Arbeitsbericht nach dem 1.Jahr:

This first year has been used to study how a learning platform can be used to present reports and evaluate Science courses in our different schools.   In the first meeting in Utebo, Spain, in October we searched to find a common platform and understanding of the project.  The experience of using Learning platforms was different between the schools.  We decided to concentrate on some areas of science classes in the project.   We decided as well to do some common activities the same way in all the partner schools, but also have room for individual activities in the different schools depending on what teachers are active in the project.   Apart from science teachers and English teachers there are for example a Latin teacher involved in Spain and Arts teachers in Norway. As a result there have been many individual activities connected with the projects in the different schools. 
During this first year the common task has been the study of tap water.   The different schools have studied their tap water and the pupils have made lab reports and published them on the Learning platforms. They have used the learning platforms also for evaluation of the activities.
As an appetiser for the schools/ students – we decided that all schools should make a short video presentation of their school, upload it to YouTube and link it to our project wiki for all students and teachers to see.  It has also been available on our common learning platforms It’s:learning, LMS Burgenland and eTwinning.
A common task has also been to create a project wiki.  Examples of finished products from our activities will be presented here for all to see.  The link to the wiki is http://risl4e.wikispaces.com/
The second meeting in Sandnes, Norway, was used to evaluate the first year of activities and to plan the next year.  The main theme for the second year will be “Diversity in Nature”, we will – apart from the theme – focus on how to make learning sequences in our learning platforms.  How to make content that can be used and re-used by the students in learning.
In addition to the common activities (which included an excursion to the Abwasserverband St.Georgen and Wasserleitungsverband N-Bgld in Eisenstadt), we at BG/BRG/BORG Eisenstadt decided to visit Nationalpark Neusiedlersee with classes, pupils had to write reports (documentation of activities, search information on special topics, translating basic information into English) and invite pupils of partner schools to answer questions regarding the information provided. We evaluated the tasks of the first year and the impact of the methods used. Results will be published on the project wiki named above.
Probleme und Schwierigkeiten:
A challenge in an international project is that we work in different settings, our national curriculums are different.  In Norway there is only one subject – Science, but in Spain there are biology, physics and chemistry subjects and in our school we have NAWI.   We managed to concentrate our activities that were adaptable into our national curriculums with our common tasks, and our individual tasks were more influenced by local variations.
The experience in using ICT and learning platforms especially has also been very different.  Both Norway and Austria have experience in using learning platforms, but the Spanish school
has had no experience at all in this.  We decided early in the project to use It’s:learning since this learning platform is multilingual – existing in all three languages and of course in English. (Apart from using LMS Burgenland and eTwinning too)  To prepare the Spanish teachers for using the learning platform, the Norwegian coordinator came to give a two day course in using It’s:learning in November.  This has helped the Spanish school making good experience in using learning platforms this year.
The fact that only three out of four applicants received grants for the project gives the project a challenge in mobilities.  One of the partners had to host a partner meeting twice.  The Spanish school offered to host also the final meeting in may 2011.  The result is that they will have less mobilities, and less funding as a result.   They are discussing with their national Comenius office to address this problem.

Aus dem Abschlussbericht:

Hauptziele Ihrer Partnerschaft
The main objectives are:
- Increase the interest of our students in scientific learning.
- Study the impact of using ICT in the learning process.
- Share experiences among European teachers.
- Create interdisciplinary synergies to increase other teachers' interest in science and technology
- Develop learning-to-learn skills for pupils
- Produce cross-curricular activities performed both in English and Science matters
- Encourage the pupils' exchange of information among the 3 countries involved.
Maßnahmen und Aktivitäten
We undertook several training sessions for teachers connected with the partners in using a electronic learning platform during the project. As a result the skills of both teachers and pupils were considerably strengthened.  Working with the project the pupils and teachers made automatic learning sequences on the learning platform. These were used for pupils (and teachers) and gave new knowledge to endangered species and diversity in nature in the partner countries.
Fortschritt und die erwarteten Auswirkungen der Partnerschaft beobachtet und evaluiert?
1.- Questionnaires for participants (students and teachers) at the end of first year and second year.
2.- Evaluation session in Norway (1st year)
3.- Final Evaluation in Spain (2nd year)
Schlussfolgerungen und Konsequenzen des Monitorings und der Evaluierung?
1.- Participants stated  that their motivation towards science has increased using ICT inside the classroom and the e-learning sequences about the different topics.
2.- Teachers said they found it difficult at the beginning if they were not used to ICT but later it was not so complicated. They have all said they would like to go on with other European Projects and with the use of other virtual learning platforms. They are satisfied with the products and focus on using it with other students.
During the process we have also succeeded in involving other teachers who were not part at first and became motivated during the project to join.
3.- After the final evaluation meeting, teachers have suggested going on with our partnership in different ways in the following year, like pupils exchange, visiting the countries and starting common wikis.

Comenius Projekt 2009 ff

Zusammenfassung der Ziele des Projektes (aus dem Projektantrag)
„Rich Interactive Scientific Learning for everyone (RISL4E)“
(“Reichhaltiges interaktives Lernen in Naturwissenschaften für jedermann“)
„ Für uns stehen die Schüler/innen im Mittelpunkt  unserer Lehr- und Lernaktivitäten – wir gestalten den Unterricht  für den/die  individuelle/ Schüler/in. In der Sprache der Pädagogik ausgedrückt, konzentrieren wir unsere Anstrengungen auf den/die Lernende/n, auf seine/ihre Bedürfnisse, seine/ihre Fähigkeiten. Unser angestrebtes Ziel ist es, die Kompetenzen der Schüler/innen im kritischen Umgang und im Organisieren von großen Mengen an Informationen, Fakten und Ideen zu vertiefen.
Wir studieren die Verwendung von Lernplattformen in naturwissenschaftlichen Fächern. Wie beeinflussen diese mit Hilfe von Lernplattformen vermittelten eLearning Methoden die Lernstrategien der Lehrer/innen, wie verbessern  sie die Kompetenzen der Schüler/innen und erhöhen ihre Interesse an Naturwissenschaften? Wir arbeiten an Themen wie Energie und Umwelt; verbinden Schüler/innen europaweit zum Austausch von Arbeitsergebnissen und zur Präsentation von naturwissenschaftlichen Themen. Wir möchten das Interesse an Naturwissenschaften durch die Nutzung von IKT und differenzierenden Lernstrategien verstärken. Wir möchten die Kompetenzen im Bereich „Lerne zu lernen“ erweitern und fächerübergreifende Synergien herstellen, um das Interesse von Kolleg/innen an naturwissenschaftlichen Themen zu wecken und zu einen Austausch von eLearning Methoden anzuregen.“
Beteiligte Schulen:
Skeiene ungdomsskole:
Unsere Schule befindet sich in Sandnes an der Südwestküste von Norwegen, nahe von Stavanger. Wegen der hier angesiedelten Erdöl- und Gasindustrie leben wir in einem sehr international dominierten Umfeld. Unser Schüler/innen sind sich dessen sehr wohl bewusst und daher besonders motiviert, Englisch und andere Sprachen zu erlernen. Gerade die Eröl- und Gasindustrie verlangen hochqualifizierte Arbeitskräfte in den Bereichen Naturwissenschaften und Technologie und unsere Schule bemüht sich, diese Qualifikationen zu fördern wie auch den Einsatz von IKT als eine zentrale Anforderung pädagogisch zu vermitteln.
IE.S Pedro Carrada:
Diese Schule ist eine Secondary School  mit rund 850 Schüler/innen und fast hundert Lehrer/innen, die auch während des jeweiligen Schuljahres viele Immigrant/innen aufnimmt, besonders aus Rumänien und Südafrika, aber auch einige aus Afrika.
Utebo hat ungefähr 18.000 Einwohner und ist nur zum geringeren Teil von Landwirtschaft dominiert, hier gibt es sehr viele Industrie- und Handelsbetriebe. Es liegt ungefähr 10 Km von Saragossa entfernt und ist gekennzeichnet von  hohem Bevölkerungswachstum.

Zielsetzungen unseres Projektes:
Die beteiligten Schulen haben Erfahrungen in der Nutzung von IKT und Lernplattformen. Wir sind daher interessiert an den unterschiedlichen Herausforderungen, die durch die Verwendung von eLearning Methoden gegeben sind. Konkret sind wir an der Entwicklung des Einsatzes von Lernplattformen in naturwissenschaftlichen Fächern interessiert. (…)
Wir wollen daher

Evaluation:

® Wolfgang Fitzinger, September 2010

Communication tasks second year

During this month we will have an activity connected with communicating with other pupils from Spain and Austria, all in English.  This is part of a project that is connected with Science, working with renewable energies and learning about endangered species - plants and animals.
Every pupil will be connected with one pupil from Spain and one from Austria.  The task is to write/ communicate with them.  The communication will be in three phases, the first phase is to know better your partner.
Present yourself (gender, age, hobbies, where do you live, how many hours do you spent in school, what do you do after school, what time do you have to get up and normally go to bed, what do you like most doing in your free time, how much time do you need to work for school at home, how long do you use the computer/internet on daily routines, which social networks do you use, are you allowed to go out on weekends - where do you meet people, at what time do you have to be back home,  at what age is it legal to drink alcohol, do you or your friends smoke ...)
The files gives you help to ask questions(First exchange), and how to find your partner (How to find your partner)(studentmix).
After this communication asking questions and giving answers, write a short report (200-300 words) where you show some of the answers and questions that you have given and answered on, reflect shortly on similarities and differences.

Task 2:
In February we will have the second phase of activity connected with communicating with other pupils from Spain and Austria, all in English.  This is part of a project that is connected with Science, working with renewable energies and learning about endangered species - plants and animals.
This second phase is  to communicate about food and nutrition.  You are still to communicate with the same people from the first contact.
You can ask them for what is their favourite food, what they eat for breakfast, lunch and dinner/ evening meal.  Maybe you can ask for or share your favourite recipe (oppskrift
After this communication asking questions and giving answers, write two or three paragraphs were you present and reflect on the answers that you have recieved and given about food (300-500) words). Feel free to ad also other topics that you have discussed/ exchanged information on.

Task 3:
Present one endangered species (one in the redlist) in your country. Find a suitable picture; write a short description and why it is endangered. Share this information with your partner and ask them if:

  1. Do you have the same animal/plant in your country?
  2. Is it on the redlist as well?”

Write a short report on what animal or plant you have chosen, which animal or plant you have received information on from your partners and what answers you gave and received. 

Things that we need to do

  1. What are we doing with the special task? Nutrition and health. We would like to continue.  Summarize the answers you have received regarding healthy eating habits (and the students own answers).  Compare what you know you should eat and drink to your daily routine.  The report must be written directly in the text-editor in itslearning with pictures/ video/ …..
  2. 3rd  Communication phase – presenting endangered species. “Present one endangered species (one in the redlist)  in your country.  Find a suitable picture; write a short description and why it is endangered.  Share this information with your partner and ask them if: 1. do you have the same animal/plant in your country? 2. Is it on the redlist as well?”
  3. Evaluation – students and teachers.  Evaluation for students with a survey on itslearning.  Evaluation with teachers in the meeting in Zaragoza. The common part of the survey for the pupils is made during the meeting in Eisenstadt.  Each country can add extra questions for local activities.  The survey has to be done with students by the 27th of May.  Each school must analyze their result and present in the meeting in Utebo.