"The DIIP project was initiated by the Alfred KASTLER High School (France).It consists in evaluating the energy efficiency of its school using innovative tools and proposing solutions to improve its balance sheet. The study concerns a building and / or equipments used during training (heating, lighting, computers and machine-tools).The main aim is to tackle absenteeism and early school leaving by proposing a project-based learning with the production of real objects.Technical aims are the use of new technologies, mastery of simulation software and measurement protocols, design and manufacture of parts.The project was built as a European cooperation project (Airbus, Aérospatiale, ITER, ...). The objectives leave a freedom on the means and methods used and the studied topics. This fosters initiative, creativity and a certain amount of emulation. Cooperation is necessary for the production of the parts according to each partners' skills. The choice of the 5 partners is made to carry out measurements under various climatic conditions.KASTLER high school (France, 1450 students) is the initiator of this European partnership which is part of its institutional school's project. It offers a range of training from ""BAC"" with scientific, technological and vocational sections to ""BTS"" within a ""Campus of the Trades"".STUCOM high school (Spain, 1000 students) has extensive experience in Erasmus projects. It offers training for high school students, but also vocational training and has more than 1,000 students.HAMAR KATEDRALSKOLE (Norway, 1250 students) offers a great range of courses in the fields of science, economics, social sciences, art and communication. It also has extensive experience in transnational projects.ERASMO DA ROTTERDAM high school (Italy, 1100 students) also has extensive experience in transnational projects. It offers scientific, linguistic and economic trainings, as well as courses in the fields of sustainable building construction.The main activities are:• Creation of a website• Modeling of thermal losses• Assessment of the concept of thermal comfort• Information on sustainable development: interventions, exhibitions, visits.• Exchanges using IT communication tools, mainly in a foreign language(english).• Manufacturing of measurement parts.• Awareness of regulations and safety related to the use of drones• Measurement of heat losses through the roof.• Establishment of energy balances.• Proposing innovative solutions for improving energy performance• Comparison of innovative pedagogical practicesThe groups concerned are students from the vocational, technological and scientific sections. They will have to work together.We expect pedagogical, technical and cultural results:• Improvement of students' involvement in their studies.• Increased student awareness of training and work opportunities abroad.• Pedagogical sequences.• Student appropriation of innovative tools.• Experience acquired from scientific approach.• Better mastery of transnational communication tools.• Results of energy performance of each institution.• Exhibition on improvement solutions for the efficiency of our institutions.• Reports containing the results and improvement propositions for the headmasters.• Web site overview of the project.The expected impact of the project:• Increased awareness of sustainable development issues.• Foster openness to different cultures.• Better understanding of European citizenship.• Development of leadership and creativity.• Boosting of our training.• Radiation of our schools.• Development of our partnerships.• New school / business links.• Dialogue between the institutional actors and the users of the schools.In the long term, we would like: • That sustainable development keeps being the heart of concerns of future adults, technicians or engineers.• That activities continue and that new aspects of the project be explored based on the innovative equipment used during the project (thermal camera and drone).• That project-based pedagogy approach be more used in our teaching.• That teachers continue to develop innovative and ambitious projects.• That our schools are recognized for their expertise.• That the collaboration between professional and general school’s sections becomes a common practice.• That our students be valued in their training."

"New technologies have made the world of Education change, teachers need new tools to motivate students to make learning more appealing and avoid early school leaving. http://ec.europa.eu/europe2020/pdf/themes/29_early_school_leaving.pdf EU data show . Recent surveys have also shown that Apps for mobile applications have become the most used tool among young people and that most of them feel confident and enjoy using them "" http://www.euractiv.com/innovation-enterprise/commission-booming-app-sector-gi-news-533500"".So the main aim of this project is to motivate students to create their own educational apps that will help them to feel motivated to go on studying, to improve their academic results, and to develop their entrepreneurial skills by learning to promote them and market them allowing them to be innovative. Moreove the use of apps will also help them to learn about other langugages and cultures because they will share and eleaborate their apps with their peers in the partnership in English and in their own language, so the project will reach and international dimension . Furthermore students will feel motivated to learn more because they will learn subjects not in the traditional way but in a way that is really appealing to them. The students will be the ones that will produce the learning apps that will help them to learn more and avoid leaving their studies in a very appealing way , and theri learnt will help them not only to find a job but also to create their own products becuase the outcomes of the project (apps) will be tested and used practically by students not only during the project life but afterwards. The 5 organisation ınvolved ın the project are schools which had previously developed EU projects and have a wıde knowledge of IT moreover as they are from North , South, East and West of EU and come from different, social; economic and cultural backgrounds a wider international dimension will be reacherd. Norway , Turkey and Spain have worked together previously in the project WAVES 2010-1-1GB1-COM06-05637. Norway and Lithuania have worked also together in three Nordplus Junior projects and Italy is going to work with Spain in another project. But most important for the selection of the partners is that we trust each other and know that we will get our aim together.We plan 3 coordinating meetings very begininng , beginning of the second year and end of the sencond year, to plan, annalyse and control all the steps of the projects from the begining till end of funding, to make an internal (teacher- st) and external (company) evaluation during all the steps and to check that the dissemination tools we create are used in the right way to reach all our stakholders . A web, Fb ,You tube channel, e-twinning site, 3 Newsletters brochures, will be made with all the information in English and in the laguage of each country and at least 2 final conferences will be held in each country at the end of each year to explain results. An survey will be written at the beiginning about the way applications (apps ) and new technologies are used in partners schools and an initial survey will be made to students too to see the stage of motivation, knowledge of languages , cultural awareness, IT and academic results to see evolution .A common report will be written by the coordinator and will be shared on all communicationa and dissemination channels of the project. This tool will help to design a common edu- training program on apps that will be used to teach teachers and students . Students wil then select 3 subjects and will write 30 questions in Engish and their language about them, each organisation will create 3 educational apps with these questions. all their activities will be shown at the 2 students meetings that will be held. They will also prepare presentations about their cultures and will be in charge of promoting their apps ( entrepreneurial skills) There will be a change of methodology becuase students will become the key in the learning and methodology outputs. teachers will become mentors and leaders, We aim at having an impact on all stakeholders at all levels students to go on studying and to become more creative and innovative this will help them not only not be better students but also to find a job easily when finishing their studies, teachers becuase students will be more motivated to attend to classes and parents because they will feel a change of attitude in their children and companies because they will get better prepared employees and will work with students/teachers . Impact is expected at all levels, locally, regionally, nationally, at Eu level we will integrate what is learnt into schools curricula , The project website, will be continued once the funding ends because we want to encourage other students , teachers and companies to go on working together creating educational tools useful for all."

"One of the priority goals of Europe is tackling the issue of early school leaving and it has been planned to decrease the drop out rate to 10% from 15.7% in the Europe Strategy 2020. Our intention is to make contribution to this problem via this project “Find your starfish”. We aim to reach students who are in the risk of early school leaving and open them a door to happy and intellectual global citizenship. In other words; we will find our starfish that need us as in Loren Eiseley’s story “The Star Thrower”.Basic objectives of our project are finding global and local solutions to early school leaving and contributing to reduce its rate. Also, we aim to contribute to raise the students’ and their families’ awareness, change their attitudes and perspectives towards necessity of education positively and strengthen parent-student-teacher triangle because “Union is strenght”. The number of partners is 5. We have a partnership including Turkey, Greece, Spain, Italy and Romania. 4 of the partner schools have drop outs because of socioeconomic, sociocultural reasons.These are marriage/pregnancy in early ages, child labour/adult working students . Spanish school is a private school and the other four are public schools.Description of activities : All participants will carry out presentations about early school leaving due to marriage/ pregnancy in early ages (Turkey and Romania) and child labour/adult working students (Greece and Italy). Turkey will have a presentation based on early school leaving due to marriage and pregnancy in early ages (caused by migration, sociocultural, socioeconomic reasons and other related reasons). Also, Turkey will hold an exhibition including pencil drawings and photographs about the mentioned topic. The results of the logo contest will also be announced. Greece will have a presentation based on the chosen topic (Early school leaving due to child labour and adult working students) and shoot a short film.Spain will organize a teacher training based on ""Applications to prevent and reduce early school leaving in European countries"". Italy will have a presentation about the chosen topic (Early school leaving due to child labour ) and create a Giant Starfish pattern including five stories about drop out students. Romania will have presentation on drop out due to marriage and pregnancy in early ages , and an interview with real drop out people will be organized. Student focused aims of presentations,short films, starfish pattern and interview that will be carried out in the Learning/Teaching /Training activities of each country are improving digital, social and foreign language skills, developing team work, providing high self esteem, tolerance to different cultures, knowledge about European Union, life style and education of partner countries and local cultural knowledge of their own country.In the first year two learning/teaching/training activities will be held, one in Turkey and one in Greece, in the second year there will be three learning/teaching/training activities one in Spain, one in Italy and one in Romania. Both teachers and students will take place in these learning/teaching/training activities.Methodology to be used to be in carrying out the Project: All the participant pupils will do the duties by using their abilities under the leadership of their teachers.Presentation, group/pair work and demonstration techniques and learning-by-doing method will be carried out. Thanks to these LTTs communicative and cooperative language learning, task-based language learning, constructivism and also Bandura's Social Learning Theory will be stimulated. We expect that the teachers of participant countries will generate strong relationships and motivation of working in a multi-disciplined team, develop digital and English skills, motivation in business field, improve project coordinating skills, knowledge of European Union and education systems of partner countries. All pupils will be expected to generate self-esteem, European Union knowledge, interest and tolerance towards cultures of partner countries, strong relationships with pupils of other partner schools and motivation of teamwork, developing digital and English skillsPotential longer term benefits can be sorted like this : Drop out rate may decrease because we will generalize our project outcomes via booklets, videos, seminars to parents and students and we will organise a relief fund at our school. Furthermore; our project will be a good example and alter negative attitude towards school and necessity of education positively. Pupils experiencing the huge opportunity of interacting in different cultures and international learning environments will be good examples to other students for motivation and education, too."

"Technological change and population ageing are affecting how we work, and many adult learning systems are poorly prepared for the challenges ahead so, adult learning systems need to face the changing needs of the labour market and society .The share of elderly people in the EU continues to increase. Senior population is known to play an essential role in the world economy and society on a global scale but they tend to be ""excluded "" from a number of opportunities. So the European Commission defined as part of its inclusion policy, the goal of fostering ‘active ageing’ to contribute to economy and society. (VR) and (AR) technologies are finding applications to help seniors to improve their lives ..There is thus a need that both VR and AR are exploited within the EU to help seniors citizens to live longer , healthier and independently. This combination of health and ICT tools is currently not covered in the key competences of adult education and to get future-ready, we must anticipate these skills to design of a better adult learning policy. TARGETS : DIRECT ONES : - Care Attendance adult students and trainers . They will learn on a peer learning approach fro IT students and trainers how to develop customized Virtual Reality and Augmented Reality Tools for those seniors that are at the previous and first step of dementia . - IT adult students and trainers who will learn from the Care Attendance ones about the real needs of ""seniors"". This will help them to develop VAR tools which will be adapted to seniors and which will help them to go on learning , to improve their memory and safety.- EU Senior Citizens , they need to be motivated in exploiting VAR tools , and to be explained that they benefit their well being and skills. A minimun of 200 students and 50 teachers 200 seniors will participate actively in the project .INDIRECT ONES : - A minimun of 20 Organizations that work for seniors and families who take care of them at home, they will offer better care services to the elderly. - A minimun of 20 IT companies that will be interested in exploiting the results . AIMS 1- To empower adult trainers and trainees in Care Attendance and IT with skills that will help to improve seniors' lives , using a peer cooperative approach. They will help each other to co-create joint solutions involving VAR (Virtual and Augmented Reality ) that will enhance seniors’ life and memory by using an intergenerational approach.Result : IO1: Digital Gidelines for Adult Training in Inter-Generational Understanding (IGU) Using VAR.2- To create 2 case-studies per country (O2) employing (VR) and (AR) , following IO1 so to improve the life and memory of senior citizens and by offering them activities and exchanges of experiences with younger generations. Result : IO2: Virtual Reality and Augmented reality Case Sudies.3- Fostering an entrepreneurial spirit in Adult learners motivating them to exploit further content addressed to the needs of more seniors using VAR .Result : IO3 : An Empowering Guide to Exploiting AR/VR with Seniors.Participants will implement the VAR content on more seniors and will get the tools for acquiring entrepreneurial skills related to the topic .4- To disseminate and exploit the project OER on an open web portal which will provide an entry point to freely access the main project results.METHODOLOGY It will combine a peer to peer approach among adult students teachers from different curriculums, an intergenerational approach: adult students will accompany the seniors in the Virtual travel to the life of their past. Emotion and technology linked to get a more inclusive society. A Flipped approach . Before being trained participants will watch the training videos and then during the training process they will become actors of the training an more active . A CLIL approach the outputs will be in English and in the languages of the partnership.IMPACT Assured in the target groups but also in European strategies in Adult Education and in the University Education , by promoting creativity, innovation, competitiveness but also social cohesion and integration using formal and non-formal methodologies VARTES applies the initiatives promoted by actors such as the EU Council, the Directorate General for Education and Culture, the Directorate General for the Internal Market, Industry, Entrepreneurship and SMEs.VARTES will be a reference and actively used after the project finishes its financial period , a financial ,organizational and operational SUSTAINABILITY PLAN have been designed . Moreover, the DISSEMINATION channels will be operative after the projects finishes for 5 years more to reach be long term impact not only in the cities, countries participating in the project but in more countries in Europe."

"In the title, there is the essence of the project: ""Not a So.Lo. Wave"" dealt with the study of waves by listening to Sound and grasping the connections with mechanical wave propagation on a rope or on a slinky spring previously done with hand-on activities, Looking at some famous paintings to lead in students to electromagnetic waves and light in particular. All of this, from the creation of CLIL lessons to the work with students, not in a Solo way but working in a team, for this is the best way for the propagation of energy, the good practices. As among the 2020 goals in Europe's vision there are the increment of 20% in STEM competencies and inclusion, addressed to more female students and to pupils with difficulties, together with inclusion of foreign students and internationalization, our project involved two complete classes in Licei Cartesio, in which some girls are included, one of them with special needs, and two other boys with special needs, mixed group of students by the Bulgarian, Latvian and Spanish teams, and mostly female students in the Romanian team, so to arise the sense of unity and collaboration. Interest in STEM was stimulated by using new technologies and the innovative CLIL methodology, as well as a practical approach in group work, stimulating different Learning Styles, ‘learning by doing’, fostering critical thinking, stimulating to go deep in detail of a scientific topic. The project started with one week of full immersion teacher training course about CLIL methodology held in the applicant school. Teachers from Spain and Italy agreed and organized the course in the first two months of the project and delivered it in November. An extra partner of the Spanish team, coming from France, was included as a feedback of their project and practical participation in CLIL activities of breaking ice. Then tasks were assigned to all partners which prepared the CLIL units, including activities, questionnaires, evaluation tests, assessment grids, and material ready to be shared, in order to have a clear idea of competencies to be acquired by students and assessed by teachers. The Italian team both created and tutored the entire work, in order to have a homogeneous format. At the end of May, there was a TPM, in STUCOM - Barcelona, to compare and assemble the materials and agree about a timetable to deliver the lessons to students in the following school year, including two short term student exchanges, and the final event, in which students would have shown their works and answer questionnaires. Families, local representatives, and Mass Media were invited to the final event. (an example:http://www.norbaonline.it/ondemand-dettaglio.php?i=78696)By the end of the project, students became- more curious in scientific issues and willing to exploit their new competencies in other STEM projects as the final satisfaction questionnaire shows- aware of scientific interpretation of some natural phenomena, understanding what is traveling in a wave (energy, not matter), and good at predicting shape, equation and relationships between these and the peculiar characteristics of a mechanical wave, sound, and lightwave, a sit is shown by the comparison graphic between marks in the scientific subjects before and after the project. (https://drive.google.com/file/d/1YDLISGjFmtVssBVMuO9rmW47_o37mo_Q/view?usp=sharing)- more fluent in general English and in the specific language- aware of their own certified competencies- more open-minded toward cultural diversities, less shy in acting in a group and in front of foreign people- thirsty for culture (art and music) Teachers became aware of the quality of the innovative teaching methods;feel more confident with CLIL methodology and willing to start/proceed in their training path to reach/enhance CLIL competences;become promoters of CLIL methodology in their own schools, Regions, Countries as the new ERASMUS project from the Romanian partner shows, number 2019-1-BG01-KA229-062359_3 ""The Da Vinci Code"" which main objectives are to create new innovative approach methods by developing interdisciplinary lessons for key competence preparing 12 interdisciplinary key competences lessons, and STEM projects for project-based learning, continuing to contribute in tackling early school leaving. All the partners delivered the lessons in order to take care of the evolution from LOTS to HOTS in the students, and take a pause, if necessary to rearrange the rhythm. The mobility of students gave them the possibility to share directly their knowledge in Physics, Art and Music and to experiment life and culture of the other partners, also by mean of watching/performing traditional dances from the different Countries, visiting museums and exhibitions, listening to music. The project has been monitored step by step by written tests or online tests, using the app Socrative for free, and the knowledge acquired was assessed also in the ordinary curricula of the students in the related subjects, or, if not present, like music, the general participation of the student to extracurricular activities was taken into account. An initial investigation about the expected results and a customer satisfaction questionnaire at the end gave us the perception of the quality of the project, students had no idea of what CLIL was and at the end, they were enthusiastic of this different approach to important scientific issues by pleasant activities. Products and results and videos of the final show were published on the schools' websites and Facebook pages as well as on the e-twinning project connected to. Reports on local newspapers and TV networks spread it as well.Free web-pages available at googling the keywords Physics - Waves - Music - Art – Dance – CLIL are still ""at work""Dissemination has been done in each Country by press conferences for the local media and other stakeholders, by taking part in Erasmus Days, with a presentation of the project in regional Media, on the website of the partner and coordinator schools, on Facebook and on the project site with materials in PPT and Prezi;Dissemination was also done within the TPM and LTT of 2 Erasmus projects / “Start-up your career successfully” and “VR class for us”,in Romania and in a final Conference giving info about the main results and impact on target groups in Erasmus Day 2019.Another step in dissemination in other schools has been done in “Marco Polo” in Bari with the official communication by the coordinator teacher Maiellaro in the Erasmus 2019-1-IT02-KA229-062251_4 ""Abuse of New Electronic Devices"" which aims to bring students to a consciousness of this problem creating a database, which, starting from their reality and comparing different realities, giving the students the possibility to guess what will happen in the world if this lifestyle will continue without recycling primary resources, and a first follow up is the new Erasmus project of Colegiul Tehnic of Rosiorii de Vede on the Erasmus 2019-1-BG01-KA229-062359_3 The Da Vinci Code, which main objectives are to create new innovative approach methods by developing interdisciplinary lessons for key competence preparing 12 interdisciplinary key competences lessons, and STEM projects for project-based learning, continuing to contribute in tackling early school leaving.In these projects, five of the participants in activities of ""Not a Solo Wave"" from Rosiorii de Vede school have been included.Other dissemination actions have been done to all the other teachers during official meetings and to students and families, by official communication means.Other schools of the city and in net with the participating schools will be invited by web conferences or seminars. Another High school in Rutigliano, close to Triggiano in Italy, asked for information about our project and there will be a meeting to show how to use the ready CLIL lessons. a ""Not a So.Lo. Wave"" CLIL Kit will be available with lesson plans, activities, questionnaires, evaluation tests, assessment grids, and material ready to be downloaded on Open Source Platforms or from the dedicated website in a few weeks. They will be proposed to the School Education Gateway to be evaluated and published as well.In fact, Mrs. Maiellaro already had a lesson plan published on this platform, created with Learning Designer, and she is confident with that kind of work. A promoting campaign was done on social networks and Erasmus+ taking part in the ERASMUS days on 10 October 2019. The new way of doing Physics will be treasured in the following years and used also in other units as well as the interdisciplinary connections. Contacts with the partner schools will be kept in the ongoing e-Twinning project."