The advent of XXI century, the globalization of society and the introduction of innovative technologies led to a meaningful change of the roles of schools, teachers and educators. In fact, as Internet and mass media offer all the information available to the community, the role of teachers, instructors and mentors is changing shape. In particular, schools are the first environment where the talents and potentialities of the new generations are inspired, recognized and developed. However, today old methods and curricula seem to be still the basis of a large number of schools in different countries. Rigid books, inflexible subdivision of subjects and timetables, meticulous organization of study units are defining the school as “a fundamental support to self-learning through the text” (Serres 2012: XX). Conversely, the proposal of new methods and teaching strategies is outdating the idea of a frontal lesson with a centralized teacher and promoting students as individuals with unique attitudes, inclinations, levels of attention, preparations, emotions and approaches to the subjects. The analysis of the current situation inspired four schools from four countries, that is Italy, Greece, Spain and Turkey, to start a 24-month-cooperation for the realization of a project entitled E.R.U.D.I.T.I.O.N., that will be funded by Erasmus+ program of the European Commission. The main goal of the project is the definition, implementation and dissemination of a method for the teaching of English Language based on the analysis and the comparison of curricula and methods grounded in different countries and the experimentation of alternative educational techniques. The main goal is structured in four smaller objectives, one for each target group of the project: - The involvement of 120 students from 4 countries in developing and implementing a method for learning English Literature based on active participation, cooperation and intercultural exchange. -The cooperation and the exchange of practices of 4 teachers from 4 countries for the realization of a method for the teaching of English Literature shaped on the needs, on the individuality of each student and on the opportunity offered by new technologies. -The sharing in the partner organizations’ local communities of the results and the tools developed during the project in order to spread the impact of the method and the opportunities offered by the Erasmus+ program. -The promotion of the method at international level through social media and the creation and development of an application for mobile device as a support for learning. The method outlined for the implementation of the project was developed from the analysis of the questionnaires filled by both teachers and students in December 2018. The outcome is a method answering the needs of each country and school, and aiming to the common objectives of enhancing the motivation, the interest and the active participation of students in relation to specific topics connected to English Language and Literature. Adding to that, the activity supports the mutual training of the teachers on the Information Communication technologies, involving the use of interactive devices and multimedia as a support for the ordinary lesson, evident in the warm-up, where the topic of the unit is introduced by the vision of a video presenting intense images and sounds, involving students in an experiential learning introduction. In addition, workshops of video recording and film-making are introduced to foster cooperation and team-building in the class. Finally, teachers will plan the use of material and online lessons to review specific subjects or to research material, that is Oil Project and EdTed, and one website that collects slides and presentations, that is Sldeshare. Furthermore, teachers will plan the working together with Prezi, Voicethread, Genious and on online working platforms such as Moodle, Slack, Socrative and Trello. The impact of the project involves students, schools and communities. The European program Erasmus+ envisages the general visibility of the project through an activity of dissemination of the results that is held in the Follow-up phase of the project. In particular, the promotion of the project is ensured by the opportunities offered by the innovations brought about by new technologies and the diffusion of social networks. In general, the promotion of the project and of the method is arranged by a plan agreed in accordance with the 4 partner schools and involving students, teachers, organizations, authorities, local and international communities.

<< Objectives >>This project aims to achieve the creation of a new ped. methodology for the teaching & learning of STEM subjects in sec. schools in the EU. Our methodology will provide an integrated approach to teaching STEM subjects utilising interactive digital tools to ignite student interest & engagement. Scientific knowledge is combined with creative practices in the realisation of students-curated art exhibitions based on the STEM topics provided, while also incorporating co-creative methods of learning.<< Implementation >>WP2:Target groups will participate in Science Art Cafes with scientific & artistic experts for E-book on the use of exhibitions in STEM teaching & learning. WP3:target groups pilot test integrated STEM topics & will be trained on the use of Digital Arts Software; students will be visiting scientific museums for an immersive experience.WP4-Long intervention connects STEM/science & artistic experts with students & teachers, to interact, exchange information & knowledge on the topics at hand.<< Results >>The project is expected to have a number of results and outcomes. Firstly, the tangible results include: -WP2:Creation of Ped. E-book for student-curated exhibitions in STEM teaching and learning; -WP3:STEM Virtual Toolkit with the 3 integrated STEM topics; -WP4:Phygital Exhibitions Implementation Guide with the theoretical and practical guidance of exhibition creation. Other outcomes expected are the increase of STEM and transversal skills and knowledge of the sec. school students involved.

"When you look at the stars, when you look at the moon, you wonder what that is. Would you say that the moon is a circle ? Would you say that the railways are two straight lines or even a set of Bezier lines ? If you answer positive to those question, then you might as well be a geometrician...The origin of geometry lies in the study and measurement of the earth and the universe. Geometry is more than just a collection of tools, than an abstract discipline : it is our way of classifying shapes and things, it it our way of looking at the world.The objective of our project is to enable people to discover mathematical culture through the artistic and scientific world.We target students from kindergarten level up to high school.A number of classes will be involved in our project activities. Each class is to produce an artistic or digital production (computer graphics, digital application, animated film, frame, sculpture, play, virtual museum, augmented image, 360° guided tour (Vizor), digital book, comic book, short story, ...), which will display the pupils' view of the chosen theme. There are 60 themes available to the students, which in turn are divided into three sub-themes.Objects, instruments: Curves, Spirals, Surfaces, Spheres and balls, Polyhedrons, Balls and balloons, Fractals, Crystals, Shells, Domes, Knots, Astrolabe, Abaque, Soap bubbles, Darkroom, Pendulums, Hypercube, Design, Mirrors, Pantograph.Scientific and artistic fields:Astronomy, Cartography, Relief, Architecture, Urbanism, Music, Choreography, Typography, Calligraphy, Paintings and Engravings, Statues, Gardens, Labyrinths, Light, 3D Printing, Pixel Art, Augmented Reality, Braids, Interlacing, 3D Animation, Trajectory, CubismRepresentations and transformations:Friezes, Paving, Tomography, Perspective, Illusions, Networks, Coloring, Origami, Puzzles, Space-time, Measurement and PlottingCoordinates, Computer Graphics, Digital Acquisition and Imaging, Voxels, Meshes, Graphs, Patterns, Anamorphosis, Silhouette, Shadow, ProjectionEach item produced by the students will need to relate clearly to one or more artistic fields: poetry and literature, architecture, sculpture, painting and drawing, music, poetry and literature, architecture, sculpture, painting and drawing, music, ""performing arts"": dance, mime, theater and circus, film, ""media arts"": broadcasting, television and photography, comics, digital, culinary arts, model making, fashion....The works of the students will constitute an exhibition. For this purpose, each artistic work is accompanied by an explanatory sheet edited by the students themselves, and outlining the mathematical and artistic import of each production. The teacher in charge of supervising a given work will also be able to express his/her understanding of the topics within the explanatory sheet.We foresee two multiplier events as part of our project. These will be an occasion for the students to present their works. Overall, 60 exhibits will be showcased during these events, which is all the exhibits produced across the lifetime of the partnership. The audience will also have the opportunity to explore the virtual museum based on the Neotrie software and hardware for virtual reality, as well as the pedagogical ressources guide enabling anyone to engage their students in transdisciplinary work across arts and maths."