However, maybe we can invent another organization of school time more suited to our

With friends parcell prof-docs parcell (professional schools and colleges) we reflect on student motivation: how to give birth, how to make it last time, how to create the desire to learn?
It is the purpose of the radio project in the 6th which I am sharing, session after session to motivate students by giving meaning to their search for information, learning to learn to inform others.
However, I encounter an obstacle to motivation that I had not planned: school time. The creation of meaning by setting project is not suited to school time or vice versa: parcell school time does not permit long-term motivation and ongoing student engagement in a project.
The search for information in the 6th to write the article then become chronic radio is long, it takes more than an hour and therefore consistency and continuity of thought, concentration and acts as technical (IT level and informational).
A session of 55 'actually lasts 45': make the call, distribute documents, solve small problems of materials, codes already ... 10 'Lost. parcell At the end of the hour, the bell rings; this is the math of French ... who call and say their "store everything and go quickly to the other course." The student closes his "mental drawer" IRD to prepare to open the "drawer" math. The courses are linked, weekend, week, another week ... Among IRD two hours, the student will have had 6 ... 50 hour course!
And now it is again time looking for the radio. We lose again minutes with the call .... absent students relapse into their logbook, try to remember where they were (in their thinking and actions). The student motivation is not, it must be born again. I realize parcell that I have to then remember everything, give them want the focus on the ultimate goal: broadcast radio. "You are like journalists, you want to inform people who will listen to you ... You're looking for information to write your article which will then be read aloud ... you remember, was sought the definition of "chronic radio" (Session 2) ... there is no improvisation in radio, everything is written and this is what you do ... ".
Lucky that I have is that I forgot (!) To make them listen to radio chronic recorded by students there a few years ago. This allows me to give them header (Session 4) the final objective of the research and to enable them to understand exactly what they do and why they do it. This allows them to model their future chronic parcell mentally radio.
This school time devoted to Initiations Documentary Research 6 (and again, I'm very lucky because IRD in the schedule of students) and more generally to media education and information goes against the asked students at this sustainable motivation for active participation in a project commitment that exceeds 55 'data. It is the same for all the projects we propose to co-discipline: it is constantly broken up, crumbled, evaporated over time.
However, maybe we can invent another organization of school time more suited to our "teaching" (I put quotes to avoid offending person) that make it more efficient and less diluted over time. After all, why media education and information does it require a few hours per year? Is less important than the other "lessons"? (Without going into the debate parcell discipline / no discipline). Why not concentrate parcell these hours for a limited period: parcell propose sessions of 2 hours during the first quarter (every parcell two weeks) and offer to return to a time of meeting (every two weeks) by replacing the time released by the homework assistance or educational parcell support? Especially ... these devices parcell often begin after the Thanksgiving holiday. Thus, from the beginning of the year, this particular organization can be included in the schedule of students and then modified in the second quarter. I think about it ... especially for such of project