Heroes and Cultural Identity Project
Project meeting: Rome, 14-19 April 2009
REPORT OF THE COMENIUS 'HEROES AND CULTURAL IDENTITY'
PROJECT MEETING HELD IN ROME, ITALY, 14-19 APRIL, 2009
| The following teachers were in attendance during the week: | |||
| From Scotland | Donny Gluckstein | Penny Gower | John O'Neill |
| From Italy | Cristina Fuga | Marzia Zabbatino | Michele Minenna |
| From Norway | Astrid Myskja | Einar Stølevik | Odd Dahl |
| From Slovakia | Renáta Kelemenová | Henrieta Martincová | Andrea Macáková |
| Silvia Miklisová | |||
| From Poland | Oktawia Gorzeńska | ||
| From Turkey | Serkan Erenler | Serpil Doğanyiğit | Şenay Vanlı |
| Ahmet Gökçen | |||
| The following students were also in attendance: | |||
| From Scotland | Dorota Rzetelska | Rob Kane | Davie Mackie |
| From Norway | Elin Sofie Skaar | Stine Fossum | |
| From Poland | Małgorzata Maliszewska | Magdalena Borwanska | |
| From Turkey | Nihan Boz | ||
Report of the meeting - Day 1
After a welcome from our Italian host the coordinator ran through the
agenda for the three days. The Principal of Cattaneo also gave a welcoming
address stressing the value and importance of the project to his school.
The first day would begin with presentations. We were going to have an
Oscar-style ceremony. After the presentation had taken place the envelope
with the voting results would be opened and the winner announced. The
first day would be all about what the students have done.
The second day would look back over the last three years. The focus for
day 2 would be on the pedagogical aspects, with the teachers talking about
what we have learned, both positives and negatives.
Overall we would need to remember that as the final meeting we would be
presenting our work to the different national agencies. They would want
to know that the money given had been well spent and that there was a
worthwhile final production. We would also be looking at disseminating
the project to others.
Students from Poland, Turkey, Italy and Scotland then made their presentations
to the group. Teachers from Slovakia and Norway presented their students'
work. Prizes were given out as follows:
| Country | Winner | Runner-up |
| Poland | Polish Traditions | Heroes of 'Stones of the Rampart' |
| Slovakia | Irena Sendler | Mat'ko Sykora |
| Norway | Galen | Guy Fawkes |
| Turkey | Nasreddin Hodja | Mehmet Okur |
| Italy | Peru and Italy | Italian Technology |
| Scotland | Marshall and Warren | Davie Mackie |
A spreadsheet can be downloaded that shows the full breakdown of the voting.
The presentations are all on the website and will remain there.
After this the teachers gave brief presentations of their work since the last meeting in Slovakia.
Italy
Over
the last year we only dealt with the issue of cultural identity as we
were working with the same students and they had worked on heroes already.
Cultural identity was useful as a concept because it could be used in
exams.
We asked for 10 words to describe multicultural identity as we have students
from Asia, S America and Africa, adding identities to identities. No rules
were set, Students wrote what they felt.
We looked at macro-areas - family, food, monuments, historical characters,
and the words addressed these. Then the students were asked to identify
some period of Italian history or industrial production. They were asked
to create a PowerPoint presentation, either singly or in groups. They
weren't obliged to follow any fixed pattern, just something to let others
know what they meant.
Students were able to use this in their final presentation.
Scotland
A
presentation on the work
of the science students was given.
The work of the trade union health and safety students was then described.
These students were working in industry, in nurseries, as technicians,
lecturers in colleges, bin collectors… They all fitted the theme
of being 'working class heroes' as in the John Lennon song, because through
their work it is estimated they reduced workplace accidents and fatalities
by half.
The students were also modest. They voted for who made the biggest difference
in the year, but no-one voted for themselves.
Norway
The
project was different this year because the freedom we had in the first
year had gone. This was the third year for students and so their focus
was very much on higher education. Therefore the project in both English
and Biology had to fit in with the curriculum.
Poland
We
put together a chronicle
of the three years of the project. This includes European impressions.
We worked through the European School club, but all the students in the
school voted. The theme of the project fitted in with the concept of 'The
EU in Poland, Poland in the EU'. Students of Polish, English and history
worked on the project.
Slovakia
We have followed a definite line of progress over the last two years. In the first year students were not limited or restricted in the way they dealt with the project. The same was true in the second year. They enjoyed going to Istanbul and making their entertaining and funny presentation there.
It was not so easy in the 3rd and 4th years as the students had already done many of the project activities already. So we concentrated on cultural identity plus a presentation. The task was set in September to be completed just before Christmas.
There was a huge number of compositions and presentations made - over 200. So 12 were chosen for school voting. The subject for the hero had to be someone not from Slovakia but any other country. Examples were Dante, Verdi, and John Paul II. Some of the choices were for international personalities like those already mentioned. Some were for heroes that were not so well known, one example being Irena Sendler.
With the international vote we did something new - we brought parents into the project. We emailed them telling them the aims of the project, and asked them to vote on it. One good aspect of this was that the presentations had to be translated into English by the students for the parents. They voted by hard copy or electronically. One additional benefit is that future international projects will have parental support.
Turkey
This
was the 3rd year for the students, and it is a hard time as they are preparing
for university. We tried to make the presentations the result of a discussion
group rather than individuals. In the end, as you saw, we had a sports
hero and Hodja, an interesting typically Turkish historical character.
Coordinator
The coordinator made a short presentation saying that the project had been a joy to do. He contrasted it with other projects he had been involved in which had run into difficulties. There can be such differences between cultures, between school cultures, national cultures and personalities that it is hard to keep everyone cooperating.
The project worked well because everyone adapted the project to their own needs, but at the same time there was still a sense of common work which never disappeared.
BREAK
After the coffee break there was a discussion period. The Italian partner
talked about how cultural identity can have positive and negative sides,
one negative example being the mafia and its victims. There was a discussion
about whether the banks and the crisis they have caused are part of a
country's identity. So cultural identity can be complex. Our student who
won did his presentation on the double identity of someone who came from
Peru but lives in Italy. Another student felt Italian but also Somali.
We used examples of music and recipes to get this across.
Some of the Italian students did not like the concept of heroes at first
because to them that meant figures from history. But they came to see
heroes as ordinary people who do extraordinary things.
One useful experience for our students was to go to Istanbul. Our students
take a cultural pride in Rome, so they had a surprise to find other young
people in other countries no so different from themselves. They learned
something - that European culture is a very good thing. One strength of
the project was that when we said something the students would ignore
it - 'they're just teachers' - but now they were learning about the European
dimension for themselves.
Slovakia has not been part of Europe for long and is a new country and not so globalised. Therefore students initially were nationalistic and chose only Slovakian heroes. But later they progressed to international heroes. They too found that students are the same everywhere. Before the meetings they were worried. They thought, for example, that the Norwegian students would not like to stay with them as they might be poorer, but there was no problem at all.
Participants from Norway and Turkey talked about the interesting experiences that their students had had during the meetings. They noticed differences in the way people greeted each other in different countries - kissing, hugging, nodding etc. Students in these countries now feel much more that they belong to the world. Turkish students were thinking for the first time about studying abroad. Students from the different schools were keeping in touch with each other and had new friends. They were learning to cook different kinds of food.
There was a general realisation that national culture also meant being open to the world. But there was another side - culture could also mean everyone watching the same American stuff on TV.
In Norway the students did not like the concept of heroes at first. They wanted something more egalitarian. But when they caught on to the idea that this represented their personal interests, such as Bob Dylan, and did not have to be about Norway it worked better. The same applied to cultural identity. Our students' cultural identity is represented by things like facebook, or people with the same taste as them in music, clothing and so on. They are the products of a nation, but the students think internationally.
For Slovakia the word limit restriction led students to go for 'national'
heroes, actors, politicians, and so on in their first year. In the second
year this had advanced a little, and without asking, just before Istanbul
students chose to do work around food. By the third year we had moved
on from doing our own culture and now students were asked to do anything
but Slovakia. They were forced to learn about other countries.
Poland had had a similar experience, but the students did a film about
Polish customs. Every region has its own customs (some of them unknown
to the teachers). These are not just related to religion. Things such
as the idea that you should wear red before an exam came up. Other students
had for the first time to think about new people and events such as Barbarossa
and Attaturk. They did not realise that Janacek was Slovakian, and so
on. Classes prepared posters devoted to the different countries and found
interesting information.
At the start in Turkey we had some difficulty defining cultural identity. Was a hero someone who was traditional, or someone who changed the country? We also looked at the issue of new cultural identity, the modernisation of the state. So in the first year it was Florence Nightingale, but then it moved on to female airline pilots and so on.
Day 2
The second day started with 5 minute presentation for each country on pedagogical aspects of the project.
ITALY
The
project here integrated history, English and ICT. Over last year it had
been made part of curriculum because it could be used as an element in
English. Students were evaluated on PowerPoint presentation, involving
ICT, and English. Themes chosen included food, technology, monuments,
change in families and change in Italian culture. This led on to the idea
that there was a new generational culture such as graffiti. That is not
especially Italian, not necessarily all good or bad, but is part of identity.
The project extended school curriculum, but was completely different from
other things they did. We left students free to choose. The project was
very flexible. This was running a risk, as we did not impose ourselves,
but we were happy with the result. We have never had such an interdisciplinary
approach before.
Problems - lack of time. It wasn't possible to change the timetable. How
to squeeze project in? There was a difficulty if the computer lab was
not working. Would the students be able to use English? They were and
they grew in confidence.
Benefits - we were given different points of view. Students reflected
on this part of their life. Cultural identity is not the same as national
identity.
The teachers were very happy. The project helped us understand our students
and a sign of success was that new students wanted to join. The results
were better than expected, for example the Peruvian student who got into
the international vote.
Benefits for the school were the creation of lots of materials that are available to others if they want them.
NORWAY
In
the middle of the project we forgot how wonderful it was. We were only
reminded of this when a teacher training student came and commented on
how helpful it was in teaching English. It was a good method.
During our first year we left students free (because it was their first
year). However, in the second year there were more restrictions, and by
the third year the curriculum meant things were very restricted. Their
projects had to be on British history. But they were free to choose one
figure. They did not have to be admirable, examples of Cromwell and Thatcher
were mentioned. But the students had to ask why they were important. Why
were they an anti-hero, or a hero?
The students could do PowerPoint, film or oral presentation, and then
had a question and answer session. So the project fitted well.
In the biology class the students had to give a written report. The history
classes used film and creativity.
Benefits - it was fun making films and depended on the students' own creativity
(unlike written tests). They could think about music, colours and so on.
Often school seems to be only concerned with the brain. But other aspects
of the personality could be expressed through the project. It was great
to bring students to the meetings. An example of this was the swap with
Slovakian students. Our students came back and gave a presentation to
the rest of the school. This brought out the international aspect.
Problem - how to fit the project in to the curriculum. Students want grades,
and so for the project to work it had to feel relevant for exams.
Language - we thought this might be a problem for biology students, for
example, but they were able to overcome this.
It was good for the teachers to go abroad, but this proved a problem for
the school as a whole. It was difficult to involve anyone outside of the
group who travelled, and so we could not easily make it a whole-school
experience.
Overall, though, the project was wonderful for us and for the students.
A rich international experience. The topic was versatile and the idea
a very good one.
TURKEY
At
the start we thought that the project would be easy and simple. At first
students would not join as they did not see any benefit. But after the
first meeting in Poland it was like a volcano had exploded in the school.
Everyone wanted to be involved. So we kept to the original 36 students
but lots of others became involved through sharing and talking about it.
Everyone was very happy with it and thought it was great.
An unusual thing happened. Usually we had difficulty getting our students
to work, but on the project they were self-motivated. Students I did not
know would come up to me and say - 'I have a hero for you'. I would ask
who they were and why they were approaching me, and they would say: 'You
are the boss of the project.'
Language was a key point for the project. It was helpful in developing
their skills. The literature teachers helped with punctuation. The ICT
and music teachers also helped. The project fitted in well to the curriculum.
The project also introduced PowerPoint to the rest of the school. Now
the biology teacher lets the students do biology PowerPoint presentations.
Challenges - the students wanted to do something, but they didn't know
how to. It was hard to help everyone. We made the presentation part of
their term work and something which helped them pass the year. ICT was
a difficulty. Many of our students had no computer at home, so they had
to go to internet cafes. But when they did an unusual thing happened.
Normally they would play games. Now they were using their time to prepare
presentations.
Benefits. The students realise that they are not alone in the world. They
realise that they can travel or study abroad. One student says to me:
'I want to go to Australia'. Why, I ask? 'To study English.'
It was beneficial for the teachers to be in the meetings. They felt that everyone was valued there and so were very happy. It was great to meet so many different people and be part of a large project like this. It also improved our English.
Problems - it was hard to justify to our school that we should be away for meetings, but when the school administrators saw the result of our work their thinking changed. The province wants to continue with new projects, and our school is often mentioned now.
POLAND
The
project was used in Polish, English and History classes. We used a
variety of means to publicise the project such as posters of the heroes.
The voting system also involved many people. We discussed the difference
between heroes and celebrity. Before, the students did not see any difference.
The project also helped teach democracy and tolerance of others.
The main difficulty was to do with finding enough time and handling the
technology, especially the online voting system at school.
The benefits of the project were that we learned of other cultures. The
winners really enjoyed travelling to the meetings. We were able to involve
the parents. One lesson we learned was that a united Europe did not mean
losing one's culture.
SLOVAKIA
The
project brought us a lot, not just pedagogical, but in all other aspects.
Although our systems of education are different, we have something in
common such as timetabling and integration into the curriculum.
The issues of identity, heroism and ideals are part of our national curriculum,
so the project fitted. In the last three years our educational system
has been changing. Now schools prepare their own school curriculum, so
this helped us integrate the project. There is a strict timetable plan,
but flexibility to allow teachers to use the project as and when.
Our second year students had heroes as part of their textbooks which was
helpful. One good aspect of the project was its interdisciplinary character.
Languages could cooperate with accounting. ICT linked in to everything.
We were able to use lots of pedagogical methods - individual work, group
work, research, discussions and presentations. They were all evaluated.
It was hard work, but worthwhile because you could see the results.
We discovered what motivates students. Before this student presentations
were unusual. Now PowerPoint presentations are popular. If we talk about
the environment the students say: 'can we do PowerPoint?' For teachers
it is great to see students using a foreign language. We are not teaching
them the passive tense and so on. They really see language working.
For students the benefit is in the use of ICT and how to study and research
individually. Before students just expected to repeat what the teacher
said. In the first year the students were shocked by the idea of doing
a presentation. They kept asking: 'how do we do this?' Now they know.
This is a great benefit.
They also learned democracy through the voting system. In the first year
there were problems. Students voted for their friends. In the second year
that changed. They understood what the project was about and had learned
a lot. The students who had travelled abroad told everyone about their
experience and wrote up accounts of what they had done.
SCOTLAND
One
example of our work is heroes
of science and society. It was important to make the link between
science and society because many students do no do so. The project meant
they had to integrate both, and this fitted into the curriculum.
The age range of the students involved was 16-30 and they were very diverse.
There was one each from India, Pakistan, South Africa, China and Japan,
and two Polish. They also had diverse abilities - some with degrees, some
with no school qualifications, and they were seen during only one academic
year, but the project proved adaptable to this.
The students were very motivated because at the end of their course they
would be going to university. Though diverse they all got on and a Polish
student was elected as the winner. There was a surprisingly wide choice
of heroes, and this was a sign of self-motivation.
The presentation meant they had to integrate communication and ICT so
as to be able to do PowerPoint. Beforehand some hardly knew how to use
a keyboard. The project linked science to actual scientists. This was
good, because often that is not the case. We take the antibiotic but don't
think where it comes from.
The main challenge was lack of time. Last year when we did this there
was lack of interest, but this time things flowed.
The benefits were:
- Investigative skills
- Report skills
- English skills (especially for overseas students)
- Citizenship - an understanding they were members of a wider society
- European dimension - that the EU's Comenius scheme provides funding to enable us to be good Europeans.
ICT
A report from Harry Kogon who maintains the website was looked at and discussed. Some of the key points included the way the central website worked alongside the websites of each participating school. The links between them meant that the project appears high in the rankings of many search engines such as Google. This helps disseminate the project to a wide audience. It was noted that any student who has been mentioned in the project or contributed can put a search for their name and it will come up within seconds.
The project had involved students in using ICT in many different and imaginative ways - PowerPoint, music and video software, animation tools, YouTube, forums, web design software, email and instant messaging.. In discussion this was also stressed by the teachers.
There had been some problems with electronic voting, probably due to lack of easy access to computers at the appropriate time. However, voting had been a useful motivational tool. The forum had had problems due to spam.
Students had shown high levels of ICT skills, and there is evidence that these skills advanced by participation in the project itself. The project and the linked web sites will continue after the project ends, although the domain name will cease to exist. This means the project will have a permanent legacy.
At the end of the ICT discussion, a big vote of thanks was made to Harry by all the participants.
Workshop discussions
Italy - we never made a distinction between heroes and cultural identity. At the beginning it was difficult to think about the quality of being a hero, not be just a historical character or a Nobel prize winner or a national hero. We looked at heroes in the first two years. Later we had unknown heroes, family heroes, private people, victims (of the Mafia). This helped people find ways of expression themselves, of talking about people who had the courage to do something.
Scotland - at the beginning it tended to be very prominent people like Darwin, but now the choice is much more diverse.
Slovakia - this developed in different ways. At the start students only looked at 'important' people, then everyday heroes, then personal links. Eventually students were voting on the quality of the presentation as well as the hero. Interestingly in our project the best presentations often came from the 'worst' students. By the third year students chose their personal heroes.
Norway - the difficulty was to fit this into other parts of the curriculum. At first the focus was on English, not biology, but that changed. One important part was the use of specific ICT skills - telling a photostory.
Slovakian teachers noted that boys tended to choose sporting heroes, while girls tended to choose princes and writers. We had three lessons in which they worked on this through PowerPoint. I was not happy with the first lesson, but by the third I was very pleased and proud of my students. The method was useful, they influenced each other.
Scotland - in the first year the students worked on this alone. But this time an ICT lecturer helped with the PowerPoint, and an English lecturer helped with the words. That was an interesting evolution. The students were proud that all of Europe would be seeing their work and they grew in confidence.
Turkey - students had real difficulty with English. But later they discovered that they could, after all, communicate in English. Sometimes they would prepare something in Turkish first of all and I would help them with translation. That way they could express themselves. Now they are not only looking at historical heroes (where you can find English on the internet regarding them), they are looking at private heroes and are more self-confident. The students now talk in English and believe in themselves. They can do something useful with the language.
Report back
At first the students picked only 'important' people. But later the students
expressed themselves, gained in confidence, learnt ICT and became enthusiastic.
We say that they changed and we changed along with the students by using
the process.
We all worked in different ways, but reached the same conclusion. The
Turks had difficulty in identifying cultural identity. Later on this developed
and they chose, for example, female heroes, or international heroes .
Norway and Scotland found the concept of heroes uncomfortable, so they
looked for universal qualities of hero rather more.
CONCLUSION
The important thing was that the students came to respect different cultures and their diversity. Project meetings helped here as the students learned a lot. Students learned different songs, to eat different foods - they learned how each country has a different identity but we are all the same.
Day 3
EVALUATION AND DISSEMINATION
The meeting looked at the results of the evaluation questionnaire which was given to students. The coordinator ran through the results. It was noted that all the results were positive and it was agreed that this questionnaire was a useful tool. It was agreed that the 5 point scale was the best way of devising a questionnaire.
The question that was the least positive was question 4 which asked how the student much the project had improved them as a person. It was generally felt that perhaps this question was rather ambiguous.
It was commented on that the evaluation process had had to be rather rushed, and the suggestion was made that in a future project evaluation should take place before Christmas as well as at the end. This would give time to discuss the outcome with the students themselves.
There was a discussion about the different ways that students approached the questionnaire, and question 4 in particular. In Norway this would have been seen as 'moral improvement' and this may have been too high and philosophical for students. The approach to the questionnaire said a lot about cultural identity. Even within Norway Trondheim is famous for not complaining, or bragging, or not being positive about one's identity.
The Slovakian teachers thought that the general mood of students was to be critical of everything, especially school. Therefore they tended to go for a middling answer to number 4. The students are modest too and so don't want to say they were improved. The students used a special strategy here.
The Scottish teachers had not explained the questions because this would influence the answers, but there had certainly been improved presentation skills and increased self-confidence.
Italian students did not like to be compromised, so that did not want to say yes, but did not way to say no either. Maybe their answer to question 4 did not reflect reality, because they did not want to admit they had made so much progress or achieved the best results. Perhaps students are not the best people to evaluate themselves on this question. They perhaps did not realise how much they had improved. A lot depends on self-confidence which had developed in the last 3 years. Some students were shy, but generally the answers were positive.
One teacher said that question 4 would have been difficult for ourselves as teachers too. To say we had improved through the project would suggest that we were not very good before it. You need a few years distance from the project to judge what long-term effect it had on yourself.
The Turkish school had had the most positive results of all. Why was this? There were 36 students in the group. Some followed through all 3 years, but most had joined in the last year. The teacher gave out the questionnaire and left them free to fill it in. Outsiders who wanted to join could use it too. Comments like 'we loved it' and 'can we do it again?' were common. This was something new, something outside the routine of school life. There was a huge impact on all the students who went abroad and they spread the word. Perhaps it was also a reflection of Turkish personality. Norway is perhaps more restrained in self-expression.
The Polish teacher thought that the students had perhaps not understood everything in the questionnaire, and such evaluation was new to them.
Moving on to other questions, the 10% of Italians who gave negative results to question 1 - did you learn anything new about your hero? - may have done so because they lacked confidence in English. In future it would be better to have a mid-project evaluation, not just at the end. So on a two year project this would be at the end of the first year. That would enable one to change things. At the very end of the project it is too late to change. But there was always a problem of timing for projects. Activities needed to be crammed into a narrow period and it was difficult to cope with all the demands on time. This may have influenced the results.
A Scottish teacher suggested that such evaluation forms could be very useful, as long as they were not seen as a criticism of the teacher. It gives the students a feeling that they are in control of the project.
The Slovakian teachers gave out the questionnaire without explaining the questions in any way, because they did not want to influence the students. But this may have been a problem if the English was not well understood.
Scotland - The whole school evaluation had not yielded much in the way of results. However, there was useful feedback from external agencies. We found that feelings towards the project were initially sceptical from management. However during the course of the project the attitude had changed and was now very positive. The project was an important part of the International Week event was being held in the College, 11-15 May. There would be stalls presenting the project to the student population generally, and our project was the only one of the many international projects being promoted in this way.
There had been articles in the school newspaper as well as articles in the Edinburgh press on aspects of the international work of the project. The website was very easy to access and use and this helped dissemination. The health and safety reps involved in the project had attracted the attention of the head of Trade Union Congress education in Scotland and the response was amazingly positive. He had wanted to have union reps voting right across Britain, but we had to explain this was not possible. His feedback into the College had led the department to get a pat on the back from the Principal. It was suggested that positive comments generally should be fed into the website.
The Italian partner noted that this project should get high marks because of its character, the high level of involvement and the way that it met EU criteria. Earlier the Principal of Cattaneo had visited the meeting and noted what an excellent project he found it to be, and how important it was for his institution to be involved in projects like this. The school had had a rigorous audit from the Ministry but the project had passed.
The Polish teacher said that there had been a report from the national agency and that the project would be offered as an example of good practice to all schools in Poland.
It was agreed that each school would send in a report on external responses to the project (if any) by June.
In Turkey the project was becoming very important. It had widened experience of the EU and improved skills. At the end of each year a report had been sent to the local and national authorities. Important figures from the Ministry of Education had come to the school as a result. We have stands in competitions with other schools. Dissemination also was achieved within the school, in other schools and in the students' families. Parents visited the school for pupil/teacher evenings and this helped dissemination. PowerPoint slides, boards and a slideshow were set up for such events. The Ministry of Education was frequently asking the school to make presentations of the project to provincial events in Istanbul. The school now, finally, had a good internet connection and the project had its own link.
For Slovakia the national agency meeting in Bratislava had shown real appreciation of the project. It had been entered into a Comenius week competition, but the result was not yet known. At the beginning of the project we asked the school council, parents and local council to be associated members. They had shown lots of support. There was regular information on it in local newspapers and in the national student newspaper. The school newspaper is read by parents, and so the project was known in Nitra. The school was preparing a multi-media CD on the project with comments from students included.
For Poland the
project was a great experience. There had been problems with communicating
with foreign students and with the voting system, but dissemination had
taken place to the school and community, the local newspaper, a Catholic
website. The national agency saw this project as an example of good practice.
At the Comenius conference we gave a presentation and during school open
days the project had a stand. It had also been covered by the school newspaper.
In a Polish competition the students in the project had met an important
woman who was well-known for her role in Europe. The Polish students had
developed and Polish/English version of the website reflecting on the
project.
In Norway website access was very important to students and teachers.
There was an international project website where Heroes and Cultural Identity
was shown. It is through an electronic portal that many school processes
are managed. 25 schools login through the same portal, and with around
1000 pupils per school this means that information about the project will
have reached some 25,000 people. Teachers in other schools had talked
to us about the project, so they learnt of it from the portal.
The meeting ended with a discussion about possible future projects and
a big vote of thanks to the Italian host.
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