Public Part 2007 3446 Pr Face It

Project Title:
Focus on Awareness of Culture and Education for
International Teachers (Face it)

Project Number:
134362-LLP-1-2007-1-NL

Grant Agreement:
2007-3446 / 001-001

Sub-programme or KA: COMENIUS-CMP

Progress Report Public Part

FACE IT: Focus on Awareness of Culture and Education for International Teachers
Reference: 134362-LLP-1-2007-1-NL Grant Agreement; 2007-3446 / 001-001 Sub-programme: COMENIUS-CMP

Project information

Project acronym: FACE IT
Project title: Focus on Awareness of Culture and Education for
International Teachers
Project number: 134362-2007-NL
Sub-programme or KA: Comenius
Project website: http://www.european-teachers.eu
E-learning environment http://projectos.iec.uminho.pt/face_it

Reporting period: From 01-11-2007
To 01-11-2008
Report version: 1
Date of preparation: 08-10-2008

Beneficiary organisation: Hogeschool Edith Stein / Onderwijscentrum Twente

Project coordinator: Froukje Bakker
Project coordinator organisation: Hogeschool Edith Stein / Onderwijscentrum Twente
Project coordinator telephone number: 003174851248
Project coordinator email address: Bakker@edith.nl

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained
therein.

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Executive Summary
The project: face it (Focus on Awareness of Culture and Education for International Teacher)
concentrates on the development of learning materials for teacher training. To develop
materials within a relative big group of partner institutes will give the partner institutes a
common focus on the content, teaching methods and gives groups of international students
the possibilities to reflect on common issues and to collaborate on international projects. A
common focus on content and teaching methods gives teachers and students at teacher
training institutes a view from different points at the same time. This will promote multi-
perceptivity.

The project: face it promotes teacher and students exchange within the Erasmus
programme. The partner institutes developed content in accordance with the needs of future
European teachers: European Diversity (Multiculturalism), European Identity (Cultural
Heritage), European and world Citizenship and European Professionalism (School Concepts
in Europe). Exchanges can also take place when teachers and students work together on the
same topics and share materials and ideas within the e-learning environment.

The project: face it promotes learning of teachers and students within and on the e-learning
environment moodle. It uses weblogs and wiki’s as means of collaboration.

Partners in the project: face it are 11 teacher training institutes in 10 different countries in the
European Union and one other partner from Switzerland. There are 27 teacher trainers /
researchers, 2 administrative support (financial and secretarial) and one technical support
involved in the project.

The partner institutes will disseminate the model and examples of the materials to other
teacher training institutes in Europe.

The web site: www.european-teachers.eu is under construction and will be connected
directly with a moodle environment including the learning materials.

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Table of Contents

1. PROJECT OBJECTIVES .................................................................................... 5

2. PROJECT APPROACH ...................................................................................... 7

3. PROJECT OUTCOMES & RESULTS................................................................. 9

4. PARTNERSHIPS .............................................................................................. 13

5. PLANS FOR THE FUTURE .............................................................................. 15

6. CONTRIBUTION TO EU POLICIES ................................................................. 19

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1. Project Objectives
The overall aim of the project: Face it! is to develop content and a methodology to enable
students of teacher training colleges to acquire the knowledge and to develop the
competences, skills and attitudes required to become a European teacher.

The materials will be based on the characteristics of a European teacher as formulated by
Michael Schratz (see D.1), which can be summarized as follows:
1. European identity: A European Teacher sees himself/herself as someone with roots
in one particular country, but at the same time belonging to a greater European
whole. This coexistence of national identity and a transnational awareness provides a
valuable perspective on questions of heterogeneity. Diversity within unity is therefore
a key-aspect of a developed European identity with an open mind toward the world as
a whole.
2. European knowledge: A European Teacher has some knowledge of other European
education systems and, possibly, of educational policy matters at an EU level. He/she
has knowledge, has a European approach to subject areas of European and world
affairs and is aware of European history (histories) and its (their) influence on
contemporary European society.
3. European multiculturalism: A European Teacher engages with the multicultural
nature of European society, has a positive relationship with his/her own culture and is
open towards other cultures. He/she copes with the challenges of the multicultural
aspects of the knowledge society.
4. European language competence: a European teacher speaks more than one
European language with differing levels of competence and is able to teach subjects
in languages other than his/her first language.
5. European professionalism: A European teacher has an education, which enables
him/her to teach in any European country. He/she has a European approach to
subject areas in his/her teaching and links up cross-curricular themes from a
European perspective. He/she exchanges curricular content and methodologies with
colleagues from other European countries.

The course materials will be developed around four content areas: cultural diversity, cultural
heritage, world citizenship and European school concepts. The partners regard these
contents very suitable for the students (=future teachers) to acquire the knowledge and to
develop the competences, skills and attitudes necessary to become a European teacher. We
can illustrate this by the following overlapping circles:

5 / 20


Benefits till now
The project has benefited its participants from partner institutes. They have learned the new
things because of the cooperation with teachers from different countries. They could see a
different point of view other participants of the project and they have learned more about the
cultures. It made them think about the importance of teaching new teachers about links to
Europe. The personal benefit is connected with the institutional one. The institutions can
incorporate the new methods to their curriculum and improve the teaching strategies.

Future benefits
The project will benefit its participants in the future, too. The benefit is in using developed
materials to teach students to become the international teachers. It supports students’ and
teachers’ exchange (see chapter 5. Plans for the Future). It is connected with cooperation
between different countries and possible collaboration in new projects which will be created
by the students who will go through the project to become the European teacher. The project
develops Lisbon Key Competences for future teachers within the model.

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2. Project Approach
Progress of the work
During the duration of the project (since 1st November 2007) we have made this progress:
• We have developed the frame work, we have created the structure of the learning
materials.
• We have developed mindmaps / structures of content Cultural Heritage, European
Diversity, European Citizenship, School concepts and E- Learning Environment.
• We have been in the process of developing materials.
• The E-learning group has developed the e-learning environment and website.
• We organised two conferences and 5 sub-conferences till now.
• We have planned for the second year of the project 5 sub-conferences and one end
conference.
• We have planned try-outs and teacher mobility (see chapter 5. Plans for the Future).

Methodological approach
From the start of the project it seems to be important to develop a methodology together with
the materials. Otherwise we should finish with materials within the sub groups with different
scopes and a lot of overlapping materials. At the first conference in Oulu we started with
sharing our ideas around a methodology. We developed the methodology from the learning
model (first version) to a competence model (second version)

Organisation and communication
The project has been organised around the four content areas: Cultural Diversity (CD),
Cultural heritage (CH), World citizenship (WC) and European school concepts (SC). These
content areas are embedded in an E-learning environment. The participants who are
involved in Face It project:

Rectification on the figure:
P11: PHZ Luzern (other partner)
P12: University of Derby official P11

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The steering group has these responsibilities:

• administers the budget
• monitors the work processes and progress of the work by convoking and chairing the
steering group
• quality assurance
• takes care of the organisation of the three main conferences
• chairs the three main conferences and two meetings in work groups
• takes care of quality and an evaluation plan (QPLN)
• takes care of a dissemination plan (DISS)
• takes care of an exploitation plan (EXP)

Coordination of the development groups and the e-learning group:

• preparation and design of the materials pertaining to the four content areas (CH, CD,
EC, SC)
• choice and description of an adequate methodology tuned to the possibilities of an e-
learning environment
• design of try-out versions
• participation in the try-out procedure

All groups have shared their responsibilities. It is one of the added value of the approach
used.

Quality and evaluation plan

The Evaluation plan you can see in the application 30-3-2007 (page 37). We have made the
progress on evaluation till 31-10-2008:

• Lectures, project week, courses : The School Concept group developed a
questionnaire for lesson and courses evaluation.

• Study materials: We are in the phase of developing the materials.

• Conferences (3x): Evaluation from the conference in Oulu and from the conference in
Bursa is done.

• Work meetings
- content groups (2 times x 4 groups)
- E-learning (2 times)

• Steering group (3 times ): The meetings of the steering group have a direct
connection to the conferences and the results can be find in the minutes of the main
conferences and in the presentations.

• Summative evaluation: The summative evaluation will be carried out by John Dolan,
who was a senior teacher at the University of Derby.

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3. Project Outcomes & Results
Description of outcomes
There were three important outcomes at the beginning of the project Face It:

• A set of course materials pertaining to the content areas European Diversity (ED),
Cultural Heritage (CH), European Citizenship (EC) and European School Concepts
(SC) embedded in an e-learning environment (ELE).
• A methodology (teaching methods) including a framework for the assessment and
description of students’ progress in developing the skills and competences to become
a European teacher.).
• A DVD containing sample materials developed in the project as well as the framework
for assessment.

The set of materials has been at the process of developing. The members of groups are
working on it – for the course materials see website: www.european-teachers.eu
We decided to start with the frame work as the first and to develop materials over two years.
The frame work can not be used as a self-assessment instrument. The assessment
questions will be used for motivating and elaborating the content at the start of learning
process.
The E-learning group advise us not to publish a DVD but publish an URL; the idea will be
the same, but we will think about a brochure or something else to spread the idea of the
European teacher model and the URL on our last conference in Hengelo (NL) in September
2009.

All results which are connected with project face It are good visible in this chart:

Result Category Results
Products • innovate education and training
modules;
• online education and training
materials (e-learning);
• conferences and cultural events;
Methods • increased knowledge of the
participants by using ICT, it is
connected with content of
competences for European Teacher;
• cooperation processes and
methodologies;
• exchange of ideas and good practice;
Experiences • experience by the project partners in
the management and undertaking of
transnational partnership;
• experience gained by individuals, e.g.
from mobility periods;
• exchange of experiences and best
practice through the establishment of
networks;
Policy lessons • feed back to inform policy making
e.g. in the Lifelong Learning field
within the Commission and within
member States;

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European Cooperation • new and extended European
partnership – bilateral contracts,
teachers’ and students’ exchange
• transnational sharing of experience
and best practice;
• cross-cultural dialogue and co-
operation;
• new dialogue and partnerships
between EU and non-EU countries;

Outcomes of the European Diversity group

After having discussed several articles on interculturality, intercultural / proteophilic
competence, multiculturalism, in Riga and Bursa conferences we have come to some kind of
consensus about the content of the course. It has not been easy as we have different
backgrounds and different perspectives on dealing with diversity in education. Janis and me
focus on the complexity of human beings, multiple identities inclusion. Eilas` understanding
seems to be the closest to ours, she is speaking about narrative identities and story telling
and how identities are constructed in the process of story telling. Sezen and Sehnaz seem to
be focusing more on cultural differences (in music and dancing). Diana`s views seem to be
somewhere in the middle , her focus is on multimodal ways of expressing diversity. All of us
agree that for dealing with diversity in education it is important to take multiple perspectives
on diversity which means that different views on diversity are accepted, of course, with
exception of racist ones.

So, based on this consensus, we have created a course mindmap. During the conference in
Bursa we have realized that some themes and methods overlap with other groups, for
example, using family photos and other photos illustrating essential life experiences for story
telling about one`s life. We are also dealing with stereotypes, deconstructing media
representations and cases of authorization.

Outcomes of the European Identity group / Cultural Heritage

• The group of European Identity has designed the framework and main
conceptualization / references for teaching and learning European Identity in the
international context.

• They have improved the discussion and communication into the subgroup with the
aim of taking decisions about contents and teaching methods.

• They have structured the contents and teaching methods for European Identity
(Cultural Heritage) in the e-learning materials.

Outcomes of the European / World Citizen group

In Oulu we started in our workgroup with a discussion about the models we received from the
steering group such as the Cando-model and made an own model for filling in the
perspectives of European Citizenship.
In Oulu we agreed about using the Hanvey model and the following multiperspective view at
European Citizenship.

10 / 20


After the conference in Oulu the steering group of Face-It elaborated a common competence
model for European Teachers based on the CAN DO – model in teaching practice to be used
in all subgroups:

A competence model for
European Teachers: CAN DO
– model in teaching practise

Subjects A. Knowledge and B. C. D.
concepts Teaching Reflection Collaboration
European Citizenship methods

The Oulu conference was used to discuss about column A and B (the content of our product
on European Citizenship as well as the model(s) of teaching methods).

Concerning column A, it was decided that the following topics are transformed into study
material for teacher trainees:
Barcelona: Biodiversity, Climate and Quality
Brussels: Health, Human rights and Cultural diversity
Hengelo: Earthkeepers and Politics + Agreements
Utrecht: Human rights, Cultural diversity and Sustainability

The content of knowledge and concepts as well as the teaching methods were discussed at
the sub conference in Brussels. In Bursa we did some preparations for assessments and
reflections by the lessons we already made. We also agreed about a try-out of the
developed materials in Hengelo and Brussels. In Bursa we also met the new member of our
group from the University of Derby. Our colleague from Derby will do proposals for filling in
the economical aspect.

Outcomes of the European Professionalism group / school concepts in Europe

• Decision on the course structure based on Hanvey’s Model using the Micro, Meso
and Macro level

• Decision on using an English web based version of the CD “reform pedagogics”.

• Decision on the implementation of a master course “School Concepts” in Moodle

• Developing a structure of the draft course in Moodle for “European School
Concepts”

• Evaluation of sub conferences; conferences; E-learning courses

• Organizing external evaluation

• Developing course content – learning material
6 content areas /blocks (1 ECTS – credit each – 25 hours of workload)

Outcomes of the E-learning group

• Selection of a course management system to support the E-Learning activities for the
Face It Project.

11 / 20


• Installation and configuration of the Moodle course management system (E-Learning
platform) on a server inside the network of the Universidade do Minho – IEC.
• Providing Internet access to the E-learning platform supported by a Moodle server:
http://projectos.iec.uminho.pt/face_it/
• Registration of the domains: www.european-teachers.eu and
www.europeanteachers.eu
• Selection of a content management system to support the official web page of the
Face It Project - Joomla!
• Installation and configuration of the content management system Joomla!
• Installation of a additional Moodle server to provide redundancy and backup of the
main Moodle server outside the network of the Universidade do Minho.
• Setup of a courses to support the communication of the several groups of the Face It
project.
• Setup of a course to support the project coordination activities.
• Setup of courses to support the training of the use of the Moodle platform.
• Publishing of several tutorials to support the learning on how to use the E-Learning
platform.
• Providing guide lines, advise and help to the several groups on how to publish the
content materials on the platform.
• Induce the quot;domino effectquot; on the several Face It groups by publish the first courses
and lessons.

Considerable improvement on the quality of the materials such as:
• PPT insert through support as Slide Share or YouTube.
• Interactive blogs supported by multimedia tools like Flash applications , videos, etc...
• More use of small videos to improve teaching and learning through the creation of
Rich Learning Environments (RLE).
• Considerable improvement in the use of communication means available at the
Moodle Platform, such as: Chat, Forum, Skype buttons, etc..
• The use of Joomla to built up the web front page, improved not just the design of the
page, but the organisation, interactivity, and the visual aspect of the Project.

Support from the ELE_Group:
• Helping with very simple guidelines to work with the platform.
• Helping with the registration of all the members.
• Showing the way to upload documents in different formats.
• Suggesting the adequate adaptations of some learning materials to the Platform
capabilities.

At the sub-group Meeting in Braga the ELE_Group decided to have a different approach:
one person to one group.

After the Bursa conference the group decided to take actions according to the decisions
already taken to facilitate the communication between the ELE_Group and the other
members of the Project, allocating one member of the ELE_Group to each one of the other
four groups. The interaction became more easy and more productive.

12 / 20


4. Partnerships
Involved partners

• P1 Hogeschool Edith Stein / Onderwijscentrum Twente, Hengelo
• P2 EHSAL Europese Hogeschool Brussels
• P3 University ‘d Autonoma, Barcelona
• P4 University of Latvia, Riga
• P5 Elte University, Budapest
• P7 University of Minho, Braga
• P8 University of Oulu
• P9 Uludag University, Bursa
• P10 Pädagogische Hochschule Steiermark, Graz
• P11 University of Derby, England

P6 Hogeschool Domstad in the Netherlands is replaced by P11 University of Derby, United
Kingdom and an amendment is sending together with the progress report.

Other partner:
• Pädagogische Hochschule Zentralschweiz (PHZ), Switzerland

European added value
The course has been developed deals with European themes such as cultural diversity,
European cultural heritage and European school concepts. So the students (trainee
teachers) improve their knowledge about Europe. The methodology aims at raising cultural
awareness, the appreciation of one’s own culture and a critical appreciation and acceptance
of others. This will lay the foundation for a European identity. So the materials developed
enhance the European dimension in the curricula of teacher training colleges.
The course materials has been developed and implemented by 11 partners from 11
countries. This means that in the future more teachers will be prepared qualified to be a
European teacher. They will be teachers who are able to set up and coordinate international
projects with schools in other countries. So there will be a dissemination effect. Furthermore
the course materials will be suitable for international groups. The developers can operate as
experts and guest teachers for teacher training colleges that want to use the materials or
develop their own. The partner countries and others can let their students take part in the
course in one of the partner countries. This means that the project stimulates teachers’ and
students’ mobility (see Chapter 5. Plans for the future)
The European added values are connected wit the last conference, too. The last conference
of Face it project took place in Bursa (September 2008). This conference was a little bit
different from the others because we planned some parts in the programme in the way to see
Turkish culture. It was the first visit of Turkey for the most participants that’s why we asked
participants of the conference how was their point of view of Turkey before their visit and how
has it changed. The most of them admitted that they had a different idea about society,
culture and universities in Turkey or their idea was not very clear. Some of them were
influenced by prejudices. They thought it is closed and traditional country with conservative
inhabitants and with the big role of religion. Their visit of Turkey, excursions and personal
interaction with people showed them the country from different point of view. Lots of them
have changed their ideas about Turkey or they have had more specific ideas. They
recognised the people are very friendly and hospitable, through excursions they could see
that Turkey has interesting and rich culture and history. The university they visited was
international oriented with good standard. The experiences have influenced the way of
teaching by some of the participants. They want to talk about Turkey, Turkish society and the

13 / 20


culture with their students to introduce them this country and to help them to create the clear
view on it. There has appeared the idea from one participant of Face it project that Turkish
oral traditions and visual culture can improve the teaching methods. The teaching should
have more European dimension, all partners agreed about including Hanvey and Korthagen
model into teaching materials. The participants see the importance in using e-learning
environment, some of them try to use more multimedia and multi-sensory materials in their
lessons. The project still needs lots of work, the teaching materials are in the process of
creating but the planning for the next step is clearly stated. All teaching materials has been
more standardised and unified.

14 / 20


5. Plans for the Future
• The project supports students’ and teachers’ mobility. The partner institutes have
already involved the teachers’ and students’exchange to their plans:

Teacher exchange

Institution Teacher exchange to one Teacher exchange to one
of the Face it partners from of the Face it partners till
1st November 2007 till 1 st the end of Face it project
November 2008, where (1st November 2009)
P1 Hogeschool Edith Stein / • no • Paul Stuit will teach in
Onderwijscentrum Twente, Barcelona in March
Hengelo 2009
• Teachers exchange
with colleagues from
Brussels in March
2009
• The colleagues from
Barcelona and
Brussels and invited
for the teachers
exchange in summer
2009
P2 Ehsal, Brussels • no • teachers from
Interactum
Netherlands and
Interactum Flanders
will visit each others’
international classes
and use the materials
developed within face
It
P3 University ‘d Autonoma, • no • Teachers exchange
Barcelona with Luzern, Brussels,
Hengelo, Bursa,
Budapest
P4 University of Latvia, Riga • no • Mara Dirba and Janis
Mencis plan to go to
Uludag university,
Bursa
P5 Elte University, Budapest • no • Teacher exchange to
Hengelo and
Barcelona
P7 University of Minho, • Teacher exchange to • Yes, but the place
Braga Finland, England, has not been sure yet
Netherland
P8 University of Oulu • no • 1 teacher to Hengelo,
Riga or Bursa
P9 Uludag University, Bursa • teacher exchange to • Teacher exchange to
Edith Stein in Barcelona, Braga,
Hengelo, Netherland, England, Switzerland

15 / 20


September 2008 and Belgium
P10 Pädagogische • Teacher exchange in • Yes, but the place
Hochschule Steiermark, Graz Barcelona has not been sure yet

Other Partner • no • teacher exchange
PHZ, Switzerland with Barcelona, Graz,
Riga, England
P11 University of Derby, UK • They joined to project • Teacher exchange to
Face it later Budapest , Barcelona
and Hengelo

Student exchange

Institution Student exchange to one Student exchange to one of
of the Face it partners the Face it partners till the
from 1st November 2007 end of Face it project (1st
till 1 st November 2008, November 2009)
where
P1 Hogeschool Edith Stein / • 4 students to • 4 students to
Onderwijscentrum Twente, Barcelona Barcelona
Hengelo • 2 students to Bursa • 2 students to Bursa
• Some students in the
international class in
Edith Stein, Hengelo
P2 Ehsal, Brussels • 3 students to Braga • 2 students to
Barcelona

P3 University ‘d Autonoma, • 2 students to Edith
Barcelona Stein, Hengelo
• 1 student to Graz
• 1 student to Braga
P4 University of Latvia, Riga • 1 student, Uludag • 1 student to Uludag
university, Turkey university, Turkey
• 1 student to Edith
Stein, Hengelo
P5 Elte University, Budapest • no • No clear idea at the
moment
P7 University of Minho, • no • 2 students to
Braga Barcelona, Spain
• 2 students to England
P8 University of Oulu • no • 1 or 2 students to
Hengelo, Riga or
Bursa
P9 Uludag University, Bursa • 12 students to Edith • 2 students to Ehsal,
Stein, Hengelo Brussels
• 6 students to • 2 students to PHZ,
university of Oulu, Switzerland
Finland • 2 students to
UniversityDerby,
England
P10 Pädagogische • 5 students to Edith • At least to one partner

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Hochschule Steiermark, Graz Stein, Hengelo – not fixed yet as the
• 2 students to Ehsal, applications period
Brussels has not finished yet
Other Partner • 2 students to Edith • 5 students to Edith
PHZ, Switzerland Stein, Hengelo Stein, Hengelo,
University ‘d
Autonoma, Barcelona,
University of Latvia,
Riga and University
Derby, England
P11 University of Derby, UK • They joined to project • 4 students to Edith
Face it later Stein, Hengelo

• The teachers’ and students’ mobility will be involved in the curriculum of teacher
institutions.
• The another plan is connected with finishing website.
• The developing materials will be finished and unified.

Plans for the future of the European Diversity group

As we have come to consensus about the mindmap and themes and methods, we have to
improve the existing course materials, make them more user friendly, adapt to the Moodle
platform and design new materials. We have to find more ideas for reflection and
collaboration, so that when we meet in Oulu in April, 2009 we can discuss and evaluate our
materials.

Plans for the future of the European Identity group / Cultural Heritage
• Defining the role of the reflection and collaboration in our learning materials.
• Trying out the learning materials in Hengelo and Barcelona.
• Developing the second subgroup meeting in Budapest that will focus on evaluation
and dissemination.

Plans for the future of the European and World Citizen group

As we have come to consensus about the mind map and themes and methods, we have to
improve the existing course materials, make them more users’ friendly, adapt to the Moodle
platform and design new materials especially for the economical aspect. We have to find
more ideas for reflection and collaboration, so that when we meet in Barcelona, 2009 we can
discuss and evaluate our materials.
Beside this our group plans to work on competences for a European teacher and is preparing
the exchange of students and teachers in April/may 2009.

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Plans for the future of the European Professionalism group / school concepts
in Europe

• Evaluating and improving the course content

• Evaluating and improving the course structure

• testing the material within the institutions

• networking on the content amongst the institutions

Plans for the future of the E-learning group

Special actions from the ELE_Group towards the other members of the Project:
• Fostering the use of the communication tools available at the platform by the other
members of the project.
• Help to improve the pedagogical qualities of the learning materials, according to the
capabilities of the mean.
• Suggestions about how to adapt learning materials to different types of strategies like
the use of Webquests, Weblogs, Digital Portfolios, etc,...
• Help to upload videos and PPTs in more attractive formats.
• Promote further uses of the E-learning platform.
• Introducing new innovations in the Moodle platform - including new plugging and tool.

18 / 20


6. Contribution to EU policies
The project face it supports the teachers and students mobility and it will grow, quantitative
and qualitative. This promotes the Lisbon Education & Training Progress Indicators: with the
codes: LIS-H26 (Mobility: Inward and outward mobility of teachers and trainers within the LLL
Programmes) and LIS-H27 (Mobility: Inward and outward mobility of Erasmus students and
Leonardo da Vinci trainees).

The project: face it promotes the Lisbon Key competences code KC6 (Interpersonal,
intercultural and social competences and civic competence). The course materials developed
in this project focus on intercultural awareness and world citizenship. The latter implies the
development of civic competences. Interpersonal competence is at issue in group work and
in learning to set up international projects between schools.

The project: face it promotes LLP Horizontal policies: code A1(Promoting an awareness of
the importance of cultural and linguistic diversity in Europe) .
The course materials have been developed around the four content areas will raise and
promote the students’ awareness of cultural diversity in Europe. One of our attitudinal aims is
that students value this diversity. Linguistic diversity can be part of the course content. A
linguistic side-effect will be that the course materials will be in a foreign language, so that the
students will be helped on their way to teach in a language other than their first language.

The project: face it complements with other policies: code 1.2 (Culture). One of the starting
points in the course content is that knowledge, awareness and appreciation of different
cultures are prerequisites for becoming a European teacher. One of the content areas is
therefore “cultural heritage”.

Summary
The project: face it promotes teacher and students exchange within the Erasmus
programme. The partner institutes developed content in accordance with the needs of future
European teachers: European Diversity (Multiculturalism), European Identity (Cultural
Heritage), European and world Citizenship and European Professionalism (School Concepts
in Europe). Exchanges can also take place when teachers and students work together on the
same topics and share materials and ideas within the e-learning environment.

19 / 20

Public Part 2007 3446 Pr Face It

Public Part 2007 3446 Pr Face It

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