six phases
Tuesday, 7th July 2009
The 6 phases of Project Cycle Management – just for the records
1. Enthusiasm
2. Disillusionment
3. Panic
4. Search for the guilty
5. Punishment of the innocent
6. Praise and honour for the non-participants
LLP Awards 2009
Wednesday, 3rd June 2009
source: elearningeuropa.info Newsletter – May 2009
The European Awards for Lifelong Learning have been honouring – since 2007 – outstanding projects in education and training in Europe in order to give visibility to high quality projects and activities supported by European education and training programmes. These examples of good practice are “success stories”, and received either a gold, silver or bronze prize.
In 2009, the European year of Creativity and Innovation, the LLP awards are given to cooperation and mobility projects and networks in Comenius, Erasmus, Leonardo da Vinci, Grundtvig, Languages and ICT that have achieved particularly creative and innovative results with a significant impact.
European Awards for Lifelong Learning in Creativity and Innovation at http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/creativity_en.pdf
Pedagogical Songs
Tuesday, 19th May 2009
source: eLearning Papers n° 13: Innovation and creativity: http://www.elearningpapers.eu/index.php?page=doc&doc_id=13996&doclng=6&lng=en
extras from “Pedagogical Songs: learn by doing game based activities” by Santiago Palacios Navarro, Full-time collaborator-professor , Department of Evolutionary Psychology and Education University of the Basque Country:
“In fact, almost all educators agree that songs are included among their most successful teaching tools. Using music in the second language learning is consistent both with linguistic and psychological theories. According to Krashen (1985), comprehensible input and output are important to the acquisition of a second language. He also claims that affective factors such as motivation, attitude, self-confidence and anxiety will affect the amount of comprehensible input learners receive. Therefore, songs can supply comprehensible input in low anxiety situations. Likewise, songs can be used for different purposes. As Saricoban and Metin (2000) have pointed out, songs can develop the four skill areas of reading, writing, listening, and speaking, which are basic in language learning. According to the theory of multiple intelligences proposed by Gardner (1983), those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tunes, and music so they immediately respond to music and they will often use songs or rhythms to learn and memorize information.”
” Based on games and online activities developed from the study of a song, the project has been implemented throughout the last six years in the “Educational Psychology” course, taught as part of the Teaching degree specialised in Foreign Language at the University of the Basque Country (Spain).”
Read the entire article at http://www.elearningeuropa.info/files/media/media19202.pdf