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ParlEuNet Project

ParlEuNet Project. Begoña Gros University of Barcelona MERLIN Workshop Barcelona, May 30-31, 2002. Participants: University of Leuven University of Barcelona University of Maastricht University of Antwerpen Upsala University City College of London. Secondary school: 16-17 years old

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ParlEuNet Project

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  1. ParlEuNet Project Begoña Gros University of Barcelona MERLIN Workshop Barcelona, May 30-31, 2002

  2. Participants: • University of Leuven • University of Barcelona • University of Maastricht • University of Antwerpen • Upsala University • City College of London

  3. Secondary school: 16-17 years old • Computer problem based learning in rich technological environments

  4. Main objectives • The main goal of ParlEuNet was to create a multimedia educational platform to allow the evaluation of innovative tutoring models in a multimedia telematic learning environment.

  5. To develop pedagogical models which promote learning in a telematics environment • To develop high quality educational multimedia content on the European Parliamentfor students • To propose useful, and transferable models on learning in a telematics environment for generalisation in a maximum number of European schools • To enhance understanding of the European Parliament, develop a sense of European citizenship

  6. Problem based centered methodology • Collaborative groups (six students, three different countries) • Rich tecnological environment: dynamic webspace for email exchange, database, videoconferencing, faxes, telephone.

  7. Innovative aspects of the project • Use of different ICT technologies in secondary school • Collaborative learning • Problem based learning • Target socio economic research. Fourth Framework Programme

  8. Main conclusions • Students adapt very easily to the use of technology, and adopt in each situation the most appropriate technology to communicate each other • Well-design tasks and technological learning environment is not enough. Students need an introduction on how to work and learn in a distance and online environments. • Teachers and students have problems using a collaborative approach.

  9. Main conclusions • Technological tools do not explicitly afford participation • Teachers must get sufficient and appropriate training that include modelling of the use of new technology. • Project designers as well as participating teachers and students must be flexible and ready for some level of frustration (technological bugs, problems...)

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