The project built up a Community of Practice to improve the quality of teaching in participant schools. They implemented professional values and attitudes like reflective practice, autonomous learning, collaborative work, engagement in research and innovation as a way to students acquire new skills.Teachers drew up a model for students’ learning integrated in the national curriculums. Students developed transversal skills by solving meaningful problems through the practices of robotics design. At the same time the project aimed to provide teachers’ innovative tools to assess these skills. Target group: Teachers and students of Primary, and kindergarten, and lower secondary and teacher trainers and education authorities.Project aims: 1. Develop in students basic knowledge (based on national curriculum) and a set of transversal skills to better implement knowledge in all school subjects.2. Implement at school learners’ centred approaches based on self-regulated learning, self-reflections, collaborative work, peer assessment, etc3. Use of relevant technology Robotics, Coding, Computational Thinking....enhancing student understanding, reflection and collaborative work to the creation of knowledge across different subjects.4. Create at schools framework to introduce innovative learning and teaching practices by improving teachers’ competences to implement innovative teaching approaches and also prepare teachers to asssess students’ learning (both knowledge and skills)ResultsTraining workshop for teachers have been organized, and experts participants in the course provide tools and resources to assist teachers in design learning tasks to aligning learning goals and assessing transversal skills using ICT affordances and opportunities. Blended mobilities of learners (3) in which students had the opportunity to explore robotics and coding for the application of knowledge and problem solving. Learning practice have been shared in relation to the development new learning and teaching methods and assessment of transversal skills (e-portfolio).A website including learning practices on problem solving experimentally using robotics and coding (for 3-13) were produced by participant countries. They are integrated in the curricula and ready to use at the classroom on different subjects and in different languagesTwo collaborative projects were implemented by students during the project life-cycle. One about learning practices (Handbook including didactical proposals of teachers) A second project focuses on the application of coding and robotics to real life (Apps, traffic light, ...)In this project students could use their understanding to solve meaningful problems of Physics through the practices of robotics and coding and teachers feel that they’re preparing students for their future. The schools have created a framework that was implemented in all classes to all students and that is now integrated in the curriculum.

Context and background for the projectThis project addresses the needs to develop and take on new approaches to teaching and learning and to use new technologies to support and facilitate this. In particular, the project deals with wellknown issues related to science teaching and learning and furthermore with teaching towards the 21st-century skills in schools. The science subjects pose problems or obstacles for a large number of students in European schools. School science subjects are considered “hard” and require high levels of abstraction. As a result, there has been a decline in young Europeans’ interest in the science subjects both during their education and as career opportunities. Inquiry-oriented approaches are recommended to make the learning of science more like the practice of science. This project addresses the above concerns by contributing to developing and implementing innovative science education in order to enhance the quality of science teaching/learning and student attitudes and motivation. The basic rationale of this project is that science education can be strengthened through the use of Argumented Reality (AR) (Shirazi & Behzadan 2013), because AR makes possible active, collaborative learning as well as interaction with and visualization of central science knowledge. Furthermore, it is believed that the technology has matured sufficiently to introduce it into school contexts and involve teachers in designing and producing AR-materials.The objectives of AR-Sci is to:A) Contribute to developing and implementing innovative science education in order to enhance the quality of science teaching and learningB) Strengthen students' motivation for and attitude towards science educationC) Develop a student-centered approach to science education, facilitating inquiry-based teaching, collaboration and active learning.D) Strengthen technology-enhanced teaching and learning in ways that make sense to students and teachersThe project aims to produce materials to facilitate student learning and engagement and also build models for how teachers can use the technology and involve their studentsAR-sci has the overall objective of furthering innovative teaching and learning with augmented reality-technologies. AR-sci aims at describing a supplementary, new and innovative approach through a design guideline for science teachers and others interested in the field. Number and profile of participating organisationsThe consortium consists of 6 partners from higher education, IT and education, and the school sector respectively.VIA University College is Denmark’s largest provider of teacher education with close ties to university research environments nationally and internationally. Oslo and Akershus University College of Applied Sciences, Hioa, is the largest state university college in Norway. Hioa has renowned competences in digital literacy and ICT-suported learning.Jisc, Manchester University, UK, is a not-for-profit organisation for digital services and solutions for the UK higher, further education and skills sector.Galicia Supercomputing Centre (CESGA), Spain, is a public non-profit technological centre, offering advanced IT-services to the scientific community in Galicia.Skolen I Midten (SIM), lower secondary school, Denmark.CPI O Cruce, K-12 school, Spain.The main activities in the project are:1.Developing and testing an innovative approach to science teaching2.Designing and producing a series of AR-based teaching materials3.Testing and evaluating the materials and teaching approach together with teachers and students in schools (in a series of pilots)4.Sharing ideas, models, experiences, materials etc. with teachers, lecturers and researchers in webinars, workshops, conference presentations, and scientific articles5.Describing and sharing the pedagogical model, the teaching and learning materials, a guide for science teachers in a free online resourceResults and impact attainedAR-sci has developed a student-centered approach facilitating an inquiry-oriented teaching, collaboration and active learning, and a visualization of the often hidden processes that are central to understanding science. Based on evaluation of the pilots in schools we found that students considered the use of AR activities to be motivating, to give clarification on complex concepts, and to bring further attention to STEM topics. In terms of developing a studenter centred teaching approach, 76 % of the students stated that they had learnt from their fellows, and 60 % stated that they had noticed a different role from their teacher. At the end of the 3rd round of pilots, 75 % of the students involved stated that their interest in STEM subjects had increased.Through collaboration with schools, teachers, students, teacher educators, researchers and developers of educational technology, the project has communicated its results and raised awareness of the potential of AR in education.

There is an evidence of skills shortage in STEM (Science, Technology, Engineering and Mathematics) fields across EU, that raises concerns and serious implications in the future concerning the recruitment difficulties that already are being felt over the recent years. The general perception in young students is that STEM related occupations are boring, hardworking and therefore unattractive for young people, with a persisting under-representation of women. The aim of the project “Boats4Schools: An Educational Challenge“ was to develop a ludic and educational methodology that can get young students attention to the importance of STEAM educational opportunities as a possible pathway for a future career. The methodology developed in the project was oriented as a youth challenge for young students (12-17 years old), that can be replicabled anywhere in the world. The methodology is based on a challenge where student´s (working in teams) will have to build a small Boat (miniature) under a set of rules like powered by a sustainable energy source or building the boat from a specific material, and, by doing that they will have to get in contact with several technologies like 3D design, Additive Manufacturing, Cloud Manufacturing, Computer-Aided Engineering (CAE) tools, Computer-Aided Design (CAD) tools, High-performance computing (HPC), Math, Physics, Innovative thinking, creativity and so many other skills. At the same time that students are building their Boat and preparing the Boat for the Challenge they are learning relevant contents related to STEM+A (Art/Creativity), with the help of a tutor (teacher) that will guide them towards the creation of the best Boat that will compete in the Challenges (Regional School Challenges, National and International Challenges). Further to the STEM+A (meaning STEAM) related contents, each team of students will be asked to work other competencies like marketing their boats and get sponsors, working leadership and presentation in front of a jury, self-employment and entrepreneur techniques among other transversal skills. This empowerment as a team will be an important asset to promote social inclusion among youngsters. The methodology that the project created is based on an extracurricular activity following a contemporary educational approach - learn by doing - with the power to stimulate pupils attention and given them the opportunity to promote the self-learning , active participation and independent (self) development in educational fields that are not often easy to engage the students. During project lifetime, partners created the methodology, and supporting materials for Boats4Schools, working in tasks like: - Benchmarking with other similar initiatives, around the world and collect the best practices; - Defining the educational approach and resources in parallel with the objectives and rules for future Boats4Schools Challenges; - Promoted several trial contests (pilot approach) in Portugal, Spain and Italy; - The project results were disseminated at national and European level trying to spread the project methodology to be adopted in other schools and countries. With the Boat4Schools project, the partners intend to share a friendly way to engage young students to be more positive about STEAM career paths and encourage them to choose STEAM studies.

<< Background >>The COVID-19 health emergency has generated an educational emergency. Schools in most OECD countries have stopped their classroom activities by making significant educational and organizational efforts to continue distance learning, as they have been hit at their greatest weakness: the digital transition (OECD, 2019).Teachers have had to adapt to online learning which, in most cases, coincided with the use of a simple remote video lesson or pre-packaged training product, NOT conceived and created by placing the student at the centre of the teaching process, encouraged and required to act as an individual who learns in a self-regulated way, questioned and involved as a co-designer of the learning process. The plurality and heterogeneity of learning needs should not, in fact, be standardized and flattened but intercepted, read and interpreted to prevent the risk of drop out (THE IMPACT OF COVID-19 ON EDUCATION INSIGHTS FROM EDUCATION AT A GLANCE 2020, OECD).In other words, the crisis has revealed many challenges for teachers and students such as the weakness of distance learning systems, the inadequacy of pedagogical methods and the insufficient ability of teachers to deliver and evaluate high quality online courses while safeguarding educational equity (Second Amendment - 2020 annual work program - Erasmus + C (2020) 5495 of 14th August 2020).Even before the crisis, teachers reported ICT skills for teaching purposes as one of the highest professional development needs (18%) but only 36% took part in professional development courses for digital upskilling (OECD, 2019).These weaknesses are also attributable to the downward trend in investments by EU countries in education and teacher training (Eurostat, 2019) with IT, EL, ES, TR, MT and PL recording significant contractions.In response to these critical issues, digital technologies, if properly used, allow not only the adaptation of the teaching experience to meet the personal learning styles of students but to evolve teaching/learning methods, raising the role of teachers from mere knowledge transferors to knowledge co-creators, as mentors, orchestrators and facilitators in learning processes and, with a view to professional development, to act as role models for lifelong learning.<< Objectives >>o To encourage the methodological and technological upskilling of EU teachers from 6 countries (IT, TR, ES, PT, PL, MT), to conceive, design and deliver integrated digital teaching and personal empowerment courses by valorising resilience skills, flexibility and adaptation to change essential for a motivated and conscious evolution towards the role of Educational Innovation Advisor o To increase and maintain over time an articulated set of distinctive and emerging skills of a didactic, digital and design nature of the Teacher 4.0 called to work with a high degree of autonomy and continuityo To encourage the systematic adoption to approach technical DDI methods and tools with the development and dissemination of a Toolkit to inspire and guide the professional action of future Educational Innovation Advisorso To generate a process of sharing and didactic uniformity in didactic and methodological approaches in a pool of partnership teachers, involved in a LTTA, on Instructional design and edutainment to create a DDI palimpsest for classes of students of different disciplinary fieldso To establish lasting agreements and synergies between schools, methodological and technological innovation training poles and public bodies to set up the train-the-trainer framework developed by the project and support sustainability and the search for excellence in the development of learning and teaching .<< Implementation >>Here follows the project logical framework showing OBJECTIVES, ACTIVITIES AND RESULTS:OBJECTIVE 1: Encourage the methodological and technological upskilling of EU teachersWP4 IMPLEMENTATION ACTIVITIES1.1 Field analysis with the holding of Focus Groups (M1-4)1.2 Definition of the Training Programme (M1-6)1.3 Definition of the organizational-managerial aspects of the training programme (M14-17)1.4 Piloting of the programme (M18-23) with the realization of the following sub-activities:1.4.1 Classroom Piloting (M20)1.4.2 Fine-tuning (M21)1.4.2 Train the Trainer Activities (M22)RESULT: A TRAIN THE TRAINER PROGRAMME SET UPPR1: QUID TRAINING PROGRAMME: BECOME AN EDUCATIONAL INNOVATION ADVISOR FOR THE IMPLEMENTATION OF THE PILOTING ACTIONS, THE ACTIVITIES RELATED TO THE FOLLOWING OBJECTIVES WILL BE UNDERTAKEN PREVIOUSLY:OBJECTIVE 2: Increase and maintain over time an articulated set of distinctive and emerging skills of didactic, digital and planning nature of the Teacher 4.0WP4 IMPLEMENTATION ACTIVITIES2.1. Creation of Learning content (M6-10)2.2. OER development (M10-13)RESULT:OPEN EDUCATIONAL RESOURCES JOINTLY CARRIED OUT, in the form of interactive training video pills; PR2: OPEN EDUCATIONAL RESOURCES FOR DIGITAL UPSKILLINGOBJECTIVE 3: Encourage the systematic adoption to approach technical DDI methods and tools with the development and dissemination of a Toolkit ACTIVITIES OF WP4 IMPLEMENTATION3.1 Co-elaboration of the QUID Toolkit (M12-17)RESULT: SHARED AND CO-APPLIED EDUCATIONAL INNOVATION TOOLKITPR3 QUID TOOLKIT: METHODS FOR EDUCATIONAL INNOVATIONOBJECTIVE 4: Align a pool of partnership trainers and consultants involved in two transnational mobilities to acquire the methodological references of instructional design and edutainmentWP5 LTTA ACTIVITIES 4.1 Organization of the LTTA (M15)4.2 Delivery of the LTTA (M16)RESULT: A TRANSNATIONAL NETWORK OF EUROPEAN TEACHERS ESTABLISHEDOBJECTIVE 5: Establish lasting understandings and synergies between schools, methodological and technological innovation training centres and public bodies to set up the QUID framework 5.1 Drafting of the MoU5.2 Stipulation of the MoURESULT: MEMORANDUM OF UNDERSTANDING SIGNED<< Results >>o A TRAIN THE TRAINER PROGRAMME SET UP, responding to the needs of digital transformation of educational courses, which allows teachers to acquire and help acquire the articulated set of skills of the Educational Innovation Advisor (PR1 - QUID TRAINING PROGRAMME: BECOME AN EDUCATIONAL INNOVATION ADVISOR)o OPEN EDUCATIONAL RESOURCES JOINTLY CREATED, in the form of interactive training video pills, using Chroma Key techniques combined with motion graphics, to enhance, for a wide audience of teachers from European schools, a set of skills related to digital upskilling and role empowerment (PR2: OPEN EDUCATIONAL RESOURCES FOR DIGITAL UPSKILLING)o SHARED AND CO-APPLIED EDUCATIONAL INNOVATION TOOLKIT (PR3 - QUID TOOLKIT: METHODOLOGIES FOR EDUCATIONAL INNOVATION) focused on methods of) instructional design to design articulated and complex didactic architectures to create communities and interactive and transmedia virtual spaces ii) the latest generation of edutainment, which exploits game-based, immediate and direct ways, through which today's young people access and exchange knowledge, to stimulate them to learn through multi-channels, immersion, interactivity, relocating evaluation at the centre of the training process as an opportunity to become conscious of areas for improvement based on a detailed and shared evaluation processo A TRANSNATIONAL NETWORK OF EUROPEAN TEACHERS CONSTITUTED which will lead the synergic action of trainer training through the social media and platforms of eTwinning and School Gateway over a medium-long term horizon, extending the network to other teachers to reiterate the experimental methodological approach in other scholastic, geographical and cultural contexts. (LTTA)o MEMORANDUM OF UNDERSTANDING UNDERSIGNED to formalize multi-actor cooperation and PROVIDED FOR additional stakeholders to ensure continuity and longevity in the implementation of the project results to multiply its impacts.

"Audiovisual expression and communication are essential skills in life and business world today. There are strong signs that ICT industry will continue to grow across a range of a variety of industries, and audiovisual skills will strongly contribute to a better expression, understanding and cooperation in 21c. worl . Workers will need a high level of audiovisual and ICT skills to cope with the demand for developing more attractive and personalized ICT products, These skills will also be needed to represent personal and citizenship values, so that audivisual and ICT skills need to be continually redefined at school curriculum. Literacy can be defined as the ability to make sense of ideas. This often means reading, but also listening, viewing, observing, writing, creating, designing; each kind of literacy with with its own characteristics are an essential part of education today.Audiovisual and digital literacy prepares students to better achieve knowledge and to participate in a rapidly changing world. Students will have the opportunity to acquire those skills and implement the school curriculum throguh a variety of innovative proposals like work side by side with professionals of a commercial radio station, learn to create Mobile Apps, experiment with Augmented Reality, coding, robotics...While being integrated in the learning process.The project intends to develop audiovisual and ICT competences, to help students and teachers have a better understanding of data-based school improvement, management, Immersive Education, innovative and integrated audiovisual, digital skills. The project will validate teaching strategies that can be used to achieve high quality teaching, quality materials and higher level of students achievements. Offering training which is tailored to the needs and conditions of teachers is one of the key factors to ensure that an education of quality is available and effective. It has repeatedly been stated that teachers have a critical role to play in the development of an education of high quality. ""Teacher´s competences are seen as sucessfull learning"".Leadership, knowledge, skills and commitment of teachers are key factors in achieving high quality educational outcomes, including those students with special needs and those coming from depressed areas.Partners have proposed a serie of qualitative studies that identify and describe innovative pedagogical practices on teacher training. It provides a context for implementing innovative methods and contents in our teacher training courses.Project Aims1. To increase the quality of education and training, combining higher levels of excellence and attractiveness with opportunities for all, including those in disadvantaged situation by using accessible, affordable technologies in school.2. To explore new ways of teaching, learning and assessment in innovative way. Being innovative is about looking beyond what we currently do well, identifying the big ideas of tomorrow and putting them into practice. 3. To develop teachers´ integrated teaching skills, motivating and enabling students to be socially conscious, critical thinkers, decision makers, etc. and this can be better achieved if students first possess a high level of literacy (reading, listening, viewing, observing,...) which is essential to the effective understanding of knowledge and communication of ideas.4. To implement cutting edge digital skills and audiovisual literacy through a collaboration with experts and through connected learning at participant schools.Target groups: Secondary students, teachers, studentteachers, universities, teacher training centres, university professors and professionals of communication.Project Outputs1. A course for teachers training with four modules: a)audiovisual literacy, b) Digital literacy, c) Communication ,d) teachers produce ""learning designs"" putting theory into practice. Its contents will be published in EU resource banks2. Piloting and a report on experimentation3. A mobile APP will be created, which will be a complementary tool to both assess audiovisual, communication skills and digital skills teachers must achieve. In the App, there will be 3 levels :a. Core of digital skills;b. Intermediate skills; c. Advanced skills.Radio programmes implemented at Schools, will share a Common Core Curriculum, teachers will be able to teach radio journalism; engaging discussions on current affairs in a way that builds students' critical thinking and literacy skills enabling them to apply these skills to news. A meaningful; creative and dynamic methodology; multidisciplinary discussion and deliberation emphasizing the power of media culture, strengthening their citizenship. ARadio App will contribute to interact with listers.The pedagogy of audiovisual, communication, digital literacy provides an important framework for enabling students to improve their European citizenship."