναν με την εποπτεία και την επιμέλεια του καθηγητού των καλλιτεχνικών κυρίου Καλφόπουλου Δημήτρη, ο οποίος φρόντισε με σωστή σάρωση και προσεκτική επιλογή να αποδώσει ψηφιακά την παρούσα παρουσίαση με άριστ...

# data[].attributes.attachment_link.provider_name
Α' Γυμνασίου : Μελέτη της Παλαιάς Διαθήκης - Πρωτευαγγέλιο του Θεού

# data[].attributes.attachment_link.title
Παρουσίαση της σύγχρονης διδακτικής του Μαθήματος των Θρησκευτικών στο σχολείο μας

# data[].attributes.attachment_link.description
www.2gympsilkalymn.wordpress.com - Σας ανακοινώνουμε την παρουσίαση που περιέχει τη σύγχρονη διδακτική πρόταση του Μαθήματος των Θρησκευτικών στο σχολείο μας ακολουθώντας το νέο Αναλυτικό Πρόγραμμα Σπουδών στο Μάθημα των Θρησκευτικών. Ταυτόχρονα την χρησιμοποιήσαμε ως οδηγό συμμελέτης των μαθη...

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Β' Γυμνασίου - Μελέτη της Καινής Διαθήκης - Ο θεάνθρωπος Ιησούς Χριστός επί γης - Ημερολόγιο έργου

# data[].attributes.attachment_link.description
Μελέτη της Καινής Διαθήκης : Ο Χριστός ως Ιστορικό Πρόσωπο, Διδάσκαλος και Σωτήρ. Η υπόσχεση εκπληρώνεται στην Καινή Διαθήκη. Ο Χριστός σώζει το ανθρώπινο γένος με τη Θυσία Του, την Ανάστασή Του, την Ανάληψή Του. - Αγαπητά μας παιδιά, η ιστοσελίδα που περιέχει όλα τα μαθήματα, παιχνίδια και δραστ...

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Διαδραστικό Σχολικό Βιβλίο Γ' Γυμνασίου - Εποπτικό Υλικό

# data[].attributes.attachment_link.description
Μελέτη Εκκλησιαστικής Ιστορίας : Το Άγιο Πνεύμα ως ιστορικό πρόσωπο μεταμορφώνει τον κόσμο - Η ορθοδοξία στον σύγχρονο κόσμο - http://ebooks.edu.gr/2013/course-main.php?course=DSGYM-C117 - Γ' Γυμνασίου - Μελέτη της Εκκλησιαστικής Ιστορίας - Σας παρουσιάζουμε την ιστοσελίδα "Γ' Γυμνασίου - Μελέ...

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Διαδραστικό Σχολικό Βιβλίο Γ' Γυμνασίου - Εποπτικό Υλικό

# data[].attributes.attachment_link.description
Μελέτη Εκκλησιαστικής Ιστορίας : Το Άγιο Πνεύμα ως ιστορικό πρόσωπο μεταμορφώνει τον κόσμο - Η ορθοδοξία στον σύγχρονο κόσμο - http://ebooks.edu.gr/2013/course-main.php?course=DSGYM-C117 - Γ' Γυμνασίου - Μελέτη της Εκκλησιαστικής Ιστορίας - Σας παρουσιάζουμε την ιστοσελίδα "Γ' Γυμνασίου - Μελέ...

# data[].attributes.attachment_link.title
Εκκλησιαστική Ιστορία - Εισαγωγή - Έννοια και περιεχόμενο του όρου Εκκλησία

# data[].attributes.attachment_link.description
Η εκκλησία και ο σκοπός της για τον κόσμο και τον πιστό - πηγές εκκλησιαστικής ιστορίας.

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Α' Λυκείου

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.description
Ορθόδοξη Θεολογία - Θρησκεύματα : Ορθοδοξία, Συγκριτική Θεολογία και Ιστορία Θρησκευμάτων

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Μάθημα Πρώτο : Ερωτήσεις, Οδηγίες, Ασκήσεις για μια πρώτη προσέγγιση του μαθήματος

# data[].attributes.attachment_link.description
α. Μερικές χρήσιμες ερωτήσεις για να γνωρίσουμε τις δυνατότητες του ΣΕΠ 1. Τί σημαίνει ο όρος "Μετάβαση" Απάντηση : Μετάβαση είναι το "πέρασμα" από μια γνωστή κατάσταση σε μια άλλη, άγνωστη σε μας. Οι μεταβάσεις μπορεί να αφορούν την προσωπική, εκπαιδευτική, κοινωνική ή επαγγελματική μας ζωή, όπως...

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Διαδικτυακά Εργαλεία/Εφαρμογές

# data[].attributes.attachment_link.description
Υποδ/κή Θεία Λειτουργία - Υποδειγματική Θεία Λειτουργία, Εποπτική Διδασκαλία - Βιωματική Δράση - Σκέψεις, Απόψεις, Συναισθήματα

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Διαδικτυακά Εργαλεία/Εφαρμογές

# data[].attributes.attachment_link.description
Υποδ/κή Θεία Λειτουργία - Υποδειγματική Θεία Λειτουργία, Εποπτική Διδασκαλία - Βιωματική Δράση - Σκέψεις, Απόψεις, Συναισθήματα

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Ανακοινώσεις, Ειδήσεις, Επίκαιρα, Νέα

# data[].attributes.attachment_link.provider_name
Ορθόδοξη Θεολογία - Ημερολόγια Έργου

# data[].attributes.attachment_link.title
Ανακοινώσεις, Ειδήσεις, Επίκαιρα, Νέα

# data[].attributes.headline
Δραστηριότητες

# data[].attributes.subject
Δραστηριότητες

# data[].attributes.attachment_link.provider_name
ΟΡΘΟΔΟΞΗ ΘΕΟΛΟΓΙΑ : ΜΕΛΕΤΗ ΤΗΣ ΑΓΙΑΣ ΓΡΑΦΗΣ, ΤΗΣ ΕΚΚΛΗΣΙΑΣΤΙΚΗΣ ΙΣΤΟΡΙΑΣ ΚΑΙ ΤΗΣ ΖΩΗΣ ΤΗΣ ΕΚΚΛΗΣΙΑΣ

# data[].attributes.attachment_link.readable_text
"Ὑμεῖς ναός Θεοῦ ἐστέ ζῶντος" (Β΄ Κορινθ. στ΄16-ζ΄1) - "θεοί έστε καί υιοί Υψίστου πάντες" (Ψλμ 81).

ΠΗΓΕΣ

Οδηγίες για σχολική και κοινωνική ζωή, της κυρίας Καράκιζα Τσαμπίκας

Οδηγίες να δημιουργήσετε ένα υπέροχο διαδικτυακό πόστερ/ σχεδιάγραμμα μαθήματος. Διασκεδάστε μαθαίνοντας! (Artskills.com)

Σχεδιάγραμμα του project Α' Γυμνασίου - Σχολική και Κοινωνική Ζωή του 2ου Γυμνασίου Καλύμνου

Σχολική και Κοινωνική Ζωή, παρουσίαση για οδηγίες πρότζεκτ Α' Γυμνασίου, 2013-2014

Θεία Λειτουργία (παρουσίαση και on line εφαρμογές)

Μια πρόταση για τις βιωματικές δράσεις - Ενότητα: Σχολική & Κοινωνική Ζωή

Πώς να δημιουργήσουμε την εφημερίδα της δικής μας τάξης για το μάθημά μας!

Εκπαιδευτική μηχανή αναζήτησης που παρουσιάζει κάθε έννοια σαν μία διαδραστική οπτική διεπαφή

Εργαλεία για το διαδίκτυο - για μαθητές και καθηγητές - για μια μάθηση συναρπαστική!!!

agoogleaday.com - Πώς να προγραμματίσετε με τη βοήθεια της google το σχεδιασμό και τη μελέτη των μαθητών σας!

How to use the TwinSpace

Πώς να φτιάξετε μόνοι σας ένα βίντεο!

Prezi - Πώς να οργανώσετε να δημιουργήσετε και να δημοσιεύσετε μία παρουσίαση!

Silkslides : Πώς να δημιουργήσεις μία παρουσίαση και να συζητήσεις για το θέμα της!

Πώς μπορούμε να βοηθήσουμε να γίνει το μάθημά μας καλύτερο; Διαχειριστείτε την τάξη σας! Για καθηγητές και όχι μόνο!

Mini padlet

Δείτε τα κόλπα του πληκτρολογίου σας...

Ένα καταπληκτικό βιβλίο για να μάθετε να παίζετε μαθαίνοντας ή να μαθαίνετε παίζοντας! Δοκιμάστε το μαθητές και καθηγητές!

Η ιστορία της Λειτουργίας των Προηγιασμένων Τιμίων Δώρων

Τα infographics ως εργαλείο διδασκαλίας

Τι είναι τα moocs;

Πρόγραμμα που μαθαίνεις πώς να δημιουργείς, διαβάζεις και μοιράζεσαι ιστορίες στο διαδίκτυο - πώς να γίνεις πρώτα μέλος1

Μια ομιλία του Sir Ken Robinson, "Τα σχολεία σκοτώνουν την δημιουργικότητα"!

"Φέρτε την επανάσταση στην εκπαίδευση" του Sir Ken Robinson

"eTwinners go Social" - Ένα εκπαιδευτικό γεγονός στο Etwinning πολύ ενδιαφέρον για καθηγητές και δασκάλους!

26 τρόποι για να Χρησιμοποιήσετε Κόμικς στην Τάξη και 5 Δωρεάν εργαλεία για τη δημιουργία Κόμικς

Πώς να είναι κανείς δημιουργικός δάσκαλος; ό,τι ονειρευόμαστε εκπαιδευτικοί και μαθητές για το τέλειο... μάθημα! Απολαύστε το!

Πώς να δημιουργήσουμε μία επιτυχημένη δραματοποιημένη διδασκαλία.

Μία εξαιρετική παρουσίαση ενός διαδικτυακού βιβλίου με την επιμέλεια και την εξαιρετικά εμπνευσμένη εργασία της κυρίας Ειρήνης Πατεράκη. Απολαύστε τη

"Φτιάξτε ένα Σχολείο στο Σύννεφο": το βραβείο TED 2013 του Σουγκάτα Μίτρα

Δέκα βασικά και αποτελεσματικά μαθήματα που θα μπορούσε να πάρει ο γονιός από τον δάσκαλο

Λογογραφήματα - Μια υπηρεσία του Φωτόδεντρου για να διδάξει τη δημιουργική γραφή. Για φιλολόγους, θεολόγους και όσους λατρεύουν να διδάσκουν!

Το πιο σημαντικό επίτευγμα της εκπαίδευσης τα τελευταία 200 χρόνια

Παιχνίδια ζωγραφισμένα στην αυλή ενός σχολείου!!! Για ευτυχισμένους μαθητές!!!

Βιντεοπαρουσιάσεις! - Τα φανταστικά βιβλία του κυρίου Μόρρις Λέσμορ!

Πώς να αποκτήσουν γνώση της επαγγελματικής δραστηριότητας στην Ευρώπη της οικονομικής κρίσης οι μαθητές μας. Και δώρο, ένα βίντεο με συμβουλές αναζήτησης εργασίας!!!

ΔΚΕΕ και Σχολικό Δίκτυο 2013 : Κοινωνικά Δίκτυα - Ομάδα του tweeter: Τιτιβίζοντας για την ενδοσχολική βία. Απολαύστε το, διδαχθείτε, προφυλαχθείτε, διαδράστε!

Η τελική εργασία της ομάδας "Τοπικές Γεύσεις των Σερρών", υποομάδας της κοινότητας Google+ : Γεωγραφία Γεύσεων των Σερρών! Απολαύστε τις παίζοντας!!!

ΔΚΕΕ και Σχολικό Δίκτυο 2013 : Κοινωνικά Δίκτυα - Η εργασία της ομάδας google+

Σύννεφο από λέξεις! www.wordle.net/

Τα τρία δέντρα (Παραμύθι)

70 εργαλεία σε 70 λεπτά!

Δείτε ένα διαφορετικό σχολείο. Που; Στη Σουηδία. Από την κυρία Ξανθή Αλμπανάκη

Δημιουργία εικονικού βιβλίου με Tikatok

Φωτόδεντρο/ Εκπαιδευτικά Βίντεο από την κυρία Έλενα Αθανασίου

ΒΙΒΛΙΟ ΜΕ ΜΑΡΤΥΡΙΕΣ ΓΙΑ ΤΟ ΚΡΥΦΟ ΣΧΟΛΕΙΟ

Τα Έξι Καπέλα της Σκέψης, Ε.De Bono ΤΑ ΕΞΙ ΚΑΠΕΛΑ ΤΗΣ ΣΚΕΨΗΣ (E. DE BONO) by gabtheo

11 Τρόποι για να διατηρήσετε την πειθαρχία στην τάξη σας με δημιουργικό τρόπο!

RapidTyping: Ένα πρόγραμμα για να μάθετε να πληκτρολογείτε με τυφλό σύστημα

ICT Tools at Gymnastics with twinspace's help! by 1st High School of Xanthi, Greece

Εισαγωγή στο πρόγραμμα φωτογραφιών GIMP2

Ένα βαθμολόγιο on line!

Κάποιες πληροφορίες για εκπόνηση πρότζεκτ για μαθητές και καθηγητές. Δείτε το!

20 διαδικτυακά εργαλεία που πρέπει να γνωρίζουμε!

Πώς να ζωγραφίσετε υπέροχες διαδικτυακές ευχετήριες καρτ-ποστάλ! Γιατί μας αρέσει να ζωγραφίζουμε!

29 τρόποι να γίνετε δημιουργικοί!

25 διαγωνίσματα προαγωγικών εξετάσεων Β' Γυμνασίου

Θρησκευτικά Α Γυμνασίου ,Διδακτικό Εγχειρίδιο , (Κύπρος)

20 Διαγωνίσματα προαγωγικών εξετάσεων Α' γυμνασίου

Οι μεγάλοι διωγμοί των Χριστιανών (Φύλλο Εργασίας- Γιάννης Σαββίδης)

Voicethread, Ένα εργαλείο βιντεοπαρουσίασης και σχολιασμού εικόνων ζωντανά!

Απάντηση σε μια πρόταση! πολύ ωραίο εργαλείο!!! Voicethread.com!

Ηλεκτρονικός χάρτης Ορθόδοξης Ιεραποστολής (Οικουμενικό Πατριαρχείο)

Πρόγραμμα σπουδών για τα θρησκευτικά Δημοτικού και Γυμνασίου

Γράφω....Πολυτονικά!

Φτιάξτε και διορθώστε αυτόματα τεστ!!!! - Για καθηγητές!

Το Godly Play το ξέρετε;

Το Μαγικό Φίλτρο -ψηφιακό μαθησιακό παιχνίδι

eTwinning Webinar 1: Introduction to eTwinning from Anne Gilleran on Vimeo.

# data[].attributes.attachment_link.title
ΔΡΑΣΤΗΡΙΟΤΗΤΕΣ

# data[].attributes.attachment_link.description
"Ὑμεῖς ναός Θεοῦ ἐστέ ζῶντος" (Β΄ Κορινθ. στ΄16-ζ΄1) - "θεοί έστε καί υιοί Υψίστου πάντες" (Ψλμ 81). ΠΗΓΕΣ Οδηγίες για σχολική και κοινωνική ζωή, της κυρίας Καράκιζα Τσαμπίκας Οδηγίες να δημιουργήσετε ένα υπέροχο διαδικτυακό πόστερ/ σχεδιάγραμμα μαθήματος. Διασκεδάστε μαθαίνοντας!

# data[].attributes.attachment_link.title
Πολιτισμικά Προγράμματα, Δράσεις και Εργασίες στη Δευτεροβάθμια Εκπαίδευση - Tackk

# data[].attributes.attachment_link.description
Σας παρουσιάζουμε όλα τα προγράμματα, τις δράσεις και εργασίες μας σε μία ιστοσελίδα : http://mariapanou.netboard.me/

# data[].attributes.attachment_link.title
Β΄ ΛυκείουΧριστιανισμός και ΘρησκεύματαΗμερολόγιο της τάξης μουΗ δική μας άποψη για το μάθημα - Tackk

# data[].attributes.attachment_link.description
Σας καλούμε να συμμετάσχετε στην έρευνά μας παρακάτω : Ποια ιδιαίτερα χαρακτηριστικά έχει η Κινεζική Θρησκεία; Αφού διαβάσετε το υλικό μας

# data[].attributes.attachment_link.title
Γ΄ Λυκείου - 2015Χριστιανική ΗθικήΤο Ημερολόγιο της τάξης μου - Tackk

# data[].attributes.attachment_link.description
Πατήστε το παρακάτω κουμπί για να βρεθείτε στην ιστοσελίδα της Ορθόδοξης Θεολογίας στο 2ο Γυμνάσιο Καλύμνου όπου θα βρείτε πλουσιότερο υλι

# data[].attributes.attachment_link.readable_text
Απαντήσεις στα ερωτήματα του φύλλου εργασίας :

Μαρία Χρ., Γ3 : "Οι Ιουδαίοι διαπίστωσαν ότι οι άνθρωποι δεν ακούν πλέον τη δική τους διδασκαλία αλλά των μαθητών για τον Χριστό. Αυτό εξόργισε τους δικαστές του Μεγάλου Συνεδρίου και τους Σαδδουκαίους και συνέλαβαν τον Διάκονο Στέφανο. Εκείνος με μια εμπνευσμένη ομιλία μίλησε για τον Χριστό και την υποκρισία των αρχηγών του Ισραήλ που δεν αφήνουν το λαό να πιστέψει και τους εξόργισε τόσο ώστε τον καταδίκασαν σε λιθοβολισμό. Ονομάστηκε Πρωτομάρτυρας και γιορτάζει στις 27 Δεκεμβρίου. Δεν άκουσαν δηλαδή την συμβουλή του νομοδιδασκάλου Γαμαλιήλ και βρέθηκαν θεομάχοι.

Γιάννης Χ., Γ3 : "Τα λόγια του Γαμαλιήλ φόβησαν τα μέλη του Μεγάλου Συνεδρίου πιστεύοντας πως αν δεν άφηναν τους αποστόλους θα βρίσκονταν αντιμέτωποι με τον Θεό. Επίσης λέει πως αν αυτά που σκέπτονταν και έλεγαν οι απόστολοι ήταν ανθρώπινα θα διαλύονταν από μόνα τους αλλιώς θα τα έβαζαν με τον Θεό. Έτσι μαστίγωσαν τους αποστόλους και τους άφησαν ελεύθερους συστήνοντάς τους αυστηρά να μην ξανακηρύξουν για το Χριστό.

Παντελής Φρ., Γ3 : "Ο απόστολος Πέτρος θέλει να μας πει ότι το Θεό δεν τον ενδιαφέρει ο τόπος καταγωγής μας, το χρώμα κλπ. αλλά να είναι πιστοί οι άνθρωποι, να Τον υπακούν και να μην κάνουν πράγματα αντίθετα στο κήρυγμά Του.

Ειρήνη Σκ., Γ3 : Ο απόστολος Πέτρος δηλώνει μέσα από το λόγο του ότι ο Θεός δεν κάνει διακρίσεις, τους δέχεται όλους. Η μόνη προϋπόθεση για κάποιον που θέλει να ζήσει στη Βασιλεία του Θεού είναι ο σεβασμός προς Εκείνον και να το να ζήσει σύμφωνα με το θέλημά Του. Αυτό φυσικά σημαίνει να αγαπάμε ο ένας τον άλλο και να αλληλοβοηθούμαστε.

Μιχάλης Τσ., Γ3 : Ο νομοδιδάσκαλος Γαμαλιήλ με λόγια ήθελε να δείξει πως κάθε τί ανθρώπινο στο πέρασμα των χρόνων διαλύεται, ενώ κάθε τί φτιαγμένο από τον Θεό είναι αιώνιο, δυνατό και δεν διαλύεται ποτέ.

Ειρήνη Σ., Γ3 : "Μέσα από τα λόγια του ο Γαμαλιήλ κατάφερε να πείσει το Μεγάλο Συνέδριο να μην σκοτώσουν τους αποστόλους. Τους είπε ότι αν αυτό που κάνουν έχει ανθρώπινη μόνο σφραγίδα τότε θα διαλυθεί κάποια στιγμή. Αντίθετα αν γίνει με του Θεού τη δύναμη δεν θα χαλάσει ποτέ. Έτσι κατάφερε να σώσει τους αποστόλους.

# data[].attributes.attachment_link.title
Γ΄ Γυμνασίου 2015Μελέτη της Εκκλησιαστικής Ιστορίας Ημερολόγιο της τάξης μου - Tackk

# data[].attributes.attachment_link.description
Απαντήσεις στα ερωτήματα του φύλλου εργασίας : Μαρία Χρ., Γ3 : "Οι Ιουδαίοι διαπίστωσαν ότι οι άνθρωποι δεν ακούν πλέον τη δική τους διδασκαλία αλλά των μαθητών για τον Χριστό. Αυτό εξόργισε τους δικαστές του Μεγάλου Συνεδρίου και τους Σαδδουκαίους και συνέλαβαν τον Διάκονο Στέφανο.

# data[].attributes.attachment_link.title
Α΄ Γυμνασίου- Ημερολόγιο της τάξης μουΜελετώ την Παλαιά Διαθήκη - Tackk

# data[].attributes.attachment_link.description
Το δικό μας βιβλίο της Ορθόδοξης Θεολογίας και Μελέτης της Παλαιάς Διαθήκης Α΄ Γυμνασίου στο Ίντερνετ. Δείτε το υλικό των πρ0ηγούμενων χρόν

# data[].attributes.attachment_link.title
Β΄ Γυμνασίου - Ημερολόγιο της τάξης μου - Μελετώ την Καινή Διαθήκη - Tackk

# data[].attributes.attachment_link.description
Το δικό μας βιβλίο στο Ίντερνετ για τη Β΄ ΓυμνασίουΠάνε τέσσερα χρόνια που σκεφτήκαμε να δημιουργήσουμε ένα διαδικτυακό βιβλίο για την κάθ

# data[].attributes.attachment_link.title
Θεματικές ΙστοσελίδεςΗμερολόγια Έργων και Μαθημάτων - Tackk

# data[].attributes.attachment_link.description
Δημιουργήσαμε ιστοσελίδες / ημερολόγια έργου

# data[].attributes.attachment_link.readable_text
Push the button to go to our main page for our project

Introduction Map of our Project

What our project partners have said about Greece!

2nd Junior High School of Kalymnos

Occupations on Ancient Times : Klaofores, the women were picked up branches for fire
Many times as I throw my look at our mountain of the slopes, I suppose that even seeing women "klaofores" (they carry on their soulders bradches of trees for fire), loaded head the bundle branches. Maybe because I always liked watching them from afar, since they were shown on top and quinoa slowly, first as an undetermined volume that moved and only as approaching the low edges of mountain of the human figure.

One of the heavier work of the old cover was to go for collecting branches for fire and oven.

Heavy work, however, necessary and close to homemade own bakery, with branches illuminated and warmed the humble house in winter frost.

In older times, many were those who went on the branches. And if they are not going, but were experiencing, and has remained as a beautiful memory.

This work later was left in the parliamentary bundle branches to klaofores, who were doing for occupation: to sell the bundle branches, to feed their family as it was miserable or to study children and siblings, can they issue scientists with their heavy toil.

Slowly the war, and he was lost, especially since each housewife ceased to knead and bake bread of whole the week.

But even all of our generation remember the klaofores to descend the slopes of the mountains, with huge bundles branches in the head and then cross the narrow streets of the village and of Pothia to go to put away in the house RAPID ordered .

From afar I imagine stand up similar to ancient statues, only with his head slightly bowed, he lifted that weight wholeness, but with firmer body and bouncy step, small, jumped, because it was imposed by the pressure of the bale from above ...

No longer were like women, they look like little goddesses, fairies of the mountain, priestesses they were far from their goal, but me purpose, to keep unquenchable fire of their home, sacrificing sleep and paying it disproportionate to their wives forces.

Filled our mountains of twigs, but to find large branches are klaofores be they issue whole sheaf had to go away, two or three hours away many times, climbing peaks, descending ravines to succeed virgins kalymniestopous with thyme a hug each and chinopodia.

Always they were started for the branches, with three or four or more, never a nun of. How to start the nun, it was still night, three or four the morning and the cock had crowed to disperse the thoughts of people.

Double good companionship: not afraid, but also help each other to lift the bale.

Many were the places that could make beautiful branches, but all distant, difficult, without neither a path: the mountain of Prophet Ilias, Miliana, the saddle, the way his old Deep, the hillside of Vothynon, Saint Constantine , Trachilos and others yet.

They echoed the mountains of the songs when you go the klaofores branches. So they forget their fear of the wilderness, and increasingly some heart ache leave and lost with tastra erased one by one as dawn approached:

The moon asked and the stars to tell you

how cry my eyes to remember when

The moon walk with the star spiel

and the morning star (augerinos) asked me what I sigh and I cry for

How not to sigh the klaofora, especially as it was summer and always someone was gone for the sponge. If it wasn't the man, brother was, the neighbor was of the foutnoto frame (= the tufted men's hair) and stout arms, who had answered in the street, like they come loaded on the shoulder with Laina (= pitcher) from ascent of wells.

As they reached their destination, they begin now to dawn and stood around them clean. Then scatter the company, and each with the help of axin pouche take with her, she started taking off the branches they were rooted deep in the stones within the hatched (the Spurs) and had to pay power in their uprooting.

But even if it were not supposedly taking off only the job? They had then to gather all close to become sheaf, and here fotiakladoforesitan whole art of klaoforas: to will make beautiful sheaf large twigs large, to tie around - around with the rope pouche carry belted at the waist, in order to KOUMPIS on the head and do not dispel Soli the long route which had to will do.

So cumulated branches in one place makes first small hugs, always rooted inward facing and stacked close to each other, two or three rows to get the bale normal size. Apart from the main bundle, always leave a hug, who placed behind the neck and little shoulders, and over there now entered the correct bundle. Suitable supposed to be and the place to be armedthe bale to be able to lift. Usually chooses a ledge of rock, they were standing beneath so easier now could lift the holding from below with both hands the rope to avoid falling. And then began the downhill through small trails on the rough high mountains and these they were lost or not there were helped altogether.

The dawn just at sunrise over brown, sweet gas mountain refreshed virginal cheeks wrinkled or the race of life, why not missing thyself job married, mature, even older detained.

Many were those who turned before to see the sun the eye and boast today.

He stood away from the convoy with their imposing stature that was going on with supernatural sheaf high.

Slowly and who stand to rest, to put the bale to a wall at high places to eat no mouthful of dry bread, drink some water and to cut any fresh fig if they had to find or fruits same plot in the street, and get back to the walker, for arrive on time, before waking up in their home.

The Sheaf as he came, entered into where stamped when under the kravvato at the bottom. Only this summer, there was no danger of rain could stay out snacks in the courtyard.

In winter heavy they could not go into the branches. Had not raining, but and not blowing strong wind that could easily throw them down. So they were met the time the weather was suitable.

The summer had to make Sikourio, which needs a lot of bunched branches. When picking figs, remaining branches and store thme for rainy winter days, and one was from the very impartant stores each household.

What sorts of weather and Tunney had every Saturday to get fire to the oven with the branches to bake breads and going very nice flavour TANGIBLE thyme, and more is the cake which was eaten that first fresh, warm and not cut off the bread, to not to leave very quickly from the first day because it was bad housekeeper.

That first flame of the oven, the entire ritual. A one being tossed into the branch, and depending on the species to the flame springs up and remind you of the biblical "furnace burning fiery" ...

Stronger, bigger flame gave it the legs of gooses. In piercing always when they were busy and be watching out for. But what smells delicious in their burning were the thyme and the dry alisfakiies as they could find them.

Branches were not serve only to get fire to the oven . Most of them housewives cooked mafta, they made beautiful frying, only you could not escape beside the fire.

Testing in the war, we necessarily turned to mother earth and all sow, reap, grind, knead, bake and had branches for all, even for lighting, as the oil release ended up nonexistent. A bundle branches have cost more than the wages of a laborer.

There were women Keynes weather, they had the courage in the good days to go and twice in the same day. To sell them to make more money, as there lived the poverty.

Little daughter, I remember the Foukaina, a villager she got widow with three children because her husband popped the sponge, which brought us regularly branches at home.

The admired together and I was very sad as I watched her arrives loaded the enormous heavy sheaf with her head bowed, subordination to the fate of the women of the island, conscious obedience, sacrificial, and she touched them down gradually in the courtyard wall.

As entering into the house and sat to rest, wandering near her, I liked to feel the smell of thyme she had as aroma, noticed thick slippers she wore the baggy underskirt the pied and shirt as more closed and thick white Foot that changed her into a little with regular black kerchief.

Required had to ask: "where did you bring Foukaina branches?" laughed wearily.

- A my daughter, today I went beyond WO 'to (from) the dsiny Foti. In Trasila away and I find two walkers. I got out very quicly, I did the first sheaf I got it to fire and I've got the other. 'Where the night finished i'm in tiredness...

She always had some story to tell about thoughts for Kalomira that the caw of rooster flee. She did not affraid, she always kept on her bread, wore a bone and a small stafroa agiotafitiko, for "gkiximo" (= touch of the ghost).

Beside the figure of woman Kalymnos, carrying on her shoulder a pitcher water should be carved and form of klaoforas because cahrved stands in mind rates hearts of many.

-When I remember my mother, I always bring to in front of me my sheaf stems to the head. said with great emotion and respect Kalymnios scientist.

Women of my island, unsuspected, kept it together with the bundle branches alive the tradition of klaoforas, you go to put out to our time, dechtite This simple lines etched in your remind.

We thank Ms. Angeliki Marangou we supplied the text which is written by the narrator of the video that we present, Mrs Faneromeni Skylla, which gave us and a personal interview will post soon. We thank her warmly and she allowed the publication of the texts and photos of Kalymnian house (Folklore Museum).

Enjoy the video explaining Kalymnian life and contains reference to Klaofores.

Traditional Kalymnian House - a v video presentation about.
Το ΚΑΛΥΜΝΙΚΟ ΣΠΙΤΙ είναι μία ιδιωτική προσπάθεια για την διατήρηση και την προβολή του Καλύμνικου τρόπου ζωής του περασμένου αιώνα ! Έχοντας ξοδέψει πάρα πολλά σε χρόνο και πόρους, η κυρία Φανερωμένη κατάφερε να συγκεντρώσει αυτά τα αντικείμενα από όλο το νησί της Καλύμνου , να καταγράψει ιστορίες , εμπειρίες , γνώση και να τα παρουσιάζει στα λιγοστά τετρ. μέτρα του σπιτιού της.
Ο στόχος ήταν να παρουσιάσει την ζωντανη ιστορία του παραδοσιακού σπιτιού, τις κύριες καθημερινές δραστηριότητες, κοινωνικά γεγονότα και φυσικά την επική ζωή του Καλύμνιου σφουγγαρά!

"KALYMNIKO SPITI" (Kalymnian house) is an individual effort to preserve and promote the Kalymnian traditional way of life in the last century ! Spending lots of time and resources , Mrs Faneromeni Skylla achieved to collect these items from all over the island of Kalymnos , to record stories , experiences , knowledge and present them in the very few sq. meters of her house.
The aim was to create a living history of the traditional

house , significant daily activities ,social events and ofcourse the epical Kalymnian sponge diver!

Kalymnos is an island near the Carian Coast (Asia Minor). This island has been inhabited since the Neolithic Age by the Carians. Kalymnos has found the Carian Writing.

The Archaeological Museum of Kalymnos is at the capital of the island. In the lobby of the Museum's chief archaeologist Koutellas Michael made a brief introduction that informed the visitors, us, about the long history of Kalymnos spanning a period from the Neolithic Age - 5000p.X to Turkish Holding, i.e. 7,500 years!

In the first room of the museum are finds from the Neolithic to the Mycenaean period (5300 - 1180/1065 BCC.) from the excavations in the caves of Kalymnos Santa Barbara Teachers and Choiromantres. Exposed obsidian tools (calcareous material), used by people of the Neolithic era, knives and needles, pots, crockery exhibit the most important Minoan bronze worshiper who has his hand on the forehead. Displayed particularly large marble Cycladic idol.There are features exhibits from Milos, two of the Cyclades, which was marketed as a vase of Troy from the Neolithic era and a lamp of the Minoan era (Neolithic and Bronze Age) from the Cave Daskalio of Kalymnos. Also exhibited tools from animal bones, clay pots put wine (Neolithic) and sacred vessels, also Mycenaean vases found at Troy and Cyclades.

The next room down has statues of important religious and political center of ancient Kalymnos, the Temple of Dali (Delion, the Dorians used a instant of e) Apollo, who was the protector of Kalymnos and indicates that the large number of offerings found. Sanctuary was a large space dedicated to the worship the Gods, and was dedicated to the worship and politics.In sacred spaces were specially modified with the offerings, statues, vases etc. Those who had no money for making sacrifices many animals to ask for something orthank him for what he got, he madesmall figurines gift in the form of animals. Humble, however, these tributes endured over time and made famous the poor who devoted. Many belong to the Geometric period, a time of Homer (8th century p.C). Some have Greek letters on it. The Greeks took the Phoenician alphabet had only consonants, found the use of vowels and invented the alphabet(8th century p.C.) we use today. In Mycenaean times, later, the island was conquered and occupied by the Dorians who came from Epidaurus.

Homer responds with the name 'Kalydnai Islands "(Iliad, raps. B, f 676-677: "They had Nisyros' island and Krapathon and Cléon and Kos a very large big city, and Kalydnos islands (= with good drinking water)." Indeed,together with the surrounding islands (Kalymnos, Pserimos Leros (maybe) along with Nisyros, Karpathos, Kos and Kasos) took part in the war against Troy with force thirty ships under the leadership of Feidippos and Antiphon, sons of Thessaly) with information from the book by Michael J. Koutella, archaeologist, "Kalymnos, History, Archaeology and Culture ', Kalymnos 2006, pp.18.).
Read more...
Pupils of 2nd Gymnasioum of Kalymnos, A' Class

Lazaris Helen, Mailli Maria, Balla Helen (A2), Roditis Michael, Xatzidakis Harris (A3)

We thank the students of 2nd Lyceum of Kalymnos (Psiliani) for giving us these videos from their excursion in Bathys, Kalymnos.

Also, we thank mrs. Tsirigoti Georgia, teacher in lyceum who helped them in this work and Mr Michael Koutellas, who teaches us in a so exciting way to learn our island's history.

A visit of 2nd Lyceum of Kalymnos to Bathys - by the archaeologist mr. Michael Koutellas.
At 1815 post Christ was abbot of the monastery Galatiani someone called father Makarios
In the original oil pressure room there is a roller mill in which we can find in the hills in there to put the olives in a row and went to the press to compress.
Because they could not have animals and necessarily alternated to move all that weight, took the olives and put them in a large wooden box, but in the early 20th century, it replaced with other objects. This stone was with olives and together they made a liquid drink.
Then they put them in bags that were made of goat hair for leave to pass the juice and make the oil. So taking the bags with drink and fermented olives when they did this back and forth he went back and compress, but when it reached a point was not enough to force these people only hands to compress further, there were other people here who roamed this vertical axis and grew strength. ALL these are traditional items used in the old days to ease the lives of mankind.

You can see the place and here in greek the same things we here describe to you.

Περιγραφή του Λαογραφικού Παραδοσιακού Καλύμνικου σπιτιού από τον Μιχάλη Μ., Β2.
Στο Καλύμνικο σπίτι-μουσείο, πρώτα μας παρουσιάζεται το καλύμνικο νυφικό που που φορούσαν ''τσεμπέρι'' για πέπλο στο κεφάλι που ήταν μεταξωτά και ζωγραφισμένα στο χέρι. Την ημέρα του γάμου τα τσεμπέρια άνοιγαν γιατί ήταν ξεχωριστή ημέρα. Τα τσεμπέρια είχαν δυο όψεις, μια ήταν με τον αετό που συμβόλιζε την ελευθερία και το φορούσαν οι ελεύθερες και το άλλο με ένα στεφάνι που συμβόλιζε τον γάμο και ήξεραν ότι ήταν παντρεμένη. Το νυφικό κρεβάτι ήταν ολόασπρο. Στο κέντρο του βάζανε τον δίσκο με τα στέφανα. Στο γάμο οι δυο οικογένειες είχαν έναν κοινό φίλο και είχε περίπου το ρόλο μεσολαβητή και πήγαινε με ένα φανάρι το βράδυ την νύχτα μήπως η απάντηση ήταν αρνητική (για να μην ακούσουν οι γείτονες), αν πήγαιναν καλά τα πράγματα συνέχιζε το ''προξενιό''. Στον αρραβώνα τον γαμπρό τον έπαιρναν όλοι οι συγγενείς και φίλοι με τραγούδια και βιολιά με έναν άνθρωπο μπροστά - μπροστά κρατώντας στην εικόνα της Παναγίας και του Χριστού, μόλις φτάσουν στο σπίτι της νύφης η πεθερά κρατάει καρύδια και στην πόρτα περιμένει η νύφη, πρώτα περνάει η εικόνα της Παναγίας και του Χριστού. Έτσι, η πεθερά ρίχνει τα καρύδια και φωνάζει τα καλορίζικα.

Πιστεύω ότι τα έθιμα της Καλύμνου σε αυτά τα θέματα δεν έχει αλλάξει πολύ έως και καθόλου. Προσωπικά θα έλεγα ότι αυτό είναι ένα πολύ καλό πράγμα για την εποχή μας και ότι το μουσείο έχει πολύ μεγάλο ρόλο "για να μαθαίνουν οι μικροί και να θυμούνται οι μεγάλοι" (αλλά και οι ξένοι βέβαια).

Description of the Folk Traditional Kalymnos house by Michael M., B2.

In Kalymnos house-museum, our first come Kalymnos bracelets that they wore 'Scarfs'' to veil in the head was made with silk and hand painted. At the wedding day because the kerchief opening it was a special day. The kerchief had two faces, one was the eagle for freedom and wore by single girls and the other with a crown that was for the married women .To Dressed the wedding bed was all-white set which at the center of the bed was been put the disc with Wedding Crowns.

At marriage two families had a mutual friend and had about the mediating role and go with a lantern in the evening the night because the answer to was negative (not hear neighbors), though well things are going continue the ''consular ''. At the Arrangement, the Groom went with all the relatives and friends with songs and fiddle with a man in front of others, with the icon of Mother of God. At the door awaits the bride, first passes the icon and Christou. Then , the mother in law was throwing nuts and screaming "Good Luck for new couple.

I believe that the customs of Kalymnos in these matters has not changed much if at all, personally I would say that this is a very good thing for our season and that the museum has a very large role "to learn small and remember the great" (as well as foreign course).

Ειρήνη Τσ., Γ3

Το βίντεο για το Καλύμνικο σπίτι περιγράφει τα έθιμα γάμου που είχαν οι Καλυμνιοι και τις ενδυμασίες των Καλυμνίων γυναικών. Συγκεκριμένα αναφέρει τα εξής έθιμα: α) ότι την ημέρα του γάμου οι φίλοι του γαμπρού πήγαιναν και τον έπαιρναν από το σπίτι του με συνοδεία βιολιών, για να τον πάνε στην εκκλησία, β) ότι η πεθερά όταν έμπαινε στο καινούργιο σπίτι του γιου της και της νύφης της, σκόρπιζε στο πάτωμα καρύδια και φώναζε καλορίζικα να ξεσπάσουν τα προξενιά (το έκανε αυτό μόνο όταν οι γονείς της ζούσαν), γ) ότι για έναν χρόνο δεν φύτευαν, ούτε ζωντανό έθρεφαν, γιατί ήθελαν η δύναμη της καρποφορίας να πάει όλη στο ζευγάρι για να κάνουν πολλά παιδιά. Και δ) ότι όταν ένα ζευγάρι παντρεύονταν, πίσω από τα στεφάνια τους μια κόρη με γονείς ζωντανούς έκοβε και έβαζε ένα κομμάτι κλίμα που είχε 3 κόμπους, το οποίο συμβόλιζε την Αγία Τριάδα. Το κλίμα το τοποθετούσε πίσω από τα στεφάνια, όπως προανέφερα και το στέριωνε με άσπρη κλωστή και σε κάθε κόμπο έλεγε 3 φορές το πιστεύω, έτσι ώστε όπως το κλίμα βλαστάνει και κάνει κλώνους και κλωνιά, έτσι να κλαδώσει ο γαμπρός και η νύφη και να κάνουν παιδιά.

Τώρα όσο αφορά την ενδυμασία των γυναικών, στις κόρες οι μητέρες τους από μικρές τους φορούσαν τσεμπέρια ( google it) που ήταν μεταξωτά και ζωγραφισμένα στο χέρι και ειδικά την ημέρα του γάμου, άνοιγαν τα τσεμπέρια, για να φαίνονται τα χρυσά κοσμήματα και ο λαιμός τους. Επίσης το τσεμπέρι είχε δυο όψεις, η μια όψη είχε τον αετό ο οποίος συμβόλιζε την ελευθερία και το φορούσαν οι ελεύθερες κόρες, αντίθετα η άλλη όψη είχε ένα στεφάνι με δυο πουλάκια τα οποία συμβόλιζαν τον γάμο και έτσι οι ντόπιοι καταλάβαιναν αν ένα κορίτσι ήταν διαθέσιμο.

The video for the Kalymnian house describes the wedding traditions that had Kalymnos and the costumes of Kalymnos women's. It states the following traditions:

Firstly, the day of the wedding the friends of the groom went and took him from his house accompanied by violin, to take him to church. Secondly, the mother when entering the new house of her son and the bride of, scatter on the floor nuts and shouted good luck to break the matchmaking (she did this only when her parents were living).

Moreover,for a time not planted nor alive nurtured, because they wanted the power of fruiting go to the couple to make a lot of children. In addition, when a couple marry, behind wreaths a daughter, with alive parents, cut a piece climate and put it there which had three knots, symbolized the Holy Trinity. The climate placed behind the wreaths, as I mentioned before and hold up with white thread .

Now as far as women's clothing, daughters whose mothers of small wore them kerchiefs (google it) which was silk and hand painted. The wedding day, the kerchiefs was opened, for the womans to show the gold jewelery and the them necks . Another special details are, that the kerchiefs had two views , one side had the eagle that symbolized freedom and this was woren from free daughters, unlike the other side had a wreath with two birds which symbolize marriage, so locals could understand if a girl was available or not .

Για την εργασία αυτή εργάστηκε η μαθήτρια Ειρήνη Τσάταρου του 2ου Γυμνασίου Καλύμνου.

Πληροφορίες: https://www.youtube.com/watch?v=io8PHDq6DoY

By Irene Tsataroy a student from the 2nd Junior High School of Kalymnos, Greece

Information from : https://www.youtube.com/watch?v=io8PHDq6DoY

Fairtytales about Kalymnos and its traditional life

The princess of Telentou of Themelina Kapella and Maria Zairi
Copied The Telentos is a small island on the western side of Kalymnos. A small strip of sea separates the beach from the countryside "Myrties." To discover upon arriving in

Gaidouroracho location, which is high on the hillside and surprised, why do not you wait, the beauty of the landscape that lies before you.
When you look more closely at the mountain 've facing you, see to form the various projections, as if deliberately carved by human hand, the body of a daughter reclining large face me.
Whatever you ask will tell you that the stone is princess of Telentou. For this legend I want to talk to you. In the old Byzantine (around 1100 - 1200) was the Telentos one separate state with its own king. They found many ruins of houses, churches, tombs we confirm this.
Another kingdom was also against in Kastelli, a small natural castle in the sea, beyond the "Myrties" where the prince lived Antronikos.
One day he went to the chase sequence in Telentos, where he met his princess Potha. He loved her and promised her to come back soon to get her to marry. The princess who loved the prince anxiously awaited the homecoming.
They passed however many days and months and the prince did not appear. Sometimes she was crying secretly chagrin, because she thought he forgotten her but she nothing could be this.
A night of Resurrection of Jesus Christ, when the operation was over, she went to the beach nun, it was below the church, holding the lit candle in hand. As the prince she was thinking again, she said to herself: "I'll put a candle on my plank int to the sea. If it will go off and on, till the Castelli, I will say that the prince loves me still and he will come to take me as his wife. But if it will turn off, he forgot he said that. "

The candle was lit for a while and went over the small waves. But once blew a breeze, it quenched and sank. The princess of the sorrrow dizzy, fell overboard and drowned. The next day when it was learned the news all became very saddened. And as they were turning on the mountain they saw the beautiful face imprinted in Telentos mountain like we see it today. "

Our Fox went to City
It 've brought us by Roditis Michael, A3. We thank him very much!

"Once upon a time, a sly fox, who had grown old and denmprouse longer go out to hunt. So thought wickedly to ensure its food. Turns crier and then says:
- "The lady fox would go into town and whoever wants to go with her to tell her!"
It heard one nice rooster feathers with a little knowledge and too excited.
- "Please take me with you lady fox?"
- "Gladly," she answered.
We have, then, and say: "Rooster abbot and you're inside."
Go below and give the company line and the fox that go into town and whoever wants to come with her to pass nicely. Takouei a fluffy nice hen and says the company.
- "To get to me?"
- "Gladly, gladly," said the fox again made the list.
"Fox with a long tail, abbot Rooster, Hen chief Monk, and you're inside."
The cheerful company progresses and more and curiosity.
- "Let's Go to the City, go to the City," they say together.
Plumed partridge sees them and asks:
- "Do you take me with you?"
- "Gladly, gladly," said the sly fox and measures the excursion.
"Fox with long tail, abbot Rooster, Hen Goumenissa, Partridge kaklakisti (= with a nice voice) and you're through."
Below is a pig thick - thick, which when stuck in the mud.
- "Let's Go to the City," they say. "Are you coming with us?"
- "I'm coming, I'm coming too."
"Pig anemouistis (the one who stirs the mud sticking the muzzle), and you're inside." Fox confirms. Now the company had become quite large. Went and sang very happy for the nice outing would do. A donkey sees them and asks:
"Where are you all going?"
- "Let's Go to the City, go to the City, and if you want to take with us."
- "Gladly, gladly," said the donkey and who else wanted to walk despite unloading and grazing on fresh grass.
- "We have, then, and say," resumes the fox:
"Fox with a long tail, abbot Rooster, Hen Goumenissa, Partridge kaklakisti, Pig anemouistis, Donkey agkanistis (which says "ga hou ga"!), and you're inside."
The day meanwhile had gone for good and started getting dark. So find a cave and decide to stay there and spend the night. Each of the animals looking to find a corner accommodated to calm and dream of the good places to be seen. But the fox had more on her mind. Suddenly comes in front of the cave and says:
- "Come out cock to eat you!"
The rooster lost its mind.
- "You do not feel sorry fox that I am handsome rooster and want to eat me?"
- "No," says Fox, "and get out quickly why I'm in a hurry."
What do the cock comes out and fox eats it. Afterthat the fox says:
- "Come hen to eat you!"
Begins to cry or orthnitha, but where the fox. He did not understand anything. Comes the hen and eats. Then came the turn of the pig.
- "Come pigs to eat!"
- "Fox, you come to the good," said the pig. "I'm big and you can not eat me."
- "I will eat and will kalofao and you'll see." What does the pig? Goes near her and eats the fox. After the fox says:
- "Come grouse to eat you!"
- "You do not feel sorry fox," said Partridge, who am beautiful bird and want to eat me? They warble in the morning on the mountain and it's like heaven? "
- "No, not in regret."
- "Anyway, since you do not understand, lady fox, close your eyes and open your mouth to go inside to eat me, do not hurt."
- "Okay," said the fox. "Let it be so. Closes her eyes, opens her mouth and waits. And a partridge passes, makes a mouth droppings and go to the mountain. "
"We losted it" she says of her, "but stillI have one more animal"
- "Come here Donkey to eat you," says angry now more foxes.
- "You're sit well, fox, who will eat me."
- "I'll eat you just fine, just come here to avoid loitering!"
- "Well, get it over with," said the donkey, "after you decided to 'close so you can begin and eat from my butt."
- "Let's do this too," said the fox.
She goes near the good donkey and it catches the fox before, gives a kick to go and still go. And the donkey who wanted our adventures, went on the grass and happy says:

- "Let's not for me these, better get back to our field!".

The Prince and the slave of Mary Themelina Kapella and Zairi
It'v been brought by Michael Roditis A3. We thank him very much!

"Once upon a time there was a beautiful girl who liked to walk in the countryside to see the flowers and the birds nakouei cheep. A day where she walked the earth opened and swallowed. Tumbling, tumbling, until she found a staircase that led to a beautiful living room. As she got there and stared at the bright enchanted mirrors and gold furniture, suddenly the eye drops onto the table lying on one goldweared lad. Go around scared, but the lad did not even moved. Slept a deep sleep and no awake. Little by little began to take courage and then observe there beside a plaque that read: If you want to read resurrected my next forty days and forty nights. " Forty days and forty nights! said the girl. And who bears? But a voice from within told her: And it's a shame such a nice lad to lose?

- Yes, but if nothing happens I will have died from fatigue. Anyway, so a one else took her decided to read a few letters she knew, what she found nearby. Thirty-nine days and thirty nine nights she was reading, when suddenly appeared in front of her a Negress. She then tells her :

- Lady, please, can you read it and let me just a little sleep half the time I can not take another?

- Gladly, says Negress and begins reading. She had not read but a little and suddenly the lad began swaying, to brown cheeks and soon opened his eyes. Once he sees the Negress with the book, the hugs, he kisses her and a few days later he got married and made her a queen, he was prince.

And what about the girl? what happened to it? The Negress toled the prince she was a servant. So the days passed and the girl did not say anything. Only at night, when she closed the den of crying for misfortune and because she had the courage to stay still while reading about the lad. But the Negress was ugly and evil and she was not happy with her life although she became a queen. Why she was eating by jealousy for this beautiful girlfriend who was so good, that would not open her mouth to reveal the truth.

One day the prince went away to a trip. He told his wife to give him orders that she wanted to bring. And she give him a bunch, who recorded his grammar. From politeness and the maid asked what she wants to bring her. And she ordered curiosities. Wanted tells the hanging rope, stone of patience and the knife to slaughter. The grammar have not posted them, but because he remembered the impression they made.

The trip was over, the prince turned laden with gifts for the Negress wife. But ordering her daughter did not. Go to the boat, but the boat did not start. Lived there like a stone. Looking to find what's wrong, what is the cause, and then remember their daughter and her order. Running in the city, looking for, but where to find what he wanted. Once a Jewish souvenir he find them all. But the shopkeeper says, that whoever get these gifts should not remain a monk, because they are dangerous. They're taking the gifts and the prince with great curiosity waited to see what would happen. After the joys passed at home for the return and everyone went to sleep, the prince goes out the door of the girl and watching to see what will happen. Then he listens to the girl saying, while the tears rain from her eyes:

- "Thirty-nine days and nights I sat sleepless Thirtynine for this lad and I gap at the last minute. What to do in life? Where 're hanging rope. " Tihere was mmediately rope hanging and comes and hangs alone in the ceiling.

- "Oh, my God, forgive me, but I can not Negress has the lad who I hurt Thirtynine days and nights and be a slave to. Come stone of patience. " And immediately go the stone itself under the rope.

The lad was scared. He understood that she will be killed just shout the knife, and immediately orders the guards to break the door. Gets hug the girl who had daze by the sudden visit and says:

- "You" Swinney So my eyes, which saved me my no algae were saying? Thou, my embittered girl, who agreed to become a slave of the woman who cheated on? Now is the time to look her right. Now you will become my wife and the Negress will be gone and will not xanafanei. "

So said, so done. And they lived happily ever after".

"The old man and the old woman," by Themelina Kapella and Mary Zairi
Once upon a time there was an old man and an old woman. They lived on their own because they had no children. But they was loved and looked after one another.
One day the old man, who was going there, he found a metal (a coin of small value). Immediately he turned back. Once she saw the old man she worried.
- What happened to my old man and came back so quickly? Are you sick?
- No, says the old man, but I found a metal I came to see what we will do with it!.
In little old lady says: - I found it! We can buy candies to a little sweetened our means.
The old man did not liked this idea, he said.
Come to your good, wife. Beautiful are the candies, but stick to the teeth. I say give nuts. He did it well and tell the old lady says:
- What's wrong with my husband? Dont think that half the nuts are shells? Leave that many of them are deaf.
The old man thought it again. Well, then find something that does not have shells and will not stick to your teeth.
Where were thinking tossed over with the old forums and says: I found it, I found it.
- What you found so again? Let's see.
- I found it. We will buycollard greens! what she remembered!
He did not filled his eyes of the collard greens, but to say and the right skewed, the collard greens were not shells and neither stick to the teeth.
So they bought collard greens, they cooked the leaves, they put plenty olive oil of Kalymnos and they ate fine.
Not even the poster liquid of collard greens go of the hurt. They put on it olive oil, lemon and salt and drank it and they were very nice.
With the left over made and a little bed from leaves and brunches. Goes over the old man, but not the cot sank. Goes over the old lady is not sunk. Tucked and a mouse, and tsoup, going under the cot!

It was offered by Michael Roditis A3. We thank him very much.

Three little fish, by Kapella Themelina and Maria Zairi
Once upon a time there was an old fisherman who went fishing every day, but could not catch many fish. One morning he went to fish, threw his hook and caught a small fish. When he pulled it up, sayd him the fish:
- You do not let me grow up I'm a little one and then you will come to get me?
And the old man took pity and said:
- Well, I let in, but how to say to a shout when you come back?
- Mind to say, replied the minnow.
He threw his hook again and he catched another one, and this was small too. And this is the same. It begged him to let it grow a bit, and say that the "Knowledge" to cry when he come back.
He grabs third, again the same, and because it was small. His name was "awl". He left it, too.
After a while the old man comes to fish in exactly the same place. Then began to cry:
- Mind, huh Mind, Come near me to catch you!
He hears a voice.
- If you were thinking when you got it me, will not you let me go. Now I do not come.
He Shouts the second.
- Knowledge, eh knowledge, come to get you.
He hears the voice again.
- If you had knowledge you will not let me go. Now I do not come.
He was shouting and the third fish:
- Awl, Awl indirect, come to get you.
And he hears the voice.
- In your eye go: Let me mafines when caught, now Im not coming.
The old fisherman got sad and left without fish. When he went to the old woman and told her the incident she said:
- Well to happen to you because you believed what the fish told you!

It was offered by Michael Roditis, A3

Holy Mother of God in island Sifnos,Greece by Chrisopigi R., A3

Church on Sifnos, at the southeast cape of the island that is ktsmeni in honor of Our Lady. As the Tradition, her picture was found in the sea before 1.600 years by fishermen. Our Lady indicated the party would be built the Church. It celebrates the miracle of the Virgin Mary on the eve of the Ascension of Christ, where girls of the island went to light the candles of the Church and found inside sleeping pirates. They lit the candles and as they went to leave the last stumbled to a pirate, awoke, the chased, those running sought help by invoking the Virgin Chryssopigi and having passed the piece of land connecting the island with the church, the earth opened, flooded waters and they drowned pirates. It is celebrated every Ascension Eve with a festive liturgy.

I find it from Marios Ch., B3

Ιερός Ναός Αγίου Θεολόγου Πόθειας, από τον Αλέξανδρο Κ.
Η εκκλησία του Αγίου Θεολόγου κατασκευάστηκε το 1848 , όμως το 1932 οι ενορίτες της εκκλησίας αποφάσισαν να επεκτείνουν την εκκλησία τους . Διότι είχαν μετακομίσει πολλοί άνθρωποι στην Κάλυμνο από τα πάνω νησιά (π.χ. Πάτμος) και έπρεπε να υπάρχει ένας ναός για να εξυπηρετεί τις ανάγκες των ενοριτών του . Με αποτέλεσμα να γκρεμίσουν ένα μέρος της για να κατασκευάσουν το καινούργιο κομμάτι.Η εκκλησία είναι χτισμένη από πέτρες και γενικά τα υλικά της προήλθαν από την Κάλυμνο . Τα έξοδα για την κατασκευή της προήλθαν από τις δωρεές των οικογενειών Ολυμπίτου , Θεοδώρου Ανφρέδου , Ζερβού (Ζαράφτη) και από την οικογένεια Νικήτα και Μαρίας Κρητικού των οποίων συγκεκριμένα η δωρεά χρησημοποιήθηκε για την δημιουργία του καμπαναριού καθώς και από Ενορίτες της εκκλησίας οι οποίοι κιόλας συνείσφεραν με φορητές εικόνες οι οποίες υπάρχουν στην εκκλησία ακόμα και σήμερα . Η εκκλησία αγιογραφήθηκε κυρίως από τον Αντώνιο Καραφυλλάκη ο οποίος έκανε το τέμπλο , το κέντρο του ναού , τους Αποστόλους , τον Πανντοκράτορα και τους Αγγέλους .Όμως στη δεκαετία του 90' ένας νέος αγιογράφος από το Άγιο Όρος αγιογράφησε τις πλευρές του κύριου ναού και το Ιερό . Ο Ι. Φιλλιπότης έφτιαξε την πύλη για το Ιερό και την σκάλα στην οποία οδηγεί στο χώρο τον οποίο απαγγέλεται το Ευαγγέλιο . Αρχικά ο χώρος της εκκλησίας πριν χτιστεί ήταν νεκροταφείο , λόγω των αναγκών , όμως των ενοριτών της αποφασίστηκε να μεταφερθούν τα οστά και να χτιστεί ο ναός .
Church of Saint Theologos, Potheia, by Alexander Κ.
The church of Saint Theologian built in 1848, but in 1932 the parishioners of the church decided to expand their church. Because many people had moved to Kalymnos from above islands (ie Patmos) and had to be a church to serve the needs of the parishioners. Leading to demolish a part of to construct new kommati.I church is built of stone and generally these materials came from Kalymnos. The costs of construction came from donations Olympitou families Theodore Anfredou, Zervos (Zarafti) and family Nikita and Maria Cretan whose specific donation chrisimopoiithike for the creation of the belfry and from Parishioners of the church who already contribute with icons that are present in the church today. The church was painted mainly by Anthony Karafyllaki who made the temple, the center of the church, the apostles, and the Panntokratora Angels .Omos in the 90 'a young painter from Mount Athos painted the sides of the main temple and the Sanctuary . I.. Fillipotis created the gateway to the Sanctuary and the staircase which leads to the site to which recites the Gospel. Originally the church was built in place before the cemetery, due to the needs, but the parishioners decided to transfer the bones and build the temple.

"Panagia tou Harou" (The Virgin of Death), Church at Lipsi, Dodecanese

We are in 1600 AD. Monks of the Holy Monastery of Patmos arriving at Lipzi of Dodecanese prefecture and build approximately one kilometer from the village Exomonastiro (so they call it there) of "The Virgin of Death".

The church is triune (dedicated to three saints), built in Byzantine rhythm. It distinguishes the low dome, jagged arcs (which give the temple an unusual charm), and the little oblong windows, where the little light that passes through the pilgrim creates a solemn atmosphere.

So many centuries left the church intact while devastated the cells of the monks which are around. But time respected the sacred relic, their original, truly unique and miraculous image of "Our Lady of Death." The uniqueness in this figure gives the fact that Mary is shown holding the infant Christ as not (as usual), but hanging dead on the cross of martyrdom. And because the concepts and dead Death related, the image, and in general, the church was named "Our Lady of Death."

Many pilgrims come on August 23, to pray before the miraculous image associated with the following history: In April 1943 the piety of a girl placed white lilies in the picture. These naturally dried. But suddenly in July, dried lilies began to revive paradoxely and even approaching the celebration of August 23 (the day of the festival) came to take out entire flower that smells delicious. This miracle is made then till now. It is offered a blessing of Our Lady of Death in each pilgrim, but also as an argument to the unbelievers who are struggling to explain logic thoughts interpretations that have based purely on logic and science, not faith in the sacred and divine.

Nevertheless, the "Lady of Death" for the sake of both believers and for unbelievers to puzzled continues the miracle of the festival every year, and we invite all to attend the grace to drop and hope to hear our prayers.

Holy Mother of God named Virgin Hosti" by Kapella Themelina and Mary Zairi
Once upon a time, a night of Easter, many people have gone deep in the church of the Virgin Mary, located in the harbor of Rina. The priest chanted "Christ is Risen". Everyone with their candles lit in the yard, happy and laughing doest thou their cross.

Suddenly it was heard a loud voice "e, e, e, Kyra Panagia, chosou (Virgin Mary, our lady, go deep in the earth)." The voice came over from the chapel of Agia Irini which is up high in the mountains on the opposite side. And immediately, it was like the earth was opened and swallowed up the church along rammed with them were attending the holy function.

What had happened? Those years had many pirates. They went everywhere, especially on small islands, unattended, and made many disasters. Stole what they found, slaughtered, they get slaves for their ships. So that evening, a pirate ship came. Because it could not, arrives in the port of Rina, which every evening was closed by a thick chain, moored off. The Pirates got out, went up the mountain and began to descend toward the Deep. Then Saint Irene saw them and "Mary" shouted to the ram, to save the Christians will slaughtered everyone without fail.
The place where the Virgin Mary is built, only dirt and stones were left. But those who went out of there, not knowing anything, sometimes voices heard and felt an beautiful scent of incense.
Once they decided to dig and found underneath the church. When the xechosan, gave it the name "Virgin Hosti" every summer to work.

A few years ago, a night that will soon hit the bells for the Resurrection, two shepherds, arrived at the port of Rina with their boat. They came from Palionisos island and brought dry cheese and fresh cheese. They did not have time to go to the town of Potheia and they had to stay there. They said therefore one to look after the boat and the other to go high to shares that priest

Holy Mother of God named "KyraPsili" (very high at the top of Mountain) by Helen Magkou, b2, 2nd High School of Kalymnos
Always down of the mountain at the island people could see at the old days up there a light shimmering. The thought was that it was a star in the sky. One day a goat that had escaped from the herd, it returned to the muzzle wet. One, two times, three times. Then the shepherd came in the wake and found a cave where the rock came from water. In one corner stood a smiling Madonna. It was the icon of Panagia Kyra - Psili. He picked it up and went down to the priest. He put it in the Church. The morning was not in the position they had put it. They went up the mountain and found it at the same position that the shepherd had found it. This was done three times. Then they realized that Holy Virgin, Mother of God wanted to stay there. So they decided to build in that part a church. The difficulty, however, was how to carry up there materials. Then a monk in his dream saw a woman who suggested the place to dig to find sand and lime. Really dug into that part and found materials like saw in his dream the monk. This solved the problem and built the church of Kyra - Psili who since became the most pilgrimage place of the island. By Magou Helena, B2

Churches of Holy Virgin Mother of Kalymnos

We created a map with the churches and temples named by Holy Virgin Mother of God in Kalymnos. Enjoy!

Kathedral Church of Kalymnos named Christos

# data[].attributes.attachment_link.title
Knitting our common European Future 2nd Junior High School of Kalymnos' team' s diary! - Tackk

# data[].attributes.attachment_link.description
Push the button to go to our main page for our project Introduction Map of our Project What our project partners have said about Greece!

# data[].attributes.attachment_link.readable_text
Σάββας - Σταμάτης Κ., Γ1 : Ο πρώτος πρόσφυγας στο βίντεο διηγείται ότι ήρθε από τη Σομαλία, περνώντας από καταυλισμούς της Αιθιοπίας βάζοντας σε κίνδυνο τη ζωή του, λόγω των ανταρτών. Ήρθε στο Λονδίνο και έχει τώρα μια αξιοπρεπή ζωή. Σήμερα, βοηθά την αστυνομία στο έργο της κατά ναζισικών οργανώσεων που κατκομεταχειρίζονται ευάλωτες κοινωνικές ομάδες, όπως τώρα τους μετανάστες.

Η Αρμένικη οικογένεια διώχθηκε λόγω της πίστης της, του Χριστιανισμού. Έτσι έφτασαν στην Ελλάδα, χωρίς να ξέρουν την γλώσσα, όμως, παρόλα αυτά έπιασαν μια δουλειά, ένα μικρό σπίτι και ζουν αξιοπρεπώς.

Η κυρία απο τη Βοσνία έφυγε λόγω του εμφυλίου της Γιουγκοσλαβίας, αλλά και της πίστης της, του Μουσουλμανισμού. Δούλευε σε μια μεγάλη εταιρεία, όμως, φεύγοντας έχασε επαφή με φίλους της Σέρβους και την οικογένειά της. Ζει στη Σουηδία.

Ο επόμενος, Τούρκος δημοσιογράφος, εκδιώχθηκε λόγω των ιδεών του. Φυλακίστηκε και απέδρασε, φτάνοντας αργότερα να ζει σε τουρκική συνοικία του Λονδίνου. Ο επόμενος είναι από το Βιετνάμ. Διέφυγε (λόγω του εμφυλίου) με βάρκα και τώρα ζει μια άνετη ζωή, νοσταλγώντας την πατρίδα του, στην Σουηδία.

Ο Ιρακινός έφυγε από τα ναρκοθετημένα σύνορα Τουρκίας - Ιράκ για να φτάσει στην Ελλάδα, όπου μέχρι να βγάλει τα χαρτιά του και να βρει ένα σπίτι, να του συμπεριφέρονται άλλοι πολύ καλά και άλλοι πολύ άσχημα.

Savvas - Stamatis K., C1: The first refugee in the video narrated that came from Somalia, past Ethiopian camps risking his life because of guerillas. He came to London and now has a decent life. Today, he helps the police to work in Nazi organizations they cause bad conditions vulnerable social groups such as immigrants now.

The Armenian family was persecuted because of her faith, Christianity. So they arrived in Greece, without knowing the language, but nevertheless family's father caught a job, a small house and a decent living.

The lady from Bosnia left because of civil war in Yugoslavia, and the faith of Islam. She worked in a large company, however, leaving lost contact with friends of Serbs and her family. She lives in Sweden.

Next, a Turk journalist who was expelled because of his ideas. He was imprisoned and escaped, arriving later to live in Turkish district of London.

The following is from Vietnam. He escaped (due to the civil war) by boat and now lives a comfortable life, longing for his homeland, Sweden.

Iraqi minefields left from the Turkish border - Iraq to get to Greece, where he is up to send the cards and find a house, the others behave very well and others very badly to him.

Αλέξανδρος Χ., Γ1 : Στο βίντεο είδαμε ανθρώπους που είχαν περάσει πολλές δοκιμασίες. Αυτές οφείλονταν είτε στη φυλή, είτε στη θρησκεία τους ή απλά ήταν θύματα του πολέμου. Οι περισσότερες αναγκάζονται να ζούνε σε άθλιες συνθήκες, ενώ κάποιοι έχασαν τις οικογένειές τους. Σχεδόν όλοι αντιμετωπίστηκαν φιλικά από τους ντόπιους, οι οποίοι, στην περίπτωση παιδιών έπαιξαν μαζί τους και ενηλίκους που τους έδωσαν δουλειά. Ωστόσο, αν και οι ίδιοι θέλουν να τους συμπεριφέρονται σαν καθημερινοί, φυσιολογικοί άνθρωποι, η συμπεριφορά των γύρω είναι καλή έως υπερβολικά καλή. Ό,τι και αν κάνουν δεν μπορούν να "βγάλουν" τη λέξη "πρόσφυγας" από το όνομά τους.

Παρόλα αυτά οι προσδοκίες και τα όνειρά τους δεν σταμάτησαν να υπάρχουν. Όλοι εύχονται να είχαν μια κοινωνική ζωή. Όσοι το ξεπέρασαν, συνεχίζουν, πηγαίνοντας στο σχολείο, φοιτώντας ή βρίσκοντας επαγγέλματα. Αν και τόσο ταλαιπωρημένοι έχουν μεγάλες φιλοδοξίες.

Alexander Ch., C1: In this video we saw people who had been through many trials. These were due either to breed, either in religion or simply were victims of war. Most are forced to live in squalid conditions, while some have lost their families. Almost all they were treated by friendly locals, who, if children played with them and adults who gave them work. However, if they themselves want them to behave like everyday, normal people, the behavior of the surrounding is good or too good. What if they can not "make" the word "refugee" from their name. Nevertheless the expectations and dreams did not stop there. They all wish to have a social life. Those who overcame it continue going to school, attending or finding jobs. If so weary and have big ambitions.

Ειρήνη Π., Β3 : Μέσα από αυτό το βίντεο συγκινήθηκα και ευαισθητοποιήθηκα πιο πολύ με το θέμα των προσφύγων. Γνώρισα έξι διαφερετικούς ιστορίες με διαφορετικούς ανθρώπους, σε διαφορετικές χώρες και με διαφορετικούς προορισμούς. Όλοι όμως με κοινό παράπονο την προσφυγιά τους. Το αίσθημα πως είναι ξένοι και η αναπόληση του τόπου τους, του σπιτιού τους, είναι οι κύριοι παράγοντες που τους κάνουν να αισθάνονται άσχημα και απομονωμένα. Ακόμα οι διαφορετικές συνθήκες συμβίωσής τους με τους άλλους ανθρώπους δεν τους αφήνουν να ξεχάσουν τη διαφορετική καταγωγή τους.

Αυτό όμως που με εντυπωσίασε περισσότερο ήταν ότι όλοι πίστευαν πως θα έχουν ένα καλύτερο μέλλον, πως στο τέλος όλα θα πάνε καλά. Αυτό είναι και πού τους ξεχωρίζει πραγματικά από τους άλλους ανθρώπους, το ότι τα βάσανα που έχουν περάσει και που περνούν τους κάνουν πιο δυνατούς, πιο γεμάτους για τη ζωή που δεν έχουν ζήσει ισάξια με τους άλλους.

Irene P., B3: In this video I was moved and sensitized more with the issue of refugees. I met six different stories with different people in different countries and with different destinations.But they all were with a common complaint fore their condition to be refugees. The feeling that they are strangers and contemplation of their place, their home, are the main factors that make them feel depressed and isolated. Even the different conditions of coexistence with other people do not get to forget their different origin. But what impressed me most is that everyone believed would have a better future, that in the end everything will be fine. This is where that really stands out them from other people, that sufferings have passed and passed them make stronger, more full of life who have not lived equally with others.

# data[].attributes.attachment_link.title
Εκπαιδευτικό υλικό για θέματα Προσφύγων, μετανάστευσης, ασύλου‏Educational material for Refugees, immigration, asylum - Tackk

# data[].attributes.attachment_link.description
Σάββας - Σταμάτης Κ., Γ1 : Ο πρώτος πρόσφυγας στο βίντεο διηγείται ότι ήρθε από τη Σομαλία, περνώντας από καταυλισμούς της Αιθιοπίας βάζοντας σε κίνδυνο τη ζωή του, λόγω των ανταρτών. Ήρθε στο Λονδίνο και έχει τώρα μια αξιοπρεπή ζωή. Σήμερα, βοηθά την αστυνομία στο έργο της κατά ναζισικών οργανώσεων που κατκομεταχειρίζονται ευάλωτες κοινωνικές ομάδες, όπως τώρα τους μετανάστες.

# data[].attributes.attachment_link.readable_text
Ξεκινώντας με το Σύστημα Διαχείρισης Μαθησιακών Δραστηριοτήτων (LAMS) Συνδεθήκατε στο LAMS, τώρα τι κάνετε; Υπάρχουν τρεις προβολές (ρόλοι):

 Εκπαιδευόμενος (Learner)

 Επόπτης (Monitor)

 Συγγραφέας (Author)

Ανάλογα με τις ιδιότητες που έχει κάθε χρήστης, μετά τη δημιουργία του λογαριασμού, ορίζονται οι ρόλοι του με αντίστοιχα δικαιώματα. Από αυτά εξαρτάται τι θα βλέπει όταν συνδέεται στο LAMS.

ΣΗΜΕΙΩΣΗ: Μπορεί να έχετε ρόλο:

 εκπαιδευόμενου (εάν είστε φοιτητής, μαθητής, σπουδαστής, ενήλικας εκπαιδευόμενος, αυτο- εκπαιδευόμενος/μανθάνων κλπ),

 επόπτη (εάν είστε εκπαιδευτής, δάσκαλος, καθηγητής, σύμβουλος, επιβλέπων καθηγητής, διευκολυντής, συντονιστής, διαμεσολαβητής),

 συγγραφέα (εάν είστε συγγραφέας- δημιουργός εκπαιδευτικού υλικού, σχεδιαστής μαθήματος - δραστηριοτήτων, ειδικός επιστήμονας).

Υπάρχουν και άλλοι ρόλοι όπως οι Διαχειριστές (Administrator) του συστήματος, Διαχειριστές των συγγραφέων, των εποπτών, των μαθημάτων, κηδεμόνων κλπ.
Πώς εκπονείτε μια ακολουθία δραστηριοτήτων;
 Ανάλογα με τους ρόλους που σας έχουν ανατεθεί και τα μαθήματα στα οποία συμμετέχετε ως εκπαιδευόμενος ή ως επόπτης, οι ομάδες με τα μαθήματα που συμμετέχετε ή εποπτεύετε εμφανίζονται μετά την είσοδό σας.

 Κάντε κλικ πάνω στο όνομα της ακολουθίας , για να ξεκινήσετε (ή να συνεχίσετε) την εκπόνηση μιας ακολουθίας δραστηριοτήτων στην οποία συμμετέχετε ως εκπαιδευόμενος. Τι μπορείτε να κάνετε ως Εκπαιδευόμενος;

 Να ανοίξετε την ακολουθία δραστηριοτήτων για να εργαστείτε στο χώρο μάθησης (οθόνη με δύο πλαίσια).

 Να πλοηγηθείτε από το αριστερό πλαίσιο (στήλη προόδου), στη δομή του μαθήματος και κάτω από αυτή στο σημειωματάριο του εκπαιδευόμενου.
ΠΡΟΑΠΑΙΤΟΥΜΕΝΑ BHMAΤΑ
1: Απόκτηση Λογαριασμού Χρήστη (User name / Password) σε ένα LAMS Server o Αν έχετε λογαριασμό στο ΠΣΔ έχετε ήδη και λογαριασμό χρήστη στον http://lams.sch.gr/lams server ! o Αν δεν έχετε ήδη εγγραφεί, ζητείστε να σας εγγράψουμε (δίνοντας μας Επώνυμο, Όνομα, e-mail) στο δικό μας εξυπηρετητή (testlams.eap.gr/lams) και να σας ανοίξουμε λογαριασμό χρήστη.

o Μπορείτε να εγγραφείτε (Sign up) στον εξυπηρετητή επίδειξης (LAMS 2 DEMO SERVER, http://lams.sch.gr/lams και δημιουργείστε μόνοι σας έναν λογαριασμό χρήστη.

o Αν δεν θέλετε ακόμη να αποκτήσετε δικό σας λογαριασμό, μπορείτε να χρησιμοποιείστε έναν από τους test λογαριασμούς test1/test1, test2/test2, test3/test3 του LAMS 2 DEMO SERVER BHMA
2: Σύνδεση στο Σύστημα Διαχείρισης Μαθησιακών Δραστηριοτήτων (LAMS)
 Ξεκινήστε ένα πρόγραμμα περιήγησης στο Διαδίκτυο (Internet Explorer, Mozilla Firefox, ...) και ανοίξτε την αρχική σελίδα του LAMS από την αντίστοιχη διεύθυνση π.χ.http:// testlams.eap.gr (ή http://lams.sch.gr/lams )

 Πληκτρολογήσετε τα στοιχεία σας, δηλαδή το όνομα χρήστη (user name) και τον κωδικό (password) στα αντίστοιχα πεδία και πατήστε το κουμπί Σύνδεση (Login) για να εισέλθετε.
LAMS: ΟΔΗΓΟΣ ΝΕΟΥ ΧΡΗΣΤΗ
 Δρ. Σ.Παπαδάκης, Γ. Πασχάλης, Γ. Φακιολάκης E.Ρώσσιου, Α. Τσεπαπαδάκης [Δεκ. 2015]

2  Να μελετήσετε το υλικό ή/και να επικοινωνήσετε στο δεξιό πλαίσιο, με τις διαθέσιμες οδηγίες.
Τι μπορείτε να κάνετε ως Επόπτης (καθηγητής- σύμβουλος);
 Να δημιουργήσετε ένα νέο μάθημα (με κλικ στο ) επιλέγοντας μια ακολουθία δραστηριοτήτων, την ομάδα εκπαιδευομένων στους οποίους θα προταθεί η εκπόνησή της και την έναρξη διαθεσιμότητάς της.

 Να δείτε ποιοι εκπαιδευόμενοι έχουν ξεκινήσει την εκπόνηση των δραστηριοτήτων και που βρίσκονται, ώστε να τους διευκολύνετε ανάλογα.

 Να ανατροφοδοτείτε και να βελτιώνετε, συμπληρώνετε τις δραστηριότητες και το περιεχόμενό τους.

 Να εξάγετε το φάκελο εργασιών των εκπαιδευομένων και να βαθμολογείτε τις εργασίες τους.
Τι μπορείτε να κάνετε ως Συγγραφέας;
 Να σύρετε εργαλεία στον χώρο συγγραφής από την εργαλειοθήκη στα αριστερά του παραθύρου σύμφωνα με το πλάνο του μαθήματος που θα δημιουργήσετε.

 Να συμπληρώστε τις καρτέλες ιδιοτήτων με οδηγίες, περιεχόμενο, ερωτήσεις, πηγές με διπλό κλικ στα εργαλεία δραστηριοτήτων στο χώρο συγγραφής.

 Να διαχειριστείτε τις δραστηριότητες (με τα εργαλεία διαχείρισης δραστηριότητας, στο επάνω μέρος του παραθύρου) και να δημιουργήσετε μεταβάσεις μεταξύ τους (κρατώντας το Ctrl ή με κλικ στα κουμπιά "μετάβαση" ή/και "ροή") για να ορίσετε τη ροή και διακλαδώσεις δραστηριοτήτων.

 Να διαγράψετε δραστηριότητες και μεταβάσεις σύροντας τις στον κάδο ανακύκλωσης προκειμένου.  Να αποθηκεύσετε την ακολουθία που δημιουργήσατε.

 Να δείτε την ακολουθία όπως θα τη βλέπουν οι εκπαιδευόμενοι, με κλικ στο κουμπί "Προεπισκόπηση". Αντιμετώπιση προβλημάτων

 Αν έχετε αργή σύνδεση, την πρώτη φορά ίσως χρειαστεί να περιμένετε 5"-15" για να ανοίξει το νέο παράθυρο.

 Αν δεν βλέπετε το νέο παράθυρο, ελέγξετε μήπως είναι "κρυμμένο" πίσω από αυτό που βλέπετε εκείνη τη στιγμή.

 Αν έχετε μήνυμα ότι δεν επιτρέπονται τα αναδυόμενα παράθυρα ελέγξτε εάν είναι απενεργοποιημένος ο pop-up blocker ή επιτρέψτε το άνοιγμα από την ηλεκτρονική διεύθυνση του server. LAMS: ΟΔΗΓΟΣ ΝΕΟΥ ΧΡΗΣΤΗ

 Δρ. Σ.Παπαδάκης, Γ. Πασχάλης, Γ. Φακιολάκης E.Ρώσσιου, Α. Τσεπαπαδάκης [Δεκ. 2015]
3  Βεβαιωθείτε ότι έχετε εγκαταστήσει τον Flash Player (αν και μπορείτε από το προφίλ χρήστη να ορίσετε ότι δουλεύετε χωρίς αυτόν)

# data[].attributes.attachment_link.title
Διδάσκω και Μαθαίνω με την Υποστήριξη του LAMS(Επίπεδο 1) - Tackk

# data[].attributes.attachment_link.description
Ξεκινώντας με το Σύστημα Διαχείρισης Μαθησιακών Δραστηριοτήτων (LAMS) Συνδεθήκατε στο LAMS, τώρα τι κάνετε; Υπάρχουν τρεις προβολές (ρόλοι):  Εκπαιδευόμενος (Learner)  Επόπτης (Monitor)  Συγγραφέας (Author) Ανάλογα με τις ιδιότητες που έχει κάθε χρήστης, μετά τη δημιουργία του λογαριασμού, ορίζονται οι ρόλοι του με αντίστοιχα δικαιώματα.

# data[].attributes.attachment_link.title
TEACHING LITERACY THROUGH FILM THE BRITISH FILM INSTITUTE (BFI) - Tackk

# data[].attributes.attachment_link.description
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. I'm an orthodox theology, ancient and modern greek language, literacy, history and social sciences teacher at 2nd Junior High School of Kalymnos and responsible for...

# data[].attributes.attachment_link.readable_text
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. Here is my learning diary about our subject. You finally can find everything I've discussed and I've shared with my colleagues at this project. It's a great opportunity to learn together wonderful things. Let's dive at the oceans of Knowledge!

We begin by asking 'What do the learners think?' The video shows some learners' experiences with using blended learning. Our aim here is to listen to the learner voice.

The evidence from the learners' own experience can be some of the most powerful evidence for convincing managers and external stakeholders of the value of blended learning.

As we work through this course we'll return to the points they made about the value to them of using technology for learning.

If your organisation already collects data about learner attitudes, needs and learning experience, such as satisfaction surveys, you could ask for specifically blended-learning-oriented questions to be included.

But there is another source of evidence as well. Every time learners use technology as part of their learning, there is an opportunity for those digital transactions to be recorded. And that gives you further evidence of how well they are achieving the learning outcomes.

The next step has some suggestions for tracking and monitoring learner performance data. This is the kind of data that could make the argument for blended learning the more powerful.

Have your say:

What struck you as interesting or surprising about what the learners said?

Would comments like this help the process of embedding blended learning in your local context?

Answers :

The case study here shows a blended learning session in action. You are asked to identify what kinds of data the tutor could collect as evidence of what the learners are learning.

The next step annotates the video with our analysis, for you to compare what you found.

Have your say:

What does this case study of blended learning show you?

Can you see how technology can help the tutor to identify evidence of learning?

Answer :

Here you can watch the same learning activities to see how we analysed them in terms of ways in which the technology can help to elicit evidence of learning.

The analysis in the video also shows that the technology encourages several different types of learning. The full list of learning types is defined in the document 'Learning types and digital technologies' [PDF], where each type is related to both conventional and digital technologies.
For this course we've created our own shared Moodle Hub - you can register for free access by visiting this page and clicking the blue button which says 'Select (Free)'. Then follow the instructions to register and join the hub.
You can browse through sample blended learning activities, which we will introduce in later steps. If you use Moodle then you can also import them into your own Moodle course. None of the activities use special plug-ins, so whatever version of Moodle you have, they should still work.

If your organisation uses another Virtual Learning Environment (VLE), you could copy and paste the design into your local VLE.

There are several activities in the Moodle Hub that provide data collection opportunities for different types of learning (see table below). You could note these in your Course Log in case you could adapt them to your context.

Moodle Hub activities
The table below links to activities within the Moodle Hub. To access you need to first register for free access here. On the UCLeXtend page, select the blue button which says 'Select (Free)' and follow the instructions to register and join the hub.
Moodle Activity Data type Social Media: Level 1 Sport and RecreationTwitter contributions (qualitative) Number of tweets (quantitative) Moodle Forum: Level 3 Business and FinanceForum contributions (qualitative) Number of posts (quantitative) Padlet: Level 3 Travel and TourismPadlet contributions (qualitative) Number of Padlet contributions per group (click on a contribution to see the total number in the top left corner) Moodle Quiz: Level 3 Public Health and Social CareIndividual scores on the Quiz Number of attempts per student Chart of scores across the cohort Level 4 Teacher Training Survey responses for self-assessment

In this activity, we will consider how the use of data from learners can help us to design effective blended learning. With online learning there are many opportunities to collect data, but we need to know what data to collect, what implications there are for collecting data, and how to interpret and use the data we can access.

The following types of digital data are useful for learning about the extent to which learners are progressing towards the intended learning outcomes:

You will have become aware of other digital data as well. Every time a learner interacts with a digital system as part of their study there is an opportunity for digital data to be recorded. There is therefore the potential to record huge quantities of data. For this to be manageable, and usable, it is essential for educators that:

The data collected in this way is often called 'learning analytics'. Jisc refers to it as 'activity data'. There is great interest now in the field of learning analytics, because of the potential commercial value of this data.

This data also has enormous potential to us as educators, and so it is important that we understand how to harness and exploit it effectively. There are a number of important documents available to support your understanding of learning analytics. Have a look at a selection from the following, according to your interests:

1. Literature review and code of practice on learning analytics - Jisc

2. Quick guide to understanding your learning analytics data - Jisc

3. Guide to delivering benefits from 'activity data' - Jisc

4. Case studies of use of learning analytics - Jisc

In particular, one example in the reports above, from Bridgewater College in Somerset (pp18, Jisc case studies), illustrates how a wide range of data has been captured in a central system, visualised through dashboards and used with students' to develop individual learning plans. This is just one example of the type of data your organisation can collect and use to demonstrate the value of its work, and the learning benefits it achieves. You can work with your organisation to use what you have access to now, and generate the value you need, and thereby contribute to a much better understanding of the activity data analytics that would truly benefit the education and training process.

Have your say:

Which type of digital data would you find most useful when looking to improve a blended learning course or activity?

Post your answer in the following form:

Type of digital data (10 words);

Why this would be useful as a way of improving blended learning for the learners in your context (around 50 words).

You could answer this based on your experience from one of the following: (a) The blended learning design you tested after the Blended Learning Essentials: Getting Started course; (b) Another blended learning design you have tried out with your learners; (c) One you have come across in Blended Learning Essentials: Getting Started or on this course, or elsewhere, as a learner.

The field of learning analytics is rapidly growing and evolving. In this step, we will explore some emerging themes in the use of learning analytics in the education sector, and ask you to reflect on this for your future practice.

Below are three links to videos on YouTube about learning analytics. Choose one or more of these videos, watch it and then reflect on it in the comments.

You might also find it useful to read reflections from practitioners and researchers using learning analytics in education:

Have your say:

After watching these videos and reading the blogs, reflect on the following questions in the comments. Remember to record your thoughts in your reflective log as well.

Another way to learn from experience, is to learn from other teachers and trainers. This is the philosophy of this course, after all - that we do not need to innovate in isolation, and can learn a lot from our colleagues.

For the VET sector to operate as a community of practice in this way, we need to be able to share the detail of pedagogic ideas, and we come to that in the next step. But we also need to recognise that sharing our learning designs for sessions, activities and courses is viable, even when the idea comes from a very different subject area.

In this exercise you will rate each of 3 brief learning designs for their relevance to the subject area you know. Then we will discuss the extent to which learning designs can be usefully shared across the sector.

In the next step, we will then look at the example of UCL's Learning Designer as an online tool for sharing learning designs.

Have your say:

To what extent do you think we can share and exchange learning designs across subject areas?

Remember, if you have questions to raise with the Course Team you can go to Step 1.14 to raise them for the Discussion at the end of the week.

In the downloads section on this step are two learning designs for the VET sector, which include

For a new blended learning design you would like to develop for your learners, use the Learning Designer to begin creating the new design in one of the following ways:

EITHER create a design in the Designer screen

OR revise one of the VET sector learning designs selected from the VET sector section of the Browser screen.

As you develop the design it's a good idea to export it regularly, using the 'Export to .ldj' button in the Designer screen, so that you always have a copy of the code.

Alternatively, you can use the Word version of a design and edit the document to adapt it to your context.

Refer to the 'Criteria for a good learning design' [PDF] as you develop the design.

Save the draft design.

Have your say:

To what extent does it help to have a starter design to build on, or to have a digital tool of this type for working on new ideas for your blended learning designs?

What would encourage you to borrow and share blended learning designs - can you imagine what it would take? Could technology help?

Comment : It helps to think and plan lessons by details from the beginning till the end. It's very useful and easy to learn our students how to schedule, think, act.

I try this year to do my students collaborate making a multiple choice computer game with blubbr.tv web tool. We managed do 2 games. These are the links : https://www.blubbr.tv/game/index.php?game_id=8650...

https://www.blubbr.tv/my-trivs.php?profile_id=101878&page_mode=3#

Diana Laurillard (Educator)
This is a nice example of collaborative work Maria. What was the intended learning outcome? Did they learn what you hoped they would learn?
Maria Panou

Yes Diana, it's wonderful tool. The students learn how to create smart questions and select the right and the wrong answers. They can also choose the best video and to select parts of the video supported the questions they want to centre their poins. I'll try to extend its use till many lessons this year.

As student numbers grow, teachers and trainers frequently find it difficult to give adequate personal attention to their individual needs, especially given the increasing diversity of prior learning among learners.

Using a pedagogic method such as peer review has several advantages:

Learners work individually to draft a piece of work according to a defined set of instructions, with clear guidelines and criteria for scoring it

They are then asked to review at least 2 other learners' drafts, and score them in terms of the criteria, and provide constructive comments

This provides them with an opportunity to compare other ways of doing the task, think again about the criteria and what counts as a good piece of work, and so reconsider their own work

They look at the two reviews of their own work, which provides them with some support for improving their work

They score each one for how helpful it was

Finally they re-draft their own work for submission to the tutor, which following the peer review process should be of higher quality than without it.

The video walks you through a Moodle activity that supports a peer review process.

This design orchestrates a series of activities that do not involve the tutor. It engages the learners in thinking in several different ways about the task, as an individual, as a reviewer, as a recipient of comment, and in responding to feedback. In that sense it gives each learner a series of effective active learning experiences, freeing the tutor to provide more individual support where needed.

It's important to encourage learners to be constructive in their comments, and willing to share. This is not summative assessment, so there should be no concerns about being graded by someone who is inexpert. In formative assessment, peer review is valuable because it gives learners an opportunity to think again.

Have your say:

Could this form of peer learning activity work within your learning context? Would you want to adapt it in any way?

Comment : We tried www.tricider.com, where our students can say their opinion and then say about pros and cons and vote the best opinion. Here is an example. It's a very creative web tool : http://www.tricider.com/admin/3Erah0KWBGt/6qxEDpFFFJ3. try it. We also use www.studystack.com tool where making 10 questions and their answers you can create scrambles, crosswords, and many other games, even computer games. Please try it, see an example : http://www.studystack.com/flashcard-2039334. You also can the learning designer lesson about how it works : http://learningdesigner.org/viewer.php?uri=/personal/mariapanou/designs/fid/e5fb1878c59ead3338f659b56a23ae2eeb3f13d9fd4a55b9bd1e3c6df64398f7. There are very nice and creative web tool and very easy.

The second challenge for Week 2 is to develop independent learners, who can learn without always needing your guiding presence. This is important for teacher productivity, and is an essential skill learners will need in the world of work (as well as highly valued by Ofsted).

In the next steps, we explore how technology can foster independent learning in your learners.

How do we scaffold the process of helping learners develop the skills of independent learning? In this video we talk through the process of developing such a learning activity in Moodle - thinking about both the pedagogy and the technical aspects we need to put in place.

The Moodle Hub created for this course has a variety of blended learning activities already set up.

For this exercise the aim is to use blended learning to foster independent learning. This does not mean leaving the learners to work on their own - the point is to help them get to that point. It's valuable because it's a life skill they must develop for their future work, it fosters their sense of self-efficacy, and it means you can use flipped learning more effectively.

Read through the activity 'Independent learning: Learning from video' in the Moodle Hub. This focuses on learning from video, for scaffolding an early stage of independent learning. This is a very simple design to help them try out, reflect on, and get help with learning on their own.

If you like, you can use the backup file to help create this activity in your own Moodle for your own learners. Alternatively copy and paste it to your VLE.

Adapt it for your topic, and for your learners' needs.

Record how long the whole process takes, or how long you think it would take if you completed it fully.

OR

Browse and select one of the other learning designs that you think will develop independent learning. Try one you have not used before, to see how it works.

Copy OR import your selected activity into your VLE

Adapt it to prepare a version of the activity that you could run with your own learners, or with learners you know about.

Record how long the design process takes, or how long you think it would take if you completed it fully.

Have your say:

Can you see ways in which you can help your learners become independent learners, by using techniques like this?

Reflect on the previous exercise to consider the viability of sharing and reusing learning designs in this way. Could this be one of the ways in which we make the innovation workload more manageable?

Have your say:

Answer : I have already said how useful is to me this web tool. It helped me to design very effectively, quickly and creatively my lessons. You can see some examples here : http://learningdesigner.org/browser.php?uri=/personal/mariapanou/designs

In this step, you can watch a video case study from Sussex Downs College about how teachers have shared and re-used teaching materials. We also outline some ways in which you might be able to share your materials and ideas with other practitioners, outside of this course.

In the video case study, sociology lecturer Steve Bassett talks about how he changed his practice after watching a YouTube video. He sought support from a learning technology expert, and then created a range of flipped learning materials using simple apps on his mobile device (e.g. Explain Everything). Steve's ideas have been adopted by other teachers within his college, as a result of his enthusiasm and success with his learners.

In Blended Learning Essentials: Getting Started, we looked at Open Educational Resources and discussed the value of being able to search for, download and use teaching materials through the use of Creative Commons licences. Many participants found websites such as Jorum, Khan Academy, TES, MERLOT, the excellence gateway and OpenLearn very useful for finding individual learning objects.

However, the challenge remains for VET practitioners who are short of time to source and share ready-made learning resources in the form of lesson plans and learning activities appropriate for their learners' needs and qualification level. This is an on-going and recognised issue throughout the education sector. There are a number of ways for you to contribute to improving sharing of teaching materials:

Post resources you have created in OER repositories or on a public blog, making good use of tags and metadata to aid retrieval;

Encourage communities of practice within, and beyond your work-place e.g. regional communities sharing materials using tools such as Google or Dropbox.

Contribute to regional CPD events, such as Teachmeets. See for example, the CILIP Information Literacy Group and the Tinder Foundation who are hosting TeachMeet events on digital literacies.

Contribute to national initiatives, such as the STEM Exchange which is part of the wider STEM Alliance project established by Semta and commissioned and funded by the Education and Training Foundation (ETF). The STEM Exchange provides opportunities for VET practitioners to share resources and to link up with professional organisations.

Have your say

Cross-institutional collaboration can be difficult when organisations are in competition with each other, as is often the case in the VET sector. However, there are some arguments for believing that collaborating across institutions could be another effective way to reduce the innovation workload:

If you already have good links with other VET sector organisations, then it may be possible to use social media tools to set up a group of people interested in sharing and developing blended learning ideas together. You might find it useful to use the Crib Sheet on social media [PDF] to see how to set up such groups.

Below are a selection of examples that demonstrate collaboration and innovation between a range of partners to produce digital resources. Select one or more of these relevant to your interests, to explore in more detail.

F1 in Schools - this is a global collaborative endeavour between a wide range of educational establishments, professional organisations and companies to teach learners in STEM, using the world of motor racing as a real world scenario. The Scottish Government said about the project "The project represents blended learning and collaboration at its best with partners providing expert input and dedicated marketing materials."

Adult Enterprise: Curriculum Innovation [PDF] - this case study describes how a diverse group of 9 partner organizations from the Further Education, Adult Learning, Voluntary and Private sector worked together to create an innovative new qualification framework and curriculum materials to help adults gain the skills to become entrepreneurs, with funding from the Association of Colleges.

Culture, Coaching and Collaboration [PDF] - this report from City and Guilds describes how digital technology can be used to enhance learners success, and concludes "Our research highlights the importance of a culture of experimentation within a college or provider, to enable teachers to find the best programmes or ideas for their learners, whether digital technology or not. The best resources can often be a result of co-production of digital materials, where teachers have shaped the nature and content of the resource. Digital technologies can both enhance and fundamentally change the role of the teacher, and particularly where an increased focus on coaching and more individual support goes, there is a clear benefit to the learner."

Have your say:
An interested discussion
Jane Tomlinson

My college has joined the Blended Learning Consortum. 40 FE working together to create high quality learning resources.
http://www.elearningdepot.org/blended_learning_consortium.html

In this step, we summarise two case studies from the VET sector, and invite you to reflect on the major outcomes of the projects. Both of these case studies illustrate how blended learning can be used to reduce costs, enhance innovation and improve learning outcomes.

Case study 1
Worcester College of Technology Digital Literacy training
This project, Heart of Worcestershire College Digital Literacy Enterprise (WORDLE), was designed to measure learners' and teachers' digital literacies, and develop online learning resources to support improvements in digital literacy. The project team created openly available courses in Moodle to support digital literacy triaining, and developed a qualification framework of Open College Network (OCN) level 2 credits. The project successfully supported skills development and helped tutors to make better use of their Virtual Learning Environment to create blended learning courses. The creation of open courses reduces the cost for other colleges and training providers who may wish to offer the same training.

Case study 2
West Highland College University of the Highlands and Islands widening access using blended learning
This case study demonstrates the value of blended learning, and specifically video conferencing, for overcoming distance and geographical remoteness. The College has successfully taught qualifications to geographically distant learners through use of video conference technology, blended learning materials in their Virtual Learning Environment and face-to-face support.

Have your say:

Having reviewed these case studies, it is over to you to reflect in the comments section, using the prompts below.

Comment : Jan Deurwaarder

MOOCs are basically for independent learners. They aim at active engagement of hundreds or even thousands of participants. The participants themselves are to self-organise their learning. How does the design of this MOOC foster independent learning? What elements are included in the learning design to foster independent learning and participant support?
A clear, and articulated, model used for this MOOC enhancing independent learning in its design could give a powerful message to participants. I would suggest course management to explicitly state in various section "This section uses strategies A, B and C to foster the following independent learning skils X Y Z.

We know the future is going to be digital. We also know it's going to be challenging. Here we look at how to develop sustainable blended learning innovation in your own local context.

This activity is the first stage in building a collection of evidence to help the community demonstrate the value of blended learning innovation.

How would your blended learning innovation look to Ofsted, or to any other quality inspection agency? Or your potential learners? Your manager? Or your organisation's clients? What kind of data would each of them look for as evidence of good use of blended learning and learner success?

We have set up a Googledoc where you can browse the types of evidence that would be appropriate for each type of organisational goal listed.

Comment on those that interest you, if you have a question about how to use it, or a comment on its appropriateness.

Add any further digital data types you know of, that could be appropriate for the relevant organisational need.

Go to the Googledoc 'Collecting the evidence of the value of blended learning'. If your 'organisational goal' or requirement is not listed, then add it together with a type of digital data that would be appropriate.

Have your say:

This video is a collection of learners' views of how they would like technology to be used to assist their learning. They are giving you a good indication of how your own organisation could plan for developing blended learning that responds to learners' needs.

Note the kinds of technology uses they suggested, and their reasons for wanting them. Could you use this kind of evidence in a report that might convince your colleagues of the need to address blended learning?

Have your say:

Did the learners' suggestions change you own thinking in any way? Was there anything unexpected in what they said?

Plan a session for your learners in which they make a 1-2 minute video, or slide presentation, of how they would like technology to be used to assist their learning in their courses.

Not all learners will have sufficient experience of digital technology to be able to address the question. They may not yet have developed the digital skills to make it, so this could be a valuable session for helping them develop such skills. However, you may be surprised at how creative they are in making such presentations, and even for those who are not very skilled, the process will be enjoyable, and will certainly get them thinking.

An example learning design for the session has been prepared in our Moodle Hub. (If you haven't yet set-up an account to access the Moodle Hub, please visit this page.)

If it is not feasible for you to get the learners to do this, take a look at the Moodle Hub design, and consider who among your colleagues might be interested in doing this with their learners.

Browse any other videos submitted to see other learners' ideas of how they would like to see digital technology being used. If your learners do create something for us, place a link to one of their videos, with their permission, on to our Padlet pin-board with a title reflecting their aim and the type of technology they mention, and with credit to the learners who made it.

If you're not familiar with Padlet, there is a crib sheet available in the downloads section below to find out more. You can also take a look at this page for some practical tips on how to post contributions to the wall.

Have your say:

What do your learners want from the use of technology in their courses? Are there ways in which they want it used less?

If you have questions to raise with the Course Team you can go to Step 3.13 to raise them for the Discussion at the end of the week.

Comment : Whe can share our work by the digital way offers google drive, padlets and linoit tools. We also can create and play collaboration computer games with www.studystack.com and www.blubbr.tv.

This exercise gives you the opportunity to assess how the CRAM tool could be used to test whether it is worth investing in the move to blended learning.

Download the CRAM tool here.

Download and extract this ZIP folder that contains two sample plans that can be opened and edited using the CRAM tool.

Here is a sample plan for a conventional course [PDF] and one for its blended learning version [PDF]. These documents are reports exported from the CRAM tool. The report for the Blended Learning Course explains the differences introduced to the Conventional Course.

Read through both to see how the two designs differ, especially with respect to the learner experience, the teaching preparation and support times, and the Summary of the sustainability of the course over time.

Run the CRAM tool, and from the File menu: Open the model for the Generic Conventional Course (the code is in the ZIP folder download).

Change the learner numbers in the 3rd run to 60 to see the effects of scaling up.

Open the model for the Blended Learning Course (the code is in the ZIP folder download).

Change the learner numbers in the 3rd run to 60 and compare the effect on teacher time and sustainability between the two versions.

Note that although the Blended Learning course is more costly to develop initially, it provides a more active, social and personalised learning experience, and it yields a greater profit by the 3rd run.

Then experiment with other changes to see what happens to the bottom line.

Have your say:

Would this kind of tool for testing course plans assist you and your organisation to estimate the realistic time needed for innovation, against the benefits to learners and the longer-term sustainability of the course?

Managing a culture change
In this activity, we aim to illustrate a range of techniques and approaches that you can use to support a culture change towards blended learning in your institution or setting. You may be a practitioner or a senior manager in the VET sector, so we have tried to provide examples of how staff at different levels of the organisation can effect change.

In this step, the video includes interviews with a range of practitioners and senior managers in the VET sector who have experienced or led blended learning culture change projects. This video should serve a good introduction to some of the ways that the VET sector can support a change towards embedded blended learning.

In the video, the following key factors for successful culture change are identified. These are common across the education sector when implementing change with technology. We have also provided some other important considerations.

Leadership - leading by example, directly supporting culture change

Vision and strategy - demonstrating the reasons for change

Developing staff buy-in - overcoming barriers with individuals, demonstrating the value of technology

Using champions - sharing good practice between colleagues and teams to encourage positive change

Reward and recognition for staff - showcasing good practice, rewarding innovation and risk-taking

Working with students and other stakeholders - asking students, employers and professional bodies what they want, and involving them in change

Using evidence to support change - making sure that pedagogy drives the use of technology, not the other way round

Providing a supportive environment - encouraging a safe environment for colleagues to experiment, ask questions, develop confidence

Developing skills - providing opportunities for professional development

Providing a robust technology landscape - ensuring the infrastructure is robust, fit for purpose and easy to use

Have your say:

In this step, we will look across the education sector at good practice in implementing effective change management towards embedded use of blended learning. Effective change involves a large number of stakeholders within, and beyond an organisation, and everyone has an important part to play. Effective and widespread positive culture change is very difficult to achieve, and takes considerable time and effort.

In the video, you can hear from individuals across the VET sector talking about how they would like to see more leadership, collaboration and sharing across the sector to reduce costs and drive innovation. You may find it useful to review one or more of the following resources, which illustrate and describe change management and cross-institutional collaboration for digital technology projects:

1. Jisc guide to Change Management , which sets out alternative theories, and links to prior experience in the sector;

2. AoC position paper analysing the Heart of Worcestershire College eLearning Academies project [PDF], which demonstrates an effectively managed project to collaboratively deliver a new qualification, an apprenticeship framework and elearning materials;

3. CAMEL project, which uses local cross-organisational collaboration to exchange ideas and practices, through regional workshops.

To achieve effective change, which is embedded across the organisation, there needs to be close interaction and teamwork between the interdependent units and groups involved in the change process. In the case of blended learning which involves many stakeholders, these are likely to include:

Teachers and trainers, to design and develop and test new digital pedagogies

Teaching support staff, to provide good online learner support

Learning technology /specialists, to support innovation and digital awareness

Media and technical specialists, to co-design good quality resources and tools

Library staff, to source online resources, tools and services

IT staff, to inform strategic decisions about technology purchases and infrastructure requirements

Marketing staff, to use digital marketing to promote online and blended learning courses to wider groups

Leaders and managers, to support and champion change

Students, to help develop change and provide feedback

Have your say:
What experience do you have of working collaboratively with individuals in differing roles to your own to effect change in your organisation? Can you share any experiences that will help other course participants to consider how to manage change effectively in their context?

In this step, we will look across the education sector at good practice in implementing effective change management towards embedded use of blended learning. Effective change involves a large number of stakeholders within, and beyond an organisation, and everyone has an important part to play. Effective and widespread positive culture change is very difficult to achieve, and takes considerable time and effort.

In the video, you can hear from individuals across the VET sector talking about how they would like to see more leadership, collaboration and sharing across the sector to reduce costs and drive innovation. You may find it useful to review one or more of the following resources, which illustrate and describe change management and cross-institutional collaboration for digital technology projects:

1. Jisc guide to Change Management , which sets out alternative theories, and links to prior experience in the sector;

2. AoC position paper analysing the Heart of Worcestershire College eLearning Academies project [PDF], which demonstrates an effectively managed project to collaboratively deliver a new qualification, an apprenticeship framework and elearning materials;

3. CAMEL project, which uses local cross-organisational collaboration to exchange ideas and practices, through regional workshops.

To achieve effective change, which is embedded across the organisation, there needs to be close interaction and teamwork between the interdependent units and groups involved in the change process. In the case of blended learning which involves many stakeholders, these are likely to include:

Teachers and trainers, to design and develop and test new digital pedagogies

Teaching support staff, to provide good online learner support

Learning technology /specialists, to support innovation and digital awareness

Media and technical specialists, to co-design good quality resources and tools

Library staff, to source online resources, tools and services

IT staff, to inform strategic decisions about technology purchases and infrastructure requirements

Marketing staff, to use digital marketing to promote online and blended learning courses to wider groups

Leaders and managers, to support and champion change

Students, to help develop change and provide feedback

Have your say:
What experience do you have of working collaboratively with individuals in differing roles to your own to effect change in your organisation? Can you share any experiences that will help other course participants to consider how to manage change effectively in their context?

3.10. Professional development and collaboration to embed blended learning

3.11. Reflection on the course

Diana will post a summary of the course on the 21st February 2016, drawing on comments made within discussions over the weeks.

Please take some time to reflect on this week and the course as a whole using your chosen log or journal. In particular, reflect on what you will take back into your teaching; and what are the questions you will put to colleagues, managers and learners?

Please also return to the Glossary to see what new terms have been added and maybe add some of your own.

In the next step we encourage you to share your remaining questions with the course team, and to 'like' the questions of other participants that you particularly want to see discussed.

3.12. End of course discussion

The Course Team will respond to the most 'liked' questions posted here, so please contribute to those if you have not done so already.

We will also discuss how these Blended Learning Essentials courses can contribute to building a community of practice for the VET sector.

Remember that you can continue to use the course materials at any time after the course has finished.

3.13. Taking your learning further

We know that many people who join our courses are interested in taking their learning further after the course has finished.

If this interests you, we have provided some information below about accreditation pathways as well as relevant degrees offered by the University of Leeds and UCL Institute of Education (IOE).

Accreditation pathways

We have provided a short guide for course participants interested in accreditation pathways for Blended Learning Essentials. As a course participant you have a number of ways to gain professional recognition and accreditation for participating in the course and as a next step in your professional development. This guide is also available in the Downloads section below.

This guide provides information on the different pathways including:

The course has been certified by the CPD Certification Service as conforming to continuing professional development principles. By completing the course you will have achieved 12 hours of CPD time.

University of Leeds

As a University of Leeds student, you will be taught by highly respected research-intensive academics who are experts in their fields. You will have the opportunity to get a great degree from a well-respected university, and with our expertise in teaching and training students you will become an independent, critical thinker. You will also grow as a person, acquiring skills that will continue to be of benefit long after you graduate.

The University of Leeds offers postgraduate degree programmes in the following subjects which are relevant to this course:

UCL Institute of Education (IOE)

Professionals responsible for teaching and learning in today's society must be increasingly knowledgeable about using technology in practice. The MA in Education and Technology at the UCL Institute of Education will provide you with the practical and research skills you need to design, use and evaluate technology in formal and informal learning.

You will develop your analytical and research skills by undertaking a report or dissertation. The research can be qualitative, quantitative or a combination of both during which you may explore any area of education and technology of interest.

Before we consider the institutional responsibility to invest in blended learning, we consider here how the individual teacher can cope more easily with increased student numbers, while maintaining the quality of the learning experience.

Increasing the number of learners need not necessarily mean increasing staff workload, or reducing individual support time, if we can use technology to improve the tutor's use of their time.

The video shows how we can.

It shows an example of using a VLE to orchestrate small group work so that learners help each other, and together produce something the teacher can work through quickly to give constructive feedback to all of them. It's a blended learning design that could be used in many different topic areas.

The document 'A learning design for 'Collaborating to draft a good assignment' [PDF] is an output from the Learning Designer. You can view this in the Learning Designer, where you access it from the Browser screen under Education Sector - Suitable for Vocational Education.

You can also link to it in our Moodle Hub where you can look through a working version to see how the design is meant to help learning through collaboration. (If you haven't yet set-up an account to access the Moodle Hub, please visit this page.)

The text of the design is also available in the Downloads as the document 'Moodle Hub learning design on 'Collaborating to draft a good assignment' [PDF].

This should be an effective learning experience, and yet, once created, could take less teacher time than running the same design in class. This is because it pushes some of the evaluative feedback onto the learners themselves, as they work together. It makes the tutor feedback and support time more efficient because they are commenting on a small number of learner outputs, which is feedback to all of them.

Finding ways to improve both staff workload and learning experience does NOT mean reducing the need for teachers. Learners are getting less and less individual support time from their teachers. Yet the more we widen participation, the more we bring into education and training the learners who are most likely to need that kind of support.

We will return to this activity later in Step 2.6, when you can try adapting it to your own learning context.

Have your say:

Would this kind of orchestrated small group work online be feasible for your learners?

Can you see this as a way of BOTH improving learner outcomesAND reducing teacher workload for such an activity?

# data[].attributes.attachment_link.title
BLENDED LEARNING ESSENTIALS: EMBEDDING PRACTICE UNIVERSITY OF LEEDS - Tackk

# data[].attributes.attachment_link.description
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. Here is my learning diary about our subject. You finally can find everything I've discussed and I've shared with my colleagues at this project. It's a great opportunity...

# data[].attributes.attachment_link.description
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. Here is my learning diary about our subject. You finally can find everything I've discussed and I've shared with my colleagues at this project. It's a great opportunity...

# data[].attributes.attachment_link.readable_text
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. I'm an orthodox theology, ancient and modern greek language, literacy, history and social sciences teacher at 2nd Junior High School of Kalymnos and responsible for e-journals of our school and etwinning projects we've created since 4 years. You can see our work here : "Orthodox Theology at 2nd Junior High school of Kalymnos", www.2gympsilkalymn.wordpress.com, "Diving in the oceans of knowledge!", www.oureuropeanschooljournal.wordpress.com, https://tackk.com/vlwqbx, "Orthodox Camping of Kalymnian Orthodox Ecclesia", www.agiaparaskeviargoskalymnoycamping.wordpress.com Here is my learning diary about our subject. You finally can find everything I've discussed and I've shared with my colleagues at this project. It's a great opportunity to learn together wonderful things. Let's dive at the oceans of Knowledge!

During this course, you will be introduced to a number of online learning tools and applications to help you learn and communicate effectively online.

Before you get started, think about your current confidence levels when taking part in an online course like this one.

Complete this short exercise to log your confidence with learning online at this time. You can also see how the other learners on this course feel about this different way of learning.

At the end of the two weeks you can repeat this exercise and hopefully your confidence will have increased.

You will be introduced to a number of terms during this course - some will be familiar, others not. The next step provides a glossary that will help you with those terms that are new to you. You can return to the glossary at any point.

A short exercise - My results

We asked a number of students in Leeds about learning online. The students told us about a variety of online applications they use to learn on the go. Search engines, YouTube and Twitter are all popular ways to find information.

It is interesting to see the range of devices and applications the students use to learn on the go. It is also apparent that, in many cases, the students could not remember what they had learned and would search for the information again should they need it. However, some of those carrying out practical tasks did feel they had retained the knowledge. Do you think this is representative of 'quick and easy' learning?

Have your say:

What was the last thing you learned online?

What device did you use (phone, laptop, tablet etc.)?

What application did you use (Google, YouTube, Twitter etc.)?

Can you remember what you learned?

Comment : I adore learning and dive myself in the oceans of Knowledge! Some of learning diaries I've this week are : https://tackk.com/3x06dp, https://tackk.com/bk7kym, https://tackk.com/t5g9z4, https://tackk.com/w4lm02, https://tackk.com/qp58n3, https://tackk.com/e2zh0v. You also can find details about courses from my page www.2gympsilkalymn.wordpress.com at "ΕΠΙΚΟΙΝΩΝΙΑ" -> ΒΕΒΑΙΩΣΕΙΣ. you'll find many learning diaries in English. The same at the articles here : www.oureuropeanschooljournal.wordpress.com. At sources/links you can find another numerous sources and links for teachers and students.

The VLE you are using for this course is developed by FutureLearn. The courses that run on FutureLearn are often referred to as MOOCs - Massive, Open, Online, Courses.

Massive because unlimited numbers of learners can enrol from around the world,

Open because it is free to join,

Online because all the learning takes place online - there is no face to face learning - and

Course because it is a structured learning event with a start and end date and specific learning outcomes.

In the next step, you will see how you are in charge of your learning journey when accessing your learning through a VLE.

Have your say:

Have you accessed learning through a VLE at your school or college? Here at the University of Leeds we use a Blackboard VLE. What VLE have you used and how did you find the experience? If you haven't used a VLE for learning, share your experiences of using FutureLearn for online learning.

Commnet : I have not using VLE yet. But I adore learn the variety of subjects on FutureLearn. At my previous comment you can find many learning diaries for the courses of FutureLearn I've studied in. Thank you to all teachers here and for all I've learned and I'll learn.

Online learning requires different skills to learning in the classroom. You are in charge of your learning.

This short video introduces the learning journey - a route through a course that works for you. Online learning allows you to study any time, any place - but you need to develop the skills to do this effectively.

Studying a MOOC is a free online guide to help you get the most out of online learning; download a copy for reference.

Comment : I can catch knowledge at every moment, at the bus, at school, at a conversation, on tv, or reading everywhere. But I prefer being at my living room in front of my laptop, or at my bed with my best book.

Before you watch this second video, take a moment to read the information below.

How did you do in the quiz in the last step? Did you get the right answers on the first try?

If not, you might find that you are able to learn more effectively if you take notes. This second video, also from the University of Leeds 'Studying in a digital age' module, is designed to help students understand how mobile devices can help their learning.

While you watch the video make some notes of the key points. You could draw a mind map or simply write a list of the main points - whatever works best for you. You might want to refer back to the animation in step 1.8 as a reminder of the power of note taking.

Also remember that videos can be paused and skipped through; there are also subtitles (which you can read as you watch) and a transcript. It is often a good idea to watch the video a couple of times.

When you feel comfortable with the content, move on to the quiz in the next step. It is likely that you will be more successful in retaining the information and selecting the correct answers than on the first try.

This exercise will help you to understand the differences between communicating online and face to face.

In a classroom you have visual clues to help you when communicating with other learners. Body language and facial expressions provide clues to the way that people are relating to you, and reacting to what you say and do. Online you do not have the benefit of these clues.

This short exercise will help you to understand some of these differences and the implications of not taking the time to consider your online communications.

In the Downloads below you will find our top tips for communicating online.

If you would like to find out more about studying effectively using digital technology, you may be interested in the following book: Cottrell, S. & Morris, N.P. Study Skills Connected: Using technology to support your studies.

We know that many people who take our courses are interested in taking their learning further after the course has finished.

The University of Leeds offers a wide range of undergraduate degrees. If you are interested in pursuing further study with us, please visit our undergraduate course finder where you can find out more about the subjects we offer.

Join our global community

If you choose the University of Leeds, you'll be part of our global community of students from over 140 countries and will have the chance to take part in activities introducing you to a world of new ideas and experiences.

Most Leeds undergraduate programmes give you the opportunity to study discovery modules as part of your degree. These modules reinforce the value and interest of your degree by offering the opportunity to broaden your learning and pursue your own personal interests, while developing skills that will help prepare you for life after University.

Our Language Centre offers discovery modules in more than 10 foreign languages, and runs year-round English language courses to help international students prepare for study in the UK and continue to develop their English language skills.

We are one of only 24 UK universities that make up the prestigious research-intensive Russell Group. This means that as an undergraduate student at Leeds you will benefit from research-based learning throughout your degree. Your research skills and experiences will help you become an independent, critical thinker and will culminate in your final year project.

You will have an array of facilities at your fingertips; we are continually investing in the university campus to ensure you benefit from the latest learning and teaching resources, and have access to a first-class academic environment.

We are one of the top 10 universities in the UK for graduate recruitment (The Graduate Market in 2015, High Fliers Research).

We have links with over 400 institutions worldwide and over 6,000 international students study with us each year. This means that you will graduate with a truly global perspective - something highly valued by employers.

The University of Leeds is a creative community, with a vibrant and distinctive cultural life. With over 60,000 students living within the city boundaries, there's a real student focus, making it an exciting place to live and learn.

For more information about undergraduate degrees at the University of Leeds, visit our website where you can also request a prospectus.

We start by discussing what is termed a 'wicked problem' - a problem that has no obvious answer.

By becoming involved in this discussion, you will start to develop valuable skills that will help you as you progress to university and the workplace. Don't rush this first activity - take your time to consider the question, formulate your ideas and comment on the suggestions made by others.

In the second activity you consider online collaboration; you explore the power of a wiki and use Googledocs to help populate a collaborative document. Here you will see the value of working with others and sharing information that is relevant to you all.

A major component of successful online learning is conversation. Communication helps learners to organise their thoughts into a clearly expressible format.

There are a few basic ways in which you can engage with online conversation, which may be used as separate strategies or in combination:

Reading other people's comments and reflecting privately on their posts;

Reading and commenting on (replying to) other people's posts;

Posting your own comments and inviting feedback.

In some instances, you might be able to find out more about people who have contributed to a discussion by reading their online profile. This may help you to assess their credibility. You may be able to filter discussions to only see contributions from people you have chosen to 'Follow'. This can help you to manage the volume of online conversation and avoid inaccurate learning caused by using unreliable sources.

Building confidence to contribute to discussions

Many online learners only ever read other people's posts and don't contribute their own views or ideas to the discussion. This is often because they think their opinion or question is irrelevant or inaccurate, and they are worried about receiving negative feedback from other learners or facilitators. You can increase your confidence to engage with online discussion through practise.

Practical tips for online discussion

Avoid entire words in capital letters and remain polite.

Check previous posts to see if your question has already been asked - ask yourself if you're contributing something new and useful if this is the case.

Ask open ended questions that invite useful answers and feedback.

Make single points and try to keep contributions relevant to a particular discussion.

If you are contributing 'facts', make sure they are accurate. Try to include sources if possible and avoid conjecture.

Although online discussion is a substitute for face-to-face conversation, without the subtleties of face-to-face communication, the message may be lost. Remember to try to communicate clearly and unambiguously.

FutureLearn has provided a number of tools to help you make the most of discussions. You can reply to a comment or if you simply want to agree you can use the 'Like' option.

There are a number of mechanisms for managing a discussion: you can see all the posts or you have the option to view just a selection of posts based on who you are 'Following'; you can also just view your own comments; or sort the comments by the 'Most liked'. Try these options in the discussion on the next step.

Adapted from: Studying a MOOC. This is a free online guide to help you get the most out of online learning; download a copy for reference.

Now it's time for you to practise taking part in an online discussion.

Think about the points mentioned in the previous step. Remember to use the 'Like' and 'Follow' options to help you to manage the discussion. Try and join in on at least five comment threads.

The question:

Can you think of an innovative idea or solution to the wicked problem of clothing waste?

You can take the problem as a whole or select just one element. You can consider the clothing industry and the part that individuals play in this problem, or look at it from the perspective of fashion designers, manufacturers, retailers or shoppers.

You are limited to a 1200 character limit (including spaces), which is roughly 250 words which will keep you focussed:

Whether you post an idea or not, please do take the time to read the responses and click on the 'Like' option for any that you think are particularly inspiring. Also, feel free to ask questions and, where appropriate, challenge ideas. You can also use 'Most Liked' to view the popular ideas.

comment : Here is an article of a student of mine about clothing and personality. I think it fits to our conversation here.

Fashion and personality
By the term "fashion" we mean the tendency at times to concern at clothing and generally the thinking and behavior of members of a society. Certainly nature has ephemeral, ever-changing. In particular clothing reveals the personality of man. Is the mental and spiritual world, economic and social situation?
Fashion cultivates imagination and sense of beauty. Through this expressed social movements and artistic currents. Through this expressed more personal freedom since each person has the ability to make many choices. On the other hand, of course, we should point out the negatives :Increases consumerism,
cultivates mimicry impairs judgment and specificity.
it's likely to create anxiety and distress to those trying to follow it properly.

No doubt, however, fashion is a key element of modern life. It would be unrealistic to repeal it. Therefore a man should realize that fashion is not an end in itself. Should put his personal criteria for fashion to fit the body type and above all in his personality.

You have probably heard of Wikipedia and have probably used it when searching for information, but what is a wiki?

The term wiki comes from the Hawaiian 'wiki wiki' which translates as 'very quick'. A wiki is a collection of information that is created collaboratively and can be collectively added to or edited. The information can be found 'quickly'.

Wikipedia is probably the most well-known wiki - it is described as a free encyclopaedia built collaboratively using wiki software. As you can see from the definition of a wiki, anyone can add to and edit entries within a wiki and, as such, the information within the wiki may be valid but equally it may not. You can find the information quickly but is the information correct?

If you use a wiki, you should always validate the information by comparing your findings with a reputable source. You can find out more about this by signing up for the course Learning online: searching and researching.

If you are unfamiliar with Wikipedia, take some time to explore. You may choose to add some information to one of the pages - maybe some information about your home town. To do this, you will need to have an account and log in. You will be informed that you will be known and identified, a means of stopping anonymous and potentially malicious additions.

For more information about Wikipedia, you may find this short guide to Wikipedia by Professor Neil Morris useful: Using Wikipedia effectively. This is one of a series of video guides about studying effectively online, available on the Study Skills Connected website.

Have your say:

What are your thoughts about Wikipedia? Are you comfortable with being able to add to this collaborative resource?

Comment : I'm using wikipedia and I tell my students do it because we can find a lot of imformation for everything. We have write some words to an article about our island Kalymnos. It's creative for our students know they have been part of a team collecting information. At the other side, it needs a lot of careness to be safe the knowledge we've put there.

You have seen how Wikipedia works, now it's time for you to contribute to a collaborative document.

This exercise is in two parts; the first part gathers information onto a course pin-board and the second part involves writing a collaborative report based on that information.

Part 1 - The music pin-board

Add to the pin-board details of your favourite band or musician. Describe, briefly, why you like them. You may also choose to add a photo and url with further information. With an international cohort we should achieve a rich and varied selection of artists. If you are not familiar with using Padlet to create a pin-board you will find instructions here.

If you have reached this step early, come back and see how the pin-board has grown before moving on to part 2.

Part 2 - The collaborative report

In this second part of the exercise you can use Googledocs to produce a collaborative document that reports on the information provided on the pin-board.

Googledocs is one of a suite of programs designed to be a free alternative to paid-for software that is found in schools and offices around the world. One of the most useful features is the ability for multiple users to edit documents at the same time and the autosave function means work will not be lost. If you have used digital word processors before then you should have few difficulties but extra help is available.

We have created a template Googledoc to be used as the basis for the report and populated it with some headings; feel free to change these or add more. Take a look and see what other learners have added. Feel free to edit and add to this document. The idea is that it is collaborative and your input is valuable.

How did it go?

As you will probably have found, working collaboratively can have its challenges. On this course you are collaborating with many other learners. In many cases you will find that collaborative projects are restricted to far fewer participants.

Have your say:

How did you find the experience of collaborating with others?

What were the challenges?

Can you think of opportunities for using collaborative documents in your study?

Comment : I liked it very much! It's great to have a successful collaboration for such far distance!

This course is just one in a series of four.

The video trailer introduces you to the second course in the series, Learning online: reflecting and sharing. Please sign up for this next course and explore the tools available to help you reflect on and share your learning.

Before you finish this course please revisit the questions we posed earlier; how confident are you about learning online? Log your responsesand see how other learners feel now.

Compare this with how learners felt at the start of the course. I hope you are feeling more confident now.

If you are considering studying at university, do return to the page that introduces the University of Leeds. We would be delighted if you chose to study here.

Don't forget there are many other short courses designed specifically for you. These are all available from the University of Leeds FutureLearn page.

One last request, please take the time to complete the end of course questionnaire. Your feedback will help us improve this course and other courses from the University of Leeds and FutureLearn.

# data[].attributes.attachment_link.title
Learning online :Learning and CollaboratingUniversity of Leeds - Tackk

# data[].attributes.attachment_link.description
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. I'm an orthodox theology, ancient and modern greek language, literacy, history and social sciences teacher at 2nd Junior High School of Kalymnos and responsible for e-journals of our school and etwinning projects we've created since 4 years.

# data[].attributes.attachment_link.readable_text
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. I'm an orthodox theology, ancient and modern greek language, literacy, history and social sciences teacher at 2nd Junior High School of Kalymnos and responsible for e-journals of our school and etwinning projects we've created since 4 years. You can see our work here : "Orthodox Theology at 2nd Junior High school of Kalymnos", www.2gympsilkalymn.wordpress.com, "Diving in the oceans of knowledge!", www.oureuropeanschooljournal.wordpress.com, https://tackk.com/vlwqbx, "Orthodox Camping of Kalymnian Orthodox Ecclesia", www.agiaparaskeviargoskalymnoycamping.wordpress.com

Here is my learning diary about our subject. You finally can find everything I've discussed and I've shared with my colleagues at this project. It's a great opportunity to learn together wonderful things. Let's dive at the oceans of Knowledge!

Welcome to the second course in the Learning Online series. In this course, we consider reflecting and sharing.

This course is just one of a series designed by the University of Leeds for school-based learners and their teachers. As this is an open course, we also welcome other learners: as you will have seen from the welcome area, we have a diverse cohort signed up. However, it is important to recognise that this course, and the content and activities within it, has been specifically designed to help those studying at school or college make the transition to studying at university or the work place.

It is anticipated that it will take around two hours to complete the tasks during this week. This includes watching videos, joining discussions, reading articles and completing any exercises. If you have more time, we have also provided some links to additional reading and resources.

This course is all about reflecting and sharing online. Being able to reflect on what you have learned, and being able to share that learning with other learners and your tutors, is an important part of being an effective online learner. This short course will help you to develop these skills.

During this course, you will be introduced to a number of online learning tools and applications to help you reflect on your learning and share that learning with others effectively online.

Before you get started, think about your current confidence levels when reflecting on your learning or when sharing that learning with others.

Complete this short exercise to log your confidence with reflecting and sharing online at this time. You can also see how the other learners on this course feel about these skills at this point.

At the end of the two weeks you can repeat this exercise, and hopefully your confidence and knowledge will have increased.

You will be introduced to a number of terms during this course - some will be familiar, others not. The next step provides a glossary that will help you with those terms that are new to you. You can return to the glossary at any point.

Reflecting on your learning is more than just taking notes.

When you reflect, you consider the learning process: you think about what you have learned, and then evaluate the effort you put into your learning and the benefits you have gained. It is a way of developing and improving the way you learn.

As your education progresses, you become more of an independent learner. This means you need to develop skills to take control of your own learning, with support from your teachers. Developing these essential skills now will help you enormously in your future studies and within the workplace.

There are many reasons why you will want, and need, to record your learning and reflect on it. Most commonly, this will be because you are going to be examined on what you have learned. However, reflecting on your learning has many wider benefits for your education and professional development.

As you will have seen from this short video, students here at Leeds use a variety of ways to reflect on their learning as well as recording key facts, concepts and examples.

Have your say:

How do you currently record and reflect on your learning, either from face-to-face learning sessions or when learning online?

Why do you think it is important to reflect on your learning?

Comment : I always make a mindmap at paper, or at my laptop if it's easy. Then I'm printing it and I put it at the book I've studied. So I can remember it every time. Last time, as I'm teached by EUN School Academy I'm creating Learning Diaries to every subject, I'm publishing them at my blog and so my students can learn with me and have access to modern digital technology. This way our lessons become amazing. Take a look to our two e-school journals at my introductions at the 1.1. week and also my learning diary for this lesson now : https://tackk.com/x2n2b0.

I'm grateful I have so many people want like me diving in the knowledge's oceans!

There are a number of ways to reflect on your learning, and a range of free online tools to help you do this.

Equally, online tools are a great way to record your learning for future reflection or revision. The following are just some of the options you might like to explore.

Tools for reflecting on your learning
Online journal
An online journal or log is a means by which learners keep a record of their reflections on a daily or weekly basis.

This log will typically identify incidents that have occurred, the feelings they provoked, the learner's evaluation and analysis, and a plan of action for the future.

Reflective journals or logs are largely private communication for the learner, shared only with their teacher or tutor. Schools, colleges and workplace settings often provide their own template for recording reflections of this kind. As a result, templates are often simply text files such as MS Word or Google documents.
Audio or video journal
For some, producing an audio or video reflective log may be a preferable option. You can record your thoughts and reflections as an audio file using free online tools such as Audacity. You can replay this at any time to reflect on your learning.

You could also video your reflection using your phone or tablet. Next week we will look in more detail at the use of audio and video for reflecting and sharing.
Pin-board
An online pin-board has a similar function to a personal noticeboard: it is an online place to pin your reflections and thoughts for future reflection. Padlet and Pinterest are two popular tools. You will have the opportunity to use Padlet later this week.
Tools for taking notes
Making notes when learning online can help you remember new information and facts. These notes can also be referred to at a later date when revising for exams or refreshing your knowledge.

There are different methods of taking notes, and you probably have a preferred method. Online tools can help with this, from simply typing notes using a word processor, to the use of tools to help you create visual mind maps. There are also a whole range of Apps for note taking. SuperNote, for example, allows audio recording while taking notes; OneNote, Evernote and Think Book are other popular choices.

Pin-boards are also a useful tool for storing notes and, for some, audio and video can be an ideal way to store notes for later revision as well as reflection.
Flashcards
A flashcard is a small card printed with text, pictures or numbers used to aid learning and memory. Online flashcards can be a great way to store manageable amounts of information that can be used as a revision aid or to help with a presentation. Here is a helpful example of the ways you might use flashcards.

There are numerous free online tools with pre-designed cards as well as the option for you to create your own cards. Alternatively you could easily create a set of cards using standard office software.
Mind maps
A mind map is a tool to visually record notes. Some of more popular mind mapping applications have free trial or educational versions. MindGenius, smartdraw and eddrawsoft are popular choices.

Take a look at one of the suggested mind mapping tools (or find other examples) and have a go at producing a simple mind map to record your learning from this step. You will find an example in the Downloads section below.

Have you used any of the tools mentioned in this step? If so please provide your thoughts on their effectiveness.

Have you used any other online tools to help you reflect on or to record your learning? Share your thoughts on the tool, and a link so that other learners can find out more.

Comment : We have already two blogs for our school and one for our Orthodox Camping. We put our notes to www.linoit.com, to www.padlet.com, www.google.docs, or google.presentations, we plan our lessons to www.learningdesigner.com, and www.studystack.com, where flashcards can be an extraordinary game! We also put our pictures become alive at fotobabble, or become a computer game with scors at www.bubblr.tv.com. Try them! We enjoy all digital tools we ve learn and we adore learnig more!

Have a go

1. Listen to a podcast.
Here are some links where you will find podcasts that you can use for this exercise: pick something that interests you. Some of the podcasts are quite long- you may choose just to listen to a few minutes:

2. Select one of the online tools identified in the last step to record your learning.

3. Reflect on your learning. Did this method of note taking help you to learn? You may choose to share your reflections in the comments.

Comment : You can see here our pictures speaking! http://www.fotobabble.com/m/bHVKT0dYREtxVXc9, http://www.fotobabble.com/m/R1ZXcUp1RlNmZ3c9 and recipes for sweets and national food in greek! http://www.fotobabble.com/media/list

In the last activity you reflected on your learning, and some of you also chose to share that reflection in the comments.

Sharing learning is a powerful way to learn, both for the sharer and the recipient. When learning online, there is scope to share learning with your peers and tutors. Importantly there is also the opportunity to receive and give feedback.

We asked a number of students in Leeds about sharing online. The students told us about a variety of tools they use to share online, both socially and more specifically for learning.

It is interesting to see the range of tools the students use to share their learning. Image and video sharing tools are popular, as well as collaborative sharing environments for group-working activities.

Have your say:

What tool or application do you use to share your learning online?

Why have you chosen this tool?

Comment : I'm using emails, dropbox, social nets, Skype

One of the easiest ways to share learning online is through discussion.

The 'comments' option available from most steps in this course is a good example of a means of sharing thoughts, ideas and links to information.

Some of the other options are detailed below:
Blogs
A blog or (weblog) is an online journal that learners can use to record their opinions, activities, and experiences along with their reflections and comments. Bloggers often provide hyperlinks to other content on the web, and include images and videos. Blogs are usually seen by other learners so they can see - and comment on - how their peers are interpreting ideas in the course or experiences of the workplace.

Commercial blog services often provide limited, free versions of their blog tools. The three most popular blogging platforms are Wordpress, Blogger and Tumblr. All these services provide useful help pages but you will need to register with them to access and use the platforms.

Virtual Learning Environments (VLEs) such as Moodle or Blackboard also provide learners with their own blogs.
Social media
In an educational context, social media can be described as a web-based tool that enables learners to create, share or exchange information and ideas. This usually involves the posting of messages, pictures or videos as part of a virtual community or network.

The most widely used social media tools are Facebook, Twitter and LinkedIn. These social media sites are free and easy to use. In brief:

It is very easy to join or create groups on Facebook as well as producing pages to promote a shared interest.

Twitter imposes a 140 character limit on messages (known as tweets). This restriction helps to focus discussion and the summarisation of key information. Twitter has proved to be a great way to discover breaking news before conventional news channels. Twitter also uses #hashtags to group information, which is a great way to discover and share relevant information.

Getting help
LinkedIn is an online professional network allowing you to communicate and discuss ideas with people who share similar business interests.

Social media changes quickly, so using the help pages on the service's own website is often the best way to find the most accurate and up to date information. Find out how to use Twitter, Facebook or LinkedIn by accessing their help pages.

You will also find tutorials on YouTube: there are a number of educational videos for Facebook as well as how to videos for getting the most from Twitter and LinkedIn. It is worth checking the date on the video, to make sure it includes up-to-date information.

If you have a Lynda.com account you will also find detailed training videos.

We have also included two useful resources in the See Also section below. If you know any other helpful resources, please do share the links in the comments.

Have a go:

If you haven't explored the use of Twitter this is the opportunity to have a go. Start to use it to keep up to date with educational developments and opportunities in your field. The hash tag for this course is #FLsharingOnline.

Use the help links provided above to get you started. Use Twitter to share information about your field of interest and start to follow people in the field that you find inspirational. Try following the Digital Learning Team @unileedsonline to keep up to date with new FutureLearn courses by the University of Leeds.

If you have any challenges, use the comments to ask other learners for help.

For those learners already actively using Twitter, please do check the comments and provide assistance and advice where you can.

Comment : I've tried facebook, twitter, linkendin, tumblr, pocket google+. Best of all for me is google+ and then LinkedIn. We are helped upload our exercises there and make teams for better communication, cooperation and collaboration

Sharing images and videos online is a popular social pastime but it also provides plenty of opportunities for learning.

When sharing content on the Internet, it is important that you think about the legal issues of ownership, copyright, licensing and data protection. As a general rule, unless you own the content (i.e. you produced it yourself) you shouldn't upload and share content on the Internet.

When you are uploading your own content, you may wish to assert your rights of ownership by applying a Copyright to the content, or through a Creative Commons licence. You can find advice about the legal issues of sharing content on the Internet at the University of Leeds Library website.

There are many online tools and platforms for sharing images and videos. In this step, we will explore just a few.
Image-sharing platforms
There are a number of platforms specifically designed for sharing images, including Flickr, Instagram, Snapfish, Photobucket, Padlet and Pinterest. These platforms can be a great source of images for your studies, and for sharing your own images. You can upload content from a wide range of devices, and you can add tags to content to make it easier to find. On some of these sites you can have private and public collections of images, and choose who to share images with.

Video sharing platforms

There are also many websites where you can upload and share video content. The most famous sites in Europe and the US are YouTube and Vimeo, and QQ Video in China. All of these sites have a large number of educational videos that you may find useful for your studies, as well as the ability to upload and share your own videos.

Next week we will look more specifically at uploading video to a sharing platform.

Have a go:

Take a photograph of something that has meaning for you, using a phone, tablet or other digital device.

The subject of your photograph could be an object, a treasured possession or even the view from your window. The choice is yours but please don't take photographs of people, as they may not want their image shared online.

Add the photograph, along with a brief explanation of why you have chosen the subject of your photograph, to the course image pin-board which has been created using Padlet. You can find details of how to use Padlet here.

Comment : Great Padlet. I've put my students' hand knittiting with love for refugees children and adults! These scarves and caps will become a history of our love to their lifes.

When learning online there is usually the opportunity to learn with others.

Group exercises and collaborations are a popular way for educators to design learning activities. When studying through a VLE there are likely to be 'built in' available tools for sharing ideas collaboratively.

Alternatively there are a number of popular free-to-use collaborative platforms available to you. Here is just a selection, there are many more:

Skype is a platform where you can communicate with others remotely via video link.

Wikipedia is probably the most well-known wiki - it is described as a free encyclopaedia built collaboratively using wiki software. If you use a wiki, you should always validate the information by comparing your findings with a reputable source. You can find out more about this by signing up for the course Learning Online: Searching and Researching.

Googledocs is one element of a suite of programs designed to be a free alternative to paid-for software that is found in schools and offices around the world. One of the most useful features is the ability for multiple users to edit documents at the same time and the autosave function means work will not be lost.

Dropbox is another popular tool for sharing documents remotely.

SurveyMonkey provides the opportunity for collaboration through a questionnaire; the free basic version offers up to 10 questions. At the start of the week we collaborated to provide an indication of collective confidence levels. We achieved this through a simple quiz.

To explore wikis and Googledocs further, sign up for Learning Online: Learning and Collaborating; this course specifically looks at using these online tools for collaborative learning.

If you would like to find out more about studying effectively using digital technology, you may be interested in the following book: Cottrell, S. & Morris, N.P. Study Skills Connected: Using technology to support your studies.

Have your say:

Have you used any of the tools mentioned above? If so please provide your thoughts on their effectiveness.

Have you used any other collaborative platforms to share your learning? Share your thoughts on the platform and a link so that other learners can find out more.

© University of Leeds

Comment : I'm using Skype, google docs, prezi, padlet, linoit, blubbr.tv, popplets.

13/02/2016 : comment : Today, at orthodox Church in Greece we celebrate true, essential and eternal love of God to Humans and Man to Woman. At this link is my present to all you my colleagues, with God's Love! https://oureuropeanschooljournal.wordpress.com/2016/02/13/st-aquila-and-priscilla-essential-eternal-love-13th-february/

This year marks the 400th anniversary of the death of the British poet, playwright and actor William Shakespeare.

He is known across the world as the greatest writer in the English language, and his works are studied, performed and recorded in many countries and languages.

Research the topic

You can find out more about William Shakespeare's life and works using the following links:

Have a go:

Gather together your research and use the skills you learned last week to reflect on the information and make some notes.

As you reflect consider the following questions:

1. What impact do you think William Shakespeare had on the English language and our use of language today?

2. What do you think William Shakespeare would think of 21st-century English?

3. What is your favourite quote from Shakespeare's work, and why?

Comment : Abisola Abdul

In Shakespeare's day, English grammar, spelling and pronounciation were less standardised than they are now and his use of language helped shape modern English. Samuel Johnson quoted him more than than any other author in his Dictionary of the English language, the first serious work of its type. Expressions such as "with bated breath" from Merchant of Venice and "a foregone conclusion" from Othello have found their way into everyday English speech. With William Shakespeare's creative talent in inventing words and phrases, approximately 300 attributed to him, with influences from other languages and poets, if he had more time and opportunity would have created more. "All that glisters is not gold" is my favourite quote from Merchant of Venice. It's a well known saying that not everything that looks precious or true turns out to be so.

This short video provides an overview of how to produce an educational video.

Having watched the video, consider the responses you documented in the previous activity. Develop your ideas into a short script for filming: 150 to 200 words is a good length to work to.

Take your time doing this: as you will have seen from the video, the preparation for filming is important. Read your script out loud to make sure it sounds natural and the sentences are not too long.

If you have access to a device with video capabilities, follow the guidelines to film your script. Alternatively you may choose to create an audio file.

If you don't have the resources or the time to do this, don't worry- you can share your script as text in the following activities.

Have your say:

Share your experiences of developing the script: did you find it difficult writing concisely and in a way that translated to video?

If you filmed your script, how did that go? Did you face any challenges?

In the previous step you may have created a short video or audio file.

In order to be able to share your video or audio you will need to upload it to a sharing platform. Last week we looked at sharing video online and YouTube and Vimeo were mentioned as popular options. Soundcloud was suggested as a method of sharing audio.

We have provided instructions on how to upload your video or audio using these platforms. The instructions can be found in the Downloads section below. If you already have an account with an alternative media sharing platform please use that to host your video or audio.

If you are comfortable doing so, you can share your research with all those on this course. In the next activity you have the opportunity to share with a smaller group of learners who will provide constructive feedback on your efforts.

Have a go:

Upload your video or audio to the platform of your choice. You should receive a url that you can share with other learners.

Use the comments to share your url.

If you were unable to create a video or audio at this time, then please share your text script by cutting and pasting it into the comments.

This activity provides you with the opportunity to have your script or video reviewed by one or two other learners on this course.

In turn you then have the chance to review the work of another learner.

One of the many benefits of online learning is the ability to learn from your peers. We have already seen this when considering sharing through collaboration but it also translates well to the provision of feedback.

If you would like to take part in this activity please either include your text script or a link to your video/audio in the assignment box below. If submitting your video/audio for review, please include a brief written introduction describing the process.

Once you have submitted your assignment for review you will receive an assignment from another learner for you to review. You will then receive feedback on your assignment.

Thank you very much for the great course. The only less thing is that I haven't the time to prepare an assignment. At a next course I hope.

# data[].attributes.attachment_link.title
LEARNING ONLINE: REFLECTING AND SHARING UNIVERSITY OF LEEDS - Tackk

# data[].attributes.attachment_link.description
Hello, my name is Maria Panou and I'm living at Kalymnos, Dodecanese, Greece. I'm an orthodox theology, ancient and modern greek language, literacy, history and social sciences teacher at 2nd Junior High School of Kalymnos and responsible for e-journals of our school and etwinning projects we've created since 4 years.

# data[].attributes.attachment_link.title
Tackk.com : votre guide shopping et guide d'achat !

# data[].attributes.attachment_link.readable_text
M2. How can TET competence be meaningfully assessed?

2.9 Learning Activity

https://oureuropeanschooljournal.wordpress.com/news/useful-instructions-to-organize-a-rich-etwinning-project-for-all-teachers-of-e-twinning-it-is-published-at-the-pedagogical-value-of-etwinning-projects-a-systematic-presentation-of-teachers/

Questions for a rich etwinning project

How we can organise a communication plan for our project. I picked up some questions at a previous Lab Event of my colleagues at a work there and I put them at teams of communication and create a successful project.
A Team : How can I create with the correct and useful way a project?
I'm asking myself :

What will the benefits for students and teachers be?
What is the best way to assess students progress in the project?
What web.2 tools must we use for this collaboration?
What will students do differently that will tell us we have been successful?
Who will make which decisions or how will decisions be made?
Who will make which decisions or how will decisions be made?

B Team : Collaboration of members
Does the project involve school and/or local community?
Does the project encourage collaboration among learners as well as among teachers?
Do the activities promote real collaboration (and go further than simple exchange)?
Do wecollaborate with our partners in planning the project activities?
Does the project promote the development of necessary citizenship skills?

C Team : Web Tools to be used

How many web 2. tools have my students used?
How we make better collaboration tools in eTwinning for the grade our pupils are studied?
How can I keep my students' interest in the project?
How did the project help students reflect on life and career skills?

D Team : Feedback
Can students give feedback to peers and receive feedback from peers and teachers?
Is prior knowledge activated in this task?
Are all the tasks based on students' personal input (as opposed to googleable answers)?
Do you keep track of student progress and document your students' learning growth?
Do we care to increase teachers performance ?

E Team : Fun, Glad, Happy way of learning both, children and students
Will the students have fun?
Will the project expand, lead to other projects or have some other results or follow-up activities?

F Team : Safety at communication
Has everybody's safety been ensured?
Has the project encouraged the collaboration between several teachers in the school who teach different school subjects?
Has the project respected the netiquette principles?
Have my students contributed with all the partners?
Have I used different tools to cater for mixabilities students?
Have we created international teams of students, to collaborate?
Have I explained what types of assessment tools will be used in the project?
Through our eTwinning project, have we as teachers and our pupils tried (learnt) to use a NEW Web2.0 tool (that is, one that you haven't
used before)?
Have all the people/all the partners committed to the project?
Have I used effective strategies for implementing differentiated instruction?
Have the web 2.0 tools been used in an appropriate way?

G Team : synchronous and asynchronus communication - creativity - motivation at communication
Have you managed to include a video-conferencing session so that the students can communicate in real-time?
Was the project integrated in the curriculum?
Was the project really creative?
How did the project motivate students to improve their knowledge?
Do you feel that the amount of contributions by all partners was equal or was it only one-sided (that is, most of the work was done by one
partner)?

H Team : Evaluation
Did the project promote students' creativity?
Did students participate in creating tutorials?
Did the project expand teachers' personal learning network?
Did the teachers and students share their resources?
Did the project involve problem solving tasks?
Did we foster among the participants legal and ethical behaviour?
Did the project provide assessment strategies?
Did the project promote cultural understanding among different cultures and countries?
In the project design did we and our partners regard to the interdisciplinarity?
Did we foster legal and ethical behaviour among the participants?
Did the project help students develop critical thinking skills?
Did the teacher involve his students in social networking?
Did the project promote the students artistic skills?
Did I provide clear criteria for task completion ?
Did the project use polling software to create a real-time survey in class?
Did the project improve or develop learner's autonomy?
Will we assess the project work in the end?
Did our Students enjoy the project?
Did the project stimulate students' interests and talents?
Did the project enhance the spirit of creativity and innovation?
Did the teacher encourage mobile devices use in the project?
Did we involve our students to the project planning? (choice of the topic, objectives, tools etc)?
Did the project encourage understanding and acceptance of the different and the "strange"?

I made this list of questions which became very useful for my etwinning works with students and colleagues. I hope you find them useful for you too.

# data[].attributes.attachment_link.title
Introducing Technology-Enhanced Teaching CourseMy Learning Diary- by Maria Panou - Tackk

# data[].attributes.attachment_link.readable_text
Κοντέινερ Αγάπης για Μαδαγασκάρη και Σιέρα Λεόνε.Posted on Οκτωβρίου 24, 2014 by ierapostoli 5 Votes

ΙΩΑΝΝΑ ΦΩΤΙΑΔΗ

Κυριακή πρωί στον Άγιο Ευθύμιο Κερατσινίου και μια καλά δομημένη ανθρώπινη αλυσίδα μεταφέρει επιμελώς κούτες με κάθε λογής αγαθά, που καταλήγουν σε δύο φορτηγά παρκαρισμένα στην είσοδο του ναού. Τα κιβώτια εν συνεχεία τοποθετούνται με προσοχή σε δύο μεγάλα κοντέινερ. Προορισμός- η μακρινή Μαδαγασκάρη. Στο πεζοδρόμιο πλάι στα παιδιά που χαζεύουν το θέαμα - βοηθώντας που και που στο κουβάλημα- στέκονται δύο μεγάλοι αρκούδοι. "Με αυτούς 'σφραγίζουμε' κάθε ένα από τα κοντέινερ με τις προσφορές, έτσι ώστε όταν οι συνάνθρωποι μας τα ανοίξουν να αντικρίσουν τους αρκούδους με το χειρόγραφο μας μήνυμα στα γαλλικά" διηγείται στην "Κ" ο κ. Δημήτρης Νέντας, εθελοντής στην εν λόγω ενορία.
Οι αποστολές "αγάπης" από το Κερατσίνι στη Μαδαγασκάρη είναι μια παλιά "παράδοση". Ξεκίνησαν πριν από δέκα χρόνια, έπειτα από προσωπική γνωριμία του εφημέριου της εκκλησίας, πατέρα Κωνσταντίνου Μαργώνη με τον Ιερομόναχο Ιγνάτιο, που έπειτα από το τραγικό δυστύχημα του Σινούκ ανέλαβε την Επισκοπή της Μαδαγασκάρης. Τα κοντέινερ περιέχουν ρούχα και παπούτσια, σχολικά είδη, παιχνίδια, είδη καθαρισμού, φάρμακα, αναπηρικά είδη, τρόφιμα, αλλά και πολλά άλλα είδη που στην αφρικανική χώρα είναι δυσεύρετα όπως το λάδι αυτοκινήτου ή ασβέστης για οικοδομικές εργασίες. http://www.orthmad.gr/categories/%CE%B9%CE%B5%CF%81%CE%B1%CF%80%CE%BF%CF%83%CF%84%CE%BF%CE%BB%CE%AE
Η ενορία του Κερατσινίου μπορεί να "ενορχηστρώνει" την ανθρωπιστική βοήθεια, ωστόσο, η στήριξη - σε είδος ή ακόμα και οικονομική- προέρχεται από όλη την χώρα. "Συχνά είναι πράγματα που δεν μας περνούν από το μυαλό, καθώς η ζωή και οι ανάγκες διαφέρουν τόσο" σημειώνει η κ. Δήμητρα Πάλλη, εθελόντρια και συντονίστρια πολλών εκ των προγραμμάτων που υλοποιεί η ενορία. "Πολλά χωριά μαστίζονται από τη λειψυδρία, αλλά οι κάτοικοι τους που είναι ως επί το πλείστον ανιμιστές δε θέλουν να εγκαταλείψουν τον τόπο τους για να μη δυσαρεστήσουν τους προγόνους τους" εξηγεί η ίδια "καθώς μάλιστα και οι γεωτρήσεις είναι δύσκολες, αποφασίσαμε και αγοράσαμε παλαιότερα μια υδροφόρα, την οποία 'λύσαμε' και αποστείλαμε στη Μαδαγασκάρη" θυμάται "τότε μας θεωρούσαν τρελούς, αλλά πολλοί άνθρωποι ανακουφίστηκαν".Μεταξύ των αναγκών είναι και η έλλειψη τεχνητών. "Ενας σιδεράς- αλουμινάς από την γειτονιά μας θα αναλάβει δράση σε ένα από μια από τις υπό ανέγερση οικοδομές". Η δραστηριότητα της Ελληνικής Επισκοπής είναι έντονη και τα περισσότερα έργα και προγράμματα γίνονται σε συνεργασία με την εκεί κυβέρνηση. Τώρα έχει ξεκινήσει η ανέγερση ορφανοτροφείου, ιατρείου και γηροκομείου. "Η δημιουργία φάρμας, στην οποία εργάζονται άποροι, έχει μεγάλη επιτυχία, καθώς καλύπτουν τις ανάγκες των οικογενειών τους και μέσω της πώλησης των περισσευούμενων αγαθών έχουν κάποια έσοδα".
Μεταξύ των αγαθών σε ζήτηση είναι και τα βρεφικά είδη, "τα οποία πλέον οι Ελληνες δεν προσφέρουν, καθώς οι νέες οικογένειες για λόγους οικονομίας τα ανταλλάσσουν μεταξύ τους" παρατηρεί με πικρία η κ. Πάλλη, που είναι η κατεξοχήν υπεύθυνη της εγχώριας δράσης της ενορίας. "Εδώ και τρία χρόνια που είμαι συνταξιούχος, άρχισα να εργάζομαι εθελοντικά εδώ". Οι δράσεις της ενορίας εκτείνονται από δωρεά τροφίμων και ρούχων έως ανακύκλωση και κοινωνικό φροντιστήριο! Συγκεκριμένα, με μηνιαία πακέτα τροφίμων καλύπτουν τις επισιτιστικές τους ανάγκες 1089 άτομα, εκ των οποίων 399 παιδιά και συνολικά 298 οικογένειες. "Οταν ξεκίνησε το πρόγραμμα, δεκαπέντε χρόνια πριν οι οικογένειες ήταν περίπου 60 και τρία χρόνια πριν ήταν 90" αναφέρει η κ. Πάλλη "η αύξηση δυστυχώς είναι ιλιγγιώδης". Φυσικά οι επωφελούμενοι, που αποδεικνύουν με τα σχετικά έγγραφα την οικονομική τους δυσχέρεια, αντιμετωπίζουν και άλλα, πέραν του επισιτιστικού προβλήματα, όπως η αποπληρωμή των λογαριασμών και λοιπών λειτουργικών εξόδων. Είκοσι μία οικογένειες δεν έχουν ηλεκτρικό ρεύμα, πέντε ζουν χωρίς νερό, είκοσι εννέα είναι υπερχρεωμένες και άλλες τόσες ζουν "φιλοξενούμενες".
http://www.kathimerini.gr/788815/article/epikairothta/ellada/apo-to-keratsini-sth-magadaskarh-me-agaph
Κοντέινερ Αγάπης για τη Σιέρα Λεόνε Χιλιάδες είναι οι άνθρωποι που έχουν προσβληθεί από τον ιό Έμπολα στη Σιέρα Λεόνε. Λοιμός και λιμός έχει κυριέψει τη χώρα, καθώς οι τιμές των τροφίμων έχουν εκτιναχθεί στα ύψη.Ανταποκρινόμενη στην επείγουσα έκκληση του Ιεραποστόλου π. Θεμιστοκλή Αδαμόπουλου, ευαισθητοποιημένοι άνθρωποι από την Ελλάδα & το εξωτερικό ενίσχυσαν οικονομικά την προσπάθεια της Αδελφότητάς μας και έκαναν πραγματικότητα άλλη μία αποστολή ανθρωπιστικής βοήθειας στη Σιέρρα Λεόνε. 25 τόνοι αποτελούμενοι από ρύζι, γάλα, λάδι, ζυμαρικά, αλάτι, ρούχα, παιχνίδια και εκκλησιαστικά είδη αγοράστηκαν, συγκεντρώθηκαν και συσκευάστηκαν στην αποθήκη μας στο Φίλυρο. Συγκινητική ήταν η προσέλευση νέων ανθρώπων, την Κυριακή 19 Οκτωβρίου στο Φίλυρο Θεσσαλονίκης, προκειμένου να βοηθήσουν στη φόρτωση του κοντέινερ, το οποίο αναχώρησε για τη Freetown, την πρωτεύουσα της Σιέρα Λεόνε. Ευχαριστούμε όλους σας για την άμεση και γρήγορη οικονομική, υλική και πνευματική υποστήριξη για τους πονεμένους αδελφούς μας.Ιδιαιτέρως ευχαριστούμε τους δωρητές μας από τη Φλώρινα και την Αυστραλία για τη μεγάλη συνεισφορά τους.
http://ierapostoles.gr/?p=6805

Τα "πλούτη" της Ιεραποστολής στη Μαδαγασκάρη !The wealth of the Mission ! ( Orthodox Christian mission in Madagascar )Posted on Αυγούστου 1, 2014 by ierapostoli 3 Votes

Κατευθύνσου στο Βορρά και θα φέρεις μέλι στο κεφάλι σου.
Πήγαινε ανατολικά και θα κουβαλήσεις γάλα στα χέρια σου.
Προχώρησε προς τον Νότο και θα εμπλησθείς από την ζάχαρη.
Βάδισε προς τα δυτικά και θα περπατήσεις στηριγμένος σε ζαχαροκάλαμο.

Αυτή είναι μια παραδοσιακή ρήση του λαού του τόπου που υπηρετούμε. Πολύ χαρακτηριστική της όμορφης αυτής γης της Μαδαγασκάρης. Την είχα ακούσει σε μια προσφώνηση προς τον Μητροπολίτη μας και μου έκανε εντύπωση τόσο μεγάλη, που την ζήτησα να μου την πει με ακρίβεια ο ομιλητής μετά τον χαριτωμένο χαιρετισμό που απηύθυνε προς τον Ποιμένα και τον κλήρο και λαό που ήταν συγκεντρωμένοι εκείνη την ημέρα στα πλαίσια μιας εορταστικής εκδήλωσης. Αυτός είναι ο λαός που κληθήκαμε να υπηρετήσουμε. Ένας φτωχότατος μα τόσο πλούσιος λαός...

Αποθήκευση νερού σε βαρέλια από το βυτιοφόρο της Ιεραποστολής

Βρισκόμαστε στις πιο φτωχές περιοχές του Τουλιάρ, στην περιοχή του Αμπανί. Κοιτάζεις γύρω σου και βλέπεις ατελείωτες εκτάσεις της ερημικής γης. Έξω από την εκκλησία του Αγίου Ιωάννου του Ρώσου, τώρα μέσα στην ήσυχη νύχτα ακούω τον υπόκωφο ήχο των αγριεμένων κυμάτων που έρχονται από τη γειτονική Μοζαμβίκη. Η κούρασή μας ατελείωτη. Ο καλός μου φίλος, ιερομόναχος και ιατρός, εξαντλημένος ησυχάζει μέσα στη λασποκαλύβα, που ετοίμασαν οι χωρικοί ενορίτες για την φιλοξενία αυτού του ανθρώπου που τόσο τους βοηθά. Όλη την ημέρα δε σταματά να εξετάζει ανθρώπους.Τι να πρωτοθυμηθεί κανείς; Τις θηλάζουσες μητέρες με τα βρέφη να ψήνονται στον πυρετό από την ελονοσία; Το παλληκάρι με το απόστημα από τον προχωρημένο στρεπτόκοκκο; Τον ετοιμοθάνατο μικρό που βαπτίσαμε εκτάκτως και αναγκαίως ελπίζοντας στο θαύμα; Και γνωρίζεις καλά ότι το θαύμα εδώ είναι γεγονός, καθώς βλέπεις μπροστά σου τους ανθρώπους που χθες είχες διαγράψει, τώρα για μια ακόμη φορά, ζωντανούς σαν αναστημένους νεκρούς με τη Χάρη και το έλεος του Θεού.Θυμήσου τα μικρά παιδιά στην Εκκλησία πού υμνούν τον Κύριο, παρόλο που η πείνα θερίζει κυριολεκτικά όλη την ύπαρξή τους. Τον νέο που σήμερα με μεγάλη χαρά και ικανοποίηση μού είπε στην εξομολόγηση ότι ελευθερώθηκε από την αμαρτία που τοσα χρόνια κυριαρχούσε επάνω του. Τον πόνο των αδελφών μου, όταν εκμυστηρεύονται ότι τα αποθέματα τροφίμων έχουν εδώ και καιρό εξαντληθεί για την οικογένεια, μιας πού τα σπαρτά όλα ξεράθηκαν λόγω της παρατεταμένης ανομβρίας. Τον κόσμο που παρακαλάει για κατήχηση από τα απομακρυσμένα χωριά. Μα ναι, οι δυνάμεις μας είναι τόσο μικρές! Ανήμποροι πραγματικά χωρίς την Θεϊκή Χείρα να υπηρετήσουμε σε αυτόν τον υπερθυσιαστικό ορίζοντα, που κάθε πρωινό ανατέλλει τον καυτό ήλιο της ένδειας για τους κατοίκους της ερημικής αυτής γης και του δίχως όρια και συμβιβασμούς αγώνα για τους ταπεινούς εργάτες αυτής της πολυδιάστατης πραγματικά αλλά και πολυσήμαντης διακονίας που λέγεται Ιεραποστολή.Έχει πέσει η νύχτα και κάθεσαι τώρα κάτω από τον σκοτεινιασμένο ουρανό. Θαυμάζεις την εξαίσια έναστρη καθαρότητά του, συγχρόνως όμως νιώθεις την αμμώδη σκόνη που φέρνει ο θαλασσινός αέρας, να διεισδύει μέσα στα ρούχα σου και να ποτίζει τα πνευμόνια σου. Λες και θέλει και αυτή η φύση να σου θυμίζει ανά πάσα στιγμή τον αδιάσειστο σύνδεσμο δωρεάς και πόνου και την αξία της χαράς, όταν αυτή πηγάζει από τη λύπη και τις στερήσεις.Δεν δύναμαι να περιγράψω τα αισθήματα και τις συγκινησιακές εναλλαγές που υφίσταται κανείς σε αυτό τον χώρο. Σε ένα χώρο στον οποίο γνωρίζουμε καλά ότι δε βρεθήκαμε "διά τάς δικαιοσύνας ἡμν - οὐ γάρ ἐποιήσαμέν τι ἀγαθόν ἐπί τῆς γῆς", αλλά δια το έλεος και την αγάπη του Χριστού.Εδώ γνωρίζεις καλά, ότι όταν σε αγκαλιάζει από ευγνωμοσύνη ένα μικρό παιδί, αλλάζει μέσα σου όλη η ύπαρξη. Εδώ ξερεις καλά ότι και ο παραμικρός κόπος πιάνει τόπο. Η μικρή σου χρηματική δωρεά μπορεί να σώζει στην κυριολεξία ψυχές. Ο μικρός σου λόγος μπορεί να αλλάξει μια ολόκληρη κοινότητα. Και φυσικά δεν περιμένεις άλλο θαύμα από αυτό που βλέπεις και ζεις. Την πρωτοχριστιανική αυτή απλότητα και μεταστροφή των ανθρώπων που μοιάζουν με νήπια θηλάζοντα το ουράνιο "γάλα" που τους προσφέρει ο Πατέρας μέσα στην απαρηγόρητη βιωτή, που τους έλαχε ως κλήρος και δωρεά συγχρόνως.Για τελευταία φορά κοιτάζω με δέος την ηλιοκαμένη και πνιγμένη στη σκόνη εκκλησιά μας και παρακαλώ τον Άγιο προστάτη της, τον αϊ-Γιάννη τον Ρώσο που ιδιαιτέρως ευλαβούμαι, να μη με αξιώσει ποτέ βιαίως να χωριστώ από το ποίμνιό του που τόσο αγαπώ ως μέλος και διάκονός του.Κοίταξε, μονολογώ, κοίταξε για μια ακόμη φορά και κατεύθυνε το βλέμμα σου στον Βορρά. Και θα τρυγήσεις το λιγοστό μέλι του Θείου λόγου που τάισες στα πεινασμένα μελίσσια - τους απλούς αυτούς φτωχούς. Θα το τρυγήσεις εκατονταπλάσιο μέσα στην φτωχή καρδιά σου.Τώρα κατευθύνσου ανατολικά και θα πιείς από το γάλα που εχθές πρόσφερες στα διψασμένα παιδιά. Γάλα όχι δικό σου· κι όμως την δίψα σου πότιζες και την ταλαίπωρη και πονεμένη σου ύπαρξη.Τώρα νοιώθω ένα μικρό φίλο μου, λερωμένο και κουρελιασμένο να μου σφίγγει το χέρι με το δικό του λερωμένο μαύρο χεράκι και να μου το κατευθύνει προς τον Νότο, τον πολυπόθητό μου πτωχότατο Νότο, και να μου ψιθυρίζει στο αφτί: "Από εκεί θα χορτάσεις τη γλυκύτητα της "ζάχαρης". Από εμάς τους φτωχούς και τους εξαθλιωμένους θα χορτάσεις "ζάχαρη" και γλυκύτητα καρδίας και συνειδήσεως".Και απότομα μου το στρέφει προς τη δύση. Εκεί που ο κόκκινος ήλιος αφήνει τις φλογισμένες ακτίνες του να χρωματίσουν για τελευταία φορά σήμερα το μεγάλο κόκκινο νησί μας. Αλλάζει χρώμα στη φωνή και σαν μεγάλος άνθρωπος με προειδοποιεί:"Δεν σου υπόσχομαι ράβδους χρυσές και ανάγλυφες. Δεν έχω τίποτα τέτοιο να σου δώσω. Θα σου δώσω καλάμι στα χέρια να κουβαλάς και να σε στηρίζει στις μακρινές σου πορείες μέσα στη σκόνη και στις λάσπες. Όπως το απλό καλάμι που βάσταξε ο Κύριος προ της σταυρικής εκείνης υπέρτατης Θυσίας. Γιατί η ζωή μας εδώ είναι μια ατελείωτη πορεία μέσα στον πόνο και το θάνατο.Πρόσεξε όμως το καλάμι αυτό είναι αγνό ζαχαροκάλαμο. Στο τέλος λοιπόν της πορείας σου, στη δύση αυτής της ζωής, σκίσε το και φάγε τον γλυκύτατο "χυμώδη βλαστό" που κρύβει μέσα του.
"Βλαστό" που θα σου γλυκαίνει για πάντα στην αιωνιότητα την πικραμένη σου καρδιά.Αυτός είναι ο λαός που υπηρετείς, καλέ μου πατέρα και φίλε. Δεν αξίζει πραγματικά η θυσία σου αυτή;" Ιερομόναχος Πολύκαρπος Αγιαννανίτης
http://ierapostoles.gr/?p=6395
Head north and you will bring honey on your head.
Go east and you will carry milk in your hands.
Move south and you will be satisfied with sugar.
March west and you will walk supported by a sugar cane.

Τhis is a traditional saying of the place of our ministry, very characteristic of this beautiful land of Madagascar. I first heard it in an address to our Metropolitan, and it really made such a great impression on me that I asked the speaker to explain it to me after the charming greeting he extended to our Shepherd, the clergy and the people that had gathered that day on the occasion of a festive event. This is the people we were called to serve: so poor but at the same time so rich...

Filling barrels with water brought by a lorry of the Mission

We are in the poorest districts of Tulear in the Ambani region. You look around you and all that you see is vast stretches of desert land. Now in the quiet night outside the Holy Church of St John the Russian I can hear the muffled sound of the rough sea coming from neighbouring Mozambique. Our weariness is endless. My good friend priest-monk and doctor, really exhausted, is resting in the mud hut that the parishioners of the village have prepared for him in order to host this man who offers them invaluable help. A whole day is not enough to examine people.What to remember first? The breastfeeding mothers with their infants burning with fever from malaria? The lad with the abscess from advanced streptococcus? The dying child who we had to baptize out of schedule as a matter of urgency hoping for a miracle? And you know well that the Miracle here is a fact as you see right in front of you the people that you had given up for dead until yesterday, now living like risen from the dead by the Grace and Mercy of God.Think of the little children at the Church who are praising the Lord despite the fact that they are literally starving to death. The young man who filled with joy and satisfaction told me in the confession that he was freed from the sin that had been dominating him for so many years. My brothers' pain, when they confide that the food stocks for the family have long been exhausted since the crops have all dried up due to prolonged drought. The people from the outlying villages begging for catechesis. It is true; we are so powerless! Without God's helping hand we are really incapable of serving in such an over-sacrificial corner of the earth, where every morning rises the hot sun of poverty for the inhabitants of this desert land and of an endless struggle without limits or compromise for the humble workers of this truly multi-dimensional as well as extremely important ministry called the Mission.The night has fallen and now you are seated beneath the darkened sky. You are admiring the exquisite starry clarity, but at the same time you feel the sandy dust of the sea breeze penetrate through your clothes and saturate your lungs. It seems as if nature itself wants to remind you at any time of the irrefutable connection between donation and pain and of the value of joy when it springs from sorrow and deprivation.I cannot describe the feelings and the emotional swings one can experience in this field. In a field where we are well aware that we did not happen to be here "because of our own righteousness -for we have not done anything good upon the earth" but because of Christ's mercy and compassion.Here you know well that when a little child embraces you out of gratitude, your entire existence inside of you can change and that even the slightest effort pays off. Your small contribution can literally save souls. Your little word can change a whole community. And naturally you do not expect any other miracle but the one you see and experience: this early Christian simplicity and transformation of the people who look like infants suckling the heavenly "milk" that the Father is offering to them in this inconsolable life that fell to them as a lot and donation at the same time.For the last time I look in awe at our Church, burned by the sun and smothered in dust, and ask from her patron Saint, St John the Russian, whom I particularly revere, to grant that I will never be forcibly separated from his flock that I love so much as a member of them and as their servant."Look", I talk to myself, "look once more and direct your gaze to the north. And you will harvest the honey of the Divine Word which you gave to the hungry bees-those simple, poor people. You will harvest it one hundredfold within your poor heart.Now head eastward and you will drink from the milk you offered to the thirsty children yesterday. Not your own milk; yet, it was your own thirst you satisfied as well as your miserable and painful existence."Now I feel a little friend of mine, dirty and in rags, press my hand with his little black hand and turn it southward, my longed-for poorest South, and whisper in my ear: "it's from there that you will be satisfied with the sweetness of 'sugar'. It's by us, the poor and the destitute, that you will be satisfied with 'sugar' and the sweetness of the heart and conscience."And suddenly he turns it westward. Where the red sun lets its fiery rays paint our big red island for the last time. He changes color in his voice and warns me like a big man: "I don't promise you embossed gold rods. I have nothing like that to give you. I will give you a reed in your hands to support you on your long marches through the dust and mud. Like the simple reed our Lord bore in His hands before that ultimate Sacrifice of Crucifixion. For our life here is an endless march through pain and death.Beware though, for this reed is a pure sugar cane. At the end of your course, at the sunset of your life, open it up and eat the sweetest 'sappy sprout' it hides inside. A 'sprout' that will sweeten your embittered heart forever in eternity.This is the quality of the people you serve, my good father and friend. Don't you think that they are really worth your sacrifice?" Hieromonk Polycarpos of Skete of Hagia Anna ( Holy Mountain ), Orthodox missionary in Madagascar
http://orthodoxmission.org.gr/?p=6224

← Διαβάστε το νέο καλοκαιρινό τεύχος της "Εξωτερικής Ιεραποστολής" ( β΄ τρίμηνο 2012 ). Ανακοίνωση. Η ορθόδοξη ιεραποστολή στο Μπουρούντι προσφέρει παιδεία και ευκαιρίες.Orthodox Mission in Burundi provides education →Στιγμές χαράς στη Μαδαγασκάρη- 2 επιστολές του Επισκόπου Μαδαγασκάρης κ. Ιγνατίου ! 1.500 βαπτίσεις

Αγαπητά μέλη της Αδελφότητας Ορθοδόξου Εξωτερικής Ιεραποστολής,

Βρίσκομαι στην ευχάριστη θέση να σας πληροφορήσω, ότι η αγροτική σχολή στο Adranovory του Tulear, την οποία χρηματοδότησε η Αδελφότητά σας, τελείωσε τον περασμένο μήνα.

Παρακαλώ, ενημερώστε και τον δωρητή κ. Αγαθάγγελο Μηλιάδη και ευχαριστήστε τον εκ μέρους μου. Τώρα προσπαθούμε να εξασφαλίσουμε τα χρήματα, που απαιτούνται για τον εσωτερικό εξοπλισμό, όπως θρανία, γραφεία, ντουλάπες κ.λπ.

Η αγροτική σχολή βρίσκεται σε κεντρικό μέρος και θα εξυπηρετήσει, όσον αφορά στην προσέλευση μαθητών, όλη τη γύρω περιοχή.

Όλοι χάρηκαν για το έργο αυτό, διότι πράγματι είναι πρωτότυπο και προορίζεται για νέους, οι οποίοι δε γνωρίζουν κάποια εργασία, και τώρα τους δίνεται η ευκαιρία να μάθουν πώς να καλλιεργούν τη γη.

Ενημέρωσα και το Μακαριώτατο Πατριάρχη μας κ.κ. Θεόδωρο, και σύντομα θα τελέσουμε τα εγκαίνια, για να δοθεί σε λειτουργία. Χάριτι Θεού, όλα τα έργα προχωρούν.
Βαπτίσεις
Το έργο μας προχωρεί προς όλες τις κατευθύνσεις, παρ'όλες τις δυσκολίες, που αντιμετωπίζουμε.

Έχουμε μεγάλη προσέλευση στην Ορθοδοξία και τον περασμένο Νοέμβριο, ο π. Θεοδόσιος από την Ουρανούπολη, ο οποίος μας επισκέπτεται κάθε χρόνο με την ευλογία του Σεβασμ. Μητροπολίτου Ιερισσού κ.κ. Νικοδήμου, μαζί με τους τοπικούς κληρικούς τέλεσαν 1.500 βαπτίσεις. Οι άνθρωποι χάρηκαν, διότι εκπληρώθηκε η επιθυμία τους πολλών ετών.
Φιλανθρωπία
Το πρωινό συσσίτιο των παιδιών, που παρέχουμε σε 800-900 παιδιά ημερησίως, σταμάτησε για λίγο λόγω της οικονομικής κρίσης, που μας επηρεάζει κι εμάς πολύ. Συνεχίζεται όμως πλέον κανονικά με την αποστολή των 15.000 € από την Αδελφότητά σας. Έτσι τα φτωχά παιδιά έχουν ένα απλό πρωινό, που ποτέ δεν το έχουν στο σπίτι τους. Γι' αυτό σας ευγνωμονούμε.

Η κατάσταση δυστυχώς παραμένει η ίδια. Παντού φτώχεια, πόνος, αρρώστιες. Λυπάται κανείς βλέποντας όλη αυτή τη δυστυχία των ανθρώπων, που σε εκλιπαρούν έστω για μια μικρή βοήθεια, ώστε ο καθένας να ανακουφισθεί από το πρόβλημα, που τον απασχολεί.

Η θέση μας είναι λεπτή. Χρειάζεται, να συνδυάσουμε την αγάπη με τη διάκριση αλλά και την εμπειρία από την εργασία μας στους ιεραποστολικούς αγρούς.
Ιεροί Ναοί
Οι ανάγκες όμως δε σταματούν εδώ, διότι επείγει η ανοικοδόμηση Ιερών Ναών. Οι πρόχειροι ναοί από χώμα καταστρέφονται από τους τυφώνες και οι άνθρωποι δεν έχουν ένα μέρος δικό τους να τελούν τις ιερές ακολουθίες.

Ζητούμε τη βοήθειά σας και σ' αυτό τον τομέα. Δεν ξεχνούμε όμως και τη δύσκολη περίοδο, που διέρχεται η πατρίδα μας. Προσευχόμαστε ο Θεός να δώσει σύντομα τη λύση.
Οι εργασίες στο ορφανοτροφείο προχωρούν ικανοποιητικά, καθώς και η πτέρυγα, την οποία έχει αναλάβει η Αδελφότητά σας.
Δοξάζουμε το Θεό για όλα, όσα γίνονται προς δόξαν δική Του. Ευχαριστούμε όλους τους αγαπητούς φίλους της Εξωτερικής Ιεραποστολής, οι οποίοι παρ' όλη την κρίση, που υπάρχει, δε μας ξεχνάτε και μας ενισχύετε με κάθε τρόπο, που μπορείτε.

Ο Θεός μαζί σας

Ο Μαδαγασκάρης Ιγνάτιος
http://ierapostoles.gr/?p=3429 Μηνύματα από την Ιερά Επισκοπή Μαδαγασκάρης
Οι αδελφοί μας στην Μαδαγασκάρη γνωρίζουν:

Να χαμογελούν άδολα μέσα στον πόνο και το μόχθο της απαραμύθητης ζωής τους.

Την τέχνη της υπομονής και της καρτερίας στις θλίψεις, τους πειρασμούς και τις αρρώστιες.

Τη ζωντανή, άδολη, απλή πίστη, η οποία είναι ο ανεκτίμητος θησαυρός της ύπαρξής τους.

Τη χαρά. Χαίρονται και αγάλλονται νεοφώτιστοι, ανακαινισμένοι εν Χριστώ Ιησού.

Να προσδοκούν την αιωνιότητα, την πολυπόθητη ημέρα που θα γίνουν ένα με το Χριστό, δια του Χριστού και για το Χριστό.

Να λαχταρούν τον Παράδεισο, που είναι η τελείωση του πόνου, του κόπου και του αγώνα της παρούσας ζωής.
Η καρδιά τους ψιθυρίζει μυστικά στη δική μας καρδιά "κάνε υπομονή αδελφέ και νίκα συν Χριστώ Ιησού".

Ας διδαχθούμε κι ας μη στερέψει η ελπίδα για αίσια έκβαση σε κάθε δοκιμασία.

Εκείνος είναι η αγάπη, η ελπίδα, η χαρά και η δύναμη μας.

Μια αγάπη που γνωρίζει πώς να ξεπερνάει τα εμπόδια, να εκμηδενίζει τις αποστάσεις, να γεφυρώνει τα χάσματα, να εφευρίσκει τρόπους επικοινωνίας και προσφοράς.

Ο Θεός μαζί σας

† Ο Μαδαγασκάρης Ιγνάτιος
http://www.ierapostoli.gr/2012/Madagascari_2012_2.php
Μπορείτε να στείλετε την αγάπη σας στην Ορθόδοξη Εκκλησία της Μαδαγασκάρης είτε μέσω της Αδελφότητας Ορθοδόξου Εξωτερικής Ιεραποστολής Θεσσαλονίκης, είτε μέσω του ΠΧΟ Ορθοδόξου Ιεραποστολής ( Αθήνα, Θήβα, Λειβαδιά κλπ ). Πάντοτε ειδοποιείτε για ποια ορθόδοξη ιεραποστολή προορίζεται η "κατάθεση αγάπης" σας.

Πληροφορίες ( διεύθυνση, τηλέφωνα επικοινωνίας, τραπεζικοί λογαριασμοί των 2 ιεραποστολικών συλλόγων ) μπορείτε να δείτε εδώ :
https://ierapostoli.wordpress.com/enisxisi/

Η αγάπη δε θα πάψει να υπάρχει ποτέ ( Μαλάουι ).Love will never cease to exist ( Orthodox christian church in Malawi )
Με τις ευχές του νέου μας Μητροπολίτη κ. Ιωάννη, μέσα στην ιδιαίτερα δύσκολη περίοδο που όλοι μας διανύουμε, ζούμε ένα θαύμα...Πράγματι, αληθινός ο λόγος του Ευαγγελίου μας, που μας διαβεβαιώνει ότι ποτέ η αγάπη δε θα πάψει να υπάρχει! Τι μεγαλύτερη απόδειξη μπορεί να ζητά η ψυχή μας να βεβαιωθεί για του λόγου το αληθές, όταν, εν μέσω μεγάλης κρίσης, άνθρωποι από την Ελλάδα απλοί, ανώνυμοι και φτωχοί συνεργάζονται και κατορθώνουν να γεμίσουν ένα εμπορευματοκιβώτιο 25 τόνων με ένα σωρό καλούδια και να το στείλουν, για να μοιραστεί στους φτωχούς και δυσκολεμένους αδελφούς τους στο Μαλάουι;Η περίοδος που διανύουμε είναι περίοδος πείνας, ανησυχίας και αβεβαιότητας, καθώς η οικονομική κατάσταση της χώρας χειροτερεύει με συνεχόμενες υποτιμήσεις του εθνικού νομίσματος, ενώ η αφύσικη καθυστέρηση των βροχών δείχνει ότι η επιβίωση θα εξελιχθεί σε μια μονίμως εναγώνια κατάσταση! Στις βροχές στηρίζεται η επιτυχία κάθε νέας σοδειάς. Το καλαμπόκι, που είναι και η βασική τροφή των Μαλαουιανών, από το Νοέμβριο και μετά, φυτεύεται και περιμένει τις βροχές, για να μεγαλώσει. Φέτος όμως, είναι πολύ αμφίβολη η επιτυχία του... Οι πλουσιότεροι έχουν βάσιμες υποψίες ότι θα φτωχύνουν και οι φτωχοί ότι θα πεθάνουν από την πείνα!Μέσα σε αυτήν την ανασφάλεια, το κοντέινερ έφτασε στη χώρα σαν δώρο Θεού! Όλοι όσοι παρευρεθήκαμε εκεί στο άνοιγμα του "μεγάλου δώρου", γεμίσαμε από χαρά, καθώς το θέαμα που αντικρίσαμε ήταν τόνοι τρόφιμα, τόνοι ρούχα και τόσα άλλα. Αλεύρι, ζάχαρη, ρύζι, όσπρια, ρούχα και παπούτσια, είδη σχολείου, εκκλησιαστικά είδη και πολλά ακόμη είδη πρώτης ανάγκης.Προτεραιότητα στις ομάδες που θα μοιραστεί το κοντέινερ έχουν οι φυλακισμένοι. Η χαρά που κάνουν με ένα σαπούνι είναι απερίγραπτη. Με ένα σακουλάκι ρύζι που τους μοιράζουμε, έχουν μεγάλη χαρά που θα μπορέσουν να το μουλιάσουν αποβραδίς στο νερό και μαζί με ζάχαρη να το απολαύσουν σαν το καλύτερο γλυκό του κόσμου... Στις γυναικείες φυλακές, δυστυχώς πάντα υπάρχουν και λίγα παιδάκια μέχρι 2-2,5 χρονών, που συνοδεύουν τις φυλακισμένες μητέρες τους... Συνήθως είναι συνεσταλμένα και δειλά. Μόλις όμως αντιληφθούν ότι υπάρχουν παιχνίδια και ότι θα τους δοθούν, τότε αλλάζει η όψη τους!Στις ενορίες η διανομή είναι πιο χαρούμενη και πανηγυρική. Συνήθως μετά από μια λατρευτική σύναξη, η χαρά είναι πάντοτε το ίδιο μεγάλη... Εκεί δεν ξεχωρίζεις ποιος έχει την μεγαλύτερη χαρά: αυτός που δίνει, ή αυτός που παίρνει;Αδελφοί μας, η διανομή ήδη ξεκίνησε και με τη βοήθεια του Θεού υπολογίζουμε να έρθει γρήγορα σε πέρας. Η χαρά και η συγκίνηση όλων μας είναι μεγάλη, αλλά μεγάλη είναι και η ευθύνη και ο κόπος, ώστε να γίνει δίκαιη, αμερόληπτη και καλά οργανωμένη διανομή. Μόνον έτσι θα έχουμε την ικανοποίηση, ότι και ο δικός σας κόπος και ο δικός μας δεν πήγαν χαμένοι, αλλά έπιασαν τόπο.Είναι ακόμη μεγάλη η χαρά μας, καθώς τα νέα έργα που μας αναθέσατε για την ανόρυξη πηγαδιών στις περιοχές Γκοβάτι και Καλιμπούγκα, με τη βοήθεια του Θεού ολοκληρώθηκαν. Η ευγνωμοσύνη όλων των ιθαγενών αδελφών μας απέναντι στους δωρητές είναι πολύ μεγάλη. Ο ενθουσιασμός και η χαρά όλων στη γύρω περιοχή για το νερό, το μεγάλο αυτό αγαθό που αποχτήσανε, νοιώθουμε να βγαίνει σαν προσευχή, σαν ευχαριστία, σαν δοξολογία προς τον Πανάγαθο Θεό μας, που αληθινά είναι Αυτός που εμπνέει στους δικούς του ανθρώπους τέτοιους ευσεβείς πόθους.Προσευχόμαστε και παρακαλούμε, ο Θεός να ενισχύει όλους εσάς, που εργάζεστε για την δόξα Του και για την ανακούφιση του δυσκολεμένου, Μαλουιανού αδελφού μας! Και πάλι σας ευχαριστούμε από τα βάθη της καρδιάς μας για τη συμπαράστασή σας προς εμάς. Ο Θεός να σας ευλογεί και αγιάζει όλους.Με αγάπη Χριστού
π. Ερμόλαος από Μαλάουι

Συντόμευση προς την ανάρτηση: http://ierapostoles.gr/?p=8048

With the blessings of our new Metropolitan John, despite the fact that we are all going through this very difficult period, we live a miracle...Indeed, true is the word of our Gospel, which assures us that love will never cease to exist! What greater proof can our soul ask for in order to verify the truth, when in the midst of such a great economic crisis, people from Greece, simple, anonymous, and poor (many of them unemployed and low-paid!) join hands together and achieve the incredible? When they manage to load a container of 25 tons, with a bunch of goods and send it to our poor and much-afflicted brothers in Malawi to share them?Dear brothers in Christ, in our daily life we may have reasons and incidents that make us lose faith and hope in the Most Merciful God, our Father and Creator, but on the other hand, we are also given -through the facts- information that the God who created us , loves us, watches us and cares for us.Such a token of God's great love toward us, brothers, was the shipment of the container you sent us from Thessalonica.The current period we are going through is still characterized by hunger, anxiety and uncertainty as the economic situation in the country deteriorates with successive devaluations of the kwacha, the national currency of Malawi, while abnormal weather along with an abnormal delayed onset of the rainy season show that survival for the poor will develop into a permanent state of anxiety.In a country with a tropical climate, such as Malawi, summer starts round November and is accompanied by rains. It is exactly in the rain that the success of any new crop depends on. The maize, which is the main food of the Malawians, from November onwards, is planted and is waiting for the rain to grow. But this year with the long delay of the rainy season, it is very likely that the crop will fail.The richer inhabitants have reasonable suspicion that they will become poorer and the poor that they will die of hunger... Could it be God's love that makes us all, without exception, turn to and have our hopes in Him and only in Him?Within this uncertainty, the container arrived in the country as a gift from God! All those who attended there in the opening of the "great gift" were filled with joy, as the spectacle in front of our eyes was tons of food, tons of clothes and so much more. Flour, sugar, rice, pulses, clothes and shoes for men women and children, school supplies, church supplies and more relief items.The "goods of love" were stored by dispensation in the big Church of the Holy Trinity and from there were distributed in all directions.Among the different groups that will benefit from this container, priority will be given to those who have been imprisoned. The joy of getting a bar of soap is indescribable. They are so happy when we give them a rice pouch, which they will soak in water overnight and will be able to eat it with sugar. They enjoy it as if it were the best dessert in the world... Unfortunately, in the women's prison, there are always a few 2-2.5 year-old- kids accompanying their imprisoned mothers... they are usually shy and timid without strength to cry or claim something... but as soon as they realize that there are toys for them, then their facial expression changes... This joy brightens their eyes and they all eagerly hurry to get what is given out to them...These visits to prisons leave a bittersweet flavor, and mixed feelings... We always leave this place with a prayer on the lips, hoping that God will be strengthening and giving courage to those who are incarcerated.In the parishes, distribution is more joyful and festive. Usually after a worshiping congregation, whether with or without notice, the joy is always equally great... There one cannot tell who feels the greatest joy: the one who gives or the one who takes? Of course, there are also incidents where some people cannot keep the order and become disruptive... However, the most beautiful and moving moments are when we see the children happy with a toy that they are holding, even if that is a plain balloon. They feel like they have the whole world in their hands... and on the other hand, when with a careless and unsuspecting move the balloon breaks, the tears and "lamentations" that follow are heart-breaking...Dear brothers, the distribution has already begun, and with the help of God we hope that it will soon be completed. The joy and emotion of all the people who are involved in this project is great, but also great is the responsibility and the effort to make a fair, impartial and well-organized distribution of all these goods to the natives. Only then will we have the satisfaction that your own effort from Greece and ours for the delivery and distribution, here in Malawi, were not in vain but worked.It is also a great pleasure for us to let you know that the new projects for the drilling of the water-wells in Govati and Kalimbuga regions that you assigned us, have been completed with the help and grace of God. The gratitude of our indigenous brothers of these regions, where the wells have been drilled, towards the donors is immense.The excitement and joy of all the natives in the surrounding area for water, this great good that they have acquired through our Church, feels like a Thanksgiving prayer to our Most Merciful God, who is truly the One who inspires His own people to do such great works and noble donations where such needs exist.We pray to God to strengthen all of you that work for His glory and for the relief of our Malawian brothers, who are going through a lot of hardship!Once again, thank you from the bottom of our hearts for your support to us. May God bless you and sanctify you all.With Love in Christ

Fr. Ermolaos from MalawiShortlink to the post: http://orthodoxmission.org.gr/?p=7216

Akooaba! Σημαίνει "Καλώς ήρθες"! Akooaba! It means "Welcome" - Orhodox Church in Ghana !Posted on Φεβρουαρίου 25, 2016 by ierapostoli 3 Votes
Με την Χάρι του Θεού και την ευλογία του Μακαριωτάτου Πατριάρχη Αλεξανδρείας κ. Θεοδώρου, έφτασα στις 13 Ιανουαρίου, στην πρωτεύουσα της Γκάνας και έδρα της νέας μου Μητρόπολης μετά από μεγάλο ταξίδι, που ξεκίνησα από την Αθήνα για να φτάσω στις δυτικοαφρικανικές ακτές του Ατλαντικού Ωκεανού. Φεύγοντας από μια παγωμένη Αθήνα και βγαίνοντας από το αεροπλάνο, σε υποδέχεται μια μεσημεριανή ζέστη 33°C και υγρασία 90% και αμέσως καταλαβαίνεις πως είσαι κάπου αλλού.Με την πρώτη σου επαφή με τους ανθρώπους αντιλαμβάνεσαι ότι είναι αξιοπρεπείς και ειρηνικοί από τη φύση τους, κάτι που το βλέπεις και στο βλέμμα τους. Αγαπούν τους ξένους και η πρώτη τους κουβέντα είναι Akooaba! Καλώς ήρθες! Παντού άνθρωποι που εργάζονται. Δεν παρατήρησα κανένα ζητιάνο στα φανάρια, στις διασταυρώσεις των δρόμων, πουθενά. Κάτι που επιβεβαίωσα και τις επόμενες ημέρες. Από νωρίς το πρωί όλοι τρέχουν για τη δουλειά, ίσως γι' αυτό χαρακτηρίζεται ως μία από τις πιο ταχέως αναπτυσσόμενες χώρες της Αφρικής.Φθάνοντας στο ιεραποστολικό μας κέντρο οπού είναι και η Μητρόπολη και ο καθεδρικός ναός της Μεταμορφώσεως, αμέσως διαπιστώνω πως έχουν προηγηθεί προ εμού άνθρωποι που έχουν εργαστεί πολύ εδώ και βρίσκω εγώ αυτή την οργανωμένη μονάδα Ιεραποστολής. Ακολουθεί η προσκύνηση στο ναό και μια μικρή ξενάγηση στο χώρο και η τακτοποίηση μου στο χώρο της μητρόπολης, που από την πρώτη όψη του κτηρίου φαίνεται ότι κτίστηκε για κλινική και όχι για σπίτι προς κατοίκηση. Οι πρώτες μου έννοιες είναι πώς να τακτοποιηθώ στο χώρο μου και να το διαμορφώσω σύμφωνα με τις δικές μου ανάγκες και το καθημερινό μου πρόγραμμα ζωής.Τη δεύτερη μέρα ακολούθησε ένας σχεδιασμός των πρώτων μας κινήσεων: της ιερατικής σύναξης, ώστε να γνωριστώ με τους άμεσους συνεργάτες μου και να με γνωρίσουν και αυτοί, της συνάντησης με τους κύκλους της νεολαίας και του προγραμματισμού της ενθρονίσεως. Τηλέφωνα, ενημερώσεις και πολλές διαδικαστικές υποθέσεις, άδεια παραμονής, γραμμή τηλεφώνου και κάποιες πρώτες ανάγκες. Τέλος, σημαντική μας προτεραιότητα ήταν και η ετοιμασία και ενημέρωση για την ετήσια συνάντηση των Ορθοδόξων κοινοτήτων στο τέλος του μηνός Ιανουαρίου. Η συνάντηση αυτή πρόκειται για ένα τετραήμερο πρόγραμμα, κατά το οποίο οι Ορθόδοξοι από όλη την Γκάνα ταξιδεύουν στο χωριό Fomena, οπού έχουμε ένα μεγάλο οικόπεδο της Εκκλησίας με τo ναό του Ευαγγελισμού και ο χώρος είναι διαμορφωμένος ως μια κατασκήνωση με τα δεδομένα της Ελλάδος. Εκεί μαζεύονται όλοι οι Ορθόδοξοι όλων των ηλικιών με ένα πρόγραμμα λατρευτικό, ομιλίες, βραδινές προσευχές. Κάθε ομάδα παρουσιάζει κάποιο πρόγραμμα, μουσικό ή χορευτικό. Η νεολαία και τα μικρά παιδιά, όλοι έχουν κάποια συμμετοχή. Βεβαίως, παρίστανται όλοι οι κληρικοί της Μητροπόλεως. Εν γένει αυτό βοηθάει στη σύσφιξη των σχέσεων των Ορθοδόξων κοινοτήτων και δη μεταξύ τους γύρω από την λατρευτική ζωή και την πνευματική τροφή, που προσφέρει η Εκκλησία και εκείνοι την έχουν τόση ανάγκη.Και δεν μπορώ να σας κρύψω την ικανοποίηση και την χαρά που αισθάνθηκα βλέποντας την ευλάβεια και την αφοσίωση και την μεγάλη πίστη που έχουν. Ίσως δεν είναι τυχαίο αυτό που βλέπουμε παντού στην Γκάνα: Gye Nyame, "τίποτα εκτός από τον Θεό", σύμβολο της υπεροχής του Θεού. Αυτό το μοναδικό και όμορφο σύμβολο βρίσκεται παντού στην Γκάνα. Είναι το πιο δημοφιλές διακοσμητικό, δηλώνει το βαθιά θρησκευτικό χαρακτήρα των ανθρώπων στην Γκάνα. Gye Nyame, "τίποτα εκτός από τον Θεό".Και τότε δόξασα το Θεό για το έργο της Ιεραποστολής, επειδή επιτελείται με συστηματικότητα και για πολλά χρόνια από όλους τους προκατόχους μου και είναι αναγκαία η συνέχιση αυτής της προσπάθειας, όταν βλέπεις τέτοιους καρπούς προς δόξαν του Αγίου ονόματος του Θεού.Μάλιστα, είναι απαραίτητο να σας αναφέρω ότι είναι πολύ σημαντικό να δημιουργήσεις μια κατάσταση, κτίζοντας μια εκκλησία, ένα σχολείο, μια κλινική. Αλλά πιο σημαντική ακόμη είναι η καταξίωση αυτών των κτηρίων στην εν χρόνω λειτουργία τους, η οποία θέλει συνεχή στήριξη και βοήθεια για την εύρυθμη λειτουργία αυτών των εγκαταστάσεων. Δυστυχώς, στην περίπτωση έλλειψης αυτής της στήριξης, χάνουμε ό,τι κερδίσαμε επενδύοντας στην οικοδόμηση και δεν μπορούμε να τα λειτουργήσουμε σε βάθος χρόνου. Αυτό είναι το πιο δύσκολο στοιχείο και ονομάζεται λειτουργικά έξοδα. Είναι ένα ζήτημα που λίγοι άνθρωποι το προσέχουν και δίνουν σημασία και ουσιαστικά πρόκειται για τους ανθρώπους που δεν έχουν μονό μάτια για να βλέπουν, αλλά έχουν οπτική και διορατικότητα και δεν εγκλωβίζονται σε μια εικόνα μόνο, αλλά η εικόνα γίνεται αφορμή για προβληματισμό και δράση.Αγαπητά μέλη και υποστηρικτές της Αδελφότητας Ορθοδόξου Εξωτερικής Ιεραποστολής, είστε άνθρωποι που σας χαρακτηρίζει η διορατικότητα και η δράση και γι' αυτό ασχοληθήκατε με την Εξωτερική Ιεραποστολή. Ο καλός μας Θεός να σας ευλογεί και να σας χαριτώνει! Σας είμαι ευγνώμων, διότι πολλές φορές μάς απεγκλωβίζετε από τα προβλήματα που αντιμετωπίζουμε στο χώρο της διακονίας μας με το δικό σας τρόπο και για αυτό σας ευχαριστώ.Ο αδελφός σας στην αγάπη του Χριστού

Ο Άκκρας Νάρκισσος Συντόμευση προς την ανάρτηση: http://ierapostoles.gr/?p=8010 Akooaba! It means "Welcome"By grace of God and with the blessing of His Beatitude Orthodox Patriarch Theodore of Alexandria, on January 13 I arrived at the capital of Ghana, the seat of my new diocese, after a long journey starting from Athens to reach the Western African shores of the Atlantic. Leaving a frozen Athens and getting off the airplane, you are received by a 33°C heat and 90% humidity and forthwith you understand that you are somewhere else.With your first contact with people, at once you see how dignified and naturally peaceful they are, which is reflected on their eyes. They love foreigners and their first word is Akooaba! Welcome! Everywhere around people working. I didn't notice any beggars in the traffic lights, on the road junctions, anywhere. This I confirmed the following days. Early in the morning they rush to work, whence it is regarded as one of the most rapidly developing countries in Africa.Arriving at our missionary center, where lie the see and the Transfiguration cathedral, immediately I perceive that I was preceded by persons who have labored there a lot, so that I can find this organized missionary unit. Afterwards followed prayer and veneration at the church, a short tour of the place and my settlement in the bishop's residence, which obviously looks like it was built to become a clinic, not a house to live in. My first care was to settle in my place and adjust it to my own needs and my daily life schedule.On the second day, we planned our first moves: a clerical assembly, where I and my direct associates could meet each other, a meeting with the Orthodox youth groups and the arrangement of the enthronement. Phone calls, briefings and a lot of procedures, residence permit, telephone contracts and some initial matters. Finally, it was an important priority for us to be informed of and prepare the annual retreat for our Orthodox communities that takes place in late January. This retreat is a four-day program, when the Orthodox from all over Ghana join in Fomena village, where there is a big lot of our Church with the Annunciation chapel on it and the place is configured much like a summer camp in Greece. There gather the Orthodox faithful of all ages to attend a program of worship, sermons, evening prayers. Each group presents a musical or dance performance. The youth, the children, everyone participates. Of course, all the priests of our diocese are present. Generally, this retreat helps to strengthen relations between the Orthodox communities around the liturgical life and the spiritual nourishment which our Church offers and they tremendously need.I cannot hide my satisfaction and joy I felt seeing their piety and devotion and great faith. Maybe this sign we meet everywhere in Ghana is no coincidence: Gye Nyame, "nothing except for God", which is a symbol of God's supremacy. This unique and beautiful symbol is ubiquitous in Ghana. It is the most popular decoration denoting the deep religious character of Ghanaians. Gye Nyame, "nothing except for God."Then I gave praise to God for the missionary work, because it has been done systematically for many years by all my predecessors, and I realized that these efforts should be continued, for they bring forth such fruits for the glory of God's holy name.However, it is necessary to stress that, though it is important to create a structure by raising a church, a school or a clinic, it is even more important for all these buildings to be glorified in a durable operation, which needs constant help and support for the proper functioning of these facilities. Unfortunately, in case that this support is absent, we lose what we earned by investing in the construction and we cannot operate them in the long term. Here comes the most difficult aspect: functional expenses. It is matter that few people pay attention to, namely only the people who can see more than their eyes, who have a vision and insight and are not confined in a picture, but this picture becomes the occasion for reflection and action.Dear members and supporters of the Orthodox Missionary Fraternity, you are people of reflection and action, which is why you came to be involved with the Orthodox Missions. May our good God bless and give grace to you! I am grateful, for many times you have delivered us in your own way from problems we face in our ministry, hence I thank you.Your brother in Christ's love

Narkissos of AccraShortlink to the post: http://orthodoxmission.org.gr/?p=7198

ΕΠΙΣΚΕΨΗ ΤΟΥ ΜΗΤΡΟΠΟΛΙΤΟΥ ΞΑΝΘΗΣ ΣΤΟ ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΣΤΟ MIKALAYI στο Κονγκό.Ένα Δημοτικό Σχολείο έκτισε και εξόπλισε πλήρως η Μητρόπολη Ξάνθης στο Mikalayi της Αφρικής, με τον Μητροπολίτη Ξάνθης κ.κ. Παντελεήμων μάλιστα στο πλαίσιο ιεραποστολής να το επισκέπτεται την Δευτέρα.Αρχικά ο ίδιος συνοδευόμενος από τον Σεβασμιότατο Πενταπόλεως κ. Ιγνατίου και τους συνεργάτες του Γραφείου Εξωτερικής Ιεραποστολής επισκέφθηκε το Δημοτικό Σχολείο της Κανάγκας "Φως Εθνών", όπου μάλιστα έτυχε ενθουσιώδους υποδοχής από τους δασκάλους και τους πολυάριθμους μαθητέςΣτην συνέχεια κατευθύνθηκε στο Mikalayi και στο Δημοτικό Σχολείο που έχτισε και εξόπλισε η Μητρόπολη. Εκεί, σύσσωμο το χωριό υποδέχθηκε τον Μητροπολίτη στην είσοδο του Σχολείου με ιαχές και τραγούδια. Από την μεριά του ο ίδιος, συγκινημένος ευχαρίστησε το πλήθος για την υποδοχή και συνομίλησε πατρικά και παραινετικά στα παιδιά και τους γονείς ενώ μοίρασε σχολικά είδη, γλυκίσματα, εικόνες και μπάλες ποδοσφαίρου. Σύμφωνα με την Ι.Μ. Ξάνθης, στην συνέχεια ευλόγησε τις σχολικές αίθουσες και το έργο των δασκάλων και τοποθέτησε την ελληνογαλλική κτιτορική πινακίδα στο Σχολείο.Η ποιμαντική επίσκεψη του Μητροπολίτη στην περιοχή είχε ως τελευταίο σταθμό το χωριό Τσιλούμπα και το εκεί δημοτικό σχολείο όπου οι μαθητές περίμεναν τον Μητροπολίτη παρατεταμένοι στην είσοδο για να τον υποδεχθούν.http://www.xanthinea.gr/2016/02/mitropoli-xanthis-dimotiko-sxoleio-stin-afriki.html http://ampelonas-trygetes.blogspot.gr/2016/02/blog-post_83.html

Μνημόσυνο για τον μάρτυρα Ιεραπόστολο του Κονγκό π. Κοσμά Γρηγοριάτη
Στις 27 Ιανουαρίου 2016 συμπληρώθηκαν 27 χρόνια από την εις Κύριον εκδημία του μακαριστού Ιεραποστόλου του Κονγκό π. Κοσμά Γρηγοριάτη, που σε ηλικία 47 ετών σκοτώθηκε σε αυτοκινητιστικό δυστύχημα στο Κονγκό (1989).

Ο πατήρ Κοσμάς, που έζησε και μεγάλωσε στη Σταυρούπολη της Θεσσαλονίκης, υπήρξε ο πρώτος Ιεραπόστολος του Κολουέζι του Κονγκό και ο εμπνευστής ενός μεγάλου πνευματικού και κοινωνικού έργου στην καρδιά της Αφρικανικής Ηπείρου. Κατήχησε και βάπτισε περισσότερους από 15.000 ιθαγενείς. Πέραν της ανέγερσης Ιερών Ναών και Ιδρυμάτων, προχώρησε στην ανοικοδόμηση Δημοτικών Σχολείων. Επίσης, για την ανάβαθμιση του βιωτικού και πολιτισμικού επιπέδου του λαού ίδρυσε Τεχνική Αγροτική Σχολή, αναπτύσσοντας ταυτόχρονα γεωργικά και κτηνοτροφικά προγράμματα στο Νότιο Κονγκό.

Η ζωή, η ακάματη ιεραποστολική διακονία και η αιφνίδια έξοδος του π. Κοσμά, ευαγγελιστού των Κονγκολέζων αδελφών μας και πνευματικού ιδρυτή του Ιεραποστολικού Συνδέσμου "Άγιος Κοσμάς ο Αιτωλός", συγκλόνισαν, αφύπνισαν και παρεκίνησαν πλειάδα κληρικών και λαϊκών να συμμετάσχουν ενεργά στο ιεραποστολικό σκάμμα, κηρύττοντας το Ευαγγέλιο του Χριστού "πάση τη κτίσει".

Ο Ιεραποστολικός Σύνδεσμος "Άγιος Κοσμάς ο Αιτωλός", τιμώντας τη μνήμη του μάρτυρα Ιεραποστόλου, το Σάββατο 30 Ιανουαρίου ε.έ. τέλεσε στον Ιερό Ναό Αγίου Ελευθερίου Σταυρουπόλεως Θεία Λειτουργία, χοροστατούντος του Πρωτοσυγκέλου της Ι. Μητροπόλεως Νεαπόλεως & Σταυρουπόλεως π. Διονυσίου Πατσάνη και συλλειτουργούντων του Πρωτοσυγκέλου της Μητροπόλεως Ιερισσού, Αρδαμερίου και Αγίου Όρους π. Χρυσοστόμου Μαϊδώνη και των ιερέων του Ι. Ναού. Ακολούθως, τελέστηκε το ετησίως καθιερωμένο Μνημόσυνο υπέρ αναπαύσεως της ψυχής του μάρτυρα Ιεραποστόλου, πατρός Κοσμά Γρηγοριάτη.

Κατά τη διάρκεια του κηρύγματος ο Πρωτοσύγκελος της Μητροπόλεως Ιερισσού, Αρδαμερίου και Αγίου Όρους π. Χρυσόστομος Μαϊδώνης εξήρε την ανιδιοτελή και ακατάπαυστη προσφορά του π. Κοσμά επί του ιεραποστολικού πεδίου και τόνισε ότι η θυσία του λειτούργησε αφυπνιστικά σε πολλές συνειδήσεις, ώστε να ποτιστεί και να ριζώσει το δέντρο της Εξωτερικής Ιεραποστολής στην διψώσα Αφρικανική Ήπειρο.

Ο π. Εφραίμ Παναούσης στο "Ενορία εν δράσει..."

"Μουελαμπά σημαίνει γεια σου"Για τις εμπειρίες από ταξίδι του στην Ουγκάντα, μίλησε πριν από λίγες ημέρες ο Αρχιμανδρίτης Εφραίμ Παναούσης, στην Ευαγγελίστρια Πειραιώς, στο πλαίσιο του προγράμματος "Ενορία εν δράσει...". "Ουγκάντα: Είχα την περιέργεια να"Φύγαμε από την Ελλάδα κάνοντας τον Σταυρό μας"Αφού περιέγραψε τα συναισθήματα που ένοιωσε φτάνοντας εκεί νύχτα και αντικρίζοντας τον πολύ κόσμο που περίμενε να τον υποδεχθεί, παρουσίασε μέσα από πλούσιο φωτογραφικό υλικό τις συνθήκες κάτω από τις οποίες έζησε τις ημέρες που βρέθηκε για πρώτη φορά στην Ιεραποστολή.
Παρουσίασε την κρεβατοκάμαρα, την "καλή κουζίνα", τους ανθρώπους που κουβαλάνε νερό... μας ξενάγησε στους "κεντρικούς δρόμους" και μας παρουσίασε τις καθημερινές συνήθειες αλλά και δυσκολίες των ανθρώπων, κάνοντας λόγο για τις "ευρεσιτεχνίες" τους, προκειμένου να ανταπεξέρχονται στα τρέχοντα.
"Ένα μεγάλο δώρο και ακριβό δώρο είναι να έχει κανείς ποδήλατο" σημείωσε στη συνέχεια και αναφέρθηκε στον πρώτο Επίσκοπο της Ουγκάντα, τον Σεβασμιώτατο Μητροπολίτη Σπάρτα ο οποίος "ξεκίνησε την Ιεραποστολή στην Ουγκάντα με έναν τρόπο συγκλονιστικό", όπως χαρακτηριστικά είπε.
"Όλες οι Ιεραποστολές έχουν ξεκινήσει από ανθρώπους", τόνισε και συνέχισε λέγοντας πως "ο Θεός χρησιμοποιεί ανθρώπους - όργανα για να πει το λόγο του".
Κάνοντας αναφορά στην ιστορία του πρώτου Επισκόπου και στο πώς έφτασε στα μέρη αυτά ο Χριστιανισμός, έκανε λόγο για ένα ζευγάρι Προτεσταντών το ποίο πήρε ένα μικρό αφρικανόπουλο να το μεγαλώσει και φεύγοντας στη συνέχεια για την πατρίδα τους, του άφησαν μια Βίβλο και την ιστορία της Αρχαίας Σπάρτης. Ο μικρός αγάπησε τόσο πολύ την Σπάρτη και ονομάστηκε Σπάρτας ενώ στη συνέχεια άλλαξε και τα ονόματα όλης του της οικογένειας. Αυτό το παιδί λοιπόν κάποτε που βρέθηκε σε επικοινωνία με το Πατριαρχείο Αλεξανδρείας ρώτησε για το θρήσκευμα των Σπαρτιατών και στη συνέχεια ζήτησε να κατηχηθεί και να βαπτισθεί Χριστιανός. Μετέπειτα χειροτονήθηκε Ιερέας και στη συνέχεια Επίσκοπος.
"Από την Ουγκάντα η Ορθοδοξία θα ταξιδέψει στη διπλανή Κένυα και την Τανζανία. Από έναν και μόνο άνθρωπο" που έγινε όχημα για να κουβαλήσει στις πλάτες του το Θεό, τόνισε ο π. Εφραίμ, ενώ αναφέρθηκε και στον δεύτερο Επίσκοπο, τον Επίσκοπο Νατζάμα.
Περνώντας η ώρα και εναλλάσσοντας τις φωτογραφίες από το μακρινό του ταξίδι, μας σύστησε την Έντζο και τη Μαρία, δύο παιδιά της Ιεραποστολής λέγοντα πως εκεί "τα παιδάκια είναι όλα χωρίς μαλλιά και φοράνε στολές".
Επίσης επισκεφτήκαμε το δημοτικό σχολείο, μέσα στο οποίο τα παιδιά μπαίνουν ξυπόλυτα και πήγαμε μέσα στις τάξεις τους, όπου "κάθε τάξη μπορεί να έχει μέσα 90 παιδιά".
"Δίπλα στην Ιεραποστολή είναι το νοσοκομείο του Τιμίου Σταυρού", συνέχισε ο π. Εφραίμ, υπογραμμίζοντας πως "ο μεγαλύτερος εχθρός του ανθρώπου στην Αφρική είναι το κουνούπι".
Ανέφερε ότι παλαιότερα δεν υπήρχαν φάρμακα για την ελονοσία, όμως "τώρα - δόξα το Θεό - υπάρχουν, αλλά δεν έχουν όλοι πρόσβαση". "Σήμερα περνιέται σαν γρίπη. Κρατάει περίπου 3 ημέρες", συμπλήρωσε.
"Το πιο ακριβό δώρο για τα παιδιά είναι μια καραμέλα. Όταν δώσεις την καραμέλα, τότε γονατίζουν για να σου δείξουν το σεβασμό και την αγάπη τους"είπε σε άλλο σημείο της "ξενάγησης" ο π. Εφραίμ, συμπληρώνοντας ότι την καραμέλα αυτή μερικά παιδιά την έκοβαν στα τρία, για να φάνε και τα άλλα τους αδέλφια.
Γνωρίσαμε τον αρχαιότερο ιερέα της Ουγκάντα, ο οποίος είχε κοντά του σε φωτογραφίες έναν Έλληνα τσολιά με την Ακρόπολη, δείγμα της μεγάλης του αγάπης για την Ελλάδα. Είδαμε το ποδήλατο "που κουβαλάει τα πάντα", τα παιδιά της πόλης, τα απογευματινά χρώματα της Ουγκάντα, το Αστυνομικό της τμήμα και ένα μικρό δωματιάκι που μεγάλωσαν 10 άνθρωποι τρώγοντας όλοι μαζί από ένα τσουκάλι.
"Ο Θεός τον οποίο εμείς φυγαδεύουμε από την Ευρώπη, βρίσκει καταφύγιο σε αυτές τις ψυχούλες", συνέχισε περιγράφοντας τις φωτογραφίες ο π. Εφραίμ φτάνοντας έτσι μέχρι την Καμπάλα, στην οποία το 12% είναι Μουσουλμάνοι.
"Περάσαμε" από την αγορά, "στην οποία χάνεσαι", είδαμε τα μοτο-ταξί και στη συνέχεια παρακολουθήσαμε εικόνες από Ιεραποστολές όπου τα σπίτια είναι μέσα στη ζούγκλα.
"Η μαγεία στην Αφρική είναι σε πολύ μεγάλη άνθιση", υπογράμμισε ο π. Εφραίμ, ενώ αναφερόμενος στην παιδική εργασία τόνισε ότι αν και απαγορεύεται δια νόμου στην Ουγκάντα, αυτό δεν ισχύει πάντα προβάλλοντας εικόνες με παιδιά που κουβαλούσαν οτιδήποτε για τις ανάγκες τους.
Αντικρίσαμε παιδιά που ζούσαν στην παραβατικότητα και που εάν δεν γινόταν κάτι συγκλονιστικό στη ζωή τους, θα κατέληγαν σε ιδρύματα ή και στη φυλακή, παιδιά που έπαιζαν ανάμεσα στα σκουπίδια.
Κατά την "επίσκεψή μας" στο πρώτο Μοναστήρι της Αγίας Μαρίας της Αιγυπτίας στην Ουγκάντα, επισκεφθήκαμε τα καινούρια σχολεία, την βιβλιοθήκη και τεράστια οικήματα που δημιουργήθηκαν με υποδομές και φιλοξενούν πολλά παιδιά.
"Επισκεφθήκαμε" επίσης στο Ναό του Αγίου Αντωνίου στο Μόντε.Ο π. Εφραίμ παρουσίασε τις καλύβες τις Αφρικής και περιγράφοντας τις δυσκολίες της καθημερινότητας, τόνισε ότι "στη ζωή συνηθίζονται τα πάντα. Τα πάντα όμως".Είδαμε τα "ιδιωτικά σχολεία" και τους "παιδικούς σταθμούς" που εκεί θεωρούνται πολυτέλεια για όποιον στέλνει τα παιδιά του, ενώ όπως ανέφερε ο π. Εφραίμ καμία Ιεραποστολή δεν έχει παράθυρα "γιατί απλά δεν χρειάζονται".
Φτάσαμε μέχρι την Μπουκούγια, την καλύτερα οργανωμένη Ιεραποστολή η οποία είχε πάρα πολλά παιδιά. "Η αρχοντιά της αγάπης από ανθρώπους που δεν έχουν τίποτα, είναι κάτι το συγκλονιστικό στην Αφρική", επεσήμανε ο π. Εφραίμ, συμπληρώνοντα πως "το να κοιμάται ένα παιδί έστω και κάτω είναι πολύ μεγάλο πράγμα".
Σχολιάζοντας το ότι στη Θεία Λειτουργία οι πιστοί μένουν "κεριά αναμμένα και δεν κουνιέται κανείς", επεσήμανε πως "είναι συγκλονιστικό να βλέπεις ανθρώπους που έφτασαν προσφάτως στην Ορθοδοξία να στέκουν με δέος στα τελούμενα. Κι εμείς που έχουμε γεννηθεί σε αυτή την Ορθόδοξη παράδοση να είμαστε σαν να μην συμβαίνει τίποτα".
Επίσης προβλήθηκαν φωτογραφίες από παραδοσιακό γάμο, όπου ο γαμπρός δίνει χρήματα στον πατέρα της νύφης για να την αγοράσει.
Μιλώντας για τον σκοπό της επίσκεψής του εκεί ο π. Εφραίμ ανέφερε ότι αυτή έγινε προκειμένου να βοηθηθεί οργανωμένα η Ορθόδοξη Ιεραποστολή της Ουγκάντας για την οποία αγοράστηκε κτήμα 11 στρεμμάτων προκειμένου να περιλαμβάνει Ναό, Σχολεία, Ορφανοτροφείο και Ιατρείο.
Ανέφερε ότι στις 8 Σεπτεμβρίου 2012 στήθηκε, στο κτήμα, Σταυρός και τελέστηκε Αγιασμός προκειμένου αυτό το έργο να ξεκινήσει με τη Χάρη του Θεού.
"Στην Αφρική τα θαύματα γίνονται πιο εύκολα", υπογράμμισε ο π. Εφραίμ, συμπληρώνοντας ότι από την Ιεραποστολή και την Ουγκάντα μένει μια γλυκιά ανάμνηση. Άνθρωποι, πρόσωπα λαμπερά, και δυσκολίες, αλλά εκπαιδεύεται ο άνθρωπος να αντέχει
Σημείωσε πως "όταν εδώ πνιγόμαστε στα ρηχά, εκεί που κολυμπάνε στα πέλαγα, έχουν μάθει να μην πνίγονται"."Ας προσευχόμαστε για αυτούς και για όλους όσοι βρίσκονται σε τέτοιους προμαχώνες", κατέληξε.

ΣΥΓΧΡΟΝΟΙ ΙΕΡΑΠΟΣΤΟΛΟΙ
Γέροντας Αμφιλόχιος: Το "αθόρυβο" έργο του στη Νέα Ζηλανδία

Δεν είναι λίγες οι φορές που η εκκλησία έχει βρεθεί στο στόχαστρο άσχημων καταστάσεων λόγω σκανδάλων που έρχονται στο φως της δημοσιότητας.

Υπάρχουν όμως ιερείς, μοναχοί και μοναχές που προσφέρουν μεγάλο πνευματικό έργο. Και ο τόπος μας έχει ακράδαντες αποδείξεις για να επιβεβαιώσει αυτή την άποψη . Μία από αυτές είναι και ο σεβαστός γέροντας Αμφιλόχιος Τσούκος, ο νυν Μητροπολίτης Νέας Ζηλανδίας.

Ο Γέροντας Αμφιλόχιος γεννήθηκε στη Λάρδο , γαλουχήθηκε από την οικογένεια και τους δασκάλους του, αποφοίτησε από την Πατμιάδα Εκκλησιαστική Σχολή και από την Θεολογική Σχολή Χάλξης. Έκτοτε καθοδηγούμενος από τα πνευματικά διδάγματα του Πάτμιου γέροντα του Αμφιλόχιου Μακρή, ακολούθησε από πολύ νωρίς τον δύσκολο δρόμο της Ιεραποστολής για πολλά χρόνια.
Το πνευματικό του έργο
Όπως αναφέρει το agioritikovima.gr, θήτευσε στη Ρόδο ως Ηγούμενος της Ιεράς Μονής Θάρρι και πνευματικός της Ιεράς Μονής Υψενής. Ο Γέροντας Αμφιλόχιος αναβίωσε τον μοναχισμό στη Ρόδο με την ίδρυση της ανδρικής και γυναικείας αδελφότητας.

Στις 20 Νοεμβρίου 2005 ενθρονίστηκε Μητροπολίτης Νέας Ζηλανδίας. Ροδίτες και Δωδεκανήσιοι παρεβρέθησαν στην ενθρόνιση του στον Καθεδρικό Ναό του Ευαγγελισμού και εκεί φάνηκε και η απέραντη αγάπη που είχαν στο πρόσωπο του. Στη μακρινή Ζηλανδία και στα νησιά Φίτζι αντίκρισε φτωχά χωριά και ανθρώπους που διψούσαν να μάθουν για την ορθοδοξία. Παρά τις όποιες δυσκολίες, ολοένα και αυξάνονται οι κάτοικοι που δοξάζουν τον Θεό εκεί στα μακρινά Φίτζι..

Ο Γέροντας Αμφιλόχιος με τους πιστούς του ακόλουθους και συνεργάτες, έχτισαν ναούς, μοναστήρια, ορφανοτροφεία, χειροτόνησαν ιερείς , καθοδήγησαν πνευματικά και έτσι βαφτίστηκαν εκατοντάδες παιδιά και ενήλικες Χριστιανοί Ορθόδοξοι. Δίχως μεγάλους ναούς, κατασκευασμένους από ξύλο, παρά μόνο με το ιερό Ευαγγέλιο και μέσα από λιτούς τρόπους διέδωσαν το αληθινό νόημα της Εκκλησίας μας στην άλλη άκρη του κόσμου.

Χάρη στο ιεραποστολικό έργο του Γέροντα Αμφιλοχίου Τσούκου, το καντήλι της ορθοδοξίας θα παραμείνει για πάντα αναμμένο στη μέση του Ειρηνικού Ωκεανού.

Read more: http://www.newsbomb.gr/ellada/news/story/416765/gerontas-amfilohios-to-athoryvo-ergo-toy-sti-nea-zilandia#ixzz471pp0ZxK

Ο doctor Αntonios της Ουγκάντας

Αξίες παλιές, αλλά διαχρονικές: Ο γιατρός Αντώνης Λιάσκος, ο doctor Αntonios της Ουγκάντας

ΣΤΑΥΡΟΣ ΘΕΟΔΩΡΑΚΗΣ
ΤΑ ΝΕΑ ΣΤΟΝ ΟΡΘΟΔΟΞΟ ΑΜΠΕΛΩΝΑ ΤΗΣ ΑΦΡΙΚΗΣ
Ήταν τότε που χτύπησε ο κυκλώνας Ναργκίς. Οι εφημερίδες έγραφαν για τα παιδιά της Μιανμάρ που πεθαίνουν αβοήθητα. Τον δικτάτορα που δεν αφήνει τους Δυτικούς γιατρούς και την ανθρωπιστική βοήθεια να φτάσει στον λαό του.
Κάπως έτσι πρέπει να είναι τα πράγματα. Δίπλα μου, στον γυαλισμένο προθάλαμο της κλινικής, ένα ζευγάρι ηλικιωμένων είχε τον πόνο του. Απέναντί του, το κουτί μιας ανθρωπιστικής οργάνωσης τους καλούσε να βοηθήσουν τα παιδιά του κόσμου. Η κυρία δυσπιστούσε. Από κοντά και ο σύζυγος. "Και τι τα κάνουν τόσα λεφτά;" Τελικά, κατέληξαν ότι καλύτερα είναι να κοιτάει ο καθένας τη δουλειά του.
Αυτή ήταν και η αφορμή γι΄ αυτό το ρεπορτάζ. Να βρούμε γιατρούς που δεν κοιτάνε μόνο τη δουλειά τους. Ο κατάλογος, ευτυχώς, ήταν μεγάλος. Καταλήξαμε σε δύο: Νίκος Λυγιδάκης, γεννηθείς στην Κίσσαμο Χανίων, και Αντώνης Λιάσκος, Ελευσίνιος που ζει χρόνια στο Ρέθυμνο. Ναι και οι δύο "σχετίζονται" με την Κρήτη. Καλύτερα έτσι. Οι εφημερίδες φέτος έχουν χορτάσει με "καουμπόηδες" Κρητικούς, ας ασχοληθούμε λίγο και με τους άλλους. Τους αθόρυβους.
Στη συνάντησή μας κοιτούσε χαμηλά και μιλούσε σιγανά. Μου το είχαν πει και στο Ρέθυμνο. "Ένας παράξενος άνθρωπος". "Κάθε Φλεβάρη εγκαταλείπει την οικογένειά του -πέντε παιδιά έχει!-, φεύγει και από το νοσοκομείο και χάνεται στη Μαύρη Ήπειρο". Είχα μεγάλη περιέργεια να τον γνωρίσω. Τελικά, ο Αντώνης Λιάσκος, "ο γιατρός της Αφρικής", ήταν όπως τον είχα φανταστεί. Καφέ ρούχα και ένα μαύρο σακίδιο, με χαρτιά και βιβλία. Από τους ανθρώπους που δεν πάνε ποτέ βόλτα στα μαγαζιά. Η δική του χαρά είναι εδώ και πολλά χρόνια η Αφρική. Τα χωριά που τον ξέρουν ως doctor Αntonios.
Από μικρός θέλατε να γίνετε γιατρός;
Ήταν πάντα στις βλέψεις μου. Εκείνα τα χρόνια, ήταν η μεγάλη πείνα της Νιγηρίας. Δημοσιεύονταν συνεχώς άρθρα και φωτογραφίες για την Μπιάφρα. Μετά κάποιος φίλος μού δώρισε το βιβλίο "Η ζωή του Άλμπερτ Σβάιτσερ". Ο Σβάιτσερ ήταν πολυσχιδής προσωπικότητα- γιατρός, φιλόσοφος, θεολόγος, μουσικός. Βραβεύτηκε το 1952 με το Νόμπελ Ειρήνης, έφτιαξε και ένα νοσοκομείο στην Κεντρική Αφρική. Επηρεάστηκα πολύ. Ήθελα να του μοιάσω.
Πότε πήγατε πρώτη φορά στην Αφρική;
Το 1990. Το συζητήσαμε με τον τότε Μητροπολίτη και νυν Αρχιεπίσκοπο Κρήτης κ.κ. Ειρηναίο. Με βοήθησε το γεγονός ότι είχα ήδη σταθερή δουλειά και φυσικά η κατανόηση της συζύγου μου. Είχαμε αποκτήσει ήδη πέντε παιδιά. Καταλαβαίνετε ότι ήταν πολύ δύσκολο η οικογένεια να μένει μόνη, χωρίς τον πατέρα για έναν, δύο μήνες.
Τα τελευταία χρόνια πηγαίνετε κυρίως στην Ουγκάντα;
Ναι, γιατί στην Ουγκάντα δεν πεθαίνεις από πείνα, πεθαίνεις από αρρώστιες κι αν είσαι γιατρός εκεί μπορείς να βοηθήσεις. Εκεί, επίσης, βρήκα ανθρώπους που μου ταιριάζουν περισσότερο, κυρίως τον Μητροπολίτη Ιωνά.

Ο Ουγκάντας Ιωνάς (δες εδώ) Είναι Αφρικανός; Αφρικανός βέβαια, σπουδασμένος στην Κίσσαμο. Η Μητρόπολή του είχε ήδη ένα νοσοκομείο και έτσι μπορώ να χειρουργώ με μεγαλύτερη ευκολία. Μετά πάμε σε απομονωμένα χωριά, όπου οι άνθρωποι έχουν δύσκολη πρόσβαση σε υπηρεσίες υγείας. Ο παπάς της Μητρόπολης ενημερώνει τους ανθρώπους ότι πρόκειται να γίνει ιατρείο και το άλλο πρωί όλοι σε περιμένουν.

Έχω μια απορία. Έχετε σύζυγο, πέντε παιδιά, είσθε χειρουργός στο Νοσοκομείο Ρεθύμνου. Πώς μπορούν να συνδυαστούν όλα αυτά με τα μεγάλα ταξίδια;

Μπορούν. Όλα αυτά τα χρόνια συλλέγω την ετήσια άδειά μου και τη διαθέτω στο ακέραιο για τα ταξίδια μου στην Αφρική. Έχω την τύχη να έχω μία εξαιρετική σύζυγο, η οποία με στηρίζει. Από το φαρμακείο της περνούν όλοι οι άνθρωποι που θέλουν να δώσουν κάτι. Τα παιδιά νιώθουν τιμή που ο μπαμπάς τους κάνει κάτι σημαντικό. Περνάμε μαζί τα ρεπό μου και τα Σαββατοκύριακα. Και τον Φεβρουάριο ξέρουν ότι θα λείψω.
Γιατί πάντα τον Φεβρουάριο;
Γιατί τότε αρχίζει το σχολικό έτος και βοηθώ στην επιλογή των μαθητών που θα πάρουν υποτροφίες. Είναι το ραντεβού μας. Ακόμη κι αν κάποιος δεν με γνωρίζει προσωπικά, ξέρει ότι κάπου βρίσκεται ο doctor Αntonios. Είμαι γι΄ αυτούς ο λευκός γιατρός. Είναι σαν να λες ότι σε ένα χωριό της Ελλάδος έρχεται κάθε χρόνο ένας μαύρος, όλοι θα τον μάθουν.

Πώς είναι οι άνθρωποι της Αφρικής;

Δεν συνάντησα ποτέ μελαγχολικό ή μίζερο άνθρωπο. Προσπαθούν να λύνουν τα προβλήματά τους. Δεν είναι εκ γενετής τεμπέληδες, ούτε μπορείς να πεις ότι δεν παίρνουν στροφές. Είναι καλοί άνθρωποι, αλλά εξαιρετικά στερημένοι. Τα περισσότερα παιδιά φορούν παπούτσια πρώτη φορά όταν πηγαίνουν Γυμνάσιο κι αυτό επειδή στην Αφρική για να πας στο Γυμνάσιο είναι υποχρεωτικό να φοράς παπούτσια. Πολλά απ΄ αυτά όταν φύγουν από το σχολείο, τα βγάζουν για να μη τα λειώσουν.

Δεν έχουν ερωτήματα όπως "γιατί τους βοηθάτε;".

Δεν πρόκειται να ξεχάσω ποτέ αυτό που μου είχε πει κάποτε ένα παιδί, ο Στίβεν. Με είχε ρωτήσει: "Δεν με γνωρίζετε, είστε λευκός, γιατί με βοηθάτε;". Όταν τον είχα πρωτοδεί, δεν είχε φαγητό να φάει, παπούτσι να φορέσει, κρεβάτι για να κοιμηθεί. Τώρα είναι φοιτητής σε πανεπιστήμιο. Αυτό το παιδί ποτέ του δεν κατάλαβε για ποιον λόγο στάθηκα δίπλα του.

Γιατί σταθήκατε δίπλα του;

Για μένα, όχι γι΄ αυτόν. Έπειτα από ένα ταξίδι στην Αφρική, βλέπεις αλλιώς τη ζωή σου.

Ανάλογα πού έχεις περπατήσει βέβαια...

Ναι, η Αφρική δεν είναι τα λιοντάρια, τα φίδια και η ζούγκλα με τον Ταρζάν. Το πρόβλημα της Αφρικής είναι οι αρρώστιες, η ελονοσία και η αγραμματοσύνη. Εγώ με αυτά ασχολούμαι.

Έχω ακούσει ότι και εσείς είχατε προσβληθεί από ελονοσία.

Η ελονοσία είναι μία δύσκολη ασθένεια η οποία μπορεί να μην εκδηλωθεί αμέσως. Το 2003, έχοντας επιστρέψει από την Ουγκάντα, βρέθηκα στην Εντατική. Έχω προσβληθεί τρεις φορές από την ελονοσία, αλλά αυτή ήταν η πιο δύσκολη. Οι άνθρωποι στην Ουγκάντα έμαθαν για την κατάστασή μου και δεν πίστευαν στα μάτια τους όταν με ξαναείδαν. Και στο Ρέθυμνο όλοι πίστευαν ότι πεθαίνω.

Όταν συνταξιοδοτηθείτε,θα περνάτε περισσότερο καιρό στην Αφρική;

Ναι, γιατί εγώ δεν βρίσκω νόημα στη ζωή μου με το να κρατώ στην αγκαλιά μου ένα σκυλάκι ή με το να στέλνω μια επιταγή ή να εκδίδω ένα ψήφισμα. Δεν βοηθώ εγώ τους Ουγκαντέζους, αλλά οι Ουγκαντέζοι βοηθούν εμένα. Με βοηθούν να αντιληφθώ τι είναι ο άνθρωπος, τι είναι η ζωή. Ο Ωνάσης πέθανε μέσα σε ένα μπάνιο. Πρέπει να δίνουμε νόημα στη ζωή μας, το οποίο σίγουρα δεν υπάρχει στα ακριβά αυτοκίνητα.
Δείτε: Συνέντευξη δύο φοιτητών για τη συμμετοχή τους στην Ιεραποστολή της Ουκάντα (βίντεο).
10 Ιεραποστολικά βίντεο
Ιερείς της Μαύρης Αφρικής
Ο πρώην άθεος π. Θεμιστοκλής των μαύρων αδελφών

Διαβάστε και: Η Ιεραπόστολος Μάμα - Σταυρίτσα, νέο βιβλίο για την ορθόδοξη ιεραποστολή στην Αφρική
Το συγκεκριμένο πόνημα ανήκει στον συγγραφικό ζήλο του π.Χρυσοστόμου Μαϊδώνη. Αναφέρεται στη βιογραφία της Μάμα Σταυρίτσας (1916-2000), μιας από τις λίγες γυναίκες ιεραποστόλους στην Αφρική.
To βιβλίο προλογίζει ο μητροπολίτης Κεντρώας Αφρικής ΝΙΚΗΦΟΡΟΣ.
Έκδοση Ιερά Μονή Κοσμά Αιτωλού Αρναίας. [ΕΔΩ].

# data[].attributes.attachment_link.title
ΑΦΙΕΡΩΜΑ ΣΤΗΝ ΟΡΘΟΔΟΞΗ ΕΞΩΤΕΡΙΚΗ ΙΕΡΑΠΟΣΤΟΛΗ ΑΝΑ ΤΟΝ ΚΟΣΜΟ - Tackk

# data[].attributes.attachment_link.description
Κοντέινερ Αγάπης για Μαδαγασκάρη και Σιέρα Λεόνε.Posted on Οκτωβρίου 24, 2014 by ierapostoli 5 Votes ΙΩΑΝΝΑ ΦΩΤΙΑΔΗ Κυριακή πρωί στον Άγιο Ευθύμιο Κερατσινίου και μια καλά δομημένη ανθρώπινη αλυσίδα μεταφέρει επιμελώς κούτες με κάθε λογής αγαθά, που καταλήγουν σε δύο φορτηγά παρκαρισμένα στην είσοδο του ναού.

# data[].attributes.attachment_link.title
Α3 - Διαδικτυακή Εφημερίδα του τμήματός μας

# data[].attributes.attachment_link.description
Βρείτε ένα κατάλληλο όνομα που να σας εκφράζει, να σας διασκεδάζει, να σας εμπνέει να την χρησιμοποιείτε... διαλέξτε πρότυπο σχεδίασής τους, με το να φτιάξετε λογαριασμό στο google+. Περιμένουμε τις προτάσεις σας!
Ας γίνει αυτή η εφημερίδα τοίχου ... διαδικτυακού ο τόπος που θα συζητούμε, θα λύνουμε τις απορίες μας και θα χαιρόμαστε την φανέρωση της αλήθειας του Θεού μέσα στην ανθρώπινη ιστορία.

# data[].attributes.attachment_link.title
Γ1 - Ονομάζω την ιστοσελίδα του τμήματός μας!

# data[].attributes.attachment_link.description
Βρείτε ένα κατάλληλο όνομα που να σας εκφράζει, να σας διασκεδάζει, να σας εμπνέει να την χρησιμοποιείτε... διαλέξτε πρότυπο σχεδίασής τους, με το να φτιάξετε λογαριασμό στο google+. Περιμένουμε τις προτάσεις σας! Μπορείτε να απαντήσετε στις ερωτήσεις που θα σας τοποθετούμε εδώ και να συζητάτε ό,τι έχετε απορία. Καλωσήρθατε!

# data[].attributes.attachment_link.title
Γ2 - Διαδικτυακή εφημερίδα του τμήματός μας

# data[].attributes.attachment_link.description
Βρείτε ένα κατάλληλο όνομα που να σας εκφράζει, να σας διασκεδάζει, να σας εμπνέει να την χρησιμοποιείτε... διαλέξτε πρότυπο σχεδίασής τους, με το να φτιάξετε λογαριασμό στο google+. Περιμένουμε τις προτάσεις σας! Μπορείτε να απαντήσετε στις ερωτήσεις που θα σας τοποθετούμε εδώ και να συζητάτε ό,τι έχετε απορία. Καλωσήρθατε!

# data[].attributes.attachment_link.title
Γ3 - Διαδικτυακή εφημερίδα του τμήματός μας

# data[].attributes.attachment_link.description
Βρείτε ένα κατάλληλο όνομα που να σας εκφράζει, να σας διασκεδάζει, να σας εμπνέει να την χρησιμοποιείτε... διαλέξτε πρότυπο σχεδίασής τους, με το να φτιάξετε λογαριασμό στο google+. Περιμένουμε τις προτάσεις σας! Μπορείτε να απαντήσετε στις ερωτήσεις που θα σας τοποθετούμε εδώ και να συζητάτε ό,τι έχετε απορία. Καλωσήρθατε!

# data[].attributes.attachment_caption
Μελέτησε τη σημασία του ορθόδοξου μοναχισμού.

# data[].attributes.attachment_link.title
Υλικό για το ΜτΘ - Π.Ε.Θ. || Πανελλήνια Ένωση Θεολόγων

# data[].attributes.attachment_link.description
H πανελλήνια ένωση θεολόγων (Π.Ε.Θ.) είναι επιστημονική ένωση, επιστημονικό και συνδικαλιστικό Σωματείο και ιδρύθηκε το 1950 και περιλαμβάνει στις τάξεις της το μεγαλύτερο αριθμό των ορθοδόξων θεολόγων της χώρας μας.

# data[].attributes.attachment_link.title
Οδηγοί Εκπαιδευτικού - Ινστιτούτο Εκπαιδευτικής Πολιτικής

# data[].attributes.attachment_link.description
Νέα Προγράμματα Σπουδών στα Θρησκευτικά Οδηγοί Εκπαιδευτικού Δημοτικό - Γυμνάσιο Λύκειο &n...

# data[].attributes.headline
Παρουσίαση Δημιουργίας διαδραστικής τάξης στο padlet.com

# data[].attributes.subject
Παρουσίαση Δημιουργίας διαδραστικής τάξης στο padlet.com

# data[].attributes.attachment_link.title
Δημιουργία Διαδραστικής τάξης στην ψηφιακή πλατφόρμα του padlet.com

# data[].attributes.attachment_link.description
Δημιουργία Διαδραστικής τάξης στην ψηφιακή πλατφόρμα του padlet.com