partner country. The main focus of the Franco–German group dynamics was to have activities running in paral- lel, meaning that both groups were doing the same ac- tivities in familiar surroundings at the same time. The first two phases (three days in total) began with a video conference in which participants were able to introduce themselves and get to know each other. Videos of their favourite places (see description, p. 32) helped them get to know the surroundings that the other group would be spending the week in. Communicating about their work results (using video clips or video conferences) enabled the children to stay in contact during both phases. Video conferences were held at the start and in the middle of each activity and at the end of each day to enable the young people to talk about the activities. During the recipe activity (see p. 32) the young people had the opportunity to try a dessert from their partner country, the recipe for which they had been sent before- hand. Despite being a long way away from the partner country, this meant they could get a taste of the other country and learn about its culinary specialities. The ac- tivity concluded with an online exchange.
The video conferences enabled the children to ask ad- ditional questions even after the end of each activity. The presentations aroused their curiosity, the group be- gan to show an interest in their partner group and got to know more about their partners in the course of the exchange. An instant messenger service that was moderated by the team was another tool that was used to maintain contact between the two groups. This enabled them to report in real time about what the other group was do- ing, especially by means of photos taken while they were doing the activity. All these elements ensured that the partner group’s presence became more and more tangi- ble over the course of the two phases. Getting to know children from the partner country via a computer screen was new and special for the entire group. The cooperative game The Egg, for instance, posed a huge challenge (see p. 33 for description). Agreeing on how to build a structure via a videocon- ferencing tool was a difficult exercise. After some diffi- culties and thanks to their great will to succeed, partici- pants achieved their goal. After completing the exercise, the vision of this collaborative work and the cooperative process was rated positively by all the participants. Participants in each group suggest a recipe for a cake that is typical of and traditional in their region. They send the recipe (with a list of ingredients, quantities, method) to the other group. Before introducing the recipe to the oth- er group, the team leader uses Language Animation to introduce the group to the ingredients to prepare them for the second step (buying the ingredients). Participants then together go and buy the ingredients they need. After returning from their shopping trip they start baking. As soon as both groups have finished, they return to their screens and show each other what they have baked. They all take a piece and eat it. The team can ask the following questions: Why did you choose this recipe? Do you think the cake you just baked turned out right? Does it taste good? Feedback: The children really enjoyed choosing a recipe and sending it to the other group, but especially imagin- ing what recipe the other group might send them. PHASE 2 Intercultural baking and sharing a meal
Method descriptions PHASE 1 Video presentation
To enable them to show each other their surroundings, participants in the two groups together make a video of places that are part of their everyday life, such as their youth club, children’s centre or neighbourhood. The following rules apply: At most one minute long; five different scenes; no voice-over, but with sounds and pantomime, movement, close-ups and long shots, hu- mour. As soon as the clip has been edited, it is passed on to the other group(s). Each group first watches its own vid- eo, then that of the other group(s). The groups can then meet online to share their impressions. Questions to ask: Did you enjoy this activity? Did you find out some- thing new watching the other group’s video? Would you like to visit the other group and find out more about its surroundings?
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