Digital Bridges – Transnational collaborative learning Erasmus Project

Project Title

Digital Bridges – Transnational collaborative learning

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; ICT – new technologies – digital competences; Enterprise, industry and SMEs (incl. entrepreneurship)

Project Summary

In 2014 Rudbeck Gymnasium, a high school in Sollentuna, Sweden, launched a full scale one-to-one initiative whereupon all 1779 students received an iPad of their own. The previous fall teachers from Rudbeck and Georg Christoph Lichtenberg Schule in Kassel, Germany were engaged in a two year Comenius Regio project, Paducation, in which they collaborated on teaching methods using iPads in the curriculum. The project addressed the digital divide prevailing for many schools in Europe. The teachers continuously exchanged thoughts and experiences via a blog platform and met twice a year for workshops. The use of digital devices was at this time so integrated in the education that the collaboration could continue afterwards. The two schools had already been affected by the innovations that came forth in this work; collaborative learning, transparency, changing teacher roles, focus on time compression and efficiency as well as the necessity of a functional online based learning environment.

In 2016 the two schools began a strategic partnership entitled Digital Bridges-Transnational collaborative learning. It was our intention to create a learning environment for the students themselves to explore in what manner they could both cooperate and communicate with each other and their partner group in the other country. The immediate results would enable the students to be more engaged and learn more about their subject of study. Their ability to present their results in digital form to a larger audience would be enhanced and they would gain a broader understanding of what is meant with a European perspective.

The original project design was in two stages; the first year was a start-up phase with teachers and students finding partners in the other school and initiating collaborative work with common themes in conjunction with course content. The second year would be a continuation of this work culminating in student exchanges for 50-60 students who would work on their examination reports and Facharbeit. However the Swedish Council for Higher Education denied the support for the student exchanges in the assessment of the application due to the criticism of the program for accompanying teachers during the exchange. This was a major setback that affected the recruitment of participants and created difficulties for the management of the project. But we felt it was more important to try out our ideas for transnational collaboration for the students so we decided to implement the project as best we could. Collaboration did begin in Art, Chemistry, History, Technology and Math. Attempts to initiate groups in Spanish and Economics were more difficult.

The second year provided an opportunity to reboot the project. Progress occurred in History, Technology, communication and behavior science courses. A much reduced student exchange did occur in the second year involving 12 students working on their required examination reports respective Facharbeit. This was funded by the partner organisations and involved families.

The planned blog platform was established and provided the intended forum for documentation of the work in the project. Films and photos were posted, reflections by participants were shared and the project management could include progress reports.

The five Transnational Project Meetings transpired as planned. They served the purpose to keep track on the progress of the project, deal with changes in staff and provide insight into the work for the leadership of the school. They also served as a platform to meet new teachers who were interested to come on board and participate.

There was an immediate impact for the students who participated in the production of innovative videos and texts in conjunction with the curriculum in their courses. They benefited from the opportunity to approach their subject in a collaborative and creative manner that increased the understanding of the course content.
The students that had the opportunity to complete the limited student exchange that occurred obviously were able to benefit even more from the increased understanding for living and learning in another European country. The work done with the comparative studies in History, Technology and Chemistry reflected the added value of cooperating over national borders. Even the work done with producing introductory videos contributed to expanding the use of English as a personal language that enhanced the learning process for those involved.
There remains a strong commitment to work together in order for the idea of the project to continue. We’ve learned that the teachers need to create an environment for the students to work in, they can not structure the process on their own. They number of teachers who want to build digital bridges has increased for the coming year. Our intention later is to initiate a new strategic partnership building upon the lessons we have learned along the way.

EU Grant (Eur)

Funding of the project from EU: 28350 Eur

Project Coordinator

rudbeckskolan & Country: SE

Project Partners

• Georg-Christoph-Lichtenberg Schule