Tuesday, 4 October 2016

Aprende INTEF. Open collaborative learning experiences

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On 4 October 2016 I had the pleasure to take part in the 'II Jornada Científica . La experiencia técnica y didáctica sobre las microlecciones en España: qué son, por qué, cómo, quién, dónde, cómo crearlas de forma efectiva', held by the eLITE Project.

I would like now to share the support slideshow I used for the one-hour-talk and thank the organisers and attendees for such warm welcome and inspiring tips, comments, ideas and reflections, besides the home-made French cuisine and English desserts.


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Wednesday, 6 July 2016

Flip your students' role in Project Based Lessons

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On 5 July 2016 I was invited to facilitate a live webinar for the 'Introducing Project-Based Learning in your Classroom' Mooc held by School Education Gateway at their Teacher Academy.

I would first like to thank European Schoolnet for the chance; especially Nair Carrera for the invite, as well as Benjamin Hertz for his support and kind words. It was a great experience for me to be able to share and exchange viewpoints on PBL and Flipped Classroom active methodologies.

As promised at the live webinar, here you are the support slideshow used at the session, on one hand, and on the other, the summary/transcription of the talk, together with all the links.

I do hope you find them useful and interesting for your own lessons. If so, please feel free to reuse them and remember to always cite and attribute, but be so kind as to never forget to connect, connect and connect!



Slide 1 - Abstract

An experience carried out with teams of University Pre-Service Primary CLIL teachers, aimed at accomplishing this goal: Find e-students and e-teachers in any part of the world interested in connected learning and teaching and join them together, set up an e-connection based on a common topic, such as Science, Reading, Writing, Storytelling, School Life, Podcasting and so forth, and bring them together, so that they know each others’ needs and interests as to foster their beginning networked e-projects.

Slide 2 - Turn the school upside down and let your students be your champions!

Whenever I begin a school year, I always make sure that students understand the project is their project, not mine and that is why I leave the project schedule up to them, which might mean a bit of chaos from the teacher’s end, as planning becomes a difficult task, but I do assure you it is worth trusting your students’ talents. You will be surprised!
The students are bound to make the project theirs, to feel the project as theirs and that is added value for any project in the end.

So my lessons start out with the beginning-of-the-year question:

‘Are you up to the challenge? Your challenge is yours, it does not belong to the teacher, it is your challenge.’

I do think that our role as teachers is to let them be our champions and that the way to do it is showing confidence in their intelligence and talent, motivate them and foster their creativity and encourage them towards success. In the end, when they succeed, it is our success as teachers too, and so our students are our champions.

This means chaos, and turning the school upside down sometimes, but that does not matter if we are fostering autonomous learning and connecting them with lifelong learning by means of projects.

Slide 3 - Steps for flipping students’ role in Project based lessons

Be ready for improvising!

That’s the real challenge for the teacher, I think, as you never know what might happen or how the project is going to turn out and one has to be prepared to let the students be the main characters and to fail as well. Although you, as a teacher, may have every single activity framed in your mind, when you face your students with the challenge, your students are bound to turn your thoughts into different outcomes, and that is good, that is fostering autonomous learning, that is fostering creativity, promoting competencies.

The first project might not turn out well, and maybe not even the second or the third ones, but it is worth the effort. If one does not make mistakes, one will not learn, so it is important to guide them through failure too, and to fail ourselves as well.

This is the step-by-step procedure that I carry out in my own Project Based Learning Lessons.

Step 1: facing students with the challenge and let them choose.
Step 2: sending them on learning missions to guide them through overcoming the challenge.
Step 3: guiding resources (ICT tools); integrating ICT in the learning missions and turning ICT. into an invisible part of it all.
Step 4: Digitally connected outcomes. Dissemination (e-connections).
Step 5: Assessment.

Slide 4 - Challenge Scenario

Step 1 Challenge Scenario and Triggering question

It might be a real scenario or not, but it should have a triggering question, which is the actual question that poses the challenge.
You may use various options and let them choose. It all depends on how well prepared you are to face chaos.

I have used several challenge scenarios over the years, in different formats, and different triggering questions so as to kick the challenge off.

Some of those scenarios are available at this blog, where you can read them, download them and reuse them if you feel they are useful; feel free:


If you are feeling a bit dubious about providing students with options and you’d rather stick to one challenge scenario and its corresponding triggering question, that is fair enough too.

Here you are one that you can adapt to your own needs as well:



Slide 5 - Learning missions

Step 2 Learning missions

In order to overcome the challenge, why not sending them on learning missions, as Shelly Sanchez Terrell calls them, that help them accomplish the challenge little by little?

That is step 2 in my guide: first you face them with the challenge, you provide them with the idea, and now you have to guide your students so as they become successful. That guidance consists of designing learning experiences and sending them on those missions so that little by little, by accomplishing the missions, they overcome the challenge.

Of course, depending on the idea behind each project, you will have to design different and varied learning missions, which should be carefully planned, within the chaos that you yourself have organised in the previous step, in order to guarantee that everything has sense.

Depending on the project, you might send your students on these learning missions:


  • Teaming up and distributing roles: the speaker, the community manager, the investigator, the designer, the content curator, and so forth
  • Becoming avatars and/or cartoons and introducing their project to the world.
  • Prototyping their project, for instance, by means of a mindmap or an infographic; and presenting it through an elevator pitch so as to find partners and connect with other peers, inside and outside the classroom.
  • Searching and curating resources for their project: images, videos, audios and so forth. Using open collaborative curation boards.
  • Producing digital outcomes: designing tutorials, first aid kits, comics, video clips, podcasts, libraries, augmented tours and contents, storytelling.
  • Designing a digital showcase to share the project, that is a blog, a site, and so forth.
  • Presenting the project and e-connecting it with the outer world: connect with other alike collaborative projects and connect, exchange, enrich, disseminate, open your school doors to other schools, plant the seed of collaboration.
  • Designing rubrics for peer evaluation and self evaluation.
  • Giving credit for their achievements: why not awarding them with a badge, or having them award their peers with a badge?


Of course you will need to guide their steps along the learning missions. Help them:


  • Read and analyse the challenge scenario (mindmap).
  • Adequately define the challenge.
  • Identify prior knowledge about the challenge.
  • Identify unknown issues.
  • Design a work plan to tackle the challenge.
  • Gather and organise information.
  • Analyse the gathered information.
  • Develop activities, present and share the process and outcomes.
  • Evaluate and reflect.


Slide 6 - Step 3 Guiding resources

In order for the students to be able to accomplish the learning missions, apart from guiding their steps, as I have previously mentioned, guiding resources are a must. It is essential to provide them with the adequate resources for each learning mission. So, for instance, if you are sending them on the learning mission of creating a video clip, apart from guiding their steps through the creation of a storyboard before recording that clip, you will have to provide them with the actual digital tool and resource to be able to write the storyboard first, then record the video and finally edit, produce and publish it, ok?

Here you are several ICT tools to use as guiding resources for coming up with digital outcomes:

  • Team Work Contract: A Google doc.
  • Mindmapping tools: coggle.
  • Digital Literacy. Citing and Attributing: Creative Commons Licence Generator.
  • Search, Filter, Gather & Organise tips and resources: content curation tools, i.e. Symbaloo, List.ly, Pinterest.
  • Showcasing tools: blogging (Wordpress, Blogger, Tumblr), websites (Google Sites, Wix, Weebly).
  • Designing a logo: tools for headers, banners (Canva).
  • Designing a trailer: tools for working with video (Storyboard That, Sony Vegas, Camtasia, YouTube).
  • Podcasting missions: tools for audio streaming (SoundCloud, Ivoox).
  • Collaborative presentations missions: slideshows, storytelling (Google Slides, Genially, Pixton).
  • Multimedia missions: e-activities (Quizlet, Flashcards, eXeLearning, Voxopop, Aurasma).
  • Connecting and sharing: collaborative worldwide projects, online conferences, webathons, connected teachers.
  • Evaluating: online rubrics (QuickRubric, Rubistar).
  • Awarding badges: badge issuing online platforms (Credly, P2PU).


I can recommend a Playpen with lots of resources, tools and so forth, so as to pick and choose:
- Collaborative lists at Listly.
- Collaborative boards at Pinterest.

Slide 7 - Step 4. Digitally connected outcomes




Connect, connect and connect!

While you send your students on learning missions or ask them to craft activities, please connect them with peers, because, if we are not part of an educational movement and support it or if we do not encourage our learners to connect with peers, we are not giving them the full picture. And that is why whenever I am carrying out goal oriented practices, I always try to connect them with collaborative projects, as I believe e-connections are essential.

It is essential to be an up-to-date connected teacher who can bring learners close to the global world we are living in nowadays.

Professional networks of inspiring educators, ready to work in collaboration, share their ideas and findings, willing to innovate together, are the best movement to support, as well as the most nurturing environment for one's own learners to find the right path in search of becoming globally connected citizens.

Being part of a virtual community of persons worldwide is an asset for one's teaching life, and not only from a professional viewpoint, but also from a personal one, as when one feels part of connected movements, one establishes personal links too; above all, one establishes strong personal links, yes, above all; emotional rewarding relationships that help you stay focused and keep going when education goes rough, and sometimes it does go rough, doesn't it?

That's why I am proud to be part of a wide range of collaborative movements worldwide, to support and be supported by their members, to stay connected, to learn and be inspired by their awesome ideas, tips, pieces of advice and, especially, by their warmth, proximity, energy and generosity even though they are actually based at the other end of the world.

Check them at Proud to be part!

Slide 8 - Step 5. Assessment

Last but not least, as it should part of it all from scratch, is assessment. If the learning goals are clear, the assessment criteria are clear.

Swap assessment tools and assessment methods, such as


  • Peer to peer
  • Connected
  • Self assessment
  • Badges: give credit for your students’ achievements.


Here you are some links for help with assessment:




  • Why not use badges to acknowledge competencies, projects, or simply for motivation? And why not giving credit for your students’ achievements, or even better, let teams evaluate other teams, using badges too? Both Credly and P2PU offer you the means to do so. 


Consider checking my badges for illustration of my viewpoints on this matter. 

Slide 9 - Tips and more



Just click and surf for an overall glimpse of how I understand teaching and learning.

And Thanks Ever So Much For Passing By!


And if you missed it, here you are the recording:

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Monday, 27 June 2016

Textos digitalmente conectados para una metodología CLIL-ABP

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On 30 June I will be speaking about digitally connected texts for a PBL/CLIL approach at UNED.

The workshop is part of the summer course entitled 'Aprendizaje de lenguas a partir de textos digitales' held by UNED from 29 June to 1 July in Madrid.

Here you are the support slideshow I will be using on that Thursday evening from 19:00 to 21:00 Spanish time (in Spanish):




¿Por qué hablar de textos digitalmente conectados en una metodología CLIL - ABP?
Igual que en cualquier otra metodología, a la hora de aprender lenguas, de resolver problemas, de fomentar competencias AICLE, los textos digitales juegan un papel crucial, pero el valor añadido es que sean conectados.
En cualquier metodología ABP, hemos de tener en cuenta las fases del mismo y la conexión con los demás es una fase del Aprendizaje Basado en Problemas/Proyectos, ya sea para AICLE o para cualquier otro tipo de aprendizaje. Y no sólo por ser una fase de este enfoque hemos de utilizar textos digitalmente conectados, sino porque fomentar la interacción entre iguales realmente va a enriquecer cualquier experiencia de aprendizaje.

Lo que os voy a compartir en estas dos horas que vamos a estar juntos es una experiencia con alumnos de Máster de Bilingüismo en Primaria que, entre otros ejes, tiene la producción de textos digitales como un eje principal, pero en la que el aprendizaje entre pares a través de los contactos con otros es, a mi modo de ver, su valor añadido.

Los textos digitales ya sabemos que nos pueden servir para alcanzar múltiples objetivos, pero en concreto, ¿cuáles?, ¿qué objetivos de aprendizaje podemos lograr que nuestros alumnos alcancen a través de textos digitales?, ¿qué competencias clave podrán adquirir y/o desarrollar?

Vosotros diréis.

Aquí tenéis una pizarra colaborativa en línea para que añadáis vuestros propios postits con 1 objetivo a alcanzar y 1 competencia a desarrollar/adquirir mediante el uso de textos digitales: https://padlet.com/majegsm/textosdigitales (password uned2016).





Si ya tenemos claro qué objetivos de aprendizaje podrán lograr usando textos digitales y qué competencias podrán adquirir/desarrollar, podemos seguir completando el puzzle, porque aún nos faltan piezas en el puzzle.

Sigamos.

Es la hora de pensar en un producto digital a producir que evidencie el logro de dichos objetivos y la adquisición/desarrollo de dichas competencias, así que volvemos a la pizarra para editar el postit anterior y añadirle un producto digital que los alumnos pueden crear y que evidencia el objetivo de aprendizaje alcanzado y la competencia desarrollada y/o adquirida.


¿Hemos completado el puzzle? No, aún no.

Objetivos, competencias, producto. Elijamos una herramienta digital con la que crear el producto. Seguro que conocéis muchas con las que crear ese producto que evidencia los objetivos alcanzados y las competencias a desarrollar/adquirir.

Volvamos a la pizarra, editemos nuestra aportación y añadamos una herramienta digital para crear el producto.

Algunas herramientas TIC para trabajar textos digitales: http://stopandlearnenglish.blogspot.com.es/p/my-favourites.html

¿Es la última pieza del puzzle la evaluación?

Realmente la evaluación debería estar presente desde el minuto 1; desde el momento en el que establecemos los objetivos de aprendizaje, estamos estableciendo unos criterios de evaluación y esos criterios deben presentarse a los alumnos claramente y con antelación, o ¿por qué no les pedimos a ellos que también sean co-partícipes de su propia evaluación?

Último turno para la pizarra. Añadamos ahora una herramienta de evaluación para cerrar el círculo.

En el canal de Slideshare del CeDeC encontraréis un estupendo conjunto de rúbricas de evaluación para usar en proyectos de aprendizaje.

________________________________________________________________________

Todo lo que hemos hecho hasta ahora es trabajar con textos digitales: hemos planteado un objetivo a alcanzar, una competencia a desarrollar y un producto digital a crear con una herramienta TIC. Todo ello forma parte de una metodología de aprendizaje basado en proyectos/problemas, y se puede aplicar a un enfoque AICLE.

Sin embargo la metodología ABP incluye otra importante fase, y es la fase de la difusión, de la diseminación, una fase que propicia el enriquecimiento y la mejora de cualquier proyecto. Y para ello, usamos portfolios, con dos metas fundamentales: que nos sirvan de escaparate donde evidenciar lo que aprendemos y que además sean nuestros diarios de aprendizaje, en los que escribir sobre el proceso de autoaprendizaje, reflexionar y mejorar.

Por eso es importante no ver un portfolio como un simple escaparate, sino como un verdadero repositorio del proceso además de muestra de los productos.

A continuación  pueden ver conjuntos de portfolios de diferentes profesores AICLE de Primaria que han trabajado con metodología ABP:

http://stopandlearnenglish.blogspot.com.es/p/ictclilurjc-2016-eportfolios.html

http://stopandlearnenglish.blogspot.com.es/p/ictclilurjc.html 

http://stopandlearnenglish.blogspot.com.es/p/ictclilurjc-blog-roll.html

Además, un portfolio nos permite conectar, abrir nuestro trabajo al mundo para que otros puedan verlo y enriquecerlo.

El valor añadido de compartir y colaborar es egoísta, porque si no conectamos con otros pares, no sabremos si nuestro trabajo es realmente bueno o no y nunca podremos mejorarlo. Tampoco conocemos los puntos de vista de los demás ni sus proyectos si no conectamos y un portfolio es perfecto para trabajar textos digitalmente conectados. Además, es sencillo de poner en marcha. Un simple blog nos permite abrirlo y escribir, crear textos, y no sólo textos escritos, y de una forma prácticamente invisible trabajar competencias en producción e interacción escrita, comprensión lectora, comprensión oral, e incluso producción e interacción oral, además de todas las competencias clave.

Podéis echarle un vistazo a estas listas sobre portfolios, blogs, y otros espacios web para conectar:

http://list.ly/list/Kmm-crear-e-portafolios-educativos

http://list.ly/list/GLj-blogging-designing-sites-webs-and-online-classrooms

Conectar, conectar y conectar.
Ese es el valor de los proyectos colaborativos. Aquí podéis ver algunos abiertos a la participación:

http://stopandlearnenglish.blogspot.com.es/p/we-are-part-of.html



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Monday, 18 April 2016

Webmix of the week

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Humbly honoured for having been chosen 'Webmix of the week' by Symbaloo for this webmix with some apps for storytelling.



Thank you very much to Symbaloo for choosing this webmix and thinking its curation might be useful for other teachers and for learners.


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Monday, 4 April 2016

A live CLIL Choco - Talk

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On Thursday 7 April, 19:00 Spanish time, The #ictclil_urjc bunch, 2016 Edition, is having a live choco-talk about CLIL.



This live event is a crossover with the collaborative project 'Tertulias con Sabor a Chocolate' to which my Pre-Service CLIL Primary teachers at URJC are joining with the aim of sweetly debating about CLIL and how it can contribute to improving learners' emotional intelligence and making them happier people.



They will give tips, hints and will also share their own anxieties when approaching this methodology. You will have the chance to meet several speakers live, but the rest of the bunch will be curating content and spreading the word at social networks, so stay tuned for #ictclil_urjc and #chococharlas hashtags and don't miss it!

Besides, if you would like to leave questions and comments for them, do not hesitate to write below so they can answer live on Thursday.

We are looking forward to welcoming you all at our Google+ event, directly at our Youtube channel or right here:





See on Tackk



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Monday, 28 March 2016

Pitching a CLIL eProject Prototype

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Over the last weeks I have been tipping on the importance of evaluating others' work, even if it is only for inspiration, as well as the essential part planning plays when drafting eprojects that focus on CLIL.

I have also shared the alligned goal-oriented work some of my students at URJC have been doing, as part of their Master's Degree on the use of ICT and Web Resources for Primary Bilingual Education, and how I have fostered their content curation skills.

After setting up the triggering scenario, I have next asked my target audience to create a basic prototype of what information, topics and activities they would like to include in their own CLIL eproject. 

It is extremely important to emphasize, and not to forget that a prototype is a first approach to the eproject they are bound to put into practice when they become in-service teachers, so when surfing their final products, please take it for granted that this first approach is not definite. 

When one prototypes, one does it so as to reflect on it, receive feedback and later enrich it. That is why sensibility, coherence, but also speed and flow are a must. Any prototype design should adapt to change, improving and redoing in a matter of secs.

Google Docs is a neat tool to craft a mission of this type, but my target audience are free to use any other tool as long as it can be posted online for peers to visit and evaluate. Peer-to-peer evaluation is the basics of it all at this stage of a PBL approach and it should be slightly guided.

It is essential that feedback contributes to peers' being able to further improve their prototypes, so evaluators should act as mentors and assess on the basis of a set of criteria and items, a rubric, a checklist, a set of questions and so forth, to be read before they even begin to prototype the eproject (provide them in advance), for prior knowledge:

1. Learning goals

Does the prototype of the CLIL eproject have clear, motivating, realistic learning goals?

2. Language Content/Communication

Is the outline solid? Does the prototype show clear examples of what will be developed in the eproject? Is it based on analysis, curation and investigation? If so, to what extent?

3. Methodology

Does the outline take methodological aspects into account? Are those aspects well structured? Does the prototype focus on lesson timing, key competencies, resources, ICT challenges and a good schedule of activities?

4. Assessment tools and criteria

Does the prototype include clear, coherent and realistic assessment criteria and tools, which match the learning goals?

5. Dissemination means

Does the prototype include clear disseminantion means?



Right, so here we are, after having searched for inspiring work and having assessed it; after having curated content for a potential CLIL eproject; after having planned and prototyped our e-project. 

Now, what is next?
Pitching the protoype for other peers to know, love and want to join it.

Here you are the final video pitches that my 2016 pre-service URJC teachers have come up with. Please watch, enjoy and connect by commenting!

Consider getting in touch with them through their portfolios for further information and maybe joining their CLIL projects if that is your area of interest.




Follow Mª Jesús's board Pitching CLIL eProject Prototypes on Pinterest.
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Wednesday, 23 March 2016

Evaluating before designing

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Before designing any kind of educational project, or even before planning it, it is essential to evaluate works by other teachers, especially if they inspiring ones or school tested projects. 

This evaluation stage is a bridge to be crossed when approaching a Project Based Learning methodology and enriches any hands-on flipped classroom technique too.

Here you are the experience at evaluating CLIL projects carried out by a group of pre-service Primary teachers at URJC in Spain, prior to their own e-project drafting. 

The experience was divided into two steps:


Step 1. Pre-service teachers are provided with a range of eprojects and ebooks to evaluate designs and determine how they want to design their own e-project:


They are asked to consider using this rubric when evaluating edesigns and use an essential PBL checklist to test this approach against the chosen eprojects.

Step 2. The target audience is asked to choose one e-project to evaluate and analyse it in depth to later present the concluded assessment online and point out the most enjoyable design elements, tasks, skills, proposals and so forth as well as giving positive feedback and reasons for their evaluation. In order to produce their final outcome they are provided with these presentation tools:





And, finally, here you are a webmix that compiles their final digital outcomes:

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Thursday, 10 March 2016

Planning a CLIL e-project

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When planning a CLIL eproject, it is important to know various techniques and strategies that help it become successful. Consider surfing the tips and tools for outlining eprojects below for further help.









Check the lists below:


Consider looking for inspiration at various previously published eTextbooks by teacher participants in EVO Sessions on Digital Textbooks along 2014 - 2016. And check the tips for a successful ebook:

Check the strategies and techniques below for planning eprojects:



At prototyping stages, it is important to draft, visually organise and map out any project before actually creating it.


Well-designed CLIL e-projects ask students to:

• Tackle real problems and issues that have importance to people beyond the classroom. Projects emanate from issues of real importance to students and adults in the community and answer the age-old student question 'Why do we need to know this?'

• Actively engage in their learning and make important choices during the project. Projects make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.

• Demonstrate in tangible ways that they have learned key concepts and skills. Projects provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their learning and solve the problem at hand. Projects and exhibitions also provide extensive evidence of process work and self-directed learning.

Take into account these tips above and visit the Project Based Learning Guide for a rich CLIL e-project when prototyping.

Good luck and rock your CLIL e-projects!
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Sunday, 6 March 2016

Digital Literacy and Open Content Curation for CLIL

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Digital literacy is surfing the net with a critical eye. Designing a digital project, including digital resources and content in it often involves remixing content created by others.

Digital citizenship implies the responsible use of online images, texts, videos, audios and so forth. We must learn to respect copyright, and to identify where we have found images, text, sounds, videos, and so on, so we can teach our students to be respectful too.

Part of digital citizenship and literacy is that we have to responsibly use online materials. We want students to learn to respect copyright, and to identify where they found materials so we, as educators, must set an example and do what we have to do.

In order to create CLIL eprojects one will include material one has found on the Internet. We will include images, lesson ideas, articles, audios, videos and materials created and shared by other individuals. Creative Commons licensing has become a simple way for people to define how their images (and other works) can be used.

The author of the content can use the free licensing tool from the Creative Commons Organization to choose the best license. An image and text is generated for the author to post along with their content such as the one shown below.

Example:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Surf the links below and find Creative Commons resources that might be useful for CLIL eprojects as well as interesting links to learn more about digital literacy.

Feel free to contribute to the social lists, too!




Public domain resources are free and can be used without any restrictions. Public Domain works are those which: go into public domain because they lack copyright or their copyright is out of date their author has granted them to the public domain. Although they are completely free and do not need to be attributed, it is always advisable to cite the source.







In order to reflect about which attitudes one needs to develop digital literacy, it is extremely important to interact and share common knowledge, as well as to be aware of responsible use policies. It is time to begin thinking of Open Educational Resources and doing the right thing.

That is why at the Master's Degree for The Use of ICT and Web Resources for Primary CLIL Teaching, we have opened a Bank of Common Knowledge for CLIL e-projects and are contributing to gather Open Educational Material that might be later integrated in classroom practices.

If you are interested in contributing, feel free to ask for and invitation and become a collaborator of our Open CLIL board.


Follow Mª Jesús's board Open CLIL on Pinterest.
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