Tuesday, March 20, 2018
Log in

Login to your account

Username *
Password *
Remember Me

Dissemination at Nino Bergese “ Open day” on 14th January 2018

Throughout the year all our school holds a number of Open Days so you can see for yourself what life as a student at ‘IPSSA Nino Bergese’  is really like. You’ll get to watch live performances from cookery, pastry and hospitality classes, meet and chat with current students, tour our amazing facilities, learn more about our courses with our expert tutors and ask our careers teams about how studying at ‘Nino Bergese’ can help you forge a career in the tourism and hospitality industry.

On 14th January 2018 Ipssa Nino Bergese organised a dissemination session at school for ‘open day event’. The busy event provided an excellent opportunity to present the ‘Unity in Diversity’ project to students, parents and teachers. After gaining detailed information on the project and its contents during class discussion, the students from Nino Bergese brought it to the attention of the event participants who were actively involved in the dissemination process and appeared interested in the work which has been done so far.

Simona Pellizzari

Italian project manager


Piloting at SAPIENTIA (Miercurea-Ciuc)

Piloting at the SAPIENTIA University was carried out on 14 November, then on 4 and 5 December 2017. The piloting involved trying out and doing some of the exercises/tasks of two English advanced level modules on the project’s e-learning platform, namely the Intercultural Module (level C1) and the Country Module (level C1). The piloting was done in one of the university’s IT labs. On each day a different group of students were involved in the piloting sessions.
The groups who participated on 14 November (n=15) and 4 December (n=8) are 1st and 2nd year students at the University and have been learning English for 11 to 20 years depending on their age. The majority of these students are on an intermediate level of English. It is important to mention here that some of these students are majoring in Engineering and Management in Catering and Agrotourism; therefore they were very interested and excited about trying out this online learning platform.
The group who participated in the piloting on 5 December (n=12) are first year philology students at the University and have been learning English for 8 to 16 years. According to their responses, most of the students are on an upper-intermediate level (B2) in English.
The total number of participants is 35 students. All students are Hungarian native speakers and have learnt Romanian, English and German languages at school. Their age ranges from 18 to 30, however the majority of students fall within the 20-25 age group.
At Question no. 4 students were asked to evaluate the Learning Platform (whether they find it useful, interesting, creative, etc.). Students responded positively (agree) to all of the statements, so it can be said that the Learning Platform is considered to be useful, creative, visually appealing, easy to understand and navigate. Most learners answered that they would suggest the platform to other students.All 35 participants chose to do the Country Module, however there were some participants who did the Intercultural Module as well. They liked very much the videos and the listening tasks connected to them and they also enjoyed doing vocabulary tasks and the reading comprehension tasks.
Evaluating the Modules they tried out during the piloting session, students gave positive answers (agree and more agree). All students found the Modules interesting, useful and creative and most of the students marked that they developed their reading and listening skills (these were the most popular tasks they chose during the piloting event).
We were glad to find some written personal feedback at Question no. 10 (comments on what you liked, disliked, what has to be improved, etc.). According to these comments the learning platform is “extremely useful for students or for anyone who wants to know something in this language” or that “learning is so much easier with e-learning”.

Zsuzsa Ajtony

Romanian project manager



Piloting at SAPIENTIA University (Miercurea-Ciuc, Romania)

On the 14th of December 2017 a pilot session of the Intercultural and Country modules (level
C1) took place at the University of Sapientia in Csíkszereda/Miercurea Ciuc, Romania.
17 students participated, 15 of whom are students at the same university studying economics
and engineering, one undergraduate student came from Márton Aron High School, and
another one has already graduated university. The participants marked English, Hungarian,
Romanian, German, and French as the languages they master with varying proficiency,
ranging between A2 and C2 language levels.
10 students tried the Intercultural module, and 9 the Country module (two students tried both).
The questionnaires show that related to the questions whether the students found the online
tasks useful, easy to use, interesting, and creative, the students overwhelmingly chose the
answers “agree” or “more agree than disagree”. With regard to the question whether the tasks
took too long to answer, the answers given by the students were more diverse: roughly half of
the students considered this to be the case (8 students chose the options “agree” or “more
agree than disagree”, and 9 of them ticked “disagree” or “more disagree than agree”).
The vast majority of the students found the case studies useful, interesting, and creative (all of
them found them useful, two of them chose the option “more disagree than agree” when asked
whether the tasks were interesting, the most questioned feature of the tasks being creativity:
six students ticked “disagree” or “more disagree than agree”).
The same pattern of answers came up with regard to the face to face tasks, the option “more
disagree than agree” being chosen by one student for usefulness, by two students for the tasks
being interesting, and by four students with respect to creativity.
Most comments made by the participants are related to problems with the webpage: three
students complained that it was hard for them to log in, and the same number of students
found the platform too complicated. Three students had problems with the scoring system:
either all the students who were using the same account and doing the same task were scored
identically irrespective of the differences in their answers, or their second attempt was not

scored properly. There was one complaint about a video not working, and some students
didn’t like that “the result is too many clicks away from the problem”.
With respect to the way the content is organized, there were comments about the friendly
design, and some students considered it helpful in learning and easy to use, while some others
made the observations that “tasks are hard to find”, “visualization of progress missing”, and
“menus are not coherent”. One comment refers more specifically to the content of a particular
task, namely, that “most questions of the reading section can be answered without reading the

Alíz Farkas

Romanian team member





This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.