LIP 5 Primary in 2005-06 was a training course for teachers of basic comprehensive schools, grades1-9.
Teachers in Finland filled in the application form in the Internet. Foreign partners who liked toattend to the LIP course filled in another form in the Internet, the content of which was submitted tothe course leader.Those who liked to be partners in the LIP 6 Live Online course attended to pilot sessions in theschool-year 2006-2007 where the use of live online rooms was shown to them in a practical way.The course participants were introduced in the eJournal LIP 6 Live Online, which was the commontool of information and communication between attendants, as well as the gateway to live onlinerooms. The same eJournal was the central tool of information and communication when the courseLIP 6 Live Online started in the autumn 2007.
Objectives of the course?
The LIP training format was part of eJournalism, a holistic approach to project-based eLearningPbeL. Teachers engaged in methods of networked collaboration and of international partner projectsin order to improve their own teaching and to make learning processes more and morecommunicative. The e-journalistic approach has many advantages. The authenticity of communication adds motivation. One learns a lot beside the foreign language: pupils learn cross-cultural understanding, better skills of information and communication technology (ICT) and of distant learning in written and oral environments both synchronously and asynchronously.
How did one work in the seminars?
In the first f2f seminar the Finnish participants were instructed to use the eJournal, a most adequatetool for partner projects in the Internet. At the same time they started their partner projects.Participants learned to know about project making in the Internet and about working in the net withtheir pupils. They participated in live online sessions between the seminars. The further seminars,either one or two, included checking how projects were proceeding. More advice was given to the participants how to continue their international project work. Completing the project and itsevaluation were new topics treated in the last f2f seminar. The participants discussed the projectmethod and learned more about it. They also evaluated how the LIP course had been run and what ithad meant for their own work. Foreign partners were informed and instructed by the Finnish participants, which strengthened their adopting project methods.
What did one do in the Internet?
Partner projects were carried out mostly in an asynchronous collaboration. The Finnish colleaguesworked in teams in eJournals, and they had one or more foreign partners in each journal. Partnersorganized their lessons so that there was enough time for pupils to write and publish their articles inthe eJournal. In the beginning, participants instructed their students to work in an independent wayin the eJournal. Online sessions in the computer lab were needed, at least at the beginning of the project work, for giving pupils and students instructions.After pupils knew how to work in the eJournal they were able to go on working in an asynchronousway, carrying out their assignments. Drafts of texts were also written and corrected on paper. After that pupils turned their texts and images digital off-line. Only some online time was needed for their