Digital Readiness for
European Distance Learning
European Distance Learning
Project Summary
This e-book is one of the basic outcomes of an Erasmus+ KA226 strategic partnership of five schools situated in countries all over Europe: Greece, Portugal, Iceland, Serbia and Belgium. Its title is "Digital Readiness for European Distance Learning" (DIGI.R.E.DI.L) and it lasted 30 months. Partner schools all belong to secondary education, most of them to the vocational one.
Teachers involved have been quite experienced in the use of ICT and in distance learning long before COVID-19 imposed its restrictions on school life as well. They are also eTwinners and open to innovation.
The main objective of the project was to update the digital competences of teachers and students of partner schools by introducing new Web 2.0 tools, new software and methods that can be used to make distance learning qualitative and fruitful for the educational procedure. The institutions involved shared their knowledge and experience in the use of ICT in education and developed teaching material together. This teaching material has been tested in virtual, mixed but also some regular classes and was uploaded on project Twinspace and blog so as to be available to any teacher in and out of the schools involved. Basic project info like participants, objectives and activities, mobilities and procedures were disseminated in the form of newsletters and the results/content were published in the form of this e-book where all partners contributed.
Teachers involved have been quite experienced in the use of ICT and in distance learning long before COVID-19 imposed its restrictions on school life as well. They are also eTwinners and open to innovation.
The main objective of the project was to update the digital competences of teachers and students of partner schools by introducing new Web 2.0 tools, new software and methods that can be used to make distance learning qualitative and fruitful for the educational procedure. The institutions involved shared their knowledge and experience in the use of ICT in education and developed teaching material together. This teaching material has been tested in virtual, mixed but also some regular classes and was uploaded on project Twinspace and blog so as to be available to any teacher in and out of the schools involved. Basic project info like participants, objectives and activities, mobilities and procedures were disseminated in the form of newsletters and the results/content were published in the form of this e-book where all partners contributed.
Project blog
2020-1-EL01-KA226-SCH-094685
Coordinated by Esperino Epaggelmatiko Lykeio Giannitson,Greece
Coordinated by Esperino Epaggelmatiko Lykeio Giannitson,Greece
Project Summary
Well established communication even before the project began via Twinspace, WhatsApp group and online Webex meetings has been facilitating partners coordination and effective cooperation. Because of COVID limitations, the project set off through an eTwinning project and our Twinspace was the space where teachers and students started knowing each other, introducing their school premises and their areas of living and then moving to the introduction of project objectives and started experimenting with some new web tools.
Five intensive training weeks for teachers were realized as total, each one was hosted in a different partner country. Their content was related to new digital tools,innovative software,platforms through presentations, workshops, discussions, evaluations, different ones in each host country.There were also presentations on e-safety and inclusiveness of each country's distance learning and project meetings for its smooth implementation. Just one Transnational Project meeting had been planned to the end of the project to prepare its final report and assess the whole process.
Lots of in and out of schools dissemination practices among them an e-book with web 2.0 tools and tutorials, six Newsletters, a project blog, use of eTwinning platform have been contributing to project results sustainability as well.
The collaborative teaching methods developed by the partners based on new technologies enabled more interdisciplinary and intercultural activities to be carried out in the future in all the institutions involved in the project and better distance learning. The effectiveness and attractiveness of the new teaching solutions were tested by involving students in local and foreign online activities implemented by using newly learned digital tools. Schools became more experienced in managing European projects, better connected to their local networks and more confident to invest in their internationalization.
Five intensive training weeks for teachers were realized as total, each one was hosted in a different partner country. Their content was related to new digital tools,innovative software,platforms through presentations, workshops, discussions, evaluations, different ones in each host country.There were also presentations on e-safety and inclusiveness of each country's distance learning and project meetings for its smooth implementation. Just one Transnational Project meeting had been planned to the end of the project to prepare its final report and assess the whole process.
Lots of in and out of schools dissemination practices among them an e-book with web 2.0 tools and tutorials, six Newsletters, a project blog, use of eTwinning platform have been contributing to project results sustainability as well.
The collaborative teaching methods developed by the partners based on new technologies enabled more interdisciplinary and intercultural activities to be carried out in the future in all the institutions involved in the project and better distance learning. The effectiveness and attractiveness of the new teaching solutions were tested by involving students in local and foreign online activities implemented by using newly learned digital tools. Schools became more experienced in managing European projects, better connected to their local networks and more confident to invest in their internationalization.
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Our parallel eTwinning ProjectLoading...
Right after the beginning of our KA2 project, partners initiated an eTwinning project (October 2020) with the purpose of using it for sharing new materials and teaching experience,for providing a safe place for students/teachers to communicate and for bringing the partner school communities together through distance learning.When the platform changed to a new one (ESEP),we set up the project from the beginning again and applied for our former materials to be transferred.Loading...
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Learning,Teaching,Training activities of the projectLoading...
LTTA Iceland (September 2021)LTTA Belgium (February 2022)
LTTA Serbia (September 2022)
LTTA Greece (January 2023)
LTTA Portugal (March 2023)
Transnational Project Meeting Belgium (June 2023)
Basic outcomes
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Using MS Teams
“Teams” was used during Covid-19 online teaching in MR. Online meetings were held on Teams and the students had teaching materials there and access to quizzes also. The students had various assignments on Teams and teachers had the opportunity to try new ways in teaching and presentation. Breakout rooms were used for teamwork where the class was divided into smaller groups and it was also used to practise their oral skills in language learning.
Inna
The information management system Inna is used by all secondary schools in Iceland. It allows for central registration of attendance and grades, so that if a student changes schools their information is automatically available to their new school. Moreover, teachers can assign homework as well as tests and other assignments to groups or individual students. For written assignments it is possible to connect Inna to an external tool such as Turnitin. All grades,
whether they are grades for individual assignments or grades for whole modules or courses, are published on Inna.
whether they are grades for individual assignments or grades for whole modules or courses, are published on Inna.
Schools' eSafety policy
Students counselling in Covid times
The mobile e-certificate is widely used in Iceland to access different public services. Both the
teachers and students use it for access to the school information system Inna. Top access the
school computer systems there is a two factor authentication for the staff but not for the
students. All staff and all students get an email account and a password and the students use
this when they need to access the school computer systems. They have access to all the
Microsoft Office programs through the school and can download and set up the software
package for free on their own computers, tablets or phones. The hardware and software used at
the school have built-in safety from certain viruses and cyber attacks. It tracks activities and
triggers an alert if it breaks the user's policy.
teachers and students use it for access to the school information system Inna. Top access the
school computer systems there is a two factor authentication for the staff but not for the
students. All staff and all students get an email account and a password and the students use
this when they need to access the school computer systems. They have access to all the
Microsoft Office programs through the school and can download and set up the software
package for free on their own computers, tablets or phones. The hardware and software used at
the school have built-in safety from certain viruses and cyber attacks. It tracks activities and
triggers an alert if it breaks the user's policy.
During the covid period when the students worked at home, we offered them contact
though Teams - phone or e-mail. We called all first-year students and heard how they were
doing. All teachers were in excellent contact and sent us reports about how their students were
doing. We called those who had not been opening their projects or not delivering it back to the
teacher. We both used Teams to call students or phone. We could access our school
information system Inna from there and could monitor their schoolwork.
though Teams - phone or e-mail. We called all first-year students and heard how they were
doing. All teachers were in excellent contact and sent us reports about how their students were
doing. We called those who had not been opening their projects or not delivering it back to the
teacher. We both used Teams to call students or phone. We could access our school
information system Inna from there and could monitor their schoolwork.