Authentic Learning and eTwinning

Authentic learning is, in many ways, inherent in eTwinning.

1. eTwinning and learning foreign languages

eTwinning projects and cooperation between schools, classes and individuals from different countries entail communication in foreign language. This happens even if the project theme is dealing with something completely different. Planning and working together, sharing ideas and experiences are at the core of eTwinning. At the same time your foreign language knowledge and communication skills develop significantly in an authentic learning environment, using foreign language to communicate with people who don't speak your mother language.

2. eTwinning supports project-based learning

Learning in eTwinning is almost always project-based. When learning together across borders, you learn to know each other, create confidence, share and, finally, collaborate. This forms a project structure that is based on shared goals and collaboration, student engagement and learner-centered learning, which are also core elements of authentic learning.

3. eTwinning is multidisciplinary and cross-curricular

In eTwinning, the perspectives to the studied topic are diverse and multiple. They vary according to the different learning and school cultures and established cultural interpretations. They also change when studied in their real life context instead of the text book context. More variables are brought in this equation by involving learning ICT, communication, team work and multi-literacy.

4. eTwinning supports exploration and inquiry

In eTwinning, as there are no ready-made learning materials and text books, students explore their surroundings and search information. They experiment, collaborate, document the process and share the information/knowledge they have produced. They use diverse techniques and multimedia creatively and in a personalized manner.

5. eTwinning and authentic assessment

In eTwinning, you can't use standardized tests to assess learning. During the learning process, you apply continuous assessment and reflection to monitor the project. Typically, the teacher may have a different idea of what direction to take and what to produce, but she/he is open to learner generated ideas and personal solutions. At the end, everyone involved in the project assess what you have learned and achieved and reflect on the process.

6. eTwinning, curriculum and real world relevance

The first thing to do when you start a new eTwinning project, is to check which competence development and content areas in your curriculum the project covers. Usually you realize that in one project you can learn much more effectively and develop simultaneously many more skills than in any ordinary textbook based learning.

When students study phenomena in the real world context and when they try to solve real world problems, learning becomes meaningful. Students get more engaged and become owners of their learning. At best, real world relevance will make students change their own way of life for better and act against injustice.