sharing knowledge experinces

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Sharing knowledge: CLIL experiences



Introduction and outcomes

Sharing knowledge. CLIL experiences“The support which we cannot do without is that of our own effort.”

The main intention of this unit is to point out ways of sharing teaching experiencesand the practical knowhow of offering CLIL in different social contexts. The present information is a channel for going beyond the classroom and for poolingexperiences and activities so as to be able to improve the quality of education. It is also an opportunity to do research action in the classroom and publish thefindings through institutions, blogs or other useful sources which are to be foundhere. Outcomes:

To help promote the "knowledge triangle" which integrates: educations, researchand innovation.

To enrich the understanding of concepts and different methodologies regardingCLIL.

To become familiar with Erasmus+ Projects and their dissemination strategies.



Communities of practice

Communities of practice. A brief introduction. Etienne Wenger. June 2006

The term "community of practice" is of relatively recent coinage,even though the phenomenon it refers to is age-old. The concept hasturned out to provide a useful perspective on knowing and learning. A

growing number of people and organizations in various sectors arenow focusing on communities of practice as a key to improving theirperformance.

This brief and general introduction examines what communities ofpractice are and why researchers and practitioners in so manydifferent contexts find them useful as an approach to knowing and

learning.

What are communities of practice?

Communities of practice are formed by people who engage in a process of collective

learning in a shared domain of human endeavor: a tribe learning to survive, a band ofartists seeking new forms of expression, a group of engineers working on similarproblems, a clique of pupils defining their identity in the school, a network of surgeonsexploring novel techniques, a gathering of first-time managers helping each othercope. In a nutshell:

Communities of practice are groups of people who share a concern or a passion for somethingthey do and learn how to interact regularly.

Note that this definition allows for, but does not assume, intentionality: learning canbe the reason the community comes together or an incidental outcome of member'sinteractions. Not everything called a community is a community of practice. Aneighborhood for instance, is often called a community, but is usually not acommunity of practice. Three characteristics are crucial:

The domain: A community of practice is not merely a club of friends or anetwork of connections between people. It has an identity defined by ashared domain of interest. Membership therefore implies a commitment tothe domain, and therefore a shared competence that distinguishesmembers from other people. (You could belong to the same network as

1.



someone and never know it.) The domain is not necessarily somethingrecognized as "expertise" outside the community. A youth gang may havedeveloped all sorts of ways of dealing with their domain: surviving on thestreet and maintaining some kind of identity they can live with. They valuetheir collective competence and learn from each other, even though few

people outside the group may value or even recognize their expertise.The community: In pursuing their interest in their domain, membersengage in joint activities and discussions, help each other, and shareinformation. They build relationships that enable them to learn from eachother. A website in itself is not a community of practice. Having the same

job or the same title does not make for a community of practice unlessmembers interact and learn together. The claims processors in a largeinsurance company or students in American high schools may have muchin common, yet unless they interact and learn together, they do not form acommunity of practice. But members of a community of practice do not

necessarily work together on a daily basis. The Impressionists, forinstance, used to meet in cafes and studios to discuss the style of paintingthey were inventing together. These interactions were essential to makingthem a community of practice even though they often painted alone.

2.

The practice: A community of practice is not merely a community ofinterest--people who like certain kinds of movies, for instance. Membersof a community of practice are practitioners. They develop a sharedrepertoire of resources: experiences, stories, tools, ways of addressingrecurring problems—in short a shared practice. This takes time andsustained interaction. A good conversation with a stranger on an airplane

may give you all sorts of interesting insights, but it does not in itself makefor a community of practice. The development of a shared practice maybe more or less self-conscious. The "windshield wipers" engineers at anauto manufacturer make a concerted effort to collect and document thetricks and lessons they have learned into a knowledge base. By contrast,nurses who meet regularly for lunch in a hospital cafeteria may not realizethat their lunch discussions are one of their main sources of knowledgeabout how to care for patients. Still, in the course of all theseconversations, they have developed a set of stories and cases that havebecome a shared repertoire for their practice.

3.

It is the combination of these three elements that constitutes a community of practice.And it is by developing these three elements in parallel that one cultivates such acommunity.

What do communities of practice look like?

Communities develop their practice through a variety of activities. The following tableprovides a few typical examples:



Problem solving "Can we work on this design and brainstormsome ideas; I’m stuck."

Requests for

information

"Where can I find the code to connect to the

server?"Seeking experience "Has anyone dealt with a customer in this

situation?"

Reusing assets "I have a proposal for a local area network Iwrote for a client last year. I can send it toyou and you can easily tweak it for this newclient."

Coordination ands nerg

"Can we combine our purchases of solvent toachieve bulk discounts?"

!iscussingdevelopments

"What do you think of the new CAD system?Does it really help?"

!ocumentationpro"ects

"We have faced this problem five times now.Let us write it down once and for all."

#isits "Can we come and see your after-schoolprogram? We need to establish one in ourcity."

$apping knowledgeand identif ing gaps "Who knows what, and what are we missing?What other groups should we connect with?"

Communities of practice are not called that in all organizations. They are knownunder various names, such as learning networks, thematic groups, or tech clubs.

While they all have the three elements of a domain, a community, and a practice, theycome in a variety of forms. Some are quite small; some are very large, often with a

core group and many peripheral members. Some are local and some cover the globe.Some meet mainly face-to-face, some mostly online. Some are within an organizationand some include members from various organizations. Some are formallyrecognized, often supported with a budget; and some are completely informal andeven invisible.

Communities of practice have been around for as long as human beings have learnedtogether. At home, at work, at school, in our hobbies, we all belong to communities ofpractice, a number of them usually. In some we are core members. In many we aremerely peripheral. And we travel through numerous communities over the course ofour lives. In fact, communities of practice are everywhere. They are a familiarexperience, so familiar perhaps that it often escapes our attention. Yet when it isgiven a name and brought into focus, it becomes a perspective that can help us



understand our world better. In particular, it allows us to see past more obvious formalstructures such as organizations, classrooms, or nations, and perceive the structuresdefined by engagement in practice and the informal learning that comes with it.

Where does the concept come from?

Social scientists have used versions of the concept of community of practice for avariety of analytical purposes, but the origin and primary use of the concept has beenin learning theory. Anthropologist Jean Lave and I coined the term while studyingapprenticeship as a learning model. People usually think of apprenticeship as arelationship between a student and a master, but studies of apprenticeship reveal amore complex set of social relationships through which learning takes place mostlywith journeymen and more advanced apprentices. The term community of practice

was coined to refer to the community that acts as a living curriculum for theapprentice. Once the concept was articulated, we started to see these communitieseverywhere, even when no formal apprenticeship system existed. And of course,learning in a community of practice is not limited to novices. The practice of acommunity is dynamic and involves learning on the part of everyone.

Where is the concept being applied?

The concept of community of practice has found a number of practical applications inbusiness, organizational design, government, education, professional associations,development projects, and civic life.

Organizations. The concept has been adopted most readily by people inbusiness because of the recognition that knowledge is a critical asset thatneeds to be managed strategically. Initial efforts at managing knowledge hadfocused on information systems with disappointing results. Communities of

practice provided a new approach, which focused on people and on the socialstructures that enable them to learn with and from each other. Today, there ishardly any organization of a reasonable size that does not have some formcommunities-of-practice initiative. A number of characteristics explain thisrush of interest in communities of practice as a vehicle for developingstrategic capabilities in organizations:

Communities of practice enable practitioners to take collective responsibility formanaging the knowledge they need, recognizing that, given the proper structure,they are in the best position to do this.Communities among practitioners create a direct link between learning andperformance, because the same people participate in communities of practice andin teams and business units.Practitioners can address the tacit and dynamic aspects of knowledge creationand sharing, as well as the more explicit aspects.



Communities are not limited by formal structures: they create connections amongpeople across organizational and geographic boundaries.

From this perspective, the knowledge of an organization lives in a constellation ofcommunities of practice each taking care of a specific aspect of the competence that

the organization needs. However, the very characteristics that make communities ofpractice a good fit for stewarding knowledge—autonomy, practitioner-orientation,informality, crossing boundaries—are also characteristics that make them a challengefor traditional hierarchical organizations. How this challenge is going to affect theseorganizations remains to be seen.

Government. Like businesses, government organizations face knowledgechallenges of increasing complexity and scale. They have adopted

communities of practice for much the same reasons, though the formality ofthe bureaucracy can come in the way of open knowledge sharing. Beyondinternal communities, there are typical government problems such aseducation, health, and security that require coordination and knowledgesharing across levels of government. There also, communities of practice holdthe promise of enabling connections among people across formal structures.And there also, there are substantial organizational issues to overcome.

Education. Schools and districts are organizations in their own right, and theytoo face increasing knowledge challenges. The first applications ofcommunities of practice have been in teacher training and in providing isolatedadministrators with access to colleagues. There is a wave of interest in thesepeer-to-peer professional-development activities. But in the education sector,learning is not only a means to an end: it is the end product. The perspectiveof communities of practice is therefore also relevant at this level. In business,focusing on communities of practice adds a layer of complexity to theorganization, but it does not fundamentally change what the business isabout. In schools, changing the learning theory is a much deepertransformation. This will inevitably take longer. The perspective of

communities of practice affects educational practices along three dimensions:%nternall : How to organize educational experiences that ground school learningin practice through participation in communities around subject matters?&xternall : How to connect the experience of students to actual practice throughperipheral forms of participation in broader communities beyond the walls of theschool?'ver the lifetime of students : How to serve the lifelong learning needs of studentsby organizing communities of practice focused on topics of continuing interest tostudents beyond the initial schooling period?

From this perspective, the school is not the privileged locus of learning. It is not aself-contained, closed world in which students acquire knowledge to be appliedoutside, but a part of a broader learning system. The class is not the primary learning



Further reading

For the application of a community-based approach to knowledge inorganizations:

Cultivating communities of practice( a guide to managing knowledge. ByEtienne Wenger, Richard McDermott, and William Snyder, HarvardBusiness School Press, 2002.Communities of practice: the organizational frontier. By Etienne Wengerand William Snyder. )arvard *usiness Review . January-February 2000,pp. 139-145.

Knowledge management is a donut: shaping your knowledge strategy withcommunities of practice. By Etienne Wenger. %ve *usiness +ournal ,January 2004.

For in-depth coverage of the learning theory:

Communities of practice( learning, meaning, and identit . By Etienne Wenger,Cambridge University Press, 1998.

For a vision of where the learning theory is going:

-earning for a small planet( a research agenda. By Etienne Wenger,available at www.ewenger.com/research, 2004.



Start up guide



Examples of education magazines, journals and publishers

Examples of education magazines, journals and publishers

Publishers:

www.richmondelt.com spain english

www.pearsoned.co.uk

www.macmillan.com

www.everesteducacion.es

www.planetadelibros.com

www.guia/editores.org index.php directorio/de/editoriales

www.alfaguarainfantil "uvenil.com

www.edicionesdelatorre.com

www.edelvives.com

www.ana a.es

www.editorial/bruno.es

www.imaginaria.com.ar 01 2 editoriales.htm

Magazines:

www.grao.com

www.revistaeducacion.mec.es

www.uv.es R&-%&#&

www.oei.es crespana.htm

www3.uca.es )&4R&S%S

http( comunidad/escolar.pntic.mec.es otrosnum.html

http( www.rieoei.org index.php

www.cuadernosdepedagogia.com

http( www.english/maga5ine.com

http( www.elimaga5ines.com www en home.html

http( ec.europa.eu languages pub publications6en.htm

http( www.ecml.at



http( maga5ine."ustenglish.com

Institutions:

$inisterio de &ducaci7n( https( sede.educacion.gob.es publiventa

inicio.actionConselleria de &ducaci7n, Cultura !eportes( http( www.cece.gva.es

default6edu.asp

%nstituto Cervantes(http( www.cervantes.es lengua6 6ensenan5ainformacion.htm

*ritish Council( http( www.britishcouncil.org spain

Universities:

Universitat Jaume I: http://ujiapps.uji.es/

Universitat de València: www.uv.es

Universitat d'Alacant: www.ua.es

Universitat Oberta de Catalunya: www.uoc.edu

Universitat Autònoma de Barcelona: www.uab.es

Universidad Computense de Madrid: http://www.ucm.es/



arvard style !or publishing

Harvard style for publishing

When writing assignments you must acknowledge the source of your ideas andquotes in sufficient detail so that those reading can locate the item. Referencing isimportant to avoid plagiarism, to verify quotations and to enable readers to follow upwhat you have written and locate the cited author’s work.

The “Harvard style” is a generic author-date style for citing and referencinginformation used. There are many styles which follow the author-date convention,including the American Psychological Association (APA) and the Chicago Manual ofStyle. This guide is based on an Australian style manual (AGPS style) now revised bySnooks & Co, 2002.

https://www.library.uq.edu.au/_//filething/files/get/referencing/harvard_6_July2014.pdf



Training modalities



"egal regulation

ORDER 65/2012, of October 26, of the Conselleria of Education, Training andEmployment, which provides the model of in-service teacher training and the design,recognition and registration of training activities

(DOCV Núm. 6893 / 31.10.2012)



Erasmus+: Dissemination and exploitation of results

The Erasmus+ Programme. Introduction

The Erasmus+ programme aims to boost skills and employability, as well asmodernising Education, Training, and Youth work. The seven year programme will

have a budget of €14.7 billion ; a 40% increase compared to current spendinglevels, reflecting the EU's commitment to investing in these areas.Erasmus+ will

provide opportunities for over 4 million Europeans to study, train, gain workexperience and volunteer abroad.

Erasmus+ will support transnational partnerships among Education, Training, and

Youth institutions and organisations to foster cooperation and bridge the worlds ofEducation and work in order to tackle the skills gaps we are facing in Europe. It willalso support national efforts to modernise Education, Training, and Youth systems.Erasmus+ brings together seven existing EU programmes in the fields of Education,Training, and Youth; it will for the first time provide support for Sport. As an integratedprogramme, Erasmus+ offers more opportunities for cooperation across theEducation , Training , Youth , and Sport sectors and is easier to access than itspredecessors, with simplified funding rules. It provides opportunities for thedevelopment of partnerships with schools and organisations across Europe toimprove standards and the quality of teaching and learning. These "Strategic

Partnerships" allow partners to work together on issues of shared interest during 2-3years to introduce innovative practice and/or engage in new forms of co-operationwith partners from different fields.

In order to achieve its objectives, the Erasmus+ Programme implements the followingActions:

Key Action 1: Mobility of individuals;Key Action 2: Cooperation for innovation and the exchange of good practices;Key Action 3: Support for policy reforms.

Multilingualism is one of the cornerstones of the European project and a powerfulsymbol of the EU's aspiration to be united in diversity. Foreign languages have aprominent role among the skills that will help equip people better for the labour marketand make the most of available opportunities. The EU has set the goal that everycitizen should have the opportunity to acquire at least two foreign languages, from anearly age.The promotion of language learning and linguistic diversity is one of thespecific objectives of the Programme. The lack of language competences is one ofthe main barriers to participation in European education, training and youthprogrammes.



#issemination and e$ploitation o! pro%ect results: what&why& who& when. where and how

1.- What do dissemination and exploitation mean?

Dissemination means to spread widely. In terms of the Erasmus+ Programme thisenvolves spreading the word about the project successes and outcomes as far aspossible. Making others aware of the project will impact on other organisations in thefuture and will contribute to raising the profile of the organisation carrying out theproject. To effectively disseminate results, an appropriate process at the beginning ofthe project needs to be designed. This should cover why, what, how, when, to whomand where disseminating results will take place, both during and after the funding

period.

Exploitation means to use and benefit from something. For Erasmus+ this meansmaximising the potential of the funded activities, so that the results are used beyondthe lifetime of the project. It should be noted that the project is being carried out aspart of an international programme working towards lifelong learning and supportingEuropean policies in the field of education, training, youth and sport. Results shouldbe developed in such a way that they can be tailored to the needs of others;transferred to new areas; sustained after the funding period has finished; or used toinfluence future policy and practice.



'hat is intended by (results o! the activity()

2.- What is intended by "results of the activity"?

Results are the outputs of the European activity or project funded. The type of resultwill vary depending on the type of project. Results can be accessible products like:

curricula;

studies;

reports;

materials;

events;

websites.

Results can also mean the knowledge and experience gained by participants,partners or other stakeholders involved in the project.



'hat are the aims and ob%ectives o! dissemination ande$ploitation)

4.- What are the aims and objectives of dissemination and exploitation?

The first goal of dissemination and exploitation is to spread and embed the project'sresults. The second goal is to contribute to the implementation and shaping ofnational and European policies and systems. Beneficiaries should develop their ownway of achieving this aim. To develop ideas for dissemination and exploitation isimportant for every project funded by the Erasmus+ Programme.

However, the type and intensity of dissemination and exploitation activities should beproportional and tailored to particular needs and type of project developed. Thisincludes whether the project is process-oriented or aimed to produce tangibledeliverables; if it is stand alone or part of a larger initiative; whether is developed bylarge or small-scale participating organisations, etc. Participating organisationsshould discuss the aims and objectives of the activities/plan and decide the bestactivities and approaches as well as share the tasks among partners taking intoaccount the particular specifics of the project.

For structured cooperation projects such as Strategic Partnerships, a good qualitydissemination and exploitation plan should include measurable and realisticobjectives, adhere to a timetable and provide a resource planning for the activities tobe undertaken. Involving target groups in activities will also help to maximise the useof the project's results. It is important to get the strategy right as this is the main waythat will help communicating with the target audiences. Such a requirement is notforeseen for mobility projects. However, projects organisers are invited tocommunicate the learning outcomes reached by participants in such activities. Theyshould also encourage participants to share with others what they have gained fromtaking part in the mobility activity.

Communication is a broader concept. It includes information and promotion activitiesto raise awareness and enhance the visibility of the project's activities in addition tothe dissemination and exploitation of the project results. However, very often it isdifficult to make a clear distinction between these areas. For this reason it can bemore efficient to plan an overall strategy framework covering both fields so as tomake the most of the available resources. Dissemination and exploitation of resultsshould form a crucial part of any communication activities taking place during theproject's lifetime.



'hy is it important to share pro%ect results) 'hat are thewider bene!its)

5.- Why is it important to share project results? What are the wider benefits?

Taking the time to develop a comprehensive dissemination and exploitation plan willbe advantageous for both the beneficiary and its partners. As well as raising theprofile of the organisation, dissemination and exploitation activities can often createnew opportunities to extend the project and its results or develop new partnershipsfor the future. Successful dissemination and exploitation may also lead to externalrecognition of the work carried out adding further credit to it. Sharing the results willenable others to benefit from the activities and experiences of the Erasmus+

Programme. Project results can serve as examples and inspire others by showingwhat is possible to achieve under the Programme.

Dissemination and exploitation of project results can help to inform future policy andpractice. Dissemination and exploitation of results activities carried out bybeneficiaries will support the wider aim of improving the European Union's systems.The impact of the Erasmus+ Programme is measured not only by the quality ofproject results but also by the extend to which these results are known and usedoutside the project partnership. By reaching out to as many potential users aspossible through dissemination, this will help to achieve a return on investment.

The dissemination and exploitation of project results also increases awareness of theopportunities offered by the Programme and highlights the European added value ofactivities supported by Erasmus+. This can contribute to a public positive perceptionand encourage wider participation in this new EU Programme. It is fundamental toconsider the aims and objectives of the dissemination and exploitation plan. Theseshould link to the project aims to ensure that the methods and approaches used areappropriate for the Erasmus+ project and its results as well as for the identified targetaudiences.

Dissemination and exploitation goals may be to:

raise awareness;

extend the impact;

engage stakeholders and target groups;

share a solution and a know how;

influence policy and practice;

develop new partnerships.



'hat can be disseminated and e$ploited)

6.- What can be disseminated and exploited?

The next step is to identify what to disseminate and exploit. The results of the projectmay be of diverse nature and consist of both concrete (tangible) results as well as ofskills and personal experiences that both project organisers and participants to theactivities have acquired ( intangible results).

Tangible results may include for example:

- an approach or a model to solve a problem;

- a practical tool or product, such as handbooks, curricula, e-learning tools;

- research reports or studies;

- good practice guides or case studies;

- evaluation reports;

- newsletters or information leaflets;

In order to disseminate more widely experiences, strategies, processes, etc; it isrecommended to document them.

Intangible results may include for example:

- knowledge and experience gained by participants, learners or staff;

- increased skills or achievements;

- improved cultural awareness;

- better language skills.

Intangible results are often more difficult to measure. The use of interviews,questionnaires, tests, observations or self-assessment mechanisms may help torecord this type of result.



'ho are the target audiences)

7.- Who are the target audiences?

Identifying target groups, both at different geographical levels (local, regional,national, European) and in the own field of the beneficiary (colleagues, peers, localauthorities, other organisations leading the same type of activity, networks, etc.) isessential. Activities and messages have to be tailored appropriately taking intoaccount audiences and target groups, for example:

end-users of your activities and deliverables;

stakeholders, experts or practitioners in the field and other interested parties;

decision-makers at local, regional, national and European level;

press and media;

general public.

Your plans should be flexible enough to allow target groups and other stakeholders tobecome involved during the different stages of the project. This will help to ensurethat the project remains on track in terms of their needs. Their participation will alsohighlight the potential value of your project as well as help to spread the news to

other interested parties throughout Europe.



ow to disseminate and e$ploit results)

8.- How to disseminate and exploit results?

In order to reach as many people as possible, it is advisable to translate as manycommunication materials and project outputs in as many languages as possible. It isrecommended to cover all languages of the partnership and English; the cost of thesetranslations could be included in the grant request if necessary.

There are many different ways to disseminate and exploit results. Being creative andthinking of fresh ideas so that the Erasmus+ project and results really stands out willbe appreciated. Beneficiaries could use:

the EU Dissemination Platform;

project or organisational websites;

meetings and visits to key stakeholders;

dedicated discussion opportunities such as information sessions, workshops,seminars, training courses, exhibitions, demonstrations or peer reviews;

targeted written materials such as reports, articles in specialised press,newsletters, press releases, leaflets or brochures;

audiovisual media and products such as radio, TV, YouTube, Flickr, videoclips,podcasts or apps;

social media;

public events;

project branding and logos;

existing contacts and networks.

In terms of exploitation it is important to think about how results can make a differenceto the project, end-users, peers or to policy makers. Exploitation mechanisms include:

positive reputational effects for the participating organisations;

increased awareness on a theme, target or area of work;

increased financial support by other supporters or donors;

increased influencing on policy and practice.



Before deciding which dissemination channel(s) can best be used, project partnershave to take into account of the aspects listed below:1. The subject of dissemination;2. The context of dissemination;

3. The target group(s) one wants to reach;4. Additional measures to attract the attention of the target group(s);5. The scope and degree of penetration of the dissemination channels;6. The attractiveness of the dissemination channels for the target group(s);7. External experts one has to consult, for instance, for making a good video or fororganising a symposium;8. The cost of the dissemination channels;9. The revenues that can be expected. It is of particular importance to make a solid and well-grounded connection betweenthe target group(s) and the dissemination channels.



'hen should dissemination and e$ploitation activities becarried out)

9.- When should dissemination and exploitation activities be carried out?

Dissemination and exploitation of results are an integral part of the Erasmus+ projectthroughout its lifetime: from the beneficiary's principal idea, during the project andeven after European funded has ended.

Setting up a timetable of activities together with the partners involved and allocatingappropriated budget and resources will be necessary. The plan will also have to:

agree realistic targets and deadlines with partners to monitor progress;

align dissemination and exploitation activities with key stages of the project;

offer sufficient flexibility to respond to the needs of the target groups as well aswider developments in policy and practice.

Examples of activities at different stages of the project cycle are:

BEFORE the project starts:

- drafting the dissemination and exploitation plan;

- definition of the expected impact and deliverables;

- consideration of how and to whom dissemination and exploitation outcomes will bedisseminated.

DURING the project:- updating the dissemination platform with recent information on the project andresults;

- contacting relevant media e.g. at local or regional level;

- conducting regular activities such as information sessions, training, demonstrations,peer reviews;

- assessing the impact on target groups;

- involving other stakeholders in view of transferring results to end users / new areas /

policies.



AFTER the project:

- continuing further dissemination;

- developing ideas for future cooperation;

- evaluating achievements and impact;

- contacting relevant media;

- contacting policy-makers if relevant.



ow to assess success)

10.- How to assess success?

The impact assessment is an essential part of the project. It evaluates achievementsand generates recommendations for future improvements. Indicators could be used tomeasure progress towards goals. These are signs that helps to measureperformance. Indicators can be both quantitative relating to numbers and percentagesas well as qualitative relating to the quality of the participation and experience.

Questionnaires, interviews, observations and assessments could also be used tomeasure the impact. Defining indicators relating to the different project activitiesshould be foreseen at the start of the project and part of the overall disseminationplan.

Some examples:

Facts and figures related to the website of project organisers (updates, visits,consultation, cross referencing);

Numbers of meetings with key stakeholders;

Numbers of participants involved in discussions and information sessions(workshops, seminars, peer reviews); follow-up measures;

Production and circulation of products;

Media coverage (articles in specialised press newsletters, press releases,interviews, etc.);

Visibility in the social media;

Participation in public events;

Links with existing networks and transnational partners; transfer of informationand know-how;

Impact on regional, national, EU policy measures;

Feedback from end-users, other stakeholders, peers, policy-makers.

The project partners should try to disseminate the project results to other targetgroups, for instance, to other schools or organisations; to policy makers for eventuallyincorporating the project results in the national, regional or local education system(only if this is feasible); to the Schools' inspectorate; to other (potential) Erasmus+partnerships who might profit from the experiences gained, not only with regard to theproducts but also with regard to the processes; to the National Agencies which havethe task of coordinating and promoting the Erasmus+ programme; to networks of

influential experts on the subject matter so as to gain their commitment too, etc.



*se o! the Erasmus+ #issemination ,lat!orm

11.- Use of the Erasmus+ Dissemination Platform

A new platform established for Erasmus+ will offer a comprehensive overview ofprojects funded under the Programme and highlight best practices. It is meant to be aproject database as well as showroom for best practices. The platform will also makeavailable products /deliverables/intellectual outputs which are the result of theprojects funded.

Best practices will be the object of an annual selection by each National Agency andat European level by the Executive Agency.

The new platform serves different purposes:

information tool for the public to provide relevant and interesting content;project database (project summaries, work in progress, links);database of project tangible deliverables giving access to end-users andpractitioners to main outcomes;showcasing the best practices among Erasmus+ beneficiaries that will beselected every year at national and European level.



*se!ul re!erences and contact details

Analysis of education and training; covering all areas

http://www.oecd.org/education/

Main policy initiatives and outputs in education and training sincethe year 2000 - Developing school education policies

http:/ec.europa.eu/education/school-policy/index_en.htm

Spanish National Agency (OAPEE)

http://www.oapee.es

Erasmus+ Programme Guide

http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf

European Commission - Directorate General Education and Culture(DG EAC)

http://ec.europa.eu/education/erasmus-plus/index_en.htm

sharing knowledge experinces

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