Innovation

Project Location

Country: 
Taiwan
City: 
Kaohsiung

Organization

Organization Name: 
TakingITGlobal
Organization Type: 
Public Institution
Specify: 
We don't need any expense for it, only a kitchen we can find.

Website

http://kitchenmagic.tiged.org/chef

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 29 years

Project Description

Description Frase (max. 500 characters): 

Food is the best language to get people together. We enjoy different food and cultures, and make friends with people around the world. After traveling, we developed different flavors, it’s kind of food revolution and innovation. Even if you never go traveling, it’s easy and fun to create your own after the exotic food storm. The young generation is especially interested in food creation. We collaborated with food lovers among schools, and used internet discussion to create our kitchen magic.

Project Summary (max. 2000 characters): 

Food is an important language to make friends. After traveling, we enjoy different food, cultures exchange, and started our food revolution. Our original stomach mixed with different flavors and created innovation. In 2010, we joined a conference in Turkey, had a food party with collaborated school in the park before the conference. The students had food exchange with homestay families, even the parents’ helped. That’s our first food storm with Huri’s team. In 2015 GJC, Darko who got GJC award invited us to visit Tiburtina and cooked for my students. We were so touched and decided to collaborate. After GJC, we visited my friend Francoise’s school in Cesano, had fun design activity with the students, and planned to have more collaboration. Michael continued supporting TIG website. It’s a pity, Darko was too busy for his PHD, but he is always my backup--- co-facilitator. Most of my students who are interested in cooking are boys, especially on food innovation---I taught in a boys’ school for years. I think the girls get the kitchen knowledge from their moms in a traditional way. Besides, the boys enjoy food and find everything, everywhere for food. That stimulates them to taste even cook for others or sharing. One student had his IG food report---orangejen0107. That’s another way for food lovers. After going to the university, some students even cooked at school dormitory--- their secret kitchen. The more pressure they have; the more crazy ideas will be bumped. Furthermore, the students who had independent traveling are more creative, for they saw, they ate, and they started to cook--- their traveling survival kits. Studying abroad is another food challenge, and we had some reports. Kids from elementary are creative, for they started to explore the world, and they are brave to try without limitation. Finally, we got background music consent for our final report film from a famous singer on Aug 1st, that’s the best encouragement for us. https://youtu.be/GOVvzFLFAtQ

How long has your project been running?

2015-10-01 00:00:00

Objectives and Innovative Aspects

Our participants are from elementary to graduated studying or fresh graduates. We used FB group and TIG website to connect and present our reports, also we have free VC room support from Blackboard. But most of the teams don’t like to use the website or FB, even think it’s not good for the students to use internet. The world is changed, if the parents can help, it’s a good way to get more knowledge and let the kids develop their talents earlier with international collaboration. We should try to make good use of ICT, and give the students a safe space to develop or share. I asked my elder students to be my assistants and helped transfer the reports from FB to TIG. http://kitchenmagic.tiged.org/chef ICT on projects can only be existed when the teachers and parents support. In order to promote to eat healthily, we have 4 future doctors, a pharmacist and a nurse in our group. They are intern or still in the university. Some just graduated and some are studying for the master degree. For Example, Nadin invited her schoolmates to make Taiwan food or exchange recipes with the ingredients they could find in Austria. Debbie borrowed the kitchen from the professor when she had an intern exchange in the USA. Food exchange can stimulate more innovation and make friends. During my school visits in Turkey and Colombia, the students also had food performance, and they were mad with it. Everyone became fond of food revolution and innovation… interesting. Why not drive people crazy for food?

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
It is a project since long time ago, but started the action with a new website after Oct 2015. For food innovation needs more experienced teachers to guide the students, I invited some of the international friends only. During my school visits in Colombia and Turkey, the students had their creative food show, we had lots of fun and more creative food during and after the activity, I had films about it. That’s the best communication--- food conversation. It stimulated more students to develop their talents. I invited some students who will be the future doctors to check the recipes, and see if the innovation is good for health. So, we have doctors, a pharmacist, and a nurse, they are my ex-students and are interested in food innovation. Also we had a group of chefs from Rome-- Alessandra’s school. I asked the teachers to guide the students and every student should have at least 5 dishes to contribute the group and then they can get certificates. As to the recipes, not only innovative food but also fusion cuisines and leftovers become delicacies are allowed. Anything which can create kitchen magic is our main ideas, I forbid the participants to copy others, only use their own ideas, but even some teachers are not good at innovation, either. We encouraged the kids to join under the directions of parents. For the kids have boundless imagination, but they are not good at cooking. If the parents would like to help develop their creative ideas, it will be great. Food creation is like art, we can build a place for the kids to create, enjoy and develop. After our Fun Design project got award, we would like to extend the student’s talents on food, not only decoration, but create new flavors with the world collaboration. Roman team already started their business career with the help from a restaurant. I asked a restaurant to sell the postcards my students design for the projects. It is just a start, and we would like to share our experience to encourage more youth.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

Because my awarded projects were copied, I set this project in FB and TIG private group for the participants to exchange ideas. If there’s no report from the students, I will delete the team. There’s few copyright idea among the teachers, but all of the students worked so hard for their dream, we have to take care for them. Kitchen Magic is like a brainstorm, not only follow but break the stereotypes, and that’s the reason we couldn’t include many teams in it, only had about 15 teams included.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Specify: 
We never got any money support, we don't need, it's international project collaboration
Is your project economically self sufficient now?: 
Yes
Since when?: 
2014-10-01 00:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
So far, I well protected Kitchen Magic, set it in private. But my old awarded projects were copied. I’ll set it in public as soon as I handed in the proposal.
What lessons can others learn from your project? (max. 1500 characters): 

The students are creative, only need the teachers to find their specifics and encourage them. They have talents but need motivations. It can be not only a research on future work but fun of life.. I already started this action, and you can find it from our FB private group. We also use formal website TIG, Michael from Canada provided it. It’s safe and convenient for the students to make good use of both links. Also Blackboard always supported us free VC room since 2008. That’s the key of our projects with ICT skills, and I trained my students to be my assistants, they are happy to join all of the VCs for project presentations. if the parents can help, it’s a good way to get more knowledge and let the kids develop their talents earlier. Since we can’t change the internet influence to the kids, why not make good use of it? Give the students a place to develop or share and try to enjoy the life. We enjoyed learning and sharing. if you enjoy inspiring the students, you won’t stop this action and will create more opportunities for the students. and the elders are willing to guide the youngers. Finding more graduated students and parents to work on projects and creating more miracles for the students will be our main action.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
To prevent from copying, i have to select teams, and that’s why we had less participated teams this time. Kitchen Innovation is like art work, also it is a voluntarily extra work, only a passionate and experienced teacher can guide the students---they are the key of the projects. Most of the teams couldn’t reach the goal, no innovation ideas at all. The solution is I made more examples with my elder students, and asked to include the parents on kitchen skills and website postings if the kids are too young. The elder students who graduated were back to help the youngers. You don’t need a place to teach, they can collaborate on line, and that’s ICT collaboration without boundary. During the proposal writing, Roma team got an opportunity to run a restaurant; Taiwan student, Kevin started his food thoughts and sold evil toast. It made me think more---encourage more students to help on future kitchen design, and… We have many obstacles, even the worst situation, but never gave up.
Future plans and wish list (max. 750 characters): 
I will invite more countries to join the project. Joining the competition is like we are registered for the world copyright, we can develop it freely. We already had good examples from the students and teachers, find a way for the youth to develop their career, and let the kids enjoy the specifics and learning something new on food and technology. I’ll let different teams work on different parts and help the one which wants to start a restaurant. Some focus on design, some on cooking, some on business, and some on development…That’s collaboration. Rome team and Taiwan Kevin are the best examples--- An international restaurant which has many on line supporters behind. Let’s rock the world with our Kitchen Magic. We are looking forward to it.
Attachments: 
Movie icon Kitchen Magic/ International flavors
Office presentation icon Kitchen Magic ppt
Kitchen magic food revolution Innovation

Project Location

Country: 
Italy
City: 
Rionero in Vulture, PZ

Organization

Organization Name: 
Via S. Antonio, 6 85028 Rionero in Vulture
Organization Type: 
School
Specify: 
no source of founding

Website

http://twinspace.etwinning.net/453/home http://projectsetwinning.wix.com/areyouready

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 10 years

Project Description

Description Frase (max. 500 characters): 

The purpose of this project is to allow our students to acquire the necessary competences to live in the 21st century characterized by three important aspects: the Internet Era, the Multilingualism and the Globalization. It is founded on the use of eTwinning based learning in everyday school activities, in a cross curricular approach to different school subjects and functional to the achievement of the most innovative guidelines, both national and European, and the CLIL.( Mother tongue/ english).

Project Summary (max. 2000 characters): 

The project is born from a collaboration between some teachers from different European schools, exactly the Istituto Comprensivo " Ex Circolo Didattico"" of Rionero in Vulture; Szkoła Podstawowa nr 9 im. M. Kopernika w Dzierżoniowie, Dzierżoniów, Poland; Agrupamento de Escolas da Lousã - EB nº2 from Lousã, Lousã, Portugal; CEP Virgen de la Guía, Portugalete, Spain. It's been recognized for a long time that the traditional school work and learning are no longer able to meet the needs of today's students. Many students start to become reluctant to learn and adopt disruptive behaviour in class, or drop school. This project, thanks to the use of eTwinning and ICT tools, allowed us to go beyond the traditional lesson, experiencing a new way to teaching and learning, based on the creation of an interactive, collaborative and motivating learning environment and the proposed of practical, inquiry-based tasks and open-ended problems. Students are been guided to find solutions and to learn through the exchange of ideas, research, collaboration, creativity, the assessment of their own work and that of others.. Students and their collective learning experience are at the center of learning. They are engaged in active learning and to work in teams on multidisciplinary topics fostering competence development and strengthening both individual and collaborative aspects of learning. The proposed activities have allowed the students to integrate the virtual experience with the real one (inside and outside of school) and rework it creatively through the use of technology.

How long has your project been running?

2014-08-30 22:00:00

Objectives and Innovative Aspects

The intent of this project was to integrate eTwinning in school activities as a cross curricular method, a way to overcome the traditional lesson model and promote the accomplishment of multidisciplinary and collaborative learning units/modules(attached Document: Learning Units). These were planned to address different topic and its objectives were set according to our schools curricula. All the competences was developed. - ICT, English and native language were used across the activities .The main one the communicative, oral and written but the scientific competence due to the themes chosen for the project, has been very well developed (internet, environment, recycling). We can’t forget the autonomy and personal competence because the students , guided by teachers, are the ones to carry out the project as they were the designers of the activities The Math competence, artistic and learn to learn were also important in the project This is a first attempt at a new approach to school thanks to the use of eTwinning. The project was approved by the Teachers Councils and integrated in plan of training (Spain and Italy)/ Activities Anual Plan (Portugal). For the objectives of various modules see the page Project of the eTwinning twinspace. Were used various Web 2.0 tools, such as google doc and Padlet for collaborative brainstorming, Google slides with a set of guidelines on digital citizenship and presentations, Prezi for the 'development of plan for a healthy living developed by students, free websites for image editing ,tools for creating / editing video or slides (windows movie maker, Slidely, Photopeach or other), YouTube to host videos, Madmagz for creating a collaborative e- magazine on environmental sustainability, ooVoo for the videoconferences, Sticky Moose voting tool (for the logo competition, Christmas songs and presentations), Thinglink, Myhistro (trip around the country) and Takl to show the 10th anniversary celebrations in each school.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
<p>This project has enabled pupils to develop a number of 21st century competences: communication skills, interpersonal skills, intellectual skills, collective problem solving skills, cooperation, digital competence It involved all students actively in the learning process by stimulating their interest, creativity and motivation. allowing them a variety of experiences. The planned targets were met positively by the majority of pupils. The learning/teaching process improved, reaching higher results. The activities were continuously monitored through: observation of social behavior and cognitive, which take into account the level of participation, commitment, personal responsibility and mutual support in the various activities; conversations and discussions to see the changes that this experience has made compared to previous knowledge, the degree of awareness achieved by pupils with the proposed topics and learning strategies used; peer to peer review: final product. The experience was also positive for the teachers . They had the chance to experience new and exciting ways to interact with each other and met to discuss new teaching methods. enriching and growing professionally. Thanks to their mediation and the sharing of work done, they were organized meetings with the school community, the whole school community has benefited. The results were shared with the whole schools and some other classes not involved directly in the project also took part, spreading the project to other classes and teachers (for example in citizenship lessons). The project was also presented in the school blogs and the school magazine printed every month in school, so it reached all the members of school: students, teachers, parents and families.</p>
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

The project involved teachers and students from partners school, parents ( Italy), Teachers and students communicate and cooperate using ICT tools (email, videoconferences, eTwinning twinspace). The eTwinning twinspace gave the opportunity to the different project partners to stay in constant contact and keep constantly updated on the implementation of the various activities and progresses made, as well as to share ideas and materials. Apart from that, the relationship between the teachers involved has been continuous sending emails several days a week so the contact has been very close.

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
No
Since when?: 
2015-06-29 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

This project is a demonstration of how eTwinning is far beyond a simple e-learning platform. If well used it is a useful methodology to innovate, improve and make collaborative the process of teaching / learning playing a fundamental role in achieving the skills of the 21st century. Furthermore, the proper use of technologies can help to create a learning environment based on creativity, autonomy, language and technical skills and affects the relationship that children have with the school, focusing on the relationship and dialogue between peers , between students and teachers, by encouraging the exchange and cooperation from several European schools, strengthening and enhancing the ability of all pupils, encouraging their active participation in the world of education by reducing a inequalities and difficulties, motivating students to engage in learning, preventing any risk of early school leaving and lays the groundwork for the formation of active and responsible citizens, able to fit in an active and productive in a highly technological and globalized society.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
<p>Shortage and lack of technology in our school. Equipping the school of suitable and functional technological tools.</p>
Future plans and wish list (max. 750 characters): 
<p>This project will continue in the future in relation to the activities provided for in the school curriculum of the various schools It would be good that he found a greater extent in our schools and that the school was equipped with spaces and functional tools.</p>
task based problem solving learning Innovation eTwinning cooperation 21st century skylls

Project Location

Country: 
Italy
City: 
Belgium

Organization

Organization Name: 
Qworzó, primary school in Merksplas - Belgium
Organization Type: 
School
Specify: 
Nothing, this project is totally free! It runs on teachers enthusiasm!

Website

http://www.ecr2015.blogspot.com / http://www.ecr2014.blogspot.com / http://www.ecr2013.blogspot.com / http://www.ecr2012.blogspot.com / http://www.theeuropeanchainreaction.blogspot.com

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 15 years

Project Description

Description Frase (max. 500 characters): 

In the arty science project The European Chain Reaction primary schools all over Europe work, compete and cooperate at the same time building ONE BIG CROSSBORDER EUROPEAN Rube Goldberg machine.

Project Summary (max. 2000 characters): 

In 2010 my pupils were absolutely thrilled about participating in their first eTwinning project! They absolutely wanted to create an eTwinning project on their own. In the same period they had to execute a science task the children loved very much. Mixing them up was easy and an exciting new arty science project was born!
In The European Chain reaction primary schools all over Europe try to create, film and upload an as astonishing as possible Rube-Goldberg machine to a common blog. When all national chain reactions are online the children may judge the entries of the other schools and a final country-ranking will be published to the blog.
Apart from the competition this project is a European (international) cooperation at the same time. All chains from all the different countries will be combined into ONE BIG EUROPEAN CHAIN REACTION so this is a true joint piece of work. You can have a look at the European Chain Reaction newsflash 2015 here: https://vimeo.com/118343746
Our school is the organizing country. We search for more schools to join the project, send information to all participating schools and help all teachers who could use some advice. We make no profit from this project. The only thing we want to gain is the childrens’ interest in science.

How long has your project been running?

2010-08-30 22:00:00

Objectives and Innovative Aspects

In The European Chain Reaction primary school children are challenged to build the best rube-goldberg-machine. In this arty STEM-project children's CREATIVITY is put to the test. Problems that WILL arise have to be tackled in the best possible way. Children have to think in steps: What is the problem? / How can we fix it? / We execute! / We evaluate! ... and we start this process over and over again until things work as originally planned. Children are obliged to COOPERATE within school because the chain is only as strong as its weakest link.
Teachers who are in the project can achieve a lot of goals in a very short period of time! Of course there are the goals in science. Almost every goal in the Belgian science curriculum is integrated into this project! Children have to THINK CRITICAL about the technical process, examine why things don't work as they should, think about the character of the materials they will be using, ... At the end of the project children have to reflect on technology: how have children in other countries created this? Why does it work or how could it be even better? Besides the obvious science goals children learn a LOT about social skills. It is very easy to get mad at someone who didn't succeed at making a working piece of the chain, but children have to learn how to COMMUNICATE with each other in a crisis situation (when things don't work and the deadline is approaching). And of course they learn about ICT when recording the video, writing comments on the blog, watching the other chain reactions, ...

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The children are always extremely excited about this project. This is a project they ABSOLUTELY LOVE and children learn most by doing things they love. And it is a real STEM-project in which all of the 21st century skills (collaboration, creating and innovation, ICT, communication, finding and evaluating information, problem solving, analytical thinking) are integrated. We motivate children to improve their skills on ALL areas, not only language and mathematics. Most important, children improve their CREATIVITY which isn't a subject in school, but should be integrated in each subject as much as possible! A teacher in Bulgaria told me a pupil in her class asked her parents not to buy her a tablet for Christmas, but to buy her materials so she could go and create a chain reaction. Some pupils from Iceland mailed their teacher little movies of chain reactions they made in the parents' bedroom. The results can be watched at the blogs mentioned above. Especially this entry in the first edition of this project is real eye-candy and a true example for all rube-goldberg-machines to come: https://vimeo.com/18713502 Our project attracts kindergartens too! This year a kindergarten from Germany won the ECR2015 competition with this fantastic entry: https://vimeo.com/117489474 In the 5 years that this project has been running we have never seen the same chain reaction twice so it proves children can be very creative in thinking about new ways of creating chains and the standards of the rube goldberg machines have risen to whole new levels so - we think - not only the children are learning but the teachers do too! BUT what motivated us most to continue this project is what school inspectors told us: Scotland: "The European Chain Reaction is the very best example of cross curricular work in International Education that we have witnessed in the four years that we have been touring schools, looking at International Educational projects!" SEE ATTACHMENT
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

In the beginning we only had 13 countries participating, but we attracted some more countries as we gained some more visibility while winning some awards: MEDEA-award 2011: Best European collaboration in the creation of educational medea / UK eTwinning award: cross-curricular integration of eTwinning / Lithuania Best eTwinning school / Belgium network-award / ...
This year 32 countries participated in the project but we aim at – one day – gathering all eTwinningPlus countries (41 countries). In all editions each year a couple of hundreds of children have participated.

Sustainability

What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Is your project economically self sufficient now?: 
No
Since when?: 
2015-04-29 22:00:00
When is it expected to become self-sufficient?: 
2010-08-30 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
Yes
Where? By whom?: 
A French school couldn’t participate anymore since we already have a French partner, so they asked us if they were allowed to copy our project and make an alternative edition. Of course we agreed as we are honored by the thought that other teachers see the beauty in our project too! And in Iceland some children have taken over their parents bedroom because they wanted to create a Rube Goldberg machine in it. Does this count as copying our project too? ☺
What lessons can others learn from your project? (max. 1500 characters): 

This is an excellent example of a STEM-project that is totally free of charge! No expensive robots have to be bought as children have lots of interesting materials at home and a camera for filming the chain is on all modern phones. Children absolutely adore this project too! First thing on Monday they ask their teacher is “When will be working again on our chain reaction?”

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
Most teachers communicate well and fast through mails. Sometimes however teachers promise to participate and – in the end – they don’t upload their chain. That’s a pitty
Future plans and wish list (max. 750 characters): 
This year was the 5th edition of the project and I had hoped to gather all eTwinningPlus countries in this years’ edition. Unfortunately 8 countries didn’t upload. Next year we keep aiming at building a REAL EUROPEAN chain as I want to have all eTwiningPlus countries participating in upcoming our sixth edition. Winning a Junior Challenge Award would surely help us find some more countries and it could be a fine opportunity for the participating teachers to meet-up in Rome and actually meet each other after cooperating for 5 years already in cyberspace…
STEM science rube reaction problem solving machine Innovation goldberg creation communication collaboration chain analytical thinking 21st century skills
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