Before the sart of the Project, all partners have done needs analysis and have conducted workshops with partners and pupils, in order to find a solution for one of the main problems in education system – how to increase pupils interest in self-education. We intend to address this problem in our project by producing a web based teaching material for pupils based on Geocaching game elements, in order to make learning process more interesting and to combine various classes into one learning material, also to improve language knowlege and IT skills. The aims of the project are directly linked to improve education processes by making learning more interesting to pupils, to encourage self-education, thus improving pupils grades and knowledge. The project in its various stages, whether it be the development, dissemination or programming, will involve a wide range of people, such as teachers, coordinators, pupils, headmasters, school associations, parents. Teachers from all partner organizations will take part in the project, and will have great knowledge and expertise, in order to develop a good quality teaching material. The main activities of the project involve development of a web based teaching material for pupils 7th – 9th grades, which includes various learning tasks, and by completing the tasks, one will receive GPS coordinates of „Target points”, which usually will be historicaly or geographically important points for the country. A comprehensive description of the target points will also be provided. Also, manuals for teachers and pupils will be developed in order to explain the new product, give hints on how to use it, how to integrate it into the existing learning system, explain benefits of using it etc.By realizing this project, pupils will become more interested in education processes, will be more motivated to get involved in learning processes, increase their knowledge because they will perceive this as a adventure thus actually wanting to learn. Thus the learnign process will become more pupil oriented, will better meet the needs ofpupils and will improve overall knowledge and grades of pupils. The project is intended for pupils 7th – 9th grades, however we intend that the methodology will be taken and implemented in learning processes of other classes. The web based material will be free of charge for everyone to see and take advantage of it. It will be possible to improve/supplement the product all the time, to make new tasks, make new Target points, and we intend to encourage pupils to do that in oder to improve their knowledge, thus improving the sustainability of the project (learning material).

Our project allows teachers to attract main target groups attention to its highest peak. How? Well, our target group is students from 1st to 6th grades and a lot of times they eant to do something else than listen to the person who is tanding in front of them in the class. By using our material - QR code based english language learning tool - teachers will have a better chance of gaining students attention as this material is ICT, uses new technologies, students are allowed to use smartphones and its something new. By having everyones attention during class students will be better educated and will learn faster. The material will consist from a word in native languga which is then translated to English. The word will be also pronaunciated in English as an audio file. We will attach a photo if possible to better show the word. Also, the word will be included in a random sentence to better illustrate the use of the word. All of this info will be included in the QR code, which can be scanned by the student or teacher.

"Any learning process consists of theoretical knowledge base, practical skills and understanding of the knowledge and skills in actual use in daily work and activities. The overall level of education in the Baltic States is known as quite a good and appropriate to nowadays requirements as far as it relates to the theoretical knowledge base. According the practical skills in primary and secondary schools the situation we would like to see much better. The reason it mainly is a fact that schools don’t have enough equipped classrooms, practical equipment and raw materials to be able to provide practical examples and demonstrations for academic and theoretical knowledge in practice and everyday life. Remembering ourselves and our peers in lessons as physics, chemistry, natural sciences, economics, etc., I very well recall that during those hours one minute seemed like an hour and lessons in the end was like a relief, equivalent to sense when toothache is over ... the logical question of course is – why so? And as a logical answer there is that a student at that age and with his life experience, just don’t see the sense to learn so many complex formulas and incomprehensible algorithms, which, in his view, in real life he will never use. The situation is drastically reversed, for example, manual training and physical education classes - one reason, here the theoretical knowledge constitutes only 10%, while the rest of the lesson are practical activities that are highly attractive for such a young age pupil as 8, 9 and 10 class, which is our primary target audience of the project Our project's main goal is to – let’s give knowledge for those young people in a form and manner that they find interesting and attractive. Let’s give them arguments why they need these theoretical knowledge’s and how they will be able to practically use them in their everyday life and professional career. Our principle of this project is that we have to talk to the student in a “language and manners” that raises interest. Are there any pupils who have dreamed to become a chemistry doctor or pharmacist? Probably not ... Is there any girl who dreamed about becoming a well known super model? Is there any boy who dreamed of becoming a policeman or James Bond? It is likely that at least 99% of them did it … The question is – in what context there is physics and chemistry? In fact, the most direct - Who have not seen those videos curiosity when a beautiful model falls on the stage, as her shoe slips? So in this moment we have physics - the term ""coefficient of friction"", which means that there is not properly chosen shoe soles against the floor covering... Who have not seen the films of Hollywood - car chase scenes, but only a few people have understood that the fastest ride for a car would be with the appropriate width tires on it for a better grip on the road … These are just two of the examples that we have mentioned, but our project idea is to prepare equivalent examples in attractive video materials with detailed explanations and video films for an exciting way for students to demonstrate that the theoretical knowledge that they acquire in school has a real and practical usage in everyday life as well as it will be useful in their professional career. The project is planned to be implemented Baltic-wide with participation of members from all the Baltic countries, where all project participants have had previous experience in similar projects. During the project we will develop practical videos with real examples of the use of theoretical knowledge in everyday life situations. There will be developed guidelines for teachers on how to prepare an equivalent material in their schools by organizing student working groups – so it will become a kind of healthy competition among students (who made the best practical video) and at the same time promote their understanding of the theoretical knowledge in practical situations."

EduHack is a collaboration project between Estonian, Spanish, Latvian, Italian, Irish and Turkish partners that brings together expertise from universities, science museums, local youth work organizations, IT, communication and international staff training in order to diversify and innovate the field of education. The overall objective of EduHack is to co-develop easy-to-use tools for educational institutions or other interested parties on how to organize an Education Innovation Hackathon as and resourceful and creative way to innovate education. Furthermore, provide opportunities to collaborate on a local and international level and test or use the ideas, prototypes, materials developed during different hackathons in other countries.Methodology of EduHack aims to move beyond closed innovation to co-innovation, embedding this practice in co-designing the tools for organizing Education Innovation Hackathons. This will be achieved by establishing multi-stakeholder Education Innovation Hubs in each partner country. The Hubs bring together the expertise from local education field, innovation centres, universities, industry, schools, IT, etc. Work in these Hubs includes local meetings and workshops and two intense short-term international mutual-learning and exchanging workshops to gather the necessary input for the design of the hackathon format as well as for the most crucial issues that can be “hacked” during four different hackathons that take place in partner countries. Education Innovation Hackathons take place in Latvia, Estonia, Turkey and Spain and they are organised to test and improve the tools that will be developed for schools for hacking education. All the necessary materials on how to organize an Education Innovation Hackathon will be launched via online platform. This platform is be the main source for potential hackathon organisers as well as opportunity for cross-sectoral and international collaboration and innovation in education.An Education Innovation HackDay will also take place during the project to maximize the impact of the developed tools, to disseminate the results on an international level as well as to exchange experiences and communicate the project to a wider audience through workshops and interactive sessions. This will take place in Ireland and the aim is to foster creativity and facilitate discussion amongst a diverse group of people, analyses issues in education in different countries and contexts, provide opportunities for networking and brings together people to share ideas and experiences. By the end of the project, a set of final (digital) guidelines and other tools (e.g. multimedia tools, checklists, templates, description of methodology) will be co-developed and shared with the public via online Education Hack Tools platform. These tools will provide a unique way of creative problem solving e.g. “hacking” particularly meant for education.