Synergy of e-Projects or How we Learn from Each Other
Amela Sambolić Beganović, ZRSŠ, Simona Granfol, GJP, Maja Vičič, ZAMS, Janko Harej, ŠC Nova Gorica in Dragana Kupres, CARNET, Croatia
Anita Poberžnik in Andreja Bačnik, ZRSŠ
Amela Sambolić Beganović, ZRSŠ
The National Education Institute of The Republic of Slovenia (NEIS) has been engaged in the following five e-projects during the last two years: e- Textbooks – focusing on science subjects, Innovative Pedagogy 1-to-1 in light of the 21st century competences, Eufolio, the Creative Classroom and the e-School Bag project. Almost all the NEIS consultants have been involved in various, mostly paralelly run and complementary project activities. Successful and quality implementation of the designed project goals and expected results was made possible through the synergy and co-operative interaction among the five project groups. I will present the design and implementation of four e-workshops which were created as a result of the synergy among some, out of the numerous, e-project activities.
Simona Granfol, Gimnazija Jožeta Plečnika
Creative Classroom project is coordinated by European Schoolnet and brings together the work of partners from Austria, Belgium, Czech Republic, Italy, Lithuania, Portugal, slovenia and Great Britain. monitoring and evaluation of the participating schools and evaluation of innovative practices led and implemented by University of Wolverhampton in the UK.
The project encouraged innovation at different levels of the organization, implementation and development of teaching practice. Innovative was the participation of teachers, representatives of industry, who offered the use of a single hardware and software for testing and use, and representatives of national educational institutions planning to introduce ICT into the education system.
In project teams, which consisted of teachers of different countries and schools, we develop educational scenarios and innovative practices in the field of projektnosodelovalnega work, individualization of teaching, flipped teaching and learning by creating learning materials.
Pupils in the implementation of individual learning activities to develop competencies of the 21st century, teachers were involved in the planning process of learning activities and (self-) evaluation of learning outcomes in order to take over (co) responsibility for their learning and achievements.
In this project, we delve into the learning process and learning how to plan and implement the educational process, that it does support the students as much as possible. In developing and researching innovative pedagogical practices are teachers try to move away from entrenched patterns of teaching and using new media to explore new ways and perspectives on learning.
Maja Vićič Karbonja, ZAMS
Cooperation is one of the most important competencies of the 21st century. At school, we sometimes still call it cheating and teachers very much love our copyrighted work and rarely share it with others. Well, it used to be so in the past. Participants in e-projects are aware that more heads are better than one, so we sat with each other and learned from each other. We were discussing what the examples of the best teaching praxis are, in cooperation we prepared some training for teachers, formed criteria by which teachers can design a self-evaluation of their lessons and created a common form, that directs teachers to the thoughtful use of ICT in various stages of teaching and learning and links activities of students with the pursued objectives.
Dragana Kupres, CARNET
CARNet has an extensive experience in implementing projects in technology and education on a national and international level. European structural funds offer new opportunities for investments in large-scale projects. However, these demanding projects are challenging the way how our organizational processes are defined, organizational capacities for implementing project activities, how to evaluate the success of the project results and finally, how to sustain them after investment period.
Scaling-up pilot projects to a national level, except for raising costs, implicates the need for building organizational capacities and also how the organization is structured.
When it comes to evaluation of large-scale projects, the question is what to measure, for how long, and can we use some already existing models for evaluating large-scale e-education projects?
Sustainability of such projects is still an open question, especially in terms of exchanging project results between different projects, funding programmes, even countries. Are we ready for that and what would be the next step?