Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

EUROPEAN COMMISSION
DIRECTORATE-GENERAL
EDUCATION AND CULTURE

SOCRATES PROGRAMME 

TRANSNATIONAL COOPERATION PROJECTS
FINAL REPORT
Selection 2003

Sub-programme	Action	
COMENIUS	2.1	European cooperation projects for the training of school education staff	
	3	Comenius Networks	
ERASMUS	1	Curriculum Development Projects	
	3	Thematic Network Projects	
		Thematic Network Projects - Dissemination	
GRUNDTVIG	1	European cooperation projects for Adult Education and Lifelong Learning	
A.		4	Grundtvig Networks	
LINGUA	1	Promotion of Language Learning	
	2	Development of Tools and Materials	
MINERVA		Promotion of ODL-ICT in the Field of Education	

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

General instructions

1.	Overview

The Final Report for the project comprises the following parts:

Section 1	Confirmation of the basic data on the project and the partnership held in the database of the Office.
Section 2	A declaration of the expenditure and an explanation of any variations from the original approved budget.
Section 3	A description of the project activities, products and results and an explanation of how the project evolved in comparison with the original workplan.
Receipt Acknowledgement 
Annex	Codes to be used.

2.	General guidance

•	You should carefully read the Administrative and Financial Handbook (annexed to the Grant Agreement; later referred to as the Handbook) before filling in the reporting forms.
•	The Final Report is submitted by the Beneficiary on behalf of all the organisations participating in the project. The declaration on the following page confirms that a process of consultation and approval has been carried out throughout the partnership. It is therefore important that the required information should be collected in good time before the deadline for submission of the Final Report. 
•	The Report must be submitted in one of the eleven official languages of the European Union (see annex 1).
•	Three copies of the Report must be sent no later than three and a half months (as per postmark) after the end of the eligibility period to:

SOCRATES, LEONARDO and YOUTH Technical Assistance Office (TAO)
Education and Training (E&T) Department
Rue Colonel Bourg 139 Kolonel Bourgstraat
B-1040 Bruxelles

•	You have to attach to your Report, three copies of all project products and results. This should include all products and results listed in the summary table 3.1 (like reports, studies, CDs, conference programmes, etc). If you refer to web sites, passwords should be given for all private areas).
•	Each page of the Report and all copies of products and results have to bear the Grant Agreement number.
•	You are strongly advised to send your Reports by registered post to ensure a record of postage. Additionally, you are advised to keep a copy of the full report, including any annexes.
•	Please note that a late submission of the Report may result in penalties or even cancellation of the Grant Agreement, in accordance with the General Conditions of the Agreement.
•	Please note that during the assessment of the Final Report, special attention will be paid to the extent to which the project has been implemented. We refer to the Handbook, in particular Chapter V.iv.4.

Checklist and declaration

Checklist
Please check the following points before submitting your Final Report
		
There are three complete and securely bound copies of the Final Report.		
The Grant Agreement number is specified on each page of your Report and on each attached document, product or result.		
The Declaration by the Beneficiary below has been signed and stamped by the legal representative of the Beneficiary. One copy of the Final Report bears an original signature		
Section 1 (Project Data) of the Report has been duly amended or approved.		
You have answered all the questions in Section 3 of the Report.		
You have completed Table 3.1 in Section 3 of the Report.		
Three copies of all products and results listed in section 3 are included.		
Declaration of Expenditure	
All expenditure presented in Section 2 of the report is eligible (See Chapter III of the Administrative and Financial Handbook).		
The expenditure is consistent with the activities undertaken during the eligibility period.		
All tables have been completed in €. Exchange rates have been calculated following the instructions of the Grant Agreement (Article II.16.1)		
The Declaration of Expenditure has been checked by the accounts or finance department of your institution. In particular, the totals of the detailed tables are equal to the totals shown in the general table (Table 2.1).		

Declaration by the Beneficiary

Grant Agreement number: 
110649 - CP -  - 2003 - 1 -  - MPP

I, the undersigned, hereby declare that the information contained in this Report is accurate and in accordance with the facts. In particular the financial data provided in this Report corresponds to the expenditure actually incurred by the project partners for the execution of the project activities. This information has been checked and approved by the partners involved in the activities set out in this Report.
I herewith request payment of the outstanding balance for the project, in accordance with the terms of the Grant Agreement.

Signed in:      	on    /    /      

Signature of the Beneficiary's legal representative 		Seal/stamp of the organisation

Name and function in capital letters

      

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

Section 1: Confirmation of project data

Annexed to this form you will find a print-out showing project and partnership data drawn from the database of the Office (Contract Report). Please check this information and confirm that it is correct. 

Please take particular care to ensure that:
•	all partners actively involved in the project during the eligibility period are accurately described in the print-out
•	the names of all institutions and their locations are correctly spelt and appear in the language of the institution's country (rather than translated into another language)

You should indicate any corrections clearly on the Contract Report and, if necessary, provide the correct data on a separate sheet. Please note that all changes in the partnership should have been subject to a formal request of amendment which should have been approved by the Commission (see Handbook, Chapter II)

If applicable, please give website address(es) below, along with any login names and passwords required to access its internal sections.

Website address	1) http://eelp.gap.it 
2) http://213.92.77.52/
3) http://eelp.gap.it/download	
Login name (if applicable)	1) elena
2) elena.landone
3) No login is required	
Login password (if applicable)	1) plaka
2) minerva
3) No password is required	

   

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA- MPP

Partnership Changes
Please mention if there are any modifications to the initial partnership or in the distribution of tasks and budget amongst partners. Yes [  ] No [ X ]. 
If you have answered “Yes”, please fill in the following tables with the final composition of the partnership. 

1. Withdrawals

N°	Partner organisations, including co-ordinator, which have withdrawn	Replacement partners (if any)	Date on which the Commission approved the amendment	
1				
2				
3				
…				

2. New partners introduced after the start of the project

N°	Partner organisations, including co-ordinator, which have joined the project	Partner replaced (if relevant)	Date on which the Commission approved the amendment	
1				
2				
3				
…				

Please add any extra sheets if necessary.

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

Section 2: Declaration of expenditure (in €)

This section sets out the financial information required by the Commission. We advise you to read carefully the Administrative and Financial Handbook before filling in this section. 

General instructions

•	The expenditure should cover the entire period of the SOCRATES grant (one, two or three years). The expenditure should be coherent with the workplan in Section 3.3. 
•	All amounts should be provided in euros.
•	Please adhere strictly to the format provided in the tables and check carefully the figures provided (reports containing calculation errors will be delayed in the payment process).
•	Only Direct costs need to be reported in detail and these costs must be supported by documentary proof, such as invoices. Copies of these proofs must be provided, if requested by the Commission.
•	The staff costs and general costs have to be reported in order to calculate the total eligible costs of the project. Please refer to Chapter III and V of the Handbook for further details. 

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

SECTION 2 – Declaration of expenditure
Table 2.1 : Overview of expenditure

	Original approved budget	Community Grant	Actual expenditure
(these figures must be equal to totals in other tables)	Variation from approved budget	% change from
approved budget	
Type of cost	Costs (€)	(€)	Costs (€)	Costs (€)		
1. Staff costs	126.058	98.650	125.455	- 603	- 0,48%	
2. Direct costs						
2.1 - Travel and subsistence	13.075	13.075	11.138	- 1.937	- 14,81%	
2.2 - Equipment and materials	0	0	0	0	0	
2.3 - Sub-contracting, consultancy and other external services	0	0	0	0	0	
2.4 – Other costs	2.000	2.000	919	- 1.081	- 54,05%	
Subtotal for Direct costs	15.075	15.075	12.057	- 3.018	- 20,02%	
3. General costs	10.500	0	90745	- 755	- 7,19%	
TOTAL
	151.633	113.725	147.257	- 4.376	- 2,88%	

Beneficiary’s comments:
Please note and explain any significant divergences from the approved budget, and add any explanation and other relevant comments.
STAFF COSTS: no significative difference.

TRAVEL AND SUBSISTANCE: the reduced expenditure is mainly due to:
1) During the plenary meeting in Milan (25-31/1/2005) the partner from ICMS Intercollege (Cyprus) was travelling to Italy for two different projects in the same period and their co-ordinators (Elena Landone and Manuel Jiménez Raya, see personal e-mails) agreed on sharing his travel costs (Nicosia-Milan, Milan-Rome-Nicosia) at both the projects’ sake (see Table 2.3, n.1);
2) Four travels to Bruxelles were planned for the coordinator to attend the Minerva Concertation meetings (as required by the Minerva Action). Nevertheless it was possible to travel just twice to Bruxelles because one meeting was cancelled and afterwards the meeting organisation was suspended (personal communication by Mr. German Bernal-Rios, e-mail, 7/9/2005);
3) Some partners slept at friends' house (earning hotel expenditure) during the travels (see Table 2.3, n. 5 and 19).

OTHER COTS: the earn is mainly due to the fact that we had no eligible expenditure for the ELP Validation procedures (as supposed in the Original approved budget).

GENERAL COST: being the global expenditure reduced, we calculate that the general cost have been less, too.

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA- MPP

Table 2.2. Breakdown of expenses incurred by partner (Euro)

	Total 	P1: 
Milan	P2: Frankfurt am Oder	P3: Salamanca	P4: 
GAP Multimedia	P5: Göteborgs	P6: 
Skövde	P7: 
Nicosia	Total for cost category	
1. Staff costs		8.849	6.265	6.568	65.200	7.032	8.777	22.764	125.455	
2. Direct costs		4.526	1.161	1.113	1.541	1.357	1.467	892	12.057	
2.1 Travel & subsistence		3.607	1.161	1.113	1.541	1.357	1.467	892	11.138	
2.2 Equipment & materials		//	//	//	//	//	//	//	//	
2.3 Subcontracting, consultancy & other external services Production		//	//	//	//	//	//	//	//	
2.4 Other costs		919	//	//	//	//	//	//	919	
3. General costs		745	550	460	5.000	600	700	1.690	9.745	
TOTAL		14.120	7.976	8.141	71.741	8.989	10.944	25.346	147.257	

Please add as many columns as necessary

Table 2.3 Travel and subsistence expenses 
Please refer to Chapter III.iv.2 of the Handbook

N°	Name of person travelling	Organisation for which that person represents	Dates (including travel)	Duration (days)	Origin	Destination	Objective of the trip	Means of transport ( + type of fare)	Travel cost
(Euro)	Subsistence costs
(Euro)	Total 
Travel + Subsistence
(Euro)	
			From (dd/mm/yyyy)	To (dd/mm/yyyy)		city	country code	city	country code						
1.	Charalambos Vrasidas	ICMS Intercollege	25/1/2005 	1/2/2005	8 days (7 nights)	Nicosia	CY	Milan	IT	Second plenary meeting	Plane (economic)	215,00	677,00	892,00	
2.	Javier de Santiago Guervós	Universidad de Salamanca	12/3/2004	14/03/04	3 days (2 nights)	Salamanca	ES	Milan	IT	Bilateral meeting	Plane (economic)	197,40	150,00	347,40	
3.	Marta García García	Universidad de Salamanca	12/3/2004	14/03/04	3 days (2 nights)	Salamanca	ES	Milan	IT	Bilateral meeting	Plane (economic)	197,40	150,00	347,40	
4.	Javier de Santiago Guervós	Universidad de Salamanca	25/1/2005 	28/1/2005	4 days (3 nights)	Salamanca	ES	Milan	IT	Second plenary meeting	Plane (economic)	168,43	250,25	418,68	
5.	Ingrid Boettcher de Lange	Europa Universität Viadrina Frankfurt am Oder	19/2/2004 	21/2/2004	3 days (2 nights)	Frankfurt am Oder	DE	Milan	IT	Bilateral meeting	Plane (economic)	118,00	250,00	368,00	
6.	Ingrid Boettcher de Lange	Europa Universität Viadrina Frankfurt am Oder	25/1/2005 	28/1/2005	4 days (3 nights)	Frankfurt am Oder	DE	Milan	IT	Second plenary meeting	Plane (economic)	124,00	301,12	425,12	
7.	Anibal Diaz	Europa Universität Viadrina Frankfurt am Oder	25/1/2005	28/1/2005	4 days (3 nights)	Frankfurt am Oder	DE	Milan	IT	Second plenary meeting	Plane (economic)	134,00	233,75	367,75	
8.	Ingmar Söhrman	Göteborgs Universitet	08/1/2004 	11/1/2004	4 days (3 nights)	Göteborgs	SE	Nicosia	CY	Kick-off meeting	Plane (economic)	453,93	252,33	706,26	
9	Ingmar Söhrman	Göteborgs Universitet	25/1/2005 	28/1/2005	4 days (3 nights)	Göteborgs	SE	Milan	IT	Second plenary meeting	Plane (economic)	325,42	325,55	650,97	
10	David MIghetto	Högskolan i Skövde	08/1/2004 	11/1/2004	4 days (3 nights)	Skövde	SE	Nicosia	CY	Kick-off meeting	Plane (economic)	440,36	252,33	692,69	
11	David MIghetto	Högskolan i Skövde	26/1/2005  	30/1/2005	5 days (4 nights)	Skövde	SE	Milan	IT	Second plenary meeting	Plane (economic)	312,00	462,00	774,00	
12	Andrea Riccadonna	Gap Multimedia	08/1/2004 	11/1/2004	4 days (3 nights)	Milan	IT	Nicosia	CY	Kick-off meeting	Plane (economic)	373,35	204,60	577,95	
13	Andrea Riccadonna	Gap Multimedia	26/1/2005  	29/1/2005  	4 meals	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	108.70	108,70	
14	Giampaolo Riccadonna	Gap Multimedia	08/1/2004	11/1/2004	4 days (3 nights)	Milan	IT	Nicosia	CY	Kick-off meeting	Plane (economic)	448,35	204,60	652,95	
15	Giampaolo Riccadonna	Gap Multimedia	26/1/2005  	29/1/2005  	5 meals	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	136,70	136,70	
16	Stefano Fabiano	Gap Multimedia	28/1/2005  	29/1/2005  	2 meals	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	65,00	65,00	
17	Cecilia Rizzardi	Università degli Studi 	8/1/2004	11/1/2004	4 days (3 nights)	Milan	IT	Nicosia	CY	Kick-off meeting	Plane (economic)	448,35	308,60	756,95	
18	Cecilia Rizzardi	Università degli Studi	26/1/2005	28/1/2005	3 meals	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	89,00	89,00	
19	Cecilia Rizzardi	Università degli Studi	22/9/2005	23/9/2005	2 days (1 night)	Milan	IT	Rome	IT	XXX TESOL National Convention	Train (economic)	134,28	177,70	311,98	
20	Luciana Pedrazzini	Università degli Studi	22/9/2005	23/9/2005	2 days (1 night)	Milan	IT	Rome	IT	XXX TESOL National Convention	Train (economic)	138,38	306,20	444,58	
21	Mariarosa Scaramuzza	Università degli Studi	28/1/2005	28/1/2005	1 meal	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	28,00	28,00	
22	Giovanni Iamartino	Università degli Studi	28/1/2005	28/1/2005	1 meal	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	28,00	28,00	
23	Elena Landone	Università degli Studi	8/1/2004	11/1/2004	4 days (3 nights)	Milan	IT	Nicosia	CY	Kick-off meeting	Plane (economic)	401,35	322,70	724,05	
24	Elena Landone	Università degli Studi	28/1/2004	31/1/2004	4 days (3 nights)	Milan	IT	Bruxelles	BE	Co-ordinator concertation meeting (I)	Plane (economic)	215,93	221,00	436,93	
25	Elena Landone	Università degli Studi	4/10/2004	7/10/2004	4 days (3 nights)	Milan	IT	Bruxelles	BE	Co-ordinator concertation meeting (II)	Plane (economic)	286,70	310,54	597,24	
26	Elena Landone	Università degli Studi	25/1/2005	1/2/2005	5 meals	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	132,00	132,00	
27	María del Rosario Uribe	Università degli Studi	26/1/2005	28/1/2005	2 meals	Milan	IT	//	//	Second plenary meeting	Just subsistance	//	58,00	58,00	
									TOTAL			11.138	

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

Table 2.4. Equipments and materials purchased (not subject to depreciation)
Please refer to Chapter III.iv.3 of the Handbook

Not budgeted.

Table 2.5 Equipment purchased (subject to depreciation)
Please refer to Chapter III.iv.3 of the Handbook

Not budgeted.

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

Table 2.6 Equipment and material hired or leased 
Please refer to Chapter III.iv.3 of the Handbook

Not budgeted.

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

Table 2.7 Sub-contracting, consultancy and other external services
Please refer to Chapter III.iv.4 of the Handbook

Not budgeted.

Table 2.8 Other costs
Please refer to Chapter III.iv.5 of the Handbook

Nº
	Partner	Description and purpose of use	Number of items
(1)	Cost per item 
(1)	Total cost	
1	Università degli Studi di Milano	International transfer bank costs (transferring the first instalment from Milan to the partners)	5 bank transfers	24,78 x 4 + 29,96 x 1	129,08	
2	Università degli Studi di Milano	International transfer bank costs (transferring the second instalment from Milan to one partner)	1 bank transfer	29,96	29,96	
3	Università degli Studi di Milano	Contribution to the Milan Congress’ Acts publication	//	//	760,00	
				TOTAL	919,04	
(1)	Where applicable 

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

Table 2.9 Breakdown of the sources of finance within the partnership
To be completed in all cases

Beneficiary and partners
Name of the organisations	Country code	Own contribution	SOCRATES grant	Other contributions
(1)	Various income
(2)	Total	
1.	Università degli Studi di Milano	IT	2.692	11.428	//	//	14.120	
2.	ICMS Intercollege	CY	6.698	18.648	//	//	25.346	
3.	Universidad de Salamanca	ES	1.905	6.236	//	//	8.141	
4.	GAP Multimedia (Milan)	IT	19.344	52.397	//	//	71.741	
5.	Göteborgs Universitet	SE	2.147	6.842	//	//	8.989	
6.	Europa Universität Viadrina Frankfurt am Oder	DE	1.928	6.048	//	//	7.976	
7.	Högskolan i Skövde	SE	2.631	8.313	//	//	10.944	
Total (the grand total should be equal to the total amount entered in Table 2.1)		37.345	109.912			147.257	

(1) Including all national, regional or local funding for the project or for a specific activity in the project
(2) Including sales of products, licencing fees, royalties, fees for conferences.

Table 2.10 Interest earned on pre-financing
Please refer to the General Conditions Article II.16.4

Partner	Country Code	Interest earned on pre-financing	
1.	Università degli Studi di Milano	IT	0 (No interest earning is allowed on EC grant in the educational field)	
2.				
3.				
4.				
5.				
6.				
7.				

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

Section 3: Description of project activities, products and results

This section describes the activities of the project. It is divided in three sections. 

Please remember that the Final Report covers all the activities and results for the whole project duration.

Please ensure that your replies refer to the specific criteria, priorities and educational frameworks relating to the Action and project involved. 

Please note that special attention will be paid to the extent to which the project has been implemented. We refer to the Handbook, in particular Chapter V.iv.4.

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

SECTION 3 – Description of Project activities, products & results
3.1 - Outcomes and results

Please describe the concrete outcomes, networks, products and results of the project; the conclusions and recommendations of internal & external evaluations; and the dissemination activities undertaken and their impact on the specific target group(s). (max 1 page, no more than 2000 characters). 

Sorry for exceeding the number of words, I will do my best to keep it in the next sections. Sorry for my imperfect English, too.

1) Concrete outcomes: The European Language Passport (ELP) is a sort of language passport, strongly supported by the European policies for mobility and transparency of certifications (see CEFR and the EUROPASS). As planned, our concrete outcome is a multilingual digital ELP, which is freely downloadable at the Project Web page by all the European educational institutions (in particular, by language teachers and students) willing to use it. We implemented, tested and disseminated it, and partners themselves are starting to use it on a regular basis in their foreign language courses. We would like to underline that the output of our Project is a concrete pedagogical tool at free disposal of a huge target group. 
2) Results and conclusion: Being a quite innovative product with the possibility of a massive distribution, we especially committed ourselves to avoid the e-ELP superficial use. We gave a great importance to make the target users understand its added value in comparison with hardcopy formats. Therefore the Project main results concern the scientific studies we promoted and disseminated on the digital ELP and the teachers/students training to its correct use. 
Regarding the scientific reflection on a pedagogically-correct digitalisation, we think that it has been fundamental to achieve an output that is highly innovative (especially the Self-assessment grid) and to promote discussion among the specialists in the field. The feedback we received by scholars generally shows both a critical or an admiring attitude towards some special solutions we have adopted for common digital-ELP problems. Regarding the teachers/students training the impact of the e-ELP has been particularly motivating for us, as many of them showed a spontaneous great interest in it: although teachers’ feedback tend to reflect a generic love-and-hate for the technological aspect, students are using the e-ELP quite naturally, appreciating its swift compiling. 
In conclusion, we can say that our final outcome is more pedagogically complex and digitally innovative than planned and that the partners consider themselves fully satisfied of the level of scientific reflection that it involved.
3) Recommendation of internal evaluations: From the evaluation conducted (by the partner ICMS Intercollege) and from our experience participating in the project, a brief summary of recommendations are: teachers and students must be trained on how to use the e-ELP (they need to develop their capability to think critically on their language knowledge and competence); all stakeholders need to be informed on the advantages that the e-ELP brings to language teaching and learning (in particular, its pedagogical, reflective, and self-assessment value); the e-ELP needs to achieve accreditation, otherwise it will be difficult to pursue teachers to use it; students should be provided with the opportunity to complete their e-ELP during class time (under guidance).
4) Recommendations of external evaluations: Since our e-ELP follows the Common European Principles and Guidelines, it was presented twice to the appointed ELP Validation Committee (it was one of the first digital ELP to apply and a special sub-commission was made on purpose). The negative feedback we have received so far is a little bit disappointing because the Committee does not seem to understand the digital innovative aspects of our e-ELP and some clearly erroneous remarks are done. On the other side, some constructive technical recommendations are done, concerning some ELP formal aspects, graphical accurateness, and the need of a clearer explanation of the connection between the CERF and our e-ELP levels. Let’s add that just one digital ELP has been validated so far and it is the PDF version of a pre-validated ELP hardcopy.
4) Dissemination activities: We accomplished the planned dissemination activities, that is: to maintain a simple but informative web site (in three languages, not just two as planned) in order to share the e-ELP and all that is needed to illustrate the Project process; to widespread contact all European universities by e-mail inviting them to download the digital ELP; to personally contact language teaching associations and schools; to write scientific articles and books; and to promote studies and thesis on the ELP. In addition, we organised an unplanned monographic congress. 
The impact of dissemination has been satisfactory and, for this reason, since the end of the eligibility period in October 2005, we are carrying on an active dissemination at no cost. In fact, the number of the e-ELP downloads is around 100 and it increases day by day and the Project partners are receiving several invitations for further dissemination (paper presentations at congress, seminars and courses, scientific publications, etc.). 

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

Table 3.1 Summary of networks, materials, products, publications, modules, courses, conferences, reports, studies and other concrete outcomes of the project
Please use the appropriate codes as listed in the Annex.

Please note that here we summarise the final outcomes of the project. For the process outcomes (e.g. individual agreements, evaluation reports, meeting reports, expert reviews, drafts, etc.), please refer to the Interim Report, to 3.3 of this Final Report (Output column) and to the Project Platform http://213.92.77.52/.

N°	Type of outcome
(A codes)	Title of the outcome
	Languages
(Language codes) 	Type of dissemination

(C codes)	Quantity

(1)	Target audience	Any other comments	
						Sector

(D codes) 	Category

(E codes) 		
1	A3	E. Landone, “Plurilingüismo y pluriculturalismo en el Portfolio Europeo de las Lenguas", Mots Palabras Words, n. 5, 2004, pp. 33-52.	ES	C3, C9, C10 – Scientific article	Online downloads at http://www.ledonline.it/mpw	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E12		
2	A11	Project Web page	ES, IT, EN	C6, C3, C4, C5,C8	It was cited in approximately 30 public events and its dissemination by e-mail reached nearly 2.000 language teachers	D5, D6, D7, D9, D11, D12	E1, E2, E4, E5, E6, E7, E9 (LINGUA), E10, E11, E12		
3	A3	A. Stylianou, C. Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone, “Technologies Challenging Literacy: Hypertext, Community Building, Reflection, and Critical Literacy” in L. Tan Wee Hin and R. Subramaniam (eds.) Handbook of Research on Literacy in Technology at the K-12 Level: Issues and Challenges, Idea Group Publishing, Hershey, USA.	EN	C1, C2, C3, C6, C9,	It depends on the sales	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	Copyrights are not paid to the authors for the sale of the book	
4	A3	Accepted paper for the ETPE2004 - 4th Pan-Hellenic Conference on ICT in Education, Athens, 29/9 – 3/10/2004. Title: E. Landone, C. Vrasidas, N. Christodoulou, S. Retalis, “The electronic European Language Portfolio”	EN	(C3, see comments)	//	D5, D6, D7, D9, D11, D12	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	The paper was not presented at the Congress for an agenda error (see 3.3, 7.2, note 24)	
5	A2-A3	Presentation of the Project at the first Expo dell'educazione e del lavoro, Milan, 27-30/4/2004 (under the aegis of the Multimedia unit of the European Commission)
	IT	C2, C5, C7, C6	Around 50 persons visited the stand and asked for information 	D5, D6, D7, D9, D11, D12	E1, E2, E4, E5, E6, E7, E9 (LINGUA), E10, E11, E12	The Power Point presentation is available on our Web site	
6	A3	University degree dissertations	IT	C10 (public dissertation in front of an academic committee)	7	D13 (University teachers)	E10	See 3.3. points 2.5 and 7.4 for details	
7	A2	Minerva Interim Report	EN	C10 (it has been mailed to the partners’ academic authorities) 	More or less 10 university administrators/ managers received it	D11 (University) D13 (EC)	E11, E16 (EC)	We consider the Interim Report as an output because its dissemination among the University managers helped the project to be kept in great consideration (see 3.2 (c) )	
8	A12 (Monographic congress)	Congress “Digital European Language Portfolio: proposals and prospects”, 28/1/2005, Università degli Studi of Milan	EN, IT	C3, C4, C6, C8	More or less 150 students, language teachers, and university managers attended the one-day Congress	D5, D6, D7, D9, D11, D12	E1, E2, E4, E6, E5, E7, E9 (LINGUA), E10, E11, E12	The congress agenda and the Power Point presentations are available on our Web site. 	
9	A5/A4	Digital European Language Portfolio (including a simple Guide for Users)
	EN, DE, ES, IT, SE, EL	C2, C3, C4, C5, C6, C8, C9	It is freely donwloadable on our web site: so far, nearly 500 persons accessed it. This number increases an average of 4/5 persons every day	D5, D6, D7, D9, D11, D12	E1, E2, E4, E6, E5, E7, E9 (LINGUA), E10, E11, E12	Although it was not a compulsory aim of our project proposal, we wished to validate our e-ELP at the ELP Validation Committee. We applied twice, receiving an encouraging feedback but not the validation. Even if the validation of a digital ELP seems a quite new procedure for the Committee, in compliance with the advice of the internal evaluator (see 3.1), we are going to apply for validation again (after the end of the Project).	
10	A2	Project evaluation report	EN	C10 (partners and EC)	The teams of 7 partners	D5, D6, D7, D9, D13 (EC)	E1, E2,  E6, E5, E7, E10, E16 (EC)	This document is the last step of the internal evaluation process and summarizes these interim documents: Evaluation of the meetings in Cyprus and in Milan Report, Evaluation plan; Expert Review Instruments, Expert Review Report Expert Usability Review Instruments; Expert Usability Review Report, Evaluation Report from the Tests of the 1st and the 2nd
 version of the e-ELP prototype.	
11	A3	C. Vrasidas, N. Christodoulou, M. Zembylas, E. Landone, “Language Learning and User-Centered Design: The Development of the Electronic European Language Portfolio”, in P. Zaphiris and G. Zacharia (eds.), User-Centered Computer Aided Language Learning, Hershey - USA, Idea Group Inc., 2005.	EN	C1, C2, C3, C6, C9	It depends on the sales	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	Copyrights are not paid to the authors for the sale of the book	
12	A3	E. Landone, “Un soporte tecnológico para la reflexión pedagógica: el Portfolio Europeo de las Lenguas digital”, Quaderns digitals, 2005, http://quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaRevistaIU.visualiza&revista_id=59	ES	C2, C6, C9	It depends on the free Internet downloads	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12		
13	A3	AA.VV, Studi sul Portfolio Europeo delle Lingue digitale, Milano, LED, 2005 (http://www.ledonline.it/mpw)	ES, IT, EN	C1, C2, C3, C6, C9	It depends on the sales	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	Copyrights are not paid to the authors for the sale of the book	
14	A3	I. Söhrman, D. Mighetto, “El Portfolio electrónico europeo de las  lenguas - una herramienta para la didáctica y la autoevaluación”, Moderna Språk, in print	ES	C1, C2, C3, C6, C9	It depends on the sales	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	Copyrights are not paid to the authors for the sale of the review	
15	A3	I. Söhrman, D, Mighetto, "The Use of an Electronic Portfolio as a tool for Self-evaluation and Language Acquisition", Lingua, in print	EN	C1, C2, C3, C6, C9	It depends on the sales	D5, D6, D7, D9	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	Copyrights are not paid to the authors for the sale of the review	
16	A3	Paper presentation at the Cyprus Academic Forum 1st All Cyprus Social Sciences and Humanities Conference, Intercollege, Cyprus, 18-19/3/2005. Title: C. Vrasidas, M. Zemyblas, N. Christodoulou, N. “Current research and development in e-learning”	EN	C3, C6, C8	More or less 100 persons attended Congress	D5, D6, D7, D9, D11	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12		
17	A3	Paper presentation at the XVI Scandinavian Convention on Romance Languages, Copenhagen/Roskilde, Denmark, 26/8/2005, organized by L'Associations des departements de Langues romanes scandinaves, Title: I. Söhrman, D. Mighetto, “Presentación del Proyecto E-PEL: Proyecto de Estudio del Portfolio Electrónico Europeo de las Lenguas”	ES	C3, C6, C8	More or less 80 persons attended Congress	D5, D6, D7, D9, D11	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12		
18	A3	Paper presentation at the TESOL-Italy XXX National Convention, University of Rome, 23-24/9/ 2005. Title: L. Pedrazzini, M. C. Rizzardi, “E-ELP: an Electronic European Language Portfolio”	IT	C3, C4, C5, C6, C8	More or less 50 persons attended Congress	D5, D6, D7, D9, D11, D12	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12		
19	A3	Paper presentation at the XXIII Congresso dell’Associazione Ispanisti Italiani, Messina, 6-8/10/2005. Title: E. Landone, “La nuova dimensione della contrastività nel Protfolio Europeo delle Lingue (PEL)”	IT	C3, C4, C5, C6, C8	More or less 100 persons attended Congress	D5, D6, D7, D9, D11, D12	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	The paper will be published in the Congress Acts. 
(Being over the eligibility period the paper presentation had been done at no cost for the Project.)	
20	A3	Paper presentation at the European Association for Research in Learning and Instruction conference, Nicosia, Cyprus, August 2005. Title: Vrasidas, C., Landone, E., Zembylas, M., Christodoulou, N. “e-ELP: electronic European Language Portfolio”.	EN	C3, C4, C5, C6, C8	More or less 100 persons attended Congress	D5, D6, D7, D9, D11, D12	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12		
21	A1	Courses for initial and in-service teachers training
	EN, ES, IT, SE	C4	14 (more or less 300 attendants)	D6, D7, D9, D13 (University teachers)	E1, E2, E4, E5, E6, E7, E10		
22	A1	Academic foreign languages courses	EN, ES, IT, SE, DE	C10 (Academic programs and curricula)	Approximately 11 courses, reaching 500 students, so far	D5	E4	As academic courses are planned one year for another, we have planned more courses for the next academic year (see 3.3, point 7.5)	
23	A12 (Application form)	Validation application form	EN	C10 (ELP Validation Committee)	Two versions	D13 (European authority)	E3	See 3.3. points 8.1 and 8.2 for details.
See also http://www.coe.int/portfolio	
24	A3	Presentation of the Project at the second Minerva Concertation meeting	EN	C3, C4, C6, C8	10 persons attended the presentation	D13 (Minerva’s coordinators)	E1, E2, E6, E7, E9 (Minerva), E10, E11, E12		
25	A2	Minerva Project Final Report	EN	C10 (it will be mailed to the partners’ academic authorities)	More or less 10 university administrators/ managers will receive it	D11 (University), D13 (EC)	E11, E16 (EC)		
(1) For materials state the number of copies; for courses, the number of courses and participants, etc.

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

3.2 - Project achievements

3.2(a)- Did the project meet its targets in terms of outcomes (as given in the application form, particularly in the workplan). Please comment on any under or over achievements of targets. (max 1 page, no more than 2000 characters).

The Project targets that we proposed in the Application form are:
1.	to create an economic, multimedia, fit-for-harness and easy-deliverable digital ELP; 
2.	to produce an ELP specific for university language students in view of their entrance into the EU job world;
3.	to make the ELP available in Italian, Greek, Spanish, English, German and Swedish;
4.	to give Institutions a tool to monitor the students’ language learning process;
5.	to promote a pedagogically correct use of the ELP. 

I would say that we fully met them balancing the following under achievements and over achievements.

A. Achievements: point 2 and 5 were achieved.

B. Under achievements: 
Point 1. The e-ELP is free, multimedia, fit-for-harness and easy-deliverable. Interface is functional and linear although a little bit boring (due to Java graphic simplicity) and some language mistakes are still present in a few texts. The e-ELP has not been validated yet, also because of the inner difficulty of the pioneer process of Validation of digital ELPs (see 3.1).
Point: 3. The e-ELP is fully working in these six languages, although a special function (the ELP PDF Export) is not fully operative in Greek because of its special characters. The technical team is trying to solve this unexpected Acrobat Reader incompatibility.
Point 4: this point was not achieved because we did not make a data base underlying the digital ELP. In planning the Project we were imagining a centralised data base in each University server to recollect all the students ELP. Nevertheless, concretely working on it, we realised that this would have strongly limited the sustainability of the e-ELP after the end of the Project, because it would have involved a complex and delicate student sensitive data management by Universities. So, we opted for no data base, considering that institutions/teachers can monitor the students’ language learning process in any case, just recollecting their e-ELPs individually.
Point 5: The pedagogical and technical guide for students on how to use the ELP is light, because the ELP is by definition a self-explanatory tool and all the operative information are evident in the e-ELP itself. A more complex guide would have not added any new information to those that are already on the screen using the e-ELP.

C. Over achievements:
Point 1. The pedagogical quality of the e-ELP is higher than what we planned (see 3.2 (b)). The global structure is more compact and integrated, and the Self-assessment section is very innovative (no digital ELPs have dared such a revolutionary approach so far). 
     Please note, that we applied for Validation twice (and we are going to present again, hopefully in March 2006): even if the Validation has not been accorded yet, we can consider our Validation applications as an over achievement because we did not plan to put so many energies in this difficult process and it was not declared as a must in the Project Proposal.
Point 5: Surprisingly our e-ELP is having a large spontaneous diffusion also among high-school teachers (probably because they are more sensitive to pedagogical issues than the university teachers, who are our target group). As already stated, the organisation of a monographic congress (and its Act publication) has been a successful dissemination activity that we did not originally plan.

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

3.2(b) - What was the added value of the project? (max 1 page, no more than 2000 characters).

Our e-ELP general added values are: 
- It is one of the first in the field.
- It is easy to access and transfer, which is crucial to make it a familiar tool for the target users. Being a crucial tool for European mobility, a widespread use of the e-ELP would support the EU language policies (in fact, an ELP section – the Language Passport - is an important part of the EUROPASS).
- The existing ELPs for adult or university students rarely contemplate ‘peripherical’ languages (e.g. Greek or Swedish) in which our e-ELP has been translated.

Comparing our e-ELP to the hardcopy format, we can list the following added values:
- It is updatable offline (it does not require the students to pay for the Internet connection while using it)
- It is operative-system independent (because it is Internet based)
- It is free
- It is personalisable in accordance to the users’ language level
- It permits the coexistence of many languages avoiding graphical overload 
- It has a multimedia Dossier 
- is it easy to share by e-mail (pdf exported file have a reduced dimension)

For our e-ELP we chose a customised system consistent with our concept of digitalisation as a ‘service’ to pedagogy. Concretely, we wanted to avoid the electronic ELP to be just a way to store data in a digital container and aimed at advocating digitalisation as a new process of producing, improving, and sharing the learning process and outcomes. We think that this is the major added value of our e-ELP which, in details, consists of an improvement of: 

-	Student’s reflection and self-consciousness. We conceived the e-ELP digitalisation’s goal as that of transforming data in learning evidence for the learner. Its interface requires the learner to deal with the ELP’s three sections contextually. This implies a less redundant and more tight contiguity among them and avoids a certain degree of dispersion that paper ELPs seem to have.
-	Self-assessment tools and learner’s autonomy. To make students better self-evaluators, the e-ELP sections are bounded to the clear language assessment criteria offered by the CEFR. In the paper version, their scaling is not always very coherent and the self-assessment list presents a high risk of descriptors overload. We recombined them in a new synthetic format that permits focusing the learner’s attention on a reduced and relevant part of it.
-	Transparency of the recursiveness of the learning process. Due to the paper “fixness”, the limit of the hardcopy versions is that it is not very practical for the student to change, correct, add, or integrate data to previous ones. The information of the digital ELP can be stored and the e-ELP keeps trace of student’s modifications and updates over time (‘historical function’) which is helpful for the student self-reflection.
-	Learning sharing. the e-ELP has a ‘feedback function’ which is possible in a paper version, but it is not so practicable. That is the presence of free-writing areas where the student, or someone else (the teacher or a school fellow), can add his/her comments on the ELP. In this way, the learner is encouraged to share his/her experience with other learners or with the teacher. We think that this sort of ‘socialization’ of the ELP is a quite interesting new function of our e-ELP.
-	Multimedia evidence of language learning. Compared to the paper format, the digital version makes it notably easier to collect audio and video digital samples of the learner’s competence (the Dossier section).

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

3.2(c) - What was the overall contribution of the transnational work? Please comment on the value of transnational activities to the achievements of your project objectives at national and transnational level. Include any unanticipated benefits. (max 1 page, no more than 2000 characters).

In our Interim Report recommendations, the transnational character of the Project and the unbalanced input of the co-ordinator were marked as weak points. At the same time, the internal evaluations underlined the need for the partners to have clearer tasks. In a certain sense, the co-ordination style was more propositional than imperative and tasks accomplishment was left to the partner autonomous self-organisation within a transnational team of work and a range of deadlines. 

After the Interim Report, we therefore made a strict partner competence identification. In this way, the transnational synergy was improved and it contributed to the quality of the final product in this way: 

-	We developed the e-ELP in EN along with the national languages of the partners (ES, DE, EL, IT, SE): crossed revisions among the partners (who are all plurilingual linguists) improved the translations quality.
-	The e-ELP was tested in different educational contexts, which helped us to prevent a variety of problems such as Informatic Lab networks (and its access protections), courses organization, students mobility needs, students and teachers’ level of informatic experience, special character issues, etc.
-	The teachers training in the use of the e-ELP in transnational contexts helped has to have a clear map of the different level of the ELP penetration in different countries and to plan the dissemination consequentely (For example, the ELP models can be very diversified (e. g. in Italy) or very centralised (e. g. in Spain), they can be well-known (e.g. Spain) or almost unknown (e.g. Cyprus), etc.)
-	We could diversify the dissemination channels, following the scientific ‘culture’ of the different nations: just to give an example, we noticed that the scientific mind-set of Cyprus was particularly sound so ICMS Intercollege specialised itself in scientific dissemination.
-	The transnational dissemination helped us to have a variety of institutional feedback and to consequentely improve the e-ELP: for example, some institutions requieres a Valdiated ELP, other are totally indifferent to the Validation issue.

These objectives would not have been achieved without a good transnational cooperation, which was based on a digital platform that helped us to keep trace of the progress of the Project in a very detailed way. It must be noted that we used it mainly as a mean to exchange drafts and documents and not as a communication tool (in addition, we lost the occasion to use this tool to demonstrate our collaboration because the partners took the habit to login with a collective password  - the co-ordinator name - and it has been impossible to made them change this habit). Partners spontaneously developed all their communication by e-mail (a very active mailing list), which was considered more immediate. 

Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

3.2.(d) - How will the project partnership and project network or activities/results be sustained beyond the Community grant? (max 1 page, no more than 2000 characters).

During our Project we have made some choices to make the sustainability of our project easy, economic and profitable for the partners for these reasons:

-	The dissemination of our e-ELP through the Web page does not cost money for partners and do not carries any extra management for the Universities that will use it (e.g. no student sensitive data have to be managed)
-	Our e-ELP accomplishes a standard format (following the EC Guides and Principles) that will not change over time, which means that our e-ELP will not need updated new releases in future.
-	The innovative and high scientific level of the e-ELP have open a profitable research field for the partners: they are receiving invitations to public events, to held seminars, and to write academic articles and books on the Project. These activities are all part of their normal academic professional commitments (and development) and this a guarantee that all the dissemination activities carried so far will actively go on (to have an example, please refer to point 7.6 of 3.3 Summary of activities)
-	Our e-ELP has a challenge in front of it: to get the Validation. Even if it is a hard process, all the partners agree on applying again because they feel proud of the scientific quality of the ELP and long for its recognition (even if times seem immature for it). In case Validation is accorded the e-ELP will be at the disposal of the CoE PEL official web page.

The future activities already planned to sustain the wide use of the e-ELP are: 

-	We have already planned the use of the e-ELP in regular foreign language courses: some of them are already active, other are planned for the next academic year. The students positive feedback is highly encouraging a wide diffusion of the e-ELP in the partners’ courses.
-	In case students already own a high school ELP we will support its transfer to the digital format, apt for university students. The data transfer from a paper format to a digital one will give no problems because they are both a standard format.
-	Many of the partners are also initial and in-service teachers’ trainers and the e-ELP will be part of their training programs.
-	Although we have not received request for technical assistance so far (e.g. downloads, installation, etc.) it will be granted with the help of partner GAP Multimedia.
-	Our mailing lists of contacts will be increased and we will keep active contacts with those who are using our e-ELP for feedback (for this purpose, the ELP download screen presents a request of identification to keep trace of the downloads)

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

3.3 Review of Project Workplan
Using the original approved Workplan for the project, please describe clearly and briefly the main activities or workpackages undertaken in the different project’s stages. Activities listed should take account of any changes to the project’s workplan whether subject to a formal approval or not. Please include partnership meetings as distinct activities.

Stage of the project	Activities undertaken. Indicate also any major divergence from the original work plan
	Lead partner, other partners involved in the activities undertaken	
Products and results	

1 Analysis and planning [1/10/2003 – 30/1/2004, 122 days] 

Main aims and objectives: To start the project administratively. To organize a kick-off meeting to make the partners meet each other and to share the Projects field and aims. To define an internal evaluation strategy. To define a work plan and partners’ tasks. To make a technical analysis of digital linguistic portfolios.
Evaluation of outcomes: The aims of this phase were all well achieved but some individual agreements and the bank transfers were strongly delayed by local administrations, hence two partners could not be present at the kick—off meeting. 

1.1. Organisation of the kick-off meeting in Cyprus [1/10/03 – 7/1/04, 99 days]	
•	Signature of the Grant Agreement 
•	Definition and signature of the Individual agreements
•	Flights, hotel, and meeting rooms reservation
•	Definition of the meeting agenda 
•	Recollection of models of ELP (published hardcopies) and study of the Guides for ELP’s developers. Recollection of information on the Descriptors data bank (at this time it was not published on the CoE- ELP web site yet)
•	Check of the EC first pre-financing instalment and input for the funds transfer to partners (first instalment). Management of partners’ administrative problems.
	
Lead partners: Università degli Studi di Milano and ICMS Intercollege

Other partners involved: Gap Multimedia, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	

•	Individual agreements (see documents at the partners’ Administrative Offices)

•	A bibliography (and a plurilingual documentation) on European ELPs (see Platform http://213.92.77.52/)	

1.2. Kick-off meeting in Nicosia-Cyprus

[9/1/2004-11/1/2004, 3 days]	
•	Partners introduction
•	Description and sharing of the concrete objectives of the project among the partners
•	Sharing of documentation and comment on the ELP samples recollected in the previous step (see 1.1 in this Summary of activities)
•	Comment on partners’ experience in using the ELP 
•	Discussion on the main problems of portfolios digitalisation
•	Analysis of the data management system of the digital portfolios 
•	Definition of a long-term and a short-term work plan of the project (with terms and deadlines) in compliance with the partners’ competence
•	Definition of the co-ordination among the teams (namely among the evaluation and pedagogical team, the linguistic team and the informatical team) by a web platform and e-mailing (see note 4) 
•	Presentation of a Platform for partners communication, for the decision-making process, and to file all the documents/drafts concerning the Project (Platform http://213.92.77.52/)
•	Presentation of the Project evaluation strategy
•	Kick-off meeting evaluation survey 
•	Administrative report so far and clarification of some administrative issues regarding travel costs and staff costs
•	Trust-building activities
•	Meeting with Dr. G. Makrides (from Intercollege, coordiantor of the EDIPED Comenius 2.2 Project “Development of an European Digital Portfolio for the Evaluation of Educators”) to evaluate a possible projects cluster.

Lead partners: Università degli Studi di Milano, ICMS Intercollege, Göteborgs Universitet, Högskolan i Skövde, Gap Multimedia	
•	Report of the kick-off meeting (see Platform http://213.92.77.52/)

•	Detailed Project work plan (see Platform http://213.92.77.52/)

•	Content analysis (see Platform http://213.92.77.52/)

•	Results of the meeting evaluation survey (see Platform http://213.92.77.52/)

•	One network contact (see meeting agenda in the Platform http://213.92.77.52/)

1.3. Technical analysis 
[15/1/2004-15/2/2004, 31 days]	
•	Definition of the portfolio sharing modality 
•	Definition of the portfolio data filling up
•	Definition of the portfolio updating modalities
•	Almost completed the evaluation of the technologies and resources limitations
•	Almost completed the evaluation of the partners’ technological infrastructures
•	Development of the information system for the Project activities co-ordination(the Platform)
	
Lead partner: GAP Multimedia	
•	Digital ELP XML data structure (see GAP Multimedia’s archive)	

1.4. Minerva co-ordinators Concertation meeting in Bruxelles [29/1/2004-30/1/2004, 2 days]	
•	Interview with the TAO and clarification of its role. Clarification of some administrative questions regarding staff costs, and travel and subsistence costs
•	Personal contact with the Socrates Italian National Agency
•	Participation at the meetings for co-ordinators: clarification of the importance of early dissemination
•	Co-ordinator report of the Concertation meeting with suggestions for the partners to improve the Project 
•	Publication of: E. Landone, “Plurilingüismo y pluriculturalismo en el Portfolio Europeo de las Lenguas", Mots Palabras Words, n. 5, 2004, pp. 33-52, http://www.ledonline.it/mpw
	
Lead partner: Università degli Studi di Milano	
•	Report of the meeting in Bruxelles (see Platform http://213.92.77.52/)

•	Paper E. Landone, “Plurilingüismo y pluriculturalismo en el Portfolio Europeo de las Lenguas" (see http://www.ledonline.it/mpw and 3.1)	

2. e-ELP pedagogical project and storyboard design [1/2/2004 – 30/6/2004, 150 days]

Main aims and objectives: To design the ELP storyboard (including a special structure for the digital Descriptors). To start the ELP implementation and to test the digital Descriptors section. To write the ELP texts. To start the Project dissemination with a Project Web Page and some scientific studies. To make an evaluation plan proposal. To involve and motivate the partners and to solve their administrative problems.
Evaluation of outcomes: The aims of this step were over achieved: two partners travelled to Milan to compensate their absence at the kick-off meeting in Cyprus and the Descriptors section was elaborated in a more complex way than it was planned in our original workplan.
	Lead partner, other partners involved in the activities undertaken	
Products and results	

2.1 Activation of the Platform 
[1/2/2004-29/2/2004, 29 days]	
•	Activation of the Platform as virtual area of work for the partners (http://213.92.77.52/ - collective login and password: elena.landone – minerva)
•	Filling up of the Platform areas: News, Administrative area, and Development area (including Forum, Drafts, Dissemination documents, Evaluation area, and Resources)
•	Partners familiarisation with the new Platform
	
Lead partner: GAP Multimedia

Other partners involved: Università degli Studi di Milano, Högskolan i Skövde

•	Platform http://213.92.77.52/ 	

2.2 Pedagogical project of Storyboard I
[1/2/2004-31/3/2004, 59 days]	
•	Request for guidance to the ELP Validation Committee to receive advice on the validation procedure for digital ELP (no digital e-ELP had been validated until this date) (16/1/2004 – we did not receive any feedback)
•	Design of the structure of the digital ELP in compliance with the ELP selected models and the Guides for developers (see 1.1. of this Summary of activities) (Storyboard I)
•	Two persons from Universidad de Salamanca, one person from Europa Universität Viadrina Frankfurt (Oder), and one person from Göteborgs universitet travelled to Milan to support the design of the digital ELP
•	A special team was made to work on the Descriptors section of the e-ELP (and the partners from Göteborgs universitet and Universidad de Salamanca had the occasion to join this team and to define a plan of co-ordination for future Descriptors’ testing) 
•	Design of our first digital Descriptor following a ‘tree structure’
	
Lead partners: Università degli Studi di Milano 
Europa Universität Viadrina Frankfurt (Oder), Göteborgs universitet, Universidad de Salamanca

Other partners involved: GAP Multimedia	
•	Application form for guidance (see Platform http://213.92.77.52/)

•	E-ELP Storyboard I (see Platform http://213.92.77.52/)

•	First draft of the descriptor “I listen to public announcements” (see Platform http://213.92.77.52/)

•	Report of the bilateral meetings in Milan (see Platform http://213.92.77.52/)

2.3 Storyboard I: technical study and modifications 
[1/4/2004-15/6/2004, 76 days]

•	Digital infrastructure design: identification of the best software architecture 
•	Almost completed the development of the data filing protocols, considering the double need of online management (through DBMS) and of personal management on PC client (through File System)
•	Almost completed the analysis of compatibility and interoperability of the protocol in different data file systems and on different technological platform 
•	Project of the online and of the personal management systems of the e-ELP (in particular: analysis of the information flow; identification of the analysis static models for the linguistic competence and development of the algorithm required; analysis of the data update procedures; identification of the data integrity control structures; identification of the control structure of the semantic data conformity with ELP standard; definition of the technical requirements needed for the personal management system of the ELP; analysis of the privacy issues concerning the data stored and identification of the required tools to protect these data)
•	Outlined the interface needs and the analysis of usability problems (users point of view) 
•	Started the author e-ELP development (including its first testing and modification)
•	Started the server e-ELP development (including its first testing and modification)
•	Evaluation of the digital project
•	Modification the e-ELP Storyboard I (Storyboard II)
•	Implementation of the first digital descriptor’s structure
•	Testing of the digital descriptor evaluation consistence in determining the user’s language level 
	
Lead partners: GAP Multimedia, Università degli Studi di Milano

Other partners involved: ICMS Intercollege, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Universidad de Salamanca, Högskolan i Skövde
	
•	Digital ELP web viewer prototype (see GAP Multimedia’s archive)

•	Storyboard II (see Platform http://213.92.77.52/)

•	First implemented digital Descriptor for ‘Oral comprehension’ (see the web page http://eelp.gap.it. Login elena, password: plaka)	

2.4. Writing the textual part of the ELP 
[1/4/2004-30/6/2004, 91 days]	
•	Elaborating 9 descriptors and uploading 5 of them on a digital structure
•	Writing the textual part of the ELP (‘Experiences’ section)	
Lead partner: Università degli Studi di Milano 

Other partners involved: Högskolan i Skövde, Göteborgs Universitet, Europa Universität Viadrina Frankfurt (Oder), Universidad de Salamanca
	
•	Nine Descriptors (drafts) and five digital Descriptors (see the web page http://eelp.gap.it)

•	‘Experiences’ section (draft) (see Platform http://213.92.77.52/)	

2.5 Dissemination of the Project and Web page activation
[1/2/2004-30/6/2004, 150 days]	
•	Contents recollection for the Project dissemination Web page
•	Web page graphical design and implementation in English
•	Web page translation (into Italian and Spanish)
•	Submission of the chapter “Technologies Challenging Literacy: Hypertext, Community Building, Reflection, and Critical Literacy” by A. Stylianou, C. Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone for publication in the book L. Tan Wee Hin and R. Subramaniam (eds.) Handbook of Research on Literacy in Technology at the K-12 Level: Issues and Challenges, Idea Group Publishing, Hershey, USA
•	Submission of a proposal for a paper presentation at the 4th Pan-Hellenic Conference on the use of ICT in education, Athens, 29/9 – 3/10/2004 (Title: “The Digital European Language Portfolio” by C. Vrasidas, N. Christodoulou, S. Retails, and E. Landone)
•	Participation at the first Expo dell'educazione e del lavoro, Milan, 27-30/4/2004, under the aegis of the Multimedia unit of the European Commission
•	Promotion of the study of the digital ELP with a degree dissertation (tesi di laurea) by Simona Magni, “Verso un Portfolio Europeo delle Lingue in formato digitale”, Università degli Studi di Milano, 15/7/2004
•	Local dissemination of the project by the partners:
-	Göteborgs universitet enlarged the project’s team involving future beneficiaries. Two French teachers were involved, and a seminar was held at the Department of Romance Languages (5/6/2004 “What is a portfolio and how can an electronic 
portfolio be used in class?”). 
-	Europa Universität Viadrina Frankfurt (Oder) introduced the project to a teachers’ meeting at the Instituto Cervantes of Berlin and went in contact with the Centro de Lenguas of the Freie Universitaet of Berlin for possible collaboration. 
-	University of Milan enlarged the local Project team involving an expert e-ELP developer (Luciana Pedrazzini), an expert of language teaching (Maria del Rosario Uribe) and an Italian-Spanish bilingual expert (Susanna Zatta). 
-	University of Salamanca enlarged the local project team involving an expert in language evaluation (Marta García García)
	
Lead partners: GAP Multimedia, ICMS Intercollege, Università degli Studi di Milano

Other partners involved: Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	
•	A plurilingual dissemination Web page (see http://eelp.gap.it and 3.1)

•	A book chapter (see 3.1)

•	Congress proposal (see Platform http://213.92.77.52/ and partner ICMS Intercollege personal e-mails. See also 3.1)

•	Presentation of the Project at the EXPO (see http://www.educazionelavoro.com and 3.1)

•	Degree dissertation (see University of Milan - Cecilia Rizzardi’s personal file of degree dissertations and 3.1)

•	One seminar (see partner Göteborgs universitet personal e-mails and 3.1)

2.6 Evaluation of the project 
[1/5/2004-30/6/2004, 61 days]	
•	Elaboration of a Project evaluation plan (proposal)
•	Recollection of the feedback on the above mentioned Evaluation plan proposal among the partners 
•	Modification of the evaluation plan following the partners suggestions
•	Results of the Co-ordination evaluation survey
•	Presentation of a definitive evaluation plan 
	
Lead partner: ICMS Intercollege 

Other partners involved: Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca, Università degli Studi di Milano
	
•	Evaluation plan (see Platform http://213.92.77.52/)

•	Co-ordination evaluation survey (see Platform http://213.92.77.52/)	

2.7 Co-ordination of the project and Interim Report
[1/11/2003 – 30/6/2004, 242 days]	
•	Administrative management (documents and data recollection) and facilitation of partners relation with their local administrations 
•	Support to constant communication among partners: management of a mailing list for weekly news and of a monthly chat session (helpful for the group democratic decision process)
•	Support of the group cohesion (through personal e-mails)
•	Remind of deadlines and regular report on the work plan progress
•	Promotion of dissemination 
•	Detailed documentation of the life of the Project and its stages in the Platform 
•	Promotion of the scientific reflection on the contents of the Project
•	Interim report 
	
Lead partner: Università degli Studi di Milano and all the partners	
•	Platform (see all the areas, http://213.92.77.52/ and partners’ personal e-mails)

•	Interim report

3. Digital implementation of the first rough version of the e-ELP (Prototype I) [1/7/2004 - 1/1/2005, 153 days]

Main aims and objectives: To implement a first complete ELP prototype and test it.
Evaluation of outcomes: The aim of this phase was not completely achieved because the Prototype I was monolingual (and not bilingual as planned) and it was not developed enough to allow a first trial out.

Lead partner, other partners involved in the activities undertaken	
Products and results	

3.1. Digital implementation of the first rough version of the e-ELP (Prototype I) [1/7/2004 – 1/1/2005, 153 days]
	
•	Finished 17 digital Descriptors: revision and uploading
•	Finished the textual part of the e-ELP (all the e-ELP sections’ contents)
•	Check of the global structure and of the texts of the e-ELP (especially the HELP texts) with the CoE documents Guide for Developers, European Language Portfolio. Guide for Teachers and Teacher Trainers, Enhancing the pedagogical aspects of the European Language Portfolio (ELP), The European language portfolio and self-assessment, and with the collection of validated e-ELP we recollected (see 1.1 of this Summary of activities)
•	Digital implementation of a rough version of the e-ELP in English (Prototype I) including the development of the user stand-alone authoring tools, the development of the e-ELP online management system, and the testing of usability and accessibility. 
       In particular: 
-	Author e-ELP development (data structure development, development of the data visualisation functions, development of the data insert functions)
-	Server e-ELP development (creation of the data structure on the DBMS, development of the data visualisation functions, development of the data insert / modify / delete functions, development of the file insert / modify / delete functions, development of grouping data functions)
•	Testing of the Prototype I’s Descriptors
	
Lead partner: Gap Multimedia, Università degli Studi di Milano

Other partners involved: Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	
•	First rough version of the complete digital e-ELP (Prototype I, not published) (see Platform http://213.92.77.52/)

4. Plenary meeting in Milan and planning of the e-ELP Prototype I testing procedure [1/1/2005 - 31/1/2005, 31 days]

Main aims and objectives: To organise a second plenary meeting. To define the second-year detailed work plan (and partners’ tasks). To plan a rapid ending of Prototype I. To plan an intensive dissemination. To plan the first prototype testing with teachers (Test 1).
Evaluation of outcomes: The aims of this step were over achieved: we organised an unplanned monographic congress during the plenary meeting.

Lead partner, other partners involved in the activities undertaken	
Products and results	

4.1 Organisation of the plenary meeting in Milan – Italy
[1/1/2005 - 24/1/2005, 23 days]
	
-	Organisation of the second partners’ plenary meeting in Milan: definition of a suitable date for everybody, hotel and restaurants reservation, meeting-rooms reservation, and technological infrastructure reservation.
-	Definition of the meeting agenda
-	Organisation of a dissemination Congress: hall reservation, technological infrastructure reservation, definition of the Congress agenda, widespread information about the Congress and invitations, edition of an informative leaflet (in Italian and English), and preparation of some informative material for the congress audience
-	Cluster contact with Henny Groot Zwaaftink and Rachel Collins (Digital University), leading the Digital University project “European Language Portfolio (ELP) Higher Education in the Netherlands”. They were invited to the Congress and to an interview to share best practice.
-	Strengthening of the cohesion between the Project group and the University of Milan (improvement of the horizontal relations with colleagues and of the hierarchical relations with superiors)
	
Lead partner: Università degli Studi di Milano	
•	Plenary Meeting agenda (see Platform http://213.92.77.52/)

•	Informative leaflet on the Congress (see 3.1)

•	Congress agenda (see Platform http://213.92.77.52/)

•	One network contact (see congress agenda in the Platform http://213.92.77.52/)

4.2 Plenary meeting in Milan – Italy and planning of the e-ELP testing procedure [25/1/2005-31/1/2005, 7 days]
	
-	Meetings with all the partners during three days
-	Report and global evaluation of the first year of the Project: acknowledgement of the causes of one-month delay on the original work plan and discussion on how to compensate it (see note 12)
-	A new work plan and a partners’ tasks definition for the second year of the Project were agreed
-	Planning of the testing of Prototype I by partners (Test 1): definition of the observation grid for pedagogical and technical testing
-	Refinement of the evaluation of the partners’ technological infrastructures
-	Identification of the integrations required for Prototype I to be fully practicable for Test 1
-	Planning of the e-ELP definitive implementation (steps toward Prototype II) 
-	Planning of dissemination procedures during the second year of the Project 
-	Plenary meeting evaluation survey
-	Congress “Digital European Language Portfolio: proposals and prospects” (28/01/2005): Authorities introduction, partners’ speeches and paper presentation, recollection of lists of voluntaries (among the audience) for future experimentation and dissemination, Power Point presentation recollection for the Project web site, recollection of the partners speeches at the Congress for an academic publication. The Submission for publication of the Congress best speeches was made on the 31/06/2005 (as Studi sul Portfolio Europeo delle Lingue digitale, Milano, Ledonline, 2005 - see www.ledonline.it/mpw/saggi.html)
-	Dissemination contact with the persons of the above mentioned list to inform them on the Congress PPT publication in our Web site and on the publication of the Congress best speeches
	
All partners involved: Università degli Studi di Milano, ICMS Intercollege, Gap Multimedia, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	
•	Second plenary Meeting report (see Platform http://213.92.77.52/)

•	Work plan for the second year of the Project and partners’ tasks definition (see Platform http://213.92.77.52/)

•	Plan of the testing procedure and observation grid (see Platform http://213.92.77.52/)

•	Results of the meeting evaluation survey (see Platform http://213.92.77.52/)

•	List of students and teachers interested in the e-ELP experimentation and a list of persons and institutions interested in the Project (see Platform http://213.92.77.52/)

•	Congress PPT on the Web site (see http://eelp.gap.it/) 

•	Publication of Studi sul Portfolio Europeo delle Lingue digitale, Milano, Ledonline, 2005 (see 3.1)

5. Testing of the e-ELP Prototype I, implementation and testing of Prototype II  [1/2/2005 – 9/5/2005, 98 days]

Main aims and objectives: To end Prototype I and to test it (Test 1). To implement a bilingual prototype (Prototype II). To test the Prototype II with students (Test 2).
Evaluation of outcomes: The aims of this phase were achieved but the ELP texts (English version) presented many errors and the Guide for Users was delayed. Not all the partners did the Test 2.
	
Lead partner, other partners involved in the activities undertaken	
Products and results	

5.1 Testing of the e-ELP Prototype I [1/2/2005 – 1/3/2005, 29 days]	
•	Finished 20 digital Descriptors: revision of 17 digital Descriptors and uploading of the last 3 ones
•	Refinement and publication of Prototype I after its interface development and its interface/functions connection (see note 12). Screens were coded for easiness of identification
•	Partners contact with the informatic-administrative office of its institution for agreements on the installation of the e-ELP
•	The partner evaluator sends the instructions for Test 1 of Prototype I to all the partners (see 4.2 of this Summary of activities)
•	Partners test Prototype I following the evaluator instructions 
•	The evaluator recollects the partners’ feedback on the digital ELP and makes a report on Test 1, which includes a first prospect of the modifications required for Prototype I
•	The evaluator prepares the expert review instruments
•	Expert review report
•	Planning of the modifications required for Prototype I (to get Prototype II)

Lead partners: ICMS Intercollege, Gap Multimedia

Other partners involved: Università degli Studi di Milano, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	
•	E-ELP Prototype I (published, see http://eelp.gap.it/proto1)

•	Expert review report (see Platform http://213.92.77.52/)

•	Report of Test 1 of Prototype I (see Platform http://213.92.77.52/)	

5.2 Implementation and testing of the e-ELP Prototype II [1/3/2005 – 9/5/2005, 70 days]	
•	Design of a new storyboard for Prototype II
•	New check of the new storyboard for Prototype II with the with the CoE documents: Guide for Developers, European Language Portfolio. Guide for Teachers and Teacher Trainers, Enhancing the pedagogical aspects of the European Language Portfolio (ELP), and with the Principles and guidelines for Validation
•	Translation of the e-ELP into Italian (including the Descriptors)
•	Uploading of the complete Italian translation
•	Writing of a complete set of examples for the Descriptors and its digital uploading after standardizing the format
•	Revision of the digital Descriptors following the Data bank of Descriptors (see 1.1 of this Summary of activities)
•	English revision and correction of all the texts and all the Descriptors
•	The partner evaluator sends to all the other partners the instructions for Test 2 of Prototype II 
•	Teachers and students are locally trained by each partners for the use of digital ELP (for Test 2)
•	Test 2 of Prototype II is carried on following the evaluator instructions
•	The evaluator recollects the subjects’ feedback on Prototype II and makes a report on Test 2, which includes a second prospect of the modifications required
•	The evaluator prepares the expert usability review instruments
•	Expert usability review report
•	Some modifications are suggested for the Validation procedure (see point 8 of this Summary of activities). A check of the e-ELP terminological internal coherence is made.
	
Lead partners: ICMS Intercollege, Gap Multimedia

Other partners involved: Università degli Studi di Milano, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	
•	e-ELP Prototype II (see http://eelp.gap.it/proto2)

•	Expert usability review report (see Platform http://213.92.77.52/)

•	Report of Test 2 of Prototype II (see Platform http://213.92.77.52/)

6. Implementation of the e-ELP Final version and Project final evaluation report [10/5/2005 - 20/9/2005, 102 days]

Main aims and objectives: To implement the plurilingual ELP final version. To end the evaluation report.
Evaluation of outcomes: The aims of this phase were well achieved but some ELP texts still presented some mistakes. The ELP Export is not possible in Greek because of PDF document incompatibility with special fonts, the graphical design is simple (due to Java limitations) and there are some minor interface imperfections. On the other side, the product has no problems of incompatibility with all the operative systems. 
	
Lead partner, other partners involved in the activities undertaken	
Products and results	

6.1 Implementation of the e-ELP Prototype III [10/5/2005 – 15/6/2005, 36 days]
	
•	Implementation of the adjustments following the report of the Test 2
•	Publication of e-ELP Prototype III
•	A pedagogical guide for the use of the ELP (for teachers and students)  - including general advice for technical problems - is prepared (see note 16)
•	After revision, the guide for users is uploaded to the Prototype III
•	The Project final evaluation report is completed and published
	
Lead partner: Gap Multimedia, ICMS Intercollege
Other partners involved: Göteborgs universitet and Università degli Studi di Milano
	
•	e-ELP Prototype III, including a guide for users (see http://eelp.gap.it/proto3)

6.2 Translation of the digital ELP [15/6/2005 – 31/7/2005, 46 days]	
•	Planning of the translation process (4 languages, see note 18)
•	Studying of the special-characters problem (mainly concerning the Greek translation) 
•	Preparing the whole contents of the e-ELP in a format suitable for translations and its subsequent easy uploading 
•	General instructions for coherent translations are sent to all the partners
•	Translation of the digital ELP into Spanish, Swedish, German, and Greek 
•	Crossed revisions of the translations among the partners
•	New language revision of the e-ELP English texts
•	Solution of the heavy problems due to the incompatibility of the text formats used for of the translations (e.g. html, doc, txt with Mac) 
	
Lead partners: ICMS Intercollege, Gap Multimedia, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca	
•	Translation of the e-ELP into Spanish, Greek, Swedish, and German (see Platform http://213.92.77.52/)	

6.3 Implementation of the e-ELP Final plurilingual version and final evaluation report  [31/7/2005 – 20/9/2005, 20 days]	
•	Linguistic final corrections and some new minor translations of interface single words
•	Planning and implementation of the modifications required to present the e-ELP for Validation (second time, in September 2005). We strictly followed the Validation Committee feedback (see point 8.2 of this Summary of activities) 
•	Uploading of the translations and implementation of the translated versions
•	Permanent hosting of the Final version in the Project Web site for its free distribution  
	
Lead partner: Gap Multimedia 
Other partners involved: ICMS Intercollege, Europa Universität Viadrina Frankfurt (Oder), Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca and Università degli Studi di Milano	
•	e-ELP plurilingual Final version (including revisions for a second application for Validation) (see http://eelp.gap.it/download and 3.1)

•	Project final evaluation report (see Platform http://213.92.77.52/ and 3.1)

7. Dissemination after the Interim Report [15/6/2004 to 31/10/2005, 441 days]

Main aims and objectives: To disseminate the process and the results of the Project, mainly through scientific studies (books, articles, degree dissertation, and congresses) and through the training of the target users (language teachers). To plan the use of the e-ELP in our academic courses on a regular basis.
Evaluation of outcomes: The aims of this phase were over achieved: we published an unplanned monographic book on the Project, the ELP downloads are increasing daily, and invitations to congress, seminars and scientific publications are strongly motivating the partners to continue dissemination after the end of the project. Nevertheless the use of the e-ELP in regular academic courses is not completely effective because the planning mainly concerns the next academic year.
	Lead partner, other partners involved in the activities undertaken	
Products and results	

7.1 Scientific publications
	
•	C. Vrasidas, N. Christodoulou, M. Zembylas, E. Landone, “Language Learning and User-Centered Design: The Development of the Electronic European Language Portfolio”, n P. Zaphiris and G. Zacharia (eds.), User-Centered Computer Aided Language Learning, Hershey - USA, Idea Group Inc., 2005
•	E. Landone, “Un soporte tecnológico para la reflexión pedagógica: el Portfolio Europeo de las Lenguas digital”, Quaderns digitals, 2005, http://quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaRevistaIU.visualiza&revista_id=59
•	AA.VV, Studi sul Portfolio Europeo delle Lingue digitale, Milano, LED, 2005.
•	I. Söhrman, D. Mighetto, “El Portfolio electrónico europeo de las  lenguas - una herramienta para la didáctica y la autoevaluación”, Moderna Språk, in print.
•	I. Söhrman, D, Mighetto, "The Use of an Electronic Portfolio as 
a tool for Self-evaluation and Language Acquisition", Lingua, in print
	
Lead partners: ICMS Intercollege, Università degli Studi di Milano, Göteborgs Universitet, Högskolan i Skövde
Other partner involved: Universidad de Salamanca 	

•	A book chapter (see 3.1)

•	Three scientific articles (see 3.1)

•	A scientific monographic book (see 3.1)

7.2 Congress paper presentations
	
•	Accepted paper for the ETPE2004 - 4th Pan-Hellenic Conference on ICT in Education, Athens, 29/9 – 3/10/2004. Title: E. Landone, C. Vrasidas, N. Christodoulou, S. Retalis, “The electronic European Language Portfolio”
•	Organization of the Congress “Digital European Language Portfolio: proposals and prospects”, Università degli Studi of Milan, 28/1/2005
•	Paper presentation at the Cyprus Academic Forum 1st All Cyprus Social Sciences and Humanities Conference, Intercollege, Cyprus, 18-19/3/2005. Title: C. Vrasidas, M. Zemyblas, N. Christodoulou, N. “Current research and development in e-learning”
•	Paper presentation at the XVI Scandinavian Convention on Romance Languages, Copenhagen/Roskilde, Denmark, 26/8/2005, organized by L'Associations des departements de Langues romanes scandinaves, Title: I. Söhrman, D. Mighetto, “Presentación del Proyecto E-PEL: Proyecto de Estudio del Portfolio Electrónico Europeo de las Lenguas”
•	Paper presentation at the TESOL-Italy XXX National Convention, University of Rome, 23-24/9/ 2005. Title: L. Pedrazzini, M. C. Rizzardi, “E-ELP: an Electronic European Language Portfolio”
•	Paper presentation at the XXIII Congresso dell’Associazione Ispanisti Italiani, Messina, 6-8/10/2005. Title: E. Landone, “La nuova dimensione della contrastività nel Protfolio  Europeo delle Lingue (PEL)”
•	Paper presentation at the European Association for Research in Learning and Instruction conference, Nicosia, Cyprus, August 2005. Title: Vrasidas, C., Landone, E., Zembylas, M., Christodoulou, N. “e-ELP: electronic European Language Portfolio”.
	
Lead partners: ICMS Intercollege, Università degli Studi di Milano, Göteborgs Universitet, Högskolan i Skövde
Other partner involved, Universidad de Salamanca, GAP Multimedia	

•	One accepted paper (see 3.1)

•	Five paper presentations (see 3.1)

•	Organisation of a monographic congress (see 3.1)

7.3 Widespread contacts with final users 
	
•	Maintenance of the Project Web page
•	The digital ELP (the final main output of the Project) is at the free disposal of European universities through the Project Web page (see http://eelp.gap.it/download)
•	Promotion of the use of the digital ELP: first contact with the final users at the Congress in Milan (28/1/2005), constant contact of the partners with the colleagues of their University, constant contact of the partners with the international scholars
•	Promotion of courses and seminars for in-service teachers education on the e-ELP, namely:
-	“Il Portfolio Europeo delle Lingue digitale: un esempio di strumento di autovalutazione per il miglioramento della coscienza metalinguistica” (2004), Didattica dello spagnolo, Università degli Studi di Milano
-	“E-ELP” (2004), Didattica dello spagnolo, Scuola di Specializzazione SILSIS per professori di spagnolo, Università degli Studi di Milano
-	“Il Portfolio Europeo delle Lingue in versione cartacea e digitale: uno strumento di autovalutazione” (2004), Didattica della lingua inglese, Università degli Studi di Milano.
-	“The ELP and the e-ELP” (2004), Didattica della lingua inglese, Scuola di Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano
-	“¿Cómo usar un portfolio electrónico para activar y motivar a los alumnos?”, (2005), by I. Söhrman at the Colegio Sueco in Fuengirola 
-	“Il Portfolio Europeo delle Lingue come strumento digitale per conoscere le dinamiche acquisizionali della lingua spagnola” (2005), Didattica dello spagnolo, Università degli Studi di Milano
-	“E-ELP” (2005), Didattica dello spagnolo, Scuola di Specializzazione SILSIS per professori di Spagnolo, Università degli Studi di Milano
-	“E-ELP” (2005), Didattica dello spagnolo, Scuola di Specializzazione SSIS per professori di Spagnolo, Università degli Studi di Venezia
-	“Il Portfolio Europeo delle Lingue in versione cartacea e digitale: uno strumento di autovalutazione” (2005), Didattica della lingua inglese, Università degli Studi di Milano.
-	“The ELP and the e-ELP” (2005), Didattica della lingua inglese, Scuola di Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano
-	“Portfoliobegreppet och hur en elektronisk portfolio gör studenterna 
medvetna om den egna inlärningen” (2005), Department of Romance Languages, Göteborgs Universitet
-	Two workshops with the title “Hur 
använder jag en elektronisk portfolio?” (2005), Faculty of Arts, Göteborgs Universitet
-	“El Portfolio Europeo de las Lenguas Digital”, (2005) Máster Universitario La enseñanza de español como lengua extranjera, Universidad de Salamanca
-	“Att abvända en elektornisk portfolio inom universitetsundervisningen” (2005),  Faculty of Arts, Göteborgs University

•	Identification of a university network to be informed about the Project and to be invited to visit the Web site for free access to our digital ELP (almost 2000 persons have been personally contacted by e-mail, and many of them forwarded the information to their colleagues)
	
Lead partners: ICMS Intercollege, Università degli Studi di Milano, Göteborgs Universitet, Högskolan i Skövde, Universidad de Salamanca, GAP Multimedia, Europa Universität Viadrina Frankfurt (Oder)	
•	Project Web page (see http://eelp.gap.it and 3.1)

•	A digital ELP at the free disposal of European universities through the Project Web page (see http://eelp.gap.it/download and 3.1)

•	Lists of contacts for dissemination (teachers, researches, professors, institutions and university, foreign language teachers’ associations, portals for foreign language teachers (see partners’ personal e-mails and Platform http://213.92.77.52/)

•	14 initial and in-service teachers education courses (see Universities’ published courses and 3.1)

7.3 Widespread contacts with final users [continuing from the previous page]
	
•	Identification of language teacher associations to be informed about the free access to the e-ELP (6 of them sent the information to all their associates)
•	Identification of web portals who could be interested in publishing information on our e-ELP (3 of them were contacted)
•	Identification of educational institutions who could be interested in the e-ELP through the Socrates eligible partners data base (30 eligible partners were contacted)
•	Information was published on the Minerva Virtual Community (http://Minerva.Euproject.net)
•	Cluster contact were kept with G. Makrides (ICMS Intercollege) Henny Groot Zwaaftink and Rachel Collins (Digital University), Fabio Falzini, (a secondary school teacher who decided to promote a project to experiment the use of our e-ELP in a network of high schools)

	

7.4 University degree dissertations
	
•	Promotion of research on the e-ELP with University degree dissertations, namely: 
-	by Simona Gerardi “Il Portfolio Europeo delle Lingue: verso un apprendimento consapevole e autonomo”, Università degli Studi di Milano, academic year 2003/2004 (15/7/2004)
-	by Francesca Morandi “Il Portfolio Europeo delle Lingue: una sfida per gli insegnanti”, Università degli Studi di Milano, academic year 2003/2004 (15/7/2004)
-	by Laura Selmi “Portfolio Europeo de las Lenguas: experimentación de Mi primer portfolio 3-7 años””, Università degli Studi di Milano, academic year 2004/2005 (15/12/2005)
-	by Chiara Mambretti, title to be defined, Università degli Studi di Milano, academic year 2005/2006
-	by Francesca Boschetti, title to be defined, Università degli Studi di Milano, academic year 2005/2006
	
Lead partner: Università degli Studi di Milano	
•	Six University degrees dissertations (see University of Milan- professors’ personal file of degree dissertations)

	

7.5 Regular use of the e-ELP	
•	The e-ELP is used on a regular basis for the following courses:
-	The ELP has been experimentally used with first year university students of English (academic years 2003/2004, 2004/2005) and it is been used on a regular basis on the academic year 2005/06)
-	“Competenza linguistica globale: ricezione, interazione, produzione e mediazione tramite il portfolio Europeo delle Lingue digitale”, Università degli Studi di Milano, Lingua spagnola I, academic year 2005/06
-	“Autovalutazione tramite il e-ELP”, Università degli Studi di Milano, Lingua spagnola II, academic year 2005/06

•	The e-ELP is planned to be used on a regular basis at the several language teaching courses at the Göteborgs Universitet.
	
Lead partners: University of Milan, Göteborgs Universitet, Högskolan i Skövde
Universidad de Salamanca, Europa Universität Viadrina Frankfurt (Oder)	
•	Permanent use of the e-ELP with first and second year academic students (500 students approximately) (see Universities’ published courses)	

7.6 Dissemination after the end of the Project [after 1/10/2005] (see note 23)	
•	Management of nearly 100 requests for further information and downloads following the widespread informative e-mailing
•	Paper presentation at the Convegno Nazionale LEND Lingue e culture: una sfida per la cittadinanza, Rome, 24-26/11/2005, Title: L. Pedrazzini, M. C. Rizzardi, M. del R. Uribe, “Il Portfolio digitale: i risultati di una ricerca in corso”
•	Invitation of the Project co-ordinator at the EUROPASS Italian official presentation by the Centro Nazionale Europass Italia, Rome, 2/12/2005. Title: E. Landone, “Presentation of the research on the digital Language Passport”
•	Accepted the request to write a scientific article on the e-ELP for the Spanish review CARABELA (on didactics of foreign languages) to be published in a monographic number on ELP, October 2006.
•	Invitation of the Project co-ordinator to held a seminar at the Spanish cultural centre (Instituto Cervantes) of Milan, 17/2/2006. Title: E. Landone, “Advantages and difficulties in the use of an e-ELP”
•	Invitation of Maria Cecilia Rizzardi, Luciana Pedrazzini, and María del Rosario Uribe to held a seminar at the British cultural centre (British Council) of Milan (6/4/2006), Title: “Il Portfolio digitale: i risultati di una ricerca in corso”
•	I. Söhrman will give a seminar at the Department of Romance Languages (Göteborgs Universitet) (18/1/2006), Title: "How to use an ELP"
•	Invitation at the Congress What's English? Gap fra istruzione e mondo del lavoro by the MIUR Ufficio Scolastico Regionale per la Lombardia and English Diffusion Group (Corriere della Sera, RCS), Milan, 17/12/2005. Title: L. Pedrazzini, "Costruzione di un portfolio linguistico elettronico".

Lead partner: Università degli Studi di Milano

Other partners involved: Göteborgs Universitet, Högskolan i Skövde

8. E-ELP Validation [15/3/2005 – 15/4/2005 and 1/9/2005 – 22/9/2005, 51 days]

Main aims and objectives: To get a validation number for the ELP 
Evaluation of outcomes: The validation of our ELP was hoped (and not compulsory) in our Project proposal, nevertheless we tried hard to get it. The ELP Validation Committee made a special digital ELP sub-commission in 2004 and we were among the first three digital ELPs applying (just one was validated and it was a PDF format of an already validated hardcopy ELP). We applied twice and the feedbacks we received were quite hard to interpret. For this reason, we got in contact with a Committee member for guidance and we are going to apply again after the end of the project.
	Lead partner, other partners involved in the activities undertaken	
Products and results	

8.1 First Application for Validation [15/3/2005 – 15/4/2005]
	
•	Request for guidance to the ELP Validation Committee to receive advice for the validation procedure for digital ELP (no digital e-ELP had been validated until this date) (16/1/2004 – we did not receive any feedback)
•	Second intent of contact with the members and the Secretary of the Validation Committee to have information regarding the special procedure planned for validation of digital ELP (in the meanwhile a special unit of the Validation Committee for digital validation was created) (18/3/2005, Mr. C. Reynolds kindly gave us all the required information)
•	Contact for support with the Italian MIUR (Ministery of Education) (18/3/2005, Contact: Ms. Francesca Brotto)
•	Check of the Prototype II with the Principles and guidelines for Validation. A special check of the e-ELP terminological internal coherence was made
•	Validation Application Form I: writing of the Form following the suggestions by all the partners, revision of the Form, and sending 20 copies to the Validation Committee of the Council of Europe (15/4/2005)
	
Lead partner: University of Milan
Other partners involved: ICMS Intercollege, Göteborgs Universitet, Högskolan i Skövde
Universidad de Salamanca, Europa Universität Viadrina Frankfurt (Oder), GAP Multimedia	
•	Validation Application Form I (see Platform http://213.92.77.52/)

8.2 Second Application for Validation [1/9/2005 – 22/9/2005]	
•	The Validation Committee feedback is received on the 5/7/2005: it is encouraging but accreditation is not accorded
•	Some modifications are made to the e-ELP according to the Validation Committee feedback (see 6.3 of this Summary of activities)
•	A second version of the Validation Application Form is prepared following the partners suggestions and, after revision, 20 copies are sent to the Validation Committee of the Council of Europe (22/9/2005)

Lead partners: University of Milan, GAP Multimedia	
•	Validation Application Form II (see 3.1)	

9. Co-ordination from the Interim report until the end of the project (Final report) [1/7/2004-31/10/2005, 457 days]

Main aims and objectives: To get the planned objectives within the planned budge. To get the best from the synergy among international partners. 
Evaluation of outcomes: The aims of this phase were well achieved in spite of the difficult relation with the  administrative offices: administrations are incredibly slow, formal and complicate, and not completely prepared to EC grant management. 
           Some partners were not completely autonomous in their participation, nevertheless everybody contributed to the Project at his/her best and with great willingness and trust in the co-ordinator. 
          The co-ordinator travelled just twice (and not four times) to Bruxelles for causes not under her control.
	Lead partner, other partners involved in the activities undertaken	
Products and results	
	
•	Second Minerva Concertation meeting in Bruxelles with presentation the Project (4-7/10/2004) 
•	Second Minerva Concertation meeting in Bruxelles: interview of the co-ordinator with the TAO for clarification on staff costs
•	Regular e-mail contact with the TAO office for clarification on Staff costs, Other costs and Eligibility period
•	Administrative management: Documents, data, and time sheets recollection (provisional and definitive)
•	Funds management: funds transfer to partners, management of two staff contracts (Dario Sala and Susanna Zatta), management of travel costs for the plenary meeting in Milan, management of the cost for the publication of one book. 
•	Facilitation of partners and their local administrations relationship, especially regarding travel cost reimbursement procedures and the staff cost access.
•	Detailed documentation of the life of the project and its stages (see Platform http://213.92.77.52/)
•	Support to constant communication among partners: management of a mailing list for weekly news
•	Support of the group cohesion (through personal e-mailing)
•	Constant remind of deadlines and regular report on the work plan progress
•	Promotion of dissemination 
•	Promotion of the scientific reflection on the contents of Project
•	Final report to EC
	
Lead partner:
University of Milan with the collaboration of all the partners	
•	Presentation of the Project at the second Minerva Concertation meeting (see Meeting Agenda and Platform http://213.92.77.52/ and 3.1)

•	Report of the second Minerva Concertation meeting (see Platform http://213.92.77.52/)

•	Coordination activities (see personal e-mails and Platform http://213.92.77.52/)

•	Final report	

Grant Agreement number: 	110649 - CP - 1 - 2003 - 1 - MINERVA - MPP

Please provide information on the partners that participated in dissemination activities in the whole project duration, in alphabetical order of country code using the table below. 

Table 3.5.1 Summary of Dissemination activities

Name of organisation 
	
Brief description of dissemination activity	
Date(s) of dissemination activity	
 Where it took place 
	Which audiences were targeted in the dissemination activity	
CY – ICMS Intercollege	Introduction of the Project to Dr. G. Makrides to evaluate a possible projects cluster with the EDIPED Comenius 2.2 Project “Development of an European Digital Portfolio for the Evaluation of Educators” 	10/1/2004-	Nicosia, Cyprus	E16 (Project co-ordinator) – E9	
CY – ICMS Intercollege	Paper presentation at the Cyprus Academic Forum 1st All Cyprus Social Sciences and Humanities Conference, Intercollege. Title: C. Vrasidas, M. Zemyblas, N. Christodoulou, N. “Current research and development in e-learning”
	18-19/3/2005	Nicosia, Cyprus	E1, E2, E6, E7, E10, E11, E12	
CY – ICMS Intercollege and IT – Università degli Studi di Milano	Book chapter: A. Stylianou, C. Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone, “Technologies Challenging Literacy: Hypertext, Community Building, Reflection, and Critical Literacy” in L. Tan Wee Hin and R. Subramaniam (eds.) Handbook of Research on Literacy in Technology at the K-12 Level: Issues and Challenges, Idea Group Publishing, Hershey, USA, 2005.
	Printed in 2005	Hershey, USA	E1, E2, E3, E6, E7, E10, E11, E12	
CY – ICMS Intercollege and IT – Università degli Studi di Milano	Book chapter: C. Vrasidas, N. Christodoulou, M. Zembylas, and E. Landone, “Language Learning and User-Centered Design: The Development of the Electronic European Language Portfolio”, in P. Zaphiris and G. Zacharia (eds.), User-Centered Computer Aided Language Learning, Hershey - USA, Idea Group Inc., 2005
	Printed in 2005	Hershey, USA	E1, E2, E3, E6, E7, E10, E11, E12	
CY – ICMS Intercollege and IT – Università degli Studi di Milano	Accepted paper for the ETPE2004 - 4th Pan-Hellenic Conference on ICT in Education. Title: E. Landone, C. Vrasidas, N. Christodoulou, S. Retalis, “The electronic European Language Portfolio	29/9 – 3/10/2004	Athens, Greece	E1, E2, E6, E7, E10, E11, E12	
CY – ICMS Intercollege and IT – Università degli Studi di Milano	Paper presentation at the European Association for Research in Learning and Instruction conference. Title: Vrasidas, C., Landone, E., Zembylas, M., Christodoulou, N. “e-ELP: electronic European Language Portfolio”
	August 2005	Nicosia, Cyprus	E1, E2, E6, E7, E10, E11, E12	
DE - Europa Universität Viadrina Frankfurt am Oder	Introduction of the Project to a teachers’ meeting at the Instituto Cervantes of Berlin and contact with the Centro de Lenguas of the Freie Universitaet of Berlin for possible collaboration	23/04/2004	Berlin, Germany	E1, E2, E5, E6, E7, E10, E12, E14	
DE - Europa Universität Viadrina Frankfurt am Oder and ES – Universidad de Salamanca SE – Göteborgs Universitet and SE - Högskolan i Skövde	Contact with universities to inform them about the Project and to invite their language teachers to visit our Web site for free access to our digital ELP (almost 2000 persons have been personally contacted by e-mail, and many of them forwarded the information to their colleagues)	During October 2005	All over Europe	E1, E2, E5, E6, E7, E10, E11, E12	
DE - Europa Universität Viadrina Frankfurt am Oder and ES – Universidad de Salamanca	Contact with language teacher associations to inform their associates about the free access to our e-ELP (6 of them sent the information to all their associates)	During October 2005	All over Europe	E1, E2, E5, E6, E7, E10, E11, E12	
IT – Gap Multimedia and IT – Università degli Studi di Milano	Participation at the first Expo dell'educazione e del lavoro, under the aegis of the Multimedia unit of the European Commission	27-30/4/2004	Milan, Italy	E1, E2, E4, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Gap Multimedia	A multilingual Project Web page on the Project and its results. The digital ELP (the final main output of the Project) is freely downloadable by European educational institutions through our Web page	Since March 2004	Internet	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Gap Multimedia	Management of nearly 100 requests for information and downloads following our widespread informative e-mailing	October 2005	From all over Europe	E1, E2, E5, E6, E7, E9 (LINGUA),  E10, E11, E12	
IT – Università degli Studi di Milano	Personal contact of the co-ordinator with the Socrates Italian National Agency to inform about the Project	29/1/2004-30/1/2004	Bruxelles	E14	
IT – Università degli Studi di Milano	Scientific article: E. Landone, “Plurilingüismo y pluriculturalismo en el Portfolio Europeo de las Lenguas", Mots Palabras Words, n. 5, 2004, pp. 33-52, http://www.ledonline.it/mpw
	Published in 2005	Internet	E1, E2, E3, E5, E6, E7, E10, E11, E12	
IT – Università degli Studi di Milano	Degree dissertations (tesi di laurea) to promote the study of the e-ELP. Namely: 
by Simona Magni, “Verso un Portfolio Europeo delle Lingue in formato digitale”, by Simona Gerardi “Il Portfolio Europeo delle Lingue: verso un apprendimento consapevole e autonomo”, by Francesca Morandi “Il Portfolio Europeo delle Lingue: una sfida per gli insegnanti”, by Laura Selmi “Portfolio Europeo de las Lenguas: experimentación de Mi primer portfolio 3-7 años”, by Chiara Mambretti, title to be defined, by Francesca Boschetti, title to be defined	During the academic years 2004/2005 and 2005/2006	Milan, Italy	E10	
IT – Università degli Studi di Milano, IT – Gap Multimedia, CY – ICMS Intercollege, and SE - Högskolan i Skövde	Presentation of the Project to Henny Groot Zwaaftink and Rachel Collins (Digital University) to evaluate a possible projects cluster with the Digital University project “European Language Portfolio (ELP) Higher Education in the Netherlands”. 
	29/1/2004	Milan, Italy	E16 (Project co-ordinator) – E9	
IT – Università degli Studi di Milano, IT – Gap Multimedia, CY – ICMS Intercollege, and SE - Högskolan i Skövde	Monographic congress on the Project:, titled “Digital European Language Portfolio: proposals and prospects” 	28/01/2005	Milan, Italy	E1, E2, E5, E6, E7, E9 (LINGUA),  E10, E11, E12	
IT – Università degli Studi di Milano	Contact with the above mentioned congress’s audience to inform them about the Congress PPT publication in our Web site and about the publication of the Congress best speeches	February 2005	Milan, Italy	E1, E2, E5, E6, E7, E9 (LINGUA),  E10, E11, E12	
IT – Università degli Studi di Milano	Strategic contact with Isabella Langé (Member of the ELP Validation committee) to ask for guidance	28/01/2005	Milan, Italy	E10 (member of the ELP Committee)	
IT – Università degli Studi di Milano	Contact with Fabio Falzini, a secondary school teacher who decided to promote a project to experiment the use of our e-ELP in a network of secondary and high schools
	28/01/2005	Milan, Italy	E16 (Project co-ordinator)	
IT – Università degli Studi di Milano	Scientific article: E. Landone, “Un soporte tecnológico para la reflexión pedagógica: el Portfolio Europeo de las Lenguas digital”, Quaderns digitals, 2005, http://quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaRevistaIU.visualiza&revista_id=59	Published in 2005	Internet	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Università degli Studi di Milano, CY – ICMS Intercollege, ES – Universidad de Salamanca	Monographic book on the Project: AA.VV, Studi sul Portfolio Europeo delle Lingue digitale, Milano, LED, 2005	Published in 2005	Internet	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Università degli Studi di Milano	Paper presentation at the TESOL-Italy XXX National Convention, University of Rome. Title: L. Pedrazzini, M. C. Rizzardi, “E-ELP: an Electronic European Language Portfolio”
	23-24/9/ 2005	Rome, Italy	E1, E2, E5, E6, E7, E9 (LINGUA),  E10, E11, E12	
IT – Università degli Studi di Milano	Paper presentation at the XXIII Congresso dell’Associazione Ispanisti Italiani, Messina. Title: E. Landone, “La nuova dimensione della contrastività nel Protfolio Europeo delle Lingue (PEL)”	6-8/10/2005	Messina, Italy	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Università degli Studi di Milano	Contact with educational institutions who could be interested in the e-ELP through the Socrates eligible partners data base (30 eligible partners in the LINGUA Program were contacted)	October 2005	All over Europe	E9 (LINGUA)	
IT – Università degli Studi di Milano	The Project results were announced on the Minerva Virtual Community (http://Minerva.Euproject.net)	October 2005	All over Europe	E9 (MINERVA)	
IT – Università degli Studi di Milano	Promotion of courses and seminars on the e-ELP for initial and in-service teachers training, namely: “Il Portfolio Europeo delle Lingue digitale: un esempio di strumento di autovalutazione per il miglioramento della coscienza metalinguistica” (2004), Didattica dello spagnolo, Università degli Studi di Milano; “Il Portfolio Europeo delle Lingue in versione cartacea e digitale: uno strumento di autovalutazione” (2004), Didattica della lingua inglese, Università degli Studi di Milano; “The ELP and the e-ELP” (2004), Didattica della lingua inglese, Scuola di Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano; “E-ELP” (2004), Didattica dello Spagnolo, Scuola di Specializzazione SILSIS per professori di Spagnolo, Università degli Studi di Milano; “Il Portfolio Europeo delle Lingue come strumento digitale per conoscere le dinamiche acquisizionali della lingua spagnola” (2005), Didattica dello spagnolo, Università degli Studi di Milano, “E-ELP” (2005), Didattica dello Spagnolo, Scuola di Specializzazione SILSIS per professori di Spagnolo, Università degli Studi di Milano, “Il Portfolio Europeo delle Lingue in versione cartacea e digitale: uno strumento di autovalutazione” (2005), Didattica della lingua inglese, Università degli Studi di Milano; “The ELP and the e-ELP” (2005), Didattica della lingua inglese, Scuola di Specializzazione SILSIS per professori di inglese, Università degli Studi di Milano “E-ELP” (2005), Didattica dello spagnolo, Scuola di Specializzazione SSIS per professori di Spagnolo, Università degli Studi di Venezia	During the academic years 2004/2005 and 2005/2006	Venice- Milan, Italy	E6, E7	
IT – Università degli Studi di Milano	The e-ELP is used on a regular basis for the following courses: “Competenza linguistica globale: ricezione, interazione, produzione e mediazione tramite il portfolio Europeo delle Lingue digitale”, Lingua spagnola I, academic year 2005/06, “Autovalutazione tramite il e-ELP”, Lingua spagnola II, academic year 2005/06, the ELP is used with first year university students of English (academic years 2003/2004, 2004/2005, 2005/2006)	During the academic years 2003/2004, 2004/2005, 2005/2006	Milan, Italy	E4	
IT – Università degli Studi di Milano	Paper presentation at the Convegno Nazionale LEND Lingue e culture: una sfida per la cittadinanza, Rome, 24-26/11/2005, Title: L. Pedrazzini, M. C. Rizzardi, M. del R. Uribe, “Il Portfolio digitale: i risultati di una ricerca in corso”	The paper was presented in September 2005	Rome, Italy	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Università degli Studi di Milano	Invitation of the Project co-ordinator at the EUROPASS Italian official presentation by the Centro Nazionale Europass Italia, Rome, 2/12/2005. Title: E. Landone, “Presentation of the research on the digital Language Passport”
	The invitation was received in October 2005	Rome, Italy	E1, E2, E3, E4, E5, E6, E7,  E10, E11, E12, E13, E14	
IT – Università degli Studi di Milano	Accepted the request to write a scientific article on the e-ELP for the Spanish review CARABELA (on didactics of foreign languages) to be published in a monographic number on ELP, October 2006.	The request was received in October 2005	Madrid, Spain	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
IT – Università degli Studi di Milano	Contact with the Italian MIUR (Ministery of Education) for institutional support during the application for Validation (Contact: Ms. F. Brotto and Mr. Giunta La Spada)	First contact on the 18/3/2005	Rome, Italy	E14	
IT – Università degli Studi di Milano	Presentation of the Project during a Minerva Concertation meeting in Bruxelles	6/10/2004	Bruxelles, Belgium	E9 (MINERVA)	
ES – Universidad de Salamanca	Promotion of the Master course on the e-ELP for initial teachers education titled “El Portfolio Europeo de las Lenguas Digital”, by J. de Santiago Guervós, 2005, Máster Universitario La enseñanza de español como lengua extranjera, Universidad de Salamanca.
	Academic year 2005/2006	Salamanca, Spain	E4	
ES – Universidad de Salamanca	Contac with web portals who could be interested in publishing information on our e-ELP (3 of them were contacted)	October 2005	Internet	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
SE – Göteborgs Universitet	Seminar “What is a portfolio and how can an electronic portfolio be used in class?” by Ingmar Söhrman, Department of Romance Languages, Göteborgs Universitet	5/6/2004	Göteborgs, Sweden	E1, E2, E5, E10, E11	
SE – Göteborgs Universitet	Promotion of courses and seminars for in-service teachers education on the e-ELP, namely: “¿Cómo usar un portfolio electrónico para activar y motivar a los alumnos?”, (2004), by I. Söhrman at the Colegio Sueco in Fuengirola, “Portfoliobegreppet och hur en elektronisk portfolio gör studenterna medvetna om den egna inlärningen” (2005), by I. Söhrman at the Department of Romance Languages, Göteborgs Universitet, “Hur använder jag en elektronisk portfolio?” (2005), by I. Söhrman, Faculty of Arts, Göteborgs Universitet, “Att abvända en elektornisk portfolio inom universitetsundervisningen” (2005), by I. Söhrman Faculty of Arts, Göteborgs University	Mainly during the academic year 2005/2006	Göteborgs, Sweden	E1, E2, E5, E6, E7, E10, E11	
SE – Göteborgs Universitet	The e-ELP is planned to be used on a regular basis at the several language teaching courses at the Göteborgs Universitet
	During the academic year 2006/2007	Göteborgs, Sweden	E4	
SE – Göteborgs Universitet and SE - Högskolan i Skövde	Paper presentation at the XVI Scandinavian Convention on Romance Languages, Copenhagen/Roskilde, Denmark, organized by L'Associations des departements de Langues romanes scandinaves, Title: I. Söhrman, D. Mighetto, “Presentación del Proyecto E-PEL: Proyecto de Estudio del Portfolio Electrónico Europeo de las Lenguas”	
26/8/2005	Copenhagen/Roskilde, Denmark	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
SE – Göteborgs Universitet and SE - Högskolan i Skövde	Scientific article: I. Söhrman, D. Mighetto, “El Portfolio electrónico europeo de las  lenguas - una herramienta para la didáctica y la autoevaluación”, Moderna Språk, in print	In print	Göteborgs, Sweden	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	
SE - Högskolan i Skövde and SE – Göteborgs Universitet	Scientific article; I. Söhrman, D, Mighetto, "The Use of an Electronic Portfolio as 
a tool for Self-evaluation and Language Acquisition", Lingua, in print
	In print	Göteborgs, Sweden	E1, E2, E5, E6, E7, E9 (LINGUA), E10, E11, E12	

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Grant Agreement number: 	110649 - CP -  - 2003 - 1 -  - MPP

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Annexes - Codes to be used in the Report

Annex 1. Country and language codes

Code	Country	Code	Country	Code	Language	Code	Language	
BE	Belgium	IS 	Iceland	DA	Danish	IS	Icelandic	
DK	Denmark	LI	Liechtenstein	DE	German	NO	Norwegian	
DE	Germany	NO	Norway	EL	Greek	BG	Bulgarian	
GR	Greece	BG	Bulgaria	EN	English	CZ	Czech	
ES	Spain	CZ	Czech Republic	ES	Spanish	EE	Estonian	
FR	France	EE	Estonia	FI	Finnish	LV	Latvian	
IE	Ireland	CY	Cyprus	FR	French	LT	Lithuanian	
IT	Italy	LV	Latvia	IT	Italian	HU	Hungarian	
LU	Luxembourg	LT	Lithuania	NL	Dutch	MT	Maltese	
NL	Netherlands	HU	Hungary	PO	Portuguese	PL	Polish	
AT	Austria	MT	Malta	SE	Swedish	RO	Romanian	
PT	Portugal	PL	Poland	GA	Irish	SI	Slovene	
FI	Finland	RO	Romania	LE	Letzeburgesch	SK	Slovak	
SE	Sweden	SI	Slovenia			TR	Turkish	
UK	United Kingdom	SK	Slovak Republic					
The Final Report may not be submitted in languages marked in italics

Annex 2. Codes for products and results 

General aspects	
Code	Type of product	Code	Type of dissemination	
A1	Course / module	C1	Commercial sale	
A2	Report	C2	Articles / newspapers / journals	
A3	Study	C3	Conferences	
A4	Learning materials	C4	Training events	
A5	Teaching materials	C5	Exhibitions	
A6	Curricula	C6	WWW / E-mail	
A7	Certification system	C7	Radio / television broadcast	
A8	Database / directory	C8	Networks / associations	
A9	Network	C9	Librairies / ressource centres	
A10	Guidelines	C10	Other (specify)	
A11	WWW page			
A12	Other (specify)			

Annex 3. Target groups

Participant / end user profile	
Code	Sector	Code	Category	
D1	Preschool	E1	Teachers	
D2	Primary education	E2	Head teachers	
D3	Secondary education	E3	Advisors / inspectors	
D4	Technical / vocational educ.	E4	Pupils / students	
D5	Higher education	E5	Language assistants	
D6	In-service teacher education	E6	Initial teacher educators	
D7	Initial teacher education	E7	In-service teacher educators	
D8	Special education	E8	Individuals / general public	
D9	Adult education	E9	Users of other Community programmes (specify)	
D10	Youth	E10	University academic staff	
D11	Regional authority	E11	University managers / administrators	
D12	National authority	E12	Academic associations	
D13	Other (specify)	E13	Professional associations	
		E14	Public sector third parties	
		E15	Private sector third parties	
		E16	Other (specify)