A footprint on the web.
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The story of what happens in a class, lesson after lesson, is usually told by a register or lies in an archive. It should be visible to everyone instead, be a community’s asset to be shared, re-used, re-lived, emulated.


Nowadays' agorà is the web; being there, interacting, inhabiting it and contributing to enrich it is a need our students have, but often fill only by answering momentary interests, following friends on social networks or chatting. To become a citizen in the web you must acquire competences, not only technological, which European school systems agreed to teach [Recommendation of the European Parliament and Council 18/12/2006; Regolamento sul Nuovo Obbligo di Istruzione, 2007 e subsequent reforms] .


I created a collaborative environment containig guides to structure multimedia texts, video and podcasts divided by subject, tutorials on the use of software and applications and an "evaluation grid of written, visual, multimedia texts" almost entirely corresponding to the Foreign Language Department's evaluation grid: the only change is "expressive range" instead of "linguistic range". A video is a text, it communicates a message using several languages; it has to be coherent and cohesive, effective, argumentated and organized. The evaluation rubric I use to correct it is the same I use to correct essays. Competence in using technology is assessed as communicative efficacy, contribution to the team is assessed by students' auto-evaluation.


At school we have been used to cultivate mainly verbal language (essays, oral tests...) and symbolic language (Maths and Science), much less visual and kinesthetic language. Technology and the web let us increase the range of languages we can use, adding value to the students' education.

My students’ videos are not perfect like TV spots, they reveal uncertainties both on the content and technological levels: they record their learning path, exactly like the packs of class papers that silently lie in archives. I think that school must teach multimedia languages: being able to "read" the web is as important as being able to "write" it, so producing multimedia has to be part of didactics.

I hope this project will interest you and that your students will enrich this media library so to leave

many footprints on the web.

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Prof. Carla Langella