Helsinki Minute

8/14/2019 Helsinki Minute

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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.


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:



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.


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:



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

Helsinki Minute

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Transcript of Helsinki Minute