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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 Helsinki, 23rd January, 2009
Time: 9.00 a.m. to 5.30 p.m.
Minutes
Opening:
The fifth MEETING of the LETHE Project has been called to order at 9.00 a.m. on January the
23rd 2009by Mr. Ilpo Halonen (EUNEOS), who hosted the meeting. The chairman of the
meeting is Mr. Fabrizio Boldrini, LETHE coordinator, who introduces the project main aims
and the Helsinki meeting goals.
He also informs the partners about the drop out of the French partner (University of
Versailles Saint-Quentin-en-Yvelines _France).
Present:
Ms. Viljenka Savil_EUNEOS_FIMr. Ilpo Halonen_EUNEOS_FIMr. Fabrizio Boldrini _Centro Studi e Formazione Villa Montesca_ITMs. Maria Rita Bracchini _Centro Studi e Formazione Villa Montesca_IT
Ms. Fatma Ozmen_Firat University_TRMr. Hans Giessen _University of Saarlandes _DEMr. Luis Lizama_CECE_ESMs. Angela Barros_IAFE_PT
Mr. Emil Jassim_CEI_BGMr. Emilios Solomou_IMCS Intercollege Ltd_CYMr. Philippos Poyioutas_IMCS Intercollege Ltd_CYMs. Annalisa Zapperini_Universit CaFoscari_ITMs. Anna Heinonen_Vihti Upper Secondary school Vihti_FI
Ms. Soili Roihio_Pskytie School Porvoo_FI
Purpose of the meeting:
Presentation of the final curricula structure, presentation of the e-guide for adults and teens,
school involvement in the experimentation, explanation of next project steps, definition of
the partners tasks and duties.
ACTION ITEMS:
1. Presentation of the curricula
Fabrizio Boldrini presents the Curricula structure, divided in 4 main steps:
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Fabrizio underlines that teachers are not forced to use only the proposed topics, they are free
to chose their own ones or use the topics given.
Teachers can also personalize the paths by their own needs in the classroom.
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 Then Fabrizio talks about the methodology and the curricula steps.
1. SEEING THROUGH EMOTIONS
The First section is divided into 2 moments
MOMENT 1 The SWITCH
In this section an evocative element must be shown in order to introduce the main didactical
theme .
This switch (a video, a song, a work of art, a landscape, a tale) must not be strictly linked
to the didactical theme, but must trigger emotions linked to the theme the students will study.
There should be an evocative element given or it can also be produced by teachers.
The teacher will present the switch without any preliminary comment and suggestion
In our experimentation we have helped the teacher to choose the evocative element (switch):
three examples of videos were shown to illustrate what it is meant by a switch:
Borders and wars in history a video
- From the observation to tale slides show made by a teacher of philosophy
- Man and a machine - a video
Fabrizio illustrated an example of Italian way of presenting difficult topics through fun.
Fabrizio points out that the main principal is to stimulate students to research and learn, by so
called emotional switch. In discussion it was also asked what emotions should be discussed
in the classroom.
MOMENT 2 The EMOTIONAL MAP
Soon after the SWITCH moment and on the basis of the reaction that the discussion has
arouse in the class, the pupils will be asked to single out the emotions they are feelingconcerning the treated theme. This work will be done through the use of a General Emotional
Map, that will allow them to create a personal Emotional Map connected to the theme.
2. UNDERSTANDING THROUGH EMOTIONS
The Rational map will be developed starting from the Emotional map singled out in the
previous stage. Now the students will work alone or in group and will have to justify the
feelings arisen from the previous stages, by finding images, videos, books, articles where it
is expressed the feeling they felt concerning the treated theme.
The idea is to let them translate the Emotional map in a Rational map, according to the
following scheme:
Places
1. site-seeing
2. geography of the moving images
Moving images
3. find in films things that have been done, said, facts and characters
Words
4. things said and written
Images fixed in the memory of men and of things
5. images in art
6. photographs and illustrationsSounds
7. music, songs, folk music
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 Things
8. objects
Facts written, filmed or told
9. articles and opinions
10. television and radio11. books
The students have to justify why they have chosen it. If they chose anger related to the topic,
they have to prove it.
3. TRAVELLING THROUGH EMOTIONS
Following the same map, the students will then move on to a research which will link both
with the emotional and the rational map to ones individual experience. The work should be
now relating to their own experience, part of their life, so the students can personalize their
experience with the topic.
For instance, if in the first area Places, students have to place an evocative image of their
emotion linked to the topic (e.g. a place in Greece where a battle took place with ruins
reminding it, or the grave of a cruel general).
All the contributions will be published in the platform, and specifically in the pages referred
to the class.
4. LEARNING THROUGH EMOTIONSIn this section the teacher will assemble the results of the emotional and rational maps and
systematize what has been learnt.
That is, starting from the ideas collected, since in order to outline the map the class has
certainly studied the subject, he/she will insert what has been learnt into the programme
giving the subject an organic structure.
2. Important events for the LETHE Dissemination
Luis Lizama (CECE) presents his LETHE dissemination during the International conferenceaboput Emotional Intelligence in the Canary Islands.
He disseminates the video also in Latin America
Emil Jassim (CEI) reports about the dissemination experiences in Bulgaria and about the
press conferences they made in Sofia last December.
3. Presentation of the Lethe Platform
MariaRita presents a new platform specially created for project purposes. (www.era-
edu.com/lethespace
The Lethe platform has been created with Drupal, a modular content management
system (CMS) which uses a database to store content and settings.
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 The functions and settings of Drupal have been adapted to create a platform for the
specific aims of the project.
Maria Rita presents some useful instructions about how to use the platform.
After the Login from the Home Page of the platform and by entering the personal and
correct data, you can enter three main Areas for which to choose:
ADMINISTRATOR AREATEACHER AREA
STUDENT AREA
ADMINISTRATOR AREA
The administrator manages the system. Among the various tasks he/she can:
Insert, modify and catalogue contents Multi-user content creation and editing
Communicate with users and website administrators
Modify the website feature by using graphic themes already developed
Create menu on more levels of the navigation structure
Localize the interface in various languages, allowing the user to choose
Manage accesses and roles for single users or entire groups.
Gather and present detailed statistics of the website
TEACHER AREA
Once logged in, the teacher enters the educational area, where he/she will find all the
functions and tools for both teaching and facilitating the online activities.
Each page of the Teacher Area shows two main characteristics:
On the central bar there is a box with a brief description of the functions and actions
that can be carried out in the page.
On the right menu there is a list of system applications, My LeThe and My Network
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 When teachers enter in the Teacherss group, he can find the 4 macro-areas for the
experimentation of the curricula: Humanistic Area; Technological Area; Historical
Area and Philosophical and Religious Area.
Each teacher works in the specific area related to the subject(s), but can access all the
other sections and consult all the work that has been carried out.
Once chosen one of the four areas the teacher accesses the proper Work area containing
setfunctions and tools common to all areas:At the centre of the menu is the repository, an archive or small library containing all teaching material organised and regularly updated that can be consulted
and used by the teacher.Data are catalogued and indexed (glossary) as files containing a short description of the
content.
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 On the right menu are the Search in the repository and To create content in tools:
Search in the repository allows to search automatically in the repository (as opposed
to a free indexed reference) by typing a key-word, a title or a sentence in order to
visualise the data/documents required.Search of data in the repository is supported and made easier by the employment of theTags system in the platform.
A Tag is a key word associated to the information: an image, a map, a post, a video
clip... Which describe the object allowing its classification and the searching of
information based on keywords.
To create content in allows to create and organise the teaching material and add it tothe repository. It is a text editor (title and short description of content) with a file
attachments function to add digital documents (from a text to a high definition video).
By clicking submit the file is automatically indexed in its repository
It is also possible to enter the community area and the forum from the working area.
The Forum allows instant asynchronous interaction and it is a tool for discussion and anopportunity for meeting and for in depth study. This tool allows teachers to exchange
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 opinions with colleagues both on specific topics regarding the project and on any kind
of issue.
When teachers enter in his/her class, he/she can present the curricula to the class, carry
out work according to the experimentation phase and monitor the learning path.Also the section Work with classes is divided into 4 macro-areas for the
experimentation of the curricula: Humanistic Area; Technological Area; Historical
Area and Philosophical and Religious Area.
Once the learning area has been selected, the teacher can access the page with the
description of the steps listed according to the following categorisation:
Seeing (Through ones emotions)
This area is for organising and adding teaching material in order to realise the
emotional switch and monitor the work progress in a specific step.The button Create Content in allows to organise, structure and add content to the
curricula. This works as a text editor for:
writing the Title of the Curriculum;
writing a short Abstract;
editing the text;
adding images/audio files/video files, simple or complex animations; adding attachments of images/audio files/video files, simple or complex
animations.
Once entered in its specific area, the teaching material will be displayed at the centre of
the central menu
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Understanding and Travelling (Through ones emotions)
In this area the teacher can monitor the progress of the work in each step.
This area is structured in 7 main categories divided in turn in detailed sub-categories.
Each specific category displays the work uploaded by the students, comments and the
teacher has the opportunity to monitor the activities.
The button Create Content in allows to add material, comments (suggestions etc)to the students work.
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 Learning (Through ones emotions)
This is the last step. This area is for organising and adding teaching material to the
learning path and present it to the class.
STUDENT AREA
Also the internal structure of the Student Area platform foresees the 4 macro-areas
for the experimentation of the LeThe curricula:
Humanistic Area
Technological Area
Historical Area
Philosophical and Religious Area
This because the student together with his/her class can decide to experiment a
curriculum in different areas, with the class, with the same teacher or with a differentone.
Once the learning area has been selected, the student can access the page with the
description of the steps listed below:
See (Through ones emotions)
Understand (Through ones emotions)
Travel (Through ones emotions)
Learn (Through ones emotions)
Step 1 SEEING THROUGH EMOTIONS
In this area the student will find the material organised by the teacher for the emotional
switch.
Through the command comment the student can access the text editor CreateContent in .. in order to comment the material. These comments will then translate into
the expression of emotions, aided and encouraged through the help of an interactive
map linked to the editor.
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 Step 2 UNDERSTANDING THROUGH EMOTIONS
In this area the student can work on the specific step alone or with his/her classmates
following the teachers instructions.
This area is structured in 7 main categories divided in turn in detailed sub-categories.
Entering the specific category you can:
1. add your content/s
2. see material added by your classmates, and their comments
The button Create Content in allows to add material and comments.
This works as a text editor for:
writing the Title of the Curriculum;
writing a short Abstract;
editing the text;
adding images/audio files/video files, simple or complex animations;
adding attachments of images/audio files/video files, simple or complexanimations.
By choosing and clicking on the menu one can enter the macro-areas...
Step 3 TRAVELLING THROUGH EMOTIONS
In this area the student can work on the specific step alone or with his/her classmates
following the teachers instructions.
This area is structured in 7 main categories divided in turn in detailed sub-categories.
Entering the specific category you can:
1. add your content/s
2. see material added by your classmates and their comments
The button Create Content in allows to organize, add material and comments.This works as a text editor for:
writing the Title of the Curriculum;
writing a short Abstract;
editing the text;
adding images/audio files/video files, simple or complex animations;
adding attachments of images/audio files/video files, simple or complex
animations.
By choosing and clicking on the menu one can enter the macro-areas...
Step 4 LEARNING THROUGH EMOTIONS
In this area the student will find the result of his/her work with his/her class, asorganised by the teacher.
The student can read/consult the material added by the teacher and add a comment by
clicking on the comment button.
Maria Rita, at the end of her speech promises to prepare the guide on how to use the platform
and send to all the partners.
4. Presentation of e-guide for teachers and students
Fabrizio presents Emotion-land and the E-guide on EI for children and Teachers.
All participants liked the game. Fabrizio says the partners that is possible to translate the
texts into their national languages.
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 4. Presentation of e-guide for teachers and students
All the participants accepted the following deadline activity table:
Deadline Activity Partners involved
For what concerns the Curricula experimentation
01/10/2008
31/12/2008
Training for trainers at national level All the partners
January 2009
April 2009
Curricula experimentation in the schools All the partners
May 2009 National reports about the
experimentations results
All the partners
Deadline Activity Partners involved
For what concerns Reporting and Results Dissemination
21/08/2009
29/09/2009
Realization of the Videodossier for the
results dissemination
Project Coordinator
During all the
project activities
Discussion in the forum to verify the
necessity of improvement actions.
Send the video to the stakeholders and
analyze their suggestions.
To realize contacts with televisions and to
broadcast the video in the nationaltelevisions
All the partners
During all the
project activities
To inform international, national and
local mass media about dissemination of
the project activities, such as national
conferences and open working tables.
These will be videotaped and diffused
through the website. Each partner will
diffuse advertising material (brochures,
posters, informative leaflets...) in each
partner language and in English about
LeThe and the reached results.
Realization of at least two pressconference in all the countries that agree
to the project and in which students will
disseminate their experiences.
National conferences to present the
results.
All the partners
During all the
project activities
Publication of the project results in
specialized and non-specialized local and
foreign journals
All the partners
Deadline Activity Partners involvedFor what concerns the Project Newsletter:
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Comenius 2.1 Nr. 2006 2888/001- 001Comenius 2.1 Nr. 2006 2888/001- 001 May 2009 To realize the article for the IV
newsletter on the national
experimentation
All the partners
June 2009 To translate into national languages the
newsletter articles
All the partners
June 2009 To send it to the national mailing-lists All the partners
June 2009 To publish the newsletter on the project
web-site
Centro Studi Villa
Montesca
The final conference is foreseen for 28th September 2009 in Italy.
Adjournment
Meeting was adjourned at 5.30 p.m. by Mr. Fabrizio Boldrini
Minutes submitted by: Maria Rita Bracchini
Approved by: Fabrizio Boldrini