MedDiet4Health
Twinspace Project Management
This activity includes:
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The designing of the TwinSpace project pages
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Activities based on the co-developed course that were held there after its official launch (Module 1, Module 2, Module 3)
All of the virtual activities that were used in eTwinning (ESEP platform) were managed by TwinSpace. There were involved 15 teachers and 113 students (ages:16-62) from two Greek Vocational High Schools, a General Education High School (Slovakia) and an NGO(Turkey) which also involved its members (teachers and students) from Namık Kemal Anadolu Lisesi, to multiply the project’s outreach and impact.
Through monthly on-site and online activities in national and transnational teams with mentor teachers from the partner schools, we were able to connect, communicate, train each other through online meetings and exchange of ideas, develop our collaborative project, and accomplish our objectives.
01
Netiquette-Code of conduct
"Etiquette in technology", colloquially referred to as netiquette is a term used to refer to the unofficial code of policies that encourage good behavior on the Internet which is used to regulate respect and polite behavior on social media platforms, online chatting sites, web forums, and other online engagement websites. The rules of etiquette that apply when communicating over the Internet are different from these applied when communicating in person or by audio (such as telephone) or photographic phone. It is a social code that is used in all places where one can interact with other human beings via the Internet, including text messaging, email, online games, Internet forums, chat rooms, and many more. Although social etiquette in real life is ingrained into our social life, netiquette is a fairly recent concept.
It can be a challenge to communicate on the Internet without misunderstandings mainly because input from facial expressions and body language is absent in cyberspace. Therefore, several rules, in an attempt to safeguard against these misunderstandings and to discourage unfriendly behavior, are regularly put in place at many websites, and often enforced by moderation by the website's users or administrators."
Source:Wikipedia
eTwinning’s spirit is based on mutual understanding and respect. Thus, we all had adhere to, and comply with, the following core principles, in line with the European Union’s Fundamental Values and general principles as these are described to the eTwinning code of conduct:
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Be inclusive & show sensitivity. Everyone’s opinions and views are always welcomed and allowed within the boundaries set in this Code of Conduct.
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Be respectful and supportive when dealing with your peers and interacting with one another. Thus everybody will feel comfortable and safe, but also motivated and productive.
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Be kind and don't insult or put down others, or incite violence against your peers based on their race, ethnicity, national origin, religion, sexual orientation, or gender, and/or as a member of a country, group, or minority.
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Be polite and friendly in all forms of communication – especially remote communication, where opportunities for misunderstanding are greater.
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Be tolerant. Disagreement is inevitable, from time to time. Tolerance for the views of others drives the pragmatic approach encouraged in this community.
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Be careful and responsible while use the internal message system (twinmail, forums).
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Be careful with the content you upload to the twinspace.
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Be aware of your peers' (or colleagues') posts; Spend at least 15 minutes each day studying or reading those at home.
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Provide feedback with comments on each other's work.
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Provide meaningful and appropriate products (or activities) in each task.
02
Use of Technology- Web 2.00 and AI Tools
This project was developed with and by the students! Thus, it was important to identify what and how they want to learn. We asked them to help us to identify and suggest Web 2.0 tools that can enhance our project's implementation so it will be more engaging and effective.
Students were asked to think of a web-based tool or application that they believed could be beneficial for our project. This could be a tool for collaboration, communication, research, content creation, or any other aspect of our project. Then, they shared
suggested tool in a post to the following padlet, including the following details:
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Name of the Tool
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Brief Description
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Link to the Tool
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Explaining of the teaching and learning benefits by addressing the following points:
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Teaching Benefits: How can this tool help teachers in delivering content, managing the project, or facilitating communication?
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Learning Benefits: How can this tool enhance your learning experience, help you collaborate with peers, or make the project more interactive and engaging?
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03
Curricular Integration
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The project followed a clear multidisciplinary approach, combining general knowledge around food, health, and environment but also vocational knowledge and skills regarding Food Technology, Principles of Food Processing, Food Hygiene and Safety, Health and Nutrition, etc. Besides the above example subjects it was also integrated into subjects, such as:
1. English language and Specialized English were the project aligned with textbook units dealing with food, health, global issues, and problem-solving. Through a CLIL (Content and Language Integrated Learning) approach, students improved their vocabulary, reading, writing, and speaking skills while engaging with real-world topics related to sustainability and nutrition.
2. Literature, by reading and analyzing excerpts that refer to the broader cultural context in which the Mediterranean Diet and food in general, dietary habits in space and time (customs in the life cycle, national and religious celebrations, cultivation practices for Mediterranean Diet products (e.g. harvest, summer) as well as environmental issues related to nutrition
3. Mathematics were used to the analysis of dietary habits in Mediterranean countries and their comparison with other global dietary practices in terms of sustainability and health prevention,, and the compilation and analysis of MedDiet Score- a questionnaire regarding adherence to the Mediterranean diet
4.ICT and Informatics were mostly used for searching and evaluating the information regarding the Mediterranean Diet in online sources; use of web2.00 tools for the visualization of the results in the form of posters, infographics, comics, etc.; use of collaborative platforms; preparations for the online events ad meetings, etc
Cooperation with other colleagues teaching sociology, economy, biology, chemistry also helped us to implement our STEM activities in a more engaged and efficient way and to achieve our goals. To this also helped our cooperation with cultural associations, dietitians, doctors, universities, etc.
04
Educational Approaches
The project aimed to develop students critical thinking, digital literacy and a deeper understanding of sustainable food systems, using the Mediterranean Diet as an educational framework that links well-being, cultural identity and sustainability. It aimed to build students’ capacity for health-related decision-making through nutrition literacy, while promoting vital 21st-century skills (collaboration, creativity, communication, problem-solving),to prepare students for future employment in the food sector through foundational knowledge, practical skills and exposure to real-world professional practices.
In pursuit of these objectives, we employed inclusive and student-centered pedagogical approaches (PBL, IBL/IBSE,STEM and CLIL) to foster active involvement, critical exploration and learner autonomy. Students engaged in small-group work and transnational teams using Web 2.0 tools. They carried out independent research through guided WebQuests and open-ended inquiry tasks. The digital course consisted of 60 WebQuests and 20 extra for awareness days all designed in accordance with Inclusive Digital Education and Universal Design for Learning principles. Beyond classroom activities, students accessed content at their own pace through inclusive and assistive technologies (ie text-to-speech and video-to-text tools) within a safe and supportive learning environment. Mentor teachers from partner organizations played a key role in facilitating learning both locally and in transnational teams. A variety of activities were carried out including hands-on experiments, outdoor learning experiences during mobilities(Schools Go to University, Food Industries), debates, role-playing, expert-led workshops. In addition, they actively engaged in campaigns such as Scientix (SDC24), FEE24 and EWWR24, advocating for healthy living and environmental responsibility. This multifaceted and inclusive approach encouraged students to take ownership of their learning and bridged school knowledge to real world applications.
