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http://mooc.educalab.es/courses/course-v1:MOOC-INTEF+INTEF176+2017_ED2/info

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Unit 5. The eTwinning social networkd > Final P2P challenge > Design an eTwinning project plan

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Unit 5. The eTwinning social networkd > Final P2P challenge > Design an eTwinning project plan

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Unit 5 My eTwinning project plan
Women's rights and stereotypes

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Unit 5. The eTwinning social network                            Peer assessment activity (PTP): Project Plans

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Unit 5. The eTwinning social network                            Peer assessment activity (PTP): Project Plans

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1.Children's art exposition' Ana Ma. Pinto http://moocintefetwinningannapinto.blogspot.com.es/2017/05/my-project-plan-childrens-art-exposition.html

https://prezi.com/zplxrvnt_g1i/children039s-art-gallery/?utm_campaign=share&utm_medium=copy

2. FRIEND, A COUNTRY http://kike35.blogspot.es/1495138760/p2p-unit-5/

3. WE ARE HEALTHY HEROES Carlos Sebastián
https://carlosbastianblog.wordpress.com/2017/05/18/final-project-we-are-healthy-heroes/

https://prezi.com/view/vpbon6uxv5grbTVnyiXV/

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Unit 5. The eTwinning social network > Weekly Challenges > Working in the TwinSpace

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Unit 5. The eTwinning social network > Weekly Challenges > Working in the TwinSpace

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Tweet
Twinspace is an excellent educational tool for collaboration between European schools. I wish I could delete the archive pages!

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Unit 5. The eTwinning social network > Weekly Challenges > Working in the TwinSpace

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Unit 5. The eTwinning social network > Weekly Challenges > Working in the TwinSpace

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5. What did you think of the TwinSpace? Go to the "Guestbook" page and leave your 3x1 impression on the collaborative noticeboard we have prepared for you. Tell us: 3 three aspects of the TwinSpace you liked + 1 aspect that should be improved .
Twinspace is a great collaborating platform easy to use.

3 three aspects of the TwinSpace I like

1. Offers many tools for communication (FORUMS, CHAT)

2. We can collaborate with our partners on the PAGES
3. Upload all kind of material (Images, Videos, Files)

1 aspect that should be improved

I cannot delete the archive pages

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For some reason the link didn't open to one peer and I missed his/her review. I am sorry!

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Unit 5. The eTwinning social network > Weekly Challenges > Working in the TwinSpace

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Unit 5. The eTwinning social network > Weekly Challenges > Working in the TwinSpace

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TwinSpace

For this MOOC, we have created a TwinSpace in the training platform where we can experiment with the tools and possibilities it offers. For access, go to the following address: https://twinspace.etwinning-training.net/7402/home

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Challenges of Unit 5:

Register in eTwinning (only if you are an in-service teacher in an eTwinning or eTwinning Plus country)

Analyse and complete your profile

Work in the TwinSpace

Design a plan for an eTwinning project and submit ti for P2P evaluation

Improve your initial plan using the feedback you are given

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Key ideas in Unit 5:

What does eTwinning Live look like?

What tools and functionalities does it offer?

eTwinning Live as a community for teachers and a platform for professional development

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Unit 4. Collaboration in eTwinning > Weekly Challenges > Support material  

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Unit 4. Collaboration in eTwinning > Weekly Challenges > Support material  

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Useful links to design e-collaborative activities
http://list.ly/list/188E-open-etwinning#item_2117864

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Unit 4. Collaboration in eTwinning > Weekly Challenges > Support material

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Unit 4. Collaboration in eTwinning > Weekly Challenges > Support material

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Useful links to design e-collaborative activities
https://www.symbaloo.com/mix/cajadeherramientas35

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Challenge unit 4 - Collaboration activity

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Challenge unit 4 - Collaboration activity

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Your Grade:15 out of 16
Assessments of Your Response

1. USE OF TECHNOLOGYOVERALL GRADE4OUT OF 4 POINTS

1. PEER MEDIAN GRADE - 4 POINTS

2. Peer Median Grade

2. Very good

YOUR SELF ASSESSMENT

Your Self Assessment

3. Very good

PEER 1 - VERY GOOD

Really interesting

PEER 2 - VERY GOOD

ok

PEER 3 - VERY GOOD

Great range of ICT tools to be used collaboratively by students.

PEER 4 - VERY GOOD

Some not-so-common tools will be used, providing added value to the activity. There is an original and creative plan for the use of ICT, including a clear space for the pupils’ initiative.

COMMENTS

I give them orers to use some not-so-common tools.

2. COLLABORATIONOVERALL GRADE4OUT OF 4 POINTS

PEER MEDIAN GRADE - 4 POINTS

Peer Median Grade

4. Very good

YOUR SELF ASSESSMENT

Your Self Assessment

5. Very good

PEER 1 - VERY GOOD

Yes!

PEER 2 - VERY GOOD

ok

PEER 3 - VERY GOOD

Students are organized in multi-national teams although it's not clear what criteria will be used to form the teams.

PEER 4 - VERY GOOD

Pupils will be organized in multi-national teams. They will have to communicate and coordinate so as to take agreed decisions and work on the same final products.

COMMENTS

Pupils will be organized in multi-national teams and collaborate in a common outcome.

2. FINAL PRODUCTSOVERALL GRADE4OUT OF 4 POINTS

PEER MEDIAN GRADE - 4 POINTS

Peer Median Grade

6. Very good

YOUR SELF ASSESSMENT

Your Self Assessment

7. Very good

PEER 1 - VERY GOOD

Clear and original.

PEER 2 - VERY GOOD

ok

PEER 3 - GOOD

Expected products are described although not in much detail.

PEER 4 - VERY GOOD

There is a clear description of the expected final products, including evaluation criteria, both continuing and final.

COMMENTS

There is a clear description of the expected final products, including evaluation criteria, both continuing and final.

2. PEDAGOGICAL OBJECTIVESOVERALL GRADE3OUT OF 4 POINTS

PEER MEDIAN GRADE - 3 POINTS

Peer Median Grade

8. Good

YOUR SELF ASSESSMENT

Your Self Assessment

9. Good

PEER 1 - GOOD

Some more detail could be added here. But all in all it's clear

PEER 2 - VERY GOOD

ok

PEER 3 - IMPROVABLE

No evaluation has been planned.

PEER 4 - GOOD

Objectives are clearly described and put in relation to the expected final products.

COMMENTS

Objectives are clearly described and put in relation to the expected final products.

2. Additional comments on your response

PEER 1

I like your project a lot!

PEER 3

The idea is excellent and a great choice of IT tools have been offered but it might turn out a bit chaotic if the tasks aren't carefully planned and organized.

Dear peers
Thank you for your nice comments and the constructive feedback.

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Challenge unit 4 - Collaboration activity

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Challenge unit 4 - Collaboration activity

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Read and assess the following response from one of your peers.
2. Different cities and countries involved in the project.
http://myetwinningportfolio72.blogspot.gr/2017/05/challenge-unit-4-collaboration-activity.html

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Challenge unit 4 - Collaboration activity

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Challenge unit 4 - Collaboration activity

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Read and assess the following response from one of your peers.
3. http://etwindeariberna.blogspot.gr/2017/05/colaboracion-etwinning.html
For this first activity, I would create vokis of avatars with their voices. Subsequently, students by groups of diverse nationalities, will have to work on some meetingwords to make presentations of their places and colleagues. Yes, mixed, and from the information they find will be played by a city council of one country or a parish of another. They will prepare a final prezi with a presentation. We will evaluate both your digital competencies, with type headings: search information, know how to select it, make group own presentation, teamwork ...

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Unit 4. Collaboration in eTwinning > Objectives > Discussion

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Unit 4. Collaboration in eTwinning > Objectives > Discussion

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Cooperative e-activities in a project

In this unit we focus on all aspects of collaboration. We suggest you participate in a discussion in the MOOC group on Facebook and in Twitter using  #twinmooc in order to exchange resources, tools and online services that facilitate the design, implementation and development of cooperative e-activities in an eTwinning project.

Have you found an interesting tool? Tell us. Remember that if you are registered in  List.ly, you can add it to our list.

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INTEF's Open eTwinning (2nd edition)!

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Who am I
See more about me in my porfolio and my blog.

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Hello! My name is Kondylo GlarouI am from Greece and I have been teaching Religious Studies in an upper secondary school for 23 years.Environmental Education and eTwinning projectsI'm a fan of Lifelong LearningI love my workI can't think of any other job!

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UNITS 1 - 2: What is eTwinning? - Innovation in the classroom

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UNITS 1 - 2: What is eTwinning? - Innovation in the classroom

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eTwinning for me is collaboration and sharing good practicies with other European colleagues.

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Top links to get the gist of eTwinning

What is eTwinning?

What is an eTwinning ambassador?

eTwinning Spanish Ambassadors Network (in Spanish. For similar information concerning your country, contact your NSS)

eTwinning Spanish National Support Service

eTwinning European Portal

eTwinning Plus

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Rosiff‏ @rosif9999  6 ώρεςΠριν από 6 ώρες

Etwinning is a window to Europe, an opportunity to share ideas and develop projects with collegues #twinmooc #twinpartner

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Unit 2. Innovation in the classroom                                How can an eTwinning project help me in my teaching?

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Unit 2. Innovation in the classroom                                How can an eTwinning project help me in my teaching?

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Analising my teaching

What can I improve? What would I like to try? What am I not happy with? Is there anything which is not working?

I've been teaching Religious studies to teenagers in secondary state schools for 23 years. Project Based Learning (PBL) is my favorite teaching method. I use it in my lesson, in Environmental Education and etwinning projects. Team work, collaboration, games, field trips, feedback engage my students’ interest and help them to develop their skills. I like challenging and trying new projects with my students to experiment with ICT tools. I am not happy with the old Computer Lab at school.

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Padlet, Tricider, Prezi, Storyjumper, Pixton are some of the tools I often use in my etwinning projects.
Here is the Bloom's Digital - Web 2.0 to choose your tool!

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When you start planning and sketching out a collaborative project.

Four Steps for Jumpstarting Global-Collaboration Projects, four easy steps if you feel unsure about implementing collaboration in your classroom.

Global Virtual Classroom, a collection of free, online educational activities and resources.

Teacher's Guide to International Collaboration on the Internet, materials prepared by the U.S. Department of Education.

Edutopia, a website and community to encourage educational innovation, published by the George Lucas Educational Foundation.

Voicethread 4 Education, collaborative projects and activities using Voicethread

Kidlink, resources and international projects inside the Kidlink network.

Quality Criteria in eTwinning, a guide to what a collaborative project should be aiming at.

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Four Steps for Jumpstarting Global-Collaboration Projects

Step One: Develop Habits of Collaboration
Step Two: Before You Go Global, Go Local
Step Three: Join Existing Global Projects
Step Four: Use Social Networks to Create Your Own Projects

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In the past, schools often existed in isolation. But now that we are connected to information and resources from across the globe, places that are located thousands of miles away can be as accessible as the corner store.

When students graduate, they will be expected to work across great distances and collaborate with colleagues via complex technologies. A globally connected workplace will be the norm for them, not the exception. This shift requires a unique and deep skill-set that teachers must help students develop.

Global-collaboration projects that connect classrooms across schools and countries are a great way to bring this shift to life. Here are four steps to make it happen.

Step One: Develop Habits of Collaboration

Starting small is key when connecting your classroom to schools in other locations. Jumping right into a global project without developing some important foundational habits in students might frustrate them-and lead you to conclude that global projects just "aren't for you."

Students will collaborate more effectively when you allow them to practice crucial skills like brainstorming, decision making, and determining accountability. For example, you might start the school year with a collaborative task such as coming up with a class theme or motto. After you model the expectations and protocols for collaborative work, these habits can be easily transferred to global projects later in the year.

Before connecting with another classroom, take time to develop these skills so that students become adept at collaboration. These skills will serve them not only in their schoolwork, but in the 21st-century workforce as well.

Step Two: Before You Go Global, Go Local

Once your students are well versed in habits of collaboration, it's time to expand your reach. Step two puts students' collaborative skills to the test by engaging in activities with other classes at your school.

Here are three ways to design collaborative work for students in the same grade and/or area of study. While these activities are general in nature, they are sure to jumpstart your collaborative efforts.

Ask An Open-Ended Question

Asking groups a question that has more than one answer or multiple ways to arrive at the answer is a great way to engage students and get them thinking. You could even ask a question that has no known answer at all!

This type of activity works in nearly every subject area. You could ask a question about language arts (which character in these three books is most dynamic?), science (is there life on other planets?), or social studies (which American colony would have been the best for raising a family?). Mathematics provides a terrific opportunity for collaboration as well. A multi-step word problem or performance task can be challenging and exciting for students to work on together.

This method also presents the opportunity to combine multiple subject areas. For example, a seemingly innocuous, yet challenging question like "how do you measure a puddle?" combines math and science and can yield some very creative responses.

Pose a Challenge

We've all been to workshops with team-building icebreakers or similar activities. These can range from exciting to mundane, although they're often the latter. However, a well-designed challenge can really help students build collaborative skills.

Take the "Marshmallow Challenge" described by Tom Wujec in his TED Talk, " Build a Tower, Build a Team." Wujec proposes a challenge that asks teams to build the tallest tower possible using only dry spaghetti, one yard of tape, and one marshmallow-in just 18 minutes.

Use Digital Collaboration Tools

Ultimately, a global project requires students to use digital tools to collaborate. A great way to familiarize students with these tools is to practice using them with other classes at your school.

Here are three digital tools and suggestions for using them:

* Google Drive. With Google Drive, students can work collaboratively on a shared Google Document or Spreadsheet. This work can happen at the same time or asynchronously (at different times). Google Drive allows multiple students to enter text or data from different computers and see who has made changes.
*Wikis. Wikis are simple to use, allowing multiple users to build a website together. One potential use is to have students from different classes build a website about a shared learning goal or topic. Wikispaces is my favorite platform.
*Edmodo. Edmodo is a safe and secure social network designed specifically for educational use. With Edmodo, a teacher creates a group and then provides a code that allows students to join the group. Students who are working together can exchange posts and comments, developing networking and communication skills in the process.

Step Three: Join Existing Global Projects

Now you and your students are ready to take on a global project. But before designing an elaborate plan and starting from scratch, you might want to consider joining a project that is already up and running.

By joining an existing project, you won't be responsible for thinking of a new idea. Furthermore, it will be much easier to find and make connections with other teachers from around the world.

The good news is that there is no shortage of projects to join. With many of these projects, facilitators are responsible for creating connections between schools, meaning they do most of the hard work for you. Some existing projects and sites include: Challenge 20/20, The Global Read Aloud, The Global Virtual Classroom, and iEARN.

Step Four: Use Social Networks to Create Your Own Projects

After participating in existing global projects, you're ready to create your own. So how can you use social media to make this happen? Again, there's no need to start from scratch. There are many social networks for educators that boast memberships in the tens of thousands. Using these networks can lead to meaningful connections and exciting collaborative opportunities. In addition, they are great resources for finding project ideas and learning from others' experiences.

A few networks that are excellent starting points include: Classroom 2.0, the Global Education Conference Network, and Skype in the Classroom. Twitter is also a fantastic way to make connections.

Just remember, Rome wasn't built in a day. By starting small and working your way towards a global project throughout the school year, you will develop useful collaborative skills that students take with them long after your project has finished.

This article is adapted from Chapter 5 of Engaged, Connected, Empowered: Teaching and Learning in the 21st Century by Ben Curran and Neil Wetherbee.

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Four Steps for Jumpstarting Global-Collaboration Projects

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In the past, schools often existed in isolation. But now that we are connected to information and resources from across the globe, places that are located thousands of miles away can be as accessible as the corner store. When students graduate, they will be expected to work across great distances and collaborate with colleagues via complex technologies.

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Unit 3. Project design > Objectives > Links of Interest

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Unit 3. Project design > Objectives > Links of Interest

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Edutopia, a website and community to encourage educational innovation, published by the George Lucas Educational Foundation.

https://www.edutopia.org/

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Unit 3. Project design > Weekly Challenges > P2P assessment instructions

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Unit 3. Project design > Weekly Challenges > P2P assessment instructions

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Peer assessment activity (P2P). Sketching a collaborative project.

For this new challenge, we propose you:

The online rubric

If you need help submitting your P2P activity, check this tutorial.

Note: the assessment criteria in this section will help you not only in the design of your challenge but also in your own assessment and your peers'.

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Evaluation and self-evaluation criteria for an eTwinning project first idea

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Unit 3. Project design > Weekly Challenges > P2P assessment instructions

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Unit 3. Project design > Weekly Challenges > P2P assessment instructions

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Peer assessment activity (P2P). Sketching a collaborative project.
For this new challenge, we propose you:

1. Design the draft of a collaborative project you expect to launch in the future. You can share your idea in different formats: a scheme, a conceptual map, infographics, text… Remember that this is a first impression; later on you will have the opportunity to describe the planning of a project in detail. Be creative and daring, go for original ideas.

2. Publish the draft in your portfolio

3. Participate in the first peer-to-peer (P2P) activity in this MOOC (you’ll find it in the following tab)

4. To successfully complete your P2P exercise, you must follow these steps:

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Unit 3. Project design > Objectives > Links of Interest

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Unit 3. Project design > Objectives > Links of Interest

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Teacher's Guide to International Collaboration on the Internet
https://www2.ed.gov/teachers/how/tech/international/guide_pg12.html#tips

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curriculum; second language instruction; language arts; social studies; science education; mathematics instruction;

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ED Teacher's Guide to International Collaboration on the Internet-- Pg 12

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The Teacher's Guide to International Collaboration was developed to help teachers use the Internet to

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Unit 3. Project design for the INTEF's Open eTwinning (2nd edition) "Gender equality in ancient and modern times" A project for a group of 15 students of 17 years old
My draft Gender equality in ancient and modern times

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Unit 3. Project design for the INTEF's Open eTwinning (2nd edition) "Gender equality in ancient and modern times"

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A Coggle Diagram about Gender equality in Ancient Times , Gender equality in Great Religions , Women and stereotypes, Women in the cinema, Gender equality and Human rights , Women in labor market , Women on advertisements and Five great women from the past

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Self-evaluate my draft
Gender equality is one of the Sustainable Developments Goals. I made a draft about the role of women and their rights in the ancient and modern times. I wrote the subsections using Coogle

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Your Grade:11 out of 15
Assessments of Your Response
1.      General detailsOVERALL GRADE2OUT OF 4 POINTS

·         PEER MEDIAN GRADE - 2 POINTSPeer Median GradeImprovable

·         YOUR SELF ASSESSMENTYour Self AssessmentGood

·         PEER 1 - IMPROVABLE

Your project idea is very interesting as it deals with a real-world connected topic. You have structured the tasks so students can do their research in the part they most feel like. Your design is very attractive. You don't mention the number of students who will be in the project yet and you could say which subjects in particular are engaged in it.

PEER 2 - IMPROVABLE

THere is reference to the title and Number of students and their age, but I miss the subjects involved in the project and their relation to the curriculum. The topic is a very good one.

·         COMMENTS

For a draft it is a good start.

2.      ObjectivesOVERALL GRADE3OUT OF 4 POINTS

·         PEER MEDIAN GRADE - 3 POINTSPeer Median GradeGood

·         YOUR SELF ASSESSMENTYour Self AssessmentVery good

·         PEER 1 - IMPROVABLE

As it is the first draft you may include more explicit aims and the timing later

PEER 2 - GOOD

There is a reference to the objectives and activities, but I miss more concretion, a different organization that relates objectives with activities.

·         COMMENTS

The Lesson plan covers a lot of fields of the curriculum.

3.      Work processOVERALL GRADE3OUT OF 4 POINTS

·         PEER MEDIAN GRADE - 3 POINTSPeer Median GradeGood

·         YOUR SELF ASSESSMENTYour Self AssessmentGood

·         PEER 1 - GOOD

You have included final tasks in most of the different activities you intend to do. Maybe you will structured different tasks when you develop the project more accurately. I could also suggest you provide some kind of evaluation.

PEER 2 - IMPROVABLE

THere is no clear reference to collaboration among partners, The type of activities is mentioned, but vaguely.

·         COMMENTS

For the moment there is reference to the team work and the parents' involvement.

4.      Expected resultsOVERALL GRADE3OUT OF 3 POINTS

·         PEER MEDIAN GRADE - 3 POINTSPeer Median GradeGood

·         YOUR SELF ASSESSMENTYour Self AssessmentImprovable

·         PEER 1 - GOOD

All in all I find your project really engaging and I am sure your student will come across very interesting information and data. Good luck!

PEER 2 - GOOD

There is an implied relation between expected results and the objective but I miss a clearer methodology reference

·         COMMENTS

Presentations and poster are discribed

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2nd Lesson Plan

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ONCE UPON A TIME... by nereunew on Genial.ly

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ONCE UPON A TIME... by nereunew on Genial.ly

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Challenge unit 4 - Collaboration activity 

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Challenge unit 4 - Collaboration activity 

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Assess Peers
Read and assess the following response from one of your peers.

1. CHILDREN&#039;S ART GALLERY

More presentations by Ana Pinto

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CHILDREN'S ART GALLERY e- Activity: Children's art gallery Students, by groups, display and share their art works in the virtual gallery in the twinspace, helped by their teacher. The rest must guess which of the artist's work is represented.

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Unit 5 My eTwinning project plan
Women's rights and stereotypes

Unit 4
Women in advertisements

Unit 3
Gender equality

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Dear peers
Thank you for your feedback. I will take your comments into serious consideration.

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1st Lesson Plan

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Watch my amazing website created on emaze - The stunning web site builder.

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ICT activity for “Women in advertisements” project
Your Grade:15 out of 16