In Italo Calvino’s Invisible Cities novel, Marco Polo describes various cities through some of their objects to Kublai Khan. The two characters communicate using each their own language, which leaves room for different understanding of the descriptions. In this modern, real-world version of the dialogues between the explorer and the emperor, eTwinning astronauts from different countries unveiled the secrets in cities hidden from plain sight, using mathematics, geometry, astronomy, ICT, but also a language that was native to some and foreign to others.
The project etwinautas en las ciudades (in)visibles / etwinauts in the (in)visible cities is built on the first stones that form a bridge: an eTwinning project work from last year “Mathematics for travel to the (in)visible cities”. Based on the experience of this project, an interdisciplinary group of teachers created a learning community where students from Spain, Czech Republic, Italy and Norway had to explore certain UNESCO cities and UNESCO heritage monuments from multiple perspectives. Watch the video below:
What was the biggest benefit for students participating in this project? Collaborative work formed the arch for the bridge to stick together. On the stage of eTwinning European Prizes, the founding teachers said: “I think that the best benefit was to use the language in a real context of learning and to realize that all subjects they study at school are inter-connected. The best that we got from the project is that now we are not partners but very good friends.”
What does the jury think about the project?
The activities were mainly organised in international groups, thus fostering communication and real collaboration between the students. Another interesting idea was to include “veteran” students having participated to an earlier project and who helped the “beginner” students… Another important point when looking at the project as a whole is that one gets the impression that the students had fun working on the products, were motivated and actively participated in all the stages of the project. Finally, the partners evaluated the success of the project by asking the participating students to give their feedback in a satisfaction survey.
Mª del Carmen Buitrón Pérez (CPI Viaño Pequeno, Spain)
Olga Martínez Cancelas (Klasické a španělské gymnázium, Brno-Bystrc, Czech Republic)
Laura Locatelli: ISIS “Oscar Romero” (Albino (BG), Italy)
Alice Morrisová: Klasické a španělské gymnázium, Brno-Bystrc (Brno, Czech Republic)
Emilia Badenes Ayestaran: IES Marc Ferrer (Formentera, Spain)
Giancarlo Cavagna: ISIS “Oscar Romero” (Albino (BG), Italy)
Javier Vaño: IES Marc Ferrer (Formentera, Spain)
Maria Riera Guasch: IES Marc Ferrer (Formentera, Spain)
Markéta Zachová: Klasické a španělské gymnázium, Brno-Bystrc (Brno, Czech Republic)
Mª Asunción Arufe Carredano: CPI Viaño Pequeno (Viaño Pequeno, Spain)
Regina Pérez Seguí: IES Marc Ferrer (Formentera, Spain)
Silja Coelho: Malakoff videregående skole (Moss, Norway)
Svatava Dovrtělová: Klasické a španělské gymnázium, Brno-Bystrc (Brno, Czech Republic)