Visibility of eTwinning Projects Group Newsletter 2017 No. 7 | Page 56

Visibility of eTwinning Projects Group July 2017 Newsletter
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The idea
Out-of-school learning places are experimental
spaces where learning processes can take place in a
situational context, authenticity-oriented, action-
oriented, cooperative, interdisciplinary, discovering
and involving all the senses (Biener 2004: 8).
As places of cultural education and as a mediator of
culture, museums play a new role as a learning
environment because they enable perceptions and
experiences that cannot be made in the classroom
and therefore allow a different, authentic debate on
language (Marx 2006:123).
The project
Each one of the participating schools had to
propose five museums of their city. The students
who participated in the project created a video for
each one of those museums and they presented it
to the students of the other schools so that
everyone would vote and select two museums
online (using the Doodle tool) [with the exception of
Berlin (DE) and Patras (GR) where students visited
and worked on three museums].
This is how the visited museums were selected.
Assignment papers on each one of them were
supposed to be completed during the respective
museum visit.
One of the main goals of this project, supported by
all members, was to try out new methods within
interdisciplinary classes with an emphasis on art
and c ulture, but also in connection with science and
technology. Therefore, this online museum guide
was solely created by the students.
Through short and long-term stays, these young
people got to know their “neighbours” better and
had the opportunity to open up to the European
idea. Students realized that every project partner,
from every country, invested in the partnership.
During their long-term stay, students were able to
compare teaching methods and also use their own
experience, to enrich the project work in the host
country.
The project also focuses on the application of
various digital media (apps and web tools) in the
classroom, as for today's teenagers’ technology is a
self-evident part of life. Two training sessions were
also offered to the teachers in order to assist them
for working on this project. The first one took place
in Patras (GR), with workshops on how to use QR-
Codes, Kahoot, Aurasma, Google drive and Weebly.
The second one took place in Helsinki (FIN), which
was focused on new media in teaching and
conducting digital examinations.
Evaluation
Before the meeting: Both students and teachers
answer a survey.
After the meeting:
a) Both students and teachers answer a survey and
b) students and teachers publish their most
beautiful experiences and impressions of the
meeting at a Padlet wall
(https://padlet.com/abohn_kto/Kulturkiosk).
Results, outcomes and conclusions
Two websites were developed for this project (both
in German): a) www.interactive-museum.guide
and b) http://kulturkiosk-2014-2017.weebly.com/.
They helped us to document and record the "steps"
of the project process and the results of each
meeting. The Coordinator of the Greek school made
also a project website in Greek: http://kulturkiosk-
gr.weebly.com/.
The final product of this 3-year collaboration is an
online guide (the interactive museum guide) and an
OER-ebook. It can be used for interdisciplinary
courses as well as for CLIL classes. A non-reciprocal
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