"<< Objectives >>The aim of the project is to raise awareness on the effects of climate change by focusing and learning about the effects of water pollution, the evolving interconnection between the ecosystem and the human communities living on the waterfront and facilitating the formation of positive attitudes and behaviors towards the conservation of the environment. Our general objective is to encourage exchange of good practices and promote international cooperation among communities living on the waterfront<< Implementation >>1 Workshop "" Water pollution effects""2 ""The tale of...an endangered animal from my area"" educational visit3 ""Water saviors"" Project site4 "" ""The tale of...an endangered animal"" STEGP,Izmir,Türkiye5 Logo contest ""Water saviors""6 ""Save the water"" campaign7 International Water Day Celebration8 Recycling campaign9 “Water saviors” STGEP,Ustka,Poland10 ""A love story in time:city and the water"" exhibition11My city and the sea"" educational visit12 ""Love story in time.""STGEP Riihimäki, Finland<< Results >>3 workshops on water pollution effects3 school exhibitions of posters/essays about an endangered animal1 site project, 1 etwin space2 Celebrations of International Water Day involving 120-140 Ss and 18 Ts from 3 schools54 students and 27 Ts participating in 3 exchanges3 recycling campaigns3 old cards exhibitions3 visual presentations ( VP) of the partner schools, cities and river/seas3 VPs “The tale of an endangered animal""3 VPs ""My city and the river/sea""3 e-touristique brochures"

"As the world grows increasingly complex there is an even greater need for individuals equipped with the knowledge and skills to tackle tough problems by gathering information, evaluating it, and presenting effective solutions. Projects objectives were to enhance student´s science, technology, engineering and mathematics (STEM) skills, increase European understanding, language skills, 21st century´s learning skills and social competences as well. We also wanted to share knowledge about participating countries school system, culture and traditions. Backround and motive for this project was to develope pedagogics of robotics as a tool for teaching STEM and other important thinking skills as well. We also wanted to help boys to have more positive view on schooling and to give them something concrete to do so that they would not drop out so easily. We also wanted to give girls more possibilities to enter field of STEM where they still are at minority.Robotics teaches the students basic technology skills and how to build devices designed for digital information collection and specific purposes as a team. At the project students participated projects conducted on these types of platforms. At the same time they gained an understanding of their own surroundings and how everyday technological applications works. Project activities were divided preparations and practices between meetings under same advices. At meetings practised skills were tested in action also leanerd more. Before each meeting, pupils prepared themselves for challenge assignments with advance assignments and materials. Tasks related to following areas were: 1. ""Built environment and robotics"", 2. ""Robotics in everyday life"", 3. ""Fraction, balance, power and movement"" and 4. ""Industrial robotics"". For teachers there were two short term stuff training course. First one was planned at project application and it was succesfully accomplished. It was important training course because it helpped to raise awarness of pedagogics of teaching robotics. It was also most valuable for introducing robotics system, VEX IQ, to be used at project. During training course participants had also possibilites to get to know each other, have more cohesion and conversate all possible problems that project might encounter.Second short term stuff training course was orginally meant to be 4th LLT with students. Due to covid19 pandemic the planned meeting was cancelled/postponed. Meeting with student was tried to organized again at August 2021 but Riihimäki, Finland, local rules to receive foreign students made it impossible. Meeting was changed in cooperation and approvals of NA's to be training course for teachers so that project objectives could be met as good as possible.At meetings the students took part in the challenge tasks. In the VEX IQ Challenge, teams of students were tasked with designing and building a robot to play with other teams in a complex, game-based engineering challenge. The problematic tasks were being created to meet the challenges of today's working life. Challenge assignments were shaped so that they were encouraging, offered experiences of success to different levels of students, encouraged co-operation and familiarized students with the potential of robotics. Teachers from participating countries led activities together improving their pedagogical skills at teaching STEM/robotics. The challenge task materials were assembled in eTwinning, so that everyone can use them also in the future. Power point presentations about school system, culture and traditions were presented at meetings. Schools also wrote a blog about meetings. After each meeting, the host country assembled a video from the visit. During the project, each country, depending on its starting point, prepared either a national or school-specific robotics curriculum or a plan on how robotics could be utilized at the current Curriculum. Concrete results of the projects were : project logo, the challenge task materials assembled in eTwinning open to everyone to use them in the future, videos about the visits, local robotics curriculums, blog writings. Power point presentations about school system, culture and traditions and project website. Most important results were not concrete but skills and attitudes that students, teachers and oraganizations gained about European co-operation and teaching/learning STEM generally and robotics. Students language, learning and social skills improved as well.Open project material at eTwinning will continue benefitting project schools and others to start and develop further their use of robotics at teaching STEM. Project schools have expressed that project results have already lead changes at their work. Profilation of organizations have raised locally and even nationally. Project partners have aggreed to work together virtually with robotics at this schoolyear year project funded by Finnish Ministry of Education."

BUILDING DIGITAL EUROPEAN SCHOOLS THROUGH CREATIVE, COLLABORATIVE, AND EFFICIENT PRACTICES is a project born of the needs detected in the field of secondary education by the participating schools.Fundación Patronato de la Juventud Obrera is well aware of the importance of the digitalization of schools as a process to create 21st century schools and improve the academic results of educational centers. We have been pioneers in the use of the SELFIE tool since 2018, and after detecting the weaknesses we had, and the educational and management opportunities offered by digitalization if carried out properly, we started to create an innovative methodology of our own that encompassed the whole school.We understood soon that this strategy could not only cover the classroom, since it was necessary to achieve a global digitalization of the center that would promote new technologies and integrate the entire educational community in the digital learning processes for it to have a real impact on educational improvement and, above all, to avoid early school leaving.However, thanks to the contact with other European centers, this strategy has shown that it can be improved with the practices that are carried out in other European countries, which is why we want to go a step further in 2019 and create a strategic partnership of 5 European countries to build a useful and powerful tool, along with a methodological guide, in order to establish a digital holistic educational process to help schools across Europe to reach the future.This will be substantiated in 2 high-quality Intellectual Outputs with great impact capabilities: a Virtual Platform and a Methodological Guide for Digitalization.The first Intellectual Output: the DIGITAL PLATFORM FOR THE CREATION OF DIGITAL EUROPEAN SCHOOLS.This digital platform will be a tool that will not only help to implement an innovative process of digitalization for schools, but will also guide them throughout the process to achieve a full digitalization: From the initial evaluation of the school with EU’s “SELFIE” tool, until the full IMPLEMENTATION OF A HOLISTIC DIGITAL EDUCATIONAL PROCESS OF THE SCHOOL.This innovative platform will stand out for a new concept of digitalization methodology, which we have called the HOLISTIC EDUCATIONAL DIGITALIZATION OF THE SCHOOL, which is based on a continuous process of analysis and improvement and the digitalization of the whole school that encompasses the CLASSROOMS, the SCHOOL and the EDUCATIONAL COMMUNITY.This digital platform will also have resources to facilitate this digitalization process, such as free software, for the management of the educational center itself, to train teachers and students, and for the relationship and communication between of the entire educational community. It is a dynamic platform that consists of 6 steps:- STEP 1: your school is sent to the “SELFIE” tool to get a true analysis of the real situation of the digitalization of the school and its weaknesses.- STEP 2: once the “SELFIE” results are available, they are registered on the platform.- STEP 3: the platform generates a report with proposals for improvement in the digitalization of the school according to the model of the HOLISTIC EDUCATIONAL DIGITALIZATION OF THE SCHOOL.- STEP 4: the platform will provide your school with materials and resources to help in the process of digitalization, which will train directors, teachers, and the educational community to be able to carry it out.- STEP 5: the platform will include tools and spaces for virtual dialogue between schools and educators.- STEP 6: the school will be encouraged to repeat the evaluation periodically to monitor its progress and see which aspects could be improved.The second Intellectual Output: the METHODOLOGICAL GUIDE FOR THE CREATION OF THE PLAN OF ACTION FOR THE HOLISTIC DIGITALIZATION OF THE SCHOOL.This methodological guide will allow any secondary school to implement this revolutionary holistic educational process, matching the regulations and proposals established by the EU in the “SELFIE” tool, and including coordinated action and collaboration frameworks between the different departments of the school and proposals for the use of software and digital applications.The network created for this project will work together during 24 months, during which they will hold 3 Transnational Meetings, carry out activities for the creation of results, virtual mobilities, 3 student training mobilities in the most digitalized partner schools, 1 joint teacher training activity, multiple learning activities (to test the results and train the participating students in new educational techniques), and finally a great Multiplier Event. All of this will be done to obtain high-quality results aimed at facilitating the digitalization of secondary schools, enabling better educational results, and reducing early school leaving through an ICT-based education that connects with younger generations.

CONTEXT/BACKGROUND OF PROJECTIn the project Overcome, we will cover our needs working the immediate priorities: promoting social inclusion, fighting school abandonment and promoting a comprehensive approach to language teaching and learning. Five schools will participate; Germany Mittelschule (GER), Novaschool Añoreta (SPA), Gymnasio Zakakiou (CYP), Osnovna Sola Fram (SLO) and Harjurinteen Koulu (FIN).This association is heterogeneous, with the participation of private and public schools, from north and south Europe, small and big communities, disparity of economic prosperity. It reflects the diversity of the European Union. In addition, this environmental variety offer us the opportunity of doing different types of outdoor activities.About 400 students, ages 12, 13, 14, are going to be directly involved in he planned activities. Although this is the target group of this project, the results can be exploited by other educational stages.OBJECTIVES OF THE PROJECTThe six objectives of this project respond to needs and priorities:O1 -Providing direct personal contact with nature favouring citizen participation and supporting personal health.O2-Promoting collaborative and holistic approaches to teaching and learning.O3-Reducing disparities in access to outdoor activities.O4-Developing essential personal and social capabilities.05-Improving of communicative skills and the use of ITC.O6-Building an intercultural awareness in participants. DESCRIPTION OF ACTIVITIESWe have designed a collection of activities in connection with the priorities and objectives. The most important are the outdoor activities that we plan to organize in the five short-time exchanges with the pupils.We will write up a glossary with all the activities in an outdoor library which will consist of multidisciplinary teaching units which will be available in a Moodle we are going to create for the occasion. All project´s results will be available on the Moodle.Another important part of the project is the participation of local Role Models who has to do with the outdoor activities. This is an E+ initiative that will create a network of people to inspire young people living with social difficulties.As part of these activities we have a group of projects and workshops such as; workshop about how eTwinning works, deciding a logo and slogan for the project, writing up a dictionary with the most useful words that pupils can use during the short-time exchange, doing a calendar with the most important dates, welcoming ceremonies, researches about health food and cultural visits that offer the possibility of a holistic learning.METHODOLOGY TO BE USEDThe methodology which best fits with the planned activities is learning with action (learning by doing).RESULTS ENVISAGEDWith activities we expect to win tangible and intangible results:Tangible results include:Outdoor Library with teaching units. Open Educational Resources (OERs)A guide with local role models.Results about health food research.Calendar with the most important dates of each country.Dictionary with the most useful words for the short-time exchange.Erasmus+ corner in each school.Logo and slogan competition.A website with testimonies of teachers and pupils.A developed TwinSpace.Evaluation reports.Intangible results:Knowledge and experience gained by learners and staff.Increased skills or achievements.Improved cultural awareness.Improved language skills.IMPACT ENVISAGEDWe think that one of the strong points of the project is its potential impact, if the project is successful it has the potential of changing our institutions.For us it is also important to capture the impact of the project in local communities. We will measure the number of appearances in local press and asking educational community using questionnaires.We specially consider the impact of international group of students on domestic students, educational institutions and hosting communities.POTENTIAL LONGER-TERM BENEFITSThere is scientific evidence in the benefit of outdoor activities for young people, improving young people’s educational course and social inclusion. We expect to sustain these consequences in the long term.For the sustainability of the project, it is very important the crosscurricular outdoor library that can be used in in our day-to-day and the know-how that teachers are going to learn. Teachers can go on using that knowledge in the long term or in other school because the project has the potential of be exploited in other organizations.

The ARTSe project addresses two crucial priorities within the European Union, namely the need to encourage a higher level of sustainability on our lifestyles and to promulgate digitalisation within member states. Following the European Commission’s Digital Education Action Plan (2018) this project seeks to develop relevant digital technological tools that can be used to enhance the teaching/learning experience in schools. It also seeks to fulfil the targets in ET2020 about lifelong learning and mobility, improve the quality and results in education and work towards social integration, by meeting peers in other countries, and enhance the understanding of sustainable lifestyles in our students. ARTSe pursues a specific goal of developing an AR assisted curriculum for Sustainable Development which is cross curricular and extends beyond national boundaries in its applicability. Cognizant of the fact that many educators are not as conversant in creative digital pedagogical tools, this project also seeks to address the problem by :a.Training a number of educators from 3 European countries on the use of AR assisted educational resourcesb.Widening the effectiveness of this new approach by creating a guidebook for educators in general to assist in moving beyond traditional class based methodologies for teaching and learning.Research into the effectiveness of the resources will involve the participation of a group of students from Malta, Italy and Finland. This will help corroborate the multiplier effect of the project when the intellectual output and resources produced are then rolled out to other secondary and post-secondary institutions and specific national NGOs. This dissemination will ensure effectiveness and long term positive impact of output developed in this project. Such output includes a curriculum for training educators in using AR for sustainable development, a guide on how to develop AR content for SD education, an e-Learning platform that provides open resources and training material for teaching SD through the use of AR together with an open digital toolkit for Sustainable Education.Although educators will be major beneficiaries in this project, the overarching objective is to stimulate and motivate student learning by presenting them with enjoyable and relevant learning experiences. The current Gen Zers and the forthcoming Generation Alpha students are challenging educators to provide them with a learner centred environment that respects and caters for various learning capabilities, diversity of individuals and ways of learning. This requires a paradigm shift in our educational approach from using one or two dimensional educational resources to one that is more in sync with our physical three –dimensional world. This project focuses on the importance of using Augmented Reality (AR) technology in the teaching/learning experience to help create an educational environment where physical and virtual worlds intermingle to enhance the effectiveness and attractiveness of this experience by providing more realistic scenarios. AR enhances the interactivity between student and learning, and introduces innovative methods to the learning process. A final objective is that these resources extend beyond the physical confines of classrooms to render themselves valid and relevant for use in virtual classrooms. This year’s pandemic has put a spotlight on the need to enhance the flexibility of education to move into a virtual scenario. This project seeks to address this by ensuring that the connotation of ‘educators’ extends to the realm of home schooling scenarios.