"In order to implement the project ""Ancient Greek Technology and future STEAM Education"" (AGTnSTEAM), the Secondary Education Directorate of Larissa's District (SEDL) and the 6th GENIKO LYKEIO LARISSAS collaborated with the Ancient Greek Technology (AGT) Kotsanas Museum of Athens, aiming to transcend the boundaries of traditional teaching in Science according to the facts: - The education system faces challenges at both the national and EU level. Such as improving the transition to the labor market, facilitating career choices, attracting to excellence in Science, collaboration, multiculturalism, inclusion, and the European ideal.- The critical role of Science in education and in society.- The recent development of STEAM (Science, Technology, Engineering, Maths + Arts) for innovation and creativity.- The highlighting of the sustainability of the ancient Greek culture, which was the generator of the Western culture.- The need for communication and cooperation with European colleagues against the negative attitude of many students towards Science.Three other organizations decided to contribute to this effort, the Living Art Lab in France, the Psiquadro in Italy and the Associação Nacional de Professores de Informática in Portugal working with a senior high school in each country respectively: Lycee Professionnel Galilee, ISTITUTO TECNICO INDUSTRIALE STATALE A. VOLTA and the Agrupamento de Escolas Augusto Cabrita. The partners have from zero to very much experience in European programs. A film and educational institution was also hired, as a special collaborator, for the audiovisual literacy of the teachers. We aim the project on a small scale to:- improve teachers' skills in creating innovative scenarios in the classroom,- to develop cultural and artistic teaching practices,- bring a critical spirit to the learning process,- lead to shared values by disseminating educational scenarios involving works of art,- improve the competences of teachers and subsequently of the pupils in analytical and intellectual skills,- give participants a new way of communicating with their scenarios.On a larger scale, we expect partners to:- (teachers) have the opportunity to compare experiences and learn from organizations,- work at European and international level,- record educational material in videos in an artistic and aesthetic way for the activities,- exchange practices and enriched methodology which will be transferred to schools immediately,- open an exhibition at the AGT Kotsanas Museum,- support a circular exhibition of products produced in European Institutions Galleries,- develop improved management results and broader networks of diffusion and collaboration,- become aware of the infinite aspects of using this technology instructively, artistically or operationally.Innovations:- Ancient Greek Technology in STEM / STEAM scenarios,- Living Art as Living Learning in STEAM scenarios (Living Art is a kind of modern Art),- Analysis of science themes through the artistic expression of the teachers themselves,- Use of innovative audiovisual literacy,- Expanding the use of Forum and Clown theatre as a teaching tool in Science,- Scenarios that combine ancient astronomical machines with digital storytelling methods and astronomical tourism,- The Antikythera Mechanism becomes a modeling teaching tool.The methodology developed by the SEDL is based on a very simple and basic starting point. All partners have specific and well-defined tasks before they meet. These tasks are completed by the individual and then compiled into groups. Each country will host a mobility activity for learning and training purposes, and there will be three transnational coordination meetings: launch (Greece), monitoring (Italy) and final evaluation (France). Schools will implement the scenarios with the ""Open Science Day"".Then there will be a report on ""Best Practices for Designing AGTnSTEAM School Scenarios"".The film-educational institution in a 30-minute promotional documentary, will film the course of the project and highlight three of its key points: 1) The great motivation for teachers and students 2) Harmony with Nature and Sustainability as the Gift of Ancient Greek Technology 3) The written description of Digital Conversions of Automata towards a sustainable future. It will also be created an “Automata” and “Living Artworks” video library at the AGT Museum and correspondingly at the Living Art Lab that will carry the project logo and Erasmus+ badge and will be free for anyone who wishes to apply the innovative scenarios.European media campaign led by the Secondary Education Directorate of Larissa's District will be run to disseminate the project’s result.The heterogeneity of all the elements that will emerge in the course of the program will lead to a synthetic analysis that could contribute to European integration, shaking the established in education, training and especially in teaching.="

"""Youth DOCs: recording critical glances on personal identity, youth culture and contemporary reality""Key words: youth culture, social identity, critical viewing, documentary video and and documentary theatreContext/background: Among youths, there are issues on “social identity and understanding of the other”, issues on “development of cooperation skills” and issues on “intercultural understanding and stereotypes” that need be critically addressed particularly in the context of the current economical crisis and the raise of violence and racism.Projects aims to develop:a) a partnership between two European educational regions, to create innovative educational procedures and to share good practicesb) a student centered teaching methodology which promotes active learning and uses video and drama documentary techniques to research students’ collective views on their own youth culture and personal identity as well as their views on the culture of the partner region, in the context of the current economic crisis and the raise of violence and racism c) a teachers’ training course, a teachers’ educational guide, video tutorials and an open-educational resources based on the methodology implemented in this project.d) collaboration between teachers/students and media/drama experts e) a sustainable network between schools and institutions and to encourage future partnershipsf) students’ group work and enable them to create and share doc-films and doc-dramas and develop peer evaluation skillsNumber and profile of participating organizations Two (2) educational authorities as main Partners, 14 local associated Partners (4 educational organizations as methodology experts and 10 secondary education schools as implementing partners)Project Partners:Directorate of Secondary Education of Eastern Attica, Athens, Greece (DSEEA-Gr) (coordinator)Local Authority of Education-Bayrampaşa, Istanbul, Turkey (BiMEM-Tr)The 4 Local Associated Partners that provided the experts and developed the methodology:Karpos Centre, GreeceHellenic Theatre/Drama & Education Network (TENet-Gr), GreeceUniversity of the Peloponnese/Theatre Studies Department, GreeceInnovative Educators Association (IEA-Tr), TurkeyNumber of people involved: Management Group: 4. Experts Group: 11. Teachers Group: 47, Students: 150Description of undertaken main activities & results attained :a) local and transnational meetings for the “Experts Group” (exchange expertise and design methodology)b) workshops for the “Teachers Group” local (4) and transnational (2) to acquire dramaDoc and videoDoc skills, debate issues on youth culture and identity and discuss issues on the projects’ methodologyc) school interventions: common teachers and experts workshops in schools for students to develop 24 video and drama documentariesd) local Student Festivals (4) for sharing video and drama productions and feedback each yeare) students’ and teachers’ feedback and comments on youth culture and skills via the specially designed platform ""..in our own view"" -a virtual festival f) International Conferences (3) in both countries as multiplier eventsg) Training Course for teachers (35hours) based on project’s methodologyh) production of 8 video tutorials both for teachers and students on dramadoc and videodoc techniques, of a Teachers’ Handbook and a of a interactive digital platform (http://myopinion.youthdocs.eu)i) a WebSite www.youthdocs.eu for project monitoring, (calendar, schools’ productions, educational material, Intellectual Outputs etc)j) a evaluation report Methodology and tools (short)Students from secondary schools in both regions, in groups, were invited to reflect upon, negotiate, choose, produce/record and exchange audiovisual messages, i.e. short (4-8min) videos or dramas, on what they believe should be preserved from their natural, man-made or social environment, as representing important aspects of their own youth culture and identity. The trigger-question is: ""which elements of your youth culture would you choose, as a group, to create a short film or drama documentary for another youth group to see and comment?». Videos or dramas must be based on own personal stories, and must have the form of the documentaries. In these doc-films/dramas, students, in cooperation with local partners (local associations, NGOs, municipalities, etc), at a first stage, present their collective views of their own community-region and, at a second stage, of the community of the other region in the partnership.Teachers work in partnerships with film and drama experts.Impact: Teachers: professional development, skills in sharing good practice, ICT and working co-intentionally with experts, Students: development of personal identity, critical thinking and decrease of stereotypes, new skills on audiovisual expression (video and drama)Educational Authorities: local school network, Festivals, Conferences, Web Platforms and Material"

<< Objectives >>We will further improve DIBL an innovative digital platform for collaborative learning based on dilemmas, adapt it to the Greek educational environment and evaluate its effectiveness.Then we will promote digital readiness, resilience and capacity by driving to informed implementation of Game Based Learning, supporting teachers' self-improvement and promoting the transformation of schools to learning communities by guiding their involvement in well organised training activities.<< Implementation >>We will organise learning experiences in an action research format, in two phases. In the first one in English, we will prepare teacher trainers as multipliers for the training activities of the second and main phase, to five different cities in Greek. We plan learning activities in six steps1. Mindset consolidation online2. Live/on site 5 days course 3. Supported pilot application of GBL 4. Evaluation-Certification 5. Dissemination-Reflection6. Informed implementation<< Results >>We will - evolve a collaborative dilemma based learning (DIBL) application - translate DIBL in Greek and prepare it for more languages- reach and include previously excluded schools and teachers and through them pupils- develop and share at least 40 evaluated GBL scenarios through digital teaching depositories in Greece and Europe- support GBL pedagogy and didactics by the informed implementation of GBL scenarios- promote participation of inexperienced school units in the Erasmus+ program

Underachievement in STEM education is a problem for many European countries. It is an issue associated not only with the effectiveness of teaching and learning, but also with providing an equitable system of education. Many studies show that students perceive STEM subjects as complex and boring, abstract and disassociated with real life and their daily experiences. These perceptions generate negative attitudes towards STEM related disciplines and quite often lie beneath low achievements in these subjects. This reality is reflected in low skilled youth that struggle at dealing with the needs of the European job market. In order to face this problem, the MakeITReal project has created an international team of mutually complementing experts from the Warsaw University of Technology (Poland), Edumotiva -European Lab for Educational Technologies (Greece), CYRIC (Cyprus), Helix5 (the Netherlands), Aristotle University (Greece) and secondary schools from Poland, Greece and Poland represented by ILO (Poland), DIDE a’ Athinas (Greece) and ODTUGVO (Turkey). MakeITReal project engaged students 13-17 years old that underperform in STEM (Science, Technology, Engineering and Maths) education and keep distance from STEM related disciplines in creative product design and making practices following the “Maker Movement” trend in education, a global drive that encourages young people to be creative with technology. The project infused Arts into STEM, linked STEM to real life and engaged students in product design and making practices. Product design was chosen as a practice that integrates STEM disciplines, is a creative process providing links to Arts and is also reflected in industrial practices immersing students in entrepreneurial thinking and in the business culture.Special focus was placed on teachers’ professional development and on building the pedagogical and technical skills needed in order to facilitate the learning process, to support students’ in 3D modelling and 3D printing and to make connections across STEAM disciplines.During the project the following results were achieved: -The MakeITReal Technical Reference Guide detailing practical and technical issues related to 3D modeling and 3D printing -The MakeITReal Curriculum detailing the pedagogical ideas underpinning the MAKEITREAL intervention and focus on teachers’ familiarization with skill building regarding the way product design can be implemented in the class, with the activities that reflect STEAM related disciplines -The MakeITReal Pilot Protocol that provides detailed information on how teachers are supposed to work with the students and apply from a pedagogical perspective their learning experiments in the class -A Validation Report that brings together the results of the case studies in schools in Greece, Turkey and Poland-Realization of 4 blended training courses with the staff from the participating schools combining online training with short physical mobility of staff -Realization of 10 interdisciplinary projects that are interlinked to real life in the participating schools.-A Recommendation Policy Report that informs policy makers and relevant stakeholders regarding the MAKEITREAL intervention towards dealing in a creative way with under-achievement -Promotional material that is used for dissemination purposes, social media accounts, leaflets and the project website -Papers submitted to conference (E1) organised in end of the project in Poland.The findings from three case studies that took place in Greece, Poland and Turkey in an iterative manner confirmed that digital fabrication, making tools, 3D modelling, and 3D printing, combined with the theories of Constructivism and Constructionism can provide interactive learning experiences that enhance basic skills and performances in STEM disciplines, re-motivate and electrify creative capacities of underachievers and help them develop more positive attitudes towards STEAM related disciplines.The pilot studies confirmed that the MAKEITREAL initiative has the potential to propel STEAM education, support students in developing and practicing the 21st century skills and enhance teachers’ professional roles with pedagogical and technical skills useful for creating attractive and meaningful learning experiences in STEAM.

Students face school failure especially at 9th grade but they face school dropout and school leave problems especially at 8th and 10th grades. In 2017,in Osmaniye, 2142 9th and 10th grade students dropout their schools. The rate was around 15% in Osmaniye, more than 10%in Maramureş,17,8% and 19,3% at different grades in Paredes and15% in Greece .In project application period school failure and school dropout rates were very close to each other in partner countries. According to the Euro-stat database early school leavers from education and training of population aged 18-24 Turkey,Spain ,Portugal and Romania were in the first lines.If we couldn't have taken measures at secondary or lower secondary levels the population of unqualified or illiterate workforce rates would have been higher than 2020 targets. Moreover academically unsuccessful students failed to set goals for their future. And in the long run it became a big problem for our city and country. These students would face problems in finding qualified jobs and this would effect their whole life. Although the countries had different cultural backgrounds,they had almost the same educational problems such as; -Early school leave, -Students' lack of learning motivation, -High rates of dropout and school failure due to disinvestment in school by parents and students -Unwillingness and lightheartedness at setting goals -Students looked after by single parents or grandparents Project Objectives were; - Decreasing school failure and dropout at secondary schools with outdoor learning interventions and effective use of eTwinning school clubs to improve students' sense of belonging to school and improving their academic success as well as raising parents' investment on their child's education. - Sharing best practices and good methodologies that help the educational community to solve their own problems; - Creating a learning community between partner regions, integrated local institutions as schools and non-profit organizations. PARTICIPANTS 120 teachers from partner schools took part in 'outdoor learning' and 120 teachers on 'eTwinning' training activities. So in each local partner schools in Turkey,Portugal,Greece and Romania, partner schools reached 50% of students in risk ,visited families ( around 800 parents) of those students, did various training activities and conferences for them. 50% of teachers were responsible for a school club and they guided club activities at his / her school and all of the students had to take part in one school club. With effective club activities we reached more than 2000 students. And all of the teachers were responsible for family visits and they did. During Covid 19 this is done by digital tools or phone. PROJECT ACTIVITIES WERE -To decrease students' school failure and improve their academic success partner school teachers were trained on the effective use of outdoor learning activities and eTwinning to increase students' learning motivation and academic success. -To develop feeling of belonging to school partner schools organized art activities and eTwinning project at the end of each educational year. An exhibition was planned with the attendance of all local authorities, parents and teachers and students but because of Covid-19 pandemic partners did one virtual exhibition via artsteps web2.0 tool. -With e Twinning School Club activities students improved their use of ICT tools and English. With e Twinning projects students' understanding of different cultures and paying respect to cultural differences developed. And teachers learned new methodologies from their colleagues in partner schools. All teachers and students had gained the understanding of European Citizenship. -Each project partner team worked equally in parents training about the importance of parents investment in children's education and respecting teens. All the project activities were done student centered. RESULT and IMPACT Outdoor Learning Activities for students facing school failure and school leave and making school more livelier via eTwinning and Art school clubs , understood well in national and European level.The importance of family investment in school and their students was understood and accepted by students' families via family visits and workshop activities in small groups of parents. With the decrease level of school failure and school dropout at partner schools, the partner institutions become more visible in local and national level with the increase in school success and decrease in school absenteeism and became visible at European level with the eTwinning projects created by project partner schools (My Heritage My City) and other partners from European schools.