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Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
EUROPEAN COMMISSION
DIRECTORATE-GENERAL
EDUCATION AND CULTURE
SOCRATES PROGRAMME
TRANSNATIONAL COOPERATION PROJECTS
FINAL REPORT
Selection 2003
Sub-programme Action
European cooperation projects for the training of school
2.1
education staff
COMENIUS
3 Comenius Networks
1 Curriculum Development Projects
ERASMUS Thematic Network Projects
3
Thematic Network Projects - Dissemination
European cooperation projects for Adult Education and
1
Lifelong Learning
GRUNDTVIG
4 Grundtvig Networks
1 Promotion of Language Learning
LINGUA
2 Development of Tools and Materials
MINERVA Promotion of ODL-ICT in the Field of Education
1
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
General instructions
1. Overview
The Final Report for the project comprises the following parts:
Section 1 Confirmation of the basic data on the project and the partnership held in the database of the Office.
Section 2 A declaration of the expenditure and an explanation of any variations from the original approved budget.
Section 3 A description of the project activities, products and results and an explanation of how the project evolved in
comparison with the original workplan.
Receipt Acknowledgement
Annex Codes to be used.
2. General guidance
You should carefully read the Administrative and Financial Handbook (annexed to the Grant Agreement; later referred to as the
Handbook) before filling in the reporting forms.
The Final Report is submitted by the Beneficiary on behalf of all the organisations participating in the project. The declaration
on the following page confirms that a process of consultation and approval has been carried out throughout the partnership. It
is therefore important that the required information should be collected in good time before the deadline for submission of the
Final Report.
The Report must be submitted in one of the eleven official languages of the European Union (see annex 1).
Three copies of the Report must be sent no later than three and a half months (as per postmark) after the end of the eligibility
period to:
SOCRATES, LEONARDO and YOUTH Technical Assistance Office (TAO)
Education and Training (E&T) Department
Rue Colonel Bourg 139 Kolonel Bourgstraat
B-1040 Bruxelles
You have to attach to your Report, three copies of all project products and results. This should include all products and
results listed in the summary table 3.1 (like reports, studies, CDs, conference programmes, etc). If you refer to web sites,
passwords should be given for all private areas).
Each page of the Report and all copies of products and results have to bear the Grant Agreement number.
You are strongly advised to send your Reports by registered post to ensure a record of postage. Additionally, you are advised
to keep a copy of the full report, including any annexes.
Please note that a late submission of the Report may result in penalties or even cancellation of the Grant Agreement, in
accordance with the General Conditions of the Agreement.
Please note that during the assessment of the Final Report, special attention will be paid to the extent to which the
project has been implemented. We refer to the Handbook, in particular Chapter V.iv.4.
2
Checklist and declaration
Checklist
Please check the following points before submitting your Final Report
There are three complete and securely bound copies of the Final Report.
The Grant Agreement number is specified on each page of your Report and on each attached document, product or result.
The Declaration by the Beneficiary below has been signed and stamped by the legal representative of the Beneficiary. One
copy of the Final Report bears an original signature
Section 1 (Project Data) of the Report has been duly amended or approved.
You have answered all the questions in Section 3 of the Report.
You have completed Table 3.1 in Section 3 of the Report.
Three copies of all products and results listed in section 3 are included.
Declaration of Expenditure
All expenditure presented in Section 2 of the report is eligible (See Chapter III of the Administrative and Financial
Handbook).
The expenditure is consistent with the activities undertaken during the eligibility period.
All tables have been completed in €. Exchange rates have been calculated following the instructions of the Grant
Agreement (Article II.16.1)
The Declaration of Expenditure has been checked by the accounts or finance department of your institution. In particular,
the totals of the detailed tables are equal to the totals shown in the general table (Table 2.1).
Declaration by the Beneficiary
Grant Agreement number:
110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
I, the undersigned, hereby declare that the information contained in this Report is accurate and in accordance with the facts. In
particular the financial data provided in this Report corresponds to the expenditure actually incurred by the project partners for the
execution of the project activities. This information has been checked and approved by the partners involved in the activities set
out in this Report.
I herewith request payment of the outstanding balance for the project, in accordance with the terms of the Grant Agreement.
Signed in: on / /
Signature of the Beneficiary's legal representative Seal/stamp of the organisation
Name and function in capital letters
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Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Section 1: Confirmation of project data
Annexed to this form you will find a print-out showing project and partnership data drawn from the database of the Office (Contract
Report). Please check this information and confirm that it is correct.
Please take particular care to ensure that:
all partners actively involved in the project during the eligibility period are accurately described in the print-out
the names of all institutions and their locations are correctly spelt and appear in the language of the institution's country (rather
than translated into another language)
You should indicate any corrections clearly on the Contract Report and, if necessary, provide the correct data on a
separate sheet. Please note that all changes in the partnership should have been subject to a formal request of
amendment which should have been approved by the Commission (see Handbook, Chapter II)
If applicable, please give website address(es) below, along with any login names and passwords required to access its internal
sections.
Website address 1) http://eelp.gap.it
2) http://213.92.77.52/
3) http://eelp.gap.it/download
Login name (if applicable) 1) elena
2) elena.landone
3) No login is required
Login password (if applicable) 1) plaka
2) minerva
3) No password is required
4
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA- MPP
Partnership Changes
Please mention if there are any modifications to the initial partnership or in the distribution of tasks and budget amongst partners. Yes [ ] No [ X ].
If you have answered “Yes”, please fill in the following tables with the final composition of the partnership.
1. Withdrawals
N° Partner organisations, including co-ordinator, which Replacement partners (if any) Date on which the Commission
have withdrawn approved the amendment
1
2
3
…
2. New partners introduced after the start of the project
N° Partner organisations, including co-ordinator, which Partner replaced (if relevant) Date on which the Commission
have joined the project approved the amendment
1
2
3
…
Please add any extra sheets if necessary.
5
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - LINGUA - MPP
Section 2: Declaration of expenditure (in €)
This section sets out the financial information required by the Commission. We advise you to read carefully the Administrative
and Financial Handbook before filling in this section.
General instructions
The expenditure should cover the entire period of the SOCRATES grant (one, two or three years). The
expenditure should be coherent with the workplan in Section 3.3.
All amounts should be provided in euros.
Please adhere strictly to the format provided in the tables and check carefully the figures provided (reports
containing calculation errors will be delayed in the payment process).
Only Direct costs need to be reported in detail and these costs must be supported by documentary proof, such as
invoices. Copies of these proofs must be provided, if requested by the Commission.
The staff costs and general costs have to be reported in order to calculate the total eligible costs of the project.
Please refer to Chapter III and V of the Handbook for further details.
6
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
SECTION 2 – DECLARATION OF EXPENDITURE
Table 2.1 : Overview of expenditure
Original Community Actual Variation % change
approved Grant expenditure from from
budget (these figures approved approved
must be equal to budget budget
totals in other
tables)
Type of cost Costs (€) (€) Costs (€) Costs (€)
1. Staff costs 126.058 98.650 125.455 - 603 - 0,48%
2. Direct costs
2.1 - Travel and 13.075 13.075 11.138 - 1.937 - 14,81%
subsistence
2.2 - Equipment and 0 0 0 0 0
materials
2.3 - Sub-contracting, 0 0 0 0 0
consultancy and
other external
services
2.4 – Other costs 2.000 2.000 919 - 1.081 - 54,05%
Subtotal for Direct costs 15.075 15.075 12.057 - 3.018 - 20,02%
3. General costs 10.500 0 90745 - 755 - 7,19%
TOTAL 151.633 113.725 147.257 - 4.376 - 2,88%
Beneficiary’s comments:
Please note and explain any significant divergences from the approved budget, and add any explanation and other relevant
comments.
STAFF COSTS: no significative difference.
TRAVEL AND SUBSISTANCE: the reduced expenditure is mainly due to:
1) During the plenary meeting in Milan (25-31/1/2005) the partner from ICMS Intercollege (Cyprus) was travelling to
Italy for two different projects in the same period and their co-ordinators (Elena Landone and Manuel Jiménez Raya,
see personal e-mails) agreed on sharing his travel costs (Nicosia-Milan, Milan-Rome-Nicosia) at both the projects‘
sake (see Table 2.3, n.1);
2) Four travels to Bruxelles were planned for the coordinator to attend the Minerva Concertation meetings (as
required by the Minerva Action). Nevertheless it was possible to travel just twice to Bruxelles because one meeting
was cancelled and afterwards the meeting organisation was suspended (personal communication by Mr. German
Bernal-Rios, e-mail, 7/9/2005);
3) Some partners slept at friends' house (earning hotel expenditure) during the travels (see Table 2.3, n. 5 and 19).
OTHER COTS: the earn is mainly due to the fact that we had no eligible expenditure for the ELP Validation
procedures (as supposed in the Original approved budget).
GENERAL COST: being the global expenditure reduced, we calculate that the general cost have been less, too.
7
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA- MPP
Table 2.2. Breakdown of expenses incurred by partner (Euro)
Total P1: P2: P3: P4: P5: P6: P7: Total for cost
Milan Frankfurt Salamanca GAP Göteborgs Skövde Nicosia
category
am Oder Multimedia
1. Staff costs 8.849 6.265 6.568 65.200 7.032 8.777 22.764 125.455
2. Direct costs 4.526 1.161 1.113 1.541 1.357 1.467 892 12.057
2.1 Travel & subsistence 3.607 1.161 1.113 1.541 1.357 1.467 892 11.138
2.2 Equipment & materials // // // // // // // //
2.3 Subcontracting, consultancy & // // // // // // // //
other external services Production
2.4 Other costs 919 // // // // // // 919
3. General costs 745 550 460 5.000 600 700 1.690 9.745
TOTAL 14.120 7.976 8.141 71.741 8.989 10.944 25.346 147.257
Please add as many columns as necessary
Table 2.3 Travel and subsistence expenses
Please refer to Chapter III.iv.2 of the Handbook
N° Name of person Organisation Dates (including Duration Origin Destination Objective of the Means of Travel cost Subsistence Total
travelling for which that travel) (days) trip transport ( + (Euro) costs Travel +
person type of fare) (Euro) Subsistence
represents (Euro)
From To city countr city country
(dd/mm/y (dd/mm/y y code code
yyy) yyy)
1. Charalambos ICMS 25/1/2005 1/2/2005 8 days (7 Nicosia CY Milan IT Second plenary Plane 215,00 677,00 892,00
Vrasidas Intercollege nights) meeting (economic)
2. Javier de Santiago Universidad de 12/3/2004 14/03/04 3 days (2 Salamanca ES Milan IT Bilateral meeting Plane 197,40 150,00 347,40
Guervós Salamanca nights) (economic)
3. Marta García García Universidad de 12/3/2004 14/03/04 3 days (2 Salamanca ES Milan IT Bilateral meeting Plane 197,40 150,00 347,40
Salamanca nights) (economic)
4. Javier de Santiago Universidad de 25/1/2005 28/1/2005 4 days (3 Salamanca ES Milan IT Second plenary Plane 168,43 250,25 418,68
Guervós Salamanca nights) meeting (economic)
5. Ingrid Boettcher de Europa 19/2/2004 21/2/2004 3 days (2 Frankfurt am DE Milan IT Bilateral meeting Plane 118,00 250,00 368,00
Lange Universität nights) Oder (economic)
Viadrina
Frankfurt am
Oder
6. Ingrid Boettcher de Europa 25/1/2005 28/1/2005 4 days (3 Frankfurt am DE Milan IT Second plenary Plane 124,00 301,12 425,12
Lange Universität nights) Oder meeting (economic)
Viadrina
Frankfurt am
Oder
8
7. Anibal Diaz Europa 25/1/2005 28/1/2005 4 days (3 Frankfurt am DE Milan IT Second plenary Plane 134,00 233,75 367,75
Universität nights) Oder meeting (economic)
Viadrina
Frankfurt am
Oder
8. Ingmar Söhrman Göteborgs 08/1/2004 11/1/2004 4 days (3 Göteborgs SE Nicosia CY Kick-off meeting Plane 453,93 252,33 706,26
Universitet nights) (economic)
9 Ingmar Söhrman Göteborgs 25/1/2005 28/1/2005 4 days (3 Göteborgs SE Milan IT Second plenary Plane 325,42 325,55 650,97
Universitet nights) meeting (economic)
10 David MIghetto Högskolan i 08/1/2004 11/1/2004 4 days (3 Skövde SE Nicosia CY Kick-off meeting Plane 440,36 252,33 692,69
Skövde nights) (economic)
11 David MIghetto Högskolan i 26/1/2005 30/1/2005 5 days (4 Skövde SE Milan IT Second plenary Plane 312,00 462,00 774,00
Skövde nights) meeting (economic)
12 Andrea Riccadonna Gap 08/1/2004 11/1/2004 4 days (3 Milan IT Nicosia CY Kick-off meeting Plane 373,35 204,60 577,95
Multimedia nights) (economic)
13 Andrea Riccadonna Gap 26/1/2005 29/1/2005 4 meals Milan IT // // Second plenary Just // 108.70 108,70
Multimedia meeting subsistance
14 Giampaolo Gap 08/1/2004 11/1/2004 4 days (3 Milan IT Nicosia CY Kick-off meeting Plane 448,35 204,60 652,95
Riccadonna Multimedia nights) (economic)
15 Giampaolo Gap 26/1/2005 29/1/2005 5 meals Milan IT // // Second plenary Just // 136,70 136,70
Riccadonna Multimedia meeting subsistance
16 Stefano Fabiano Gap 28/1/2005 29/1/2005 2 meals Milan IT // // Second plenary Just // 65,00 65,00
Multimedia meeting subsistance
17 Cecilia Rizzardi Università 8/1/2004 11/1/2004 4 days (3 Milan IT Nicosia CY Kick-off meeting Plane 448,35 308,60 756,95
degli Studi nights) (economic)
18 Cecilia Rizzardi Università 26/1/2005 28/1/2005 3 meals Milan IT // // Second plenary Just // 89,00 89,00
degli Studi meeting subsistance
19 Cecilia Rizzardi Università 22/9/2005 23/9/2005 2 days (1 Milan IT Rome IT XXX TESOL Train 134,28 177,70 311,98
degli Studi night) National (economic)
Convention
20 Luciana Pedrazzini Università 22/9/2005 23/9/2005 2 days (1 Milan IT Rome IT XXX TESOL Train 138,38 306,20 444,58
degli Studi night) National (economic)
Convention
21 Mariarosa Università 28/1/2005 28/1/2005 1 meal Milan IT // // Second plenary Just // 28,00 28,00
Scaramuzza degli Studi meeting subsistance
22 Giovanni Iamartino Università 28/1/2005 28/1/2005 1 meal Milan IT // // Second plenary Just // 28,00 28,00
degli Studi meeting subsistance
23 Elena Landone Università 8/1/2004 11/1/2004 4 days (3 Milan IT Nicosia CY Kick-off meeting Plane 401,35 322,70 724,05
degli Studi nights) (economic)
24 Elena Landone Università 28/1/2004 31/1/2004 4 days (3 Milan IT Bruxelles BE Co-ordinator Plane 215,93 221,00 436,93
degli Studi nights) concertation (economic)
meeting (I)
25 Elena Landone Università 4/10/2004 7/10/2004 4 days (3 Milan IT Bruxelles BE Co-ordinator Plane 286,70 310,54 597,24
degli Studi nights) concertation (economic)
meeting (II)
26 Elena Landone Università 25/1/2005 1/2/2005 5 meals Milan IT // // Second plenary Just // 132,00 132,00
degli Studi meeting subsistance
27 María del Rosario Università 26/1/2005 28/1/2005 2 meals Milan IT // // Second plenary Just // 58,00 58,00
Uribe degli Studi meeting subsistance
TOTAL 11.138
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Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Table 2.4. Equipments and materials purchased (not subject to depreciation)
Please refer to Chapter III.iv.3 of the Handbook
Not budgeted.
Table 2.5 Equipment purchased (subject to depreciation)
Please refer to Chapter III.iv.3 of the Handbook
Not budgeted.
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Table 2.6 Equipment and material hired or leased
Please refer to Chapter III.iv.3 of the Handbook
Not budgeted.
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Table 2.7 Sub-contracting, consultancy and other external services
Please refer to Chapter III.iv.4 of the Handbook
Not budgeted.
Table 2.8 Other costs
Please refer to Chapter III.iv.5 of the Handbook
Nº Partner Description and purpose of use Number of items Cost per item Total cost
(1) (1)
1 Università degli Studi di Milano International transfer bank costs (transferring the 5 bank transfers 24,78 x 4 + 29,96 x 1 129,08
first instalment from Milan to the partners)
2 Università degli Studi di Milano International transfer bank costs (transferring the 1 bank transfer 29,96 29,96
second instalment from Milan to one partner)
3 Università degli Studi di Milano Contribution to the Milan Congress‘ Acts // // 760,00
publication
TOTAL 919,04
(1) Where applicable
10
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Table 2.9 Breakdown of the sources of finance within the partnership
To be completed in all cases
Beneficiary and partners Country Own contribution SOCRATES grant Other Various Total
Name of the organisations code contributions income
(1) (2)
1. Università degli Studi di IT 2.692 11.428 // // 14.120
Milano
2. ICMS Intercollege CY 6.698 18.648 // // 25.346
3. Universidad de Salamanca ES 1.905 6.236 // // 8.141
4. GAP Multimedia (Milan) IT 19.344 52.397 // // 71.741
5. Göteborgs Universitet SE 2.147 6.842 // // 8.989
6. Europa Universität Viadrina DE 1.928 6.048 // // 7.976
Frankfurt am Oder
7. Högskolan i Skövde SE 2.631 8.313 // // 10.944
Total (the grand total should be
equal to the total amount entered in 37.345 109.912 147.257
Table 2.1)
(1) Including all national, regional or local funding for the project or for a specific activity in the project
(2) Including sales of products, licencing fees, royalties, fees for conferences.
Table 2.10 Interest earned on pre-financing
Please refer to the General Conditions Article II.16.4
Partner Country Code Interest earned on pre-financing
1. Università degli Studi di Milano IT 0 (No interest earning is allowed on EC grant in the educational field)
2.
3.
4.
5.
6.
7.
11
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Section 3: Description of project activities, products and results
This section describes the activities of the project. It is divided in three sections.
Please remember that the Final Report covers all the activities and results for the whole project duration.
Please ensure that your replies refer to the specific criteria, priorities and educational frameworks relating to the Action and project
involved.
Please note that special attention will be paid to the extent to which the project has been implemented. We refer to the
Handbook, in particular Chapter V.iv.4.
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Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
SECTION 3 – DESCRIPTION OF PROJECT ACTIVITIES, PRODUCTS &
RESULTS
3.1 - Outcomes and results
Please describe the concrete outcomes, networks, products and results of the project; the conclusions and
recommendations of internal & external evaluations; and the dissemination activities undertaken and their impact on
the specific target group(s). (max 1 page, no more than 2000 characters).
Sorry for exceeding the number of words, I will do my best to keep it in the next sections. Sorry for my
imperfect English, too.
1) Concrete outcomes: The European Language Passport (ELP) is a sort of language passport, strongly supported
by the European policies for mobility and transparency of certifications (see CEFR and the EUROPASS). As planned,
our concrete outcome is a multilingual digital ELP, which is freely downloadable at the Project Web page by all the
European educational institutions (in particular, by language teachers and students) willing to use it. We
implemented, tested and disseminated it, and partners themselves are starting to use it on a regular basis in their
foreign language courses. We would like to underline that the output of our Project is a concrete pedagogical tool at
free disposal of a huge target group.
2) Results and conclusion: Being a quite innovative product with the possibility of a massive distribution, we
especially committed ourselves to avoid the e-ELP superficial use. We gave a great importance to make the target
users understand its added value in comparison with hardcopy formats. Therefore the Project main results concern
the scientific studies we promoted and disseminated on the digital ELP and the teachers/students training to its
correct use.
Regarding the scientific reflection on a pedagogically-correct digitalisation, we think that it has been fundamental to
achieve an output that is highly innovative (especially the Self-assessment grid) and to promote discussion among
the specialists in the field. The feedback we received by scholars generally shows both a critical or an admiring
attitude towards some special solutions we have adopted for common digital-ELP problems. Regarding the
teachers/students training the impact of the e-ELP has been particularly motivating for us, as many of them showed a
spontaneous great interest in it: although teachers‘ feedback tend to reflect a generic love-and-hate for the
technological aspect, students are using the e-ELP quite naturally, appreciating its swift compiling.
In conclusion, we can say that our final outcome is more pedagogically complex and digitally innovative than planned
and that the partners consider themselves fully satisfied of the level of scientific reflection that it involved.
3) Recommendation of internal evaluations: From the evaluation conducted (by the partner ICMS Intercollege) and
from our experience participating in the project, a brief summary of recommendations are: teachers and students
must be trained on how to use the e-ELP (they need to develop their capability to think critically on their language
knowledge and competence); all stakeholders need to be informed on the advantages that the e-ELP brings to
language teaching and learning (in particular, its pedagogical, reflective, and self-assessment value); the e-ELP
needs to achieve accreditation, otherwise it will be difficult to pursue teachers to use it; students should be provided
with the opportunity to complete their e-ELP during class time (under guidance).
4) Recommendations of external evaluations: Since our e-ELP follows the Common European Principles and
Guidelines, it was presented twice to the appointed ELP Validation Committee (it was one of the first digital ELP to
apply and a special sub-commission was made on purpose). The negative feedback we have received so far is a little
bit disappointing because the Committee does not seem to understand the digital innovative aspects of our e-ELP
and some clearly erroneous remarks are done. On the other side, some constructive technical recommendations are
done, concerning some ELP formal aspects, graphical accurateness, and the need of a clearer explanation of the
connection between the CERF and our e-ELP levels. Let‘s add that just one digital ELP has been validated so far and
it is the PDF version of a pre-validated ELP hardcopy.
4) Dissemination activities: We accomplished the planned dissemination activities, that is: to maintain a simple but
informative web site (in three languages, not just two as planned) in order to share the e-ELP and all that is needed to
illustrate the Project process; to widespread contact all European universities by e-mail inviting them to download the
digital ELP; to personally contact language teaching associations and schools; to write scientific articles and books;
and to promote studies and thesis on the ELP. In addition, we organised an unplanned monographic congress.
The impact of dissemination has been satisfactory and, for this reason, since the end of the eligibility period in
October 2005, we are carrying on an active dissemination at no cost. In fact, the number of the e-ELP downloads is
around 100 and it increases day by day and the Project partners are receiving several invitations for further
dissemination (paper presentations at congress, seminars and courses, scientific publications, etc.).
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Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Table 3.1 Summary of networks, materials, products, publications, modules, courses, conferences, reports, studies and other concrete outcomes of the project
Please use the appropriate codes as listed in the Annex.
Please note that here we summarise the final outcomes of the project. For the process outcomes
(e.g. individual agreements, evaluation reports, meeting reports, expert reviews, drafts, etc.),
please refer to the Interim Report, to 3.3 of this Final Report (Output column) and to the Project
Platform http://213.92.77.52/.
N° Type of Title of the outcome Languages Type of Quantity Target audience Any other comments
outcom (Language dissemination
e codes) (1) Sector Category
(A (C codes)
codes) (D codes) (E codes)
ES C3, C9, C10 – Online D5, D6, D7, E1, E2, E5,
E. Landone, ―Plurilingüismo y pluriculturalismo en el
Scientific article downloads at D9 E6, E7, E9
1 A3 Portfolio Europeo de las Lenguas", Mots Palabras
http://www.ledon (LINGUA),
Words, n. 5, 2004, pp. 33-52.
line.it/mpw E10, E12
ES, IT, EN C6, C3, C4, It was cited in D5, D6, D7, E1, E2, E4,
C5,C8 approximately 30 D9, D11, D12 E5, E6, E7,
public events E9
and its (LINGUA),
2 A11 Project Web page dissemination by E10, E11,
e-mail reached E12
nearly 2.000
language
teachers
A. Stylianou, C. Vrasidas, N. Christodoulou, M. EN C1, C2, C3, C6, It depends on the D5, D6, D7, E1, E2, E5, Copyrights are not paid to
Zembylas, and E. Landone, ―Technologies Challenging C9, sales D9 E6, E7, E9 the authors for the sale of
Literacy: Hypertext, Community Building, Reflection, and (LINGUA), the book
3 A3 Critical Literacy‖ in L. Tan Wee Hin and R. Subramaniam E10, E11,
(eds.) Handbook of Research on Literacy in Technology E12
at the K-12 Level: Issues and Challenges, Idea Group
Publishing, Hershey, USA.
Accepted paper for the ETPE2004 - 4th Pan-Hellenic EN (C3, see // D5, D6, D7, E1, E2, E5, The paper was not
Conference on ICT in Education, Athens, 29/9 – comments) D9, D11, D12 E6, E7, E9 presented at the Congress
4 A3 3/10/2004. Title: E. Landone, C. Vrasidas, N. (LINGUA), for an agenda error (see
Christodoulou, S. Retalis, ―The electronic European E10, E11, 3.3, 7.2, note 24)
Language Portfolio‖ E12
14
IT C2, C5, C7, C6 Around 50 D5, D6, D7, E1, E2, E4, The Power Point
Presentation of the Project at the first Expo
persons visited D9, D11, D12 E5, E6, E7, presentation is available on
dell'educazione e del lavoro, Milan, 27-30/4/2004 (under
the stand and E9 our Web site
5 A2-A3 the aegis of the Multimedia unit of the European
asked for (LINGUA),
Commission)
information E10, E11,
E12
IT C10 (public 7 D13 E10 See 3.3. points 2.5 and 7.4
dissertation in (University for details
6 A3 University degree dissertations front of an teachers)
academic
committee)
EN C10 (it has been More or less 10 D11 E11, E16 We consider the Interim
mailed to the university (University) (EC) Report as an output
partners‘ administrators/ D13 (EC) because its dissemination
7 A2 Minerva Interim Report academic managers among the University
authorities) received it managers helped the
project to be kept in great
consideration (see 3.2 (c) )
EN, IT C3, C4, C6, C8 More or less 150 D5, D6, D7, E1, E2, E4, The congress agenda and
students, D9, D11, D12 E6, E5, E7, the Power Point
A12 language E9 presentations are available
(Monog Congress ―Digital European Language Portfolio: teachers, and (LINGUA), on our Web site.
8 raphic proposals and prospects‖, 28/1/2005, Università degli university E10, E11,
congres Studi of Milan managers E12
s) attended the
one-day
Congress
EN, DE, ES, C2, C3, C4, C5, It is freely D5, D6, D7, E1, E2, E4, Although it was not a
IT, SE, EL C6, C8, C9 donwloadable on D9, D11, D12 E6, E5, E7, compulsory aim of our
our web site: so E9 project proposal, we
far, nearly 500 (LINGUA), wished to validate our
persons E10, E11, e-ELP at the ELP
accessed it. This E12 Validation Committee. We
number applied twice, receiving an
increases an encouraging feedback but
Digital European Language Portfolio (including a
average of 4/5 not the validation. Even if
9 A5/A4 simple Guide for Users)
persons every the validation of a digital
day ELP seems a quite new
procedure for the
Committee, in compliance
with the advice of the
internal evaluator (see 3.1),
we are going to apply for
validation again (after the
end of the Project).
15
EN C10 (partners The teams of 7 D5, D6, D7, E1, E2, E6, This document is the last
and EC) partners D9, D13 (EC) E5, E7, step of the internal
E10, E16 evaluation process and
(EC) summarizes these interim
documents: Evaluation of
the meetings in Cyprus and
in Milan Report, Evaluation
plan; Expert Review
10 A2 Project evaluation report Instruments, Expert
Review Report Expert
Usability Review
Instruments; Expert
Usability Review Report,
Evaluation Report from the
st nd
Tests of the 1 and the 2
version of the e-ELP
prototype.
C. Vrasidas, N. Christodoulou, M. Zembylas, E. EN C1, C2, C3, C6, It depends on the D5, D6, D7, E1, E2, E5, Copyrights are not paid to
Landone, ―Language Learning and User-Centered C9 sales D9 E6, E7, E9 the authors for the sale of
Design: The Development of the Electronic European (LINGUA), the book
11 A3
Language Portfolio‖, in P. Zaphiris and G. Zacharia E10, E11,
(eds.), User-Centered Computer Aided Language E12
Learning, Hershey - USA, Idea Group Inc., 2005.
E. Landone, ―Un soporte tecnológico para la reflexión ES C2, C6, C9 It depends on the D5, D6, D7, E1, E2, E5,
pedagógica: el Portfolio Europeo de las Lenguas digital‖, free Internet D9 E6, E7, E9
12 A3 Quaderns digitals, 2005, downloads (LINGUA),
http://quadernsdigitals.net/index.php?accionMenu=hem E10, E11,
eroteca.VisualizaRevistaIU.visualiza&revista_id=59 E12
ES, IT, EN C1, C2, C3, C6, It depends on the D5, D6, D7, E1, E2, E5, Copyrights are not paid to
C9 sales D9 E6, E7, E9 the authors for the sale of
AA.VV, Studi sul Portfolio Europeo delle Lingue digitale,
13 A3 (LINGUA), the book
Milano, LED, 2005 (http://www.ledonline.it/mpw)
E10, E11,
E12
ES C1, C2, C3, C6, It depends on the D5, D6, D7, E1, E2, E5, Copyrights are not paid to
I. Söhrman, D. Mighetto, ―El Portfolio electrónico C9 sales D9 E6, E7, E9 the authors for the sale of
14 A3 europeo de las lenguas - una herramienta para la (LINGUA), the review
didáctica y la autoevaluación‖, Moderna Språk, in print E10, E11,
E12
EN C1, C2, C3, C6, It depends on the D5, D6, D7, E1, E2, E5, Copyrights are not paid to
I. Söhrman, D, Mighetto, "The Use of an Electronic C9 sales D9 E6, E7, E9 the authors for the sale of
15 A3 Portfolio as a tool for Self-evaluation and Language (LINGUA), the review
Acquisition", Lingua, in print E10, E11,
E12
Paper presentation at the Cyprus Academic Forum 1st EN C3, C6, C8 More or less 100 D5, D6, D7, E1, E2, E5,
All Cyprus Social Sciences and Humanities Conference, persons D9, D11 E6, E7, E9
16 A3 Intercollege, Cyprus, 18-19/3/2005. Title: C. Vrasidas, M. attended (LINGUA),
Zemyblas, N. Christodoulou, N. ―Current research and Congress E10, E11,
development in e-learning‖ E12
16
Paper presentation at the XVI Scandinavian Convention ES C3, C6, C8 More or less 80 D5, D6, D7, E1, E2, E5,
on Romance Languages, Copenhagen/Roskilde, persons D9, D11 E6, E7, E9
Denmark, 26/8/2005, organized by L'Associations des attended (LINGUA),
17 A3 departements de Langues romanes scandinaves, Title: I. Congress E10, E11,
Söhrman, D. Mighetto, ―Presentación del Proyecto E12
E-PEL: Proyecto de Estudio del Portfolio Electrónico
Europeo de las Lenguas‖
IT C3, C4, C5, C6, More or less 50 D5, D6, D7, E1, E2, E5,
Paper presentation at the TESOL-Italy XXX National
C8 persons D9, D11, D12 E6, E7, E9
Convention, University of Rome, 23-24/9/ 2005. Title: L.
18 A3 attended (LINGUA),
Pedrazzini, M. C. Rizzardi, ―E-ELP: an Electronic
Congress E10, E11,
European Language Portfolio‖
E12
IT C3, C4, C5, C6, More or less 100 D5, D6, D7, E1, E2, E5, The paper will be published
Paper presentation at the XXIII Congresso C8 persons D9, D11, D12 E6, E7, E9 in the Congress Acts.
dell‘Associazione Ispanisti Italiani, Messina, attended (LINGUA), (Being over the eligibility
19 A3 6-8/10/2005. Title: E. Landone, ―La nuova dimensione Congress E10, E11, period the paper
della contrastività nel Protfolio Europeo delle Lingue E12 presentation had been
(PEL)‖ done at no cost for the
Project.)
Paper presentation at the European Association for EN C3, C4, C5, C6, More or less 100 D5, D6, D7, E1, E2, E5,
Research in Learning and Instruction conference, C8 persons D9, D11, D12 E6, E7, E9
20 A3 Nicosia, Cyprus, August 2005. Title: Vrasidas, C., attended (LINGUA),
Landone, E., Zembylas, M., Christodoulou, N. ―e-ELP: Congress E10, E11,
electronic European Language Portfolio‖. E12
EN, ES, IT, C4 14 (more or less D6, D7, D9, E1, E2, E4,
Courses for initial and in-service teachers training SE 300 attendants) D13 E5, E6, E7,
21 A1
(University E10
teachers)
EN, ES, IT, C10 (Academic Approximately D5 E4 As academic courses are
SE, DE programs and 11 courses, planned one year for
curricula) reaching 500 another, we have planned
22 A1 Academic foreign languages courses
students, so far more courses for the next
academic year (see 3.3,
point 7.5)
A12 EN C10 (ELP Two versions D13 E3 See 3.3. points 8.1 and 8.2
(Applica Validation (European for details.
23 Validation application form
tion Committee) authority) See also
form) http://www.coe.int/portfolio
EN C3, C4, C6, C8 10 persons D13 E1, E2, E6,
attended the (Minerva‘s E7, E9
Presentation of the Project at the second Minerva
24 A3 presentation coordinators) (Minerva),
Concertation meeting
E10, E11,
E12
EN C10 (it will be More or less 10 D11 E11, E16
mailed to the university (University), (EC)
25 A2 Minerva Project Final Report partners‘ administrators/ D13 (EC)
academic managers will
authorities) receive it
17
(1) For materials state the number of copies; for courses, the number of courses and participants, etc.
18
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
3.2 - Project achievements
3.2(a)- Did the project meet its targets in terms of outcomes (as given in the application form, particularly in the
workplan). Please comment on any under or over achievements of targets. (max 1 page, no more than 2000
characters).
The Project targets that we proposed in the Application form are:
1. to create an economic, multimedia, fit-for-harness and easy-deliverable digital ELP;
2. to produce an ELP specific for university language students in view of their entrance into the EU job world;
3. to make the ELP available in Italian, Greek, Spanish, English, German and Swedish;
4. to give Institutions a tool to monitor the students‘ language learning process;
5. to promote a pedagogically correct use of the ELP.
I would say that we fully met them balancing the following under achievements and over achievements.
A. Achievements: point 2 and 5 were achieved.
B. Under achievements:
Point 1. The e-ELP is free, multimedia, fit-for-harness and easy-deliverable. Interface is functional and linear
although a little bit boring (due to Java graphic simplicity) and some language mistakes are still present in a few
texts. The e-ELP has not been validated yet, also because of the inner difficulty of the pioneer process of
Validation of digital ELPs (see 3.1).
Point: 3. The e-ELP is fully working in these six languages, although a special function (the ELP PDF Export) is not
fully operative in Greek because of its special characters. The technical team is trying to solve this unexpected
Acrobat Reader incompatibility.
Point 4: this point was not achieved because we did not make a data base underlying the digital ELP. In planning the
Project we were imagining a centralised data base in each University server to recollect all the students ELP.
Nevertheless, concretely working on it, we realised that this would have strongly limited the sustainability of the
e-ELP after the end of the Project, because it would have involved a complex and delicate student sensitive data
management by Universities. So, we opted for no data base, considering that institutions/teachers can monitor
the students‘ language learning process in any case, just recollecting their e-ELPs individually.
Point 5: The pedagogical and technical guide for students on how to use the ELP is light, because the ELP is by
definition a self-explanatory tool and all the operative information are evident in the e-ELP itself. A more complex
guide would have not added any new information to those that are already on the screen using the e-ELP.
C. Over achievements:
Point 1. The pedagogical quality of the e-ELP is higher than what we planned (see 3.2 (b)). The global structure is
more compact and integrated, and the Self-assessment section is very innovative (no digital ELPs have dared
such a revolutionary approach so far).
Please note, that we applied for Validation twice (and we are going to present again, hopefully in March 2006):
even if the Validation has not been accorded yet, we can consider our Validation applications as an over
achievement because we did not plan to put so many energies in this difficult process and it was not declared as
a must in the Project Proposal.
Point 5: Surprisingly our e-ELP is having a large spontaneous diffusion also among high-school teachers (probably
because they are more sensitive to pedagogical issues than the university teachers, who are our target group).
As already stated, the organisation of a monographic congress (and its Act publication) has been a successful
dissemination activity that we did not originally plan.
19
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
3.2(b) - What was the added value of the project? (max 1 page, no more than 2000 characters).
Our e-ELP general added values are:
- It is one of the first in the field.
- It is easy to access and transfer, which is crucial to make it a familiar tool for the target users. Being a crucial
tool for European mobility, a widespread use of the e-ELP would support the EU language policies (in fact, an
ELP section – the Language Passport - is an important part of the EUROPASS).
- The existing ELPs for adult or university students rarely contemplate ‗peripherical‘ languages (e.g. Greek or
Swedish) in which our e-ELP has been translated.
Comparing our e-ELP to the hardcopy format, we can list the following added values:
- It is updatable offline (it does not require the students to pay for the Internet connection while using it)
- It is operative-system independent (because it is Internet based)
- It is free
- It is personalisable in accordance to the users‘ language level
- It permits the coexistence of many languages avoiding graphical overload
- It has a multimedia Dossier
- is it easy to share by e-mail (pdf exported file have a reduced dimension)
For our e-ELP we chose a customised system consistent with our concept of digitalisation as a ‗service‘ to
pedagogy. Concretely, we wanted to avoid the electronic ELP to be just a way to store data in a digital container and
aimed at advocating digitalisation as a new process of producing, improving, and sharing the learning process and
outcomes. We think that this is the major added value of our e-ELP which, in details, consists of an improvement of:
- Student‘s reflection and self-consciousness. We conceived the e-ELP digitalisation‘s goal as that of
transforming data in learning evidence for the learner. Its interface requires the learner to deal with the
ELP‘s three sections contextually. This implies a less redundant and more tight contiguity among them and
avoids a certain degree of dispersion that paper ELPs seem to have.
- Self-assessment tools and learner‘s autonomy. To make students better self-evaluators, the e-ELP sections
are bounded to the clear language assessment criteria offered by the CEFR. In the paper version, their
scaling is not always very coherent and the self-assessment list presents a high risk of descriptors overload.
We recombined them in a new synthetic format that permits focusing the learner‘s attention on a reduced
and relevant part of it.
- Transparency of the recursiveness of the learning process. Due to the paper ―fixness‖, the limit of the
hardcopy versions is that it is not very practical for the student to change, correct, add, or integrate data to
previous ones. The information of the digital ELP can be stored and the e-ELP keeps trace of student‘s
modifications and updates over time (‗historical function‘) which is helpful for the student self-reflection.
- Learning sharing. the e-ELP has a ‗feedback function‘ which is possible in a paper version, but it is not so
practicable. That is the presence of free-writing areas where the student, or someone else (the teacher or a
school fellow), can add his/her comments on the ELP. In this way, the learner is encouraged to share his/her
experience with other learners or with the teacher. We think that this sort of ‗socialization‘ of the ELP is a
quite interesting new function of our e-ELP.
- Multimedia evidence of language learning. Compared to the paper format, the digital version makes it
notably easier to collect audio and video digital samples of the learner‘s competence (the Dossier section).
20
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
3.2(c) - What was the overall contribution of the transnational work? Please comment on the value of transnational
activities to the achievements of your project objectives at national and transnational level. Include any unanticipated
benefits. (max 1 page, no more than 2000 characters).
In our Interim Report recommendations, the transnational character of the Project and the unbalanced input of the
co-ordinator were marked as weak points. At the same time, the internal evaluations underlined the need for the
partners to have clearer tasks. In a certain sense, the co-ordination style was more propositional than imperative and
tasks accomplishment was left to the partner autonomous self-organisation within a transnational team of work and a
range of deadlines.
After the Interim Report, we therefore made a strict partner competence identification. In this way, the transnational
synergy was improved and it contributed to the quality of the final product in this way:
- We developed the e-ELP in EN along with the national languages of the partners (ES, DE, EL, IT, SE): crossed
revisions among the partners (who are all plurilingual linguists) improved the translations quality.
- The e-ELP was tested in different educational contexts, which helped us to prevent a variety of problems such as
Informatic Lab networks (and its access protections), courses organization, students mobility needs, students and
teachers‘ level of informatic experience, special character issues, etc.
- The teachers training in the use of the e-ELP in transnational contexts helped has to have a clear map of the
different level of the ELP penetration in different countries and to plan the dissemination consequentely (For
example, the ELP models can be very diversified (e. g. in Italy) or very centralised (e. g. in Spain), they can be
well-known (e.g. Spain) or almost unknown (e.g. Cyprus), etc.)
- We could diversify the dissemination channels, following the scientific ‗culture‘ of the different nations: just to give
an example, we noticed that the scientific mind-set of Cyprus was particularly sound so ICMS Intercollege
specialised itself in scientific dissemination.
- The transnational dissemination helped us to have a variety of institutional feedback and to consequentely
improve the e-ELP: for example, some institutions requieres a Valdiated ELP, other are totally indifferent to the
Validation issue.
These objectives would not have been achieved without a good transnational cooperation, which was based on a
digital platform that helped us to keep trace of the progress of the Project in a very detailed way. It must be noted that
we used it mainly as a mean to exchange drafts and documents and not as a communication tool (in addition, we lost
the occasion to use this tool to demonstrate our collaboration because the partners took the habit to login with a
collective password - the co-ordinator name - and it has been impossible to made them change this habit). Partners
spontaneously developed all their communication by e-mail (a very active mailing list), which was considered more
immediate.
21
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
3.2.(d) - How will the project partnership and project network or activities/results be sustained beyond the Community
grant? (max 1 page, no more than 2000 characters).
During our Project we have made some choices to make the sustainability of our project easy, economic and
profitable for the partners for these reasons:
- The dissemination of our e-ELP through the Web page does not cost money for partners and do not carries any
extra management for the Universities that will use it (e.g. no student sensitive data have to be managed)
- Our e-ELP accomplishes a standard format (following the EC Guides and Principles) that will not change over
time, which means that our e-ELP will not need updated new releases in future.
- The innovative and high scientific level of the e-ELP have open a profitable research field for the partners: they
are receiving invitations to public events, to held seminars, and to write academic articles and books on the
Project. These activities are all part of their normal academic professional commitments (and development) and
this a guarantee that all the dissemination activities carried so far will actively go on (to have an example, please
refer to point 7.6 of 3.3 Summary of activities)
- Our e-ELP has a challenge in front of it: to get the Validation. Even if it is a hard process, all the partners agree on
applying again because they feel proud of the scientific quality of the ELP and long for its recognition (even if
times seem immature for it). In case Validation is accorded the e-ELP will be at the disposal of the CoE PEL
official web page.
The future activities already planned to sustain the wide use of the e-ELP are:
- We have already planned the use of the e-ELP in regular foreign language courses: some of them are already
active, other are planned for the next academic year. The students positive feedback is highly encouraging a wide
diffusion of the e-ELP in the partners‘ courses.
- In case students already own a high school ELP we will support its transfer to the digital format, apt for university
students. The data transfer from a paper format to a digital one will give no problems because they are both a
standard format.
- Many of the partners are also initial and in-service teachers‘ trainers and the e-ELP will be part of their training
programs.
- Although we have not received request for technical assistance so far (e.g. downloads, installation, etc.) it will be
granted with the help of partner GAP Multimedia.
- Our mailing lists of contacts will be increased and we will keep active contacts with those who are using our e-ELP
for feedback (for this purpose, the ELP download screen presents a request of identification to keep trace of the
downloads)
22
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
3.3 Review of Project Workplan
Using the original approved Workplan for the project, please describe clearly and briefly the main activities or workpackages undertaken in the different
project’s stages. Activities listed should take account of any changes to the project’s workplan whether subject to a formal approval or not. Please include
partnership meetings as distinct activities.
Stage of the project Activities undertaken. Indicate also any major divergence from the original Lead partner, other
work plan partners involved in the Products and results
activities undertaken
1 Analysis and planning [1/10/2003 – 30/1/2004, 122 days]
Main aims and objectives: To start the project administratively. To organize a kick-off meeting to make the partners
meet each other and to share the Projects field and aims. To define an internal evaluation strategy. To
define a work plan and partners‘ tasks. To make a technical analysis of digital linguistic portfolios.
Evaluation of outcomes: The aims of this phase were all well achieved but some individual agreements and the
bank transfers were strongly delayed by local administrations, hence two partners could not be present at
the kick—off meeting.
Signature of the Grant Agreement Lead partners: Università
Definition and signature of the Individual agreements degli Studi di Milano and Individual agreements (see
Flights, hotel, and meeting rooms reservation ICMS Intercollege documents at the partners‘
1.1. Organisation of the Definition of the meeting agenda Administrative Offices)
kick-off meeting in Cyprus Recollection of models of ELP (published hardcopies) and study of the Other partners involved:
[1/10/03 – 7/1/04, 99 days] Guides for ELP‘s developers. Recollection of information on the Descriptors Gap Multimedia, Europa A bibliography (and a
data bank (at this time it was not published on the CoE- ELP web site yet) Universität Viadrina plurilingual documentation)
Check of the EC first pre-financing instalment and input for the funds Frankfurt (Oder), Göteborgs on European ELPs (see
transfer to partners (first instalment). Management of partners‘ Universitet, Högskolan i Platform
1
administrative problems. Skövde, Universidad de http://213.92.77.52/)
Salamanca
1
May be that same dates of the Platform uploads differ slightly from the present work plan because sometimes documents have been uploaded later than the actual realization.
Moreover, partners used to login the Platform with a collective password (elena.landone – minerva) and the result is a common author for all the documents and messages,
although the partners used the Platform regularly.
23
2
Partners introduction Lead partners: Università Report of the kick-off meeting
Description and sharing of the concrete objectives of the project among the degli Studi di Milano, ICMS (see Platform
partners Intercollege, Göteborgs http://213.92.77.52/)
Sharing of documentation and comment on the ELP samples recollected in Universitet, Högskolan i
the previous step (see 1.1 in this Summary of activities) Skövde, Gap Multimedia Detailed Project work plan (see
Comment on partners’ experience in using the ELP Platform http://213.92.77.52/)
3
Discussion on the main problems of portfolios digitalisation
1.2. Kick-off meeting in Analysis of the data management system of the digital portfolios Content analysis (see Platform
Nicosia-Cyprus Definition of a long-term and a short-term work plan of the project (with terms http://213.92.77.52/)
4
and deadlines) in compliance with the partners‘ competence
[9/1/2004-11/1/2004, 3
Definition of the co-ordination among the teams (namely among the Results of the meeting
days] evaluation survey (see Platform
evaluation and pedagogical team, the linguistic team and the informatical team)
by a web platform and e-mailing (see note 4) http://213.92.77.52/)
Presentation of a Platform for partners communication, for the decision-making
process, and to file all the documents/drafts concerning the Project (Platform One network contact (see
http://213.92.77.52/) meeting agenda in the Platform
Presentation of the Project evaluation strategy http://213.92.77.52/)
Kick-off meeting evaluation survey
Administrative report so far and clarification of some administrative issues
regarding travel costs and staff costs
Trust-building activities
Meeting with Dr. G. Makrides (from Intercollege, coordiantor of the EDIPED
Comenius 2.2 Project ―Development of an European Digital Portfolio for the
Evaluation of Educators‖) to evaluate a possible projects cluster.
2
Divergence from the original work plan: partners Universidad de Salamanca and Europa Universität Viadrina Frankfurt (Oder) could not attend the meeting because of previous
personal engagements and complications regarding the signature of the individual agreement. A bilateral meeting was made in Milan later to integrate these partners into the
project. Besides, two persons - and not three – traveled from Università degli Studi di Milano to Nicosia in order to earn travel costs and to be able to increment the number
of future bilateral meetings (e.g. see 2.2 of this Summary of activities). Impact on the project: Earn of Travel and Subsistence cost.
3
Divergence: a more complex work was proposed on a specific part of the ELP, that is the language Descriptors digitalization. We realized that this section was a highly
improvable area of the e-ELP and that Descriptors could become the most innovative aspect of our e-ELP. Impact on the project: Delay in realization of Prototype 1, a final
output of higher quality.
4
Divergence: we decided to anticipate the creation of an informative web page and of a Platform to document the Project progress and to make a drafts repository. On the
contrary, we decided to postpone the ELP translation into Spanish because it was not considered so urgent. Impact on the project: improvement of early dissemination and
of partners’ communication.
24
Definition of the portfolio sharing modality Lead partner: GAP Digital ELP XML data structure
Definition of the portfolio data filling up Multimedia (see GAP Multimedia‘s archive)
1.3. Technical analysis Definition of the portfolio updating modalities
[15/1/2004-15/2/2004, 31 Almost completed the evaluation of the technologies and resources limitations
days] Almost completed the evaluation of the partners‘ technological infrastructures
Development of the information system for the Project activities
5
co-ordination(the Platform)
Interview with the TAO and clarification of its role. Clarification of some Lead partner: Università Report of the meeting in
administrative questions regarding staff costs, and travel and subsistence costs degli Studi di Milano Bruxelles (see Platform
Personal contact with the Socrates Italian National Agency http://213.92.77.52/)
Participation at the meetings for co-ordinators: clarification of the importance of
1.4. Minerva co-ordinators early dissemination Paper E. Landone,
Concertation meeting in Co-ordinator report of the Concertation meeting with suggestions for the ―Plurilingüismo y
Bruxelles partners to improve the Project
6
pluriculturalismo en el Portfolio
[29/1/2004-30/1/2004, 2 Publication of: E. Landone, ―Plurilingüismo y pluriculturalismo en el Portfolio Europeo de las Lenguas" (see
days] Europeo de las Lenguas", Mots Palabras Words, n. 5, 2004, pp. 33-52, http://www.ledonline.it/mpw and
http://www.ledonline.it/mpw 3.1)
5
See note 4.
6
Divergence: Dissemination was mostly planned in the final steps of our Project work plan. We realised the importance to anticipate it. Impact on the project: improvement of
early dissemination and contacts with other projects.
25
Lead partner, other
2. e-ELP pedagogical project and storyboard design [1/2/2004 – 30/6/2004, 150 partners involved in the Products and results
activities undertaken
days]
Main aims and objectives: To design the ELP storyboard (including a special structure for the digital Descriptors).
To start the ELP implementation and to test the digital Descriptors section. To write the ELP texts. To start
the Project dissemination with a Project Web Page and some scientific studies. To make an evaluation plan
proposal. To involve and motivate the partners and to solve their administrative problems.
Evaluation of outcomes: The aims of this step were over achieved: two partners travelled to Milan to compensate
their absence at the kick-off meeting in Cyprus and the Descriptors section was elaborated in a more
complex way than it was planned in our original workplan.
Activation of the Platform as virtual area of work for the partners Lead partner: GAP
2.1 Activation of the (http://213.92.77.52/ - collective login and password: elena.landone – minerva) Multimedia Platform http://213.92.77.52/
Platform Filling up of the Platform areas: News, Administrative area, and Development
[1/2/2004-29/2/2004, 29 area (including Forum, Drafts, Dissemination documents, Evaluation area, and Other partners involved:
days] Resources) Università degli Studi di
Partners familiarisation with the new Platform Milano, Högskolan i
Skövde
Request for guidance to the ELP Validation Committee to receive advice on Lead partners: Università Application form for guidance
the validation procedure for digital ELP (no digital e-ELP had been validated until degli Studi di Milano (see Platform
this date) (16/1/2004 – we did not receive any feedback) Europa Universität http://213.92.77.52/)
2.2 Pedagogical project of Design of the structure of the digital ELP in compliance with the ELP selected Viadrina Frankfurt (Oder),
Storyboard I models and the Guides for developers (see 1.1. of this Summary of activities) Göteborgs universitet, E-ELP Storyboard I (see
[1/2/2004-31/3/2004, 59 (Storyboard I) Universidad de Platform http://213.92.77.52/)
days] Two persons from Universidad de Salamanca, one person from Europa Salamanca
Universität Viadrina Frankfurt (Oder), and one person from Göteborgs First draft of the descriptor ―I
7
universitet travelled to Milan to support the design of the digital ELP Other partners involved: listen to public announcements‖
A special team was made to work on the Descriptors section of the e-ELP (and GAP Multimedia (see Platform
the partners from Göteborgs universitet and Universidad de Salamanca had the http://213.92.77.52/)
occasion to join this team and to define a plan of co-ordination for future
8
Descriptors‘ testing) Report of the bilateral meetings
Design of our first digital Descriptor following a ‗tree structure‘ in Milan (see Platform
http://213.92.77.52/)
7
Divergence: see note 2.
8
Divergence: this special team was not in our work plan, but we needed to empower the pedagogical team with a special sub-team for digital Descriptors. See note 3.
26
Digital infrastructure design: identification of the best software architecture Lead partners: GAP Digital ELP web viewer
Almost completed the development of the data filing protocols, considering Multimedia, Università degli prototype (see GAP
the double need of online management (through DBMS) and of personal Studi di Milano Multimedia‘s archive)
management on PC client (through File System)
Almost completed the analysis of compatibility and interoperability of the Other partners involved: ICMS Storyboard II (see Platform
protocol in different data file systems and on different technological platform Intercollege, Europa http://213.92.77.52/)
Project of the online and of the personal management systems of the e-ELP (in Universität Viadrina Frankfurt
particular: analysis of the information flow; identification of the analysis static (Oder), Göteborgs Universitet, First implemented digital
models for the linguistic competence and development of the algorithm required; Universidad de Salamanca, Descriptor for ‗Oral
analysis of the data update procedures; identification of the data integrity control Högskolan i Skövde comprehension‘ (see the web
structures; identification of the control structure of the semantic data conformity page http://eelp.gap.it. Login
2.3 Storyboard I: technical with ELP standard; definition of the technical requirements needed for the elena, password: plaka)
study and modifications personal management system of the ELP; analysis of the privacy issues
[1/4/2004-15/6/2004, 76 concerning the data stored and identification of the required tools to protect
days] these data)
Outlined the interface needs and the analysis of usability problems (users
point of view)
Started the author e-ELP development (including its first testing and
modification)
Started the server e-ELP development (including its first testing and
modification)
Evaluation of the digital project
Modification the e-ELP Storyboard I (Storyboard II)
Implementation of the first digital descriptor‘s structure
Testing of the digital descriptor evaluation consistence in determining the
user‘s language level
Elaborating 9 descriptors and uploading 5 of them on a digital structure Lead partner: Università degli Nine Descriptors (drafts) and
Writing the textual part of the ELP (‗Experiences‘ section) Studi di Milano five digital Descriptors (see
2.4. Writing the textual the web page
part of the ELP Other partners involved: http://eelp.gap.it)
[1/4/2004-30/6/2004, 91 Högskolan i Skövde,
days] Göteborgs Universitet, Europa ‗Experiences‘ section (draft)
Universität Viadrina Frankfurt (see Platform
(Oder), Universidad de http://213.92.77.52/)
Salamanca
27
Contents recollection for the Project dissemination Web page Lead partners: GAP A plurilingual dissemination
Web page graphical design and implementation in English Multimedia, ICMS Web page (see
9 Intercollege, Università degli
Web page translation (into Italian and Spanish) http://eelp.gap.it and 3.1)
Submission of the chapter ―Technologies Challenging Literacy: Hypertext, Studi di Milano
Community Building, Reflection, and Critical Literacy‖ by A. Stylianou, C. A book chapter (see 3.1)
Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone for publication in the Other partners involved:
book L. Tan Wee Hin and R. Subramaniam (eds.) Handbook of Research on Europa Universität Viadrina Congress proposal (see
Literacy in Technology at the K-12 Level: Issues and Challenges, Idea Group Frankfurt (Oder), Göteborgs Platform http://213.92.77.52/
Publishing, Hershey, USA Universitet, Högskolan i and partner ICMS
Submission of a proposal for a paper presentation at the 4th Pan-Hellenic Skövde, Universidad de Intercollege personal e-mails.
Conference on the use of ICT in education, Athens, 29/9 – 3/10/2004 (Title: ―The Salamanca See also 3.1)
Digital European Language Portfolio‖ by C. Vrasidas, N. Christodoulou, S. Retails,
2.5 Dissemination of the and E. Landone) Presentation of the Project at
Project and Web page Participation at the first Expo dell'educazione e del lavoro, Milan, 27-30/4/2004, the EXPO (see
activation under the aegis of the Multimedia unit of the European Commission http://www.educazionelavoro
[1/2/2004-30/6/2004, 150 Promotion of the study of the digital ELP with a degree dissertation (tesi di .com and 3.1)
days] laurea) by Simona Magni, ―Verso un Portfolio Europeo delle Lingue in formato
digitale‖, Università degli Studi di Milano, 15/7/2004 Degree dissertation (see
Local dissemination of the project by the partners: University of Milan - Cecilia
- Göteborgs universitet enlarged the project‘s team involving future Rizzardi‘s personal file of
10 degree dissertations and 3.1)
beneficiaries. Two French teachers were involved, and a seminar was held
at the Department of Romance Languages (5/6/2004 ―What is a portfolio and
how can an electronic One seminar (see partner
portfolio be used in class?‖). Göteborgs universitet
- Europa Universität Viadrina Frankfurt (Oder) introduced the project to a personal e-mails and 3.1)
teachers‘ meeting at the Instituto Cervantes of Berlin and went in contact with
the Centro de Lenguas of the Freie Universitaet of Berlin for possible
collaboration.
- University of Milan enlarged the local Project team involving an expert e-ELP
developer (Luciana Pedrazzini), an expert of language teaching (Maria del
Rosario Uribe) and an Italian-Spanish bilingual expert (Susanna Zatta).
- University of Salamanca enlarged the local project team involving an expert in
language evaluation (Marta García García)
9
Divergence: we originally planned a bilingual Web page, but following the TAO recommendations on dissemination at the Concertation Meeting in Bruxelles
[29/1/2004-30/1/2004], we decided to translate it also in Spanish.
10
Divergence: The involvement of French language experts would have given the Project the opportunity to have a translation of the digital ELP in French, too (this was not
included in our work plan). Unfortunately this opportunity was not concretized because of health problems of the involved French experts. Impact on the project: Not relevant.
28
Elaboration of a Project evaluation plan (proposal) Lead partner: ICMS Intercollege Evaluation plan (see
2.6 Evaluation of the project Recollection of the feedback on the above mentioned Evaluation plan Platform
[1/5/2004-30/6/2004, 61 proposal among the partners Other partners involved: Europa http://213.92.77.52/)
days] Modification of the evaluation plan following the partners suggestions Universität Viadrina Frankfurt
Results of the Co-ordination evaluation survey (Oder), Göteborgs Universitet, Co-ordination evaluation
Presentation of a definitive evaluation plan Högskolan i Skövde, Universidad survey (see Platform
de Salamanca, Università degli http://213.92.77.52/)
Studi di Milano
Administrative management (documents and data recollection) and Lead partner: Università degli Platform (see all the
facilitation of partners relation with their local administrations Studi di Milano and all the areas,
Support to constant communication among partners: management of a partners http://213.92.77.52/ and
2.7 Co-ordination of the mailing list for weekly news and of a monthly chat session (helpful for the group partners‘ personal
project and Interim Report democratic decision process) e-mails)
[1/11/2003 – 30/6/2004, Support of the group cohesion (through personal e-mails)
242 days] Remind of deadlines and regular report on the work plan progress Interim report
Promotion of dissemination
Detailed documentation of the life of the Project and its stages in the
Platform
Promotion of the scientific reflection on the contents of the Project
Interim report
3. Digital implementation of the first rough version of the e-ELP (Prototype I) Lead partner, other Products and results
partners involved in
[1/7/2004 - 1/1/2005, 153 days] the activities
undertaken
Main aims and objectives: To implement a first complete ELP prototype and test it.
Evaluation of outcomes: The aim of this phase was not completely achieved because the Prototype I was
monolingual (and not bilingual as planned) and it was not developed enough to allow a first trial out.
29
Finished 17 digital Descriptors: revision and uploading Lead partner: Gap First rough version of the
Finished the textual part of the e-ELP (all the e-ELP sections‘ contents) Multimedia, Università complete digital e-ELP (Prototype
Check of the global structure and of the texts of the e-ELP (especially degli Studi di Milano I, not published) (see Platform
the HELP texts) with the CoE documents Guide for Developers, European http://213.92.77.52/)
Language Portfolio. Guide for Teachers and Teacher Trainers, Enhancing Other partners involved:
the pedagogical aspects of the European Language Portfolio (ELP), The Europa Universität
European language portfolio and self-assessment, and with the collection of Viadrina Frankfurt
validated e-ELP we recollected (see 1.1 of this Summary of activities) (Oder), Göteborgs
3.1. Digital implementation Digital implementation of a rough version of the e-ELP in English Universitet, Högskolan i
of the first rough version of 12 Skövde, Universidad de
(Prototype I) including the development of the user stand-alone
the e-ELP (Prototype I) authoring tools, the development of the e-ELP online management system, Salamanca
[1/7/2004 – 1/1/2005, 153 and the testing of usability and accessibility.
11
days] In particular:
- Author e-ELP development (data structure development, development
of the data visualisation functions, development of the data insert
functions)
- Server e-ELP development (creation of the data structure on the
DBMS, development of the data visualisation functions, development
of the data insert / modify / delete functions, development of the file
insert / modify / delete functions, development of grouping data
functions)
13
Testing of the Prototype I’s Descriptors
11
Divergence: this stage was anticipated 1 month. Please note that August was considered as summer holidays. Impact on the project: This helped has to compensate the
one-month delay.
12 Divergence: originally, at this stage, the e-ELP was supposed to be in English and Spanish. We postponed the translation into Spanish (see note 4). Impact on the project: Not
relevant because we anticipated the Italian translation.
13 Divergence: although this step was anticipated (see note 10), at this stage, the Project was in late, because Prototype I was not developed enough to allow a first trial out of the
digital ELP locally by every partners, an expert review of the digital implementation process, and the writing of a pedagogical and technical guide for users (as originally
planned). The Prototype I was complete from an informatical and structural point of view, but the interface was unsuitable for final users. This delay was mainly due to the
unplanned work on the Descriptors (see note 3). We decided to discuss how to compensate this delay during the plenary meeting in Milan and to agree a new work plan.
Impact on the project: a more intensive plenary meeting to elaborate a new work plan. The delay was made up for in the following step.
30
4. Plenary meeting in Milan and planning of the e-ELP Prototype I testing Lead partner, other Products and results
partners involved in
procedure14 [1/1/2005 - 31/1/2005, 31 days] the activities
undertaken
Main aims and objectives: To organise a second plenary meeting. To define the second-year detailed work plan
(and partners‘ tasks). To plan a rapid ending of Prototype I. To plan an intensive dissemination. To plan the
first prototype testing with teachers (Test 1).
Evaluation of outcomes: The aims of this step were over achieved: we organised an unplanned monographic
congress during the plenary meeting.
- Organisation of the second partners‘ plenary meeting in Milan: definition of a Lead partner: Università Plenary Meeting agenda (see
suitable date for everybody, hotel and restaurants reservation, meeting-rooms degli Studi di Milano Platform http://213.92.77.52/)
reservation, and technological infrastructure reservation.
- Definition of the meeting agenda Informative leaflet on the
- Organisation of a dissemination Congress: hall reservation, technological Congress (see 3.1)
4.1 Organisation of the infrastructure reservation, definition of the Congress agenda, widespread
plenary meeting in Milan – information about the Congress and invitations, edition of an informative leaflet Congress agenda (see Platform
Italy (in Italian and English), and preparation of some informative material for the http://213.92.77.52/)
[1/1/2005 - 24/1/2005, 23 congress audience
days] - Cluster contact with Henny Groot Zwaaftink and Rachel Collins (Digital One network contact (see
University), leading the Digital University project ―European Language Portfolio congress agenda in the Platform
(ELP) Higher Education in the Netherlands‖. They were invited to the Congress http://213.92.77.52/)
and to an interview to share best practice.
- Strengthening of the cohesion between the Project group and the University
of Milan (improvement of the horizontal relations with colleagues and of the
15
hierarchical relations with superiors)
14
Divergence: During the plenary meeting in Milan a first version of the digital ELP was supposed to be ready to recollect the partners’ feedback on it, to make a first prospect of
the modifications required, and to comment on the expert review of the digital implementation process. This was not completely possible (see note 12), but the meeting was
a good occasion for partners to comment on the state of the art of the Project and to plan how to compensate the one-month delay we were facing. Impact on the project: to
strengthen the partners’ cohesion towards a final objective.
15
Divergence: this Congress was organized at no cost because it was not in our original work plan. Nevertheless, we thought that it would be a good occasion to reinforce
dissemination (see note 6) with an academic focus, in order to stress the innovative research profile of the Project (as the Minerva Action advocates). We also supposed that
the Congress would be a profitable occasion to get in contact with the future e-ELP users (professors, scholars and teachers) and to present a mature image of the Project to
the institutional hierarchy (dean, administrators and professors of the Università degli Studi di Milano) for future support in the widespread use of the e-ELP with all the
students of the Language Courses. We felt the need to promote both the scientific research and the pedagogical reflection on it, as well as the teachers’ and students’
involvement in its use on a regular basis (for the same reason we also decided to publish a selection of the most interesting papers presented at the Congress, see 4.2 of this
31
16
- Meetings with all the partners during three days All partners involved: Second plenary Meeting
- Report and global evaluation of the first year of the Project: Università degli Studi di report (see Platform
acknowledgement of the causes of one-month delay on the original work plan Milano, ICMS http://213.92.77.52/)
and discussion on how to compensate it (see note 12) Intercollege, Gap
- A new work plan and a partners’ tasks definition for the second year of the Multimedia, Europa Work plan for the second
Project were agreed Universität Viadrina year of the Project and partners‘
- Planning of the testing of Prototype I by partners (Test 1): definition of the Frankfurt (Oder), tasks definition (see Platform
observation grid for pedagogical and technical testing Göteborgs Universitet, http://213.92.77.52/)
- Refinement of the evaluation of the partners‘ technological infrastructures Högskolan i Skövde,
- Identification of the integrations required for Prototype I to be fully practicable Universidad de Plan of the testing procedure
for Test 1 Salamanca and observation grid (see
4.2 Plenary meeting in - Planning of the e-ELP definitive implementation (steps toward Prototype II) Platform http://213.92.77.52/)
Milan – Italy and planning of - Planning of dissemination procedures during the second year of the Project
the e-ELP testing - Plenary meeting evaluation survey Results of the meeting
procedure - Congress ―Digital European Language Portfolio: proposals and prospects‖ evaluation survey (see Platform
[25/1/2005-31/1/2005, 7 (28/01/2005): Authorities introduction, partners‘ speeches and paper http://213.92.77.52/)
days] presentation, recollection of lists of voluntaries (among the audience) for future
experimentation and dissemination, Power Point presentation recollection for List of students and teachers
the Project web site, recollection of the partners speeches at the Congress for interested in the e-ELP
an academic publication. The Submission for publication of the Congress best experimentation and a list of
speeches was made on the 31/06/2005 (as Studi sul Portfolio Europeo delle persons and institutions
Lingue digitale, Milano, Ledonline, 2005 - see www.ledonline.it/mpw/saggi.html) interested in the Project (see
- Dissemination contact with the persons of the above mentioned list to inform Platform http://213.92.77.52/)
them on the Congress PPT publication in our Web site and on the publication of
the Congress best speeches Congress PPT on the Web
site (see http://eelp.gap.it/)
Publication of Studi sul
Portfolio Europeo delle Lingue
digitale, Milano, Ledonline, 2005
(see 3.1)
Summary of activities). Impact on the project: improvement of dissemination, contacts with target users and contact with Ms. Gisella Langé (member of the ELP Validation
Committee).
16
Divergence: partner from ICMS Intercollege (Cyprus) was travelling to Italy for two different projects in this same period and their coordinators (Elena Landone and Manuel
Jiménez Raya, see personal e-mails) agreed on sharing his travel costs (Nicosia-Rome-Milan, Milan-Rome-Nicosia) at both the projects’ sake. Moreover, partners from ICMS
Intercollege and Högskolan i Skövde resided two days longer than the other partners in Milan to join the meeting with a Dutch Project (to share our best practice, see 4.1) and
to strengthen the operative co-ordination between the Project coordinator and the evaluator regarding the evaluation plan (see 2.6) Impact on the project: Earn of Travel and
Subsistence costs, sharing of information on the ELP Validation process with a similar project.
32
5. Testing of the e-ELP Prototype I, implementation and testing of Prototype II Lead partner, other Products and results
partners involved in
[1/2/2005 – 9/5/2005, 98 days] the activities
undertaken
Main aims and objectives: To end Prototype I and to test it (Test 1). To implement a bilingual prototype (Prototype
II). To test the Prototype II with students (Test 2).
Evaluation of outcomes: The aims of this phase were achieved but the ELP texts (English version) presented many
errors and the Guide for Users was delayed. Not all the partners did the Test 2.
Finished 20 digital Descriptors: revision of 17 digital Descriptors and E-ELP Prototype I
uploading of the last 3 ones Lead partners: ICMS (published, see
Refinement and publication of Prototype I after its interface development Intercollege, Gap http://eelp.gap.it/proto1)
17
and its interface/functions connection (see note 12). Screens were coded Multimedia
for easiness of identification Expert review report (see
5.1 Testing of the e-ELP Partners contact with the informatic-administrative office of its institution for Other partners involved: Platform http://213.92.77.52/)
Prototype I [1/2/2005 – agreements on the installation of the e-ELP
18 Università degli Studi di
1/3/2005, 29 days] The partner evaluator sends the instructions for Test 1 of Prototype I to all Milano, Europa Report of Test 1 of Prototype
the partners (see 4.2 of this Summary of activities) Universität Viadrina I (see Platform
Partners test Prototype I following the evaluator instructions Frankfurt (Oder), http://213.92.77.52/)
The evaluator recollects the partners‘ feedback on the digital ELP and makes Göteborgs Universitet,
a report on Test 1, which includes a first prospect of the modifications Högskolan i Skövde,
required for Prototype I Universidad de
The evaluator prepares the expert review instruments Salamanca
Expert review report
Planning of the modifications required for Prototype I (to get Prototype II)
17
Divergence: a pedagogical and technical guide for the use of the ELP (for teachers and students) was planned for this first e-ELP version, but we realised that many things
would probably change in Prototype I and therefore we decided to include the users’ guide just in the definitive version of the e-ELP in order to avoid too many revisions. On
the other side, being the e-ELP a fully self-explanatory tool (see its many HELP sections), this Guide seemed to be not as important as we had thought planning the Project.
Impact on the project: not relevant.
18
Divergence: at the beginning of the Project we planned to install the final e-ELP in every partner’s local servers for local use and we planned to leave a public version in the
Project Web site freely accessible to every European institution willing to download it. Partners started the administrative procedure to do this, but later we realized that this
system was quite superfluous: in fact the e-ELP version on the Project Web site was perfectly suitable for local downloads, as well. So, we gave up the idea of local
installations, which will be taken into consideration just in case the accesses to the Project Web page are overwhelming and overcharge it. Impact on the project: to simplify
the ELP maintenance after the end of the Project.
33
Design of a new storyboard for Prototype II Lead partners: ICMS e-ELP Prototype II (see
New check of the new storyboard for Prototype II with the with the CoE Intercollege, Gap http://eelp.gap.it/proto2)
documents: Guide for Developers, European Language Portfolio. Guide for Multimedia
Teachers and Teacher Trainers, Enhancing the pedagogical aspects of the Expert usability review report
European Language Portfolio (ELP), and with the Principles and guidelines Other partners involved: (see Platform
5.2 Implementation and for Validation Università degli Studi di http://213.92.77.52/)
testing of the e-ELP 19 Milano, Europa
Translation of the e-ELP into Italian (including the Descriptors)
Prototype II [1/3/2005 – Uploading of the complete Italian translation Universität Viadrina Report of Test 2 of Prototype II
9/5/2005, 70 days] Writing of a complete set of examples for the Descriptors and its digital Frankfurt (Oder), (see Platform
uploading after standardizing the format Göteborgs Universitet, http://213.92.77.52/)
Revision of the digital Descriptors following the Data bank of Descriptors Högskolan i Skövde,
(see 1.1 of this Summary of activities) Universidad de
English revision and correction of all the texts and all the Descriptors Salamanca
The partner evaluator sends to all the other partners the instructions for
Test 2 of Prototype II
20
Teachers and students are locally trained by each partners for the use of
digital ELP (for Test 2)
Test 2 of Prototype II is carried on following the evaluator instructions
The evaluator recollects the subjects‘ feedback on Prototype II and makes a
report on Test 2, which includes a second prospect of the modifications
required
The evaluator prepares the expert usability review instruments
Expert usability review report
Some modifications are suggested for the Validation procedure (see point
8 of this Summary of activities). A check of the e-ELP terminological internal
coherence is made.
19
Divergence: the first version of the e-ELP (Prototype I) was in English and all the translations into other 5 languages were not planned before the last version (to avoid too many
revisions) (see 6.2 in this Summary of activities). Nevertheless we decided to anticipate the translation into Italian in order to start to locate the possible problems that
translations could implicate. In addition, to submit our digital ELP to the Validation Committee a bilingual version was required (see point 7 of this Summary of activities).
Impact on the project: not relevant.
20
Divergence: two partners did not participate at Test 2 for justified reasons: no students were available because the academic courses were over (Europa Universität Viadrina
Frankfurt - Oder) and the leading partner was abroad for a long academic travel (Göteborgs universitet). Impact on the project: a reduced number of experimental subjects:
to partially compensate it, we incremented the subjects sample of the other partners.
34
6. Implementation of the e-ELP Final version and Project final evaluation report Lead partner, other Products and results
partners involved in
[10/5/2005 - 20/9/2005, 102 days]21 the activities
Main aims and objectives: To implement the plurilingual ELP final version. To end the evaluation report.
undertaken
Evaluation of outcomes: The aims of this phase were well achieved but some ELP texts still presented some
mistakes. The ELP Export is not possible in Greek because of PDF document incompatibility with special
fonts, the graphical design is simple (due to Java limitations) and there are some minor interface
imperfections. On the other side, the product has no problems of incompatibility with all the operative
systems.
Implementation of the adjustments following the report of the Test 2 Lead partner: Gap e-ELP Prototype III,
6.1 Implementation of the Publication of e-ELP Prototype III Multimedia, ICMS including a guide for users (see
e-ELP Prototype III A pedagogical guide for the use of the ELP (for teachers and students) - Intercollege http://eelp.gap.it/proto3)
[10/5/2005 – 15/6/2005, 36 including general advice for technical problems - is prepared (see note 16) Other partners involved:
days] After revision, the guide for users is uploaded to the Prototype III Göteborgs universitet
The Project final evaluation report is completed and published and Università degli
Studi di Milano
Planning of the translation process (4 languages, see note 18) Lead partners: ICMS Translation of the e-ELP
Studying of the special-characters problem (mainly concerning the Greek Intercollege, Gap into Spanish, Greek, Swedish,
translation) Multimedia, Europa and German (see Platform
Preparing the whole contents of the e-ELP in a format suitable for Universität Viadrina http://213.92.77.52/)
6.2 Translation of the digital translations and its subsequent easy uploading Frankfurt (Oder),
ELP [15/6/2005 – General instructions for coherent translations are sent to all the partners Göteborgs Universitet,
31/7/2005, 46 days] Translation of the digital ELP into Spanish, Swedish, German, and Greek
22 Högskolan i Skövde,
Crossed revisions of the translations among the partners Universidad de
New language revision of the e-ELP English texts Salamanca
Solution of the heavy problems due to the incompatibility of the text
formats used for of the translations (e.g. html, doc, txt with Mac)
21
Please note that August was considered as summer holidays.
22
Divergence: Translation into Spanish was shifted to this stage, while translation into Italian was anticipated (see notes 4, 11, 18).
35
Linguistic final corrections and some new minor translations of interface Lead partner: Gap e-ELP plurilingual Final version
single words Multimedia (including revisions for a second
6.3 Implementation of the Planning and implementation of the modifications required to present the Other partners involved: application for Validation) (see
e-ELP Final plurilingual e-ELP for Validation (second time, in September 2005). We strictly followed ICMS Intercollege, http://eelp.gap.it/download and
version and final evaluation the Validation Committee feedback (see point 8.2 of this Summary of Europa Universität 3.1)
report [31/7/2005 – activities) Viadrina Frankfurt
20/9/2005, 20 days] Uploading of the translations and implementation of the translated (Oder), Göteborgs Project final evaluation report
versions Universitet, Högskolan i (see Platform
Permanent hosting of the Final version in the Project Web site for its free Skövde, Universidad de http://213.92.77.52/ and 3.1)
23 Salamanca and
distribution
Università degli Studi di
Milano
Lead partner, other
24 partners involved in Products and results
7. Dissemination after the Interim Report [15/6/2004 to 31/10/2005, 441 days]
the activities
undertaken
Main aims and objectives: To disseminate the process and the results of the Project, mainly through scientific studies
(books, articles, degree dissertation, and congresses) and through the training of the target users (language
teachers). To plan the use of the e-ELP in our academic courses on a regular basis.
Evaluation of outcomes: The aims of this phase were over achieved: we published an unplanned monographic book
on the Project, the ELP downloads are increasing daily, and invitations to congress, seminars and scientific
publications are strongly motivating the partners to continue dissemination after the end of the project.
Nevertheless the use of the e-ELP in regular academic courses is not completely effective because the
planning mainly concerns the next academic year.
23
Divergence: as already said in note 17, the e-ELP Final version is not in each partners’ local server, but it is in the Project Web site. We argued that this solution is easier, more
economical and gives a higher guarantee of coherent maintenance of the site. If the e-ELP is validated by the ELP Validation Committee it will be properly hosted in the EU
ELP official web site (http://culture2.coe.int/portfolio).
24
It must be underlined that the dissemination in (and after) October 2005 was done at no cost, because our eligibility period ended on the 1st of October 2005. Impact on the
project: to improve the contact with target users.
36
C. Vrasidas, N. Christodoulou, M. Zembylas, E. Landone, ―Language Learning and Lead partners: ICMS
User-Centered Design: The Development of the Electronic European Language Intercollege, Università A book chapter (see 3.1)
Portfolio‖, n P. Zaphiris and G. Zacharia (eds.), User-Centered Computer Aided degli Studi di Milano,
7.1 Scientific Language Learning, Hershey - USA, Idea Group Inc., 2005 Göteborgs Universitet, Three scientific articles (see
publications E. Landone, ―Un soporte tecnológico para la reflexión pedagógica: el Portfolio Högskolan i Skövde 3.1)
Europeo de las Lenguas digital‖, Quaderns digitals, 2005, Other partner involved:
http://quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaRevistaI Universidad de A scientific monographic book
U.visualiza&revista_id=59 Salamanca (see 3.1)
AA.VV, Studi sul Portfolio Europeo delle Lingue digitale, Milano, LED, 2005.
I. Söhrman, D. Mighetto, ―El Portfolio electrónico europeo de las lenguas - una
herramienta para la didáctica y la autoevaluación‖, Moderna Språk, in print.
I. Söhrman, D, Mighetto, "The Use of an Electronic Portfolio as
a tool for Self-evaluation and Language Acquisition", Lingua, in print
Accepted paper for the ETPE2004 - 4th Pan-Hellenic Conference on ICT in Lead partners: ICMS
Education, Athens, 29/9 – 3/10/2004. Title: E. Landone, C. Vrasidas, N. Intercollege, Università One accepted paper (see 3.1)
25
Christodoulou, S. Retalis, ―The electronic European Language Portfolio‖ degli Studi di Milano,
Organization of the Congress ―Digital European Language Portfolio: proposals Göteborgs Universitet, Five paper presentations (see
and prospects‖, Università degli Studi of Milan, 28/1/2005 Högskolan i Skövde 3.1)
Paper presentation at the Cyprus Academic Forum 1st All Cyprus Social Other partner involved,
Sciences and Humanities Conference, Intercollege, Cyprus, 18-19/3/2005. Title: Universidad de Organisation of a monographic
7.2 Congress paper C. Vrasidas, M. Zemyblas, N. Christodoulou, N. ―Current research and Salamanca, GAP congress (see 3.1)
presentations development in e-learning‖ Multimedia
Paper presentation at the XVI Scandinavian Convention on Romance
Languages, Copenhagen/Roskilde, Denmark, 26/8/2005, organized by
L'Associations des departements de Langues romanes scandinaves, Title: I.
Söhrman, D. Mighetto, ―Presentación del Proyecto E-PEL: Proyecto de Estudio del
Portfolio Electrónico Europeo de las Lenguas‖
Paper presentation at the TESOL-Italy XXX National Convention, University of
Rome, 23-24/9/ 2005. Title: L. Pedrazzini, M. C. Rizzardi, ―E-ELP: an Electronic
European Language Portfolio‖
Paper presentation at the XXIII Congresso dell‘Associazione Ispanisti Italiani,
Messina, 6-8/10/2005. Title: E. Landone, ―La nuova dimensione della contrastività
nel Protfolio Europeo delle Lingue (PEL)‖
Paper presentation at the European Association for Research in Learning and
Instruction conference, Nicosia, Cyprus, August 2005. Title: Vrasidas, C.,
Landone, E., Zembylas, M., Christodoulou, N. ―e-ELP: electronic European
Language Portfolio‖.
The partner who was supposed to present the paper had to justify his absence for an unexpected urgent travel for work to Singapore. One of the co-authors was at the
25
Congress, but could not present the paper because his presence was erroneously planned also in a parallel session of the congress, at the same time.
37
Maintenance of the Project Web page Lead partners: ICMS Project Web page (see
The digital ELP (the final main output of the Project) is at the free disposal of Intercollege, Università http://eelp.gap.it and 3.1)
European universities through the Project Web page degli Studi di Milano,
(see
26
http://eelp.gap.it/download) Göteborgs Universitet, A digital ELP at the free
Promotion of the use of the digital ELP: first contact with the final users at the Högskolan i Skövde, disposal of European
Congress in Milan (28/1/2005), constant contact of the partners with the colleaguesUniversidad de universities through the Project
Salamanca, GAP
of their University, constant contact of the partners with the international scholars Web page (see
Promotion of courses and seminars for in-service teachers education on the Multimedia, Europa http://eelp.gap.it/download and
7.3 Widespread e-ELP, namely: Universität Viadrina 3.1)
contacts with final - ―Il Portfolio Europeo delle Lingue digitale: un esempio di strumento di Frankfurt (Oder)
users autovalutazione per il miglioramento della coscienza metalinguistica‖ (2004), Didattica Lists of contacts for
dello spagnolo, Università degli Studi di Milano dissemination (teachers,
- ―E-ELP‖ (2004), Didattica dello spagnolo, Scuola di Specializzazione SILSIS per researches, professors,
professori di spagnolo, Università degli Studi di Milano
institutions and university,
- ―Il Portfolio Europeo delle Lingue in versione cartacea e digitale: uno strumento di
foreign language teachers‘
autovalutazione‖ (2004), Didattica della lingua inglese, Università degli Studi di Milano.
associations, portals for foreign
- ―The ELP and the e-ELP‖ (2004), Didattica della lingua inglese, Scuola di
Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano
language teachers (see
- ―¿Cómo usar un portfolio electrónico para activar y motivar a los alumnos?‖, partners‘ personal e-mails and
(2005), by I. Söhrman at the Colegio Sueco in Fuengirola Platform http://213.92.77.52/)
- ―Il Portfolio Europeo delle Lingue come strumento digitale per conoscere le
dinamiche acquisizionali della lingua spagnola‖ (2005), Didattica dello spagnolo, 14 initial and in-service
Università degli Studi di Milano teachers education courses
- ―E-ELP‖ (2005), Didattica dello spagnolo, Scuola di Specializzazione SILSIS per (see Universities‘ published
professori di Spagnolo, Università degli Studi di Milano
courses and 3.1)
- ―E-ELP‖ (2005), Didattica dello spagnolo, Scuola di Specializzazione SSIS per
professori di Spagnolo, Università degli Studi di Venezia
- ―Il Portfolio Europeo delle Lingue in versione cartacea e digitale: uno strumento di
autovalutazione‖ (2005), Didattica della lingua inglese, Università degli Studi di Milano.
- ―The ELP and the e-ELP‖ (2005), Didattica della lingua inglese, Scuola di
Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano
- ―Portfoliobegreppet och hur en elektronisk portfolio gör studenterna
medvetna om den egna inlärningen‖ (2005), Department of Romance Languages,
Göteborgs Universitet
- Two workshops with the title ―Hur
använder jag en elektronisk portfolio?‖ (2005), Faculty of Arts, Göteborgs Universitet
- ―El Portfolio Europeo de las Lenguas Digital‖, (2005) Máster Universitario La
enseñanza de español como lengua extranjera, Universidad de Salamanca
- ―Att abvända en elektornisk portfolio inom universitetsundervisningen‖ (2005),
Faculty of Arts, Göteborgs University
Identification of a university network to be informed about the Project and to be
invited to visit the Web site for free access to our digital ELP (almost 2000 persons
have been personally contacted by e-mail, and many of them forwarded the
information to their colleagues)
26
The downloads are tracked through a request of feedback on the e-ELP and the coordinator is keeping a file of the downloads made by the final users so far.
38
7.3 Widespread Identification of language teacher associations to be informed about the free
contacts with final access to the e-ELP (6 of them sent the information to all their associates)
users [continuing from Identification of web portals who could be interested in publishing information on
the previous page] our e-ELP (3 of them were contacted)
Identification of educational institutions who could be interested in the e-ELP
through the Socrates eligible partners data base (30 eligible partners were
contacted)
Information was published on the Minerva Virtual Community
(http://Minerva.Euproject.net)
Cluster contact were kept with G. Makrides (ICMS Intercollege) Henny Groot
Zwaaftink and Rachel Collins (Digital University), Fabio Falzini, (a secondary
school teacher who decided to promote a project to experiment the use of our
e-ELP in a network of high schools)
Promotion of research on the e-ELP with University degree dissertations, Lead partner: Università Six University degrees
namely: degli Studi di Milano dissertations (see University of
- by Simona Gerardi ―Il Portfolio Europeo delle Lingue: verso un apprendimento consapevole e Milan- professors‘ personal file
autonomo‖, Università degli Studi di Milano, academic year 2003/2004 (15/7/2004) of degree dissertations)
7.4 University degree - by Francesca Morandi ―Il Portfolio Europeo delle Lingue: una sfida per gli insegnanti‖,
dissertations Università degli Studi di Milano, academic year 2003/2004 (15/7/2004)
- by Laura Selmi ―Portfolio Europeo de las Lenguas: experimentación de Mi primer portfolio 3-7
años‖‖, Università degli Studi di Milano, academic year 2004/2005 (15/12/2005)
- by Chiara Mambretti, title to be defined, Università degli Studi di Milano, academic year
2005/2006
- by Francesca Boschetti, title to be defined, Università degli Studi di Milano, academic year
2005/2006
The e-ELP is used on a regular basis for the following courses: Lead partners: University Permanent use of the
- The ELP has been experimentally used with first year university students of Milan, Göteborgs e-ELP with first and second
7.5 Regular use of the of English (academic years 2003/2004, 2004/2005) and it is been used on a Universitet, Högskolan i year academic students (500
e-ELP regular basis on the academic year 2005/06) Skövde students approximately) (see
- ―Competenza linguistica globale: ricezione, interazione, produzione e Universidad de Universities‘ published courses)
mediazione tramite il portfolio Europeo delle Lingue digitale‖, Università degli Salamanca, Europa
Studi di Milano, Lingua spagnola I, academic year 2005/06 Universität Viadrina
- ―Autovalutazione tramite il e-ELP‖, Università degli Studi di Milano, Frankfurt (Oder)
Lingua spagnola II, academic year 2005/06
The e-ELP is planned to be used on a regular basis at the several language
teaching courses at the Göteborgs Universitet.
We had some problems with the downloads in November 2005 (and actually we had to temporarily suspend the Web page) because some translated versions (e-ELP in Greek
and Spanish) presented some problems of visualization of the special characters.
39
Management of nearly 100 requests for further information and downloads
following the widespread informative e-mailing Lead partner: Università
Paper presentation at the Convegno Nazionale LEND Lingue e culture: una sfida degli Studi di Milano
7.6 Dissemination per la cittadinanza, Rome, 24-26/11/2005, Title: L. Pedrazzini, M. C. Rizzardi, M.
after the end of the del R. Uribe, ―Il Portfolio digitale: i risultati di una ricerca in corso‖ Other partners involved:
Project [after Invitation of the Project co-ordinator at the EUROPASS Italian official Göteborgs Universitet,
1/10/2005] (see note presentation by the Centro Nazionale Europass Italia, Rome, 2/12/2005. Title: E. Högskolan i Skövde
27
23) Landone, ―Presentation of the research on the digital Language Passport‖
Accepted the request to write a scientific article on the e-ELP for the Spanish
review CARABELA (on didactics of foreign languages) to be published in a
monographic number on ELP, October 2006.
Invitation of the Project co-ordinator to held a seminar at the Spanish cultural
centre (Instituto Cervantes) of Milan, 17/2/2006. Title: E. Landone, ―Advantages
and difficulties in the use of an e-ELP‖
Invitation of Maria Cecilia Rizzardi, Luciana Pedrazzini, and María del Rosario
Uribe to held a seminar at the British cultural centre (British Council) of Milan
(6/4/2006), Title: ―Il Portfolio digitale: i risultati di una ricerca in corso‖
I. Söhrman will give a seminar at the Department of Romance Languages
(Göteborgs Universitet) (18/1/2006), Title: "How to use an ELP"
Invitation at the Congress What's English? Gap fra istruzione e mondo del lavoro
by the MIUR Ufficio Scolastico Regionale per la Lombardia and English Diffusion
Group (Corriere della Sera, RCS), Milan, 17/12/2005. Title: L. Pedrazzini,
"Costruzione di un portfolio linguistico elettronico".
27
Divergence: these activities are out of our work plan but we include them in this Summary of activities to stress the positive feedback that the e-ELP is receiving. They are not
included in our consumptive budget, indeed. Impact on the project: improvement of dissemination at no cost.
40
Lead partner, other
28 partners involved in Products and results
8. E-ELP Validation [15/3/2005 – 15/4/2005 and 1/9/2005 – 22/9/2005, 51 days]
the activities
undertaken
Main aims and objectives: To get a validation number for the ELP
Evaluation of outcomes: The validation of our ELP was hoped (and not compulsory) in our Project proposal,
nevertheless we tried hard to get it. The ELP Validation Committee made a special digital ELP
sub-commission in 2004 and we were among the first three digital ELPs applying (just one was validated and
it was a PDF format of an already validated hardcopy ELP). We applied twice and the feedbacks we received
were quite hard to interpret. For this reason, we got in contact with a Committee member for guidance and we
are going to apply again after the end of the project.
Request for guidance to the ELP Validation Committee to receive advice for Lead partner: University Validation Application Form I
the validation procedure for digital ELP (no digital e-ELP had been validated of Milan (see Platform
until this date) (16/1/2004 – we did not receive any feedback) Other partners involved: http://213.92.77.52/)
Second intent of contact with the members and the Secretary of the ICMS Intercollege,
Validation Committee to have information regarding the special procedure Göteborgs Universitet,
8.1 First Application for planned for validation of digital ELP (in the meanwhile a special unit of the Högskolan i Skövde
Validation [15/3/2005 – Validation Committee for digital validation was created) (18/3/2005, Mr. C. Universidad de
15/4/2005] Reynolds kindly gave us all the required information) Salamanca, Europa
Contact for support with the Italian MIUR (Ministery of Education) Universität Viadrina
(18/3/2005, Contact: Ms. Francesca Brotto) Frankfurt (Oder), GAP
Check of the Prototype II with the Principles and guidelines for Validation. A Multimedia
special check of the e-ELP terminological internal coherence was made
Validation Application Form I: writing of the Form following the suggestions
by all the partners, revision of the Form, and sending 20 copies to the
Validation Committee of the Council of Europe (15/4/2005)
28
Divergence: The application for Validation of the e-ELP was planned in our original work plan, even if we planned to apply just once and it was mainly conceived to receive
feedback on our product by the Validation Committee (as a sort of external evaluation for the Project, see our Minerva proposal). When we received their negative feedback, we
decided to apply a second time because we found that the Validation Committee’s suggestions encouraged us to a second intent (in addition, they were all quite ‘formal’ and
easy to implement). On the other side, we were a little bit disappointed by this feedback because it seemed not to explicitly apperceive the digital innovative aspects of our e-ELP
(which, we think, were well documented in a forty-page dossier). Moreover, in this validation session, the Validation Committee validated its first digital e-ELP, which,
nevertheless is not really innovative at all (it is the PDF version of a pre-validated ELP hardcopy). For these reasons we decided to apply for Validation a second time. Impact on
the project: Validation would give a standard status to our ELP which would help us to pursue teachers to use it.
41
The Validation Committee feedback is received on the 5/7/2005: it is Lead partners: University Validation Application
encouraging but accreditation is not accorded of Milan, GAP Form II (see 3.1)
8.2 Second Application for Some modifications are made to the e-ELP according to the Validation Multimedia
Validation [1/9/2005 – Committee feedback (see 6.3 of this Summary of activities)
22/9/2005] A second version of the Validation Application Form is prepared
following the partners suggestions and, after revision, 20 copies are sent to
the Validation Committee of the Council of Europe (22/9/2005)
Lead partner, other
9. Co-ordination from the Interim report until the end of the project (Final report) partners involved in Products and results
the activities
[1/7/2004-31/10/2005, 457 days] undertaken
Main aims and objectives: To get the planned objectives within the planned budge. To get the best from the synergy
among international partners.
Evaluation of outcomes: The aims of this phase were well achieved in spite of the difficult relation with the
administrative offices: administrations are incredibly slow, formal and complicate, and not completely
prepared to EC grant management.
Some partners were not completely autonomous in their participation, nevertheless everybody contributed to
the Project at his/her best and with great willingness and trust in the co-ordinator.
The co-ordinator travelled just twice (and not four times) to Bruxelles for causes not under her control.
42
Second Minerva Concertation meeting in Bruxelles with presentation the Project Lead partner: Presentation of the Project at the
29
(4-7/10/2004) University of Milan with second Minerva Concertation
Second Minerva Concertation meeting in Bruxelles: interview of the co-ordinator with the the collaboration of all meeting (see Meeting Agenda
TAO for clarification on staff costs the partners and Platform http://213.92.77.52/
Regular e-mail contact with the TAO office for clarification on Staff costs, Other costs and and 3.1)
Eligibility period
Administrative management: Documents, data, and time sheets recollection (provisional Report of the second Minerva
and definitive) Concertation meeting (see
30
Funds management: funds transfer to partners, management of two staff contracts (Dario Platform http://213.92.77.52/)
Sala and Susanna Zatta), management of travel costs for the plenary meeting in Milan,
management of the cost for the publication of one book. Coordination activities (see
Facilitation of partners and their local administrations relationship, especially regarding personal e-mails and Platform
travel cost reimbursement procedures and the staff cost access. http://213.92.77.52/)
Detailed documentation of the life of the project and its stages (see Platform
http://213.92.77.52/) Final report
Support to constant communication among partners: management of a mailing list for
weekly news
Support of the group cohesion (through personal e-mailing)
Constant remind of deadlines and regular report on the work plan progress
Promotion of dissemination
Promotion of the scientific reflection on the contents of Project
Final report to EC
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Please provide information on the partners that participated in dissemination activities in the whole project duration, in alphabetical order of country code using
the table below.
Table 3.5.1 Summary of Dissemination activities
29
Divergence: Four travels to Bruxelles were planned for the Minerva Concertation meetings (as required by the Minerva Action). Nevertheless it was possible to travel just twice
to Bruxelles because one meeting was cancelled and afterwards their organization was suspended (personal communication of Mr. German Bernal-Rios, e-mail, 7/9/2005).
Impact on the project: not relevant because the co-ordinator kept a constant contact with the TAO.
30
Second installment was transferred to partners in accordance to their work burden: a first transfer was made to GAP Multimedia and to ICMS Intercollege in January 2004
(these partners were mainly involved in the first part of the Project); a second transfer was made to all the other partners at the end of the Project (because they were mainly
involved in the second half of the Project).
43
Which
Name of organisation Brief description of dissemination activity Date(s) of Where it took audiences
disseminati place were targeted
on activity in the
dissemination
activity
CY – ICMS Intercollege Introduction of the Project to Dr. G. Makrides to evaluate a possible projects cluster with the EDIPED 10/1/2004- Nicosia, E16 (Project
Comenius 2.2 Project ―Development of an European Digital Portfolio for the Evaluation of Educators‖ Cyprus co-ordinator) –
E9
CY – ICMS Intercollege Paper presentation at the Cyprus Academic Forum 1st All Cyprus Social Sciences and Humanities 18-19/3/2005 Nicosia, E1, E2, E6, E7,
Conference, Intercollege. Title: C. Vrasidas, M. Zemyblas, N. Christodoulou, N. ―Current research and Cyprus E10, E11, E12
development in e-learning‖
CY – ICMS Intercollege Book chapter: A. Stylianou, C. Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone, Printed in Hershey, USA E1, E2, E3, E6,
and IT – Università ―Technologies Challenging Literacy: Hypertext, Community Building, Reflection, and Critical Literacy‖ in 2005 E7, E10, E11,
L. Tan Wee Hin and R. Subramaniam (eds.) Handbook of Research on Literacy in Technology at the E12
degli Studi di K-12 Level: Issues and Challenges, Idea Group Publishing, Hershey, USA, 2005.
Milano
CY – ICMS Intercollege Book chapter: C. Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone, ―Language Learning and Printed in Hershey, USA E1, E2, E3, E6,
and IT – Università User-Centered Design: The Development of the Electronic European Language Portfolio‖, in P. Zaphiris 2005 E7, E10, E11,
and G. Zacharia (eds.), User-Centered Computer Aided Language Learning, Hershey - USA, Idea E12
degli Studi di Group Inc., 2005
Milano
CY – ICMS Intercollege Accepted paper for the ETPE2004 - 4th Pan-Hellenic Conference on ICT in Education. Title: E. 29/9 – Athens, E1, E2, E6, E7,
and IT – Università Landone, C. Vrasidas, N. Christodoulou, S. Retalis, ―The electronic European Language Portfolio 3/10/2004 Greece E10, E11, E12
degli Studi di
Milano
CY – ICMS Intercollege Paper presentation at the European Association for Research in Learning and Instruction conference. August 2005 Nicosia, E1, E2, E6, E7,
and IT – Università Title: Vrasidas, C., Landone, E., Zembylas, M., Christodoulou, N. ―e-ELP: electronic European Cyprus E10, E11, E12
Language Portfolio‖
degli Studi di
Milano
DE - Europa Universität Introduction of the Project to a teachers‘ meeting at the Instituto Cervantes of Berlin and contact with the 23/04/2004 Berlin, E1, E2, E5,
Viadrina Frankfurt Centro de Lenguas of the Freie Universitaet of Berlin for possible collaboration Germany E6, E7, E10,
E12, E14
am Oder
44
DE - Europa Universität Contact with universities to inform them about the Project and to invite their language teachers to visit During All over E1, E2, E5,
Viadrina Frankfurt our Web site for free access to our digital ELP (almost 2000 persons have been personally contacted by October Europe E6, E7, E10,
e-mail, and many of them forwarded the information to their colleagues) 2005 E11, E12
am Oder and ES –
Universidad de
Salamanca SE –
Göteborgs
Universitet and SE
- Högskolan i
Skövde
DE - Europa Universität Contact with language teacher associations to inform their associates about the free access to our During All over E1, E2, E5,
Viadrina Frankfurt e-ELP (6 of them sent the information to all their associates) October Europe E6, E7, E10,
2005 E11, E12
am Oder and ES –
Universidad de
Salamanca
IT – Gap Multimedia Participation at the first Expo dell'educazione e del lavoro, under the aegis of the Multimedia unit of the 27-30/4/2004 Milan, Italy E1, E2, E4,
and IT – Università European Commission E5, E6, E7, E9
(LINGUA),
degli Studi di E10, E11, E12
Milano
IT – Gap Multimedia A multilingual Project Web page on the Project and its results. The digital ELP (the final main output of Since March Internet E1, E2, E5,
the Project) is freely downloadable by European educational institutions through our Web page 2004 E6, E7, E9
(LINGUA),
E10, E11, E12
IT – Gap Multimedia Management of nearly 100 requests for information and downloads following our widespread October From all over E1, E2, E5,
informative e-mailing 2005 Europe E6, E7, E9
(LINGUA),
E10, E11, E12
IT – Università degli Personal contact of the co-ordinator with the Socrates Italian National Agency to inform about the 29/1/2004-30 Bruxelles E14
Studi di Milano Project /1/2004
IT – Università degli Scientific article: E. Landone, ―Plurilingüismo y pluriculturalismo en el Portfolio Europeo de las Published in Internet E1, E2, E3, E5,
Studi di Milano Lenguas", Mots Palabras Words, n. 5, 2004, pp. 33-52, http://www.ledonline.it/mpw 2005 E6, E7, E10,
E11, E12
IT – Università degli Degree dissertations (tesi di laurea) to promote the study of the e-ELP. Namely: During the Milan, Italy E10
by Simona Magni, ―Verso un Portfolio Europeo delle Lingue in formato digitale‖, by Simona Gerardi ―Il Portfolio academic
Studi di Milano Europeo delle Lingue: verso un apprendimento consapevole e autonomo‖, by Francesca Morandi ―Il Portfolio years
Europeo delle Lingue: una sfida per gli insegnanti‖, by Laura Selmi ―Portfolio Europeo de las Lenguas: 2004/2005
experimentación de Mi primer portfolio 3-7 años‖, by Chiara Mambretti, title to be defined, by Francesca Boschetti,
and
title to be defined
2005/2006
45
IT – Università degli Presentation of the Project to Henny Groot Zwaaftink and Rachel Collins (Digital University) to evaluate 29/1/2004 Milan, Italy E16 (Project
Studi di Milano, IT a possible projects cluster with the Digital University project ―European Language Portfolio (ELP) Higher co-ordinator) –
Education in the Netherlands‖. E9
– Gap Multimedia,
CY – ICMS
Intercollege, and
SE - Högskolan i
Skövde
IT – Università degli Monographic congress on the Project:, titled ―Digital European Language Portfolio: proposals and 28/01/2005 Milan, Italy E1, E2, E5,
Studi di Milano, IT prospects‖ E6, E7, E9
(LINGUA),
– Gap Multimedia, E10, E11, E12
CY – ICMS
Intercollege, and
SE - Högskolan i
Skövde
IT – Università degli Contact with the above mentioned congress‘s audience to inform them about the Congress PPT February Milan, Italy E1, E2, E5,
Studi di Milano publication in our Web site and about the publication of the Congress best speeches 2005 E6, E7, E9
(LINGUA),
E10, E11, E12
IT – Università degli Strategic contact with Isabella Langé (Member of the ELP Validation committee) to ask for guidance 28/01/2005 Milan, Italy E10 (member
Studi di Milano of the ELP
Committee)
IT – Università degli Contact with Fabio Falzini, a secondary school teacher who decided to promote a project to experiment 28/01/2005 Milan, Italy E16 (Project
Studi di Milano the use of our e-ELP in a network of secondary and high schools co-ordinator)
IT – Università degli Scientific article: E. Landone, ―Un soporte tecnológico para la reflexión pedagógica: el Portfolio Europeo Published in Internet E1, E2, E5,
Studi di Milano de las Lenguas digital‖, Quaderns digitals, 2005, 2005 E6, E7, E9
http://quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaRevistaIU.visualiza&revista_i (LINGUA),
d=59 E10, E11, E12
IT – Università degli Monographic book on the Project: AA.VV, Studi sul Portfolio Europeo delle Lingue digitale, Milano, LED, Published in Internet E1, E2, E5,
Studi di Milano, CY 2005 2005 E6, E7, E9
(LINGUA),
– ICMS E10, E11, E12
Intercollege, ES –
Universidad de
Salamanca
IT – Università degli Paper presentation at the TESOL-Italy XXX National Convention, University of Rome. Title: L. 23-24/9/ Rome, Italy E1, E2, E5,
Studi di Milano Pedrazzini, M. C. Rizzardi, ―E-ELP: an Electronic European Language Portfolio‖ 2005 E6, E7, E9
(LINGUA),
E10, E11, E12
IT – Università degli Paper presentation at the XXIII Congresso dell‘Associazione Ispanisti Italiani, Messina. Title: E. 6-8/10/2005 Messina, Italy E1, E2, E5,
Studi di Milano Landone, ―La nuova dimensione della contrastività nel Protfolio Europeo delle Lingue (PEL)‖ E6, E7, E9
(LINGUA),
E10, E11, E12
46
IT – Università degli Contact with educational institutions who could be interested in the e-ELP through the Socrates eligible October All over E9 (LINGUA)
Studi di Milano partners data base (30 eligible partners in the LINGUA Program were contacted) 2005 Europe
IT – Università degli The Project results were announced on the Minerva Virtual Community (http://Minerva.Euproject.net) October All over E9
Studi di Milano 2005 Europe (MINERVA)
IT – Università degli Promotion of courses and seminars on the e-ELP for initial and in-service teachers training, namely: ―Il During the Venice- Milan, E6, E7
Portfolio Europeo delle Lingue digitale: un esempio di strumento di autovalutazione per il miglioramento della academic Italy
Studi di Milano coscienza metalinguistica‖ (2004), Didattica dello spagnolo, Università degli Studi di Milano; ―Il Portfolio Europeo years
delle Lingue in versione cartacea e digitale: uno strumento di autovalutazione‖ (2004), Didattica della lingua inglese, 2004/2005
Università degli Studi di Milano; ―The ELP and the e-ELP‖ (2004), Didattica della lingua inglese, Scuola di
and
Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano; ―E-ELP‖ (2004), Didattica dello
Spagnolo, Scuola di Specializzazione SILSIS per professori di Spagnolo, Università degli Studi di Milano; ―Il Portfolio 2005/2006
Europeo delle Lingue come strumento digitale per conoscere le dinamiche acquisizionali della lingua spagnola‖
(2005), Didattica dello spagnolo, Università degli Studi di Milano, ―E-ELP‖ (2005), Didattica dello Spagnolo, Scuola di
Specializzazione SILSIS per professori di Spagnolo, Università degli Studi di Milano, ―Il Portfolio Europeo delle
Lingue in versione cartacea e digitale: uno strumento di autovalutazione‖ (2005), Didattica della lingua inglese,
Università degli Studi di Milano; ―The ELP and the e-ELP‖ (2005), Didattica della lingua inglese, Scuola di
Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano ―E-ELP‖ (2005), Didattica dello
spagnolo, Scuola di Specializzazione SSIS per professori di Spagnolo, Università degli Studi di Venezia
IT – Università degli The e-ELP is used on a regular basis for the following courses: ―Competenza linguistica globale: ricezione, During the Milan, Italy E4
interazione, produzione e mediazione tramite il portfolio Europeo delle Lingue digitale‖, Lingua spagnola I, academic academic
Studi di Milano year 2005/06, ―Autovalutazione tramite il e-ELP‖, Lingua spagnola II, academic year 2005/06, the ELP is used with years
first year university students of English (academic years 2003/2004, 2004/2005, 2005/2006) 2003/2004,
2004/2005,
2005/2006
IT – Università degli Paper presentation at the Convegno Nazionale LEND Lingue e culture: una sfida per la cittadinanza, The paper Rome, Italy E1, E2, E5,
Studi di Milano Rome, 24-26/11/2005, Title: L. Pedrazzini, M. C. Rizzardi, M. del R. Uribe, ―Il Portfolio digitale: i risultati was E6, E7, E9
di una ricerca in corso‖ presented in (LINGUA),
September E10, E11, E12
2005
IT – Università degli Invitation of the Project co-ordinator at the EUROPASS Italian official presentation by the Centro The invitation Rome, Italy E1, E2, E3,
Studi di Milano Nazionale Europass Italia, Rome, 2/12/2005. Title: E. Landone, ―Presentation of the research on the was received E4, E5, E6,
digital Language Passport‖ in October E7, E10, E11,
2005 E12, E13, E14
IT – Università degli Accepted the request to write a scientific article on the e-ELP for the Spanish review CARABELA (on The request Madrid, Spain E1, E2, E5,
Studi di Milano didactics of foreign languages) to be published in a monographic number on ELP, October 2006. was received E6, E7, E9
in October (LINGUA),
2005 E10, E11, E12
IT – Università degli Contact with the Italian MIUR (Ministery of Education) for institutional support during the application for First contact Rome, Italy E14
Studi di Milano Validation (Contact: Ms. F. Brotto and Mr. Giunta La Spada) on the
18/3/2005
IT – Università degli Presentation of the Project during a Minerva Concertation meeting in Bruxelles 6/10/2004 Bruxelles, E9
Studi di Milano Belgium (MINERVA)
ES – Universidad de Promotion of the Master course on the e-ELP for initial teachers education titled ―El Portfolio Europeo de Academic Salamanca, E4
Salamanca las Lenguas Digital‖, by J. de Santiago Guervós, 2005, Máster Universitario La enseñanza de español year Spain
como lengua extranjera, Universidad de Salamanca. 2005/2006
47
ES – Universidad de Contac with web portals who could be interested in publishing information on our e-ELP (3 of them were October Internet E1, E2, E5,
Salamanca contacted) 2005 E6, E7, E9
(LINGUA),
E10, E11, E12
SE – Göteborgs Seminar ―What is a portfolio and how can an electronic portfolio be used in class?‖ by Ingmar Söhrman, 5/6/2004 Göteborgs, E1, E2, E5,
Universitet Department of Romance Languages, Göteborgs Universitet Sweden E10, E11
SE – Göteborgs Promotion of courses and seminars for in-service teachers education on the e-ELP, namely: ―¿Cómo Mainly during Göteborgs, E1, E2, E5,
usar un portfolio electrónico para activar y motivar a los alumnos?‖, (2004), by I. Söhrman at the Colegio Sueco in the academic Sweden E6, E7, E10,
Universitet Fuengirola, ―Portfoliobegreppet och hur en elektronisk portfolio gör studenterna medvetna om den egna inlärningen‖ year E11
(2005), by I. Söhrman at the Department of Romance Languages, Göteborgs Universitet, ―Hur använder jag en 2005/2006
elektronisk portfolio?‖ (2005), by I. Söhrman, Faculty of Arts, Göteborgs Universitet, ―Att abvända en elektornisk
portfolio inom universitetsundervisningen‖ (2005), by I. Söhrman Faculty of Arts, Göteborgs University
SE – Göteborgs The e-ELP is planned to be used on a regular basis at the several language teaching courses at the During the Göteborgs, E4
Universitet Göteborgs Universitet academic Sweden
year
2006/2007
SE – Göteborgs Paper presentation at the XVI Scandinavian Convention on Romance Languages, Copenhagen/ E1, E2, E5,
Universitet and SE Copenhagen/Roskilde, Denmark, organized by L'Associations des departements de Langues romanes 26/8/2005 Roskilde, E6, E7, E9
scandinaves, Title: I. Söhrman, D. Mighetto, ―Presentación del Proyecto E-PEL: Proyecto de Estudio del Denmark (LINGUA),
- Högskolan i Portfolio Electrónico Europeo de las Lenguas‖ E10, E11, E12
Skövde
SE – Göteborgs Scientific article: I. Söhrman, D. Mighetto, ―El Portfolio electrónico europeo de las lenguas - una In print Göteborgs, E1, E2, E5,
Universitet and SE herramienta para la didáctica y la autoevaluación‖, Moderna Språk, in print Sweden E6, E7, E9
(LINGUA),
- Högskolan i E10, E11, E12
Skövde
SE - Högskolan i Scientific article; I. Söhrman, D, Mighetto, "The Use of an Electronic Portfolio as In print Göteborgs, E1, E2, E5,
Skövde and SE – a tool for Self-evaluation and Language Acquisition", Lingua, in print Sweden E6, E7, E9
(LINGUA),
Göteborgs E10, E11, E12
Universitet
Please add more sheets if necessary.
48
Grant Agreement number: 110649 - CP - 1 - 2003 - 1 - MINERVA - MPP
Receipt Acknowledgement
Final Report
This page will be returned to you when your final report form has been received. Therefore, please complete the
information below clearly.
Title of project:
Name of Beneficiary Università degli Studi di Milano
Name of legal representative Prof. Enrico Decleva
Street Number Rettorato
Via Festa del Perdono, 7
Country code - Post code - Town/City IT - 20122 - Milano
Fax number +39.02-50313503
Please do not write below this line
Reserved for Technical Assistance Office:
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Final Report Original + 3 copies
Annexes
Products received :
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Your Final report is incomplete and we ask you to submit the following missing data as soon as possible:
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Please use this number in all communication with the Technical Assistance Office/ Commission.
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49
Annexes - Codes to be used in the Report
Annex 1. Country and language codes
Code Country Code Country Code Language Code Language
BE Belgium IS Iceland DA Danish IS Icelandic
DK Denmark LI Liechtenstein DE German NO Norwegian
DE Germany NO Norway EL Greek BG Bulgarian
GR Greece BG Bulgaria EN English CZ Czech
ES Spain CZ Czech Republic ES Spanish EE Estonian
FR France EE Estonia FI Finnish LV Latvian
IE Ireland CY Cyprus FR French LT Lithuanian
IT Italy LV Latvia IT Italian HU Hungarian
LU Luxembourg LT Lithuania NL Dutch MT Maltese
NL Netherlands HU Hungary PO Portuguese PL Polish
AT Austria MT Malta SE Swedish RO Romanian
PT Portugal PL Poland GA Irish SI Slovene
FI Finland RO Romania LE Letzeburgesch SK Slovak
SE Sweden SI Slovenia TR Turkish
UK United Kingdom SK Slovak Republic
The Final Report may not be submitted in languages marked in italics
Annex 2. Codes for products and results
General aspects
Code Type of product Code Type of dissemination
A1 Course / module C1 Commercial sale
A2 Report C2 Articles / newspapers / journals
A3 Study C3 Conferences
A4 Learning materials C4 Training events
A5 Teaching materials C5 Exhibitions
A6 Curricula C6 WWW / E-mail
A7 Certification system C7 Radio / television broadcast
A8 Database / directory C8 Networks / associations
A9 Network C9 Librairies / ressource centres
A10 Guidelines C10 Other (specify)
A11 WWW page
A12 Other (specify)
Annex 3. Target groups
Participant / end user profile
Code Sector Code Category
D1 Preschool E1 Teachers
D2 Primary education E2 Head teachers
D3 Secondary education E3 Advisors / inspectors
D4 Technical / vocational educ. E4 Pupils / students
D5 Higher education E5 Language assistants
D6 In-service teacher education E6 Initial teacher educators
D7 Initial teacher education E7 In-service teacher educators
D8 Special education E8 Individuals / general public
D9 Adult education E9 Users of other Community programmes (specify)
D10 Youth E10 University academic staff
D11 Regional authority E11 University managers / administrators
D12 National authority E12 Academic associations
D13 Other (specify) E13 Professional associations
E14 Public sector third parties
E15 Private sector third parties
E16 Other (specify)
50
