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Content About Project........................................................................................................................................... 4
What is dıgıtal storytellıng? ..................................................................................................................... 5
Why should teachers know and use Digital Storytelling tools and strategies? .................................. 5
The DS Process .................................................................................................................................... 5
Briefing ............................................................................................................................................ 6
Writing ............................................................................................................................................. 6
Recording ......................................................................................................................................... 6
Editing .............................................................................................................................................. 7
The Storytelling Circle.......................................................................................................................... 7
Setting up the environment ............................................................................................................ 7
The Games ....................................................................................................................................... 8
The DS process, step by step ............................................................................................................. 11
Mobilities – I year .................................................................................................................................. 14
Spain .................................................................................................................................................. 14
Partner School ............................................................................................................................... 14
Tasks .............................................................................................................................................. 14
Mobility ......................................................................................................................................... 14
Turkey ................................................................................................................................................ 16
Partner School ............................................................................................................................... 16
Tasks .............................................................................................................................................. 16
Mobility ......................................................................................................................................... 17
Greece ............................................................................................................................................... 18
Partner School ............................................................................................................................... 18
Tasks .............................................................................................................................................. 18
Mobility ......................................................................................................................................... 19
Italy .................................................................................................................................................... 20
Partner School ............................................................................................................................... 20
Tasks .............................................................................................................................................. 20
Mobility ......................................................................................................................................... 21
Norway .............................................................................................................................................. 23
Partner School ............................................................................................................................... 23
Tasks .............................................................................................................................................. 23
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Mobility ......................................................................................................................................... 24
Mobilities – II year ................................................................................................................................. 25
Portugal ............................................................................................................................................. 25
Partner School ............................................................................................................................... 25
Tasks .............................................................................................................................................. 25
Mobility ......................................................................................................................................... 26
Romania ............................................................................................................................................. 27
Partner School ............................................................................................................................... 27
Tasks .............................................................................................................................................. 27
Mobility ......................................................................................................................................... 28
Poland ................................................................................................................................................ 29
Partner School ............................................................................................................................... 29
Tasks .............................................................................................................................................. 29
Mobility ......................................................................................................................................... 29
France ................................................................................................................................................ 31
Partner School ............................................................................................................................... 31
Tasks .............................................................................................................................................. 31
Mobility ......................................................................................................................................... 31
Mobility memories ................................................................................................................................ 33
Digital messages .................................................................................................................................... 37
Questionnaire results ............................................................................................................................ 42
Call for Europe ....................................................................................................................................... 43
Photo gallery ......................................................................................................................................... 44
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About Project “I know only one thing about the technology
that awaits us in the future:
we will find ways to tell stories with it.”
Jason Ohler
The project “European Digital Stories” employs the method of digital storytelling to help participants
in familiarizing with other European cultures and ways of life and to provide a strong foundation in
many different types of literacy, such as information, visual, technology and media literacy.
The students created their own EU digital stories, presented materials together in the mobilities, in
this way the intercultural dialogue among EU members and the raise of civic keys were promoted.
They worked on different subjects using digital storytelling which brought new benefits for skills
improvement: English skills, ITC skills.
Both students and teachers learned to organize plot of stories with pictures, using first person
narratives, voice recording, editing the sound according to sequence of the event, add subtitles to
the stories in English.
This e-bulletin collects digital stories, memories, results of European questionnaire and photographs
from project “European Digital Stories”. Comenius activities were integrated into other curriculum
areas such as language, mathematics, art and social aspects.
Therefore, classes, schools and community as well as this document were used to display the final
results of this process.
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What is dıgıtal storytellıng? Digital Storytelling is the process of oral storytelling with multi-media elements. Digital storytelling
can become a wide movement and can gain more supporters. This is because of the strong positive
effects people are seeing with the implementation of digital storytelling.
The Digital storytelling will be a productive method to teach students/teachers of all ages, not only
to develop skills in the use of a variety of digital tools, but also to voice their point of view, to enter a
(virtual) discussion and to try and find mutual ways of communication with others.
Digital stories allow individuals to give others an insight of their everyday lives, their convictions,
their goals or their concerns, helping to create a common Europe. Storytelling has always provided a
good means to share experiences, to distribute what’s new, to maintain tradition and to promote
developments. Digital storytelling means that the boundaries between people disappear: It matters
less where you are at the time you are telling your story.
Why should teachers know and use Digital Storytelling tools and strategies? To promote student creativity
To inspire narrative writing
To encourage learners to create and communicate in multiple media
To model digital-age work
To model respect for intellectual property using 21st century tools
To help students share their local stories with a larger community/audience
To promote, support, and model creative and innovative thinking and inventiveness
To engage students in exploring real-world issues and solving authentic problems using
digital tools and resources.
To promote student reflection using collaborative tools to reveal and clarify students'
conceptual understanding and thinking, planning, and creative processes.
To model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments.
The DS Process There is more than one model for the DS process. In simple terms, the DS process follows the path
illustrated
1. Briefing → 2. Writing → 3. Recording → 4. Editing → 5. Sharing
Let’s take each section in more detail here:
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Briefing
Often known as the gathering, where potential storytellers are introduced to the concepts, processes
and some examples of DS. This is a chance for storytellers to mix with each other and with their
trainers. The atmosphere should be collaborative and informal, efforts must be made to allay any
storyteller’s fears about what lies ahead, and they should have the space to ask any questions about
what is required of them. In this session it is important to demystify any issues surrounding DS, like
the fear that their ideas for stories aren’t very good, or that their skills/ confidence are lacking.
Important areas to cover in the briefing:
Exploring the elements of a DS
Clear explanation of the process and timescale involved
Advanced notification of requirements for the coming sessions i.e. when to write a script,
bring in photos etc.
Basic but essential legal/ copyright advice
Introduce the signing-off process
Writing
Normally the writing process starts with a ‘storytelling circle’. This session is designed to bond
storytellers as a group and to tease out of them their innate powers of storytelling. The storytelling
circle can be tailored to suit variable time slots between 2 and 4 hours. The ultimate goal is to get
scripts drafted and finalised ready for voice recording. The three underlying principles of the story
circle are:
everybody gets involved (including trainers, technicians, observers etc.)
nobody is allowed to apologise for their lack of understanding, ability or confidence
what is said in the storytelling circle, stays within the room i.e. confidential
There are a number of activities involved in the storytelling circle and they are covered in the next
section. These activities can be time-consuming, so trainers tend to pick a selection, depending on
the time allowed At the end of the story circle, every storyteller should know the subject of their
story and ideally a first draft should be typed up ready to read. In the case of any storyteller who has
difficulty reading, there are alternative options to consider, like producing an interview-generated
narrative.
Once again, by the end of the story circle, these storytellers should be content with the method they
will use and the focus of the interview.
The final aspect of this phase is the creation of a storyboard for the piece. As an approximate rule,
one image per sentence is recommended. This organises the storyteller and highlights any areas in
the script where there may be missing images. Often storytellers find that in their mind’s eye they
have all the pictures they need to tell a story, but the storyboard quickly tells them they may have
several images to cover one sentence, and nothing to cover the rest of the film!
Recording
This is the point at which the technical aspects of DS begin. Both the technical quality and the ‘feel’
of the voice recording are vital to the success of a DS. Some skill and judgment is required by the
trainer to pick the right room and to settle the storyteller ready for the recording.
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Included in the ‘recording’ phase is the capturing of images and the gathering of any music track or
sound effects. Many of the pictures used in a DS may only be available as photos, so they will need to
be scanned, or photographed using a digital camera. It is becoming regular practice to download
photos from the internet, from social networking sites and the like. There are two important
considerations here:
1. the image sizes and resolutions
2. copyright
Editing
There are several forms of editing required to produce a DS:
the recorded voiceover track needs to be gapped and mistakes removed
photographs need to be edited, especially if they have been scanned
the edited soundtrack, edited photos and titles are combined to create an edit of the DS.
It is easy to underestimate the amount of work that goes into an edit. It’s predominantly a technical
process but the creative aspects are crucial to the production of a successful story. There are some
magnificent moments during a DS edit, when the elements start to come together and tiny changes
make massive improvements. Once the edit is finished, the DS is exported as a completed movie file,
for sharing.
The Storytelling Circle An important part of any workshop is ensuring all participants are happy to share stories with others.
The Storytelling Circle introduces story games which help break the ice for any new group and allow
people to get to know each other. Some people come to a workshop with no real idea of the story
they may tell, or perhaps feel they have nothing of interest to say.
The storytelling circle and games are not only a fun way start to a workshop but also boost
participants’ confidence and may provide them with an idea for their own story. For those
participants that already have an idea for their own story, the storytelling circle gives them an
opportunity to not only share their idea with the group but to also pick up ideas from other people’s
methods of communication, thereby improving their own story. The key focus of this session is to
arrive at a place where all the participants are able to finalise their scripts, ready to record their
voices, so the clock is ticking and the trainer must be aware of this throughout.
Setting up the environment
It is important that the room used is fairly quiet and private, so that the participants can feel isolated
from interruption. The Trainer should arrange the seating in a circle in the room so that everyone has
an equal opportunity to participate. The Trainer leads and takes part in the story games, helps boost
individual confidence and provides feedback at the end of the session. Everyone should be made to
feel at ease and the atmosphere should not be pressurised. There should be no technology visible
around the table; no computers, mobile phones (switched off), or digital recording devices of any
kind.
Props for the Storytelling Circle: The Trainer should provide:
Pens and paper
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A Flipchart (game 3)
A bag containing household objects (game 4)
A box of matches and a glass of water (game 9)
The Storyteller should provide:
An object of significance to them – this may be a photograph, which could possibly be used
to tell a story.
A draft of a script for their own story, printed out.
The Games
The word ‘game’ should be used with caution at the start of the storytelling circle, as some
participants can feel intimidated, threatened or just turned off by the idea of playing games. Once
the confidence of the group has developed, then the word can be introduced more. The first three
activities below are ice breakers and a way for the group to start to get to know one another. They
help conquer nerves and make people aware that everyone has a story to tell. All the games should
be fun and not competitive. There are far more games below than are needed for a single storytelling
circle, so pick a collection and give it a go! For example, the author recently ran a short storytelling
circle for the Detales project and chose numbers 3, 6 and 10 from the list below. The activity had 13
participants and took 2 hours.
1. Interview the person next to you (ice breaker)
This is a useful way of getting to know people within the group and helps provide more information
about them than would normally be gleaned if people introduced themselves. It is easier to share
information about someone else than it is to talk about yourself. This interview is a good way for the
group to relax and feel confident enough to tell their story.
2. Remembering Names (ice Breaker)
This game is particularly well suited for a younger age range workshop.
One member of the group introduces themselves and provides one fact of interest they wish to
share, the person sitting next to them then repeats this information and adds their own introduction
and shared item. By the time the last person is reached there will be a lot to remember – the Trainer
may choose this role for themselves.
Example: John says “your name is Mary and you like golfing, you’re Pete and play the drums, you’re
Janet and you make fancy dress outfits and my name is John and I don’t like spiders”.
3. Nonsense Word Game (ice breaker)
This is a useful game for teaching people the art of creating a story out of a selection of non
connected words. Each member of the group is asked to write a word onto a piece of paper – nouns
or ‘naming’ words work very well. For those that struggle writing words, drawing a picture is equally
effective. The Trainer then collects the paper and transfers all the words and pictures onto a
flipchart. Each participant then creates a story using all the words on the chart which they then read
out to the group. There will rarely be two the same. The quality of the stories is irrelevant, in fact, the
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more off the wall the better! This game is good for loosening up the participants and making them all
feel that they can make a valued contribution.
Example: Apple, glasses, clock, long, car, pink, wood, shoe.
Mrs Wood glanced at the clock and was relieved to see that she only had another ten minutes before
the school bell rang. She was eager to eat the pink lady apple that she had found rolling around in
the back of her car along with the shoe she’d lost earlier in the week and her purse that
unfortunately had no money in it. She looked at the apple and wondered how long it had been there
for. She was starving and with no money had little choice but to eat it. “Perhaps the time has come
for a trip to the opticians” she said to herself, “maybe I need glasses”.
4. Mystery Objects
Each member of the group is asked to randomly choose an item from the memory bag provided by
the Trainer. They are then asked to share the memories or feelings that the object conjures up. If a
member of the group cannot think of anything to say, choosing something different may make things
easier for them. The Trainer should provide help and encouragement when needed so that everyone
is able to connect with the item.
Objects may include: a toy car, a remote control, a watering can, a tin of soup, a train ticket, anything
that may evoke memories.
The Trainer should point out which parts of the story work well and asking questions may help to
reveal themes of interest that the storyteller may wish to explore.
Example:
The storyteller chooses the train ticket from the bag.
“This reminds me of a trip I made to Edinburgh when I was little. I was excited about going because
I’d never been to Scotland before. We spent a lovely day visiting the Castle and watching tartan cloth
being made. My Dad ordered Haggis at lunchtime because it was a Scottish delicacy but he didn’t like
it”.
The Trainer asks questions about the visit and how they got home.
The storyteller is able to add:
“We got the train home but were very delayed because the man in the seat opposite became ill and
had to be taken to hospital. My Dad and I stayed with him on the journey because he was travelling
alone. Our trip toScotland lasted longer than we thought”.
Careful questioning by the Trainer reveals a more interesting aspect to the story.
5. A childhood toy or game
This can reveal a lot about the storyteller. Allowing them to dwell on childhood helps expand the
memories and emotions that were important in shaping the way their lives have become. It may
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show a rebellious streak, a passive nature, the adventurer, the leader of the pack or perhaps
illustrate that for the older generation toys were not that easy to come by and so were very precious.
Example:
“My most precious possession as a child was my bike. It was my means of transport, my ability to
escape and explore and it represented freedom for me. It wasn’t new when I first had it, my Mum
and Dad bought it at an auction and it had been well used. It didn’t have gears and the chain was a
bit loose but it didn’t matter I loved it because it was mine. I would spend hours fiddling with it,
adjusting the brakes and pumping up the tyres, and it was cleaned very regularly. I remember
spending the whole of one day repainting it dark blue, and it looked fantastic.
I was only eight when I had that bike but we had some brilliant adventures together. A bottle of
water and a bag of crisps, my friend Clare
and I regularly used to ride twenty miles to
town. If my Mum had known she would
have had a fit. But like Clare my bike was a
good friend, it never shared my secrets”.
6. Personal Photographs
Photographs are very personal items and
for an individual tell a story all of their
own. It is useful if storytellers bring
significant photographs to the workshop,
and swap with another person in the group so that they have an image that is new to them. The
Trainer should encourage everyone to write a story relating to the photograph in their hand. When
everyone has made up and narrated their fictitious stories, the owner of the photograph then tells
their own story. It is an interesting exercise that highlights different perceptions of certain images
and allows storytellers the freedom to explore a world they are unfamiliar with.
7. Make Your Mind Up
Participants are asked to write about a time in their lives when they made an important decision.
They are free to describe it as they wish, but they are limited to exactly 50 words. This game fulfils
two purposes. Primarily it looks at the theme of important decision making in life and the resulting
feelings that were created. Secondly, it attempts to instil in them the value of tightly edited text.
8. The First Time
The storyteller spends 10 minutes writing about an occasion when they did something for the first
time and how it made them feel and the impact it possibly caused for others. The story is then
shared with the rest of the group.
9. The Match Game
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The Trainer should ensure that the use of matches in the room will not trigger the fire alarms and
that each storyteller holds a glass of water for the match to drop into before it burns fingers. This
game is good for focus, clarity of speech and the ability to say what matters within a very short
period of time.
Give the storytellers 10 minutes to prepare a story about passion. This could be about a person, an
issue, a place or anything that they feel passionate about. Each storyteller then takes it in turn to tell
their story but they only have as long as it takes the match to burn to the end before they have to
stop. The burning match helps concentrate the mind on getting to the heart of the story straight
away.
10. Love/Hate
Each participant creates a list of 10 things they love and 10 things they hate, and they read these out
to the others in the group. This is useful as the list may produce a topic for a potential story and
allows the Trainer to explore the themes more fully. The Trainer then encourages them to re-read
the list with emotion and feeling assisting with the range of tones and inflections in their speech
which will be useful when it comes to recording their story.
11. Three Objects
The Trainer asks each participant to list three objects that sum up what is important to them.
Example: A car, a kite and a handbag (the storyteller is a car mad kiting enthusiast who collects
designer handbags)
The storyteller is then asked to choose the object that means the most to them and write a story
around that theme.
And Then:
With the assistance of the Trainer one of the themes explored as a result of playing about three of
the above games could be expanded to become the basis of their own Personal Story.
Finally
The participants are invited to read out their first drafts to the rest of the group. Feedback is given by
the trainer and supporting comments given by the other participants. The storytelling circle can
catapult the quality of the final stories to a new level, emphasizing the need to incorporate a few
simple tricks and techniques to produce a strong final script.
The DS process, step by step 1. Briefing: As a trainer, you will be busy delivering information about the forthcoming experience
and sharing stories to inspire storytellers during the briefing. But what will your storytellers be
thinking? It is vital to be sensitive to any concerns that storytellers may have at this stage and if this is
overlooked, some of the group may not appear at the next session! Some of the common issues to
look out for are listed here:
Fear of not being able to produce a story of a high enough quality
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Lack of confidence or ability to read and write, or not feeling ‘clever’ enough to complete the
project.
Fear of asking for help if they don’t understand.
Confusion over what is being expected of them.
It’s not necessarily a gloomy picture! There are many methods to avoid these issues and to deal with
them if they arise. Advanced written information sent to storytellers before the workshop can tell
them what is to be expected and can include answers to frequently asked questions. A simple skills
and confidence audit questionnaire can be also very useful to find out about your storytellers.
Another useful method is to cover these areas in your briefing session, setting out clear ways to give
and receive feedback and give examples of how others have overcome their own fears.
2. Writing: During the storytelling circle activity, it’s crucial to watch all the storytellers closely to see
if they are struggling with anything. We rely on their openness to find out if they have any literacy or
confidence issues, but it is always possible that a storyteller may have tried to hide the issue and the
storytelling circle can be very revealing. These groups are usually highly supportive, so most issues
can be easily resolved, but a calm, positive and supportive approach from the trainer will help keep
storytellers at their ease.
The level and type of input required from the trainer during script writing varies from group to group.
The role of the trainer is to collaborate with the storyteller for the good of the story itself. Here a
balance must be struck between interference and neglect! The trainer should try and keep each story
within the ds framework parameters, whilst guiding the storyteller in the content of their story.
3. Recording: For many storytellers, reading the voiceover is the most nerve-wracking experience of
all. In order to overcome this, the trainer must inspire confidence in the storyteller and make them
believe in themselves enough to deliver a ‘natural performance’. Practice makes perfect and
storytellers should be encouraged to read through their scripts several times at home before the
recording session. Simple guides, like large text and double line spacing are useful in making a script
easily readable. Click here for a downloadable script template. Try and avoid common mistakes, like
storytellers speaking too fast (or too slow), monotonously or as though they are ‘reading a story’.
Rehearsals are invaluable and honest but carefully phrased feedback from the trainer should give rise
to best results.
4. Editing: It is difficult to predict how confident a storyteller is in using word processing and media
software. The aim with ds is to produce a story using software, rather than to learn how to use the
software. Sometimes, storytellers don’t even know how to use the basic functions of a computer, so
auditing of storytellers’ skills beforehand is vital to gauge the level of support needed for storytellers.
Older learners tend to struggle far more than younger generations, but with the right tuition and
support, stories can be effectively produced by anyone. It is always useful to have extra support on
hand to help with editing, as one trainer and ten storytellers can be too demanding for the trainer
and too frustrating for the storytellers, waiting for help.
The beauty of ds is that they are relatively simple to edit, providing the correct steps are taken and
the storyteller takes an organised approach. Always make sure the storyteller uses a storyboard and
makes a rough cut edit, before adding any titles, music or special effects.
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5. Sharing: This is truly a celebration of hard work done, by everyone! In order to pay due respect to
the storytellers, it is worth putting on a show. Everyone should be able to clearly see the screen and
hear the stories without distraction. The screening room could also be arranged to create a special
ambiance i.e. tables dressed, room blacked out, drinks provided etc. Sometimes, family and friends
are invited to share the spectacle with loved ones. Storytellers should be offered the chance to say
something about their films before being screened, this can be discussed before the event or
announced during the screening. Storytellers should be praised for their work and information
should be given to them about what happens next. i.e. where and how the films will be shown,
whether storytellers can enrol on follow on projects, when they will receive copies of the finished
stories. Trainers can now breath a sigh of relief, the job is done!
6. Sharing: Storytelling is a multidirectional process, so every story should be shared. Some DS are
too personal to be put out to a wider audience but the rest, which accounts for the absolute majority
should be made available for people to see. Three ways to share stories are:
Burn a DVD and show family and friends
Put them on a website, like Detales, Vimeo or YouTube
Hold a screening event for a batch of stories and invite guests to marvel at your work
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Mobilities – I year Somethig about mobilities
Spain Spain, officially the Kingdom of Spain, is a sovereign state
located on the Iberian Peninsula in southwestern Europe.
Its mainland is bordered to the south and east by the
Mediterranean Sea except for a small land boundary with
Gibraltar; to the north and northeast by France, Andorra,
and the Bay of Biscay; and to the west and northwest by
Portugal and the Atlantic Ocean. Along with France and
Morocco, it is one of only three countries to have both
Atlantic and Mediterranean coastlines. Spain's 1,214 km
border with Portugal is the longest uninterrupted border
within the European Union. (wikipedia.org)
Partner School
San Viator School, Diocesan owned since 2003, was founded in
1953. Since then, school has been keeping up with the changes in
the modern world and trying to fulfill the necessities of modern
education using its physical and technological facilities. The school
has about 200 students aged 6-18. Education is carried out in
different levels: Primary School, Secondary Schools and Bachellor
(they prepare their university entrance exams). The goal is to
make them socially and academically equiped. It is also a section
for mentally disabled students, who are completely integrated in
the school routine and life.
Tasks
Specific task for the first mobility in Spain was organizing a kick off meeting.
Mobility
Period: 13th-15th November 2013 Place: Sopuerta
First meeting was held in Spain. We clarified our tasks and these tasks are listed below:
We clarified the roles of each partner.
We presented our schools’ presentations prepared by students.
We put the exact dates for the mobilities.
www.forbes.com
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We selected the logo (contest).
We shared the pedagogical good practices.
We created the working plan.
We learnt basic things about digital story telling.
We discussed the second mobility and handed out some useful documents.
We took our homework for the second mobility in Turkey between 17th-22th January:
Creating website – Norway
Bringing personal things, photos in order to start their own digital story (all partners)
We established the compulsory visits for the students
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Turkey Turkey, officially the Republic of Turkey, is a parliamentary republic largely located in Western Asia
with the portion of Eastern Thrace in Southeastern Europe. Turkey is bordered by eight countries:
Bulgaria to the northwest; Greece to the west; Georgia to the northeast; Armenia, Iran and the
Azerbaijani exclave of Nakhchivan to the east; and Iraq and Syria to the south. The Mediterranean
Sea is to the south; the Aegean Sea to the west; and the Black Sea to the north. The Sea of Marmara,
the Bosphorus and the Dardanelles (which together form the Turkish Straits) demarcate the
boundary between
Thrace and Anatolia; they
also separate Europe and
Asia. Turkey's location at
the crossroads of Europe
and Asia makes it a
country of significant
geostrategic importance.
(wikipedia.org)
Partner School
Havza Anadolu Imam Hatip Lisesi is the coordinator school in the
project. It is located in Havza, which is a small district located in
Samsun in the north of Turkey with its about 23600 habitants. In
Havza, students, especially girls are under the risk of dropping out
in education and cannot access secondary education due to
cultural obstacles and needs of girl’s sheltering. Therefore
students' parents living in villages are unwilling to send their
daughters to secondary education even if they have chance to join
an academic school. In lots of nationalities live together we have
Albanian, Kurdish, Circassian and Georgian immigrant students.
Our school is an academic and religious based school with 305 students aged from 14 to 20 and 23
teachers. As language, Arabic and English are taught in classes during the 4 years. Besides, language
classes, students learn theoretical and practical knowledge on Islam. It was built in 1983.The school
has got a dormitory for boys. Therefore, we have students coming from far villages, other districts of
Samsun.Some little part of them have to use the means of transport. Most of the students come
from the low-middle income families. %30 of Parents have official jobs and 65% of them are farmers
and only 5% of the families are economically well-being.
Tasks
The most important task for Turkish partner was to coordinate all project activities. Also they
organized workshop-1 “digital storytelling” and gave information about DST to the teachers.
www.thealluretravel.com
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Mobility
Period: 16th-21st January 2014 Place: Havza
Objectives of mobility:
Teachers:
to attend the Digital stories workshop for teachers ( creating a digital story using Windows
Live Movie Maker)- technical and theoretical inputs ;
to identify different personal objects representatives for their digital story;
to create the first digital story ( teachers);
to see the Turkish teaching environment (class assistance);
to discover important elements of Turkish history, identity, traditions and culture;
to create an exchange of good pedagogical practices;
to arrange the third project mobility ( Greece).
Students:
presentation of each partner school national cultural stand ( students);
to see the Turkish teaching environment (class assistance);
to take part at the students show: Presentation of each country: traditional dances
performed by students
to increase students’ knowledge about the European Union;
to increase students' motivation for learning;
to develop students team spirit and their sense of belonging to common European space;
to develop/ improve the students English skills;
to develop new social and intercultural skills ( students);
to discover important elements of Turkish history, identity, traditions and culture;
to observe the turkish people daily life by sharing different experinces with the hosting
famillies;
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Greece Greece, officially the Hellenic Republic and known since ancient times as Hellas, is a country located
in southeastern Europe. According to the 2011 census,
Greece's population is around 10.8 million. Athens is
the nation's capital and largest city, with Thessaloniki
being the second largest and referred to as the co-
capital. Greece is strategically located at the crossroads
of Europe, Asia, and Africa. Situated on the southern
tip of the Balkan peninsula, Greece shares land borders
with Albania to the northwest, the Republic of
Macedonia and Bulgaria to the north and Turkey to the
northeast. The Aegean Sea lies to the east of the
mainland, the Ionian Sea to the west, and the
Mediterranean Sea to the south. Greece has the
longest coastline on the Mediterranean Basin and the
11th longest coastline in the world at 13,676 km in length, featuring a vast number of islands
(approximately 2,000, of which 227 are inhabited). Eighty percent of Greece is mountainous, of
which Mount Olympus is the highest peak at 2,917 m. (wikipedia.org)
Partner School
1st EPAL of Thessaloniki, is situated in the Centre of
Thessaloniki. It is a Vocational Senior High School that
specializes in technical subjects. The subjects are
distinguished into general knowledge, theoretical vocational
education, mixed subjects and subjects with two or more
cognitive objects. The number of the students is about 230
and the number of teachers is about 40. Pupils attend many
lessons in different laboratories, according to the
specialization they have chosen. The Sections of Specialties
in that grade are the following: 1. Mechanical, 2. Computer
Science (informatics), 3. Economy and Administration, 4. Health. When students graduate, they
acquire two diplomas: The first is a certificate of their special Vocational knowledge and the Specialty
they have attended. The second one has the
same value as that of the Senior High School
and they have the same opportunities to enter
University after National Examinations.
Tasks
The Greek partner task was to train students in
Digital Story Telling.
www.startmaps.com
19
Mobility
Period: 23rd-28th February 2014 Place: Thessaloniki
Objectives of mobility:
Teachers:
to see the Greek teaching environment (class assistance);
to discover important elements of Greek history, identity, traditions and culture;
to learn how to use the project communication platform;
to coordinate students activities and to offer the necessary support during the digital story
process;
to create an exchange of good pedagogical practices ( peer learning);
to arrange the fourth project mobility ( Italy).
Students:
to attend the international Digital storytelling workshop in order learn how to use Windows
Live Movie Maker programme and to create their first digital story;
to present a personal object;
to take part on different social activities together with the other students involved in the
project;
to fill the newsletter questionnaire;
to increase students’ knowledge about the European Union;
to increase students' motivation for learning;
to develop students team spirit and their sense of belonging to common European space;
to develop/ improve the students English and ITC skills;
to develop new social and intercultural skills ( students);
to discover important elements of Greek history, identity, traditions and culture;
20
Italy Italy, officially the Italian Republic, is a unitary
parliamentary republic in Southern Europe. Italy covers
an area of 301,338 km2 and has a largely mediterranean
climate; due to its shape, it is often referred to in Italy as
lo Stivale (the Boot). With 61 million inhabitants, it is the
4th most populous EU member state. Italy is a highly
developed country and has the third largest economy in
the Eurozone and the eighth-largest in the world. Since
ancient times Etruscan, Magna Graecia and other
cultures have flourished in the territory of present-day
Italy, being eventually absorbed by Rome, that has for
centuries remained the leading political and religious
centre of Western civilisation, capital of the Roman
Empire and Christianity. During the Dark Ages, the
Italian Peninsula faced calamitous invasions by barbarian tribes, but beginning around the 11th
century, numerous Italian city-states rose to great prosperity through shipping, commerce and
banking (indeed, modern capitalism has its roots in medieval Italy). Especially during The
Renaissance, Italian culture thrived, producing scholars, artists, and polymaths such as Leonardo da
Vinci, Galileo, Michelangelo and Machiavelli. Italian explorers such as Polo, Columbus, Vespucci, and
Verrazzano discovered new routes to the Far East and the New World, helping to usher in the
European Age of Discovery. Nevertheless, Italy would remain fragmented into many warring states
for the rest of the Middle Ages, subsequently falling prey to larger European powers such as France,
Spain, and later Austria. Italy would thus enter a long period of decline that lasted until the mid 19th
century.
Partner School
Italian organization is a Science-Technological and Commercial
high school. Students are aged 14-18 years old. It is situated in a
suburban area of Milan ,with a 30% of students coming from
foreign countries (migrants from Northern Africa, South America
and Eastern Europe). The school prepares students both for
university education and for employment. After 5 years study
they have a school-leaving examination. The aim is to give
students a good technological and scientific background and
create the right conditions to interact with the quick changes in
the working context, offering a massive use of ITC.
Tasks
The task for Italian mobility was to compile the questionnaire results and publish e-booklet.
salmonriverresources.com
21
Mobility
Period: 01st-05th April 2014 Place: Milan
Teachers:
During the first workshop teachers worked on the questionnaire about the European Union, which
they had already prepared in their own countries as homework following the instructions given by
the coordinator. The questionnaire has five topics: European history, European identity, European
enlargement, European mobility, European citizenship. We discussed the questions for each topic
and then we selected the suitable questions for the final questionnaire.
During the second workshop we discussed how to publish this questionnaire on-line and we decided
to publish it on the Project Website “http://eustories.eu”, which has been created by Norway.
Teachers will send their e-mail addresses to Norway in order to create accounts for both aimed
participants: teachers and students. Teachers and students will log in the website and answer the
questions.
During the third workshop we decided that we will use the results of the online questionnaire for the
production of the e-booklet, which is our future task. The e-booklet will also include the comments of
the students about the European Union.
Norway showed and explained us the website and its different parts and instructed us how to use
the “itslearning” platform.
During the fourth workshop Norway showed us how to improve digital stories. We talked about
Norway mobility in May and we established our future homework:
collecting e-mails and sending to Norway;
Norway will prepare the accounts and publish the questionnaire on the Website;
Answering the questionnaire;
collecting the data and comments (France task);
preparing the e-booklet (Italy task)
Students:
Students had different activities: they worked on the Comenius Hymn, which they performed all
together during the European Comenius evening. They attended Italian classes, they did different
sports activities (such as gym, archery and “Comenius games”), practised and prepared some
products in the Chemistry lab of our school.
They also had the chance to observe and live the Italian culture thanks to the hosting in Italian
families.
22
Common activities:
Common activities were prepared for both teachers and students such as observing classes, cultural
events (visiting the city and some of its monuments) and feeling the Italian atmosphere through
different gathering events/meetings.
23
Norway Norway, officially the Kingdom of Norway, is a sovereign and
unitary monarchy whose territory comprises the western
portion of the Scandinavian Peninsula plus Jan Mayen and the
Arctic archipelago of Svalbard. The Antarctic Peter I Island and
the sub-Antarctic Bouvet Island are dependent territories and
thus not considered part of the Kingdom. Norway also lays claim
to a section of Antarctica known as Queen Maud Land. Until
1814, the Kingdom included the Faroe Islands (since 1035),
Greenland (1261), and Iceland (1262). Norway has a total area of
385,252 km2 and a population of 5,109,059 people (2014). The
country shares a long eastern border with Sweden (1,619 km
long). Norway is bordered by Finland and Russia to the north-
east, and the Skagerrak Strait to the south, with Denmark on the other side. Norway has an extensive
coastline, facing the North Atlantic Ocean and the Barents Sea.
Partner School
Møllehagen school centre from Stavanger, Norway offers
education classes for students (aged 6 to 18 years old.) who
have some kind of need for an adapted education. A part of
them have different diagnosis like: ADHD, Cancer, Anxiety,
Eating Disorder, Post Traumatic Stress or Reactive
Attachment Disorder, etc. The reason why students’ families
opt for the school varies from the pupil who is at the
hospital, in a psychiatric unit or because of problems that is
linked to child care. Additional to these groups, there are
pupils who attend Møllehagen just because the teachers’
staff has the knowledge to adapt education to this specific
difficulty. A large number of the pupils at Møllehagen school
centre have a history of domestic abuse and violence. The pupils living in child care institutions often
have behavioral difficulties. These problems often come together with a school history with little or
no participating. Mentally these pupils do not see themselves as such. The teachers’ task is to bring
them back as pupils. At two units, Lindøy and MAS (Møllehagen Activity School) have extended the
amount of activity as a method to bring these children back to the school classroom. Approximately
100 persons are working at Møllehagen. There are a lot of pedagogues, teachers and persons with
education related to social care. At Møllehagen school centre the number of pupils with a foreign
ethnic background is growing. That’s way, a large number of our teachers has specialized in the
pedagogical challenges related to migration.
Tasks
In Norway partners prepared internal evaluation. Norwegian partner was responsible for the project
website.
www.123rf.co
m
24
Mobility
Period: 20th-24th May 2014 Place: Stavanger
Objectives of the mobility:
Teachers:
to see the teaching environment in Norway
to discover important elements of history, identity, traditions and culture;
to write the mid-term report collobrately
to create an exchange of good pedagogical practices ( peer learning);
to arrange the sixth project mobility ( Norway).
To clarify technical aspects of Digital Story and web-site
25
commons.wiki
media.org
Mobilities – II year
Portugal Portugal, officially the Portuguese Republic, is a country in southwest Europe. It is
located on the Iberian Peninsula, and it is the westernmost country of mainland
Europe, being bordered by the Atlantic Ocean to the west and south and by Spain
to the north and east. Aside from continental Portugal, the Portuguese Republic
holds sovereignty over the Atlantic archipelagos of Azores and Madeira, which are
autonomous regions of Portugal. The country is named after its second largest city,
Porto, whose name derives from a combination of Latin "Portus", and the Celtic
place-name Cale. The land within the borders of the current Portuguese Republic has
been continually fought over and settled since prehistoric times. The Celts and the
Romans were followed by the Visigothic and the Suebi Germanic peoples, who were
themselves later invaded by the Moors. These Muslim people were eventually
expelled during the Christian Reconquista of the peninsula. By 1139, Portugal
established itself as a kingdom independent from León. In the 15th and 16th
centuries, as the result of pioneering the Age of Discovery, Portugal expanded western influence and
established the first global empire, becoming one of the world's major economic, political and
military powers.
Partner School
It is a group of schools working together named
Agrupamento de Escolas de Miranda do Corvo near
Coimbra. Coimbra is a very important city in Portugal due
to its University (One of the oldest Universities in Europe)
and students’ traditions. Although the school isn’t situated
in a disadvantaged socio-economic environment, there are
students who come from poor families living in rural areas.
Some of pupils are at risk of social exclusion who live in a
social institution but fortunately they are very well
integrated with the rest of the pupils who belong to
traditional families. In fact the school is highly concerned
with the future of these students and offers vocational
courses to provide training which enables them to gain job entry skills and the tools needed for life
long learning, as well as adult education courses
to people who have completed their compulsory
education and wish to find a second chance.
There are also pupils with special needs to
whom we provide special educational support.
Tasks
The Portuguese task was selection and
compilation of digital message for Europe's new
generation.
26
Mobility
Period: 27th to 31st October 2014 Place: Coimbra
Objectives of the mobility:
Teachers:
to see the teaching environment in Portugal
to discover important elements of history, identity, traditions and culture;
to choose the best digital messages created by students from each partner country
to compile the best digital messages into a e-booklet
to coordinate students activities and to offer the necessary support during the workshops
to arrange the seventh project mobility (Romania).
Students:
to attend educational workshops in the school on different subjects: Video Editing, Art
(painting), Creating Stories with Storybird, creating cartoons with Stripgenerator and creating
a video using students’ digital messages.
to develop/ improve the students English and ITC skills;
to take part in different social activities together with the other students involved in the
project or with the hosting families;
to increase students’ knowledge about the European Union;
to increase students' motivation for learning;
to develop students team spirit and their sense of belonging to common European space;
to develop/ improve the students English skills and to learn basic words/expressions in
Portuguese (dictionary and word puzzles);
to discover important elements of Portuguese history, identity, traditions and culture;
27
blog.perfect-tour.com
Romania Romania is a unitary semi-presidential republic located in
Southeastern-Central Europe, bordering the Black Sea,
between Bulgaria and Ukraine. It also borders Hungary,
Serbia, and Moldova. It covers 238,391 km2 and has a
temperate-continental climate. With its 19.9 million
inhabitants, it is the seventh most populous member of the
European Union. Its capital and largest city, Bucharest, is the
sixth largest city in the EU. The River Danube, which is
Europe's second longest river after the Volga, rises in
Germany and flows southeastwards for a distance of 2,857 km course through ten countries before
emptying in Romania's Danube Delta. Some of its 1,075 km length bordering the country drains the
whole of it. The Carpathian Mountains (the tallest peak is Moldoveanu at 2,544 m) cross Romania
from the north to the southwest.
Partner School
ŞCOALA GIMNAZIALĂ “ANTON PANN”,
a secondary school, is situated in Craiova city,
South-West of Oltenia region, Romania. With a
tradition of 80 years in teaching, the school is
attended by 670 students, whom it offers classes
for pre-primary, primary and secondary level (3-
14/15 years old). In order to combat the
phenomenon of school drop-out (increasing in
recent years) and to provide equal opportunities
of education, since 2004, the school has
developed and implemented classes of second-
chance and secondary remedial education (pupils of 13-18 years old and older.) The educative
process is performed by 46 teachers, of which 28 teach secondary school students. The school is
located in close proximity to a neighborhood in the city outskirts, where all inhabitants belong to
disadvantaged social groups. 90% of pupils belong to a community of Roma origin. Many of them
come from poor families, marked by the migration phenomenon, with unemployed parents. Because
Roma families are nomadic, often the students’ parents travel abroad for a long period of time,
leaving their children to stake care holders (mainly relatives). These aspects have had negative
consequences for students regarding their interest in education and social/civic development. With
its didactic facilities and a varied educational offer, school assures equal opportunities to all, provides
cooperation between ethnic groups, promotes tolerance and EU citizenship.
Tasks
In Romania the Digital Story Contest was created.
28
Mobility
Period: 27th to 31st December 2014 Place: Craiova
The seventh mobility in the Comenius Multilateral school project entitled “European Digital Stories”
took place in Craiova, Romania. Between 1st and 6th December, Scoala Gimnaziala “Anton Pann”
Craiova hosted 8 participating countries. The main aims of this mobility were the EDS- European
voices contest (European Digital Story contest) including the presentation of two of the most voted
students’ digital story presentation
Objectives mobility corresponded to a part of the project objectives being met fully.
Objectives of mobility:
Teachers:
to see the Romanian teaching environment;
to discover important elements of Romanian history, identity, traditions and culture;
to discuss about EDS contest methodology;
to elaborate the judging criteria;
to create an intercultural perspective of folklore traditions and customs
to arrange the eighth project mobility ( Poland).
Students:
to give students the opportunity to develop team spirit by promoting EU citizenship;
to provide facilities for students for creative exploration using art as EU statement of unity
and diversity;
to take part on different social activities together with the other students involved in the
project;
to develop students’ creativity, increase competition and team spirit;
to increase students’ knowledge about the European Union;
to increase students' motivation for learning;
to develop students team spirit and their sense of belonging to common European space;
to raise students’ awareness regarding the affiliation with the cultural spirit and the
European identity;
to develop new social and intercultural skills ( students);
to discover important elements of Romanian history, identity, traditions and culture;
29
4imgs.com
Poland Poland, officially the Republic of Poland, is a country in Central Europe bordered by Germany to the
west; the Czech Republic and Slovakia to the south; Ukraine and Belarus to
the east; and the Baltic Sea, Kaliningrad Oblast (a Russian exclave) and
Lithuania to the north. The total area of Poland is 312,679 km2, making it
the 71st largest country in the world and the 9th largest in Europe. With a
population of over 38.5 million people, Poland is the 34th most populous
country in the world, the sixth most populous member of the European
Union, and the most populous post-communist member of the European
Union. Poland is a unitary state divided into 16 administrative subdivisions.
Partner School
Non-public school of ss. Cyril and Methodius in
Bialystok is leaded by The Orthodox Fellowship of ss.
Cyril and Methodius. Bialystok is 300.000 habitants city
situated in Podlasie region - the north-east part of
Poland. The school started running in 2007 and each
year becomes bigger. It started with primary school,
but since 2013 there is also secondary school. There
are over 100 pupils in 6 classes. The school is
exceptional in the region, because it brings together
representatives of national minorities, such as Belarusians, Ukrainians, Russians.
Tasks
The Polish task was to create e-bulletin and preparing way of dissemination project’s results.
Mobility
Period: 16th to 20th March 2015
Place: Białystok
The eighth mobility in the Comenius
Multilateral school project entitled
“European Digital Stories” took place in
Białystok, Poland. From 16th to 20th March,
Zespół Szkół Niepublicznych św. św. Cyryla i
Metodego/Stowarzyszenie Bractwo
Prawosławne św. św. Cyryla i Metodego
hosted participating schools from 7
countries. The Greek partner didn’t join this
mobility. The main aims of this mobility were to common work and publish first e-bulletin, which
contains students’ memories and opinion about the project after 7th mobilities and to see
multicultural and multireligious region of Poland.
Objectives mobilities corresponded to a part of the project objectives being met fully.
30
Objectives of mobility:
Teachers:
to see the Polish teaching environment;
to discover important elements of Polish history, identity, traditions and culture;
to create an intercultural and interreligious perspective of folklore traditions and customs;
to discuss content of e-bulletin and ways of dissemination the project ideas;
to prepare next project for Erasmus+ programme;
to arrange the ninth project mobility (France).
Students:
to collect impression for previous mobilities in order to create e-bulletin;
to take part on different social activities together with the other involved in the project;
to give students the opportunity to develop international team skills;
to develop students’ creativity, increase competition and team spirit;
to discover important elements of Polish history, identity and culture;
to increase students’ IT and publishing knowledge and skills.
31
www.pinterest.com
France France, officially the French Republic, is a unitary sovereign state
comprising territory in western Europe and several overseas
regions and territories. Metropolitan France extends from the
Mediterranean Sea to the English Channel and the North Sea, and
from the Rhine to the Atlantic Ocean; France covers 640,679 km2
and has a population of 66.6 million. It is a semi-presidential
republic with its capital in Paris, the nation's largest city and the
main cultural and commercial center. The Constitution of France
establishes the country as secular and democratic, with its
sovereignty derived from the people.
Partner School
Lycée Tézenas du Montcel was founded a hundred years ago
and education is provided at secondary level (pupils from 11 to
18), at higher education level in the tertiary sector and one
department is devoted to adult education. But in 2012, the
school group has merged with a primary school (from 3 to 11),
now offering a complete and wide range of the education
course. The school is situated in St Etienne's town centre, a
town of around 200,000 inhabitants. Located in the southern
part of France, 60km away from Lyons and 500 km south of
Paris, it offers easy access to the Alps (about 200 km) and the
Mediterranean sea (300 km). Students come from modest
backgrounds with grandparents or parents who came as immigrants to our town. The school is
culturally diverse with students from different origins and religions.
Tasks
In France the “Call for Europe” flash mob was
prepared and presented.
Mobility
Period: 4th to 10th May 2015 Place: St Etienne
The ninth and final mobility in the Comenius
Multilateral school project entitled “European
Digital Stories” took place in Saint-Etienne,France
from 5th to 9th March, during the ‘’European Week’’ organized by the city of St-Etienne. Tezenas du
Montcel school which hosted the participating schools from 8 countries also organized a “European
week and exhibitions for this occasion.
This mobility, entitled a “Call for Europe”, was aiming at finalizing this two year-project and
concluding it by a commun show which turned to be a giant European flashmob in the city centre but
was also to learn about the French culture and discover the Rhône_Alpes region of France .The
objectives of this mobility were fully achieved.
32
Objectives of mobility:
Teachers:
to see the French teaching environment;
to discover important elements of French history, identity, traditions and culture;
to create an intercultural and interreligious perspective of folklore traditions and customs;
to complete work on ways of dissemination of the project ideas;
to write the final report
Students:
to see the French learning environment;
to discover important elements of French history, identity, traditions and culture;
to experience an intercultural and interreligious perspective of folklore traditions and
customs
to take part on different social activities together with the other involved in the project;
to give students the opportunity to develop international team skills;
to develop English language skills
to prepare and organize a common show and party.
to rehearse for the European Flash mob, entitled “Hip Hip Hop Europe”
and to communicate about the European Union.
33
Mobility memories
34
35
36
37
Digital messages
https://docs.google.com/file/d/0B9gt14eQC3dPdHdKTTZoR1NERmc/edit
https://docs.google.com/file/d/0B9gt14eQC3dPOFpzeF9GWlhFYWM/edit?usp=drive_web
38
https://docs.google.com/file/d/0B9gt14eQC3dPcGEzN09JbW5XcE0/edit
https://docs.google.com/file/d/0B9gt14eQC3dPUzNNNlFzTjZsV2M/edit
39
https://docs.google.com/file/d/0B9gt14eQC3dPY0FUUWJ3TFpLNms/edit
https://docs.google.com/file/d/0B9gt14eQC3dPZFhKVHB0SEtWNlk/edit
40
https://docs.google.com/file/d/0B9gt14eQC3dPbUFOVkQxY0k2dHM/edit
https://docs.google.com/file/d/0B9gt14eQC3dPUkFVQzRrTm5sWU0/edit
41
https://docs.google.com/file/d/0B9gt14eQC3dPRUxudlhWWnpXWEE/edit
42
Questionnaire results
Results of the questionnaire is available here:
http://issuu.com/robertorivolta/docs/survey_s_results.pptx/1?e=12019322/13138802
43
Call for Europe
http://twinspace.etwinning.net/8514/materials/videos
44
Photo gallery
45
46
47
48
49
50
51
52
53
54
55
56
57
58
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This project has been funded with support from the European Commission through the framework of
Lifelong Learning Programme. This publication reflects the views only of the authors, and the
Commission cannot be held responsible for any use which may be made of the information
contained therein.
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