The project builds on previous work on mobile learning technology in education. The expertise developed through the MTTEP project (http://mttep.eu) has provided a strong foundation for the project and the key leader of the MTTEP project, Dr. Kevin Burden (University of Hull, UK) has contributed as the expert throughout the Moltam-project. Originally we applied Erasmus+ funding for four partners, but the UK partner Kelvin Hall School did not receive funding and eventually dropped out of the project and we became three partners: Wildermuth-Gymnasium Tübingen, Germany with Michael Reder as contact person, Colegio Santa Maria Marianistas Valencia, Spain with Pedro Barrientos-Pérez as contact person and Metis vgs Bergen, Norway with Anbjørg Igland as coordinator of the project. The purpose of the project has been to develop teacher expertise in the use of mobile learning to support formative assessment. Together the partners have explored good practice, using various mobile learning tools to develop teacher expertise which in turn has supported student progress. The objective for the project has been to provide practicing teachers opportunities to learn about and work with mobile learning tools within their day-to-day teaching. The project has provided opportunities for guided, hands-on training through three teacher training activities, the first at the LTT in Tübingen 19/2-22/2 2018, the second in Valencia 5/11-8/11 2018 and the third in Bergen 13/5-16/5 2019. Moreover, the project has allowed teachers to explore the potential of guided learning through digital devices outside the classroom, allowing them to strengthen student-teacher dialogue beyond traditional teaching and learning situations. The iPac model, developed by Dr Kevin Burden and teacher educators and academics at the University of Technology, Sidney (Australia), has served has the key pedagogical framework for the Moltam project. The purpose of the iPac model is to give teachers diagnostic feedback of mobile learning activities, the level of authenticity, personalisation, collaboration etc. Based on the iPac, the partners have established a common framework for case studies and formative assessment. At the initially stage, we trialed the app Socrative (Socrative.com) to be used for peer-to peer assessment. This app enabled students and teachers to assess each other´s work by immediate feedback. However, we realized we needed more knowledge about how to relate the iPac model to formative assessment, something that had not been explored in the MTTEP project. Since Metis was responsible for the iPac model, we invited Dr. Kevin Burden to Bergen to hold a workshop for us 2/5 2019. The topic was iPac and formative assessment and how we create meaning with mobile technology. Our colleagues from Høgskulen på Vestlandet (former partners in the MTTEP project) also joined us. Later on 15/10 2019 we invited Rebecca Kelly to Metis (Ph.D student of Kevin Burden), whose Ph.D thesis is about the iPac and formative assessment and from her we also gained useful knowledge to share with our German and Spanish partners. Dr. Kevin Burden and Rebecca Kelly joined us at the TN in Valencia 5/11 2019. This workshop allowed our Spanish and German partners to become more familiar with the iPac framework, how it can support formative assessment and learning outside the classroom.The potential to share the findings of the project has been important. At our first LTT in Tübingen, our German partners arranged an in-service-teacher event at the University of Tübingen, where practicing teachers from different schools as well as students from the university attended the workshop to learn about mobile learning. Moreover, at the LTT in Valencia, all the teachers from the partner school were invited to a hands-on mobile learning workshop and at the LTT in Bergen May 2019, the teachers from Metis attended a hands-on mobile learning workshop. As for publications, the Spanish partners have published articles about the project on a Spanish educational platform (see link padlet Project Results platform) and Metis has an agreement with Lektorbladet to publish an article about the project after the final report has been submitted. The Spanish partner has created their own Erasmus+ folder on their school´s website with information about the Moltam-project (http://www.marianistasalboraya.es/?s=Erasmus%2B) and on the Metis website we have a folder for Erasmus+ projects with information about the project in both Norwegian and English (https://www.metis.no/vgs/bergen/info/erasmus). We have also created our own Moltam website (http://moltam.eu). This helps to spread information about the project to students and parents and other people, nationally and transnationally, who are interested in getting in touch with us. The eTwinning platform has been used to share documents and results on Twinspace so that there is evidence of our project and our results and reflections can be reached by other colleagues within the eTwinning platform.

"<< Background >>Most environmental problems are rooted in human behavior and most of the tools deployed to solve them are fundamentally behavior change tools. However, many common approaches thus far applied to address climate change have delayed and often invisible benefits.To get people to change, we need to design innovative educational solutions that touch them in a young age and in a familiar context such as the schools, using the power of emotional appeals, social incentives, and choices architecture.To reach interesting results on Environment and Climate issues we need significant changes in human consumption patterns, especially for activities that cause overconsumption of food, water, and natural resources. Environmental literacy alone could be too limiting to trigger good practices in this area. The environmental responsibility and the sense of ecological awareness that accompany eco-literacy are dependent on the individual’s ability to understand the interconnectedness of environmental issues and ecological problems. It thus follows that the very same divergent thinking that enables an understanding of ecological issues is critical to obtaining a sense of ecological literacy. Therefore, it can be concluded that the pedagogy used to teach environmental education is a major factor in whether or not a student is able to gain a sense of eco-literacy.Bearing this in mind, we think that a comprehensive teaching approach paired with innovative educational methods, integrating the analysis of the factors that influence behavior with the representation of complex concepts in a more accessible way, may support renewed responsible citizenship among new generations and thier families.<< Objectives >>The main overall objective of the project is the development of educational activities aimed at promoting behavioural changes in individual and collective choices and in consumption habits through innovative strategies and methodologies applied to environment and climate goals. The specific objective is to raise awareness - among secondary school students - of critical aspects of Environmental Literacy, while at the same time enhance their ability to evaluate risck and manage uncertainty. More specifically, all partners will acquire highly skilled strategies to promote cultural and behavioural change and will be able to apply such strategies to the study of environmental and climate change.-Moreover, they will develop the strategies necessaries to support the diffusion of such changes at an organizational level. The project will support the diffusion of innovative teaching methodologies, with a special focus on the increase of the capacity of indipendent judgment. The project will also contribute to the reinforcement of a network of international relations organized around the shared interest of environmental education, fostering the diffusion of awareness and the definition of innovative policies among educative insittutions.<< Implementation >>In the first year of the project a number of action will be promoted in order to finalize the definition of the educational experience: - activity of research for the definition of the theoretical background and benchmarking of the project, via a literature review and desk research that will cover the topics of environmental literacy, nudge and other behavioural strategies as well as cognitive issues, ICT and educational methodologies and establish benchmarking references (results will be summarized in the output “Manual on Methodology),- definition fo the instruments for quantitative and qualitative evaluation of the impact of the activity- first version of the Simulation Tool (software) and its guidebook as draft.Once the theoretical basis of the project are established, representatives of all partners will attend an intensive course to be trained in the use of the Simulation Tool and on the methodologies selected for the implementation of the EduS4EL action with the students.A first pilot implementation of the proposed action will take place in all schools, carried out by the ""expert"" teachers that participated to the intensive training, under the tutoring and supervision of their local University. At the end of the first pilot cycle, feedbacks and results will be colllected, in order to fine-tune and finalize the Tool, the Guidebook and the program.Then, each school will organize an internal training of a large number of teachers. This training will be carried out by the internal ""experts"", again under the supervision of the local Universities.A second, more extensive cycle of program experimentation will be carried out by the newly trained teachers.At the beginning and at the end of each training cycle data will be collected among the students. Students that participated to the first cycle of training will be re-tested to check for long term impacts. All data (both quantitative and qualitative) will be analysed and the results will provide an assessment of the impact of the proposed actions, as well as useful informations for the definition of straegies and policies for Environmental education.All the results of the project will be available on the project web platfom, that will also provide a specific space for communication and networking.<< Results >>The project results include: 1) Manual for the implementation of the Methodology 2) Simulation Tool 3) Guidebook 4) WEB Platform5) Teacher to Teacher Training Course (TTTC) 6) Educational ExperimentationThe outcomes expected during the project are the following: • to increase awareness and build environmental and climate literacy in students; • to develop cognitive skills in well-arranged environments that are critical for promoting cognitive development. Within such environments, young people can engage in exploration and problem solving that leads to learning on a daily basis; • to develop active citizenship on these priorities; • to facilitate the recognition of competencies; • to incorporate educational issues in the use of models and representations about Environmental literacy.We expect that by the end of this project an efficient learning by doing system, able to further strengthen the base of cooperation of the partner organizations, will be fully activated. This structured, coordinated transnational ecosystem will allow the partners to carry on in the evolution and innovation of their methods of teaching and learning even behond the end of this project, which will enable the consortium to apply for further grants."