"The project was called ""Digital Storytelling through Timelapse Videos"" and it provided a chance for groups of young people from three different European regions (in the Czech Republic, Finland and Spain) to meet, collaborate and create timelapse videos reflecting their experience and tell the stories of places and people they visited and encountered in an innovative - digital - way. The main objectives were to strenghten participants' motivation to master new skills in digital era, express themselves in a creative way, learn from their peers and teach them about their own regions and way of life, improve their English and support their understanding of needs of visually impaired citizens.The participants were students of secondary schools from the towns of Leppävirta (Finland), Prostějov (Czech Republic) and the city of Murcia (Spain) and their teachers. The students were aged 14 - 18 and were chosen based on their motivation, academic achievement, knowledge of the English langue and other special criteria connected to the project themes. Three international meetings - training activities (short-term student exchanges) took place, one in each partner's town. Each of these meetings was attended by 8 students and two supervising teachers (a project coordinator and a group leader) from each partner school.During the training activities (short-term student exchanges) the participants learnt how to make a timelapse video, got to know each other and the host school and region, learnt about its history, people who live there and used timelapse videos as a platform to tell their stories. Thus they learnt ""digital storytelling"". For the project management a sequential ""Waterfall"" methodology was used, all the steps were pre-planned and then carried out. When working with students, a large scale of methodological tools were used: lectures, demonstration lessons, moderated discussions, mindmapping, workshops, buzz groups or feedback sessions.The main result of the project is a set of 22 creative timelapse videos reflecting participants' experience they gained when visiting their host schools and regions. The videos are available from vimeo.com/showcase/5061907. Impact on participants include increased motivation of participants to learn new skills connected with digital era, improved intrapersonal and interpersonal skills and improved command of the English language. Long-term benefits for participating organizations are: having empoyees with better organizational and project management and implementation skills and raising the school to an European level."

"The french""Scandibérique""along the famous transeuropean bikeway Eurovelo3The « Scandibérique » from Northern to sourthern Europe through the French département « la Vienne » (mid-west France)EuroVelo 3The main goal of our project is to go biking on 3 different parts of the bike path EuroVelo 3 : one in Sweden, one in France and one in Spain. In the meantime we also aim at discovering the cultural and environmental context of each territory. This project will also be the means for the pupils to take up a big challenge.Along the journey the pupils will develop educational skills, transversal skills and psychosocial skills. The « Scandibérique » challenge will be met by pupils as long as they behave and adopt a positive attitude on the road as well as if they share with their penpals by talking and discovering their respective cultures and environments.The main psychosocial skills we aim at are :* Being responsible on the road (wearing the helmet, the yellow safety vest, respecting the traffic regulations…) : to educate to road safety and to adopt an appropriate behaviour on the road.* Being self-sufficient and living within a group (cooperate)* Being supportive with classmates in difficulty (helping with the backpacks, changing tubes…), packing the bags for the day to come (water, snacks, waterproof suits, pens, notebooks, spare tubes…)* Dealing with physical effort : developing endurance and team spirit ; skills that pupils will be able to later use in their schoolwork or daily life.* Being able to step out of one’s comfort zone and learning :-by communicating in English/French/Spanish with one’s penpal and exchanging with the other ones.-by discovering a territory and another culture and allowing the other to discover one’s own culture.* Developing self-esteem and self-confidence : the pupils will take this project as a challenge which will allow them to develop their ownself-worth at the end of the challenge.* Striving against sedentarity by developing the satisfaction of effort and the desire to surpass by bike.We plan three meetings : one in Sweden, one in France and one in Spain. Each partner will participate in the programme organized by the host country. Each host country will prepare the route on its part of EuroVelo 3. Each teacher in his own subject will prepare and work on different parts of the school programme in class with the pupils (cartography, physical training, studying of the environmental issues, translations and activities in target languages). Some virtual exchanges are planned via eTwinning, videoconferencing, emails… so that the penpals can get acquainted and start a cooperative work before the real meetings.Thus, one groups of 25 French pupils, their families and teachers will welcome their Spanish penpals in April 2020. Another group of 25 French pupils, their families and teachers will welcome their Swedish penpals in May 2020. Both French and Swedish or French and Spanish penpals will ride on a part of the EuroVelo 3 in Vienne (French department). The programme will include cultural and historical visits of Châtellerault (a town in Northern Vienne), the discovery of « la vallée de la Vienne » on the Vienne riverside and sport events linked to the environment of the site « Lathus Saint Rémy » in southern Vienne. The penpals will also spend some time in French families.In 2021 the French pupils will be able to discover their penpal’s country (either Sweden or Spain). They will cycle together on the Swedish/ Spainish part of the EuroVelo 3.In Spain they will visit Pamplona and its surroundings on the Pilgrims route down to Los Arcos. The pupils will also spend some time in the Spanish families.In Sweden they will visit Stenungsund and the surrounding shoreline, they will also discover fishing villages by the Swedish west coast, they will visit Gothenburg and also stay in Swedish families.Each part of the EuroVelo 3 will be approximately 150 km long, which constitutes the big challenge both for students and teachers."

The BEFORE AND AFTER - CULTURAL LANDSCAPES IN EUROPE project will address the topic of transformation of European cultural landscapes in the course of time, it will compare the situation now and in the past in four different European regions. The topic of cultural landscapes will be connected to several up-to-date sub-topics. We will try to answer the question “How do the following phenomena influence the landscape we live in?” The phenomena we will be focusing on being mainly: Hydroelectric power and other renewable energy sources, mining, traffic and infrastructure, agriculture but also visual pollution and some others. Our goal is to teach young people about their own region's past and make them understand it in the context of the common European space they share with their peers from different EU countries.This proposal is built on the ideas and results from the previous DIGITAL STORYTELLING THROUGH TIMELAPSE VIDEOS (Erasmus+ KA2, 2017 - 2019) project which was carried out by three partner schools (Czech, Finnish and Spanish) - all of them will continue their partnership in this new project and one more partner (Danish) will be added. Similarly to the first project about videos, the outcome and concrete results will be visual. The participants will create a gallery of BEFORE/AFTER photos which will compare different places, learn about their history and present. An example of such a photo comparison can be found here https://bit.ly/2TqUbiN.The participants of the project will be students of the four partner schools, aged 14 -18. There will be 4 international short term student exchanges (meetings), each of them hosted by a different partner school and attended by 3 groups of 5 students and 2 teachers from each partner school. It means that there will be up to 15 student mobilities from each school during the project. First, the participants will investigate in local archives and museums, where they will look for the BEFORE photos, old photos of places that no longer look like they did in the past. In the next step, they will interview local senior citizens about those places and their stories. And they will share the photos and stories with participants from other countries (TwinSpace will be used as a platform and a parallel eTwinning project will be started for this purpose). Then the second and the most important part of the project will take place – small groups of students (5 students and 2 teachers) will travel to other countries and, with the help of their peers, visit the places in person, see them with their own eyes, learn about their history, reflect on their current state, take the AFTER photos and create the BEFORE/AFTER comparisons with commentary.These participating young Europeans will gain new IT skills (taking and editing photos), meet their peers from four different European regions, learn about their history, listen to the stories of those places told by senior citizens, and see their own region in broader European perspective. The participants will deepen their understanding of cultural diversity in Europe through taking photographs of significant places connected with the project topics – in their home regions and abroad, thus will be able to compare the situation in different places in united Europe. As far as the project management is concerned, a traditional sequential methodology (Waterfall) will be used. It means that every step is to be pre-planned and laid out in the proper sequence, so that the project's advancement could be easily monitored. During the international student exchanges, various training activities are scheduled, these will use methodological tools like lectures, demonstration lessons, moderated discussions, mindmapping, workshops and buzz groups.The long term benefits for participating organizations will be in innovation of their teaching methods, deepening and strengthening the international ties of these organizations and development of professional and personal competences of the staff involved in the project.

“Healthy Living in Europe” brings together 5 schools from Germany, Greece, Spain, Romania and Turkey. The drive of this project is to guide students to internalise healthy living patterns and enlarge their view about healthy lifestyles within the European community. A healthy lifestyle means eating healthy, practising sports, having a harmonious relation with the natural environment, learning to deal with our own feelings, promoting wellbeing, creating healthy and strong relationships and social support. By this present project we tackle the topic under all the above mentioned above.The project stems from a problem which some schools confront with- more and more pupils refuse the attendance of the PE classes, therefore the number of pupils who are overweight is increasing every year. The participants will benefit from guidance on how to achieve healthy food habits and how important sports or any form of physical exercise is on our mental and psychological comfort. The main objective is to raise awareness about different healthy European lifestyles among 100 students from the 5 schools reunited in the present project for a period of 24 months.In order to achieve the main aim, the following objectives have been set:-to improve participants’ skills and knowledge to have a healthy and balanced diet;-to support participants to lead a healthier lifestyle;-to provide participants opportunities to learn within a multicultural environment;-to encourage the international exchange of good practices.140 participants is the number intended to be the direct beneficiaries in our project (100 students and 40 teachers). At the level of the partnership, there will be involved about 300 students aged 15-20, 80 teachers and an estimated number of 200 local participants (school staff, parents, representatives of the local authorities, guests, stakeholders, etc.). The working language of the project is English.The designed activities will give the participants the chance to explore together the surrounding nature, the impact of their acts on the environment and how nature impacts people’s health. Sports will be used as a communicating tool for health-related information to students, but also to aid when establishing human relationships and improve teambuilding. By taking part in friendly competitions, team cohesion, goal setting and team spirit will be created and supported. Students will have the occasion of developing friendships during their work within the Erasmus+ projects clubs, international meetings or the online eTwinning project. International exchanges will result in creating role models, finding sources of inspiration, opportunities for personal growth and development. Each partner school will implement topic-related activities developed during the international meetings within the project clubs. The specific context of each school will be taken into consideration while doing these activities. Students will be involved in interactive activities which will develop their ability to sum up information, IT competences and critical thinking, creativity, healthy habits and practical knowledge.Organising activities outdoors will promote students’ relation with the environment. This idea will show students that education also happens in the open. Among the planned activities outdoors are field trips, study visits, meeting guest speakers from different organisations who promote leading a healthy life. While attending the seminar “Reading for Well-being”, students will discover that even literature can enhance personal wellbeing. The result of this project will be that all the participants will enlarge their view of leading a healthy lifestyle in various European communities and the quality of their educational process will also improve.This will be a unique experience in the long-turn because it will create a new ideology about what a healthy life means in terms of eating and being active. The participants will grasp the idea that each individual is responsible for creating his/her own healthy lifestyle.As a result, the project products will be blended into the school curricula and the results will be disseminated during Open Day events of the school, reunions or Educational Fairs. Our cooperation is intended to continue via the online eTwinning platform for at least three years after the completion of the project. The organisation of a health awareness campaign in every partner school or community on 7th April on the occasion of World Health Day is one of the planned activities. The schools will benefit from creating a European dimension, internationalizing the school curricula and teachers’ expansion of their knowledge and ideologies. Thanks to this partnership, participants will enrich their communicative skills, will come into contact with different languages, cultures and lifestyles. The people involved will be more efficient in managing in multicultural environments and they will also develop socially.

The methodological framework “Flipped Classroom” was used as a basis for our product-oriented project. Students were encouraged to create short films, podcasts, presentations and websites. The creation process was documented as a Do-it-yourself-instruction enabling our students, their fellow classmates and future generations to reproduce their own results.Every partner country was an expert in showing other partner countries on how to create a digital product: Portugal showed the students how to use Scratch for programming their own games, Germany showed students how to use iMovie for short films, Italy used Glogster, Thinglink and Adobe spark to create presentations, Spain taught us how to create a website using word press and Poland created a workshop on how to plan and produce a podcast.The students were constantly encouraged and enabled to try out the various ICT-tools, to create a meaningful outcome and to save their knowledge in Do-it-yourself-instructions for future reference. The learners of our project and sub-projects learnt to be (a) responsible for their own learning process, (b) were independent and (c) creative. In between the LTTs, the project weeks conducted at the various partner schools, the students were constantly engaged in activities that helped them to prepare for a project week or deepen their newly gained knowlegde about ICT and culture and the respective country, e.g. (1) they desigend a logo which everybody could identify throughout the project with, (2) they created mind-maps about stereotypes, (3) they created short films about their schools, (4) they got engaged in internet safety activities and created anit-cyberbullying videos, comics and posters, (5) created presentations about their experiences in the various partner countries and many other products. Given the fact that intercultural working skills and digital learning will become more and more important - especially as we have seen during the pandemic periods and school lockdowns, our students are more confident now using digital tools. Students will benefit from this experience in their future school career as well as in their work life.