1. Comp@ct Comp@ct Casestudy Eline How to use the electronic learning environmentCCE for international projects

2. Aims = innovative multi-disciplinary theme Autonomous learning/teacher is coach international using ICT = COMMUNICATION

3. Coordination 6 schools : 15 à 45 students per school 2 annual meetings of teachers Outline (12 pages) Coordinator monitors Strict time schedule Schools are topic coordinators

4. General didactical outline General multi-disciplinary theme: –Divided into subtopics –Groups deal with the same topic –Topic coordinator for each group 4 phases of project work Students ownership : research, skills Comenius Collaborative environment

5. Comparison 3 generations divided into subtopics Working time + spare time Family life School life Gender-related roles Safety and criminality Politics Immigration and integration Etc..

6. Phases 2001-2002

7. Information > communication > collaboration

8. Comenius Collaborative Environment : Magazine Tools

23. Comenius Collaborative Environment : netgate Tools

32. Phase : getting to know

35. Phase : brainstorming, subquestions, interview- questions

37. Main question: In what respects has school life/school culture changed?” SUB-TITLES (sub-questions)  STRUCTURE OF SCHOOL SYSTEM  DAILY LIFE at school  RELATIONSHIPS  PUNISHMENT  SCHOOL AND SOCIETY

38. Phase : national research Interviews: grandparents and parents Questionnaires Literature/internet

40. Phase national research Report of Italian girls This article is about school changes in the last three generations. First we have noticed that in the past there were many kind of schools but only a kind for technical subjects, while today there are a lot of technical schools like Ipsa, Ecap, Itis... Second, the Universities were attended by very few people, in particular men who were quite rich; in fact, poor people, even if very good, couldn’t go on with their studies because there weren’t studies bags. On the other hand, girls stopped their studies earlier than the boys because they had to stay at home to look after little babies or cook or clean and very few of them did high-schools on our grandparents’ age. In addition classes were separated between boys and girls, and there were a lot of students in each class. There were also some other differences; in fact since primary schools the subjects were houseworks for girls, works with wood for boys. During Mussolini’s governament, everyone had to rotten and they had to wear black clothes.

41. Phase : comparison At school In discussionboard

42. Comparison (published in magazine) criminality conclucions, norway From the reports we got from the other school, we found out that the criminality are much the same in all countries. In the 30’s there were crimes but not as much as now and it was mostly small crimes like theft. The punishment was prison and fines. At these time people feel safe to walk alone on the street. In the 60’s there wasn’t much crime either but it was more crime committed than in the 30’s. The police start to control the streets more, but people feel safe to walk on the streets. In the 90’s the crimes have risen a lot, now there are not only men who commit the crimes the female take also part. Young people commit more serious crimes. People start to feel unsafe when they walk on the streets specially the older people. Also the new technology-age that wasn’t before came now in the 90’s, hackers are more often stealing money from people on the Internet. The main cause of crime is more violence in the media like films and computergames.

43. Phase :collaboration (international reports) Not yet realised!

46. Evaluation Evaluation procedures Common appraoches? Did we reach our aims? Hindering/positive factors

47. Evaluation procedures. International planning meeting (Nl): agreement on the items to be evaluated/ Using materials EEPEE and MICE Evaluation at school level Questionnaires, class discussions, document analysis (reports) International meeting (It): evaluation with students

48. Common approach. Multi-disciplinary ?

49. Common approach?

50. Did we reach our aims? X : notxxxx: very much –Attitudes : to be measured –Languages : xxx –Methodological skills : xxx –Autonomous learning: xxxx –ICT skills: xxx –Increase motivation: xxx

51. Hindering Factors School level - teachers Technical Organisation in the school Curriculum Time consuming

52. Hindering Factors Schoollevel - students no marks too much work outside lessons too difficult access to computers

53. Hindering Factors Internationally - teachers Organisation: different timetables Time consuming communication Very demanding coordination Different aims Too little time in conferences for training

54. Positive results internationally - teachers Learning other didactical approaches personal satisfaction (new friends) ICT-skills growing motivation General feeling of INNOVATION

55. Phases 2001-2002

57. Subquestions

58. Comparison: discussion board