Presenter Name Event NameCinzia Chelo (Italy) VISIR Seminar 25-26 March 2014

know, live and tell

your city

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The students in Asti produce audio-video guides of their city

videoguides podcasts videoguides on YouTube

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Sector

• Promoting tourism in your own city

• Participating and contributing to city life

• Encouraging a greater sense of the community spirit

There are 13 videoguides and one of these, called ASTI CURIOUS, has been translated into English and Spanish by students

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The students are the protagonist of their own learning process: they observe, search, take pictures, film, tell stories, edit, organize their materials to achieve a tangible and useful product.

Impact and innovation

Cross learning

(global); expand different areas of knowledge

and the development of

digital skills

• Combining the usual teaching method in the classroom with every day learning (street learning)• Learning by doing; not just for good school results, but, if possible,

for doing something useful for themselves and also for the community .• The project introduces a new approach in the teaching-learning relationship; the students have worked in

groups instead of individual work to share ideas. Therefore, school-time is likely to be more productive because common discussion fosters conscious learning.

• The frontal lesson becomes a shared study; a sort of flipped classroom: students search information on their own and, in the classroom and go over them with the teacher.

• The classroom becames a laboratory of knowledge, the teacher is the director, but takes a step back allowing for more initiatives to be taken by the students.

podcASTIng project

built a bridge by connecting the quality of the italian traditional education and a new teaching/learning relationship

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The history of my practice

“podcASTIng” has been and still is a successful project.

It all began in September 2009 when one of my classes in Brofferio School in Asti was selected by the Italian Ministry as one of the 156 classes that would undergo an important triennial project: the project Cl@ssi 2.0.Our school obtained a finance of 30,000 euros. podcASTIng is only a part of the bigger project called PODCAST IN FREEDOM

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My practice today and tomorrow

We have a group on FB called “PODCAST IN FREEDOM” that allows us to keep in touch through the network.

In this period the boys who made the guides are meeting with the Chairman of the

Tourism Committee in Asti to carry on a new project to promote the tourism,

PODCAST IN LIBERTA’

This project called

“Young people for Asti -Monferrato MILAN EXPO 2015”is expanding to other students and is involving many schools of the city.

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What would we need to make it scalable?What are the obtacles?

I thought about consulting the people who made the podcASTIng project... In fact, they are the stars of the future and

the adults must always be aware and consider their opinion

to answer this question …

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The students say!

QUESTIONNAIREhttp://www.matematicaweb.it/questionari/tecnologia-apprendimento.html

I made a questionnaire with 10 questions to understand how and when teenage students use technological tools in their learning. The boys who produced the videoguides filled it in.

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Barriers to scalability and mainstreaming

9.What is, according to you, the main obstacle of ICT mainstreaming when learning?

o Lack of WIFI broadband o Teachers lack appropriate digital skillso Advanced age of the teacherso Inadequate computer equipment in the schoolso Difficulty in sorting out digital products made by the students in an

orderly and systematic wayo Some teachers don’t believe that ICT learning is effectiveo Widespread concern of the dangers of the internet (network security,

excessive time spent on social networks, health hazards, …)

go to the report

Here you can see the ninth question:

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Report - Question 9

1. Lack of WIFI broadband2. Teachers lack appropriate digital skills3. The advanced age of the teachers4. Inadequate computer equipment in the schools5. Difficulty in sorting out digital products made by the students

in an orderly and systematic way6. Some teachers don’t believe that ICT learning is effective7. Widespread concern of the dangers of the internet (network security,

excessive time spent on social networks, health hazards, …

The main obstacle to ICT mainstreaming when learning, according to the students is…

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barriers to scalability and mainstreaming

https://docs.google.com/forms/d/1dzeyCM7GRBhzFuT7JZIKT730-csjhRFSxTBm4OUdYmI/viewanalytics

ttp://www.matematicaweb.it/questionari/tecnologia-apprendimento.html

Questionnaire

Report

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Feedback from students

More technologyIn school

A new mentality/approach (from the teachers) to the use of technology when learning

Courses for teachers

WIFI broadband in school