Embedded Files
Project overview
Project overview
Year 1: Technology Outdoors: Art in the Environment
Year 1: Technology Outdoors: Art in the Environment
In the first year we explored strategies to integrate technology into learning beyond the classroom e.g. by using technologies to devise authentic and meaningful outdoor learning activities and by using technologies to enhance learners’ exploration of the physical world.
In the first year we explored strategies to integrate technology into learning beyond the classroom e.g. by using technologies to devise authentic and meaningful outdoor learning activities and by using technologies to enhance learners’ exploration of the physical world.
Virtual Sculptures
Virtual Sculptures
Mapping our Art
Mapping our Art
Technology Outdoors: Creating Trails
Technology Outdoors: Creating Trails
Game Instructions
Game Instructions
Hacking Nature
Hacking Nature
Technology Outdoors: Wild Writing
Technology Outdoors: Wild Writing
Year 2 STEM to STEAM
Year 2 STEM to STEAM
STEM to STEAM adds the arts to science, technology, engineering and maths. This builds on last year’s theme of technology outdoors by promoting real world exploration and creative problem solving through physical and digital making. Three teams: Seeing, Hearing and Experiencing STEAM.
STEM to STEAM adds the arts to science, technology, engineering and maths. This builds on last year’s theme of technology outdoors by promoting real world exploration and creative problem solving through physical and digital making. Three teams: Seeing, Hearing and Experiencing STEAM.
Design Thinking
Design Thinking
What if we could change size?
What if we could change size?
What if we moved to space?
What if we moved to space?
What if one of our senses changed?
What if one of our senses changed?
STEM to STEAM examples
STEM to STEAM examples
Year 3: CLIL (Content and Language Integrated Learning)
Year 3: CLIL (Content and Language Integrated Learning)
DLAB CLIL: crossing boundaries of language and culture
DLAB CLIL: crossing boundaries of language and culture
Different sorts of multimodal input (text, pictures, real objects, videos, models)
Different sorts of multimodal input (text, pictures, real objects, videos, models)
Use of graphic organisers/graphic facilitation to support vocabulary acquisition and the four skills listening/speaking/reading/writing.
Use of graphic organisers/graphic facilitation to support vocabulary acquisition and the four skills listening/speaking/reading/writing.
Use of visuals/hands-on experiments/real objects to introduce new topics (core subject vocabulary)
Use of visuals/hands-on experiments/real objects to introduce new topics (core subject vocabulary)
Focus on plurilingualism - making use of all the language resources available in the classroom (and the extended classroom)
Focus on plurilingualism - making use of all the language resources available in the classroom (and the extended classroom)
Collaboration and communication within DLaB
Collaboration and communication within DLaB
1. Website
1. Website
2. MOOCs
2. MOOCs
50 people make a MOOC
50 people make a MOOC
DLaB Project
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Online Community
Online Community
3. International Days
3. International Days
4. Collaboration tools
4. Collaboration tools
Public
Public
Website:
Website:
Online community:
Online community:
Twitter
Twitter
@dlab_erasmus
@dlab_erasmus
Private
Private
Facebook group
Facebook group
Twinspace
Twinspace
Project Folder in Google Drive
Project Folder in Google Drive
Google Hangouts
Google Hangouts
5. Project Organisation
5. Project Organisation
Ideas to take forwards
Ideas to take forwards
International days
International days
Interdependency
Interdependency
Dissemination
Dissemination
Be realistic
Be realistic
Have fun!
Have fun!
Cooking a sustainable meal with recipes in different languages 🙃
Google Sites
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