The project Digital Literacy and Cultural Heritage is designed as a close collaboration between 5 countries, four of which are close neighbours at the west and north-west of Europe and one is at the very edge of East. France, Germany, Belgium and Denmark share the legacy of monarchical history, with very clear identity and strong cultural heritage. Estonia is much smaller and does not have that experience. Its culture combines many influences of multiple occupations, but it was preserved and Estonians are very proud of their traditions. This fact makes the collaboration even more interesting. The project coordinator is Tallinna Kuristiku Gymnasium from Estonia. Partners, Klaus Groth Schule fromGermany, AR Gatti de Gamond from Belgium, Risskov Gymnasium from Denmark and Lycee Saint-Exupery Mantes La Joile from France, were selected considering their experience in projects on cultural heritage and the fact that most of them had been collaborating with each other already. The new joint topic of interest of all partners is digital literacy and how it can be used while teaching travelling and transport. The project will research cultural and linguistic aspects of five partner countries, which are relevant while teaching tour guiding with emphasis on safety and different means of transportation. The research will be supported with training courses how to use digital devices, educational online environments and applications in contemporary studies. The research is divided into seven topics: travel itinerary, sights, means of transportation, different ways of travelling, a video diary, safety and the must-to-know vocabulary. The project will be realized through 48 activities, which will be dealt with throughout 3 project years and the results of which will be produced during 5 exchanges of groups of pupils. The most important outcome will be a guided tour where students working in international groups can put the theory into practice. Every partner school will host one short-term exchange of groups of pupils and supervise the quality of implementation of all activities concerning 7 topics under research and the results. Research of each topic will include collecting and evaluating valid up-to-date information about sights and means of transport, composing travel itinerary, compiling a glossary on the terms and useful expressions, recording videos, taking pictures, making a video diary and putting together safety instructions. As the project aims to develop digital literacy , computers, cameras, camcorders, iPads, smart phones and appropriate software will be used for creating a set of materials to be implied in further studies. We intend to develop digital literacy among students and teachers and to increase the interest of students for their homeland cultural heritage. We will cooperate with local organizations and cultural institutions who are active in the particular field. The learners will enlarge their knowledge about different European cultures. They will be inspired to better communicate and cooperate with any nation in Europe in order to become a more independent traveller, who among others knows how to travel safely, how to compose travel itineraries and is familiar with cultural backgrounds. The project will also contribute to the learners' personal development through the problem- solving approach and peer group teaching that is supported by the participation in multicultural teams. As a result of the project 5 innovative sets of teaching materials will be produced and published on the project web-page. The materials will be made public and disseminated via multiple learning activities for all interested parties. The brochures with all the materials will be issued as well and shared. One of the goals is to continue sustainable cooperation and provide in-service training sessions to colleagues in the future.
The project Digital Literacy and Cultural Heritage was designed as a close collaboration between 5 countries, four of which are close neighbours at the west and north-west of Europe and one is at the very edge of East. France, Germany, Belgium and Denmark share the legacy of monarchical history, with very clear identity and strong cultural heritage. Estonia is much smaller and does not have that experience. Its culture combines many influences of multiple occupations, but it was preserved and Estonians are very proud of their traditions. This fact made the collaboration even more interesting. The project coordinator was Tallinna Kuristiku Gymnasium from Estonia. Partners, Klaus Groth Schule fromGermany, AR Gatti de Gamond from Belgium, Risskov Gymnasium from Denmark and Lycee Saint-Exupery Mantes La Joile from France, were selected considering their experience in projects on cultural heritage and the fact that most of them had been collaborating with each other already. The new joint topic of interest of all partners was digital literacy and how it could be used while teaching travelling and transport topics. The project researched cultural and linguistic aspects of five partner countries, which are relevant while teaching tour guiding with emphasis on safety and different means of transportation. The research was supported with training courses how to use digital devices, educational online environments and applications in contemporary studies. The research was divided into seven topics: travel itinerary, sights, means of transportation, different ways of travelling, a video diary, safety and the must-to-know vocabulary. The project was realized through 48 activities, which was dealt with throughout 3 project years and the results of which were produced during 4 exchanges of groups of pupils. The most important outcome was working in international teams and creating videos of local cultural landmarks. Four of all partner schools hosted one short-term exchange of groups of pupils and supervised the quality of implementation of all activities concerning 7 topics under research and the results. Participants were aged 16 - 19, all secondary school students. Research of each topic included collecting and evaluating valid up-to-date information about sights and means of transport, composing travel itinerary, recording videos, taking pictures, making a video diary. As the project aimed to develop digital literacy, the use of computers, cameras, camcorders, iPads, smart phones and appropriate software to be used for creating a set of materials to be implied in further studies. We intended to develop digital literacy among students and teachers and to increase the interest of students for their homeland cultural heritage. We cooperated with local organizations and cultural institutions who are active in the particular field. The learners enlarged their knowledge about different European cultures. They were inspired to better communicate and cooperate with any nation in Europe in order to become a more independent traveller, who among others knows how to travel safely, how to compose travel itineraries and is familiar with cultural backgrounds. The project also contributed to the learners' personal development through the problem- solving approach and peer group teaching that was supported by the participation in multicultural teams. It can not be denied that woking in mixed teams and hosting a peer from another country added value to all project work and especially to youths' relationships which is the key element when it comes to tolerance, understanding of differences between nations and bringing people closer together. As a result of the project 4 sets of materials were produced and published on the project web-page. The materials were made public and disseminated via multiple learning activities for all interested parties. The outcome materials were issued as well and shared via Twinspace and through websites of each school. One of the goals was to continue sustainable cooperation and provide in-service training sessions to colleagues who are interested in project work. The project proved to be sustainable as several partners continue cooperation through new Erasmus plus projects.