This SOI is based on Asunción M. Martínez Llano’s learning scenario “We are all different yet we are all same” (EN-CUR-618), submitted by patriciabarciela on December 15, 2021.
It was implemented in mixed nationality groups of students within the Erasmus+ project “Media for Everyone’s Voice” with partners, both teachers and students, with no previous experience in using the Europeana resources. Therefore this implementation offered a great opportunity for teachers from Spain, Italy, Romania and Turkey to get acquainted and familiarise themselves with Europeana.
When I first saw the official agenda of the Spanish Institution based in Torrelavega, Spain scheduled to host four school-partners within an Erasmus+ project based on Media, the visit to Altamira Cave grabbed my attention. I thought it was the perfect way to benefit from Museum Education pedagogy and principles and get my 16-year-old students engaged in a meaningful and memorable way. And soon afterwards when I came across this LS based on a visit to the already mentioned Cave, I thought it was just exactly what we needed. Apparently, Europeana turns out to be our precious repository getting more and more competent to satisfy any class needs.
I rushed to make a comment on the LS creator’s post referring to the coincidence and the irony at the same time:
A LS designed to be implemented in online teaching mode for Spanish students is going to be adapted into a blended learning type; this way it would satisfy both the upcoming onsite teaching and the learning needs of multicultural students from five different countries! Besides the objectives and activities are tailored to our Erasmus+ project content: Art and images as media that convey messages and depict stereotypes.
– Introducing Europeana to partners:
First concern was to share and promote the idea to partners. It’s not so easy to gain trust from people you have just met online! However a fully prepared activity proposal, on one hand, and a brief introduction to Europeana during an online meeting , on the other, was enough to urge partners to get fully involved.
A ppt presentation was designed, organised in 3 parts, in order to facilitate working online and onsite:
A. Distant learning: presenting the online activities to be done before our face to face meeting in Spain
B. On the spot: consisted of the activities designed to be done onsite, during the mobility and
C. Re-imagine: including the creative part
eTwinning platform and the project Twinspace was used to host our ppt and the distant activities.
A. Distant online activites were mostly performed at national class level making use of the Cisco Webex teleconferencing service. More specifically, in the EFL class the students:
a. used the menti.com to write 3 words that came to their minds when they heard the word “Caveman”,
b. posted on jamboard.google.com an image or they drew a picture most representative of cavemen,
c. worked in teams (making use of the “break out rooms” Webex facility) in order to discuss the words posted, group them, search for stereotypes and reflect where these assumptions come from,
d. presented their group findings and compared them with those coming from mass media and audiovisual resources.
B. Onsite activities were implemented during the project meeting at the host school located in Torrelavega, Spain, within a short distance from the Altamira Cave. Students worked in multinational groups and
a. at a preparatory stage, in class, they were presented the result of the menti.com activity, already done making use of the project Twinspace, followed by a brainstorming discussion,
b. had a short chat about the words posted, reasoning why,
C. Creative work is still being developed and the results will be uploaded in the Twinspace.
Students are expected to re-imagine people living in the cave of Altamira, use the object or tool they have selected and,
either introduce the person who made it/used it or,
imagine one possible story that happened in the cave.
a. the impact of the activities on changing students perceptions comparing the results of the menti images before and after the activities,
b. voting for the best story during our 2nd short term mobility for students,
c. the learning scenario effectiveness, as long as the objectives of this learning activity were achieved.
Did you find this story of implementation interesting? Why don’t you read about the related learning scenario?
We are all different yet we are all same (EN-CUR-618) by Asunción M. Martínez Llano
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