Intermuse
Je cherche des critiques à propos de ces jeux sur des musées et monuments d'Europe (Belgique, Roumanie, Bulgarie, Turquie). Ces jeux ont été créés par des élèves de l'enseignement secondaire pour des élèves de l'enseignement secondaire.
Mais l'avis d'adultes nous intéresse aussi.
Projet Comenius 2 de l'Union européenne. Turquie, Bulgarie, Roumanie, Brabant wallon (site belge animé par Paul Thielen)
Affichage des articles dont le libellé est Intermuse. Afficher tous les articles
Affichage des articles dont le libellé est Intermuse. Afficher tous les articles
mercredi 7 juillet 2010
mardi 8 juin 2010
Intermuse. Mes suggestions sur les élèves dans les musées. D'où je parle.
Si je ne suis ni muséologue ni muséographe je suis admirateur de ces professionnels.
Ma formation : un doctorat en Sciences biologiques, et des diplômes en philosophie, théologie et pédagogie.
Au milieu des années 60 j'ai lancé une association sans but lucratif, le Centre Galilée, qui vient de terminer ses activités à la fin 2009. Le Centre Galilée a accompagné de façon importante l'entrée des sciences et des techniques dans le champ culturel. Pendant 10 ans j'ai travaillé à la promotion de la culture scientifique au sein du Conseil Supérieur de l'Éducation Permanente ("Populaire").
Depuis 1965 nous avons aidé la diffusion de la micro-informatique et des techniques autour de l'énergie.
Je visite des musées de façon intensive depuis mon enfance (j'habitais près des Musées du Cinquantenaire et de l'Institut des Sciences Naturelles à Bruxelles).
Avec le GLACS de Paris (Groupe de Liaison pour l'Action Culturelle Scientifique), nous avons étudié des dizaines de musées scientifiques du monde, en préparation à la Cité des Sciences de la Villette.
voir http://www.glacs.org/
Ma spécialité ce sont les musées scientifiques et techniques, y compris les musées archéologiques. J'en ai visité des centaines dans le monde.
En cette année 2010 je termine un rapport sur le projet Intermuse : l'Education interculturelle à travers les Musées. J'y travaille comme expert "Sciences et Sociétés" de l'IIT, Institut Interculturel de Timisoara.
Ma formation : un doctorat en Sciences biologiques, et des diplômes en philosophie, théologie et pédagogie.
Au milieu des années 60 j'ai lancé une association sans but lucratif, le Centre Galilée, qui vient de terminer ses activités à la fin 2009. Le Centre Galilée a accompagné de façon importante l'entrée des sciences et des techniques dans le champ culturel. Pendant 10 ans j'ai travaillé à la promotion de la culture scientifique au sein du Conseil Supérieur de l'Éducation Permanente ("Populaire").
Depuis 1965 nous avons aidé la diffusion de la micro-informatique et des techniques autour de l'énergie.
Je visite des musées de façon intensive depuis mon enfance (j'habitais près des Musées du Cinquantenaire et de l'Institut des Sciences Naturelles à Bruxelles).
Avec le GLACS de Paris (Groupe de Liaison pour l'Action Culturelle Scientifique), nous avons étudié des dizaines de musées scientifiques du monde, en préparation à la Cité des Sciences de la Villette.
voir http://www.glacs.org/
Ma spécialité ce sont les musées scientifiques et techniques, y compris les musées archéologiques. J'en ai visité des centaines dans le monde.
En cette année 2010 je termine un rapport sur le projet Intermuse : l'Education interculturelle à travers les Musées. J'y travaille comme expert "Sciences et Sociétés" de l'IIT, Institut Interculturel de Timisoara.
vendredi 28 mai 2010
Intermuse. Bulgarie. Bulgaria
The Bulgarian team established the students group
The preliminary work entailed the formation of teams of students willing to explore the issues of the Intermuse project. These were selected on the principle of their former active involvement with project work and viable achievements. Thirty students from the Secondary School of Foreign Languages “Yordan Radichkov” in Vidin who had some experience and interest in the cultural and historical heritage of the Vidin region were selected. Bearing in mind the specific aspects of museum work the students were assigned to particular teams instructed by curators responsible for the different departments: Archaeology and Numismatics – Fionera Yordanova Filipova, Bulgarian History ХV – ХIХ c. – Neven Zheliazkov Iliev, Modern History - Hristina Ivanova Kirilova, Ethnography 1 Sashka Bojkova Bizeranova , Ethnography 2 - Desislava Bojidarova Tzvetanova, Post-modern History 1 - Plamen Nikolov Nikodimov, Post-modern History 2 - Valia Dimitrova Dimitrova- research associate.
The principle of instructive teaching required that the museum experts should use methods and approaches that could evoke cognitive needs in the students.
We had to take account of the desires and interests of the young people so that our work should be both fruitful and gratifying. Individual preferences necessitated some shifting inside the groups. This occurred because reality did not always meet the initial expectations of the students; the variety offered and the team work organised by different instructors made some of the members show preference for the other team. The principle of scientific character of the education through museums is obligatory and was observed in all phases: when the students were introduced to the departments and their functions, the expositions, the monuments as well as while preparing the game. Each participant had to prepare a text and questions connected with the second phase of the project – creating the game with photos attached. The museum instructors had to present their departments in such a way as to make it possible for the students to write their texts by themselves, submit them to the instructors for correction, who then returned them to the students. It was necessary to include only scientifically based texts as well as ask sensible questions which had only one answer. In the cases where the photos were not satisfactory, the group of “photographers” had to make new photos and when this was not possible because of distance, the museum provided them out of its fund.
The museum curators had made a preliminary selection of the most important sites in the Vidin region but the students were allowed to make their own choice. They had the possibility to enlarge the range of sites they wanted to become familiar with. Given the fact that the young people’s perception of the world is different from the adult one, and that the game is addressed to the students’ peers, the curators accepted all suggestions readily. Being one of the basic didactic principles unchanged by time or educational reforms is the use of visual aids and demonstration. In the museum environment where exhibits are original and speak of history, perception is sensory based. Visualising and demonstration were an indelible part of or instruction sessions. Thus we created concepts, provoked a sustained interest in the young people and built skills to observe, develop imagination and thought. The direct perception of the sites was not only an object of learning but also a means to get to the core of the historical process where the notion about the separate facts plays a vital role. While it is difficult at school to restructure the history of mankind, the individual steps towards civilization, the centuries when people’s appearance, labour and lifestyles were fundamentally different from our reality, the museums in the Vidin region, the Magura cave and the archives made it possible for the project participants to turn into discoverers, “archaeologists”, “ethnologists”, “historians”, “archivists”, “photorecorders”.
Following the principle of visualization and demonstration we used three groups:
1. Material – we demonstrated artifacts such as tools of labour, arms, coins, household goods and other ethnographic materials, fortresses and installations, written documents, monuments of different objects of art found in the museum monuments in the region.
2. The visual aids included presentation of historical events and legends, preserved in the minds of the people and adapted to the game.
3. Symbolic and graphic aids – diagrams, maps, schemes, tables were also used by the curators first to present the area to the students and then include in the game.
The instruction process relied on the principle of conscientiousness and activity. Participation in the project is voluntary. The students have special interests in history, they are skilled in expressing preferences and communicating with their instructors, seek additional information, meetings, discussions.
One of the achievements of the project is rooted in the fact that learning through museums allows for individualization and differentiation. The different students were assigned diverse individual tasks to deal with, systematize and work out. They participate directly, make their choice of sites to write about, express their opinion as to the questions and the order of the puzzle opening. The two principles of differentiation – division and voluntary participation in groups – were part of the educational process. Making a personal choice the student ministers to a better differentiation on the basis of interests, desires and capacities.
The group-variety form of differentiation allows for the accomplishment of various tasks. The students willingness to work in particular groups is respected. Although thse are temporary formations and the participants possess a high intellectual level, management of the groups requires teaching skills and adequate structuring of activities.
Learning through museums is an excellent way of enriching the participants’ stock of knowledge and building intercultural skills. The Vidin students were introduced to the cultural and historical heritage of the area, the natural landmarks, spiritual culture, folklore. Moreover, they learned to write about these and present them to their peers, who, through the game, will benefit from the project.
A purposeful selection was made of sites presenting the culture and life of other ethnic groups so as to promote, peace, tolerance and understanding. e.g. The Monument of the Lamenting Soldier, the Mosque, Osman Pazvantoglu’ Library, the Synagogue and others.
Learning through museums is an open-ended series of lessons in patriotism. All participants in the project are proud of the cultural and historical achievements of the Vidin region and will be happy to present them to their peers from Romania, Belgium and Turkey. The elaboration of the game is a perfect way to do that.
Students from the Secondary Language School �Yordan Radichkov� � Vidin visited the National Museum of History
Students from the Secondary Language School “Yordan Radichkov” – Vidin visited the National Museum of History. Learning Bulgarian history in this non-standard way is set in the project “Intermuse – Intercultural Education through Museums”, which the students have been working on for two years now together with their peers from Romania, Turkey and Belgium. Becoming aware of the rich findings from antiquity on the Bulgarian lands enhances the feeling of the significance of the Bulgarian state, heir to highly developed civilizations.
The students saw all the halls of the museum with great interest – from the time of Khan Asparuh to the times of socialism. They were most impressed by the gold ornaments and vessels, as well as by the filigree decoration of the church plates.
“To see and discover confirmation of what you have learned in class is a real adventure’, says the history teacher Valiya Alexandrova. “We already work on the principle of the three “T” think, talk and touch.” Under her guidance and with the collaboration of the Regional History Museum in Vidin the students are preparing a videogame presenting the cultural and historical sights of the Vidin region. She believes that in this manner she evokes in the students the feeling of belonging to the nation – underlying patriotism, something that has become scanty in our country.
A special lesson in love of one’s country was delivered by the Museum director Professor Bojidar Dimitrov. The questions posed to the historian demonstrated the students’ profound understanding of Bulgarian history.
Macedonia being an important issue of the discussion, the professor presented all students with his latest book. The meeting was completed with a photo.
It is certain that the students will have a lot to share with their peers from Turkey, Romania and Belgium during the next videoconference. In two months’ time they will be able to exchange the ready video products.
The project is managed by the Intercultural Institute of Timisoara, Romania in partnership with NGO “SAGE” – Rousse. The project is financed by the Comenius European Progamme.
The excursion was done on January 30 – 31, 2009.
The group consisted of 50 students from the Secondary Language School “Yordan Radichkov” – Vidin.
The preliminary work entailed the formation of teams of students willing to explore the issues of the Intermuse project. These were selected on the principle of their former active involvement with project work and viable achievements. Thirty students from the Secondary School of Foreign Languages “Yordan Radichkov” in Vidin who had some experience and interest in the cultural and historical heritage of the Vidin region were selected. Bearing in mind the specific aspects of museum work the students were assigned to particular teams instructed by curators responsible for the different departments: Archaeology and Numismatics – Fionera Yordanova Filipova, Bulgarian History ХV – ХIХ c. – Neven Zheliazkov Iliev, Modern History - Hristina Ivanova Kirilova, Ethnography 1 Sashka Bojkova Bizeranova , Ethnography 2 - Desislava Bojidarova Tzvetanova, Post-modern History 1 - Plamen Nikolov Nikodimov, Post-modern History 2 - Valia Dimitrova Dimitrova- research associate.
The principle of instructive teaching required that the museum experts should use methods and approaches that could evoke cognitive needs in the students.
We had to take account of the desires and interests of the young people so that our work should be both fruitful and gratifying. Individual preferences necessitated some shifting inside the groups. This occurred because reality did not always meet the initial expectations of the students; the variety offered and the team work organised by different instructors made some of the members show preference for the other team. The principle of scientific character of the education through museums is obligatory and was observed in all phases: when the students were introduced to the departments and their functions, the expositions, the monuments as well as while preparing the game. Each participant had to prepare a text and questions connected with the second phase of the project – creating the game with photos attached. The museum instructors had to present their departments in such a way as to make it possible for the students to write their texts by themselves, submit them to the instructors for correction, who then returned them to the students. It was necessary to include only scientifically based texts as well as ask sensible questions which had only one answer. In the cases where the photos were not satisfactory, the group of “photographers” had to make new photos and when this was not possible because of distance, the museum provided them out of its fund.
The museum curators had made a preliminary selection of the most important sites in the Vidin region but the students were allowed to make their own choice. They had the possibility to enlarge the range of sites they wanted to become familiar with. Given the fact that the young people’s perception of the world is different from the adult one, and that the game is addressed to the students’ peers, the curators accepted all suggestions readily. Being one of the basic didactic principles unchanged by time or educational reforms is the use of visual aids and demonstration. In the museum environment where exhibits are original and speak of history, perception is sensory based. Visualising and demonstration were an indelible part of or instruction sessions. Thus we created concepts, provoked a sustained interest in the young people and built skills to observe, develop imagination and thought. The direct perception of the sites was not only an object of learning but also a means to get to the core of the historical process where the notion about the separate facts plays a vital role. While it is difficult at school to restructure the history of mankind, the individual steps towards civilization, the centuries when people’s appearance, labour and lifestyles were fundamentally different from our reality, the museums in the Vidin region, the Magura cave and the archives made it possible for the project participants to turn into discoverers, “archaeologists”, “ethnologists”, “historians”, “archivists”, “photorecorders”.
Following the principle of visualization and demonstration we used three groups:
1. Material – we demonstrated artifacts such as tools of labour, arms, coins, household goods and other ethnographic materials, fortresses and installations, written documents, monuments of different objects of art found in the museum monuments in the region.
2. The visual aids included presentation of historical events and legends, preserved in the minds of the people and adapted to the game.
3. Symbolic and graphic aids – diagrams, maps, schemes, tables were also used by the curators first to present the area to the students and then include in the game.
The instruction process relied on the principle of conscientiousness and activity. Participation in the project is voluntary. The students have special interests in history, they are skilled in expressing preferences and communicating with their instructors, seek additional information, meetings, discussions.
One of the achievements of the project is rooted in the fact that learning through museums allows for individualization and differentiation. The different students were assigned diverse individual tasks to deal with, systematize and work out. They participate directly, make their choice of sites to write about, express their opinion as to the questions and the order of the puzzle opening. The two principles of differentiation – division and voluntary participation in groups – were part of the educational process. Making a personal choice the student ministers to a better differentiation on the basis of interests, desires and capacities.
The group-variety form of differentiation allows for the accomplishment of various tasks. The students willingness to work in particular groups is respected. Although thse are temporary formations and the participants possess a high intellectual level, management of the groups requires teaching skills and adequate structuring of activities.
Learning through museums is an excellent way of enriching the participants’ stock of knowledge and building intercultural skills. The Vidin students were introduced to the cultural and historical heritage of the area, the natural landmarks, spiritual culture, folklore. Moreover, they learned to write about these and present them to their peers, who, through the game, will benefit from the project.
A purposeful selection was made of sites presenting the culture and life of other ethnic groups so as to promote, peace, tolerance and understanding. e.g. The Monument of the Lamenting Soldier, the Mosque, Osman Pazvantoglu’ Library, the Synagogue and others.
Learning through museums is an open-ended series of lessons in patriotism. All participants in the project are proud of the cultural and historical achievements of the Vidin region and will be happy to present them to their peers from Romania, Belgium and Turkey. The elaboration of the game is a perfect way to do that.
Students from the Secondary Language School �Yordan Radichkov� � Vidin visited the National Museum of History
Students from the Secondary Language School “Yordan Radichkov” – Vidin visited the National Museum of History. Learning Bulgarian history in this non-standard way is set in the project “Intermuse – Intercultural Education through Museums”, which the students have been working on for two years now together with their peers from Romania, Turkey and Belgium. Becoming aware of the rich findings from antiquity on the Bulgarian lands enhances the feeling of the significance of the Bulgarian state, heir to highly developed civilizations.
The students saw all the halls of the museum with great interest – from the time of Khan Asparuh to the times of socialism. They were most impressed by the gold ornaments and vessels, as well as by the filigree decoration of the church plates.
“To see and discover confirmation of what you have learned in class is a real adventure’, says the history teacher Valiya Alexandrova. “We already work on the principle of the three “T” think, talk and touch.” Under her guidance and with the collaboration of the Regional History Museum in Vidin the students are preparing a videogame presenting the cultural and historical sights of the Vidin region. She believes that in this manner she evokes in the students the feeling of belonging to the nation – underlying patriotism, something that has become scanty in our country.
A special lesson in love of one’s country was delivered by the Museum director Professor Bojidar Dimitrov. The questions posed to the historian demonstrated the students’ profound understanding of Bulgarian history.
Macedonia being an important issue of the discussion, the professor presented all students with his latest book. The meeting was completed with a photo.
It is certain that the students will have a lot to share with their peers from Turkey, Romania and Belgium during the next videoconference. In two months’ time they will be able to exchange the ready video products.
The project is managed by the Intercultural Institute of Timisoara, Romania in partnership with NGO “SAGE” – Rousse. The project is financed by the Comenius European Progamme.
The excursion was done on January 30 – 31, 2009.
The group consisted of 50 students from the Secondary Language School “Yordan Radichkov” – Vidin.
Intermuse. Partenaires
Genc Gelisim (Youth Development Association) has been established in Ankara by a group of youth workers in 2004. Our main aim is to promote peace, solidarity and mutual understanding among young people from different cultures. To reach this aim, we organise local, national and international training courses, seminars and youth exchanges. Our association is a member of YEN-Youth Express Network and YFU-Youth for Understanding. Genc Gelisim has been co-operating with several high schools about international youth exchanges and local youth projects. The organisation has carried out several local / international cultural projects with young people and has an expertise in non-formal training. Most of the members of the association are youth workers and trainers. The organization has over 50 active members and the main area of work is youth field. Being a member of YFU, Genc Gelisim is also involved in long term high school student exchange programmes.
www.gencgelisim.org.tr
www.gencgelisim.org.tr
Intermuse.
The Yordan Radichkov Foreign Language High School is attended by about 500 students, aged 15-19, and employs about 40 teachers. It is a comprehensive secondary school, with extensive studies of foreign languages (English, German, and French), and of computer science. The school has abundant capability for using information technologies – several computer rooms, constant Internet connection, multimedia equipment, and motivated and skilled staff and students.
www.gp4e-vd.com
www.gp4e-vd.com
Intermuse. Partenaires. Nikolaus Lenau High School
The Theoretical German High School Nikolaus Lenau in Timisoara is a educational public institution, part of the formal national schools system in Romania. Many of its pupils have diverse ethnic backgrounds, not only German but Romanian and others, as well. In 2006 it was awarded with the title "European School", being concerned into the European integration process in education terms; the school was part of several local, regional, national and international projects and is willing to do so further on. It has full facilities for almost 1000 learners, aged 6 – 19, with a group of more than 100 teachers covering all sciences, in the daily programme from Monday to Friday, mornings and afternoons. Nikolaus Lenau High School well develop co-operation with museums from Romania, Austria, Germany and so, with in-school programmes and out-of-school programmes, along the current activities and during the scholar holidays too.
www.nikolaus-lenau.ro
www.nikolaus-lenau.ro
Intermuse. Partenaire. Arts Museum of Timisoara
The Arts Museum in Timisoara, Romania, is a public institution with educational and cultural purposes, preserving and presenting the regional heritage. Most of its visitors are young people, as the museum strongly co-operates with the local schools and with diverse non-governmental organisations. The staff members need more museum pedagogy skills, in order to harmonise their activities with the interests of the actual museum users. It's why the museum on one hand is the location to benefit from the project activities and in the other hand is the proper partner in this project, as a tool.
www.muzeuldeartatm.ro
www.muzeuldeartatm.ro
Intermuse. SAGE. Partenaire
School Association for Global Education was founded and registered in 1990 as a free, independent association of teachers, students and parents. It has been functioning for over 27 years now. The Association is a voluntary alliance of people subscribing to the ideas of peace, international understanding and co-operation, irrespective of age, gender, political views or ethnicity. The Association aims to promote the vision of a civil society, respect for human rights and basic freedoms, environmental awareness, international understanding and peace. The Association seeks co-operation with schools associated with UNESCO, Council of Europe networks for school links and exchanges, movements like “Teachers for Peace”, and NGOs whose activities conform to the aims of SAGE. The Association has a Centre for Alternative Education, and accomplishes its activities via school clubs, a School Coordinators’ Council, a Club for Intellectual and Creative Communication for senior citizens – teachers. The Association works in partnership with the Ministry of Education and Science, the Rousse Municipality, the Regional Inspectorate of Education, the Bistra and Galina Foundation and others. At present the Association comprises over three hundred members – students, teachers, parents and public persons from Rousse region. The local network comprises 16 schools of all educational levels and profiles. School Association SAGE has built school networks on the international, regional and national levels and accomplishes projects to complement and give richer dimensions to mainstream school education. Students work in School Discussion Clubs, where they plan their work within the framework and guidelines of a project.
www.sage.hit.bgvv
www.sage.hit.bgvv
Intermuse. Partenaires. Musée régional de Vidin
The Regional Museum of History has exhibitions from several historical periods. It operates several sites – a museum of ethnography, a medieval castle, a prehistoric cave with rock drawings, a fortification around natural rocks, etc. The curators also carry out research activities and publish their findings in various academic publications.
www.museum-vidin.domino.bg
www.museum-vidin.domino.bg
Intermuse. Partenaires. DOVERIE Association
Object of activities: to study the needs for humanitarian, charitable, research, educational, social, cultural, and public activities in the town and the region, and to support them with finance, methodology, research, personnel and intellectually, to render assistance and cooperation to specialized government authorities in their activities related to raising the social, educational, and civil status of the inhabitants of the town and the region. Most of the members of the association are journalists who, due to the specificity of their work, have a good overview of the social and cultural life of the country, maintain close contacts with people from various walks of life, and are themselves part of the broad intercultural dialogue.
Intermuse. Institut de l'Enfant-Jésus. Nivelles
Institut de l'Enfant-Jésus-Lycée – The school in Nivelles is a educational public institution, part of the formal schools system in Brabant. Many of its pupils have diverse ethnic backgrounds, not only Wallon but others, as well. It is concerned into the European integration process in education terms; the school was part of several local, regional, national and international projects and is willing to do so further on. It has full facilities for al learners, covering all sciences, in the daily programme from Monday to Friday.
Intermuse. Ankara. Musée des civilisations anatoliennes
Anatolian Civilization Museum (ACM) is a governmental body working under Ministry of Tourism and Culture. Its main scope is to teach the past to shape the future. Objectives:
• Protection of cultural heritage
• Identity and history awareness
• Raising awareness on the importance of the province in terms of culture and history
• Raising awareness on the meaning and the importance of the museum
• To raise awareness on the protection of cultural heritage by non-formal education
The most importance experience of the ACM is about museums, history and culture education with the experience on heritage.
www.anadolumedeniyetlerimuzesi.gov.tr
• Protection of cultural heritage
• Identity and history awareness
• Raising awareness on the importance of the province in terms of culture and history
• Raising awareness on the meaning and the importance of the museum
• To raise awareness on the protection of cultural heritage by non-formal education
The most importance experience of the ACM is about museums, history and culture education with the experience on heritage.
www.anadolumedeniyetlerimuzesi.gov.tr
Intermuse. Méthodologie
The methodology will have the following structure:
1. each participating class goes through an intensive training provided by a specialist on the designing interactive multimedia games
2. the pupils then organise themselves by groups and explore the local museum in order to produce a game of type “treasure hunting” inspired by the content of the museum and by what they learn about the cultural diversity in the past and the present of their local community
3. classes exchange DVDs and try to find the solutions to each other’s game
4. in a videoconference they exchange with their partners ideas about their experience of producing and solving the games
5. each class reflects on the whole learning experience.
The implementation of this methodology requires close cooperation of at least the English language teacher and the technology/computers teacher in the school, and of them with a museum specialist. The pedagogical background of this approach is represented by the socio-constructivism at the methodology is a combination of experiential learning, cooperative learning and project-based learning, all within the background principles of intercultural learning.
In order to achieve the objectives and deliver the expected outcomes the active participation of teachers and students is essential. Besides this, our partnership also allows us to take advantage of the specific experience of museum specialists and of the experience of NGO trainers with experience in promoting intercultural education.
In order to provide good quality products useful for further dissemination and exploitation, it is also essential to pass through a phase of first test of the envisaged methodology, produce draft versions of the videogames and allow teachers and museum specialists to provide feedback and suggestions, while developing their skills and knowledge for an effective use in the next stage of the project.
Therefore, once the first experiments completed and the detailed methodology revised, a piloting can take place, with the same teachers but with other pupils, in order to produce the videogames. This time also the next phases of the process (solving the games of the others, videoconferences and reflection) can be completed. It is only when the whole process has been successfully completed that a team of representatives of partner institutions can analyse the results and produce the content of the Methodology DVD. The last phases of the project focus on dissemination and exploitation, key parts of the project.
1. each participating class goes through an intensive training provided by a specialist on the designing interactive multimedia games
2. the pupils then organise themselves by groups and explore the local museum in order to produce a game of type “treasure hunting” inspired by the content of the museum and by what they learn about the cultural diversity in the past and the present of their local community
3. classes exchange DVDs and try to find the solutions to each other’s game
4. in a videoconference they exchange with their partners ideas about their experience of producing and solving the games
5. each class reflects on the whole learning experience.
The implementation of this methodology requires close cooperation of at least the English language teacher and the technology/computers teacher in the school, and of them with a museum specialist. The pedagogical background of this approach is represented by the socio-constructivism at the methodology is a combination of experiential learning, cooperative learning and project-based learning, all within the background principles of intercultural learning.
In order to achieve the objectives and deliver the expected outcomes the active participation of teachers and students is essential. Besides this, our partnership also allows us to take advantage of the specific experience of museum specialists and of the experience of NGO trainers with experience in promoting intercultural education.
In order to provide good quality products useful for further dissemination and exploitation, it is also essential to pass through a phase of first test of the envisaged methodology, produce draft versions of the videogames and allow teachers and museum specialists to provide feedback and suggestions, while developing their skills and knowledge for an effective use in the next stage of the project.
Therefore, once the first experiments completed and the detailed methodology revised, a piloting can take place, with the same teachers but with other pupils, in order to produce the videogames. This time also the next phases of the process (solving the games of the others, videoconferences and reflection) can be completed. It is only when the whole process has been successfully completed that a team of representatives of partner institutions can analyse the results and produce the content of the Methodology DVD. The last phases of the project focus on dissemination and exploitation, key parts of the project.
Intermuse. Objectifs
Objectives
The project aims at providing teachers and museum specialists with an innovative, up-to-date and ready-to-use approach and resources for developing intercultural education activities based on the use of ICT, on the development of transnational learning partnerships and on the use of interactive and motivating pedagogical methods, within a partnership between schools and local museums.
More precisely, the objectives of the project will be:
* to develop and test within a network of four schools from different countries an innovative methodology for intercultural education based on the elaboration by pupils of a multimedia interactive game inspired by a local museum and on exchanges on this matter between partner schools
* to produce and disseminate a package of resources on DVD containing four videogames as well as resources and methodological instructions for teachers
* to promote and support the use of this methodology by other interested schools interested in promoting intercultural dialogue by working in cooperation with museums.
In this way, a complex learning process is stimulated, focused on intercultural learning, but pupils involved will also learn to communicate, orally and in written, in English, will develop their skills in using the technology and will enhance as well their social skills and abilities for cooperation and active participation in a multicultural and multilingual environment. The methodology encourages a better coordination between teachers (it relies mainly on the close cooperation between English language teacher and technology/computers teacher) and the connection of school with cultural institutions (in our case, museums) and with NGOs active in promoting intercultural dialogue.
The project aims at providing teachers and museum specialists with an innovative, up-to-date and ready-to-use approach and resources for developing intercultural education activities based on the use of ICT, on the development of transnational learning partnerships and on the use of interactive and motivating pedagogical methods, within a partnership between schools and local museums.
More precisely, the objectives of the project will be:
* to develop and test within a network of four schools from different countries an innovative methodology for intercultural education based on the elaboration by pupils of a multimedia interactive game inspired by a local museum and on exchanges on this matter between partner schools
* to produce and disseminate a package of resources on DVD containing four videogames as well as resources and methodological instructions for teachers
* to promote and support the use of this methodology by other interested schools interested in promoting intercultural dialogue by working in cooperation with museums.
In this way, a complex learning process is stimulated, focused on intercultural learning, but pupils involved will also learn to communicate, orally and in written, in English, will develop their skills in using the technology and will enhance as well their social skills and abilities for cooperation and active participation in a multicultural and multilingual environment. The methodology encourages a better coordination between teachers (it relies mainly on the close cooperation between English language teacher and technology/computers teacher) and the connection of school with cultural institutions (in our case, museums) and with NGOs active in promoting intercultural dialogue.
Pourquoi Intermuse ?
Why INTERMUSE?
The project provides teachers and museum specialists with an innovative methodology for motivating young people to get involved in intercultural learning activities. Its innovative character comes from the combination of the use of ICT, cooperative learning, transnational partnerships, using the museum as resource, relying on the idea of developing a videogame and on making learning an enjoyable experience of personal and collective discovery. Thus, the methodology is enhancing at the in the same time the creativity and cultural expression, together with the critical reflection capacity and the intercultural communication skills of young people. In fact, the approach implies a complex learning process that, while including important acquisition of knowledge, it also supports the development of intellectual, technical and social skills and encourages positive attitudes towards cultural diversity, intercultural dialogue and European cooperation.
The methodology insists on a balanced distribution of responsibility for learning between teachers, responsible for facilitating the learning process and stimulating critical reflection on the learning experience and the pupils. Thus, the approach of the project is also innovative in the sense that the materials produced, that will serve as learning and support materials for other teachers willing to use the methodology, is essentially based on concrete outputs of the young people from the partner schools. This direct involvement of pupils will guarantee that the outputs and the methodology will be understandable, attractive and appropriate for the real needs of this age group and not based only on assumptions of teachers, museum specialists and experts in intercultural education.
Another innovative element is represented by the combination of various levels of cultural diversity in the overall process, including the present-day cultural diversity in each location, the past cultural diversity as reflected by the museums and the transnational and European diversity resulting from the joint involvement in such a project and by the development in the future of other similar learning partnerships.
The innovation consists also in the use for educational purposes of technologies that are just now available to the general public, such as the computers and software able to design in an easy way, without advanced programming knowledge, complex multimedia products, including 3D animation, videoclips, sounds, interactive hypertext, pictures, texts, etc..
The project provides teachers and museum specialists with an innovative methodology for motivating young people to get involved in intercultural learning activities. Its innovative character comes from the combination of the use of ICT, cooperative learning, transnational partnerships, using the museum as resource, relying on the idea of developing a videogame and on making learning an enjoyable experience of personal and collective discovery. Thus, the methodology is enhancing at the in the same time the creativity and cultural expression, together with the critical reflection capacity and the intercultural communication skills of young people. In fact, the approach implies a complex learning process that, while including important acquisition of knowledge, it also supports the development of intellectual, technical and social skills and encourages positive attitudes towards cultural diversity, intercultural dialogue and European cooperation.
The methodology insists on a balanced distribution of responsibility for learning between teachers, responsible for facilitating the learning process and stimulating critical reflection on the learning experience and the pupils. Thus, the approach of the project is also innovative in the sense that the materials produced, that will serve as learning and support materials for other teachers willing to use the methodology, is essentially based on concrete outputs of the young people from the partner schools. This direct involvement of pupils will guarantee that the outputs and the methodology will be understandable, attractive and appropriate for the real needs of this age group and not based only on assumptions of teachers, museum specialists and experts in intercultural education.
Another innovative element is represented by the combination of various levels of cultural diversity in the overall process, including the present-day cultural diversity in each location, the past cultural diversity as reflected by the museums and the transnational and European diversity resulting from the joint involvement in such a project and by the development in the future of other similar learning partnerships.
The innovation consists also in the use for educational purposes of technologies that are just now available to the general public, such as the computers and software able to design in an easy way, without advanced programming knowledge, complex multimedia products, including 3D animation, videoclips, sounds, interactive hypertext, pictures, texts, etc..
Intermuse. Project
INTERMUSE project started from the idea that museums represent valuable resources for intercultural education but innovative methodologies need to be developed to increase motivation for learning, particularly among upper-secondary school pupils. The project aims to stimulate pupils’ active involvement in intercultural learning and their reflection on sensitive and complex issues regarding cultural diversity and intercultural dialogue, as well as their willingness to learn other languages, by engaging them in the design of computer games in the framework of school-museum cooperation. Thus, an innovative methodology is being developed, according to the following steps:
* pupils, supported by teachers of various subjects and by museum specialists, design an interactive video game based on the resources offered by a local museum
* they exchange their games and try to find solutions to games produced by partners
* they interact trough a series of videoconferences
* each class reflects on the learning outcomes associated with the whole experience.
By engaging in this process pupils are motivated to learn English (their games will be in English), to improve their skills for using technology, to express their creativity, but also to learn and reflect about cultural diversity and intercultural dialogue. A package of DVDs produced by pupils, together with an additional DVD with resources and methodological instructions for teachers will be produced and disseminated.
* pupils, supported by teachers of various subjects and by museum specialists, design an interactive video game based on the resources offered by a local museum
* they exchange their games and try to find solutions to games produced by partners
* they interact trough a series of videoconferences
* each class reflects on the learning outcomes associated with the whole experience.
By engaging in this process pupils are motivated to learn English (their games will be in English), to improve their skills for using technology, to express their creativity, but also to learn and reflect about cultural diversity and intercultural dialogue. A package of DVDs produced by pupils, together with an additional DVD with resources and methodological instructions for teachers will be produced and disseminated.
Intermuse. Partenaires
Anatolian Civilization Museum
DOVERIE Association
Institut de l`Enfant-J�sus
Intercultural Institute Timisoara
Nivelles Community Museum
Regional Museum of History - Vidin
School Association SAGE
TED Polatli School
The Arts Museum in Timisoara
Theoretical German High School Nikolaus Lenau, Timisoara
Yordan Radichkov Foreign Language High School Vidin
Youth Development Association
DOVERIE Association
Institut de l`Enfant-J�sus
Intercultural Institute Timisoara
Nivelles Community Museum
Regional Museum of History - Vidin
School Association SAGE
TED Polatli School
The Arts Museum in Timisoara
Theoretical German High School Nikolaus Lenau, Timisoara
Yordan Radichkov Foreign Language High School Vidin
Youth Development Association
mercredi 26 mai 2010
Intermuse. Intercultural Education through Museums
Intermuse. Éducation interculturelle à travers les musées.
INTERMUSE project started from the idea that museums represent valuable resources for intercultural education but innovative methodologies need to be developed to increase motivation for learning, particularly among upper-secondary school pupils. The project aims to stimulate pupils’ active involvement in intercultural learning and their reflection on sensitive and complex issues regarding cultural diversity and intercultural dialogue, as well as their willingness to learn other languages, by engaging them in the design of computer games in the framework of school-museum cooperation. Thus, an innovative methodology is being developed, according to the following steps:
* pupils, supported by teachers of various subjects and by museum specialists, design an interactive video game based on the resources offered by a local museum
* they exchange their games and try to find solutions to games produced by partners
* they interact through a series of videoconferences
* each class reflects on the learning outcomes associated with the whole experience.
By engaging in this process pupils are motivated to learn English (their games will be in English), to improve their skills for using technology, to express their creativity, but also to learn and reflect about cultural diversity and intercultural dialogue. A package of DVDs produced by pupils, together with an additional DVD with resources and methodological instructions for teachers will be produced and disseminated.
INTERMUSE project started from the idea that museums represent valuable resources for intercultural education but innovative methodologies need to be developed to increase motivation for learning, particularly among upper-secondary school pupils. The project aims to stimulate pupils’ active involvement in intercultural learning and their reflection on sensitive and complex issues regarding cultural diversity and intercultural dialogue, as well as their willingness to learn other languages, by engaging them in the design of computer games in the framework of school-museum cooperation. Thus, an innovative methodology is being developed, according to the following steps:
* pupils, supported by teachers of various subjects and by museum specialists, design an interactive video game based on the resources offered by a local museum
* they exchange their games and try to find solutions to games produced by partners
* they interact through a series of videoconferences
* each class reflects on the learning outcomes associated with the whole experience.
By engaging in this process pupils are motivated to learn English (their games will be in English), to improve their skills for using technology, to express their creativity, but also to learn and reflect about cultural diversity and intercultural dialogue. A package of DVDs produced by pupils, together with an additional DVD with resources and methodological instructions for teachers will be produced and disseminated.
samedi 15 mai 2010
Printemps des Sciences. Liège
Trois de mes découvertes ou redécouvertes : l'Archéoforum, le Musée de la Vie Wallonne, le Curtius.
Liège sur Meuse.
Dans le quartier de la place Saint-Lambert.
Entrée gratuite ce weekend.
www.archeoforumdeliege.be/ Une guide savante et intarissable.
www.viewallonne.be/
www.grandcurtiusliege.be/ Gravure sur armes ce dimanche.
Liège sur Meuse.
Dans le quartier de la place Saint-Lambert.
Entrée gratuite ce weekend.
www.archeoforumdeliege.be/ Une guide savante et intarissable.
www.viewallonne.be/
www.grandcurtiusliege.be/ Gravure sur armes ce dimanche.
mardi 11 mai 2010
Lalibre.be - Le grand chapeau chinois
Lalibre.be - Le grand chapeau chinois
L’architecture spectaculaire et écologique de Shigeru Ban pour le centre Pompidou-Metz. Immense musée, d’un type nouveau, près de chez nous.
L’architecture spectaculaire et écologique de Shigeru Ban pour le centre Pompidou-Metz. Immense musée, d’un type nouveau, près de chez nous.
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