*Context: Today’s students are tomorrow’s leaders. Occupations in STEM-related careers are some of the fastest growing and best paid of the 21st century, and they often have the greatest potential for job growth. Building a solid STEM foundation through a well-rounded curriculum is the best way to ensure that students are exposed to math, science, and technology throughout their educational career. Students are extremely curious and impressionable, so instilling an interest at an early age could spark a lasting desire to pursue a career in any of these fields. Project supports students' involvement in learning and offers a pedagogical approach where teachers will become mentors of creativity. Inclusion of Nanotechnology in the science curriculum will foster interdisciplinary explorations of science in curriculum. Because nanotechnology is an emerging interdisciplinary field, it can be included in physical science, chemistry, physics, biology, environmental sciences, and engineering. Nanotechnology provides connections between and among the sciences that will help students to develop an understanding of the relationships between disciplines.*The objectives of the project:-Innovative interdisciplinary approach of learning STEAM and NANO Technologies based on real problems-Implementing innovative practices in education and use of open educational resources and new technologies-Reinforce the centrality of the student as part of a training process, boost motivation to learn, the ability to build its own learning&training path, the sense of responsibility with respect to the future path-Stimulate interest in students towards a knowledge proposed by experimenting, with forms of learning on the job in real situations-Develop skills of self-orientation and train students to think critically and independently about the big picture of Nano technological change and the challenges it creates*Number and profile of participants:All of the organization partners in this Partnership are experienced in the field of teaching STEM subjects and they will contribute to a great extent for the realization of the proposal. There is total number of about 25 key persons that will be included with working assignment and in training activities.*ActivitiesThere is total number of about 60 students and 15 teachers from the three partner schools that will be included in the student exchanges and activities.1.selection of students and teachers involved in the activities, quality assurance, budget control and time management, contracting with host families, risk management, archiving, reporting to the NA and EU2.exchange of students Exploring Nano3.exchange of students BioNano 4.exchange of students NANO Long Cycle Life5.training event for teachers Nanotechnology education for the leaders of tomorrow6.self evaluation instruments7.dissemination activities (within the institutions involved in the project, in other institutions, public events and mass media coverage, publications and online dissemination).*Methodology 1.months 1-2 (establishment of a communication between partners)2.months 2- (meeting 1 - selection and preparation of participants, specific rules)3.months 6, 14, 20 (students exchanges)4.month 22 (training event with teachers)5.months 16 - after (follow up phase with direct activities with the target groups)6.month 13 - after (dissemination phase with previously defined activities in a dissemination plan)7.months 20-24 (completion of the project with specific tasks of each partner in the sustainability period, reinforcing the partnership and inviting new partners)*ResultsResults of the project are collaboratively designed set of INNOVATIVE ACTIVITIES in the field of NANO Technologies. The project exchanges pedagogical methods and best practices through school visits and the exchange of ideas and lessons. Materials and handbook will be available so they can be adopted and applied by other teachers.*Impact1.Impact on participants:-Developed capacity to productively engage in STEM learning activities-Increased knowledge about the importance of applying nanotehnology in everyday life and learning through the innovative approach-Increased level of use of ICT-based methodologies for STEM learning and providing more attractive form of NANO education;-Confidence, motivation and enthusiasm for NANO education 2.Impact on target groups:-21st century competencies-Increased problem-solving skills-Engagement, interest, enjoyment and achievement in STEAM subjects and NANO TechnologyThe potential long-term benefitsThis project will be beneficial experience for all participants to experience how to be a part of multicultural team.1.new innovative approach to teaching and learning STEAM and NANO technology2.implementation of the handbook in the curricular and extra-curricular activities 3.new partnerships and projects to further enhance the results of this project

"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."

All the partners of the project reached the goal to make educational process more effective and attractive through some topics as sport, music, history, art, food, traditions. All the participants had the opportunity to discover, to share, to communicate using English language. These topics played an important role in setting up and carrying out the programmed activities. In fact, it was the right way to improve in students with low academic performance motivation in studying and awareness of their abilities feeling equal with other peers. So,as underlined in the different tests before and after all the mobilities, the competences pointed out by all students are: to cooperate, to gain team abilities, to improve English language and ICTwhich helped not only the students involved but also the teachers who had the opportunity to experiment new didactic methodologies that had an impact on daily class activity too(creation of videos with Animoto; comic strips and cartoons with Scratch, Toondoo, presentations…) The monitoring of all the activities in each country, as well as the tests of the mobilities, have allowed continuously to verify and evaluate them, giving important information on the interest of the students, and the skills they reached, and on the needs of the teachers.In the same way, the realization of different products concerning the mentioned topics allowed the students to know better their region. The schedule of the mobilities and programmed activities have been respected.This project became not only the project of students with their families and teachers involved but also the project of each school. All the hosted families contributed to the success of the project and they aroused the curiosity of the other families who gave their availability for future projects.The social networks like FB and Whatshapp have allowed to keep in touch, to have permanent contact, to create new links, strong friendships among the students the teachers and the families. The official website of the project, the blogs or website of each school have been important to illustrate to all the stakeholders the progress of the project.The project also had official moments, all the partners were received by the municipal authorities The activities realized concerned: creation of official logos, official webpages, video presentations about important bridges of each country, language tutorial,videos about the most important festivals and about famous personalities, videos about the representation of an artwork, comic strips, videos about traditional food.Concerning the teachers, they were both observers and protagonists, Indeed, during the mobilities, they attended lessons independently of the taught subject, they themselves worked with the classes of the different partner countries using English language . The taught subjects were: Chemistry, Mathematics, Physics, English, Economics, Art History, Greek, Lithuanian. All these activities were followed by a moment of discussion concerning the teaching techniques, the instruments used, the motivation of the students.Throughout the project, the partners discovered that technological tools could also be used to favour the interest of weaker students and , in general, lessons were no longer frontal;students became the protagonists of their knowledge by conducting research, collaborating with their peers, sharing their discoveries.The impact of the project has been very significant. The students have improved their language skills in English and their knowledge about other European countries as underlined in the tests before and after the mobilities; they learned through workshops to appreciate the values of the European Union, to promote solidarity, to fight against racism and intolerance; students with economical and/or educational difficulties had the opportunity to move and to improve their own motivation. Students and teachers implemented together their knowledge about new educational programs and they opened their mind to new way of living and fostered the curiosity about different cultures.Teachers involved in the project spoke and wrote constantly in English and some teachers improved their competences, so that some of them got a B2 certificate after following an English course. All teachers used new technologies and created digital materials on websites and platforms transferring all what they acquired in their everyday lessons and sharing it with other colleagues.In order to disseminate the ideas of the project, in every country the school community was informed through meetings, conferences, video presentations and other. Many products have been realized as leaflets, posters, pens with the logo of the project... In Greece an olive tree was planted as a souvenir of the project and as a symbol ofour awareness of European identity, that has grown in all participants and will grow stronger and stronger with deep roots throughout time and barriers.

The project entitled European Collaboration on Radon Measurement (EURA) started in October 2018 and born from the idea of monitoring radon gas in different parts of Europe. Radon gas (Rn) is a radioactive element that occurs naturally in earth and rock, well water and in some building materials. The gas combined with other factors such as pollution can increase the risk of disease in human body, therefore it is under the authority’s attention. Each country has general guidelines about the permissible concentration values of radioactive elements.Four upper secondary schools, Nordahl Grieg (Bergen, Norway), Erasmo da Rotterdam (Nichelino, Italy), Spyken (Lund, Sweden) and The Technical College (Reykjavik, Iceland) participated to EURA. The choice of partners was dictated by several factors such as technology degree applied to teaching and learning, development and implementation of research and practical methodologies in the school curriculum, technical facilities existing in the schools. All the schools have previously participated to international Erasmus Projects and have good connection with local universities and research institutions. The main participants were students and teachers directly involved in the project, while additional participants were students from other classes, regional municipalities and authorities, public offices supporting the project logistically for placement of radon dosimeters in different locations. Scientific support was provided by local universities and radon experts. The total amount of participants was approximately around 200 persons. The project had several goals, namely a comparative analysis of radon distribution in local regions of the four participating countries, didactical methodology exchange, implementation of research and technology in teaching to increase and promote learning among students, dissemination of the results.EURA has resulted in two intellectual outputs (O1-O2) covering descriptive procedures and methodology for theory teaching and experimentation, instructive videos edited by students, and a scientific article to be submitted to peer review, The project results are sustainable since methods and procedures can be easily performed and reproduced by other classes. The radon data collected in this project can be used as starting material for further statistical analysis. Materials and methods are available on Erasmus+ dissemination platform and on the project website.The project had a relevant social impact due to a close collaboration among the schools and the local communities. In fact, many private and public buildings have been monitored over one year’s period. Finally, local authorities and private persons have been informed and made aware about the registered radon values.

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