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CRITICAL ISSUES IN THE EVALUATION OF AN INTERNATIONAL PROJECT DEDICATED TO TECHNOLOGY-MEDIATED TBLT (PETALL)

100%
Lopes A.
Teaching English with Technology
|
2015
|
vol. 15
|
issue 2
4-18
EN
The CEFR encourages teachers to resort to task-based activities in the language classroom. However, some resistance has been offered to this approach, due to lack of appropriate training and difficulty in meeting some basic practical conditions, as well as in finding resources and examples of good practices, as shown in a survey conducted within the scope of ETALAGE. PETALL (Pan European Task-based Activities in Language Learning [2013-2016]) seeks to construct a transnational strategy for ICT-based task design management and aims to design tasks that can be implemented in different educational contexts. This paper offers an overview of the internal evaluation procedures to be followed at different levels and stages of the project, and discusses the objectives, underlying principles and criteria applied.
2
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Guidelines for preparing a successful Erasmus+ proposal

72%
Dimitrios S.
e-mentor
|
2024
|
vol. 106
|
issue 4
41-51
EN
The aim of this article is to provide a comprehensive guide to writing a successful European Erasmus+ project proposal, which, in order to be accepted and receive funding, should meet several key criteria, including project design, progress monitoring, deliverable development, result dissemination and sustainability. Each aspect should be meticulously detailed, with clearly defined and attainable goals, a distinct methodology and strategic planning for implementation. The proposal should also be original, addressing contemporary issues relevant to the European community and beyond, as well as practical and feasible, and without exaggeration. This article offers insights and guidelines on these critical aspects, drawing from European Commission directives, the outcomes of previous Erasmus+ projects and extensive prior experience.
3
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Możliwości wprowadzania Mindtoyness do wczesnej edukacji. Ewaluacja z perspektywy społeczno-organizacyjnej i badawczej

58%
Kruk J.
Problemy Wczesnej Edukacji
|
2022
|
vol. 54
|
issue 1
60-72
EN
The article continues the issues surrounding the Mindtoynessproject, carried out between 2019 and 2021. Its summary would not be complete if it were not accompanied by a broader, social reflection on the context in which it arose and was developed. This context consists of: the change in perceptions and cognitive processes in the digital turn, turbulent social background, as a consequence of the COVID-19 pandemic together with the reforms of the education system in Poland. When evaluating the MT project, it is also worth pointing out the possibilities of introducing the kits at the level of early childhood education, confronting them with the current core curriculum. Other aspects of project evaluation concern the possibility of conducting research at a distance, as an unavoidable consequence of a pandemic situation and conclusions relating to the differences associated with the different cultural contexts in which the researcher and collaborating actors work.
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