"<< Background >>The recent Covid-19 pandemic had a profound effect on school education. Over night, in Greece and other countries, school education experienced a massive shift to online-only learning. Digital was the only available channel for school education. This put digital learning in the spotlight, showcasing its strengths, while uncovering some important weaknesses at the same time. One of the main lessons learned of the pandemia was that many teachers and students were unable to cope with new technologies in a healthy manner, resulting in different psychological effects such as anxiety and stress. It became clear that a new ""normal"" is emerging ins school education. It became clear that well-being in the context of technology use must be addressed. However, current curricula do not include this aspect, most teachers rely on the assumption that physical education is enough to ensure students’ mental and physical health.Schools are reopening to a new reality, in which digital learning will continue to play an important role. Addressing this digital transformation calls for the development of digital readiness, resilience and capacity deep revisions and changes are needed, in particular dealing with well-being and mental health. The POSITIVE LEARN project is set against this backdrop. Aim of POSITIVE LEARN is to support school professionals and modernize teacher education through curricular innovation to meet the needs of the emerging online-first learning paradigm. To be able to react to crisis, it is necessary to have 1) basic infrastructures and corresponding competencies to move seamlessly towards digital learning scenarios and 2) competencies and skills to react to psychological effects such as technostress, depression or isolation..POSITIVE LEARN will address this key challenge by 1) developing competencies of teachers to ensure well-being and health, 2) provide learning scenarios and materials to include well-being across subjects, 3) to create a unique open exchange platform to allow competency development and collaboration across Europe.We address the main emotional challenges of the Covid-19 pandemia by applying a positive computing/psychology approach beyond technological / digital solutions. POSITIVE LEARN will support innovation, resilience and change, to help education systems schools cope with the uncertainty created by the pandemic, and build support for change.Investing in Positive eLearning capacity development and change-management skills will be critical for resilience building. teachers play a critical part in the education process and it is therefore vital that teachers become active agents for change in implementing technological innovations. We believe that to support the effective take up of digital technologies and innovative pedagogies in education a rethinking of the portfolio of digital competences of educators is required. We see in particular the aspects of positive psychology / positive computing as a necessary skill to address psychological / emotional aspects. Whereas the basic technology skills for educators are adequately addressed in frameworks like the DigiComp for Educators, positive interventions and emotional aspects are rarely tackled. We will tackle those skill gaps as the first priority by building a comprehensive competency framework. The main goal of the project is to provide instruments for teachers to create positive views, emotions and atmospheres in times of crisis. To become effective promoters of education resilience, teachers need access to relevant, quality professional development and support during the crisis for effectively implementing technological innovations. The project will support and upskill teachers to enable them to best leverage the capabilities of new technologies to develop and implement innovative teaching methods. POSITIVE LEARN will thus contribute to the further professional development of teachers.<< Objectives >>The main goal of the project is to provide instruments for teachers to create positive views, emotions and atmospheres when transforming school education and recovering from the crisis. We address the main emotional challenges of the Covid-19 pandemia by applying a positive computing / psychology approach beyond technological / digital solutions. We aim at developing teachers’ competencies and providing ready-to-use solutions (learning scenarios and materials) across subjects.The pandemia has led to accelerating digital transformation in schools. The use of technologies in schools, however, will be a lasting effect. However, increased dependence and exposure to the use of technology for distance education can jeopardise the well-being of individuals as the boundaries of school and personal life are harder to maintain and negatively-associated outcomes and side-effects of technology use may arise, such as stress from technology use-technostress (Tarafdar et al. 2015). In order to increase the preparedness and capabilities to avert such negative aspects of distance learning, new capabilities have to be created and well-designed learning objects need to be combined with appropriate pedagogical methodologies into relevant learning activities. Ensuring learning continuity during the pandemic goes beyond the mere adoption of distance learning modalities. In addition, concerns are increasingly raised about the social-emotional needs and the overall mental well-being of students, about the challenges of learning in isolation and technology stress. It thus becomes imperative to move beyond the traditional, transactional understandings of the teacher–learner relationship, to design for motivation, engagement, positive emotions and wellbeing in digital learning experiences, to decrease mental illness (e.g. stress, depression and anxiety) and help students and teachers develop their full potential. What are the current challenges for teachers? Our initial study on experiences of the COVID-19 crisis has shown a variety of aspects leading to successfully mastering the crisis. Some of the aspects are organizational, such as: • Willingness to change • Technological infrastructure and support • Healthy and active usage of digital technologies Even more important is the role of the teacher, It is essential that teachers have the motivation and skills to seamlessly move towards digital solutions. However, a variety of challenges occur in this unusual situation: • Dealing with different technological equipment of students / families • Coping with stress and insecurities • Creating motivation and positive atmosphere with new channels of interaction • Dealing with depression and despair. The main finding is that new competencies are required in this situation. We see competencies as knowledge, skills and attitudes to solve problems in certain contexts (Holtkamp & Pawlowski, 2015). In times of transformation, especially attitudes and emotional aspects seem critical, for example to develop positive attitudes for technology use situations and to learn new capabilities to mitigate technostress (Pirkkalainen et al. 2019). Based on this background, our objectives are:1.Developing a pedagogical and competency framework to enable teachers to include well-being and mental health across subjects2.To provide open learning scenarios and materials to include well-being in all subjects3.Developing teachers’ competencies regarding technology-related health issues and providing ready-to-use interventions4.To enable collaboration for open learning across Europe5.To provide evidence-based implementation guidelines6.To create future institutional and policy guidelinesOverall, we aim at supporting schools and teachers to manage their digital transformation in a healthy environment.<< Implementation >>Three broad types of activities are scheduled:*Management activitiesA concrete management structure and procedures are foreseen regarding the division of responsibilities across the Consortium, as well as the different management entities, their responsibilities and way of functioning, in order to ensure cooperation between all stakeholders for the implementation of all of the activities of the project according to the approved plan.* Implementation activitiesA realistic and feasible Implementation plan has been prepared for the development of the project results. The project follows an agile approach with inter-related activities: The stakeholder analysis (R1) will give us a deep understanding of how to integrate well-being elements in different subjects. This will be accompanied by the competency framework (R2) to turn the (institutional, curricular) requirements into specific individual competencies. R3 will then provide open learning scenarios with didactical and pedagogical guidance for teachers to up-skill both teachers as well as students - this is the most work intense result. The scenarios and materials will be distributed and improved using the exchange platform (R3.3). The scenarios and materials will then be extensively validated in pilots and large-scale trials (R4). The lessons learned will be captured and made sustainable by creating roadmaps for schools and policy makers (R5).For each Result, a suitable work schedule has been prepared featuring relevant activities and appropriate methods (Literature review/construction, Surveys and Expert interviews, Focus Groups etc), to ensure that the results are well planned, relevant to the need and accepted by the project customers.* Valorisation activitiesTo increase the value and impact of project results concrete dissemination and exploitation actions are planned.For the dissemination aspect, the project has developed a comprehensive plan of action (dissemination plan), embedded in a strong consortium of partners that hold a leadership role in all relevant areas of interest. It can thus guarantee a wide network of contacts for a successful dissemination of project news, activities and results. In order to guarantee effective promotion and dissemination of the project, three strategies – Paper, Media and Event - have been identified and different tools will be developed and delivered within the framework of each strategy.For the exploitation aspect, concrete actions are planned, with a view on ensuring the takeup and sustainability of project results, i.e. on transferring them, and on integrating them in a sustainable way and using them actively in systems and practices at local, regional, national and European level.<< Results >>The following results are planned:R1: Overview of European distance learning positification Requirements and Stakeholder Analysis)R2: Competency Framework for Positive Digital SolutionsR3: Open Learning Scenarios and Exchange Platform (User Support Bundle)R4: Distance Learning Positification Implementation GuidanceR5: Distance learning Positification RoadmappingJointly these constitute a comprehensive support system for educators and schools to address the main emotional challenges digital learning by applying a positive computing/psychology approach beyond technological / digital solutions. The results of POSITIVE LEARN will support innovation, resilience and change, to help education systems schools cope with the uncertainty created by the pandemic, and build support for change.Additional outputs include:A3.1 POSITIVE LEARN Website and Social Media A3.2 POSITIVE LEARN NewsletterA3.3 POSITIVE LEARN Printed promotional material (brochures)A3.4 Other Publications (scientific publications & presentations)"

Artificial Intelligence and in particular machine learning has become a highly discussed topic in society. People are concerned about the enormous progress which might lead to both challenges and opportunities for the job market and for individual careers. However, Artificial Intelligence has not made it into the curricula of most countries in Europe. This is the starting point for the AIware project: We aim at creating a ready to use solution for schools consisting of a model curriculum, learning scenarios and materials for different aspects of AI for teachers and students of grade 7-12. Artificial Intelligence has already changed the job market and individual careers - AI-powered algorithms outperform human beings in different aspects of personal and business life. Many job types even for well educated people will disappear in the coming years. It will be a key competency for people to understand how to utilize AI in their jobs and personal life productively. Furthermore, concrete competencies are necessary regarding the creation and utilization of AI-based systems, e.g. to analyze, interpret and utilize different types of data. Last but not least, dangers and concern need to be taken into account.For this purpose, we aim at creating the following:Curriculum describing competencies for teachers and students (between grade 7 and 12/13)Pedagogical framework based on problem based learning in real lifeLearning scenarios for different aspects of Artificial Intelligence as Open Educational PracticesLearning Materials for different aspects of Artificial Intelligence as Open Educational ResourcesCollection of Open Educational Resources for AIValidations of the learning scenarios and materials.A certification scheme for the “AI ready school”Policy and curriculum recommendationsTherefore, we provide solutions for incorporating AI into schools which is validated and transferable as a reference for further initiatives.

"The overall goal is to develop new solutions for learning and teaching ICT, in particular Computational Thinking and problem solving into primary schools (grade 3-6). The main idea is to use a ""physical approach"" which we interpret in two ways: 1) Devices such as small robots are used to create haptic, tangible experiences (Richard, 2008; Blikstein, 2013), 2) ICT should be connected with physical real-life activities to avoid that computers are just perceived as a passive, seated activity. While it is widely acknowledged that ICT skills are crucial for future employability and success, only very few European countries have taken up computational thinking / programming into school curricula in early stages, even though it improves problem solving and has positive influences on other competencies. Many projects currently address this topic - initiatives such as Microsoft’s “Code your life” show the importance of starting computational thinking in early stages. The report “Computing our Future” by European Schoolnet (2014) also emphasizes on the importance and suggests certain steps for curriculum modernization, teacher education and infrastructure needs. However, several barriers remain and keep countries from getting involved and preparing the new generations for future challenges:- Many countries have not yet seen the importance of Computational Thinking and ICT skills in early stages of education, in particular in primary schools- Lack of modernization of curricula regarding ICT- Lack of pedagogical and didactical approaches and competences for cross-subject teaching- Resistance from schools and school administrations- Perception of Computer Science / ICT as an expert “nerd” subject- Perception of Computer Science as a male domainFurthermore, we see different obstacles and weaknesses in current initiatives:- Initiatives are initiated by companies, some of them US-led which 1) are not adapted for the European context and 2) have commercial interests- Activities are not connected to curricula - Activities are just computer-centered and lead to physical inactivityThese barriers need to be addressed in a holistic approach. We thus aim at the following overarching objectives: - Exploring the concept of Physical Computing as a combination of Computational Thinking, Haptic Experiences and Physical Activities.- Providing learning activities and Open Educational Resources for Programming for Third to Sixth Grade focusing on teacher materials and teacher training.- Developing scenarios for the inclusion of Programming into different subjects- Providing a competence framework including links to existing national curricula and competence schemes.- Validating the approaches in different European context- Creating recommendations for curriculum developmentThe key idea is to develop the concept of Physical Computing. Computational Thinking and initial programming skills allow people to design, create and actively change the future living and professional environment. To be able to actively participate and foster creativity, it is necessary to create certain skills and attitudes from very early ages, such as: positive perception towards programming independent of sex or origin; problem solving in procedural ways; enable creative thinking; understanding and changing ICT-controlled environments. From this starting point, we define Physical Programming as “a holistic enabling approach to building programming competencies including haptic experiences accompanied by physical activities”. This can include on the one hand simple robots which can be controlled, steered and manipulated. On the other hand, this includes physical, real-life activities which prepare programming concepts such as algorithmic thinking in general or specifically concepts such as object modification, loops, procedures etc. Based on existing concepts and materials, we will achieve the following outcomes:- Build learning scenarios and materials for programming from first to fourth grade as Open Educational Resources using a Creative Commons license. We use existing materials and OER from the partnership and beyond as starting points.- Build at least 120 Open Learning Scenarios for Computational Thinking across subjects and disciplines (e.g. STEM, art, languages, sports). - Create a Competence framework including links to existing curricula- Collect good practices across Europe- Validate the concept with at least 150 teachers as well as policy makers- Create a road-map for curriculum development as broad distribution of the created OERThe project will significantly contribute towards didactical and curriculum innovation as well as to open education in European Higher Education, in particular for teachers and teacher trainers."

The main goal is to enable schools, in particular teachers, parents and pupils, to participate in high quality citizen science projects in both curricular and extracurricular contexts. Citizen Science (CS) has raised a lot of attention in the last years. Its main goal is to involve citizens in different types of science projects, in particular to 1) improve engagement and 2) to increase research capacities, e.g. by shared data collection. Many projects have incorporated citizen science approaches. Whereas citizen science works well for educational purposes (e.g. in inquiry-based science education), the acceptance of CS on a scientific level ranges from low to questionable. Even though the European Association for Citizen Science has clear guidelines and support mechanisms, many CS projects are not taken seriously. This is the main starting point for the FabCitizen project: We aim at providing tools to increase the quality of CS projects, in particular in schools. For this purpose, we will integrate FabLabs as the main educational environment as they can provide both, technological as well as methodological expertise. We base our project on clearly defined requirements, amongst them●In schools, CS projects need to be embedded in the curriculum●To ease the implementation, teachers need high quality (open) scenarios and learning materials ●CS projects need support in terms of methodological and technological expertise.In the project, we will achieve the following main results: ●A Citizen Science competency framework describing knowledge, skills and attitudes to successfully engage in high quality CS projects incorporating the key skill of data handling (such analytics, security, ethics)●A pedagogical concept incorporating aspects of inquiry and service learning ●A guide for FabLabs as the key infrastructure to educate and train schools and citizens. ●At least 200 Open learning scenarios to train teachers, pupils and parents in early secondary school●A collection of Open Educational Resources supporting the approach●A good practice guide for schools and FabLabs across EuropeThe project will provide guidance and concrete support to universities, FabLabs, schools and the surrounding communities to participate in successful, high quality CS projects. As part of our trials, we will initiate around 100 CS projects. In the long run, we create new methods and materials for broader engagement and quality improvement in CS.

"Das Projekt TACTIDE „TeAching Computational ThinkIng with Digital dEvices"" befasste sich mit der Unterstützung und Befähigung der Lehrenden, Problemlösestrategien mit Hilfe digitaler Devices innerhalb des Regel- und Projektunterrichts sowie extrakurrikularer Aktivitäten zu integrieren. Hierbei war von Anfang an das Ziel sich nicht auf ein spezifisiches Fach zu konzentrieren, sondern es wurden explizit verschiedene Fächer mit einbezogen und fächerübergreifende Lernszenarien entwickelt, um die Digitalisierung in Schule zu begleiten und Kompetenzen zum Problemlösen mit Hilfe von digitalen Werkzeugen allen SchülerInnen näher zu bringen. Insbesondere fokussierten wir hierbei nicht nur diejenigen SchülerInnen, die sich ohnehin durch ihre Fächerwahl schon mit dieser Thematik beschäftigen. Vielmehr war das Ziel das Thema Computational Thinking auch in eher untypische Fächer, wie z.B. Biologie, einzubringen und zu erlaube fächerübergreifend Computational Thinking Skills zu unterrichten. Der allgemeine digitale Wandel macht auch weiterhin die Notwendigkeit für den Umgang mit den 21st Century Skills und den damit einhergehenden Fähigkeiten wie dem Computational Thinking dringend erforderlich. Hierzu ist ebenfalls ein digitaler Wandel in unserer Schulbildung notwendig, um die ArbeiterInnen von morgen hinreichend auf die neuen Anforderungen der Berufswelt der Zukunft vorzubereiten. Daher muss die Vermittlung und Integration der „21st Century Skills“ in Schule dringend gestärkt werden. Hierzu ist es sinnvoll, an der Förderung von Kompetenzen anzusetzen, die in der automatisierten Welt notwendig sind. Dies sind die Projektpartner über Aspekt der Förderung von Problemlösekompetenzen mit Hilfe von digitalen Devices (Microcontollern) wie z.B. Microbit und Calliope mini angegangen.Hierzu wurden zunächst Gemeinsamkeiten und Unterschiede in den Lehrplänen und Ansätzen der beteiligten Länder verglichen. Danach wurden Pilotprojekte länderübergreifend entwickelt. In einem nächsten Schritt wurde analysiert inwieweit die LehrerInnen befähigt werden müssen die entwickelten Szenarien umzusetzen, bzw. wie diese skalierbar, primär in Bezug auf die Leistungsfähigkeit der Lernenden, umgesetzt werden können.Im Anschluss daran wurden alle Projekte in einem entsprechenden LMS für die weitere Verwendung angeboten. Anhand der Materialien und der Fortbildungen wird das Lehrpersonal unterschiedlicher Fächer selbst geschult und befähigt digitale Inhalte in ihren Unterricht zu integrieren und Problemlösestrategien mit Hilfe digitaler Werkzeuge, im Sinne des Computational Thinking, zu unterrichten."